Zach Diamond 0:03 Welcome to the modern classrooms project podcast. Each week, we bring you discussions with educators on how they use blended, self paced and mastery based learning to better serve their students. We believe teachers learn best from each other. So this is our way of lifting up the voices of leaders and innovators in our community. This is the modern classrooms project podcast. Toni Rose Deanon 0:28 Hello, and welcome to episode 182 of the modern classrooms project podcast. My name is Toni Rose, Deanon they/ them pronouns, a designated hype person here at MCP and I am joined today by a pre K. Educator Marquitta Thomas. She her pronouns welcome Marquitta Marquitta Thomas 0:45 Hi, everyone. Toni Rose Deanon 0:47 It's so exciting to be in this space with you. And thank you so much for saying yes to the podcast. Before we get started, what is bringing you joy currently? Marquitta Thomas 0:56 Currently, I'm a wife and a mom. And I love to enjoy family time and do family outings. So that's my passion that brought me into child development in the first place. So Toni Rose Deanon 1:08 yes, I love that. That is so so great. So how many how many kids do you have? If you don't mind me asking? Marquitta Thomas 1:14 I have to I have a eight year old and a two year old. Toni Rose Deanon 1:18 All the beauty of the different ages. That's so so exciting. Yeah, kids, kids are definitely hilarious. And I always say this too, is like I miss the interactions I had with students and with the young learners just because they're so funny, and they keep you humble. Marquitta Thomas 1:42 Yes, definitely. Toni Rose Deanon 1:44 Yeah, I need more of that in my life. And so Okay, Marquitta. Tell us more about who you are and how you started your MCP journey. Yes, Marquitta Thomas 1:52 I have a variety of roles with an early childhood. I'm somewhat up I have like a pretty extensive background, started off as a student aid in a preschool classroom. Then I went to a lead teacher position in a preschool classroom for three to five years of age children. I got promoted to a preschool supervisor. That was pretty fun. I implemented a and created a kindergarten readiness program. Through that program, I facilitated meetings with teachers and families to support kindergarten readiness, readiness skills. I then went on to CPS because of my passion for the babies, I wanted to go back to my babies. So currently, I'm in CPS as a general education teacher in a blended classroom. And I received an email about MCP and I wanted to learn more about it. Once I took the program, I fell in love with the technology, the strategies to self paced student learning. And so I thought it'd be really engaging and interactive to you to my students. Toni Rose Deanon 2:58 And as a pre K, educator, Marquitta this did the whole concept of self pacing didn't scare you away. Marquitta Thomas 3:09 Actually, it first it did it gave me jitters. Because I was like, well, they're not going to pay attention to the videos or whatever, it is too long. It's too extensive. But as I played around with it, and I implemented it, they were like, very intrigued and wanting to do it more. Toni Rose Deanon 3:31 Oh, that's so exciting. I also feel like our kids are growing up with a lot of devices. And so to be able to teach them how to use those devices in a way that they can actually like learn and not just like watch things, right? But actually learning and gaining skills. And all of that is so cool to me. So okay, how long have you been in the classroom now? Marquitta. Marquitta Thomas 3:57 over 10 years, Toni Rose Deanon 3:58 over 10 years, how exciting. It's always been with the little babies. Marquitta Thomas 4:02 I started off with preschool and then I did a year in kindergarten. And then I was like I just went back to preschool. I love this. Toni Rose Deanon 4:12 Wait, what is it? So I did kindergarten for a year and I absolutely hated it. So why why? What's the difference? What's like, I'm sure there's a huge difference between pre K and kindergarten. But like can you just like, I don't know, indulge me teach me because I don't know because all I see is like kids full of boogers and snotty and like, it's just like the age group that I don't want to deal with at all. Marquitta Thomas 4:40 You know what the I noticed that the curriculum is like very different. With preschool. We're all about play based learning interactive engagement, with hands on approaches. And so that can look very different in kindergarten versus kindergarten is more structure as well. As curriculum where you're not as flexible with the student learning, and so you had to follow this strict lesson plan. And so it kind of the modification part, I will say it fits with pre K, because I'm able to go based off my students interests, I'm able to modify or adjust, adapt any lesson in the curriculum to support my students needs. Toni Rose Deanon 5:26 Oh, I love that so much. So now you're just basically reminding me that, like, pre K, when students go into schools, for the very first time, it is very much play based, right? And then once they get into kindergarten, like it's not as play based, and that's kind of sad. And so like, I mean, I'm interested in seeing how you kind of implemented the model with also the play based learning in mind, because I find that to be so fascinating. Like, as an adult, I'm still looking for opportunities to play, because we don't play enough. And I feel like we need to play and there's so much, and this is a thing like why I love young learners, I will never teach them. If anything, they teach me all the time of how we should quote unquote, be seeing the world right, like play, lots of love, lots of compassion, lots of questions. And so, listeners this episode, I don't know if you all know already, but this episode is all about using MCP with pre K learners. And so it's really exciting for me, because I've not seen a pre K classroom yet, but I've seen kindergarten I was really, really impressed. So Marquitta, how how's it going? What has been a challenge and a celebration for you tell us all the things. Marquitta Thomas 6:41 There has been a variety of things going off MCP in my classroom. For my children, they are very eager and inclined with technology as our world's becoming more technology driven. This allows them to be self paced and interact with technology within my lessons. I like how with completing the task students, they are assisting their own self reflection skills and assisting their own self mastery checks with minimal to no assistance. And with this being a success, the challenge that I see, because I'm currently in a blended classroom. And so I have a couple of new mice a new I made like brand new, multilingual children in my classroom. And so I'm wanting to modify it as I am learning to speak their native language. And so a win for me it's also that repetition and routine, and me in integrating their multilingual native language and verbiage in my lessons, they are able to adapt and adjust. I, for example, had a child tell me yesterday, I was completing the lesson, I was showing a video. And she said, what she said in Spanish, and she was like, why is it in Spanish? Not in Spanish, but in English. And so from then on, it clicked to me like they need multilingual Burbidge within their lessons. So since then, I've been completing multilingual verbiage lessons to support Toni Rose Deanon 8:24 Oh, and I love that and I love how you said like I have BRAND NEW MULTILINGUAL learners. And so I'm learning their language instead of the other way around, right? Because sometimes, as educators, because I also taught English learners, a lot of the times I never even considered that right, like, oh, the focus is really like to meet each other in the middle. So like, if they're learning a little bit about our language, then I want to be able to learn a little bit about theirs as well. So that's such a beautiful thing. And I think I did that for a bit. Especially working with a lot of my Spanish speaking students, right, it was it. I feel like for me, it was a lot easier to learn Spanish, but I love this part of you just saying like, there's repetition and routine and with repetition and routine, any student can be successful. Right? And it's such a nice reminder too. I also really love the fact that you have three to five year olds, right, like self reflecting. Yeah, how adorable Marquitta How do you do that? Like what how did you teach them to do that? Marquitta Thomas 9:28 My magic wand Marquitta Thomas 9:34 It definitely takes time and practice for students to be engaged with self paced learning. When they practice routine and structure. They learn accountability. So for example, I use a lot of visual supports for my students because I have some that are varying in different developmental levels. And I use a lot of verbiage and with my verbal jump in the visual support with them, as well as As a model, I'm modeling the activity, modeling how to interact with the video. I'm modeling what stations to go to, and where do I go when I need help. And I put pictures everywhere. If you come to my classroom, there's like pictures of dinosaurs where they're doing the Self Mastery, check this picture of activity board where they do the activity check that our can't have enough of print rich environment. Toni Rose Deanon 10:30 And I love that too. Because now I'm thinking like, these are students who can't read just yet, right? I mean, of course, you might have some students who are a little bit more advanced, right, like in every classroom, but for the most part, like you said, it's a lot of visuals. And I love that you just pointed out dinosaurs for mastery check. So when they see a dinosaur, they know Oh, it's mastery check, right? Like, kind of just like, again, the repetition routine that you've created for your students. And I know that sometimes we have naysayers, right? Like, and that's fine. Like we have some resilient folks, right? saying, like, oh, pre K, can't do this. And it's like, I've seen it in kindergarten. So I'm sure that if kindergarteners can do it, or pre K can do it as well. And so this is really again, exciting that you can attest to the model. And you can share, like what worked really well for you, as well as what work what works really well for your students as well. So that's really dope that you have visuals because I do love a good visual as well. I am a visual learner, so I have to see it to be able to make it last in my head. Right and so beautiful. Thank you. And, and so that when we talked about the visuals for students, we've talked about the verbiage that you use in the modeling, which is all very important, and all things that educators, quote unquote, should be doing as they're implementing a self paced learning in any grade level, right? And so what specific strategies or approaches can pre K educators employ to empower the young children to take ownership of their learning experiences, right, and we want to, we want them to foster like this sense of autonomy and independence. And I know, I can already hear people say, like, oh, but they're three to five, like, how do you do that? It's, it's, you know, it's too young. And it's like, no, it's actually the perfect time, it is the perfect time to teach them the skills. And so, you know, how do you get your three year old learners to be more self directed? Because I'm sure they're kind of all over the place, because they're still, you know, working on their hand eye coordination, or whatever it is that they're working on? How do you how do you? How do you get your students to do to become more self directed, Marquitta Thomas 12:39 I do a job in my classroom, let's call it Big captain. Little captain. So the captains are carrying with children that will benefit from a peer buddy. And so I have to the me rotate them every week. And so it's like, okay, big captain, here's your little captain, assist your friend with an activity. And they are very great at reminding each other that this is how we do this activity. This is how we, they should look. And they even like, for example, I had a child that was having like great difficulty with an activity. And they came over that system right away. I'm just like, you go big cat there for helping your little cat. So they very, they're very welcoming and positive to each other. And I also modeled that for them as well, when me and my co teacher when we are in the classroom, we're sharing jobs, we're sharing roles, and they see us and they reflecting on each other. Toni Rose Deanon 13:46 Oh, now that you mentioned a co teacher, but of course you have a co teacher because that's what happens when you have little ones right? How do you and your co worker or your co teacher worked together when creating like the self paced structure for your, for your students, Marquitta Thomas 14:00 with the self paced program I implemented to them first. They were I will say, a little nervous, because in the program, as I was, I even like coach to my, my co teacher, I'm like, You should just try it. And she went through the program. And she liked it. She was just like, I love how they implement the strategies. I love the coaching sessions. I love the projects that we were completing. And so every week, we go over lessons activities, mastery checks, anything that we feel as though our goals will be for that week. And we collaborate together. Also, we take times with implementing the model, so I may do Monday, Wednesday, Friday, she will do Tuesday Thursday. That way you can see their perspective from both sides of our students and that it also so we can keep track Other students learn and progress. Toni Rose Deanon 15:02 Would you say that this has made your planning just a little bit easier for both of y'all? Marquitta Thomas 15:09 It definitely has. For example, with me, I feel as though it lays it out for the entire week, I can complete an activity and dissolve, okay, by the end of this week, the children should progress to this stage within our pacing guide. And it also allows us to modify or assist children who may need more assistance with following the pacing guide and the activities. Toni Rose Deanon 15:39 Oh, I love this is getting me so excited. Because I know when I implemented the model, I also had a group of teachers do this with me. So we were just kind of like thought partners and brainstorming together and creating all of the resources together, which made my life a lot easier. And then there's also that like consistency, right? Like everyone was saying the same thing, everyone was teaching the same thing. We just did it in our own teaching styles. But the messaging was the same, right? Like the lessons were the same. And I remember having like a co teacher as well, and her just loving the model because she could just watch the videos with the kids, and then be able to, like, support them in the best way possible. Because again, there's no need for her to try and figure out like what I'm trying to say it's just all written there. So that's that's kind of, that's really cool. And another thing I want to bring up too, is the big captain and little captain. I think that's the cutest thing. And that's definitely very age appropriate as well, right. So in, in high school and middle school, it's basically like a student teacher. But I really liked that you created your own wording and made it more age appropriate. So the big captain and the little captain and it's still collaboration, right? And like you said, is the autonomy. And they really are like holding each other accountable and cheering each other on. I think it's such a beautiful learning environment when that happens. And so, okay. So when it comes to like social, emotional and cognitive development of young kids, how is this the student centered approach to self pacing? Like, how does it contribute to that? And then like, what evidence based practices support the outcomes? Marquitta Thomas 17:16 That is a great question. With MCP, I have noticed that has positively impact children's social, emotional and cognitive development. When children are completely self paced activities, they have a variety of learning styles, and MCP supports that in their learning. In addition, socially and emotionally, children feel more confident in their skills that is self paced, so they're not comparing themselves to each other, or worry about what students other students have versus what they have. So a whole group, when completing activities, some students are afraid to speak out when they don't understand or feel as though they are not meeting their peers. For example, I had evaluation in my classroom where I was getting observed. And we were completing subtraction manipulatives Yes, my pre K babies were doing subtraction. With my favorite story, Pete the cat, my buttons, I modified the story to where the children were able were able to write, they could write the equation. Well, if they were progressing or writing the equation, they could just count the manipulatives and write the number. Or if they were still developing that counting skills, they could use counting boards, but played off a one to one correspondence. So in the middle of the lesson, one of my students blurted out, I'm not smart. She's comparing herself to other students because she felt as though she wasn't writing the answers fast enough. And so when I saw that I'm really into games like you, you're smart, you're using your brain. Now to capture buttons, you use your brain to write your answer. Drug use your brain just like everyone else. Everyone in here is smart, and you're brave for trial, and you're brave for asking for help. So I went over to assist her. So afterwards, she was able to get her confidence back and she utilized her my lane with writing the answer for the next equation for the classroom. When I met with my assistant principal, she commended me after the lesson on how I handled that situation, how I was able to reengage that child and Ilana environment. However, with the self pays guy, that same student will have been socially and emotionally more inclined, because they won't have to compare their skills to others. And I always push a positive learning environment and a social climate, because we want our children to be welcome, positive, comforting. And this self paced interaction allows children to work on self pay schedule, complete tasks that are technology interactive and crease, there are countless fields where our partner skills, our mastery checks and in our school of art. Toni Rose Deanon 20:06 And I think like, that's the beauty of self pacing, right, it really just kind of takes away the comparison. And it's really embracing that folks learn differently. And I think the younger that, that kids learn this the better, because then maybe we can bring a little bit more play in elementary, middle and high school with this mindset to of like, you know, what, this is how I have to learn. So I'm going to do the best, you know, I'm going to do the thing that I need to do to better learn this. So there's like opportunities for them to really take their time to learn the skill and the concepts. So I really love that. I really love that example. Right? Because I think a lot of the times, school tends to and I'm not saying people right, like school tend to make kids fall out of love with learning. And that's because, you know, it's human nature for us to compare ourselves it is and at the same time, we want to provide this space where students are feeling brave to make mistakes, where students are feeling like it's okay to take longer than others. It's okay to be faster than others it's okay to ask for help. And I think with the self pacing, this really just allows it to flow beautifully. Versus like the whole group where everyone has to be on the same thing all the time. And so I think it just like again, like you said, it alleviates a lot of stress and students really just become more collaborative and more compassionate towards each other which I find to be such a cool thing to witness and to be a part of. And so what kind of support Have you been given are provided as you go through this MCP journey. Marquitta Thomas 21:56 I have been given a abundance of support throughout my MCP journey, I have had access to a program that was completely free, where they sat there and they coached me through each part of MCP skills and practice. I had two coaches one during the summer as I was completing my MCP certification, and one that I have currently that continues to assist me implementing my skills. So even though I got my MCP certification, there's an extended coaching experience where I am currently it shout out to Jamie and all my other colleagues that MCP Furthermore, I utilized a lot of resources and supports are included in the MCP modules that are refer back to as well as the MCP virtual sessions on topics to further facilitate my MCP skills. I know we had one, where we talked about educators and how to modify and support. We have the educators of color virtual session. And that was very awesome, because I felt like I was represented. And I felt as though I had some colleagues to support me. Toni Rose Deanon 23:14 Yeah, and I thank you for saying all of that. Because I think the shades of excellence Alliance, which is the meet up monthly meet up for our educators of color for black and Indigenous and People of Color educators, right. And so, when we think about that, too, it's such a safe and brave space for me to be in like I absolutely love that space. Because I get to see folks who look like me, I get to see folks who are having similar experiences. So I love I love that you gave MCP a shout out and that you were just like, these are all the things that I got from MCP. So you're not alone. You're not doing this on your own, you really have a whole set of community backing you up and supporting you and hyping you up as much as possible. So I really appreciate you naming that as well. And so Marquitta Are you planning on becoming a DMCE slash mentor for us? Marquitta Thomas 24:06 I currently am I noticed in the program, there are very few pre K coaches as so I wanted to extend that further because eventually, I want this to be a real rounded program where we can reach all grades. And so pre K was a first for MCP and I feel as though implementing my skills in my assets will utilize a lot of support for pre K teachers. Toni Rose Deanon 24:36 Yes, so wait Marquitta Are you saying that you're already a DMCE? Marquitta Thomas 24:40 I'm in the middle of application process? Toni Rose Deanon 24:43 You're in the middle okay. Yes, baby. We want you to be in this pool of mentors as well because like you said, we don't have enough or any pre K teachers maybe even as mentor so that is so exciting to me. I love that I love I love that. I love that. Okay, so then how can educators ensure that like instructional videos for pre K learners align with developmentally appropriate practices, right. So when we're thinking about developmentally appropriate practices for three to five year olds, so including considerations for attention span, language comprehension, and sensory engagement, while still effectively delivering educational content, and also technology abilities, but then like, when I wrote this out, it's really funny, Marquita because I'm like, Oh, this also goes with whatever grade level and whatever age because we're thinking about attention span, language comprehension, sensory engagement, like, this works for even me as someone who's almost, you know, 36 years old, like I need this. So, yeah, how would you align that with pre K learners? Yes, Marquitta Thomas 25:50 well, the instructional videos and pre K, you will have a variety of children that have different developmental progressions. I work with the instructional videos include a lot of visual and verbal support. So support learning cues, learning cues are really big and early childhood. So you want to include a lot of visuals, a lot of verbal. For example, if the lesson involves counting manipulatives, those same manipulate to having a video you want to implement that in the classrooms. That way, they can connect the video to the activity. And also, you want to model in the video how to complete the lesson so far to support visual cues. This shows them how to activities should look and also how to engage and complete the activity. Furthermore, you want to be engaged, you want to be upbeat, interactive. For me, I like to throw out like a couple, I would just say, jokes here. Now I'm just like, oh, there's a dinosaur. Don't get me dinosaur. Just so they can be attentive and engaged. It's like, oh, there's miss my tweeter on the screen like playing a dinosaur. I'm awesome. I want to outlast students what to do if they're stuck or needing assistance on a lesson or activity. So they can be more confident and asking for help and completing self paced tasks. And have a visual pathway on what it should look like going from an introductory lesson to a small group for activity a mastery check and have an interactive that way they can move that picture as they progress along their self pacing journey. You also want to keep it short the video, the lesson is too long, students may get distracted, come on interested, you want to keep it short. So the point but also have included the missing materials Toni Rose Deanon 27:49 Marquitta. I love the dinosaur comment that you added on here because you still showed your personality through the video. And I think sometimes we forget to play again, a little right in front of the video. And I think I love creating the videos for my students because I was still really playful in the videos just to get a crack out of them when they're watching. And so I know when they start giggling Oh, that's like the part that they're on. Right? And so like really let your personality shine through. Because the kids really love those humanizing aspects of the instructional videos. You don't want him to be too formal. We don't want them to be too perfect, because then that just like T humanizes that experience. Right and so definitely shy, like let your personality shine. And I saw a you know, one thing that I realized too, when I visited elementary schools with the pictures and the visuals, you want them to be eye level, like he said, right? And so like that makes it more accessible. And so it was really funny. I went to go visit like a second grade classroom and I was looking at things and I had to look down. And I was like, why am I looking down? It was like, oh, it's eye level, because these kids are tiny. That makes sense, I would have never considered that because again, I taught middle school. And so and that's funny too, because when you think about eye level, you know, we're thinking about access, especially for students who may have visual impairment, right, like making sure like, they can't look up all the way up like making it more accessible. So if you do have resources, just check and see like, where do I look to see these things? And do they feel natural? Or do I have to strain my neck or whatever it is, right? So I really liked that you call that out? And so thank you for that. And so I have a question for you. Marquita How long did it take for you for your kids to get to self pacing because I want to I want to make sure that I emphasize emphasize that like this is months of you modeling and not like an overnight thing right like You can just model one time and then be like, Okay, kids have been, how long did it take for your kids to grasp these learning pathways or the self pacing? Marquitta Thomas 30:12 It definitely took a while. I want to say bad. December, I found it was like we get it. I did have an MCP invite where someone came up to my classroom, and they're like, Oh, my goodness, like, these are preschoolers completing self paced activities. And I'm like, yep. So that was like a very rewarding experience for me, because it's like the program works. And the more repetition, the more routines that you instill, they'll just catch on, like children, they are very open minded, and they adapt. And so with this routine and structure, they were catching on and grasping. So it did take us a while with definitely with repetition and routine, but I feel we are very solid. Toni Rose Deanon 31:01 Yeah, and I think that's also like a nice reminder for middle and high school teachers as well. Just a one time thing of like, modeling and an expecting for kids to disrupt that learned helplessness that they already have for many years. It's just not, it's not attainable in in a day or two, right? So it has to be continuous, a continuous modeling and support because this is again disrupting the traditional way of teaching and learning. And like Marquita, you have new babies. So this is how they're learning for the very first time. So there's not really a lot of disrupting in that sense. But like for kids in middle school and high school, they've had the traditional way of teaching and learning for many years. And so for you to be like, Oh, it's self pacing, now, you're actually going to be accountable and responsible for your learning. That's hard for a lot of kids. So thank you for that reminder. Okay, so Marquitta what is a tip that you have for pre K educator who may want to create a more self paced learning environment, Marquitta Thomas 32:06 I would like to let anyone in pre K know they may be scary. Utilize a new tool that you may be unfamiliar with. Or you may feel as though your classroom needs more assistance with but I would say embrace it. Once you start implementing the strategies, you'll come from you and your students will become familiar with MCP practice definitely makes perfect. My students will learn to adapt to the program, I had to slowly implement MCP strategies, we will start off with just small group activities, small group learning to videos, videos lead into self mastery checks. And then until pacing guides, it takes time and it takes practice. And so currently, I am in a blended preschool classroom. And the children were very eager to utilize myself because that is a participation. And it definitely increased as we progress throughout the year. Toni Rose Deanon 33:04 I really love that that part of start slow. Pick the little bits and pieces that you want to not necessarily perfect but to like work on and then keep adding on. So I really really love that and also blended preschool classroom sounds amazing. Is really dope. Okay, so Marquita What do you hope to see in the future and what goals do you have? Marquitta Thomas 33:29 I hope the MCP. hopefully fingers crossed that I become a MCP mentor. That's adapted into pre K. And is essential because the adaptation is common through evolving technology and teaching practices that we use. With the self paced guidance. It promotes increased engagement, pacing, and is used as a resource to further support and facilitate small group and one on one instruction. For my goal, I would like to definitely see MCP expand into pre k and be across, a variety of grade bands that where we all can connect and plan together consistent, Toni Rose Deanon 34:16 and I feel like you are going to be the leader of all of that Marquitta we're gonna manifest it all. I would love to see you as a mentor for us. Because I think that you're just full of gems and expertise. So I'm really excited to have you on board and you being a part of the community. So thank you, thank you. Thank you again. how can listeners connect with you? Marquitta Thomas 34:40 Surely email me via my quita Thomas 09 at yahoo.com That's ma r q UI TTA. T H O in s 09 at yahoo.com beautiful Toni Rose Deanon 34:55 thank you so much my quita this was Such a pleasure just so joyful being in this space with you. So, listeners remember, you can always email us at podcast at modern classrooms.org. And you can find the show notes for this episode at podcast at modern classrooms at org slash 182. We'll have this episode's transcript uploaded by Friday, so be sure to check back to access those. Also, you're asking our listeners to leave a review of this podcast has been helpful in supporting you to create a human centered learning environment through a blended self paced, mastery based model. It does help other folks find it. Thank you all for listening. Have a great week, and we'll be back next Sunday. Marquita Thank you. Thank you. Thank you. Zach Diamond 35:42 Thank you so much for listening. You can find links to topics and tools we discussed in our show notes for this episode. And remember, you can learn more about our work at WWW dot modern classrooms.org And you can learn the essentials of our muddle through our free course at Learn dot modern classrooms.org. You can follow us on Twitter, Facebook and Instagram at modern class proj. That's p r o j we are so appreciative of all you do for students in schools. Have a great week and we'll be back next Sunday with another episode of the modern classrooms project podcast.