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October 11, 2011. The Shift

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Presentation on theme: "October 11, 2011. The Shift"— Presentation transcript:

1 October 11, 2011

2 The Shift

3 What has changed? What is being reinforced? Collecting evidence of children’s learning Moving children along the continuum of learning Extending their learning to an independent level

4 Understanding 21st Century World New Competencies: The world our students will enter into is a world we cannot imagine right now. The information they will need is information we do not even have. Therefore, importance shifts to: Learning how to learn Problem solving Teamwork New Competencies: The world our students will enter into is a world we cannot imagine right now. The information they will need is information we do not even have. Therefore, importance shifts to: Learning how to learn Problem solving Teamwork

5 Where does learning begin? The brain is developing at conception and the experiences that care givers provide, enriches the child to learn and gain meaning in the world we live.

6 Play and Exploration The vision in early childhood programs are holistic, responsive, and developmentally appropriate. Early childhood programs are child-centered. Children & Their Learning Experience Children & Their Relationships Children & Their Environment

7 What is play & exploration? With the people around you, think about what play looks like. Write down some characteristics of play and exploration.

8 Principles of Early Learning 1. Children are Competent Learners 2. Holistic Development and Learning 3. Strong Positive Relationships 4. Stimulating and Dynamic Environments

9 Play is essential to healthy development. Play enhances language, social skills, and problem solving.

10 High Quality Early Learning Environment A high quality early learning environment supports children’s learning through play. Adults contribute to the play by: Modeling oral language and emergent literacy Providing props and resources to enrich the play Observing children’s play to assess social and cognitive growth Negotiating with children where the play will progress and what materials or props are needed for the next steps.

11 Video Clip: Going to a Wedding

12 How does the K-12 curriculum enhance those early learning principles?

13 Broad Areas of Learning (BAL)

14 Cross Curricular Competencies (CCC)


16 We call it …………………Inquiry Inquiry builds on students’ inherent sense of curiosity and wonder Draws on students’ diverse background and experiences Provides opportunities for students to become active participants in a search for meaning



19 Building a Strong Foundation If we can build a strong foundation of play & exploration we can continue to build life long learners, engaged citizens, and a sense of self and community in our youth.

20 Implications for Teaching and Learning in the Renewed Curriculum: Focus on strategies Shift from what we are teaching to what students are learning Continuous assessment and adjustment Holding back on telling “the right answer” Willingness to say “I’m not sure” Starting with and returning to the big picture Open and probing questions Inquiry and learning for deep understanding takes time.

21 What does this mean to me? That you will continue to move learners to a level of independence in... UnderstandingDoingKnowing

22 What can you do to enhance learning? 1. Observe 2. Document 3. Facilitate

23 1. As an Observer Take time to observe what children are doing and what they are saying?

24 We define observation as watching to learn. Observing provides the information you need to build relationships with individual children and enable them to be successful learners. We learn about children by carefully watching them, listening to them, and studying their work. Watching and listening to children helps us understand what they are feeling, learning, and thinking. --The Power of Observation

25 2. As a Documenter Document learning and social and personal development.

26 Documentation is the process of gathering evidence and artifacts of what happens in the classroom. Documentation is not only the process of gathering evidence and artifacts, but also a physical collection of evidence and artifacts, the reflection of that collection, or part of it, in a way that makes children’s learning visible to the children, to the teachers, to the other adults including families and visitors. --Carlina Rinaldi (1994)

27 Types of Documentation Written Observations Written Documentation of Children’s Words Audio Photos Art Videos Samples of Student Work

28 Capturing the Moment

29 Example Note: 20/09/10 During work time [when], Hannah [who] plays with the magnet board in the toy area [where]. First she lines up all the squares in order, from largest to smallest. She then lines up all the circles, directly under the squares, in the same manner [what she did].

30 Writing Anecdotal Notes Date your entries When? Where? With Whom? Include specific details Stick to the facts. Keep the entries short. Be realistic.

31 Blocks in the Mirror Video Five year old Ria is building with blocks on a mirror. Her teacher, Mary Beth, asks her a question to further her thinking.

32 What do I need? Sticky notes and pen Clip board Camera Video camera Folders

33 How do I know what to document? Prekindergarten – developmental - COR K – 12 - learning processes – KNOW-DO-UNDERSTAND

34 Child Observation Record (COR) The Child Observation Record is an authentic assessment tool designed to measure individual and group progress in early childhood programs. It assesses children in their natural learning environment through observation in six categories.

35 Preschool COR Categories I. Initiative II. Social Relations III. Creative Representation IV. Movement & Music V. Language & Literacy VI. Mathematics & Science


37 K- 12: What are these students learning? NESD Curriculum Corner Unpacked outcomes Rubrics

38 3. As a Facilitator or Learning Through Powerful Interactions

39 What does a Powerful Interaction look like? Think of a time when you had genuine conversation with a friend or family member. What did this look like? Reflect and write down characteristics of this powerful interaction.

40 Step 1: Being Present When you are “present” you are in the moment and self- aware, and therefore you can be more open to the interesting and significant things that children do.

41 Step 2: Connect You acknowledge and validate children by letting them know you see them, are interested in them, and want to spend time with them. Connecting in this way awakens the sense of trust and security that creates positive interactions and learning.

42 Step 3: Extend Learning When you extend a child’s knowledge and understanding hand-in-hand with nurturing a positive relationship with that child, you create the optimal condition for you to teach and the child to learn. Have genuine conversations with children. Your role as a facilitator changes from a “telling” role to that of “exchanger of knowledge and ideas”. Conversations reveal and stimulate children’s thinking.

43 Recap 21 st Century Learners need to learn how to learn, problem solve, and be a part of a team. Play is essential to healthy child development and learning. Inquiry is a philosophy of allowing children to think, ask questions, and investigate ways of knowing. Observing, documenting, and facilitating learning are the key roles that enhances and validates learning.

44 Reflection So, as an education assistant within the NESD and the Renewed Saskatchewan Curriculum, how will your role transform to serve the needs of the 21 st century learner?

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