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Presentation on theme: "MAKING LEARNING VISIBLE: Learning Groups"— Presentation transcript:

DISTRIBUTE: Documentation tool handouts – display, photographs etc Sustained converstaions Centre Visit form - Sample Display Board from Warehouse Stationary - $12 EDUC7935 ACPD Session 4 – Tuesday 10th March Helen Aitken

2 Session Overview – We will:
Discuss the concept of learning groups /a community of learners Discuss selected quotes from Reading 3 (Krechevsky & Mardell, 2001) View & discuss ‘To see takes time: Growing curriculum from children’s theories’ (DVD).

3 The children are not a group – they are a group of people
So far in the course I have talked to you about making the working theories of children visible and to be aware of the different things that may happen in a group context To concentrate (& generalise) on the learning of the group (e.g “ the children learnt….) at the expense of revealing the differing working theories of individul children within the group To concentrate on Individual learning at the expense of the group and context So it is a caution not to fall on either side of the extreme: The children are not a group – they are a group of people

4 A community of learners: Reggio
“So important are relationships to the thinking and work in Reggio that they do not talk of being ‘child-centred’, with its implication of the child as an autonomous, isolated and decontextualized being. Rather, they would say that relationships – between children, parents, pedagogues and society – are at the cente of everything they do…for nothing and no one exists outside of context and relationships” (Dahlberg, Moss & Pence, 1999, p. 59)

5 “Learning groups facilitate a kind of learning that is qualitatively different from that of individuals working alone. Of course, even in groups individuals learn autonomously, constructing their personal understandings of the world. In this sense, all learning is individual. But when children and adults are in groups, they also learn with and from others. In groups we encounter new perspectives, strategies, and ways of thinking that enable us to learn from others. We also learn with others, modifying, extending, clarifying and enriching our own ideas and those of others.” (Krechevskey & Mardell, 2001, p. 284/bottom paragraph )

6 A community of learners: Aotearoa
Te Whatu Pokeka/Kaupapa Māori Assessment Exemplar (Metaphor of nest/wrap to envelop the children and ourselves) Maori Pedagogy – based on whānau, whānaunatanga, manākitanga, awhi, tautoko, tiaki etc Ako – every teacher is a learner, every learner is a teacher. Tuakana/Teina – older tamariki supporting younger Te Whatu Pokeka: Kaupapa Maori Assessment Exemplars Also: Involves whanau and illuminates children’s voices - Recognises/applies concepts of whanaunatanga – including Awhi (to embrace, cherish, to surround tautoko, (to support, advocate)) Aroha (to love, compassion, empathise) tiaki (to look after, nurse, care, protect , manaaki (hospitality, kindness, showing respect, generosity and care for others THIS ALSO LINKS WITH MAKING LEARNING VISIBLE – ARE THESE PRINCIPLES, VIRTUES, KAUPAPA NOTICED, DISCUSSED AND DOCUMENTED??

7 “ We have defined a learning group as:
A collection of persons who are emotionally, intellectually, and aesthetically engaged in solving problems, creating products, and making meaning – an assemblage in which each person learns autonomously and through the ways of learning with others (Krechevskey & Mardell, 2001, p. 285/final paragraph)

8 The Four Features of Learning Groups (Krechevsky & Mardell, 2001, p
1. The members of learning groups include adults as well as children (pp 287-8) 2. Documenting children’s learning processes helps to make learning visible and shapes the learning that takes place (pp ) 3. Members of learning groups are engaged in the emotional and aesthetic as well as the intellectual dimensions of learning (pp ) 4. The focus of learning in learning groups extends beyond the learning of individuals to create a collective body of knowledge (pp )

9 Reading Discussion: Reading 3 – Krechevsky & Mardell
You will be given some extract/quotes which relate to 1 of the 4 features of learning groups discussed in this article Individually read & think about the quote Join other people who have the same quote – Discuss it collectively What are your shared interpretations of these quotes and this feature of learning groups? What does this mean for the role of the teacher? To what extent have you all reflected or enacted this in your work with children so far? How might you relate these concepts to working with infants and toddlers? YOUR TASK: As a group, what ideas will you present and discuss to the rest of the class? 3. Share/Relay the key messages about this feature of learning groups (and its implications for practice) with the main group

10 Reggio Emilia Aotearoa New Zealand (REANZ)
PAYING ATTENTION TO EVERYDAY ORDINARY MOMENTS: Questions for reflection & consideration (Pelo, 2006, p. 181). What are the children curious about/ trying to figure out? What knowledge and experiences are the children drawing upon? What theories are they working from or testing? Do we see any inconsistencies in the children’s thinking? How are the children building on each others’ ideas, perspectives & contributions? What do we want to learn more about, after watching and listening to the children? What insights does this observation give us about possible ways that we could deepen our relationships with children’s families? Observing Closely (Pelo, 2006) Ann Pelo’s chapter-(Pedagogical documentation and social justice) describes how teachers brought notes/photographs (traces) of exchanges between children and used these as a way to /review/engage/reflect about what they told them about children’s understandings/queries/questions/theories…these questions provided an entry point to help teachers to develop hypotheses/questions/provocations with the children Pay attention to everyday, ordinary moments Collecting traces (notes, audiotapes, photographs, video, children’s work) Provide raw material/data/a platform for the teachers to research children’s perspectives Active engagement with the traces THE DIFFERENCE??!! – Teacher (as in Reggio) is more of a Researcher asking questions, making hypotheses, rather than just a documenter and assessor! And also as a collaborative endeavour rather than as an individual act-diving up the children as yours, or mine according to a number game

11 DVD An investigation of Autumn (27min)
We are watching this DVD in order to view good practice around listening to and documenting children’s theories within a learning group. Note: NOT all aspects are suitable/similar to your assignment brief Ann talks about inviting children “to make friends with the leaves” – what did this involve? What is meant by “finding soft spots” in children’s ideas? What do you notice about how Ann and Sandra talk to the children – what strategies do they use? “Teachers should plan only the next step – in response to what children are offering us” (10:37) “The role of teachers is one of careful balance” How could the strategies/intent of the video be considered for work with a younger age group? Why do leaves change colour? An investigation of Autumn (27min) Carter, M., Pelo, A., & Shelton, L. (2004). To see takes time: Growing curriculum from children’s theories (DVD). Seattle Wash: Harvest Resources

12 Our FOLLOWING SESSION in 3 weeks 31st March) is about:
Pedagogical Documentation: The role of the teacher and incorporating content knowledge (e.g Te Whāriki, dispositions & schema Please bring with you to class some samples of ‘visible listening’ documentation (photos, observations, learning stories) which you have recently recorded – these don’t have to be in ‘final’ form. Please read Readings 4,5,6,8 EDUC 7935

13 TOMORROW NIGHT: Visit to Tots Corner  6PM
Any queries? 95 Onewa Rd, Northcote (turn right into Woodside Ave from Onewa Rd – Tots is on the corner) Take the Onewa Rd exit - the 2nd exit after the harbour bridge (after Stafford Rd). Maps are available if you need them Please be there by 6pm Please park on the road or in church car park next door. Please meet/wait outside the centre until instructed. Remove shoes at the door please. Please record your notes on Centre Visit Response form and bring back to class. No photos  Please ask questions during viewing time & during staff presentation EDUC 7935

14 KARAKIA WHAKAMUTUNGA E te Atua Kia ora ra Mo to manaaki kia
Ma to awhina Ma to Aroha Whakapainga matou katoa We thank our Guardian(s) For your care and protection over us Through your support and your love and compassion We have been sustained EDUC 7935

15 References Carter, M., Pelo, A., & Shelton, L. (2004). To see takes time: Growing curriculum from children’s theories (DVD). Seattle Wash: Harvest Resources Cornhill, D. & Grey, A. (2010). Learning environments. In B. Clark & A Grey (Eds.). Perspectives on early education Ata kitea te Pae: Scanning the horizon (pp72-84). New Zealand: Pearson. NSW: Pearson Education Australia.   Dahlberg, G., Moss, P. & Pence (1999). Beyond Quality. in Early Childhood Education and Care: Postmodern Perspectives. London: Falmer Press Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia Approach – Advanced Reflections. (2nd edition). London: Ablex Publishing. pp Fu, V., Stremmel, A. & Hill, T. (2002) ‘Teaching & Learning: Collaborative exploration of the Reggio Emilia approach’. New Jersey: Merrill Prentice Hall. p.17 Gould, K. & Pohio, L. (2006). Stories from Aotearoa/New Zealand . In A Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation (pp ). Pademelon Press Greenman, J. (1988), cited in Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia Approach – Advanced Reflections. (2nd edition). London: Ablex Publishing. P. 168 Krechevsky, M. & Mardell, B. (2001). Four Features of learning in groups. In Making learning visible: Children as individual and group learners.(pp ). Reggio Emilia: Reggio Children. Pelo, A. (2006). At the crossroads: Pedagogical documentation and social justice. In A. Fleet., C. Patterson & J. Robertson (Eds.). Insights: Behind early chilldhood pedagogical documentation (pp ). Castle Hill, Australia: Pademelon Press. Ridgway, A. (2006). Documenting: Feedback informing practice. In M. Fleer, S. Edwards, M. Hammer, A. Kennedy, A. Ridway, J. Robbins & l.Surman (Eds.), Early childhood learning communities: Sociocultural research in practice (pp )  Rinaldi, C. (2001). Documentation and assessment: What is the relationship?.In Clark, C., Trine Kjorholt, A., & Moss, P. (Eds.), Beyond Listening: Children’s perspectives on early childhood services (pp 17-28). : Bristol: The Policy Press. EDUC 7935

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