Post on 27-Dec-2015
transcript
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Infant/Toddler Reflective Curriculum Planning
Reflecting
Infant/Toddler Reflective Curriculum Planning Process
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Learning Objectives
Participants will be able to:• Engage in discussions about the meaning of
observations, documentation, and assessment data to support children’s learning.
• Maintain the confidentiality of children and families in discussion about observations and assessment.
• Reflect with families, colleagues and specialists on the meaning of individual child data.
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IMPLEMENT
DOCUMENTOBSERVE
PLAN
Curriculum Planning Process
Document
Implement Plan
Observe
Document
Implement Plan
ImplementPlan
Observe
Observe Document
Reflection
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Reflective Curriculum Planning Process Poster
Create a poster that includes:• Observation• Documentation • Reflection and Planning • Implementation
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GUIDELINE 8.4
Teachers take time to reflect on observation,
documentation, and assessments.
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The Importance of Reflection
• Pausing to re-look at your anecdotal notes and observations (photos) supports new ideas to come to mind and hypotheses to develop.
• What does hypotheses- building mean to curriculum planning?
REFLECT & PLAN
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3 Types of Reflection
• For Action – planning ahead.
• On Action – thinking back on what happened.
• In Action – thinking in the moment.
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Reflection for Action
Getting ready for what will happen:
• Developing plans with goals in mind,
• Planning for possibilities,
• Taking into account previous:
»Experiences
»Knowledge
»Environments
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Reflection on Action
Thinking back on what did
happen:
• Recapture
• Think about
• Evaluate
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Reflection in Action
• Thinking about what is happening
• Responding to:» Unplanned events
» Comments
» Responses
• Use of knowledge, skills, and abilities in
the moment—thinking on your feet!
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Reflection Activity
• In small groups discuss: » When have you reflected For Action?» When have you reflected On Action?» When have you reflected In Action?
• Write down examples from your conversation on the easel pages provided to share.
• How might you use this approach in the future?
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Reflecting on the Underlying Beliefs of Teachers
Teachers who facilitate learning effectively:•Appreciate the young child’s natural desire to learn,
•Observe each child’s exploration & provide encouragement by their quiet presence,
•Look for opportunities to expand on each child’s interests through their responses to the child.
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The “Time = Quality” Equation
• Time for reflection is essential for quality.
• Where do we find the time?
» What do program leaders need to consider?
» What do infant care teachers need to consider?
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Reflection Materials:
• What materials are used for classroom observations, documentation, child assessments?
• How are these materials gathered, organized and stored?
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Reflecting on Infant/Toddler Interests
In a small group, share the handout “Trying It Out”:• Take a moment to look at the photo,• Keep in mind the reflection concepts
presented as you answer the questions.
Discuss what you discovered as you reflected on the photo.
Was it hard or easy to think about the child’s point of view?
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When Can We Reflect?
Trying It Out:Individually fill out the form.
Then come together as a group and share your individual ideas & feelings.
Come to an agreement about an action plan.
Groups will report back on the following:• Infant Care Teachers will ____________.• Program Leaders will _______________.
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Reflecting on Observations and Documentation
Reflection time sets the stage for infant care teachers to engage in the experience of:• Synthesizing observations, assessments
and documentation information,• Understanding the meaning of the
child’s interests, and • Building upon the infants’ and toddlers’
play interests.
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Reflection:
Assists infant care teachers in considering whether environmental & interactional changes actually worked or not:
• Did the change support the individual children?
• Did the change support the group as a whole?
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Next Steps
How will you reflect?• Will you reflect individually? If so, how will
you share your reflection with the group?• Will you reflect as a group? When and
where?
What support will you need from your program leader?
What is your plan for gathering observations and documentation?
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I/T Reflective Curriculum Planning Course - Assignment #3:
Guidelines Workbook Activity 8.3A: Use observation and documentation in completing assessments and curriculum planning.
Points Possible: 10
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Next Session – Planning
Please complete assignment #4, Reflecting, and bring it to the Planning session
See You Next Time!