Assessment for learning,  planning  & evaluation
Ko te pae tawhiti,  whaia kia tata Ko te pae tata,  whakamaua kia tina ! Seek out distant horizons and cherish those you a...
E Tipu e Rea  n ā Hirini Melbourne <ul><li>Moe mai r ā e te hua </li></ul><ul><li>I tō moenga pai </li></ul><ul><li>Kaua r...
Aspiration statement from Te Whāriki For children… to grow up as competent and confident learners and communicators, healt...
Socio-cultural - definition <ul><li>“ Is an emphasis on relationships in which adults and children come together in an act...
Sociocultural Assessment for learning is… 'the ways in which, in our everyday practice, we observe children's learning, st...
Assessment for learning includes: <ul><li>Notice, recognise and respond </li></ul><ul><li>Documenting assessment </li></ul...
The Principles of Te Whāriki are also the principles for Assessment… <ul><li>Empowerment  Whakamana </li></ul><ul><li>Holi...
PROGRAMME PLANNING  A reflective response to children’s thinking that enhances learning.
“ For me, programme planning is fundamentally about adults; adults who assume their responsibility for care and education ...
A plan for learning is Holistic,  Empowers children as confident and competent learners,  involves Family and Community  a...
What do we need to plan for? . ”…it is necessary to make the distinction between planning for the learning environment and...
Planning Curriculum planning is  understood in Reggio Emilia as a  “ sense of preparation and organisation of space, mater...
Planning for the Learning Environment What might this involve? <ul><li>Physical organisation and aesthetics </li></ul><ul>...
What is learning? <ul><li>From:  Making Links A Collaborative Approach to Planning and Practice in Early Childhood Service...
Planning for Learning is about <ul><li>Authenticity and relevance </li></ul><ul><li>Work in progress </li></ul><ul><li>Pos...
Layers of Planning Planning around an individual child Planning for a group inspired by an individual child or group Plann...
Planning for all these layers may be happening simultaneously
Interests that have resonance with the wider group Individual children’s strengths interests, and developing dispositions ...
There is often a misinterpretation … that all experiences must emerge from the children by either ‘asking them what they w...
Planning documentation needs to show both intention and evidence
Documenting Planning <ul><li>Includes: </li></ul><ul><li>Assessment for learning </li></ul><ul><li>Rapid planning that hap...
Evaluation that is robust and reflective may contain: <ul><li>Teachers’ reflections </li></ul><ul><li>Parents’ comments </...
The four Principles of Te Wh āriki are a useful benchmark for evaluating assessment for learning  and teaching. <ul><li>En...
Reflective Practice <ul><li>Come together as teaching teams and compare your Reflective Practice Profile.  What are your s...
“ Planning” Is the documentation of our responsiveness to children. Wendy Lee 2003
O ki te ako Tu t ā ngata Ai apōpō Excel in teaching So our learners  Will excel in the future
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Cluster Meeting 2

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  • Cluster Meeting 2

    1. 1. Assessment for learning, planning & evaluation
    2. 2. Ko te pae tawhiti, whaia kia tata Ko te pae tata, whakamaua kia tina ! Seek out distant horizons and cherish those you attain
    3. 3. E Tipu e Rea n ā Hirini Melbourne <ul><li>Moe mai r ā e te hua </li></ul><ul><li>I tō moenga pai </li></ul><ul><li>Kaua rā e tahuri </li></ul><ul><li>Taupoki ki roto i tō papanarua </li></ul><ul><li>Kia mahana ai </li></ul><ul><li>Ka tō te marama e tiaho nei </li></ul><ul><li>Ka hi ake ko te r ā </li></ul><ul><li>Kei tua o te pae </li></ul><ul><li>kē Tipu ake koe </li></ul><ul><li>Me he horoeka </li></ul><ul><li>Torotika ki te ra </li></ul><ul><li>Whāia te māramatanga </li></ul><ul><li>O te hinengaro </li></ul><ul><li>O te wairua </li></ul><ul><li>Kia puāwai koe ki te ao </li></ul><ul><li>Ka kitea ō painga </li></ul>Sleep my loved one in your comfortable bed Don’t be restless. Snuggle up safe and sound in your duvet so that you are warm. When the translucent rays of the moon disappear, a new day dawns with the rising of the sun beyond the horizon. So too does the cycle of life continues. Grow up strong and gracious, just like the horoeka tree, confident and free. Seek out the secrets of the hidden well-spring of your mind and know the sounds and dreams of your spirit. So you shall blossom into the world, and the world in turn is transformed .
    4. 4. Aspiration statement from Te Whāriki For children… to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. p.9 – Te Whariki
    5. 5. Socio-cultural - definition <ul><li>“ Is an emphasis on relationships in which adults and children come together in an active process of education” </li></ul><ul><li>Source: Lynn Staley - Beginning to implement the Reggio Philosophy </li></ul><ul><li>In Young Children: September 1998 </li></ul>
    6. 6. Sociocultural Assessment for learning is… 'the ways in which, in our everyday practice, we observe children's learning, strive to understand it, and then put our understanding to good use'. Mary-Jane Drummond(1993). Assessing children's learning . London: David Fulton, p.13
    7. 7. Assessment for learning includes: <ul><li>Notice, recognise and respond </li></ul><ul><li>Documenting assessment </li></ul><ul><li>Keeping a view of learning as complex </li></ul><ul><li>Having clear goals – a vision for children’s learning </li></ul><ul><li>Every day contexts </li></ul><ul><li>Protecting and enhancing the motivation to learn </li></ul><ul><li>Acknowledging uncertainty </li></ul><ul><li>Listening to children </li></ul><ul><li>Collective assessments </li></ul>
    8. 8. The Principles of Te Whāriki are also the principles for Assessment… <ul><li>Empowerment Whakamana </li></ul><ul><li>Holistic Development Kotahitanga </li></ul><ul><li>Family & Community Whānau tangata </li></ul><ul><li>Relationships Ngā hononga </li></ul>
    9. 9. PROGRAMME PLANNING A reflective response to children’s thinking that enhances learning.
    10. 10. “ For me, programme planning is fundamentally about adults; adults who assume their responsibility for care and education of children in terms of a shared body of knowledge and shared pedagogy.” Hill (2001, p12)
    11. 11. A plan for learning is Holistic, Empowers children as confident and competent learners, involves Family and Community and is based on reciprocal and responsive Relationships
    12. 12. What do we need to plan for? . ”…it is necessary to make the distinction between planning for the learning environment and planning for learning” (Diti Hill 2001)
    13. 13. Planning Curriculum planning is understood in Reggio Emilia as a “ sense of preparation and organisation of space, materials, thoughts, situations, and occasions for learning” (Rinaldi 1993, 102). Source: Lynn Staley - Beginning to implement the Reggio Philosophy In Young Children : September 1998
    14. 14. Planning for the Learning Environment What might this involve? <ul><li>Physical organisation and aesthetics </li></ul><ul><li>Emotional and social environment – the atmosphere or organisational culture </li></ul><ul><li>A culture of environments that empower </li></ul><ul><li>People organisation - who is where, when </li></ul><ul><li>People organisation – who is where, when </li></ul>
    15. 15. What is learning? <ul><li>From: Making Links A Collaborative Approach to Planning and Practice in Early Childhood Services, Anne Stonehouse and Janet Gonzales-Mena (2004) </li></ul><ul><li>Learning is changes in behaviour as a result of experience. (page 70) </li></ul><ul><li>Learning is stepping out into new territory and usually needs someone besides the learner (p148) </li></ul>
    16. 16. Planning for Learning is about <ul><li>Authenticity and relevance </li></ul><ul><li>Work in progress </li></ul><ul><li>Possible lines of development </li></ul><ul><li>Noticing, recognising and responding </li></ul><ul><li>Describing, documenting, discussing and deciding </li></ul><ul><li>Possible ‘lines of intent’ </li></ul>
    17. 17. Layers of Planning Planning around an individual child Planning for a group inspired by an individual child or group Planning inspired by a teacher/s Planning for the learning environment
    18. 18. Planning for all these layers may be happening simultaneously
    19. 19. Interests that have resonance with the wider group Individual children’s strengths interests, and developing dispositions Teacher/whanau passions initiatives and responsibilities Provision of materials, equipment Social/emotional atmosphere Routines/structure The principles and strands of Te Whaariki Te Marae Bk14 p22 The Flying Fox Bk 5 p16 Growing Trees Bk 5 p18 Finn’s dragonfly Bk12 p17 Harriet’s Mermaid Bk 14 p28 Leo and Te Reo Maori Bk 14 p9 Readers, carers and friends Bk 6 P14 What’s over the fence? Bk 13 p13 Dressing up, Bk 13 p7 Exploring local History Bk5 p10 Tyler’s Day at the Office Bk 11 p11 Farewell to a taonga Bk 11 p24 Mooshey gooey bus Bk 6 p21
    20. 20. There is often a misinterpretation … that all experiences must emerge from the children by either ‘asking them what they want to learn’ or ‘waiting for an interest to show itself’. A blend of child-initiated and adult-initiated ideas is a valuable key to the provision of authentic and relevant experiences. Some adult decisions will be empowering for children and responsive to their concerns. The challenge is to avoid topics that are banal, superficial and trivial… Alma Fleet and Catherine Paterson (2003) Meaningful Planning
    21. 21. Planning documentation needs to show both intention and evidence
    22. 22. Documenting Planning <ul><li>Includes: </li></ul><ul><li>Assessment for learning </li></ul><ul><li>Rapid planning that happens throughout the day as teachers respond intuitively to children’s thinking and ideas. (The unexpected) </li></ul><ul><li>Forward planning; further learning opportunities, experiences, resources, environments - as teachers respond collaboratively. </li></ul><ul><li>Reflective comments along the way; teachers, children’s and whanau </li></ul><ul><li>Self review as a result of assessment for learning. </li></ul><ul><li>Evaluation. </li></ul>
    23. 23. Evaluation that is robust and reflective may contain: <ul><li>Teachers’ reflections </li></ul><ul><li>Parents’ comments </li></ul><ul><li>Children’s comments – self assessment </li></ul><ul><li>Teachers’ comments on pedagogy </li></ul><ul><li>Links to Te Wh āriki </li></ul><ul><li>Links to theory </li></ul><ul><li>Examples of annotated documentation </li></ul>
    24. 24. The four Principles of Te Wh āriki are a useful benchmark for evaluating assessment for learning and teaching. <ul><li>Enhances children’s sense of themselves as capable and </li></ul><ul><li>Competent people and competent learners </li></ul><ul><li>Reflects the holistic way children learn </li></ul><ul><li>Reflects the reciprocal relationships between children, people </li></ul><ul><li>and the learning environment </li></ul><ul><li>Educators implement practices which involve parents and </li></ul><ul><li>wh ānau </li></ul>
    25. 25. Reflective Practice <ul><li>Come together as teaching teams and compare your Reflective Practice Profile. What are your strengths and where could improvements be made? </li></ul><ul><li>Make a list of the ways your current planning system delivers on each of the Principles of Te Wh āriki </li></ul><ul><li>Make another list of what you could do to strengthen the Principles of Te Wh āriki </li></ul><ul><li>HOW CAN YOU IMPROVE YOUR PLANNING DOCUMENTATION? </li></ul>
    26. 26. “ Planning” Is the documentation of our responsiveness to children. Wendy Lee 2003
    27. 27. O ki te ako Tu t ā ngata Ai apōpō Excel in teaching So our learners Will excel in the future

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