Your SlideShare is downloading. ×
0
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
St.john's Primary School Riverstone             sans pics   mia mia
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

St.john's Primary School Riverstone sans pics mia mia

161

Published on

Presentation by Wendy Shepherd, Director of Mia Mia Early Learning Centre Macquarie University on 'Indoor/Outdoor Education'

Presentation by Wendy Shepherd, Director of Mia Mia Early Learning Centre Macquarie University on 'Indoor/Outdoor Education'

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
161
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. AcknowledgementI acknowledge that we meet on Darug land and I pay my respect to the elders, past present and future and to those who may be with us today
  • 2. Mia Mia History Mia Mia Philosophy – based on social justice and equity and adults (families and staff) and children with equal rights and responsibilities Early childhood education (not a work place solution or preparation for school). A shared responsibility – significant others Pedagogy is underpinned with early childhood educational theories – Social-constructivist, post-structuralist, behaviourist, developmental theories Curriculum elements – NSW Curriculum Framework: The practice of relationships, EYLF, NQS Knowledge of the KLAs and the Foundation Statements Early Stage 1 and the standardised testing
  • 3. Curriculum Curriculum – based on our knowledge of children‟s dispositions and play preferences and the foundational learning areas including numeracy, literacy, communication, science and natural science, sustainability, technology, sense of self, others, their communities (including the indigenous community) and the world events – through the lens of social justice and an understanding that we all have rights and we also have responsibilities. Intentional teaching
  • 4. Contextual elements The learning environment both indoors and out creates spaces for relationships to flourish, for children to have agency, where there are invitations to play and visible signs of tenderness ( Alain De Botton 2006) Qualifications of staff – EPPE Study The Outdoor Teacher Project – sustainability is more than being green – contribution to the broader community Ratios and group size
  • 5. Reflect, Respect, RelateObservation Scales SA DECS (Pam Winter 2008) Relationships – significant, responsiveness, positive interactions, quality of verbal exchanges, appropriateness Active Learning Environment – Constructivist pedagogy, play, enabling learning dispositions, engaging, de- institutionalised, de-cluttered Well being – children and staff, Happiness and satisfaction, social functioning, dispositions Involvement – concentration, energy, complexity/creativity, facial expression and posture, persist ence, precision, reaction time, verbal utterances/ language, satisfaction -is every child involved and truly engaged?
  • 6. 7 Essential Life Skills Ellen Gallinsky (2012)
  • 7. Self-directed, Engaged Learning Taking on Challenge Critical Thinking Making Connections Communicating Perspective TakingFocus and Self Control
  • 8. 16 Habits of Mind Costa & Kallick 2008 Persisting  Thinking and communicating with clarity and precision Managing impulsivity  Gathering data through the Listening with understanding and senses empathy  Creating, imagining and Thinking flexibly innovating Thinking about thinking  Responding with wonderment (metacognition) and awe Striving for accuracy  Taking responsible risks Questioning and posing  Finding humour problems  Thinking interdependently Applying past knowledge to new
  • 9. Building a thought-full environment Costa & Kallick (2008) Level 1: Learning how to teach habits directly and to reinforce them throughout the curriculum. Level 2: Enhancing instructional decision- making to employ content not as an end of instruction but as a vehicle for activating and engaging the mind
  • 10. Early Years Learning Outcomes DEEWR 2009 Children have a strong sense of identity Children are connected and contribute to their world Children have a strong sense of well-being Children are confident and involved learners Children are effective communicators
  • 11. Learning environments A child arrives in our space with a wealth of knowledge and experiences, wecollaborate, negotiate, facilitate and engage with both the child and their family – inother words learning takes place everywhere – education enhances and opens new pathways and ideas in the context of our relationships
  • 12. Louv (2005) is of the opinion that when children do not have access to the natural world he calls this “nature deficit disorder: the human costs of alienation from nature…adiminished use of senses, attention difficulties and higher rates of physical and emotional illness” Last child in the woods: Saving our children from nature deficit disorder (Louv 2005)Deep ecology movement: we need to inspire children to love and respect the environment before we can ask them to „save‟ it.
  • 13. Assessing and reporting on Habits of Mind Costa & Kallick (2008) Level 1: Learning about a range of techniques and strategies for gathering evidence of student‟s growth in and performance of Habits of Mind Level 2: Using feedback to guide students to become self-assessing and to help school teams and parents use assessment data to cultivate a more thoughtful culture Assessment should be used to guide future learning not simply provide a snapshot of children‟s skills, knowledge and abilities.
  • 14. Student Outcomes for the 21st Century Costa & Kallick (2008) Creativity and innovation Critical thinking and problem solving Communication and collaboration Flexibility and adaptability Initiative and self-direction Social and cross cultural skills Productivity and accountability Leadership and responsibility
  • 15. Radio National Interview: what does the future hold for education? Cannot lose sight of the magic that happens between a teacher and a student…remember your inspirational teacher? Children in the future will need curiosity and the ability to reason Allow children to explore, try out things, make mistakes, again and again, but encourage persistence and dreaming of Big Ideas To become a kind, thoughtful and productive member of society…for then we have done the best that we can.

×