St.john's Primary School Riverstone sans pics mia mia
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
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
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
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
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?
Self-directed, Engaged Learning Taking on Challenge Critical Thinking Making Connections Communicating Perspective TakingFocus and Self Control
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
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
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
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
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.
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.
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
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.