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Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
Ecd 115 lesson 5 rev f12
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Ecd 115 lesson 5 rev f12

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  • 1. ECD 115 Kim Sutton Instructor Observation and Assessment of the Young Child1
  • 2. Lesson 5 Observe Reflect Act2
  • 3. Six Key Practices for Effective Observation 1. Make observation a routine part of your work 2. Engage families in the observation process 3. Use strategies that match your purposes 4. Observe as objectively as possible 5. Document your observations 6. Reflect on and use your observations3
  • 4. Observation helps us… Understand individual childrens… • Interests • Strengths • Challenges Plan… • The kinds of activities and materials to provide • When and how to rotate activities • How to expand on activities4
  • 5. We might use information we gain from ongoing observation to… Plan curricula and learning activities Share the good work of our Document childrens program with progress the community Share information Let children with families know that we value their work Complete an assessment instrument5
  • 6. A Process for Reflection and Action Observe/ Document Act Reflect
  • 7. Observe/DocumentWe document what weobserve as objectively aspossible: – We note the things that we actually see and hear, – We focus on facts, – We try to remain nonjudgmental, and – We avoid being subjective; we guard against allowing our personal views, values, feelings, or background to influence what we note.
  • 8. ReflectOnce we document ourobservations: – We pause and reflect on what we observed to make meaning of what we have, and – We put our observations in context of other things we know about the child.
  • 9. ActOnce we reflect on ourobservations, we decidewhat actions to take. Forinstance, we might decide: – To do more observations, – To rate an item on an assessment system, or – Ways we want to individualize our teaching.
  • 10. Example of Observe/Reflect/Act - HenryI observed:Henry sometimes scoops macaroni independently with the spoon in his lefthand and at other times uses his right hand for assistance.I reflected:What is affecting Henry’s ability to spoon the macaroni independently withone hand? Has he been demonstrating this skill long enough that I shouldexpect him to be using it consistently? Should I do something to encouragehis consistent and independent use of this skill or should I just wait for it tohappen naturally?I acted:When needed, I’ll remind Henry to position his plate close to him so it willbe easier to use his spoon independently. I’ll continue to observe to see ifthis helps.10
  • 11. Observing Caul Remember to be objective Write your notes in ways that are: – Factual – Brief – Relevant Keep in mind the purpose of this observation: – You are observing Caul to gather information to share with his parents at an upcoming parent-teacher conference11
  • 12. Let’s Watch!Click on thepicture to view avideo clip.You will needQuickTime to viewthis video. You can download QuickTime for free at http://www.apple.com/quicktime/download/12
  • 13. Let’s Observe, Reflect, Act • Now that you have your observation notes on Caul, you can complete the Observe/Act/Reflect (OAR) process on the next slide. If you need to, refer back to Henry’s OAR process. • Download the OAR worksheet (you can find it in the same area as this PowerPoint.) • Save the file – example: sutton5.doc SUBMIT YOUR ASSIGNMENT VIA THE LESSON 5 LINK IN THE DROPBOX.13
  • 14. Homework Assignment - Lesson 5 Observe/Reflect/Act – Caul - Example I observed: I reflected: I acted: REMEMBER: SUBMIT YOUR ASSIGNMENT THROUGH THE ASSIGNMENT LINK FOR LESSON 5.14

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