Engaging Learners in the
Early YearsResearch-Informed, Evidence-based
Decision Making
Early Childhood Professionals
Day 2Making Learning VisibleAssessment as Learning
Day One Key Point Review : In six groups of five, look at the puzzle
pieces in your envelop and determine which two pieces are a match. You should have 12 pairs.
Discuss as a group what each pair represents from our previous work on Day one, and why it is important for you to understand this as a teacher of young children.
Learning and PlayHow Children Learn….
and how they play.
Facilitating Children’s Play
Provide long uninterrupted periods (45–60 minutes minimum)
Provide a variety of materials to stimulate different kinds of play.
Provide loose parts for play, both indoors and out, and encourage children to manipulate the environment and objects to support their play
Ensure that all children have access to play opportunities and are included in play.
Take an interest in their play, asking questions, offering suggestions, and engaging eagerly as co-players when invited. (serve and return)
Facilitating the learning
We know that children think and learn differently than adults.
They need opportunities to investigate the world and come to know themselves by doing this.
We need problem rich classrooms, that allow them to formulate strong theories about how the world works with rich, authentic materials.
They need to be able to be engaged socially and creatively and learn together in meaningful way.
21st Century Learning Environments
Bransford, Brown & Cocking, 2000
Health Break15 minutes
Designing the Learning
Topic
day to day work
knowledge building
new understandi
ng
new topic
Evidence of Learning
Watch the video of grade two science project. How did the students get to this point in their learning? What do you think the teacher did, the students did and how is the learning visible?
Building Understanding Together
Hitting the Bull’s Eye
Feedback Loops Guide Improvements in Learning
Scaffolding is Important
Sawyer, 2006; Greeno, 2006
The BIG idea…Enduring Understanding
Consider the BIG “3”
Consider the 3 big ideas that we have talked about
1. What does a safe and caring, low stress learning environment look like?
2. How are children playing and learning through play? What is the ensuring understands (what really matters for children) to be able to know and do?
3. How is the learning visible so that you know where to take them?
LUNCH!!!
Trying it out
Begin to think about one “BIG” enduring understanding you want children to learn. Consider using the template to start to begin to frame how you want this learning to look. You may need to reevaluate your daily schedule and reorganize your physical environment. Please use the curriculum resources available and consider working collaboratively.
Play Matters
Play nourishes every aspect of children’s development—it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play “paves the way for learning.”
Adele Diamond
Next Steps
Preparing to bring back the stories from your classroom to this group – it can be in any format you wish eg. pictures, artifacts, video, etc.
Next meeting date November 23rd
Website: www.galileo.org/pl/earlylearning
Teacher landing page – PSDEarlyLearning Wiki
Ticket OutFeedback Post It Notes
What’s something that you’ve discovered that you can’t wait to “play” with in your context?
What’s the most exhilarating idea you’ve encountered?
What suggestions do you have for improving this series?
What questions do you still have?
Designing Spaces for Play-based Learning
Design the ideal play-based space for early learnersPhysical layout of spaceDifferent areas to support different
types of learningMaterials available in each spaceHow the design and materials
support play-based learning?
Feedback about Design of Physical Space
Are there different types of spaces to accommodate different types of play?
Are there different types of interesting materials available?
How does the space reflect the research related to play-based learning?
What elements of this design could be incorporate into your context?
How might children respond to these changes?
Pg. 13
In what ways do the assessment practices address what you said was important for student learning?
How well does your assessment information capture the breadth and complexity of children’s learning and development?
How well do you analyze your assessment information to show children’s learning?
How well do you use the information you gain about children’s learning to promote ongoing learning?