Planning is a task all teachers must do. You either love it or you hate it, and I LOVE it! I love it because my planning documents are purposeful. I refer to them and use them constantly throughout the term. No one wants to waste their time writing up planning documents only to file them away, nev
The most comprehensive list of synonyms for any type of EYLF documentation
Use the special ed inclusion documentation forms to keep track of service times, lesson plans, and more. Streamline it all quickly and effectively!
Meaningful observations: Examples of documented observations Moving from description to analysis To move beyond description to detailed analysis and interpretation of observation takes time and practice. It also involves developing a strong understanding of the influences that have an impact on teachers’ ways of seeing, interpreting and understanding children’s actions. Rich and effective observations are built on careful attention to both the practical skills involved in recording and the skills of critical self-reflection. Developing the practical recording skills of specificity, directness, mood and completeness helps teachers produce clear and easily understood observations. The quality and clarity of the observation is particularly important because teachers’ capacity to engage in critical self-reflection depends on effective observation with rich detail. Through critical self-reflection, teachers review their ways of observing and create new possibilities for seeing, interpreting and understanding children’s learning. Every teacher analyses and interprets what is observed in different ways based on their beliefs and assumptions about teaching and learning, the influence of their teaching experiences and the strong influences of their own childhoods. For example, some teachers may record an observation by describing what they see in a photograph or while observing children, focusing primarily on the physical elements. Others may attend to the social relationships between children, examine how children relate to objects, or use language that reflects their own feelings as they observe children’s interactions. There is no one way of observing that is "true" or objective, as every individual observes through the lens of their beliefs, experiences and perceptions. However, while observation is never a neutral process, it is essential to critically examine those influences that shape teachers’ ways of seeing and recognise the filters that limit what is seen and how it is interpreted. Annotated examples To illustrate the process of moving from description to analysis, three examples are provided of a teacher observation based on one experience in a kindergarten setting. The three examples demonstrate the difference between: • a simple description of what happened (Example 1) • a minimal attempt to interpret events (Example 2) • a detailed description of events with interpretation and analysis (Example 3). Example 3 clearly links observation, interpretation and analysis to future learning possibilities for children. Each example is shown first as a simple observation, with comments on its strengths and weaknesses; then as an observation with interpretation and analysis, again, with comments; then once more, as a basis for informed planning. This clearly demonstrates the value of having a rich observation to draw on. Focus questions As you read the examples; the following set of questions will help you to examine their quality. The questions will also assist teachers when developing their own observation records. Please consider the attention to detail, the depth of interpretation and the degree of critical reflection that is reflected in the examples. Observation • How clear is the observation? • Does it focus on significant learning? • Does the observation clearly identify the learning? • Does the observation provide specific details such as the date, time of day and length of time spent on the learning experience, the learning context in which the observation was made, the number of children and adults involved, and the type of materials and resources used? • Does it provide information about the non-verbal actions, expressions and gestures? Interpretation and analysis • Is it clear how the teacher arrived at this interpretation from the information in the observation? • Are clear links made to the kindergarten learning and development areas? • Has the teacher identified whether the learning is in a familiar or new situation and the level of support the child required? Learning possibilities • Do the learning possibilities relate to the observation and significant aspects of learning identified? • Will the learning possibilities help promote further learning in the targeted area and are they relevant to the child? After exploring the questions above, consider the critical questions in terms of your own observations. Critical questions • What is it about this scenario that drew my interest and why? • How do my assumptions about children’s social and cultural backgrounds shape what I observe or focus on, as well as how I interpret and record actions? • How does my social and cultural background influence what I see or don’t see? • What influences the ways that I prioritise and shape learning opportunities? Observation and documentation When you have photographs or artefacts of children’s work, you have a glimpse of the learning that may have taken place. When you include children’s voices and anecdotes you have the beginnings of a valuable observation. When you add interpretation and analysis of the learning taking place, you have substance. Observation with documentation is about substance. Examples: Observation Examples: Observation, interpretation and analysis Informed planning: learning possibilities and intentional teaching Reflection questions What aspects of your practice need further development so that: • observations are clear and focus on significant learning • interpretation and analysis align with the observation and make links to the kindergarten learning and development areas • there is evidence about whether learning occurred in a familiar or new situation, and what degree of support the child required • learning possibilities relate to the observation and significant aspects of learning • learning possibilities are relevant to the child and the related learning and development areas. Provided by the QKLG Professional Development Program
Children's Play SchemasIn case you need a recap on Play Schemas then I highly suggest you head to our blog 'What are Play Schemas?' before reading ahead.
I think we can all agree that if you are a teacher, you will occasionally come home stressed out, right? There are a variety of reasons for the stress. If the reason is due to a student with behavior problems I have a tip for you. You know the Oprah shows with Dr. Phil when he is talking to a guest and he says "how's that working for you?" When I find myself stressed out about a student and his/her behavior which is affecting the delivery of my instruction and the chemistry of my class, I ask myself "how's that working for me?" I write down the strategies that I have been using. Then I look at why those strategies don't work with this student. The next thing that I do is take careful documentation. I need to know what day and time of day the behavior is worse. Once I can see a pattern I can investigate to see why some days or times are better than others. Is Thursday morning a bad day? Maybe the student had an extracurricular activity the night before that caused the him/her to go to bed later than normal. Tired and cranky students are not at their best in the classroom. The behavior form below is a quick and easy form to use. Choose two target behaviors such as keep hands to himself/herself when lining up and blurts out during circle time lessons. Put a tally mark to document the number of reminders you give the student to keep hands to him/herself or about blurting. Click HERE to download this freebie. Looking for more tips? Check out my Behavior Management Pinterest board. Click on the picture below. Fern has a few tips about documentation to share with you, too. Be sure to hop over to her blog! Fern and I are adding something new this summer. Summer is a great time to catch up on your reading. I love to read teacher blogs and the latest teacher idea books. Stop by Fern's blog and my blog each week for Tuesday Teacher Tips. We hope you will share your ideas, too. Each week we will choose one person who shared a tip on our blog who will get a $10 shopping trip. We will announce the winner in the following Tuesday's post. The winner for this post will be announced on July 15th's post. The winner of last week's post is: Click HERE to read Kimberly's tip which is located in the comment section. Do you have a documentation tip to share? Be sure to include your email so I can contact you if you're the winner of the $10 shopping trip. Looking for more ideas? Check out these! An InLinkz Link-up
The Empowered Educator - Analysis, Reflection and Evaluation in Early Childhood Programming.
Here is the list of the EYLF Learning Outcomes that you can use as a guide or reference for your documentation and planning. The EYLF Learning Outcome...
If you are familiar with the Walker Learning Approach, then you are no doubt also familiar with writing a Statement of Intent. This fortnightly planning document is vital to the success of your play-based learning program. Check out this blog post to see how we write ours.
When you enter into the world of Early Childhood Education it’s no doubt just about play and teaching! Educator’s alike would agree that observing and documenting children’s learn…
Children's Play SchemasIn case you need a recap on Play Schemas then I highly suggest you head to our blog 'What are Play Schemas?' before reading ahead.
In this educator organisation series you can download a free mini organiser to help you create a simple step by step system to meet paperwork and documentation requirements yet still save valuable time!
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This is a daily behavior contract that can be used to break down the school day to help children learn to manage their behavior and to provide information for parents. The document is fully editable so you can customize the schedule and student goals to your liking. You will need the font Doodle Tipsy for yours to look like mine. :)
Dear Dr. Roach: I am a 67-year-old man, in excellent health, who takes no medications and is very proactive about maintaining good health: I do fitness three days a week,
Part 3 in the popular programming made simple blog series for educators explains the basics & offers tips for using Reflection and Analysis in planning!
Posters for services on the seven quality areas, the National Quality Standard and educator wellbeing.
When you enter into the world of Early Childhood Education it’s no doubt just about play and teaching! Educator’s alike would agree that observing and documenting children’s learn…
