St.john's primary school sans pics mia mia
description
Transcript of St.john's primary school sans pics mia mia
Education: Indoors and outdoors
Wendy ShepherdDirector/Lecturer
Mia MiaInstitute of Early Childhood
Macquarie University
Acknowledgement
I 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?
7 Essential Life Skills
Ellen Gallinsky (2012)
Self-directed, Engaged Learning
Taking on Challenge
Critical Thinking
Making Connections
Communicating
Perspective Taking
Focus and Self Control
16 Habits of Mind Costa & Kallick
2008
Persisting
Managing impulsivity
Listening with understanding and empathy
Thinking flexibly
Thinking about thinking (metacognition)
Striving for accuracy
Questioning and posing problems
Applying past knowledge to new situations
Thinking and communicating with clarity and precision
Gathering data through the senses
Creating, imagining and innovating
Responding with wonderment and awe
Taking responsible risks
Finding humour
Thinking interdependently
Remaining open to continuous improvement
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, we collaborate, negotiate, facilitate and engage with both the child and
their family – in other 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…a
diminished 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.