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EDUC 4P04 (2)

EDUC 4P04 - Quiz 2.docx

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Debra Harwood

Pedagogical Documentation - Pedagogical documentation is a visible trace that captures what children did and said during interactions. - Tool for continuous reflection while making the learning process visible to teachers, parents, and members of the community - Involves content & process documentation Content Documentation - Includes concrete artifacts such as audio, and video recordings, photographs, and examples of the children’s work that represent what the children did and said, and how the pedagogue relates to the children within the learning context. Process Documentation - Content is collaboratively re-visited, interpreted, and negotiated by the protagonists (children, teachers, and parents) in a “rigorous, methodical and democratic way” (Dahlberg et al., 1999, p. 148) to promote dialogue and reflection Documentation is not about finding answers, but generating questions. It is a bit of a paradox because we do come to know things about the children and what we might do next, but this knowledge should not lead us to closure. Rather, it sparks more wonder and inquiry about the children and the teaching that follows”. Use of pedagogical Documentation 1. Enhancement of children’s learning 2. Children’s ideas & work is taken seriously 3. Teacher planning & evaluation 4. Parent appreciation & participation 5. Teacher research and process awareness 6. Children’s learning made visible Documentation is a social opportunity for reknowing. In other words, by documenting we can continuously return to an experience and look for new pathways of inquiry that we may not have seen before. Inspired - collaboration and discussion are part of the everyday teaching practice - emergent/negotiated curriculum approach is already in place or is being attempted - typically used in classrooms where the teachers and children stay together for two or three years in a looping arrangement Typical classroom practice - Children move with new teacher typically each year - Isolated teachers - Lack of parent presence in most classrooms How to facilitate PD 1. Teachers visit each other’s classroom to observe and collaborate; 2. Team up & combine classes, & facilitate the observation and documentation process; 3. Think creatively about teaching assistants & parent or other volunteers & their potential involvement in pedagogical documentation; and 4. Have children involved in collecting recordings, photographs, or description of teaching and learning. 5. Intentionally look for provocations Provocations A provocation refers to the moment when teachers introduce a new element, carefully chosen to entice children into further inquiry, or to revisit so that the learner may revise their current theories. Provocations take many forms: questions, variations on experiences, or the introduction of new materials. Provocations can also come from a child Alternatives 1. Pictoral/Digital representation o Photographs o Pictures and narratives o Quick and easy method of record taking o Limited info to make interpretations 2. Sociograms - Graphic or pictorial representations of how or where a person fits into a group - E.g. family tree - Used in class to document child’s social relationships - E.g. social acceptance & relationships - Focus on group dynamics 3. Mapping - Monitor children’s behaviour & includes contextual information - Requires preplanning - With brief notes you can gauge time/activity & then make inferences about child’s behavior - Answers questions like play centres visited or revisited - Time of task; room arrangement; curricular areas of interest/disinterest; etc Learning Stories - Focus on what the child can do - Strengths & interests of child become more evident - Usually 3 parts: o Actual story of learning o Analysis of that learning o Planning for what next? Performance assessment - Assessment methods in which a child is given the opportunity to demonstrate & apply knowledge - Assessment tasks completed in ‘real-life’ context are also called authentic assessment - E.g. telling a story, building a model of a playground, creating a shopping list for grocery story- demonstrate a variety of language, literacy, cognitive skills. Uses of PA: Knowledge - Assess mastery? - Should not be used in isolation - Use in conjunction with other forms Reasoning - Great to assess problem solving proficiency - e.g. assessing how students use proper sequencing in science experiment Performance Skill - Observing students in action; demonstrate understanding of concept - eg oral speaking, art, physical education, etc. Products - Products of their understanding or application of concepts Dispositions - can infer dispositions from behavior or product Performance Assessment Benefits - Allows teachers to record complex & holistic behaviours - Measures progress & achievement - Provides information about the child’s strategies & processes o Motivational o High-order thinking skills o Initiative o Creativity o Emotional & relational factors o Attitude o Interest o Well being - Involves families Disadvantages - Lack of standards - High level of expertise required - Required planning & resources Better Match in ECE & P/J? - Developmentally appropriate as it measures progress - Naturalistic-real context - Integrally related to instruction - Tend to be multidisciplinary - Long been used in drama, music, physical education “Performance assessment is any assessment in which the teacher’s role is to observe while students perform” Design Decisions - Design Step 1: Define Performance a. Type of performance - Skill target, product, or both - Individual, group, or both b. Develop performance criteria - Articulate th
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