Graphics by Clips Ahoy |
Creative Evaluation I should stress that evaluation should not be about "testing" of students. Yes there is a time and a place for tests, but there is also an over-reliance on tests. Tests actually tell you very little about what a child understands and knows. Be creative with evaluations.... * Have the children draw, paint or build a model about what they have learnt. * Ask the children to communicate verbally what they know. * Ask the students to make a book, or a news report, or a felt board presentation about what they know (these do not have to be formal presentations). For example, "Johnny, can you use the felt pieces to show me the butterfly life cycle?" * Look at the projects that you are having the students work on. Do they reflect understanding? * Use checklists, anecdotal notes, or other samples of work that students produce spontaneously. Your students are being "tested" by you each time you involve them in an experience or project. You should be able to see as you interact with your students, whether they are understanding what you have learnt. Therefore, rather than providing written tests, think about developing a set of skills and understandings that you would like your students to show you that they have achieved. Think about developing a SKILLS BASED CHECKLIST and recording system, that allows to record the skills that students display to you, without using written tests. Perhaps put all of the student's learning such as photos of work samples, work sheets, paintings, drawings etc into a PORTFOLIO along with your skills based checklists and records so that you have a true reflection of what your students have learnt. And if they are not understanding or showing you any learning, then its time for self evaluation! |
Arts Languages other than English (LOTE) English Physical and Health Education Science Technology Society and Environment Mathermatics |
Physical Social and Emotional Cognitive Language Creative |
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How I plan...an example I decide to develop sequencing ability which is a cognitive skill that integrates with Mathematics and also Science. The children are currently interested in butterflies so I plan to integrate this interest with some sequemcing activities I plan some lessons and activities such as butterfly life cycles and activities for The Hungry Caterpillar by Eric Carle. I think of a range of sequencing activities to reinforce butterfly life cycles such as books, sequence cards, felt/magnetic board activities, art activities etc. I plan objectives for the lessons and integrate the objectives for the lesson into multiple learning areas. For example, if I plan a lesson where the students use felt board shapes to create the butterfly life cycle, the objectives for the lesson will integrate into Language and Science. I plan resources and equipment needed eg art and crafts, books, science specimens, charts and so on. I collect these or make them I plan how lessons will be assessed eg work samples, anecdotal notes, mini tests etc, and plan evaluation methods. Evaluation should be of the students' response and understanding, as well as a self evaluation to determine whether the lessons planned were appropriate and organized. |
Integrating Learning Areas and Domains It is quite easy to integrate the domains with the learning areas to ensure that learning is developmental whilst also covering the relevant learning areas of your jurisdiction's curriculum. For example: Physical = Arts, Physical and Health Education, Technology Creative = Arts, English, Technology Language = All of the Learning Areas but focusing particularly on English and LOTE Social and Emotional = Society and Environment, Physical and Health Education, English Cognitive = Science, Technology, Mathematics Program Planning in 6 Easy Steps 1 Decide on skills to be developed in the domains and integrate these with Learning Areas 2 Consider children's interests 3 Design lessons and activities that will achieve development of the skills you wish to introduce 4 Outline objectives for each lesson 5 Plan resources and equipment needed for each lesson 6 Plan assessment and evaluation methods Make your planning relevant and choose topics with some real interest and merit to them. I have never really understood the merit in doing whole themes on "Apples" or "Scarecrows". I understand these are fun themes for fall but really, is there any useful learning that comes from doing a theme on scarecrows? Rather than focusing too narrowly on themes such as these, think of a broader theme that these types of topics can be integrated into such as "Fall/Autumn". I can't imagine teaching a weeks worth of activities about apples but it seems to be a very common theme out there! So try to be creative! If you plan in themes, make it relevant. I remember seeing an email in an online group from a teacher in North America who wanted ideas for teaching lessons about "Ice" in the middle of spring. Considering that in many places in North America, there is bound to be some snow and ice in WINTER it would seem to be a lot more relevant to do it then! I also know of a teacher who planned to do activities on plants in fall. Again, this seems to be a ridiculous time to do this considering plants are beginning to die at this point. Why not save this theme till spring when the budding of trees and plants can be observed, as can the opening of leaves, development of shoots, the observation of insects involved in pollination etc. Make use of the resources around you and get outdoors if you can to do as much field study as possible. I have enough clipboards, magnifying glasses etc for each student to allow us to take learning outdoors to learn as well. If you don't have the materials you need, place a WISH LIST outside your classroom door, or in your parent mailboxes to ask for parent donations. Parents are very generous (and have amazing contacts) in helping you get the supplies you need to make learning HANDS ON and INTERACTIVE. |
Miss G's Aussie Kindergarten |
PROGRAMMING IN THE EARLY CHILDHOOD CLASSROOM |
Generally, most teachers plan within the framework or guidelines that have been set out by their particular school district. Therefore, its important to find out (especially if you move into a new state/province) what the curriculum guidelines are for that jurisdiction. For example, when I moved to Saskatchewan in Canada, I researched online and made myself familiar with the curriculum standards for Saskatchewan. These guides are very important in helping you organize your planning. Most jurisdictions now have their curriculum guides online which is very handy. As a teacher, you will most likely have to think about planning programs withing the following learning areas: |
Early Childhood Teachers also tend to program within domains of development and these are: |
The Importance of Evaluation I cannot stress the importance of evaluation - you must assess the students' response to the lessons you plan. Why? You need to know whether the ideas and concepts you have conveyed to the children have been understood and mastered. Listen to what the children tell you - can they recall for you what they have learnt (in writing or verbally)? Look at the work they produce. Does it show an understanding of the work that has been done? Watch their interactions with materials. Do they seem to have an understanding of the concepts? Look at the class and experiences provided in general. Do they seem to flow easily and allow full participation and interaction for the children? Are they interested and eager to learn? Do they want to know more? Are they keen to keep learning about this theme? If the answer is no, then its time for some serious SELF EVALUATION. If your students do not seem to understand the concepts you are presenting, seem bored or unenthusiastic about the lessons and experiences, or just do not interact appropriately, ask yourself why. My motto has always been that if a child is having trouble learning something, that the teacher needs to bear responsibility for that, for it is the teacher's role to find whatever method is going to work to help that child learn. That is what teaching is all about! Perhaps you need to present things differently - maybe your presentations are too complex (or too simple depending on the class). Perhaps you need more hands on activities. Perhaps you need to be better organized. Perhaps you need some parent help. Maybe you need to vary the activities more often. Perhaps you need clearer guidelines on how the experiences should be used. There is always something that can be improved. If the students really aren't interested, cut your losses and move on, there is no point continuing on with something that the students are unenthusiastic about just so you can get your program done. But do take the time to evaluate and make improvements to help your program be as successful as possible. |
Creative Evaluation I should stress that evaluation should not be about "testing" of students. Yes there is a time and a place for tests, but there is also an over-reliance on tests. Tests actually tell you very little about what a child understands and knows. Be creative with evaluations.... * Have the children draw, paint or build a model about what they have learnt. * Ask the children to communicate verbally what they know. * Ask the students to make a book, or a news report, or a felt board presentation about what they know (these do not have to be formal presentations). For example, "Johnny, can you use the felt pieces to show me the butterfly life cycle?" * Look at the projects that you are having the students work on. Do they reflect understanding? * Use checklists, anecdotal notes, or other samples of work that students produce spontaneously. Your students are being "tested" by you each time you involve them in an experience or project. You should be able to see as you interact with your students, whether they are understanding what you have learnt. Therefore, rather than providing written tests, think about developing a set of skills and understandings that you would like your students to show you that they have achieved. Think about developing a SKILLS BASED CHECKLIST and recording system, that allows to record the skills that students display to you, without using written tests. Perhaps put all of the student's learning such as photos of work samples, work sheets, paintings, drawings etc into a PORTFOLIO along with your skills based checklists and records so that you have a true reflection of what your students have learnt. And if they are not understanding or showing you any learning, then its time for self evaluation! |
Other Planning Essentials |
PORTFOLIOS |
CHECKLISTS |
ROUTINES |
This page was last updated on: April 18, 2009
Graphics by Clips Ahoy |
