Using different assessments in my planning!
Planning a learning story!
I finally received the news on who my first profile children would be. This would be my first time planning in an ECE context which was going to be an exciting learning journey for me. I already studied the planning template like two weeks before so I knew what was expected. However, I did not know how in depth I needed to go with my planning. This same week I was introduced to Story Park which was also new to me and I easily got sidetracked from my planning trying to figure out how to use the features in Story Park. I also wrote my first welcoming learning story about one of my profile children in Story Park. I found using Story Park quite easy to navigate and felt confident about writing my next learning story.
Firstly, I typed my plan out to what the photo was showing which I uploaded on Story Park about my profile child. While writing the learning outcome I noticed I was writing about the learning that happened within the environment and at that time. Whereas, compared to assessment with the school curriculum the learning outcome is usually visible for the children to see on the whiteboard before starting their lessons. The difference between sociocultural assessment and school curriculum assessment is socio-cultural learning outcomes are predetermined by the child and their learning context, however, the school curriculum learning outcomes are co-constructed with the child and the teacher. However, I found evaluating in an ECE context was similar to school curriculum assessment as you are co-constructing the child's next steps by using the whanau voice provided in the comments section on Story Park.
Sociocultural assessment relates to this approach by Hewitt Valarie (2001)
'The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.'
Similarly to the school curriculum assessment approach by Piaget (1972)
'The constructivist approach is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.'
Since the school curriculum and sociocultural assessments have similar approaches from different educational theorists. I plan to assess and evaluate my future planning by including student and whanau voice to implement my next steps for the child.
I finally received the news on who my first profile children would be. This would be my first time planning in an ECE context which was going to be an exciting learning journey for me. I already studied the planning template like two weeks before so I knew what was expected. However, I did not know how in depth I needed to go with my planning. This same week I was introduced to Story Park which was also new to me and I easily got sidetracked from my planning trying to figure out how to use the features in Story Park. I also wrote my first welcoming learning story about one of my profile children in Story Park. I found using Story Park quite easy to navigate and felt confident about writing my next learning story.
Firstly, I typed my plan out to what the photo was showing which I uploaded on Story Park about my profile child. While writing the learning outcome I noticed I was writing about the learning that happened within the environment and at that time. Whereas, compared to assessment with the school curriculum the learning outcome is usually visible for the children to see on the whiteboard before starting their lessons. The difference between sociocultural assessment and school curriculum assessment is socio-cultural learning outcomes are predetermined by the child and their learning context, however, the school curriculum learning outcomes are co-constructed with the child and the teacher. However, I found evaluating in an ECE context was similar to school curriculum assessment as you are co-constructing the child's next steps by using the whanau voice provided in the comments section on Story Park.
Sociocultural assessment relates to this approach by Hewitt Valarie (2001)
'The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.'
Similarly to the school curriculum assessment approach by Piaget (1972)
'The constructivist approach is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.'
Since the school curriculum and sociocultural assessments have similar approaches from different educational theorists. I plan to assess and evaluate my future planning by including student and whanau voice to implement my next steps for the child.
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