EDU intro slide

EDU intro slide

The Kindergarten Program: Learning Module Communicating Information About Childrens Learning Fall 2016 Introduction The Kindergarten Communication of Learning is intended to provide parents with descriptions, written in plain language and including anecdotal comments, about their childs strengths and growth in relation to the overall expectations within each frame of the Kindergarten Program.

Educators should discuss next steps in the childs learning with the parents to inform them of their plans for supporting the childs new learning at school and to assist them in supporting their childs learning at home. Growing Success -The Kindergarten Addendum, p. 13 Our View of Children All children are competent, capable of complex thinking, curious and rich in potential and experience.

The Kindergarten Program, 2016 All students can succeed. Each student has his or her own unique patterns of learning. Learning for All, K-12, 2013 Our View of Educators Educators are competent and capable, curious, and rich in experience. They are knowledgeable, caring, reflective, and resourceful professionals. They

bring diverse social, cultural, and linguistic perspectives. They collaborate with others to create engaging environments and experiences to foster childrens learning and development. The Kindergarten Program, 2016 Our View of Families Families are composed of individuals who are competent and capable, curious, and rich in experience. Families love their children and want the best for them. Families are experts on their children. They are the first and most

powerful influence on childrens learning, development, health, and well-being. The Kindergarten Program, 2016 Learning through Relationships Learning and development happen within the context of relationships among children, families, educators, and their environments. The Kindergarten Program, 2016 A Continuum of Learning

Goals for the Session To foster educator professional learning about effective assessment, evaluation and reporting that align with Growing Success The Kindergarten Addendum and The Kindergarten Program 2016 To communicate information about childrens learning and development in authentic and meaningful ways Read and Reflect To support assessment, evaluation, and reporting

practices Kindergarten educators develop and maintain a collaborative, complementary, and reciprocal relationship with children and their families. Growing Success -The Kindergarten Addendum, 2016 p. 5 Fundamental Principles Making Thinking and Learning Visible Ongoing, reciprocal communication with children

and their families throughout the processes of assessment for, as, and of learning is essential to support childrens learning. Parents should be invited to participate and observe their child in the classroom setting as often as they can, to review documentation of the childs learning with the educators and the child, and to discuss their observations with the team. The Kindergarten Program, 2016, p. 44 Assessment for Learning Educators engage in assessment for learning as

they observe and document evidence of childrens learning (through the process of pedagogical documentation) and provide descriptive feedback to the children that is designed to help them move forward within their zone of proximal development. Growing Success: The Kindergarten Addendum 2016, p.6 Assessment as Learning

Educators engage in assessment as learning when they support children in setting individual goals, monitoring their own progress, determining next steps, and reflecting on their thinking and learning, to help them become confident, autonomous learners. Growing Success -The Kindergarten Addendum 2016, p.6 Assessment of Learning Assessment of learning

involves summarizing a childs key learning and growth in learning in relation to the overall expectations at a given point in time, and outlining next steps in learning. The Kindergarten Program, 2016 , p. 43 Evaluation: Communication of Learning Evaluation involves the judging and interpreting of evidence of learning to determine childrens

growth and learning in relation to the overall expectations outlined in The Kindergarten Program. Defining Evaluation in Growing Success Grade 1 - 12 The process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality. Evaluation is based on

assessments of learning that provide data on student achievement at strategic times throughout the grade/subject/course, often at the end of a period of learning. Kindergarten Evaluation involves the judging and interpreting of learning to determine childrens growth and learning in relation to the

overall expectations outlined in The Kindergarten Program. Rethinking Assessment in Kindergarten MovingFrom... From... Moving Moving from viewing assessment for, as and of learning as distinct elements of

assessment Towards Towards Moving towards thinking about the interrelationships and reciprocity between assessment for, as and of learning Communication of Learning Belonging and Contributing

Key Learning/ Growth in Learning/ Next Steps in Learning Self-Regulation and Well-Being Key Learning/ Growth in Learning/ Next Steps in Learning Communicating and Demonstrating Literacy and Mathematics Behaviours Key Learning/ Growth in Learning/ Next Steps in Learning Problem Solving and Innovating Key Learning/ Growth in Learning/ Next Steps in Learning The Importance

of Unpacking the Learning The overall expectations of the Kindergarten program are connected with the four frames. An expectation is associated with the frame that encompasses the aspects of learning and development to which that expectation most closely relates. An expectation that addresses more than one aspect of learning may be connected with more than one frame. The Kindergarten Program, 2016, p. 14 The Importance of Considering Ways that Children

Reveal their Thinking What will we see? What might we hear? How might they represent their thinking? For instance: When I saw the child move the block and I heard them say Its the same size; it made me think the child was thinking about measurement, scale and comparison. Key Learning Refers to the most important or significant skills and/or understandings (knowledge) that the child has demonstrated during the reporting

period, in relation to the overall expectations. It is appropriate for educators to include their perceptions about the childs interests and learning preferences in their descriptions of key learning. Considerations for Key Learning Educators have documented learning as they noticed and named learning for a child and have considered how best to describe this key learning for this child and family, at this time. They considered the overall expectations, as well as specific expectations, developmental continua (such as ELECT) or other

learning trajectories, to support their decisions about how best to describe a key learning for the child at a given point in time. Growth in Learning Refers to positive developments in learning that the child has demonstrated over the reporting period, in relation to the overall expectations. Developmental stage, learning trajectory, and/or other individual processes of learning should be taken into account when evaluating and describing growth in learning.

Next Steps in Learning Refers to ways in which the child can move forward in developing knowledge and skills, in relation to the overall expectations, both at school and at home. Developmental stage, learning trajectory, and/or other individual processes of learning should be taken into account when determining next steps in learning. Communicating the Learning As you communicate learning consider: How is the learning evident? How is a progression or growth in

learning evident? How is the language asset-oriented? How is the audience (e.g., children, families) considered? How can we communicate with a focus on learning? Communicating the Learning in an Asset Lens Comments focus on or refer to: Strengths and growth in learning that the child has demonstrated in relation to the expectations

Specific evidence of learning gathered from conversations, observations and demonstrations of learning Focusing on the Frames for Communicating Learning Consider the documentation for one of the children in your class. Construct a comment which: describes Key Learning/Growth in Learning/Next Steps in Learning reflects learning in one of the frames could be used for the Communication of

Learning. Reflect on Communicating Learning How does the comment specifically describe and name growth in learning over time e.g., since September? Does it describe the most significant learning for the child at this time? What makes you think this?

How does the comment reflect the childs learning rather than the activity the child was engaged in? How does the comment include specifics (i.e., exact words of the child) that indicates a real sense of knowing that child and their learning ?

How is there a connection to the overall expectations without simply restating the overall expectation? How will the comment be meaningful to the families and invite their perspectives/knowledge about their child? What kind of language is used to describe growth in learning?

How does the learning described in the comment reflect an asset-based view of the childs learning and development ? Leading with Relationships.Family Reflections On The Communication of Their Childs Learning I got a clear picture of [my child]s development and progress through concrete examples in each section along with a description,

which was nice. A next step was provided in each area. Lots of info shared, great detail and examples provided. I like this format. This gave my husband and I a

pretty clear picture of what we can help with. Reflections from Pilot Projects Why do we document learning? Educator Reflection: You get to honour them no matter where they are. When you write the Communication of Learning, you think of this child and reflect, What is it that this child shows me

every day? What stands out most about this child? Kindergarten Educator Feedback on Communication of Learning Comments The comments clearly demonstrated the learning of each child. They were individualized, a clear pictures of each child. Principal in pilot project The Next Steps portion of each frame comment flowed from the evidence of learning. They were clear and precise and

valued the role of parents as co-educators.It is critical to connect the parents and be encouraging and supportive as we keep the learner in mind. Principal in pilot project Final Thought There was a clear relationship between our ongoing documentation, assessment for/as/of learning and the Communication of Learning, where it allowed us to reflect on the growth of the children and communicate the childs learning in holistic, meaningful and integrated ways. It also provides a better lens to communicating our

program to parents. Kindergarten Educator in the Pilot Project Consolidation What have you learned about Key learning ? Growth in learning? Next steps in learning? How to effectively communicate information about a childs learning ? Reflection and Next Steps

Opportunities for Further Learning Read: PLK3 Training Resources Pedagogical Documentation Revisited Monograph in the Ministrys Cap acity Building Series Learning For All (2013) What Works: Research into Practice - Literacy and Numeracy Capacity Building Series - Literacy and Numeracy Supporting English Language Learners in Kindergarten: A Practical Gui de for Ontario Educators (2007) Parent Engagement

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