CONTRIBUTORS
CONTRIBUTORS
Planning through interactions
Thismonth, regular Education Today columnist ALICIA BLANCO- BAY
LA
data gather without the
AYOsuggests a framework for monitoring early years’ progress need for ext
xtensive ing.
As I read through a series of the observations I have made of some of the children in my class, I realised how well I got to know them in such a short period of time. I had no grades or percentages next to their names, and I had not tracked their progress looking at any developmental scales. This is what led me to think about the path I had followed to write about each child in so much detail.
My fortnightly planning begins exactly at the point each child is at, reflects the fact that individual needs are considered and shows through the activities we provide as a setting how each practitioner engages with the children. As I see it, it is during the time children are engaged in conversation through play that the tracking of progress begins. It is not the amount of observations we record but how we analyse the interactions that take place as children explore the world through play. The notes we take during the observations are brief but truly meaningful. They include key words t hat can help create a clear picture of each child. As we discover what children enjoy doing and how they feel more comfortable learning, we can begin to plan future learning opportunities. The planning becomes differentiated as we use the conclusions reached during the observations and choose the type of activities according to each child’s learning needs. The tracking of progress of each child begins with these observations and it carries on with the planning. When children take part in different activities, observations are carried out again. Every time we reach new conclusions through obs planning process occurs. To analyse progress, we only ne beginning of this circular process.
ed to refer to the ervation, a new
How can the progress of a child be measured through has been calculated adding a series of ticks in boxes that
only show a generic a percentage that
aspect of development? Once those calculations have been done, what are they for? How can data be used accurately to inform planning so that practitioners can provide a differentiated environment accordingly? Is it not more realistic to learn about the child so we can offer the child what he needs? Is it even morally ethical to make judgements against criteria defined simply to guide practitioners and not to measure progress?
As I thought of some answers to all these questions I devised a diagram that provides a visual image of tracking progression without needing to gather any data .
Pla Planning through interact ns c cle ing through interactions cycle
Adult-child interaction no es
ult-child interacti notes of key words
f key rds
abo t individual children (Stage of Devel pment nsid
about individual children (Stage of Development considered)
offers activities that provoke interactio ns
Environment offers acti
Environ interactions
A plannin format tha shows open
A planning format that
ended activities ended acti
Following the “Planning through interactions” cycle, a framework for planning that suits each setting can be created. Gathering key information that will help monitor the progress of children is essential and it is also very important to take brief notes during the observations so that we use key words to highlight individual needs.
1 2 www .education-toda
y.co.uk.co.uk www
notesnotes to inform planning
Analysis ofAnalysis of infor
planning RT Havewe Have we
forgotten how to teach?
This month, regular Education Today contributor KIRSTY BERTENSHAW takes a look at teachers’ workload, and suggests that time spent marking would be better spent planning lessons.
AWtakes a look at teachers’
workload, and suggests that time spentmarking would be bett
tter spent planning lessons .
In the wake of several articles published recently, one entitled “Teachers 'wasting time on marking in coloured pens'” and another revealing how many teachers are working 60 hour weeks, I am wondering if we have forgotten how to teach.
interesting, exciting or motivating as they could be if planned properly. Yet teachers spend majority of their time marking books – not planning
lessons.Marking guidelines differ from schools to school on what constitutes good marking of books too, with some requiring a praise sandwich, some requiring aWhatWentWell (WWW) and an Even Better If (EBI), a “two stars and a wish” policy, and some require grading on top of that. Others even require teachers to evidence oral feedback by stamping books or writing in them to say they have had
convers ations with pupils. This is particularly interesting as the rules o n marking differ school by school and are not actually required by Ofsted. Some schools actually judge progress by how much is written in a pupil’s book. However, “Ofsted does not expect to see a particular frequency or quantity of work in pupils’ books or folders. Ofsted recognises that the amount of work in books and folders will depend on the subject being studied and the age and ability of the pupils.” In several of the outstanding schools I have come across, the focus is on teaching good lessons, not having work written in books. This leads to various teaching techniques which seem to promote higher achievement.
The change in curriculum content recently, with no extra teaching time, has led many teachers to return to teacher-led teaching, where we tell the information to the children instead o f providing opportunities for them to explore or discover. A famous quote by Benjamin Franklin says “Tell me and I forget, teach me and I may remember, involve me and I learn.” It could not be more relevant right now in education! So, getting back to basics, in the classroom, how else can I teach? Here are a few methods all teachers could use more often. • If you must explain a concept, make it fun – tell a story! • Drama and music are forgotten in subjects such as science – let students model out a concept to show understanding. Get groups of students to dramatise different sections. Play charades with key con
• Use puzzles such as crosswords, close passages, and word searches with clues for the word.
• Use
puzzles such as crosswords, close pa cepts!
with clues for the word.
• Visual learners can construct great cartoon strips, storyboards or infographics.
• If it’s an ethical concept, have a debate! models (especially good for kinaesthetic l these lessons!
• Visual learners can construct great cartoon strips, storyboards or infographics.
• If it’s an ethical concept, have a debate! Do experiments or make models (especially good for kinaesthetic learners) – pupils remember these lessons!
earners) – pupils remember Do experiments or make
•Write articles, start campaigns, write letters toMP’s, businesses, the head teacher….
• Use peer support, pupils teaching each other – a concept a new university is trialling.
• Use peer support, pupils teaching each other – a concept a new university is trialling.
We all know that time is a major limiting factor when teaching, but if the teaching is ineffective then it is pointless. Let’s all take a moment t o remember how to teach .
Further reading: Further reading:
http://teaching.uncc.edu/learning-resources/articles-books/best- practice/instructional-methods/150-teaching-methods
https://teach.com/what/teachers-teach/teaching-methods/ https://www.powtoon.com/blog/effective-teaching/
https://www.powtoon.com/blog/effe
t/teachers-teach/teaching-methods/ ff
fective-teaching/ Novembe r 2016 2016
http://teaching.uncc.edu/learning-resources/articles-books/best- practice/instructional-methods/150-teaching-methods
https://teach.com/what/
We all know that time is a major limiting factor when teaching, but if the teaching is ineffective then it is pointless. Let’s all take a moment to remember how to teach.
• Write articles, start campaigns, write letters to MP’s, businesses, the head teacher….
ssages, and word searche s
The change in curriculum content recently, with no extra teaching time, has led many teachers to return to teacher-led teaching, where we tell the information to the children instead of providing opportunities for them to explore or discover. A famous quote by Benjamin Franklin says “Tell me and I forget, teach me and I may remember, involve me and I learn.” It could not be more relevant right now in education! So, getting back to basics, in the classroom, how else can I teach? Here are a few methods all teachers could use more often. • If you must explain a concept, make it fun – tell a story! • Drama and music are forgotten in subjects such as science – let students model out a concept to show understanding. Get groups of students to dramatise different sections. Play charades with key concepts!
In my experience, lessons planned quickly are not nearly as interesting, exciting or motivating as they could be if planned properly. Yet teachers spend majority of their time marking books – not planning lessons. Marking guidelines differ from schools to school on what constitutes good marking of books too, with some requiring a praise sandwich, some requiring a What Went Well (WWW) and an Even Better If (EBI), a “two stars and a wish” policy, and some require grading on top of that. Others even require teachers to evidence oral feedback by stamping books or writing in them to say they have had conversations with pupils. This is particularly interesting as the rules on marking differ school by school and are not actually required by Ofsted. Some schools actually judge progress by how much is written in a pupil’s book. However, “Ofsted does not expect to see a particular frequency or quantity of work in pupils’ books or folders. Ofsted recognises that the amount of work in books and folders will depend on the subject being studied and the age and ability of the pupils.” In several of the outstanding schools I have come across, the focus is on teaching good lessons, not having work written in books. This leads to various teaching techniques which seem to promote higher achievement.
In my experience, lessons planned quickly are not nearly as
In the wake of several articles published recently, one entitled “Teachers 'wasting time on marking in coloured pens'” and another revealing how many teachers are working 60 hour weeks, I am wondering if we have forgotten how to teach.
Thismonth, regular Education Today contributor KIRSTY BERTENSHAW
forgotten ho w to teach?
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