MAKING LEARNING VISIBLE:MAKING LEARNING VISIBLE:Learning GroupsLearning Groups

EDUC7935 ACPD Session 4 – Robyn Reid with thanks to Helen Aitken

Session Overview – We will:Session Overview – We will:

Discuss the concept of learning groups and a community of learners Discuss selected quotes from Reading 3 (Krechevsky & Mardell, 2001)Hear the story of The Theatre Curtain

The children are not a group – they are a group of people

A community of learners: ReggioA community of learners: Reggio“…relationships – between children, parents, pedagogues and society – are at the centre of everything they do…for nothing and no one exists outside of context and relationships”

(Dahlberg, Moss & Pence, 1999, p. 59)

“Learning groups facilitate a kind of learning that is qualitatively different from that of individuals working alone. Of course, even in groups individuals learn autonomously, constructing their personal understandings of the world. In this sense, all learning is individual. But when children and adults are in groups, they also learn with and from others. In groups we encounter new perspectives, strategies, and ways of thinking that enable us to learn from others. We also learn with others, modifying, extending, clarifying and enriching our own ideas and those of others.”

(Krechevskey & Mardell, 2001, p. 284/bottom paragraph )

A community of learners: A community of learners: AotearoaAotearoa

Te Whatu Pokeka/Kaupapa Māori Assessment Exemplar (Metaphor of nest/wrap to envelop the children and ourselves)

Maori Pedagogy – based on whānau, whānaunatanga, manākitanga, awhi, tautoko, tiaki etc

Ako – every teacher is a learner, every learner is a teacher.

Tuakana/Teina – older tamariki supporting younger

“ We have defined a learning group as: A collection of persons who are

emotionally, intellectually, and aesthetically engaged in solving problems, creating products, and making meaning – an assemblage in which each person learns autonomously and through the ways of learning with others

(Krechevskey & Mardell, 2001, p. 285/final paragraph)

The Four Features of Learning The Four Features of Learning Groups Groups (Krechevsky & Mardell, 2001, p.287-294)(Krechevsky & Mardell, 2001, p.287-294)

1. The members of learning groups include adults as well as children (pp 287-8)

2. Documenting children’s learning processes helps to make learning visible and shapes the learning that takes place (pp 288-290)

3. Members of learning groups are engaged in the emotional and aesthetic as well as the intellectual dimensions of learning (pp 290-292)

4. The focus of learning in learning groups extends beyond the learning of individuals to create a collective body of knowledge (pp 292-294)

Reading Discussion: Reading Discussion: Reading 3 – Krechevsky & MardellReading 3 – Krechevsky & Mardell

1. Individually read & think about the quote 2. Join other people who have the same quote – Discuss it

collectively What are your shared interpretations of these quotes and this feature of

learning groups? What does this mean for the role of the teacher? To what extent have you

all reflected or enacted this in your work with children so far? How might you relate these concepts to working with infants and toddlers?

YOUR TASK:◦ As a group, what ideas will you present and discuss to the rest of the class?

3. Share/Relay the key messages about this feature of learning groups (and its implications for practice) with the main group

You will be given some extract/quotes which You will be given some extract/quotes which relate to 1 of the 4 features of learning groups relate to 1 of the 4 features of learning groups discussed in this articlediscussed in this article

PAYING ATTENTION TO EVERYDAY PAYING ATTENTION TO EVERYDAY ORDINARY MOMENTS:ORDINARY MOMENTS:Questions for reflection & Questions for reflection & consideration consideration (Pelo, 2006, p. 181).(Pelo, 2006, p. 181).

What are the children curious about or trying to figure out?

What knowledge and experiences are the children drawing upon? What theories are they working from or testing?

Do we see any inconsistencies in the children’s thinking?

How are the children building on each others’ ideas, perspectives & contributions?

What do we want to learn more about, after watching and listening to the children?

What insights does this observation give us about possible ways that we could deepen our relationships with children’s families?

Our FOLLOWING SESSION is about: Our FOLLOWING SESSION is about:

◦Please bring with you to class some samples of ‘visible listening’ documentation (photos, observations, learning stories) which you have recently recorded – these don’t have to be in ‘final’ form.◦Please read Readings 4,5,6,8

Pedagogical Documentation: The role of the teacher and incorporating content knowledge (e.g Te Whāriki, dispositions & schema

EDUC 7935

Next week: Visit to Tots Corner Next week: Visit to Tots Corner 6PM 6PM95 Onewa Rd, Northcote (turn right into

Woodside Ave from Onewa Rd – Tots is on the corner). Please..Take the Onewa Rd exit - the 2nd exit after the harbour

bridge (after Stafford Rd). Maps are available if you need them

be there by 6pmpark on the road or in church car park next door. Please

meet and wait outside the centre until instructed. Remove shoes at the door please.

record your notes on Centre Visit Response form and bring back to class.

No photos ask questions during viewing time & during staff

presentation EDUC 7935

E te AtuaKia ora raMo to manaaki kia Ma to awhinaMa to ArohaWhakapainga matou katoa We thank our Guardian(s)For your care and protection over us Through your support and your love and compassionWe have been sustained

EDUC 7935

KARAKIA WHAKAMUTUNGAKARAKIA WHAKAMUTUNGA

ReferencesReferencesCarter, M., Pelo, A., & Shelton, L. (2004). To see takes time: Growing curriculum from children’s theories (DVD). Seattle Wash: Harvest ResourcesCornhill, D. & Grey, A. (2010). Learning environments. In B. Clark & A Grey (Eds.). Perspectives on early education Ata kitea te Pae: Scanning the horizon (pp72-84). New Zealand: Pearson. NSW: Pearson Education Australia.  Dahlberg, G., Moss, P. & Pence (1999). Beyond Quality. in Early Childhood Education and Care: Postmodern Perspectives. London: Falmer PressEdwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia Approach – Advanced Reflections. (2nd edition). London: Ablex Publishing. pp164-177Fu, V., Stremmel, A. & Hill, T. (2002) ‘Teaching & Learning: Collaborative exploration of the Reggio Emilia approach’. New Jersey: Merrill Prentice Hall. p.17 Gould, K. & Pohio, L. (2006). Stories from Aotearoa/New Zealand . In A Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation (pp. 77-87). Pademelon PressGreenman, J. (1988), cited in Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia Approach – Advanced Reflections. (2nd edition). London: Ablex Publishing. P. 168Krechevsky, M. & Mardell, B. (2001). Four Features of learning in groups. In Making learning visible: Children as individual and group learners.(pp. 284-295). Reggio Emilia: Reggio Children. Pelo, A. (2006). At the crossroads: Pedagogical documentation and social justice. In A. Fleet., C. Patterson & J. Robertson (Eds.). Insights: Behind early chilldhood pedagogical documentation (pp 173-190). Castle Hill, Australia: Pademelon Press. Ridgway, A. (2006). Documenting: Feedback informing practice. In M. Fleer, S. Edwards, M. Hammer, A. Kennedy, A. Ridway, J. Robbins & l.Surman (Eds.), Early childhood learning communities: Sociocultural research in practice (pp118-137) Rinaldi, C. (2001). Documentation and assessment: What is the relationship?.In Clark, C., Trine Kjorholt, A., & Moss, P. (Eds.), Beyond Listening: Children’s perspectives on early childhood services (pp 17-28). : Bristol: The Policy Press.

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