2-001 Assessing and Planning for Learning
Three Self Directed Online Sessions
Course Open Now!
Approx 6 Hours
Assessing and Planning for Learning
This three part programme will support you to recognise children’s learning at a deep and complex level.
Through the three modules you will
strengthen your ability to recognise and effectively respond to individual
children’s learning in line with the 20 learning outcomes of Te Whāriki.
The content is situated firmly in the context of Te Whāriki, in particular picking up on the notion of children’s learning trajectories as a mechanism for recognising and responding to children’s learning.
The three modules are designed to progressively build on your
ability to intelligently observe and analyse what children are doing to
identify the learning taking place.
The Notice, Recognise, Respond model is used throughout the course.
With a focus on intentionally connecting teacher actions and interactions with assessment information to improve outcomes for learners. There will also be a focus of keeping the process and documentation manageable, child centred and mana enhancing.
Want to have unlimited access to ALL of our courses, webinars and resources for less than the cost of one course?
Members club is now open!
This course is for you if;
- You are feeling overloaded with documentation and "keeping up with portfolios,"
- You feel confused about what is "good" assessment practice.
- You want to know how to Notice, Recognise and Respond authentically to children's learning.
- You want to feel confident that your planning actually makes a difference to children's learning.
- You want your assessment and planning process to be manageable, child centred and mana enhancing.
This course includes...
#1 Assessment for learning
#2 Responding and designing curriculum
This module focuses on the responding phase of the model. We will unpack the teacher’s role in supporting children to progress along identified trajectories and the notion of intentional teaching practice. Responding to children’s learning, often called planning, has traditionally been seen as an opportunity to take the information that you have gathered about what children are doing and what they appear to be interested in. Then use this information to generate ideas about how you are going to “extend” that learning and then execute these ideas. Sometimes this is successful in supporting children to progress along their learning trajectories and sometimes it is not. This module will explore why this is the case and what might be more successful approaches.
#3 Meaningful documentation for learning
Teachers are teachers because they enjoy working with children and find supporting them in their learning rewarding and worthwhile. Anything that takes them away from this can be quickly seen as burdensome and arduous. This module will address the issue of documenting children’s learning. Who is the documentation for? What is its purpose? What should it include? And how can it add value to teaching and therefore improve learner outcomes?
This course includes;
- Recorded videos exploring each of the modules in depth.
- Recommended reading.
- Resources to help you assess and plan effectively.