pd reflective


Over a series of two workshops, your team will:
- understand the value and purpose of documentation processes.
- use strategies that are meaningful and effective.
- undertake a practical case study and write a personal 'story of learning' 
- undertake a practical activity to identify children's strengths based on Gardner's theory of multiple intelligences
- explore summative assessment as a tool for assessing, documenting and planning for children's learning
These workshops refer to the EYLF Early Childhood Pedagogy, Learning Outcomes and the EYLF practices Intentional teaching and Assessment for Learning

Session 1. Observing and assessing children's learning

Topics include:

Observing and gathering information

- The purpose and process of documentation.
- How to effectively observe and gather information.  
Assessment for children's learning
- Strategies to effectively assess each child’s learning and development.
- Learning outcomes are long term goals. How to monitor and plan for each child’s learning in the five learning outcomes.

Document and share information, inviting the interpretations of others
- Co-constructing meaning with the child, their family and other educators seeking their ideas and interpretation.
- Communicating information clearly and sensitively to parents to enable support where required with appropriate services.

Practical case study: Writing a personal 'story of learning' 
Switching our mindsets and improving our skill sets - from a chore to be done to recording a personal story of learning.

Session 2. Using information to identify children’s strengths, interests and abilities to plan the educational program

Topics include:

How do we plan for each child’s success using their strengths, abilities, culture, interests and experiences as the foundation of the program?
- Practical activity 
to identify children's (and your team's) strengths using Gardner’s multiple intelligences
- Working collaboratively within the team, with the child/ren and seeking input from parents
- Floor books, webs/flow charts with ideas for "what next"
- Promoting investigation, inquiry and research around a child's interests.
- Using summative assessment to plan goals and strategies for each child's learning and development
- The continuing cycle: plan, document and evaluate 


Enquire now or phone 3204 4336 


These workshops relate to the following National Quality Standards and elements:
QA1: Educational Program and Practice
NQS 1.1: An approved learning framework informs the development of a curriculum that enhances each child's learning and development.
NQS 1.1.1: Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection to community, wellbeing, confidence as learners and effectiveness as communicators.
NQS 1.1.2: Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
NQS 1.1.5: Each child is supported to participate in the program.
NQS 1.2: Educatorsd and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
NQS 1.2.1: Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
NQS 1.2.2: Educators respond to children's ideas and play and use intentional teaching to scaffold and extend each child's learning.
NQS 1.2.3: Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.


Australian Children’s Education and Care Quality Authority. (2011). Guide to the National Quality Standard. Retrieved from: http://acecqa.gov.au/storage/2-DE_03_National%20Quality%20Standard_v8_Secn1.pdf