st.john's primary school riverstone sans pics mia mia

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Education: Indoors and outdoors Wendy Shepherd Director/Lecturer Mia Mia Institute of Early Childhood Macquarie University

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Presentation by Wendy Shepherd, Director of Mia Mia Early Learning Centre Macquarie University on 'Indoor/Outdoor Education'

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Page 1: St.john's Primary School Riverstone             sans pics   mia mia

Education: Indoors and outdoors

Wendy ShepherdDirector/Lecturer

Mia MiaInstitute of Early Childhood

Macquarie University

Page 2: St.john's Primary School Riverstone             sans pics   mia mia

Acknowledgement

I acknowledge that we meet on Darug land and I pay my respect to the elders, past present and future and to those who may be with us today

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Mia Mia History

Mia Mia Philosophy – based on social justice and equity and adults (families and staff) and children with equal rights and responsibilities

Early childhood education (not a work place solution or preparation for school). A shared responsibility – significant others

Pedagogy is underpinned with early childhood educational theories – Social-constructivist, post-structuralist, behaviourist, developmental theories

Curriculum elements – NSW Curriculum Framework: The practice of relationships, EYLF, NQS

Knowledge of the KLAs and the Foundation Statements Early Stage 1 and the standardised testing

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Curriculum

Curriculum – based on our knowledge of children’s dispositions and play preferences and the foundational learning areas including numeracy, literacy, communication, science and natural science, sustainability, technology, sense of self, others, their communities (including the indigenous community) and the world events – through the lens of social justice and an understanding that we all have rights and we also have responsibilities.

Intentional teaching

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Contextual elements

The learning environment both indoors and out creates spaces for relationships to flourish, for children to have agency, where there are invitations to play and visible signs of tenderness ( Alain De Botton 2006)

Qualifications of staff – EPPE Study

The Outdoor Teacher Project – sustainability is more than being green – contribution to the broader community

Ratios and group size

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Reflect, Respect, RelateObservation Scales SA DECS (Pam Winter 2008)

Relationships – significant, responsiveness, positive interactions, quality of verbal exchanges, appropriateness

Active Learning Environment – Constructivist pedagogy, play, enabling learning dispositions, engaging, de-institutionalised, de-cluttered

Well being – children and staff, Happiness and satisfaction, social functioning, dispositions

Involvement – concentration, energy, complexity/creativity, facial expression and posture, persist ence, precision, reaction time, verbal utterances/ language, satisfaction -is every child involved and truly engaged?

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7 Essential Life Skills

Ellen Gallinsky (2012)

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Self-directed, Engaged Learning

Taking on Challenge

Critical Thinking

Making Connections

Communicating

Perspective Taking

Focus and Self Control

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16 Habits of Mind Costa & Kallick

2008

Persisting

Managing impulsivity

Listening with understanding and empathy

Thinking flexibly

Thinking about thinking (metacognition)

Striving for accuracy

Questioning and posing problems

Applying past knowledge to new situations

Thinking and communicating with clarity and precision

Gathering data through the senses

Creating, imagining and innovating

Responding with wonderment and awe

Taking responsible risks

Finding humour

Thinking interdependently

Remaining open to continuous improvement

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Building a thought-full environment

Costa & Kallick (2008)

Level 1: Learning how to teach habits directly and to reinforce them throughout the curriculum.

Level 2: Enhancing instructional decision- making to employ content not as an end of instruction but as a vehicle for activating and engaging the mind

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Early Years Learning Outcomes

DEEWR 2009

Children have a strong sense of identity

Children are connected and contribute to their world

Children have a strong sense of well-being

Children are confident and involved learners

Children are effective communicators

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Learning environments

A child arrives in our space with a wealth of knowledge and experiences, we collaborate, negotiate, facilitate and engage with both the child and

their family – in other words learning takes place everywhere – education enhances and opens new pathways and ideas in the context of our

relationships

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Louv (2005) is of the opinion that when children do not have access to the natural world he calls this “nature deficit disorder: the human costs of alienation from nature…a

diminished use of senses, attention difficulties and higher rates of physical and emotional illness”

Last child in the woods: Saving our children from nature deficit disorder (Louv 2005)

Deep ecology movement: we need to inspire children to love and respect the environment before we can ask them to ‘save’ it.

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Assessing and reporting on Habits of Mind Costa & Kallick (2008)

Level 1: Learning about a range of techniques and strategies for gathering evidence of student’s growth in and performance of Habits of Mind

Level 2: Using feedback to guide students to become self-assessing and to help school teams and parents use assessment data to cultivate a more thoughtful culture

Assessment should be used to guide future learning not simply provide a snapshot of children’s skills, knowledge and abilities.

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Student Outcomes for the 21st Century Costa & Kallick (2008)

Creativity and innovation

Critical thinking and problem solving

Communication and collaboration

Flexibility and adaptability

Initiative and self-direction

Social and cross cultural skills

Productivity and accountability

Leadership and responsibility

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Radio National Interview: what does the future hold for education?

Cannot lose sight of the magic that happens between a teacher and a student…remember your inspirational teacher?

Children in the future will need curiosity and the ability to reason

Allow children to explore, try out things, make mistakes, again and again, but encourage persistence and dreaming of Big Ideas

To become a kind, thoughtful and productive member of society…for then we have done the best that we can.

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