Roseanne Pickering E-Portfolio

1. Roseanne PickeringE-Portfolio Provides evidence of learning from course TCS 69223 and demonstrating skills and knowledge of ICT.

2. Implementations of ITC at Kumeu Montessori Preschool • Below is an insight into how we are implementing ICT into our classroom at KMP. • There is one computer in the classroom for the children to use.  KMP originally had two computers; however the Montessori philosophy says that just one of each piece of equipment is to be in the class room so that the children learn about kinship and patience.  At this stage, the children can only access letter land (which is a phonics based literacy programme). Talking to the other teachers at KMP they believe this programme is something the children would enjoy and it is complementary to the other aspects of our early literacy programme. 

3. Implementations of ITC at KMP This is our computer in the class room, it is on at 9 until 10:30 then again in the afternoon from 1:30 until 3:00pm. The children are allowed approx 15min at a time on the ‘Letterland’ programme.

4. Reasons behind ICT and How about in the staffroom? • At KMP we also recognise the fact that children learn in many different ways and for some children they have a very visual nature and computers are an ideal way to learn.  Karen (owner of KMP) also mentioned children of this generation are called 'digital natives' and grow up with computers so it’s easier for them to pick up on how to use a computer. In addition to the use of this computer, we also use IT via digital cameras (still and video), iPods. • At the adult level we rely heavily on email for communication. E-mail means we can communicate with parents, and them with us easily and conveniently and makes the whole process very efficient and simple. We also have found our website and Facebook page (which we are still trying to figure out an update system) very helpful and inspirational. The use of ICT in the staff room and the classroom are portals to the outside world.

5. Seitz and Bartholomew (2008) In-depth Reflection • I enjoyed reading the Seitz and Bartholomew reading, I found it clear and explained to me what the purpose of learning stories are and what it means for children. Understanding the progress helped me to understand why we are collecting the work and information we are. Seitz and Bartholomew say many teachers will resist profiles due to time restrictions however when teachers see the value of learning and see it meets standards they change their minds. • I feel it is really important we are ‘collecting, selecting and reflecting’ what we are because we want to for the reasons below not just because it is part of government regulation.

6. Seitz and Bartholomew (2008) So What Is The Purpose Of A Young Person’s Portfolio: • to celebrate the child’s accomplishments, • to support and demonstrate the child’s, understanding and abilities, • to help guide planning, • to help students become responsibilities for their own learning, • to reflect on previous learning, • to meet standards, • to help understand educational experiences,

7. Seitz and Bartholomew (2008) So What Is The Purpose Of A Young Person’s Portfolio: • to help children to see and make connections (between work), • keep work in one place, • to assist with developing long-term goals and plans (Danielson and Abrutyn 1997; Groulund and Engle 2001; Kleinert et al. 2002), • for accountability, • provides us interactive assessment (Shores 1998),

8. Seitz and Bartholomew (2008)‘The power shift’ • Children are lifelong learners and their profiles can help the child to become more self directed and responsible for their own learning.Teachers are to identify with the children where students need to improve or continue to develop.Profiles are a scaffold to children’s learning. • Fox (2007) says, “the profile provides structure which scaffolds students towards increasing responsibility for their learning while also provides structure to assist teacher make the paradigm shift from that of directed to facilitator or learning” (p. 2).

9. Seitz and Bartholomew (2008)‘The Process’ • Child is the FOCUS POINT • Teachers has a key role = help guide through the learning • Parents had a key role = audience member – strengthen parent relationships • Collect = collecting work, photo’s, projects • Selection = Why am I having a profile and what do I want it to address? • Reflection = Revisit and review past work to see strengths and weaknesses, set goals for future opportunities. What did I learn from this? Why did I like this?

10. E-folios Displays Portfolios

11. Seitz and Bartholomew (2008)‘The presentation’ • As the work is been collected and displayed it becomes the celebration of the child as they see the work they have done. I believe we need to display the learning stories and the children work nicely and the best way possible for your centre. Seitz and Bartholomew give a table to different ways if displaying work e.g. in notebooks, e-portfolios, displays and looks at the benefits and challenges with of these. It is important that work is displayed so it is accessible and can be reviewed with the children alongside parents and teachers.

12. Seitz and Bartholomew (2008)‘Summary of Seitz and Bartholomew Reading’ • Portfolio’s take time • Provide positive results • Meet polices • Promote self-evaluation, reflection and critical thinking • Empowers students • Need to make sure assessment is truly measured to provide better understanding of the child“Overall, the portfolio process can be very beneficial tool, one that has lasting and meaningful results for the students, the parent the teachers and the school’

13. 10 Learning Stories Felix LS 1 Felix LS 3 Caden and Mason LS 8 Andrew LS 5 Felix LS 2 Felix LS 4 Andrew LS 7 Andrew LS 6 Fruit LS 10 Lucas LS 9

14. In-depth Analysis of Two Learning Stories Dragon the Dinosaur with Andrew/Draft Water Fun with Felix/Draft Click to see Analysis of these two learning stories

15. A biblically based response about Assessment in early childhood • As we looked at the verses in week one, I am reminded that I am fearfully and wonderfully made, that God has planned out for me my future. The thought comes to mind that He did not just put together at the last minute with the bits and bobs he had around but shaped all stages of my life giving me goals to strive for.  • We need to plan for the curriculum and the children, just as God planned our out our lives with care and best interests at heart.  • The verses provided also make remind not to judge, but to give praise and positive guidance. We also need to be aware of the words we are using as they can be hurtful and powerful.  • As teachers we need to be wise and thoughtful when planning, assessing and evaluating. We need to keep our work truthful and fruitful.

16. A biblically based response 2 Timothy 4:2.I really like the bit that says 'encourage- with great patience and careful instruction' As teachers this is something we need to do as we are planning, assessing and evaluating. But to do this I believe we need to know ourselves and our plans as you say 'inside and out' and live in and out of season, and be ready at all times. Proverbs 16:24 (The message) Gracious speech is like clover honey – good taste to the soul, quick energy for the body. Words don't only have power over our emotions and well-being but over water. We need to be aware of the language and the time we are taking when planning, assessing and evaluating.

17. Cave Art Activity – Learning StoryBy Robyn Rose took the opportunity this morning to involve the children in a cave art activity. Rose came prepared with pieces of sandpaper and crayons. She also had pictures of different types of cave art and a book featuring this type of ethnic culture. The children responded well, loving the texture of the sandpaper and the cut out shapes and patterns of the cave drawings.

18. Cave Art Activity – ReflectionBy Robyn • On reflection it would have been more appropriate to discuss cave drawing prior to the activity, introducing the aspect of African culture verbally and visually before initiating a related art activity where the children are actively involved. • Rose displayed the work attractively and names each piece with the child’s name. It would have been nice to have small blurbs of the children’s voice attached to their picture increasing their sense of belonging, value and validation. Also asking parents if their child has brought home any information about the cave drawings. A learning story with the child’s picture and a photo of the child doing the cave art is a great person resource, as the child can look back on a revisit or extend on their learning.

19. What can I learn for future practise Click on the picture to see what I have learnt from receiving a learning story about my African cave art activity.

20. Meta-Reflection Click to view meta-reflection