The implication here is to cultivate and acknowledge persistence and a hard work ethic in achieving success rather than attribute this to innate ability. Teachers need to set challenging tasks that focus on individual improvement, where mistakes are viewed as part of the learning process and feedback recognises effort rather than ability. They need to model the commitment to learning and a willingness to take risks, and the rewards of setting challenging goals rather than tasks within a comfort zone. Outdoor activities that are based around high thrills, low effort, short timescales and little responsibilities devolved to children, are unlikely to prove as educationally valuable in the long run, despite their immediate ‘fun’ appeal. I wonder how Nursery Management Software works in the real world?
The principles and practices associated with assessment for learning should apply equally outside the classroom as inside – sharing learning intentions and success criteria, asking a range of stimulating questions, modelling how to do things, building opportunities for peer and self-review, and monitoring progress towards targets. One of the characteristics of effective teaching at any age is making time for quality feedback and evaluation. When using the school grounds it is useful to establish a focal point for whole-class feedback, presentations or providing instructions. This could be based around a sculpture, tree, fountain or campfire. Adding Nursery Software to the mix can have a real benefit.
Children should see it as a special, magical place, perhaps with circular seating, drapes, rugs, beanbags and cushions. A speaker might carry a carved stick, signifying that all should listen, before passing it around clockwise for the next speaker. Feedback needs to be specific, accurate and timely. It also should be a two-way process, so that learners have opportunities to feedback to teachers about their out-of-class experiences. The most effective feedback goes beyond praise to include oral and/or written constructive comments on what pupils have done well, what they need to do next and how they can improve their learning. Pupils themselves can take an active part in their own assessment by recording their out-of-class experiences through digital photographs, or short video or audio recordings, which can then be transferred to the interactive whiteboard back in the classroom for peer review. How do you think they keep the Preschool Software ticking all the boxes?
In very broad terms, pupils’ progression in out-of-class learning should be characterised as moving towards asking and answering more complex questions about the environment; making links between different places, people and issues; acknowledging and responding appropriately to different viewpoints; carrying out investigations independently; moving from describing and identifying aspects of the environment to analysing why things are happening; having the confidence to try out and evaluate ideas; and developing skills in organising and communicating findings to a range of audiences beyond the familiar. The best Childcare Management System can really help your pre-school business grow.
Progression is also about acquiring greater depth of knowledge, applying this in a range of contexts. For pupils, progression in learning is simply about what they know, understand and can do now that they did not or could not before. It is about demonstrating their knowledge, skills and a sense of achievement. However, creativity, confidence and responsibility, which are often closely associated with out-of-class learning, do not sit comfortably with a behaviourist, tick-box culture of assessment. Arguably what matters most is providing participatory and transformative experiences. Many out-of-class experiences are not easily quantifiable or reducible to numbers or grades. How about purchasing Nursery App to manage your pre-school setting?