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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
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
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
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
Reflect, Respect, Relate
Observation 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?
7 Essential Life Skills
       Ellen Gallinsky (2012)
Self-directed,
        Engaged Learning




      Taking on Challenge


      Critical Thinking


   Making Connections

    Communicating

   Perspective Taking

Focus and Self Control
16 Habits of Mind                                  Costa & Kallick 2008




   Persisting                            Thinking and communicating with
                                           clarity and precision
   Managing impulsivity
                                          Gathering data through the
   Listening with understanding and       senses
    empathy
                                          Creating, imagining and
   Thinking flexibly                      innovating

   Thinking about thinking               Responding with wonderment
    (metacognition)                        and awe

   Striving for accuracy                 Taking responsible risks

   Questioning and posing                Finding humour
    problems
                                          Thinking interdependently
   Applying past knowledge to new
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
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
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
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.
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.
St.john's Primary School Riverstone             sans pics   mia mia
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
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.
St.john's Primary School Riverstone             sans pics   mia mia

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St.john's Primary School Riverstone sans pics mia mia

  • 2. 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
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. Reflect, Respect, Relate Observation 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?
  • 7. 7 Essential Life Skills Ellen Gallinsky (2012)
  • 8. Self-directed, Engaged Learning Taking on Challenge Critical Thinking Making Connections Communicating Perspective Taking Focus and Self Control
  • 9. 16 Habits of Mind Costa & Kallick 2008  Persisting  Thinking and communicating with clarity and precision  Managing impulsivity  Gathering data through the  Listening with understanding and senses empathy  Creating, imagining and  Thinking flexibly innovating  Thinking about thinking  Responding with wonderment (metacognition) and awe  Striving for accuracy  Taking responsible risks  Questioning and posing  Finding humour problems  Thinking interdependently  Applying past knowledge to new
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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.
  • 14. 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.
  • 16. 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
  • 17. 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.