Helen
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Everything posted by Helen
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So sorry we missed this post- I'll move it into the Tapestry section! Tapestry looks at each of the assessments you've made and averages them. So, if you had one at 22-36 emerging and one at secure, the result would be 22-36 developing. Does this explain what you're seeing in your summative assessment screen?
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I am in awe of teaching and support staff in schools and settings. Nobody could have ever been prepared for what they've had to deal with and they have coped superbly, with such positivity and support for each other.
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I absolutely love the phrase 'Energy never dies, it is transferred'. How true that is. I'm sure we can all remember colleagues who radiate energy that we can absorb and hopefully pass onto others. What a wonderful image! -
Unconscious Bias in the Observation, Assessment and Planning Process
Helen commented on Jules's article in Professional Learning Toolkit
What struck me with this article was the 'expectation' element and how we might not always have the same high aspirations for all children. I remember when I had my very first class as an NQT, the children's previous teacher gave me a sheet of paper with the children's names, and then a brief description of them. I was horrified to see words such as 'lazy', 'disinterested', and 'bright' against the children's names. This was 30 years ago, and I would sincerely hope that sort of attitude isn't held by any teachers now. I wonder how on earth she thought this might help me? -
New Development Matters and the Observation Checkpoints
Helen replied to Helen's topic in Development Matters
Yes, absolutely, you can. Using the new DMs won't have any affect on your assessments using the existing DM framework. But to be honest, I'd just leave it until next year- you have enough to deal with at the moment. Maybe if things settle down in the spring, you might be able to look at it then? That will still give you 6 months to get to know it before you make the decision whether or not to use it in September. 🙂 -
New Development Matters and the Observation Checkpoints
Helen replied to Helen's topic in Development Matters
Hi Finlaysmaid, I can really empathise; the current situation does not lend itself to quality discussions in the staff room, or when tidying up for the day, and I know many many settings will be struggling in the way you describe. I'm sorry- I didn't mean for my article to sound like it was a list of instructions for already overworked staff. It was more of an aspirational viewpoint- how could we start to share our knowledge of our children with that of our colleagues and what would the impact be for children's progress if we discussed it with colleagues and made plans for taking their learning further? I know of schools and settings who have set up whatsapp groups, held zoom meetings, and use all sorts of software to record their reflections and ideas, sharing them with their colleagues. Tapestry Reflections is proving popular but maybe not for you, just now. 🙂 Can you expand on your questions- 'I wonder how Tapestry is going to organise this? maybe we could have a preview setting so that we can start to plan how that will look in our settings? ' What did you have in mind? -
New Development Matters and the Observation Checkpoints
Helen replied to Helen's topic in Development Matters
The idea now is that we don't evaluate children according to any statements/learning objectives, but to think about the bigger picture and the unique child. More about narrative observations about the children's characteristics of effective learning, and unique learning that they are demonstrating. We have articles in our observation hub which will help you move over to the new way- and don't forget, we have until next September to think about it! There are some checkpoints for the 3-4 ages, too. -
New to the Development Matters document, are the 'observation checkpoints' in the prime areas of learning for the birth to 3 pathway (for around 6 months, 12 months, 18 months, 2 years, and 3 years). These are clearly summative assessments - making sure you can identify if a child needs any extra help. As the document states, The observation checkpoints can help you to notice whether a child is at risk of falling behind in their development. You can make all the difference by taking action quickly, using your professional judgement and your understanding of child development'. Examples of checkpoints are: Around 6 months: does the baby respond to familiar voices, turn to their own name and 'take turns' in conversations with babbling? Around 12 months: is the baby beginning to use single words like mummum, dada, tete (teddy)? Around 18 months: is the toddler using a range of adult like speech patterns (jargon) and at least 20 words? I'm wondering if this will help avoid the other statements (ie not the checkpoints) becoming a ticklist? I hope so 😃
