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Observation & Documentation
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Interpreting Thinking
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Facilitating Play
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Reflective Evaluation
Reflective Evaluation
Reflective Evaluation
Each part of the COI process promotes reflection before moving on to the next step and helps you become a planner, facilitator, co-learner, and evaluator of learning. Specifically following the implementation of a provocation, it's important to revisit the session and evaluate it as a learning experience for both you and the children. Reflection goes beyond descriptions of experience and becomes meaningful when it leads to clear goals for the areas of your practice where you want to develop more focused awareness. Use the Reflective Evaluation (RE) Form to record how provocations went and next steps. Create a weekly journal for families with both documentation from these provocations and a summary of the learning related to the big idea.
Reflective Evaluation (RE) Form
The RE form is used to look back on the setup of the provocation center and your implementation of the inquiry provocation plan to consider children’s reactions, your facilitation, learning outcomes, what went well, what was unexpected, what you perceive that didn’t go well, and how to build on the inquiry. This is also where you can check on the standards that were met during the exploration, and update documentation into TS GOLD. Through long-term emergent inquiry processes, children will most likely meet many more objectives than you anticipate. This meta-reflective process can assist you in becoming a more competent teacher in the long term!
The goal for structured meta-reflection is to reflect on:
What it means to learn
What it means to teach based on what is known about learning
Remember:
An emergent curriculum involves risk. The provocations you design have the potential to work really well; they may likely guide children in unexpected directions you hadn’t thought of. The COI Reflective Evaluation form is a helpful tool for understanding why the play followed a certain unanticipated path, the learning that emerged for you and the children, and the alignment of these experiences with your inquiry provocation plan, your facilitation, and your documentation. As you practice revisiting your planned provocations, you will gain confidence with planning and implementing ongoing COI cycles that extend into long-term projects.
Weekly Journal for Families
Weekly on the same day each week, ideally the day before planning again, a journal should be created on Google Drive and sent out via email to each family enrolled in your class.
A great journal walks the family through the big idea in a way that the reader understands the thought processes, development, and learning of both the children and teachers that week. It communicates what the children were doing and thinking, how and why the teachers provoked deeper understanding, and what was ultimately learned by all. It should also read like a a good story, with a beginning, middle, and end.
To get started with a journal:
Pause and reflect on the sorts of documentation you have shared in your classroom and entered to TS GOLD. Think about whether you included teacher commentary. If not, is there commentary you could add to better tell the story of the quotes, photos, drawings, or children's products on display in your classroom?
How did you come up with the big idea? What sparked the children's interests? What were the patterns in questions?
What did the children learn in relation to the big idea? What was particularly exciting for the class as a whole? Were there advances in development in any particular area?
NEXT: SCREENING & ASSESSMENT
NEXT: SCREENING & ASSESSMENT
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