Group Learning, Why Not?
The first paragraph made me question again, the way I do portfolios, yet this time for a different reason. It is true that there is so much learning in group settings but up until now I never questioned why most observations, documentations, assessments, and pictures taken are focused on the individual child. I decided to look at last semester’s portfolio that we use in Parent/Teac her Conferences. Out of the fifty objectives there are only four that involve other children; they are in the area of Prosocial Behavior: (1) Plays well with other children, (2) Recognizes the feelings of others and responds appropriately, (3) Shares and respects the rights of others, and (4) Uses thinking skills to resolve conflicts. However, after reading the chapter I see so much more that would apply to other areas of development as well as how important group learning is.
Let me give an example of what happened earlier today. Outside on the playground the children take turns, two at a time riding the battery operated jeep for five minutes each. During one of the exchanges there were two children in the jeep who didn’t know how to operate it. Another child noticed this and went to their aide. He showed them what to do repeatedly until the driver understood what to do and was able to drive the jeep. While this was happening the passenger was also participating by pressing the buttons and helped to turn the driver’s wheel. I also noticed other children who were waiting to ride/drive the jeep were listening/watching this interaction. Because of the short clip of, “To Catch a Balloon”, I didn’t interfere and watched this interaction, were before I might have interfered to “help”. Now I’m glad I didn’t. What I didn’t mention was the next group who drove the jeep asked the boy to help them and he did. What wonderful learning took place; however, the way the portfolios are done I will have to place it in one of the four areas of prosocial behavior in the boy’s portfolio or pick apart this scenario and individualize it for each of the other children’s portfolios, why? How can this be changed?
I guess I went off a little bit, but I’m just so excited with everything I’m learning here, who knew I liked Reggio. I really like the idea of group learning and want to implement it but I’m not sure how. When I do my portfolios I use the camera to capture my observations and I also try to come up with games, activities, and lessons the children can play with that I will be able to use for my assessments. When the children play the games at the tables I feel like I’m in a car factory where I have the game and line up the children to play it so I can assess them, take their picture, and move on to the next game. How can this change? Also when I put my observation in the portfolio I’m not allowed to personalize the scenario or put any feelings into it, which is what I got from “The Diary of Laura”. This is not something I agree with but it is what I’m told to do. Why can’t I put the other children’s names in the observation? Or even write a teacher’s name in an observation? Instead I’m told to write “a teacher observed. . .” I want to make portfolios more personal-like and not so clinical, but how? I hope and know I will learn more with each chapter I read from the book – I’m looking forward to it.
Hi Susan,
ReplyDeleteYou are really thinking about what is presented in the text and how it is widening your perspective while also questioning practice. It is interesting how you describe the moments with the jeep and how, if this was documented through a prescribed assessment, there would be so much let out of the story. Now that all of us are aware of the limitation and possibilities (as you shared through your entry), how can we reconcile our own limiting practices? What can be our response? What must we change in our practices? (I think you are facing some of these questions already!)
As we think about these questions -- what must we change about our assessment practices?
Jeanne
Hi Susan,
ReplyDeleteIsn't it sad when you are given limitation on teaching practices. Like you said "why can't you" personalize the portfolios? Or put feelings into it? It almost makes me mad we can't try these practiced experiences. But here's what I found, if you give purpose to your style of practice and can create a written out reasoning for why and what benefits would come out of it you might have more leeway of what you can do/try. Examples are usually good too.
Hi Susan,
ReplyDeleteI too am looking forward to what more there is to learn for the "Making Learning Visible" book. Its interesting to see a different perspective from what you've learned for years and what you're use to. What do you think could've happen to the learning experience of the children if you were to step in? How do we make other teachers aware of the learning that can happen if we as teachers just take a step back and allow the children take charge in the situation they are in?
Ashley