9.6: Review/Evaluation
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- Cindy Stephens, Gina Peterson, Sharon Eyrich, & Jennifer Paris
- College of the Canyons via College of the Canyons
The third part of the Plan-Do-Review cycle involves reflecting on what was planned and implemented. Remember the section in Chapter 3 (The Early Childhood Teaching Profession), regarding the importance of reflection in all aspects of our teaching? Curriculum planning is one of the primary duties teachers engage in, and as such requires a great deal of reflection and review. Some of this will be done informally as you go about your day. Other times it may be helpful to more formally reflect, in order to capture strengths and areas of growth, both in yourself, the children, and the curriculum that you are planning for them. As a form of “assessment”, this feedback proves extremely valuable for teachers and programs. Below are examples of two types of forms teachers might use in their reviews. These will be used in future ECE courses at College of the Canyons.
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Curriculum Implementation Evaluation/Reflection A. Overall impression / comments about your activity (Be specific): B. What went well? C. What did not? D. What type of interactions took place during the implementation of your activity? (child – child, child – adult, …) E. How did individual children respond to your implementation? Did they respond the way you anticipated? (Please be specific and use examples whenever possible) F. If you were to implement this activity again, how would you modify it? Think about: Encouraging more participation from the children Meeting the needs of the wide range of developmental levels in the room Implementing the plan more successfully Additional activities to enhance the same concept(s) / webbing |
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Daily Curriculum Reflection
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Pause to Reflect
Do these review/reflections make sense to you? What might you add or delete from the blank forms? Why?
Some programs will set up areas of the indoor and outdoor classroom with a variety of materials for children to choose from. Others will set up stations for children to participate in. Chapter 7 The Learning Environment will look specifically at setting up environments. Some portions of the day will include individual, small, and large group experiences. All should be carefully planned with intention and meaning for the children that will be engaging in them.