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The supervisory cycle: planning, action, reflection The substantivity of pedagogical knowledge

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Planning in preschool context

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By Luís Castanheira

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  • By

Enhancing Early Childhood Education and Care in Palestine /CARE

Training Course: Pedagogical Supervision in Early Childhood Education

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Planning learning opportunities that are:

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  • Progressively more complex
  • Interesting and challenging enough for the child

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Planning in preschool context

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Meet:

  • Curriculum design of establishment/school
  • Curriculum design of Group/Class

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Structure of planning

  • Areas/domains and content components
  • Learning to promote
  • Activities/strategies or description of the educational activity
  • Resources (human and material)
  • Observation/evaluation

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Planning of socio-educational Projects

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How to start a project:

• From a problem identified?

• From the proposals of the students?

• From an idea of professional?

• From a topic?

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Observation/Evaluation:

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About what focus?

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•Care, in particular, focus on: learners learning the

processes, methods, resources used and the results

obtained.

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Planning

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  • What to do?
  • How to do it?

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How to do it?

  • Planning the educational Act is:
    • give consistency, comfort and safety to the work of professor;
    • meet the students, based on their needs, their interests and motivations;
    • establish a sequence of vertical and horizontal degree of knowledge of the various disciplines.

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How to do it?

  • Theme (suggested by educator/teacher cooperating)

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  • Listen and record their suggestions ...
  • Choose the activities
  • Select materials
  • Structure class

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And After planning

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How to do it?

  • Aspects of planning:
  • Define all details essential to the class, such as:

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      • new concepts to be taught, pré-requeridos concepts, appropriate thread;
      • objectives;
      • the activities;
      • the exercises (growing degree of difficulty);
      • the necessary materials;
      • the specific language to use, relevant observations
      • calling into question/assessment moments;
      • time management/tasks;
      • marking of homework…

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How to do it?

The choice of activities:

  • Congruence with the selected objectives (validity)
  • Educational and training value (meaning)
  • Be achievable, from the perspective of the situation or of the conditions (functionality)

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Significant activities, active, diversified and social

integrated

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As reflect?

The reflection on the practices is an instrument for the improvement of knowledge and professional practice

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  • Description vs reflection
  • Extension vs depth
  • Dimensions to account
  • Field notes and written records
  • Students ' productions

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As reflect?

  • What are my main intentions? What more should have foreseen? What difficulties felt? What were the main sources of information?
  • What processes (reasoning) followed the children/students? That put questions? What difficulties revealed? What they learned? What factors have helped or hindered their learning?
  • What is the quality of my performances or answers? How to manage time and classroom? In what ways did stimulate and valued the participation of children/students?
  • What connection existed between the intentions and what really happened? What surprises? What should I keep? What should I change? Why? What I learned from the situation?

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dimensions....

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How to behave?

General aspects

  • meet timetables, directions, suggestions, rules ...; open and positive attitude in the face of situations; Special attention ... computer, cell phone, clothing, chewing gum ...; "ambassadors" of the school,
  • rules of groups.
  • Relationship of empathy with the educators/teachers cooperative, with children/students and with the rest of the educational community;
  • Relationship of respect and trust with supervisors;
  • Cherish, of personal and professional points of view, different educational situations.

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Project:

Subproject:

spatial adjustment (Organization of educational environment)

Table arrangements of needs activity room for development of certain activities, group work, etc.;

  • Organization of some materials needed;
  • Other conditions created in the surroundings (preferably to draw the structure.

Time Adjustment

Activities/strategies or description of the educational activity

Learning to promote

Areas/domains and content components

Resources (human and material)

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Observation/evaluation

 

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How to organize content;

What activities are being developed to ensure the sequence and the "consistency of the contents in relation to the projects and the appropriateness of the activities to the knowledge we have on the learning processes" (Zabalza 1991:165);

Which tasks develops the child and educator. (That role is attributed to the child as active person in the construction of knowledge).

-"The ability is related to the process of mobilizing or activate features — knowledge, skills, strategies – in various types of situations. (…) Implies a degree of autonomy with respect to the use of knowledge "(Perrenoud, 2001).

-Operating skills: using crank, skills and/or means of achieving (several) skills, focusing on action.

EXs. Using verbs: identify, discover, build, reflection, dialogue, etc.; bv

The verbs "forget": sensitize children, provide, create ... (they are adult-centric).

Enable the development of capabilities: affective, cognitive, motor, interpersonal relationship and social insertion.

Can be:

Conceptual:

Facts/Concepts/Principles

Mental procedures:

Procedures/techniques/methods

Attitudinal:

Attitudes/Values/Standards

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Humans:

Institutional:

Materials:

-Directly

What tools to use?

-Indirect

 

Theoretical Foundation:

When it proposes a series of content-in which area of the Curriculum guidelines are integrated;

What learning strategies are used: for the educator and children;

That order and sequencialização have the activities

Observations

Kindergarten name:

Year/course: _________________________ N.º of Childs: 2____ Ages: ___

University Students:____________________________________cooperating teacher:________________

Supervising University Teache:_______________________Date: _____________

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Week Planning nº Nº

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