CWM-The Revised VEYLDF cohrssen-phillip-holwell
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Connect with Maths Early Years Learning in Mathematics community The revised VEYLDF: Supporting the cycle of teaching and learning through the early years Presenters: Caroline Cohrssen [University of Melbourne] Carmel Phillips and Mary Holwell [VCAA] The revised Victorian Early Years Learning and Development Framework: Supporting the cycle of teaching and learning through the early years In this webinar, the focus will be on formative assessment children’s mathematical thinking to support the cycle of teaching and learning. Children demonstrate mathematical thinking in diverse ways. This requires early childhood educators to recognise this thinking when it is demonstrated and to develop playful learning experiences for children to consolidate and extend their thinking. High quality interactions with children create opportunities for educators to provide feedback that extends children’s learning, to model mathematical language and to encourage children to articulate their thinking. This in turn provides opportunities for further planning, and thus the cycle of teaching and learning continues. Finally, by demonstrating how the VEYLDF intersects with the Victorian Curriculum, the revised framework supports smooth transitions for every child from the home learning environment, into early childhood education and care settings, and into school. Connect with Maths ~ supporting the teaching of mathematics ONLINE. Join the Early Years Learning in Maths Community to access webinar. Membership is free. http://connectwith.earlyyears.aamt.edu.au
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CWM-The Revised VEYLDF cohrssen-phillip-holwell
- 3. Play-based learning: “A context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.” (DEEWR, 2009, p. 9) Numeracy: “Includes understandings about numbers, structure and pattern, measurement, spatial awareness and data, as well as mathematical thinking, reasoning and counting.” (VEYLDF, 2016, p. 36)
- 4. ✔ ✔ ✔ VEYLDF
- 8. (Niklas, Cohrssen &Tayler, 2016) (Klibanoff et al., 2006) (Duncan et al., 2007) (MacDonald & Lowrie, 2011) (Perry & Dockett, 2007)
- 9. (Zhang & Stevens, 2013)
- 12. How? Support conceptual understanding Source: Joy Chen, Kindergarten teacher, Raleigh Street Child Care Centre, Melbourne ✔
- 13. ✔
- 14. Source: Ben de Quadros-Wander, Kindergarten teacher,The University of Melbourne Early Learning Centre, Abbottsford ✔
- 15. ‘If young children can see and understand “brontosaurus”, they can do the same for “octagon’’ (Lee & Ginsburg, 2009, p. 39)
- 16. Source: Ben de Quadros-Wander, Kindergarten teacher,The University of Melbourne Early Learning Centre, Abbottsford VEYLDF Learning Outcome: Communication Victorian Curriculum: Mathematics: Measurement and Geometry
- 17. to make educational decisions that will facilitate each child's progress
- 18. • Diverse sources of evidence of children’s mathematical thinking such as drawing, painting, dance and plan multi-modal learning experiences • Purposeful learning experiences have clear learning objectives to support child assessment and teacher reflection/evaluation • Dialogic questions – open-ended questions – invite children to articulate their understanding and make connections • Assessing children’s understanding and evaluating the learning experience informs the next cycle – and so the cycles continue “It’s a helicopter.” (Felix, aged 2:7) (Deans & Cohrssen, 2015)
- 19. (Pollitt , Cohrssen, Church, &Wright, 2015). ✔
- 20. Cohrssen, C., De Quadros-Wander, B., Page, J. & Klarin, S. (In press.) Between the big trees: A project-based approach to investigating shape and spatial thinking in a kindergarten program. AustralasianJournal of Early Childhood. Accepted 5 September 2016. Source:The University of Melbourne Early Learning Centre, Abbottsford ✔
- 21. (Cohrssen et al., In press.)
- 22. (Cohrssen et al., in press)
- 25. CONTACT DETAILS Carmel Phillips Manager, EarlyYears Unit Victorian Curriculum and Assessment Authority Email : phillips.carmel.j@edumail.vic.gov.au Subscribe to the e-Alert http://www.vcaa.vic.edu.au/Pages/earlyyears/subscribe.aspx
- 26. Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62-65. Cohrssen, C., De Quadros-Wander, B., Page, J. & Klarin, S. (In press.) Between the big trees: A project-based approach to investigating shape and spatial thinking in a kindergarten program. Australasian Journal of Early Childhood. Accepted 5 September 2016. Deans, J., & Cohrssen, C. (2015). Children dancing mathematical thinking. Australasian Journal of Early Childhood, 40(3), 61-67. Department of Education and Training. (2016). Victorian Early Years Learning and Development Framework. Melbourne, VIC: Department of Education and Training. Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF). Canberra: Council of Australian Governments. Duncan, G. J., Claessens, A., Huston, A., Pagani, L., Engel, M., Sexton, H., . . . Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. Klibanoff, R., Levine, S., Huttenlocher, J., Vasilyeva, M., & Hedges, L. (2006). Preschool children's mathematical knowledge: the effect of teacher "math talk". Developmental Psychology, 42(1), 59-69. MacDonald, A., & Lowrie, T. (2011). Developing measurement concepts within context: Children's representations of length. Mathematics Education Research Journal, 23, 27-42. Niklas, F., Cohrssen, C., & Tayler, C. (2016.) Parents supporting learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education. DOI: 10.1080/09669760.2016.1155147 Perry, B., & Dockett, S. (2007). Play and mathematics. Retrieved from Australian Association of Mathematics Teachers (AAMT) website. Pollitt, R., Cohrssen, C., Church, A., & Wright, S. (2015). Thirty-one is a lot! Assessing four-year-old children's number knowledge during an open-ended activity. Australasian Journal of Early Childhood, 40(1), 13-22. Tayler, C. & Ishimine, K. (2013) Assessment. In Pendergast, D & Garvis, S (Eds), Teaching Early Years: Curriculum, pedagogy and assessment. Australia: Allen & Unwin. ( Victorian Curriculum and Assessment Authority. Victorian Curriculum Foundation-10. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/ Zhang, Q., & Stephens, M. (2013). Utilising a construct of teacher capacity to examine national curriculum reform in mathematics. Mathematics Education Research Journal, 25(4), 481-502.
Notes de l'éditeur
- Kinder teachers predominantly Carmel, links between LOs with a particular focus on Mathematics Interest in the transition points at point of entry to school and Maths is a specific focus that is worth paying attention to. Innovative in that the VC F-10 supports the identification of LEVELS of learning rather than a measure of progress according to a grade at school. This requires regular, ongoing, efficient formative assessment, Ask Renee what has proceeded this. Variability arising from the HLE, ECE, and consequently the importance of formative assessment to support differentiated teaching
- Variable competencies highlight the important role played by (1) reflective practice, and (2) on-going formative assessment The revised framework acknowledges the diverse learning and development pathways taken by children and their families. These include maternal and child health care, playgroups, outside school hours care, membership of sporting- community and cultural organisations – all of these agents and sites of learning may be experienced when children are very young and continue as children’ transition into formal school education and beyond.
- Children make sense of their worlds, exploring roles, competencies and ideas, during play. The revised VEYLDF defines numeracy as ‘includes understandings about numbers, structure and pattern, measurement, spatial awareness and data, as well as mathematical thinking, reasoning and counting. These are concepts, competencies and ways of understanding and describing the world that children rehearse during play If we turn to the Victorian Curriculum F-10, we see a focus on the same strands…
- …and we also see a similar focus on the application of mathematical thinking to different situations to solve authentic problems We will focus on the first three LEVELS OF LEARNING in the Victorian Curriculum F-10 today
- Carmel…
- Carmel… up to learning and assessment The increased emphasis on learning and assessment place an explicit onus on early childhood teachers to recognise and respond to individual children’s existing level of understanding in order to differentiate teaching and learning in a way that is meaningful to the child. The focus on levels of understanding is also language that is shared by the Victorian Curriculum F-10, as Carmel explained earlier.
- Although the numbering of Practice Principles has been removed in the revised framework, demonstrating that PPs are inter-related and that all are important, we do see that Reflective Practice has moved from eight in the list to the top position. Reflective on and critically evaluating practice is both the starting point for effective teaching and learning ANt also an overarching philosophy of practice
- Define numeracy again: The VEYLDF tells us that numeracy “Includes understandings about numbers, structure and pattern, measurement, measurement, spatial awareness and data, as well as mathematical thinking, reasoning and counting.” (VEYLDF, 2016, p. 36)
- Some languages and cultures impact on children’s spatial thinking. Boroditsky explains this: To a Kuuk Thayorre speaker living on the Cape York Peninsula, a tree is to the south of them no matter which way they are facing. To an English speaker, the description of where the tree is may change from being on their left to being on their right, even if the person has only turned on the spot. This gets even more complicated if two people are involved - for an English-speaking person to know whether the tree is on the left or the right of the other person, the first person must first visualise the world from the other person's perspective. ALSO Some cultures do not have comparative words like ‘bigger’ and ‘biggest’ or ‘smaller’ and ‘smallest’ – this means that more than learning the words, children are required to associate new words with new ways of thinking. In some cultures, animals are classified by function and utility (such as whether or not they are edible) rather than the fact that they have two legs or four. Once again, asking questions that encourage children to explain their thinking gives us as teachers insight into what chlidren know.
- Revised VEYLDF supports the continuum of learning from the home environment, to early childhood education settings and into school – making explicit connections between the framework and different LEVELS in the Victorian Curriculum F-10. In the next slide we will look at how children created and used representation to organise, record and communicate mathematical ideas and concepts (VEYLDF) – this maps to multiple elements of the Victorian Curriculum F-10, at multiple levels – Connect number names, numerals and quantities… Foundation Level Number and Algebra Use direct and indirect compraiesions to decide which is longer, heavier or holds more, and expalins reasoning in everyday language... Foundation Level Measurement and Geometry For some children, the Kindergarten teacher may have ...Level 2 Number and Algebra... In the back of her mind as some children volunteered the use of halves rather than full units in order to demonstrate that sometimes they walk and sometimes they travel to Kindergarten by car
- The activity in this photograph emerged in response to a real-world questions – how to most children come to kinder? This photograph provides an example of how a teacher embedded opportunities to rehearse counting, and comparison (using terms like more than and less than, higher/lower) in a task that enabled children to solve a problem that was of real-world interest to them – do they walk, ride their bikes, come by car, come by scooter? The children were aged three and four years. What can we do if sometimes we walk and sometimes we drive? Children initiated the idea of ‘half’ a picture – half a unit. Opportunities for questions that encouraged extended thinking – how do most children come to Kindergarten? How do you know that? Why should there be no gaps between the pictures? Encouraging children to reflect on and communicate their mathematical ideas (Perry & Dockett, 2007) In this group activity, children created and used representation to organise, record and communicate mathematical ideas and concepts (VEYLDF) – this maps to multiple elements of the Victorian Curriculum F-10, at multiple levels – We observe that they were able to: Connect number names, numerals and quantities… Foundation Level Number and Algebra Use direct and indirect compraiesions to decide which is longer, heavier or holds more, and expalins reasoning in everyday language... Foundation Level Measurement and Geometry For some children, the Kindergarten teacher may have ...Level 2 Number and Algebra... In the back of her mind as some children volunteered the use of halves rather than full units in order to demonstrate that sometimes they walk and sometimes they travel to Kindergarten by car
- A similar activity responding to a similar question – which book shall we read? Again, an opportunity to generate and analyse data, apply counting principles, discuss more than, less than, same as…
- A child’s interest in soccer started this learning experience off
- Truncated Icosahedron What is the difference between a 2D shape and a 3D shape? Children learn and demonstrate understanding with their whole bodies Small group activity – peer scaffolding through conversations, experimentation, collaborative problem solving Opportunities for the teacher to provide feedback that extends thinking and to observe children’s understanding – in other words, we are talking about formative assessment
- Practising writing
- Make educational decisions Facilitate progress to maximise outcomes for each child, taking the uniqueness of each child into account
- A lot
- Designing learning experiences with clear learning objectives – that will differ for the different children – provide clarity. In this six-week project, we were interested in providing opportunities for children to demonstrate spatial thinking and spatial visualisation in multiple ways – such as through discussion, drawing, movement, block constructions, mapping. The project was positioned within a broader area of interest – starting school. Throughout the project, children’s thoughts about starting school were volunteered and discussed at length. Parents were asked to follow the route from home to school with their child, and to time the duration of the trip. Children made school signs, built models of their schools, looked at photographs of their schools, drew maps of the routes to school Rich mathematical conversations took place within the context of a seemingly non-mathematical topic. Ask yourself what it is that you hope the child will gain from the learning experience. WHAT understanding would you like the child to consolidate? What new ideas or new words would you like the child to learn and rehearse? Reflect whether the learning experience facilitated the child engaging with or mastering those learning objectives? If not – reflect on the reasons for this – is the child not interested in the learning experience? Is it positioned within the child’s interests but beyond the child’s ZPD? This information is used to inform future planning and so the cycle continues…
- Using blocks to represent a 2D image of the school, matching shapes and orientation
- Strips of paper – one strip = 5 minutes Comparing the duration of journeys to school Each child describes the route to school to a friend – using mathematical language…