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    LEVEL 3 EARLY YEARS Educator Sept 18 Week 4 Presentation

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    Pearl-Lorraine Nettey-Crosbie
    Has a pet Has more than 2 siblings Enjoys cooking Plays a musical instrument Has travelled abroad Wears glasses Drives a car Enjoys sport Likes art Is left handed

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    LEVEL 3 EARLY YEARS Educator Sept 18 Week 4 Presentation

    Uploaded by

    Pearl-Lorraine Nettey-Crosbie
    140 views10 pages
    Has a pet Has more than 2 siblings Enjoys cooking Plays a musical instrument Has travelled abroad Wears glasses Drives a car Enjoys sport Likes art Is left handed

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    LEVEL 3 EARLY YEARS Educator sept 18 week 4 presentation.pptx

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    Has a pet Has more than 2 siblings Enjoys cooking Plays a musical instrument Has travelled abroad Wears glasses Drives a car Enjoys sport Likes art Is left handed

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    140 views10 pages

    LEVEL 3 EARLY YEARS Educator Sept 18 Week 4 Presentation

    Uploaded by

    Pearl-Lorraine Nettey-Crosbie
    Has a pet Has more than 2 siblings Enjoys cooking Plays a musical instrument Has travelled abroad Wears glasses Drives a car Enjoys sport Likes art Is left handed

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    LEVEL 3 EARLY

    YEARS EDUCATOR
    P E A R L - L O R R A I N E N E T T E Y- C R O S B I E
    T : 0 2 0 7 8 3 2 5 1 2 1 M : 0 7 7 3 6 4 9 6 1 8 2 E : P E A R L . N E T T E Y- C R O S B I E
    @WESTKING.AC.UK
    WELCOME

    PLEASE SIGN IN THE REGISTER AND ADD


    T I M E O F A R R I VA L
    PERSONAL THINKING AND LISTENING
    SKILLS
    E F F E C T I V E PA RT I C I PATO R S C R E AT I V E T H I N K E R S
    Discussing issues of concern, Generating ideas and exploring
    seeking resolution where needed possibilities
    Presenting a persuasive case for  Asking questions to extend thinking
    action proposing practical ways
    forward, breaking these down into Trying out alternatives or new
    manageable steps solutions and following ideas through
    Identifying improvements that Adapting ideas as circumstances
    would benefit others as well change.
    yourself
    PERSONAL THINKING AND
    LISTENING SKILLS
    REFLECTIVE LEARNER
    I N D E P E N D E N T E N Q U I RY
     Questioning own and others’ assumptions
    Generating ideas and exploring
     Trying out alternatives or new solutions
    and following ideas through possibilities
     Adapting ideas as circumstances Asking questions to extend thinking
    change. Trying out alternatives or new
     Invite feedback from a range of people, solutions and following ideas
    evaluating their own strengths and through
    weaknesses to monitor and improve their
    performance Adapting ideas as circumstances
     Continuously monitor their own progress, change.
    identifying criteria for success and making Structure their own research
    changes to further their learning.

    Explore questions they have
    identified for themselves
     Analyse and judge the relevance
    and value of information
    PERSONAL THINKING AND
    LISTENING SKILLS
    S E L F - M A N AG E R S T E A M WO R K E R S
    Take responsibility for organising their Explore their own, and others’
    time to complete their work Show strengths in allocating roles and
    initiative, commitment and
    perseverance in working towards tasks and take responsibility for
    goals their own contribution to team
     Make informed choices about how outcomes
    they communicate, formally and
    informally Provide and respond to
    Respond positively to changing constructive feedback, developing
    priorities or new tasks the confidence to resolve issues
    MAINTAIN AN AREA OF SUBJECT
    INTEREST
    • Autism – Working with children and adults
    • Using positive language to manage challenging behaviour
    • Recognising signs of Dyslexia in children
    • Promoting self confidence when working with children
    • Montessori; High Scope and Steiner Schools of thought
    • Inclusive Practice
    ASSESSING BE ABLE TO CRITERIA
    EVIDENCE GATHERING TECHNIQUES:
    • Direct Observations (A) • Direct observation of learner – the
    • Professional discussion (B) demonstration of knowledge,
    understanding and skills in
    • Activity plan (F)
    practice.
    • Learners reflective log/ journal (E)
    • Formal discussion on a range of
    units to establish knowledge and
    understanding – the learner
    prepares to discuss the assessment
    criteria , this is usually recorded.
    • Activity plans – Created ,
    implemented and evaluated by
    learner
    ASSESSING BE ABLE TO CRITERIA
    EVIDENCE GATHERING TECHNIQUES
    Learners own work products ( D) Reproduction of documentation
    Observation of children , young used within the setting e.g. devising
    peoples or adults their own accident sheets ,
    resources for planned activities.
    Oral questions and answers
    Observation templates used during
    Longitudinal study.

    A list of questions given by the


    assessor .
    ASSESSMENT CYCLE
    WARM UP

    Walk around the classroom and find someone who


    meets the criteria in the box completing the Bingo sheet
    with their names .
    Find out some more about them ready to share your
    findings at the end of activity.

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