ECE Planning Form- Remote Learning
There are three parts to the planning form for field placement;
1. Learning Story
2. Learning Experience Plan
3. Learning Experience Reflection
Students observe children at play, describe what catches their interest in the form of a story, reflect on what the story tells us about children’s learning and development and then generate ideas for play-based learning experiences. This is different from traditional child observations. The purpose is not to assess children’s development, but rather to understand more about what the child is doing, thinking, learning and feeling.
Learning Experience Plan
Students design a learning experience that is based on the observations and reflections included in the Learning Story. There should be a direct connection between what is written in the “Opportunities and Possibilities” section and the Learning Experience Plan.
Learning Experience Reflection
Students are required to videotape themselves implementing their experience with children, family or friends and submit to the assignment folder. Following implementation of the experience, students will reflect on what they observed and their interactions.
< insert title of Learning Story here>
What it Means:
Opportunities and Possibilities:
Connections to EDU Documents:
LEARNING EXPERIENCE PLAN
What is your idea?
How does this experience relate to the Learning Story?
What do you hope children will learn from this experience?
Be specific about details like size, colour and quantity of all materials.
Indicate what new materials you will be bringing and what materials you will use that might already exist in a classroom. New material(s) you are introducing
Materials that already exist
Exploration & Inquiry
How, when and where will you make the materials available to the children?
How have you taken into consideration the four Foundations for Learning: engagement, well-being, belonging and expression?
How will you support and provoke children’s exploration and learning? Give specific examples of what you and the children will say and do.
How will you support children with varying abilities?
How will you know when the children are finished?
If needed, how will you facilitate children’s transitions to other activities?