EDU420 Nature Pedagogies
EDU420 Nature Pedagogies
Assignment 2: Folio of inquiry-based learning for a nature learning program
Word/time limit:2000 (+/- 10%)
Weighting:50%
Watch Flipped Collaborate here
https://www.youtube.com/watch?hd=1&v=f51zZ6Dpfko&feature=youtu.beAssignment detailsYour inquiry-based learning (IBL) folio will plan, design and annotate a project-focused nature folio that could chooseoneof the following ideas to explore:
a particular animal or plant species
aspects of place, such as local landmarks, land formations, oceans, or mountains
natural materials that are used in a nature curriculum, such as stones, seedpods, or water
exploring relational connections with humans and the more-the-human
an environmental problem.
Your inquiry-based learning folio should adhere to the following format and include the required headings:
Rationale (approximately 800 words)
Firstly,describe a rationale for why inquiry-based learning is an effective approach for nature pedagogies using research from the readings and learning materials to build your discussion. Whats the role of the adult, children and families in IBL? What are the principles of designing and implementing an IBL approach? Provide a summary of the scope of regulatory requirements, including how you will balance risk, resilience and planning to extend new skills and learning.
Secondly,how do you decide whats worth pursuing? How can you choose a worthwhile topic of nature inquiry, while adhering with the principles of an IBL approach so it does not become a theme-based project? Are you clear about the difference? How will you include one or more of the children described in the following child profiles?
Child profiles
Inquiry-based learning places the child at the centre of the inquiry; the role of the teacher is to guide, challenge, encourage, and collaborate with the active learning process. This is facilitated by questioning, scaffolding, and listening, rather than telling and controlling. In this way, teachers assist children to build skills and knowledge, as well as their own learning. Because you are not using this pedagogical approach with actual children, the following six child profiles have been included to help design your IBL folio with children in mind. You can add more elements to their profiles, including family members, other interests, events, needs, and abilities (adapted fromCohrssen, Hedge, Hill, Madanipour, & Stewart,2020).
Hudson is 14 months.He is exploring the outdoor environment looking closely at a garden bed and begins to pick up pieces of bark and leaves. He notices the ants crawling along the edge of the garden bed. When an educator walks past, Hudson calls out and points to the ants he has been watching.
Five-year-olds Priyanka and Joshuaare dancing around as butterflies outside, spreading their arms wide for wings as they flap and run. Priyanka stops, sits on the ground, pulls her arms into her chest and tells Joshua that 'the butterfly is sad and does not want to dance anymore'. Joshua sits beside her and suggests in a sad voice, 'Maybe the butterfly is sad because she lost her home.'
Malik is four years old.He has just joined the kindergarten group after his family moved to the area from India. English is his second language and Hindi is mostly spoken at home. The teacher observes how Malik spends a lot of time watching the other children; however, he has not yet interacted a great deal with them. Then one day, the children are outside pretending to be cows and Malik becomes very animated and tries to join in. When the teacher shares this observation with the parents, they also become animated, relaying how Malik loves cows and knows a lot about them as they used to have a cow at their home in India that he milked, and who he greatly misses.
Eighteen-month-old Jesse and three-year-old Taoare outside in the playspace looking at flowers in a large pot. Tao finds a flower on the floor and gives it to Jesse. Jesse laughs and Tao says, 'You are meant to smell it.' Jesse looks at the flower and then tries to pick more from the flowerpot. Tao tells Jesse, 'We only pick up flowers that have fallen on the ground, we dont pull them off the plants.'
Sadie and Hazel are both two years old.They are exploring shells on an interest table that has books and posters about shells and a variety of seashells. The teachers note how they do different things with the shells as Sadie carefully lines them all in a row and Hazel places them in different size baskets. Hazel say that one of the shells is from a snail.
Five-year-old Chanceoften plays on his own and is engaged with building tasks, blocks and painting. Chances mother is a building engineer, and she has offered to come to the education setting to talk with the children about creating buildings and what they are made from. The teacher asks Chance about a picture he has drawn that looks like a vehicle that has huge tyres, with someone driving it. Chance talks about the intricate details of his car and asks the teacher, 'Why are all tyres black?'
Visual IBL design plan and documentation (approximately 1200 words)
First,integrate and describe fivepossibledirections for the inquiry that explore examples of what you will do, including how you will:
develop ideas and concepts in the pre-planning stage of this teacher-led inquiry
design learning strategies that are engaging and motivating and enable deeper inquiry and research
involve children in the learning process
document and assess their ideas and nature learnings
plan and manage ethical dilemmas
integrate regulatory requirements, including how you balance risk, resilience and new skills.
Second,consider how you will create a visual map of what this would look like in your folio.
Use diagrams, photographs and/or illustrations to illustrate your design. They must also include clear descriptions of what they are and must be referenced correctly.
Create digital documentation for your folio where the learning of teachers and children are visible.
Include any resources such as books, posters, play props.
Save your report as a PDFthe formatting with other types of documents can move when uploaded through Canvas.
Reference list
All sources used must be acknowledged and referenced with APA in-text citations and the creation of a comprehensive APA reference list with a minimum of 10 references.
Essential reading
It is essential that you keep up to date with the readings and learning materials as inquiry-based learning is featured throughout the unit.
In addition to the readings, it would be wise to write detailed class notes or a journal of the class discussions and group activities as these have been designed to scaffold your learning for writing this assignment.
Throughout your teaching and learning journey, you will be required to use the nationally approved learning frameworks (the Early Years Learning Framework or the Australian Curriculum) or the approved learning frameworks for your state or territory.
Supporting resources
The following resources will assist you with completing this assignment:
Jeavons, M., Jameson, S., & Elliott, S. (2017). Applications of standards and regulations to early years outdoor playspaces. In H. Little, S. Elliott, & S. Wyer (Eds.),Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years. Crows Nest: Allen and Unwin.
Little, H. (2017). Risk-taking in outdoor play: Challenges and possibilities. In H. Little, S. Elliott, & S. Wyer (Eds.),Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years. Crows Nest: Allen and Unwin.
Department of Education and Training Victoria. (2011).Victorian early years learning and development framework: for all children from birth to eight years. Retrieved from http://www.vcaa.vic.edu.au/Documents/earlyyears/veyldf_for_children_from_birth_to_8The Department of Education and Training [DET]. (2019).Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Institute for Teaching and School Leadership [AITSL]. (2012).The Australian charter for the professional learning of teachers and school leaders: a shared responsibility and commitment. Retrieved from http://www.aitsl.edu.au/docs/default-source/default-document-library/australian_charter_for_the_professional_learning_of_teachers_and_school_leaders
Department of Education and Training, Victoria. (2019).Improve professional practice. Retrieved from https://www.education.vic.gov.au/childhood/professionals/profdev/Pages/practice.aspx.
Department of Education andTraining, Victoria. (2017).Scholarships and professional development. Retrieved from http://www.education.vic.gov.au/school/students/support/Pages/scholarships.aspx
Assessment 2 Folio overview
Week6-7 reading material will be included MORE DETAILS OF WHY?400 WORDS
MAINLY SHOWING HOW THE CONNECTION BETWEEN EACH EVIDENCE, IMPLEMENT SOME OPEN-ENDED QUESTIONS TO PROVOKE ONGOING CHILDRENS INTERESTS AND CURIOSITY
Fantastic example of nature pedagogies in action
https://childhoodnatureplay.com/resources/professional-learning-tools/bugsinquiry-based project
https://screencast-o-matic.com/watch/cYjTeamuSK
STEM inquiry
https://screencast-o-matic.com/watch/cYjTevmuRgMain resources:
Young Investigators : The Project Approach in the Early Years by by Judy Harris Helm , and Lilian G. Katz (2015)
Read this book to learn more about inquiry-based learning and projects in particular
Example of webbing / using diagram or mind map for your visual plan
Resources
https://theconversation.com/children-learn-science-in-nature-play-long-before-they-get-to-school-classrooms-and-labs-166106
HYPERLINK "https://theconversation.com/children-learn-science-in-nature-play-long-before-they-get-to-school-classrooms-and-labs-166106" t "_blank"
Children learn science in nature play long before they get to school classrooms and labs
Great book on using IBL in Nature pedagogy
Integrating Nature Across the Early Childhood Curriculum : Integrating Inquiry and Practiceby Daniel R. Meier , and Stephanie Sisk-Hilton
Example of inquiry-based project on endangered animals
OTHER RESOURCES:
Chapter 15 by Claire Warden on risk.
RISK ASSESSMENT
Example of my program based on investigation of snakes; reptiles and dinosaurs
