Web Blog of a Kindergarten Classroom

Look at this fantastic blog of a Kindergarten classroom: The KinderKidsBlog.

Alternative/performance based assessment

Performance-based assessment is sometimes characterized as assessing real life, with students assuming responsibility for self-evaluation. Testing is "done" to a student, while performance assessment is done by the student as a form of self-reflection and self-assessment. The overriding philosophy of performance-based assessment is that teachers should have access to information that can provide ways to improve achievement, demonstrate exactly what a student does or does not understand, relate learning experiences to instruction, and combine assessment with teaching.

There are three types of performance-based assessment: performances, portfolios, and projects.

The determination of differences among performance, portfolio, and projects can be rather loosely interpreted, but the differences are distinct enough to permit separate classification among the different categories. Material can be collected as actual products or video and computer archives.

Examples of school tasks that may be included in performance-based assessment are:
Art work ····· Blogs ····· Cartoons ····· Collections ····· Designs and drawings ····· Documentary reports ····· Experiments ····· Foreign language activities ····· Games ····· Internet transmissions ····· Inventions ····· Journals ····· Letters ····· Maps ····· Model construction ····· Musical compositions ····· Musical scores ····· Notebooks ····· Oral reports ····· Original plays - stories - dances ····· Pantomimes····· Performances ····· Performance - musical instrument ····· Photos ····· Plans for inventions ····· Podcasts ····· Poetry recitations ····· Projects ····· Problems solved ····· Puppet shows····· Reading selection····· Recipes ····· Scale models ····· Story illustrations ····· Story boards ····· Videos ····· Websites

Follow this link to get more information on alternative assessment.

Project-based learning

Great video on project based learning.

Five-Year-Olds Pilot Their Own Project Learning

This video shows project-based learning in a Kindergarten classroom.

Video on cooperative learning in the classroom

From Worms to Wall Street

Creating an emotionally safe classroom

Adapted from Beryl Lourens:

How does one create an emotionally safe classroom?

“I CAN” –– Framework for an emotionally safe classroom that builds Self Worth and Self Esteem

A brief description of the model:

I am good: Starting with the hub of the wheel, the foundation for creating an emotionally safe school and classroom is good values –– structures, procedures and strategies that promote character-building values are put in place throughout the school. The everyday behaviors that express these values are explored, practised and discussed on a daily basis. Children learn what is good and just, and all behaviour is measured accordingly.

I am loved: Teachers model good values at all times, respecting themselves and the children and, in turn, encouraging and expecting them to do the same. In this way, they feel loved and accepted. Teachers modelling these values are a crucial element in the creation of an emotionally safe classroom and school.

I belong: The practice of good values such as respect and compassion, together with the implementation of strategies, such as team learning, that lead to sharing and cooperation as opposed to competitiveness, contribute to the development of a strong classroom community in which children feel valued and accepted.

I can make good decisions: the use of democratic procedures, such as regular class meetings, gives children the opportunity to be involved in decision-making regarding issues such as school and classroom governance, curriculum etc. This gives them confidence in their ability to make good decisions.

I can feel and understand: Teachers use strategies that enable children to identify and talk about their feelings and emotions, and develop empathy for the feelings of others.

I can think: Through the teaching and practice of creative and critical thinking skills, children gain confidence in their ability to solve everyday problems.

I can manage conflict: Children are taught conflict resolution strategies that are practised in the daily life of the classroom and school. I can be responsible for my own behaviour: The practising of values and the use of positive methods of discipline, consequences and affirmation, give children the opportunity to learn self-discipline by having to think about and take responsibility for their own behaviour.

I can learn well: There is a belief that every child is intelligent and can learn –– not only those who are good at maths and language. Teachers recognise and use methodology that caters for different learning styles and multiple intelligences.

Whole School: It is important that these structures, strategies and procedures are implemented throughout the entire school so that there is a caring atmosphere throughout the school.

Parents and Caregivers: While there is growing evidence that schools can make a real difference in the lives of children, the “family”, the parent or caregiver is the primary educator of the child. This programme includes strategies and approaches that encourage schools to reach out to parents and caregivers and, wherever possible, involve them in choosing and supporting the school's values at home.

The Jigsaw Classroom

The Jigsaw Classroom is a cooperative learning technique that reduces racial conflict among school children, promotes better learning, improves student motivation and increases enjoyment of the learning experience.

Just as in a jigsaw puzzle, each piece - each student's part - is essential. Students work in small groups on an assignment, each student has a different question/task and will become the expert in that particular field. Each student collaborates with the "expert" from the other groups, before presenting to their own small group.

Jigsaw activities are very useful in learning materials/facts. But they also encourage listenting, engagement and empathy by giving each member of the group an essential part. Group members must work together as a team, each person depends on all the others. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.