Designing Professional Learning

Professional Learning Facilitators design professional learning in a number of ways, including

  • use a process for planning professional learning so that it is focused, targeted and effective by addressing the following questions:
    • Who is the participant? (audience)
    • What is theparticipant expected to know and/or do as a result of the professional learning? (goals)
    • How will participants learn? What opportunities will be provided to participants? (actions)
    • How will the effectiveness of the professional learning be measured? (evidence/monitoring)
  • draw on research that supports effective implementation of professional learning

Learning Modules   

Communication of Learning – Initial Observations   
An interactive Professional Learning Tool   

This learning module reveals the features of The Kindergarten Program (2016) that make it An Interactive Professional Learning Tool.  The module supports the connection between the principles and pedagogy of the program and how it relates to classroom practice, including documenting learning, using the four frames and building a reflective practice.

An Interactive Professional Learning Tool Module (pptx)  
An Interactive Professional Learning Tool Facilitator's Guide (pdf)  
Learning Posters (docx)  
Photo Pac (pptx)  
Math Quotations (pdf)  
Conceptual Understanding (pdf)  
Timeline (docx)  

Revisions at a Glance Learning   

Revisions at a Glance prepares educators for the changes in the program and highlights elements that have remained the same.  The elements of the revised program are outlined during this module that explains the enhanced front matter, integrated learning and the impact the revisions have for learning and teaching.

Revisions at a Glance Learning Module (pptx)  
Revisions at a Glance Facilitator's Guide (pdf)  

Play-Based Learning in a Culture of Inquiry   

Play-Based Learning in a Culture of Inquiry dispels misconceptions about play-based learning and stresses educators’ critical role in children’s play. The module offers suggestions on how to establish a play- and inquiry-based kindergarten program to create learning opportunities for challenging and extending learning.

Play-Based Learning in a Culture of Inquiry Learning Module (pptx)  
Play-Based Learning in a Culture of Inquiry Facilitator's Guide (pdf)  

The Learning Environment   

The Learning Environment module invites educators to reflect on the relationship between the learning environment, beliefs about children and the role of educators. Explore how the learning environment acts as a “third educator” and supports learning in the four frames.

The Learning Environment Learning Module (pptx)  
The Learning Environment Facilitator's Guide (pdf)  

Flow of the Day Learning   

Flow of the Day gives examples of how to approach time and schedules with flexibility and input from children as co-learners. Consider the benefits of having two educators and explore solutions that minimize interruptions and maximize time for children to be focused on learning in a variety of contexts.

Flow of the Day Learning Module (pptx)  
Flow of the Day Facilitator's Guide (pdf)  

Pedagogical Documentation   

Pedagogical Documentation underlines the importance of documenting or making visible the thinking and learning of the child. Be affirmed in the practice of slowing down to discern the learning and explore the role of pedagogical documentation in assessment practices.

Pedagogical Documentation Learning Module (pptx)  
Pedagogical Documentation Facilitator's Guide (pdf)  

The Four Frames   

The Four Frames learning module gives an in-depth explanation of the focus of each of the frames of learning and outlines the organization of the overall expectations within and across the four frames.  Discover the flexibility of the integrated four frames to inspire learning.

The Four Frames Learning Module (pptx)  
The Four Frames Facilitator's Guide (pdf)  

Assessing Learning in the Four Frames   

Assessing Learning in the Four Frames offers tips for noticing and naming learning in relation to the expectations found in the frames. This module assists educators in moving away from assessing subject areas to understanding how the four frames reflect the integrated way learning occurs during children’s play and inquiry.

Assessing Learning in the Four Frames Learning Module (pptx)  
Assessing Learning in the Four Frames Facilitator's Guide (pdf)  

Communicating Information about Children's Learning   

Communicating Information about Children’s Learning reviews assessment for, as and of learning and guides educators in the process of communicating learning to children and families. The module differentiates key learning, growth in learning and next steps, giving educators the tools they need to communicate learning with confidence.

Communicating Information about Children's Learning Module (pptx)  
Communicating Information about Children's facilitator's Guide (pdf)  

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