Using what we know to plan what we do

Margaret Sutherland, Professor of High Ability Studies and Inclusive Practice, University of Glasgow

Povzetek

Delo z mlajšimi učenci je privilegij, velika odgovornost in izziv. Privilegij je zato, ker vsi ne poučujejo mlajših otrok z veseljem. Odgovornost zato, ker je učitelj pomembna druga oseba v življenju mlajšega otroka in že to, kar učitelj govori in počne, vpliva na otroka. Je pa tudi izziv, ker je vsak otrok individuum in je potrebno zagotoviti ustrezne učne izkušnje za vse, v teh časih pa upoštevati še okoliščine globalne pandemije.

Na predavanju bomo poudarili pomen povezovanja raziskav, sistemske ureditve in prakse za načrtovanje podpore mlajšim učencem. Najprej bomo predstavili primere iz vsakdanje neposredne prakse in razmislili o tem, kako lahko že tako obremenjeni učitelj mlajših učencev uporabi obstoječe podatke, ki jih je pridobil s pomočjo opazovanja učencev, pogovorov in dejavnosti, za načrtovanje učinkovitih učnih izkušenj za vse. V nadaljevanju bomo izpostavili, da moramo v središče učnega procesa postaviti odnose, v kolikor želimo razvijati sodelovalno kulturo in pri tem uporabiti bogate informacije, ki jih imajo šole in starši. Na koncu bomo preučili možnosti sodelovanja z učenci in z njihovimi starši, med vrstniki in med učitelji, da bi tako ustvarjali vključujoče učne prakse. Čeprav je sodelovanje ključnega pomena, le-to ni vedno enostavno, zato bo predavanje podkrepljeno s praktičnimi primeri, ki bodo prikazali načine razvijanja pozitivnih odnosov.

Ključne besede: učne izkušnje, odnosi, sodelovalno delo.

Abstract

Working with early years is a privilege, a great responsibility and a challenge. It’s a privilege because not everyone gets to share the joy of learning with young children. It’s a responsibility because you are a significant other in the life of a young child and what you say and do can make a difference. It’s a challenge because each child is an individual and we have to ensure appropriate learning experiences for all, and now this has to be done within the conext of a global pandemic.

This session will explore the importance of combining research, policy and practice in order to plan and support young people. Firstly it will look at real life examples from practice and consider how the busy early years educator can use existing data from observations, conversations and activities to plan effective learning opportunities for all. Secondly it will argue that we need to put relationships at the heart of the learning process if we are to work collaboratively and harness the rich information that is held by schools and parents. Finally, we will examine how we can work together with learners, their parents, peers and colleagues to create inclusive learning experiences. Although collaborative working is crucial, it isn’t always easy and so using real life examples we will explore how we can develop positive relationships.

Key words: learning experiences, relationships, collaborative working.

Viri:

• Sutherland, M., Stack, N. (2014). Ability as an additional support need: Scotland’s inclusive approach to gifted education. Center for Educational Policy Studies Journal, 4(3), str. 73-87.
• Sutherland, M. (2011). The early years educator: a key contributor to effective practice for highly able young children. TalentEd, 27, str. 1-11.
• Sutherland, M., Head, G., Fagan, C., Masgrau, M. (2016). Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education. Evropska komisija. ISBN 9788484584797
• Sutherland, M. (2012). Gifted and Talented in the Early Years: A Practical Guide for 3-6 Year Olds [2nd Edition]. SAGE: London.