{"id":3954,"date":"2021-04-01T15:50:17","date_gmt":"2021-04-01T10:20:17","guid":{"rendered":"https:\/\/learn.toddleapp.com\/?post_type=blog_post&p=3954"},"modified":"2024-04-02T14:59:33","modified_gmt":"2024-04-02T09:29:33","slug":"writing-early-years-reports-during-alternate-learning-times","status":"publish","type":"blog_post","link":"https:\/\/www.toddleapp.com\/learn\/blog-post\/writing-early-years-reports-during-alternate-learning-times\/","title":{"rendered":"Early Years Reporting in Blended and Virtual Learning<\/b>"},"content":{"rendered":"\n
So you\u2019ve managed to successfully transition from how your younger students learn in a face to face physical setting, to other combinations of learning.<\/p>\n\n\n\n
We now have alongside face to face learning other learning options:<\/p>\n\n\n\n
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Blended – some children physically in school and other students are learning virtually<\/li>\n\n\n\n
Fully Distanced Learning – Students are out of school and either learning through virtual lessons or using materials provided to be accessed at home<\/li>\n<\/ul>\n\n\n\n
Distance Learning and a Focus for Capture<\/strong><\/h2>\n\n\n\n
During the time of distance learning, it is opportune to be consolidating ATL that have previously been explored when in physical school. So, it is likely that educators have gathered evidence on the development of the sub-skills from previous grade-level educators and previous units of inquiry. Going deeper into developing these skills whilst students are out of school, is likely the direction you are going along.<\/p>\n\n\n\n
Ideas for Gathering Evidence<\/strong><\/h2>\n\n\n\n
How you gather evidence will be dependent upon the type of learning experiences students are exploring. Please see Table 1 below for some ideas on following student learning and capturing assessments:<\/p>\n\n\n\n<\/figure>\n\n\n\n
Where small group meetings have been set up, whilst there may be specific learning objectives, these small group interactions give rich opportunities to record how students are engaged, think of focusing in on:<\/p>\n\n\n\n
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Use of technology – can they manipulate the device independently or require assistance<\/li>\n\n\n\n
Level of confidence in engaging with peers and teachers<\/li>\n\n\n\n
Observe fine motor skills (for example, tripod grip, directionality of writing, holding a book the right way round, and turning pages over)<\/li>\n\n\n\n
Do they observe turn taking instruction<\/li>\n<\/ul>\n\n\n\n
Shared Documentation and Building Partnerships<\/strong><\/h2>\n\n\n\n
Reporting on the progress that students make when in school appears straightforward enough when evidence has been duly gathered. It is no different when you write reports for those who are learning virtually. For virtual learning, you will rely more on parental input to gather evidence on the learning achieved and\/or progress made.<\/p>\n\n\n\n
Perhaps this is the time to invite parents to contribute with anecdotal notes on how their child(ren) are tackling the learning given to them by school. Consider setting up a shared document to capture photos with parental comments that can supplement what you have also seen and recorded. <\/p>\n\n\n\n
Please see Example 1 below for an idea of how this might look.<\/p>\n\n\n\n<\/figure>\n\n\n\n
Knowing the circumstances and the context of the student\u2019s home will help support flexibility and choice. Keep encouraging parents to build learning routines for the students. Empowering students to be agentic requires parent support. It is worthwhile to consider organizing frequent parent information sessions to familiarise them with new learning as it is rolled out to the students. Think about how best to keep learning experiences, especially new learning inviting curiosity and engagement without the presence of a teacher there.<\/p>\n\n\n\n
It may be that you are struggling to put into words what you are seeing on the screen. Table 2 provides you with some statements that could support the report writing process.<\/p>\n\n\n\n<\/figure>\n\n\n\n
The above statements are a sample of what you could state, arrange them appropriately with positive direction for the students who have not responded so well. For example for the last statement about \u201cresponding positively to feedback\u201d, where this has not been the case, the following could be stated instead:<\/p>\n\n\n\n
\u201cWe shall continue to work on Xxxx responding to feedback given to the work presented, in this way he\/she can continue to develop the responses posted\u201d.<\/p>\n\n\n\n
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