Assessment - Learning Experience and Improvement Plan for Student

Record what happened

I gathered Hudson, Marcus, and Grayson at a table in the corner of the room quietly. I explained to the children we will be getting a piece of paper to draw their own designs of cubby houses. They got pencils and began working on blank sheets. I then showed the children some photos of potential cubby houses they could create. I asked if they had any questions. One child pointed but did not know exactly. Each boy placed pencils on their sheet and drew their own design. 1 minute later, the boys had designed and coloured in artistic work. I sat down with the boys and reflected back on their designs individually. Then they worked together to create each design. The boys loved the experience and didn’t lose focus.

Outcomes and analysis what the children learned

The children had the ability to plan and connect with each other about their ideas. Prior to implementing their plans, they were inspired by photos shown that motivated them. Working together gave them the plan to overcome challenges. They demonstrated critical thinking skills as a team that made them realise the effectiveness of teamwork.

Suggested future learning ideas

Introduce different construction pieces in the area to add to their designs, not just waffle blocks. Potentially give the boys a time limit of 10 minutes to make it independently together so it advances how they can contribute to communicating as a team to get the process finished.

Reflect on your delivery

Throughout my implemented learning experience of observing, planning, and doing work, great structure was provided to the boys as discussing the expectations of the activity beforehand helped the boys concentrate more this time and stay focused on experience that engaged them. By providing structure and consistency, they might come to a better understanding of the learning that they are working towards.

LEARNING EXPERIENCE PLAN

Aim/objectives:
To explore shapes through critical thinking and problem solving.

Learning outcomes:
Outcome 4: Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity. 

Observation

Evie arrived in sitting on the picnic table bench after dropping off.
Evie is showing the colours of different bags and the colours of my nail polish.
Evie questioned, “How do you remember each one?”
I responded, “Which colours can you see in the rainbow, Evie?”
“Red, blue, purple and blue,” Evie pointed.
“Good try, but in the rainbow, there are seven colours: red, orange, yellow, green, blue, indigo and violet,” I replied.
“Oh, so that’s seven colours, what’s indigo and violet?” Questioned Evie.
Together in class, Evie sat comfortably and selected a purple colour with a little bit of black.

Strengths

• Curiosity

• Confidence to ask questions

• Interest in colours

• Interest in the environment particularly the sky

• Rainbow colours

• Communicating with educators

Overview of Assessment Requirements

The assessment required planning, delivering, and reflecting on a learning experience for children. Students needed to:

• Observe and record children’s behaviour and responses.

• Align the activity with specific learning outcomes such as creativity, confidence, curiosity, and teamwork.

• Plan and implement a structured activity with clear objectives.

• Reflect on the effectiveness of delivery and children’s learning.

• Suggest future learning opportunities to extend engagement and development.

Key points to cover included: children’s focus and participation, skills development (problem-solving, collaboration, inquiry), and educator reflection.

Guidance from the Academic Mentor

1. Designing the Activity

   • Mentor advised selecting a hands-on activity promoting critical thinking, like designing cubby houses.

   • Student defined clear objectives and aligned outcomes with curriculum standards.

2. Delivering the Activity & Observation

   • Children were given materials (paper, pencils, reference photos) and clear instructions.

   • Mentor guided the student to observe engagement, creativity, and teamwork, documenting each child’s responses.

3. Evaluating Learning Outcomes

   • Mentor helped the student link observed behaviours to learning outcomes such as confidence, problem-solving, and collaboration.

   • Analysis included both individual and group learning progress.

4. Reflecting on Practice & Planning Ahead

   • Reflection highlighted strengths, such as structured instructions and maintaining children’s focus.

   • Suggestions for future learning included adding diverse construction materials and introducing timed collaborative challenges to enhance creativity and communication.

Learning Achieved & Final Outcome

• Children’s Development:

  • Built confidence, teamwork, and problem-solving skills.

  • Engaged in creative thinking and effective communication.

• Educator Reflection:

  • Structured planning and clear expectations enhanced focus and engagement.

  • Observation and reflection demonstrated effective facilitation and guidance.

• Learning Objectives Covered:

  • Critical thinking, problem-solving, and teamwork.

  • Curiosity, creativity, cooperation, confidence, and communication skills.

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