Learning Stories Week 8 PDF

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Learning Stories Week 8

Implicit Bias - The attitudes that affect people’s understanding, actions, and decisions in an unconscious manner, whether favorable or unfavorable - Residing deep in the unconscious mind, implicit biases are different from biases that people are aware of and may try to conceal from others. Implicit biases may undermine people’s true intentions. Whether positive or negative, all implicit biases can affect people’s decisions in a harmful way - Culture, professional and personal experiences, personality and temperament, and media messages can influence people’s views of others and early childhood educators’ conscious or unconscious expectations of children - We aren’t aware of it until we are challenged by it; ignore it or embrace the uncomfortable feeling

True/False I have a diverse set of friends and believe people should be treated equally. I don’t have biases - This is false because everyone has implicit biases. People’s unconscious associations about others can affect the way that they treat others, even if they believe that all people have equal value I am not always aware of my underlying associations behind some of my thoughts and actions - The statement is true. People are not always aware of the underlying associations behind their thoughts and actions. Some of the strategies for people to combat bias are: have contact with others who are not like them, take different perspectives, and expose themselves to examples that defy expectations

Implicit bias is the same as stereotypes - The statement that stereotypes are the same as biases is false. Stereotypes are related to bias but distinct from them. Bias means that people look at characteristics and make positive or negative evaluations – often unconsciously – about groups of people. Again, stereotypes can be defined as exaggerated or distorted beliefs about a person or group that does not allow for individual differences. People tend to be aware of stereotypes and bias when they see them in other people, but they are less aware or not aware of their own biases. I cannot have biases against people who are like me, for instance, people who are the same race or gender as I am. - The statement that people cannot have biases against others who are like them is false. These biases persist, even ones that people have that are negative about their own race and gender, because biases are robust and affect all people, even children.

Developing Awareness Possible ways to increase awareness of bias: - Listen to and try to understand the perspectives of others - Interact with people who do not reflect your stereotypic views - Study history to find connections between past and current reasons for inequality - When confronted with bias, examine your own actions and beliefs - Finally, see out people outside of your demographic group - Being aware of our own biases so we are not treating people in a way we do not want to

Inter-rater Reliability - Extent to which two or more people who are rating the same behavior will yield the same results

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- Should be similar results if you are observing for the same behavior - Some may have a keener eye - Knowing what you are looking for and what you are looking at - Sometimes out biases affect how our observations are being interpreted

Bias may affect how observations are interpreted Leniency Error -

Most common form of bias Being overly generous in rating a child’s behavior If you like the child, you will sugar coat it Neglects true development Ex: Teacher’s pet

Severity Bias - Often occurs toward a child who has been labelled - Sometimes no conscious reason to dislike a child, but the bias exists still - Child’s behavior gets rated consequently more negatively

Central Tendency Error -

Often committed by new teachers When all children are evaluated the same Neglects individuality of each child Need a critical eye

Expectancy or logical error - Assumptions made about two seemingly related behaviors - When observer wrongly interprets or makes assumptions not based on direct observation - Might not be what you think, hence “Logical Error” because you are expecting something else

Observational Drift - A “miscommunication” between observers of what the target of observation is

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- Happens while defining what to observe - End up observing for different things, cannot compare your observations

Learning Stories What is a learning story? - A form of documentation that tells the tale of a child’s learning experience. - Uses text and pictures - Based on observation of a child and their interaction/involvement with an activity - Stories are always about positive experiences - Originates from the child’s initiatives

A learning Story is: - “an innovative way to document with our pens and camera the learning process of our children and adults” 4 Parts of a Learning Story 1. 2. 3. 4.

What happened? (Picture and Story) What it means? (ELECT and HDLH) Opportunities and Possibilities Title the story

Thinking of the Child - What is the child drawn to and excited about? - What might the child be trying to accomplish? - Why might the child be interacting with others this way?

What Happened? - Describe what the child does and says from your perspective as someone who cares and is listening closely to discover what is happening Tips: - Write to the child - Appropriate to be slightly more subjective than in an anecdote - Using “I” Statements

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- “I saw you…” “I notice today that…”

What it means - What does this tell you about the child, their interests, and their development? Examine the physical and social/emotional environment - How is the use of the physical space and materials impacting this situation? - How are relationships being strengthened here? - How are time and routines supporting this experience? Consider Multiple Perspectives - How might issues of culture and family background be influencing this situation? - How does this experience reflect what we value in our program? - What child development or early learning theories are visible in this experience?

Opportunities and Possibilities - Reflect on the experience for future planning, opportunities and possibilities for action - Begin with “we will…” - Describe what can be provided next by you and by the parents at home Things to consider: - What new or existing relationships could be strengthened? - Which learning goals could be focused on here? - What other materials and activities could build on this experience? - What new vocabulary could we begin to use?

Involve the Family - Offer a blank page for the family to respond with their perspective - You might prompt them with questions and even offer to write up any comments they care to make

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- What do you think about this story? - How does this experience relate to what you’ve seen your child do? - Do you have ideas about how we should build on this experience? - Be patient… ever learning story will not receive a parent response!

Give the story a title - Attract the reader - Give the story a title that captures its essence - Besides identifying your story, the title has to attract attention and create interest

Finding Opportunities - What captures my attention as the children engage, explore and interact? - What ordinary moments stand out as ‘feel good’ moments as I watch and listen? - What is my response to this situation? - What do I notice in the children’s faces and actions, or see examples of their strengths and competencies?

Benefits -

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Parent communication tool Written record of child’s learning and development Visual component Provides direction as to next steps for the child Reflection tool for educators about experiences in the classroom...