Learning Stories epitomize a narrative, sociocultural, feminist, indigenous approach to the study, assessment and documentation of children’s learning. Learning Stories challenge the idea that development occurs in predictable, prescribed, universal sequences. Learning Stories celebrate the child by taking a credit rather than a deficit approach to learning. Learning Stories offer a thoughtful and reflective window into a child’s learning as this learning happens. These stories attempt to describe unique experiences or moments that cause teachers to pause, wonder or consider a particular event. At their best, Learning Stories inform future curriculum paths and directions. The sociocultural narrative of a Learning Story is pleasingly aligned with a Reggio inspired view of the capable, competent and confident child, a protagonist of their own learning, each with a unique personal, historical and cultural identity.

Objectives
At the end of the workshop, participants will be able to:

• compare the elements of basic story structure to the creation of a learning story template
• reflect on the connections between characters in a story and the role of relationships in learning
• identify the links between narrative tension and cognitive knots as they relate to the story of a child’s learning
• evaluate the repercussions of character development assumptions and learning story conclusions
• consider the impact of multiple perspectives in the stories of learning
• document understanding in a learning story format

Outline
Day 1:  Unraveling the fabric of stories and weaving the threads of character

• make meaning with materials
• create threads of connection
• unpack the pedagogy of relationships
• create metaphors with materials
• weave tension into our story
• unpack the image of the child

Day 2: Authoring the narrative loop and designing the tapestry of a story

• look closely at context
• deconstruct story components
• unpack characters and action
• balance certainty with uncertainty
• blend multiple perspectives

Trainer’s Profile

Louise J. is a professor in the Bachelor of Child development degree program and the Early Childhood Education diploma program at Seneca College and the Faculty Research Lead and Pedagogist for the Forest and Nature School program at Seneca KOLTS lab school. Louise has a Masters of Education in Teaching and Learning and a Bachelor of Arts in Early Childhood Education. Louise is a Certified Self-Reg Learning Facilitator and a Forest and Nature School Practitioner. Louise facilitates learning in the wider community and abroad focussed on pedagogical documentation, emergent curriculum, Forest Schools and Nature Play, professional learning through social media, making learning visible, self-regulation and Reggio-Inspired Practice.

Methodology
This workshop is composed of opportunities for experiential and collaborative hands-on learning opportunities. Participants will have the opportunity to be fully engaged, interact with colleagues, reflect on, and document their learning in an environment that is supportive and meets an educator’s need to gain practical knowledge that can be applied to teaching practices.

Target Audience
Teachers, early childhood educators and administrators of children aged 0 to 8 years.

Investment 
SGD790.00/pax
SGD690.00/pax if register by 1 Mar 19
  
Other Details
Duration: 2 days, 12 hours
Closing Date: 1 May 19 19 May 19