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Home > Reflective Teaching in Early Education, 2nd Ed > 3. Teaching for learning > 10. Planning > Reflective Activities > To consider the value of processes over product


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Enquiry [supplementary chapter]
  5.    Techniques of enquiry
       [supplementary chapter]

  6. 2. Creating conditions for learning
  7.    5. Contexts
  8.    6. Relationships
  9.    7. Engagement
  10.    8. Spaces

  11. 3. Teaching for learning
  12.    9. Curriculum
  13.    10. Planning
  14.    11. Pedagogy
  15.    12. Communication
  16.    13. Assessment

  17. 4. Reflecting on consequences
  18.    14. Outcomes
  19.    15. Inclusion

  20. 5. Deepening understanding
  21.    16. Expertise
  22.    17. Professionalism

To consider the value of processes over product

Aim

To consider the value of processes over product.

Evidence and reflection

View this short video of the artist Andy Goldsworthy at work in Cumbria: http://www.bbc.co.uk/programmes/p0114tmj.

Consider the possibilities that open up because the focus remains on the process rather than the product and because though plans are made, they remain fluid – literally! How can this relate to you work or what you plan for children? Do you give sufficient focus to the process?


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