Play Based Learning Coaching - Observation notes

Sarah Aiono

Education Consultant

sarahaiono@gmail.com +6421552846 Poraiti, RD2 Napier 4182 New Zealand

Meeting Notes: Room 1 Frimley School

1 August 12.50 – 1.25pm

Matters Discussed:

·              Stacey has introduced a magic tree/fairy house to one area of the learning environment.  The purpose of this is to encourage imaginative/fantasy play and provoke intentional writing opportunities for the students.  This has been received positively, with several students constructing a ladder to try to see who lives in the house.

·              Some students have struggled with the idea of creating a magical or ‘made-up’ character.  Suggestions as to who lived there included their “Mum” and other more ‘real’ characters, including worms and mice.  This is indicative of the developmental ability of some children to wonder and create characters within a narrative context.

·              Stacey is wondering how to encourage the next level of interaction with this fantasy house.  Suggestions discussed included provoking children to consider how they might be able to ask who lives there, what they are doing etc.  The character may be able to write back and explain who they are then pose a problem to the class to encourage a problem-solving opportunity.  Eg the dinosaurs make a lot of noise at night and it is frightening the fairy in the house? How can we reassure the fairy or quieten down the dinosaurs.  The purpose behind this provocation is to encourage an authentic context for problem solving in combination with meeting children’s urges and encouraging higher level socio-dramatic play.

·              Brief discussion around some levels of sustained play occurring – eg Benson and his car.  This is a good example of a learning story developing.  Suggestion to record direct quotes from students during their play in a notebook.  Take lots of photos and save in individual folders.  As more data is collated a learning story can be formed around either a curriculum area (social or academic) or an urge apparent in the play. 

·              Stacey to attempt a learning story and receive feedback from Sarah as to its structure

·              Use of the fairy house may lend itself to a whole-class learning story. 

·              Some children struggle with the lack of teacher-direction in the classroom and while are not a disruptive component do not appear to have initiative or self-management skills that enable them to engage in authentic student-directed play.  This highlights the need for these students to engage further in play activities, with the role of the teacher assisting them to problem-solve their reluctance, boredom or lack of initiative/engagement, rather than responding to this with teacher direction itself.  A fine balancing act!

·              Stacey has observed children such as ChevyLee struggling to engage in higher-order play activities following the weekend.  We discussed that authentic play occurs when children are “active, alert and non-stressed”.  This may indicate ChevyLee’s state following her weekend break and would be interesting to observe if any patterns emerge over the coming weeks.  Does her play become more ‘rich’/higher order during the middle of the week?  Does she repeatedly struggle to connect into play on Mondays or does play break down on a Friday?  Some observational data may help identify these patterns. 

·              Explicit social skills teaching and coaching.  This has been going well with the focus on what sharing looks like and the language of sharing.  Stacey will continue to focus on this and include this as a written component of her daily/weekly plan.  In responding to students’ needs, she will reflect mid-week as to whether children need an explicit, teacher-directed opportunity to have modelled and then practiced the sharing skills needed, before being supported in their play with instructional coaching by the teacher. 

Action for the Coming Fortnight:

·             Continue to observe your students play and identify urges and links to curriculum areas

·             Build on your resources in an ongoing way by responding to the urges as observed. 

·             Attempt a learning story! When completed email to Sarah for feedback.  Use a notebook and camera to capture direct quotes (student voice) and photo evidence of learning through play. 

·             Begin videoing the play activities in your learning environment.  This is in anticipation for future coaching sessions with Sarah whereby links to the curriculum can be identified and in turn coached/assessed. 

Next face to face:  15 August (time to be confirmed). 

Evidence

As per Sarah's advice, I have worked on Learning Stories.  Links to the curriculum evident.