Play based Learning Coaching - Summary Meeting

Sarah Aiono

Education Consultant

sarahaiono@gmail.com

+6421552846

Poraiti, RD2

Napier 4182

New Zealand

Summary Meeting

Teacher: Stacey Mabey                                School: Frimley School                     Date: 10 October 2016

Matters Discussed:

• Providing provocations that raise the play in the classroom to support higher-order skill
• development (eg socio-dramatic, problem-solving, critical thinking)
• Responding to individual play levels – solitary, parallel, associate and collaborative play
• The use and management of large loose parts in the playground
• Continuing to capture the learning through Narrative Assessment – how to use this as a tool to educate the larger learning community (parents and other colleagues)
• The use of data to demonstrate the value of play in the classroom
• Networking and ongoing support
• Play in the Classroom Workshops: Longworth Education 29 October 2016

Providing Provocations

·         Look for opportunities where students begin to sustain a focus over a longer period of time, and use their loose parts to begin to narrate their own play (socio-dramatic play).  An example of this was the use of the car/pallet and the creation of an adventure visiting the petrol station and other imaginary ‘props’ on the courts outside the classroom.  Some socio-dramatic play emerging with the use of the fake grass and animals, and the enclosure. 

·       Consider the ongoing use of ‘magic’ and ‘imagination’ to create wonder and curiosity. 

·     Use of unusual resources in combination with stories (eg The Cheese Trap, Not a Box) to make ‘suggestions’ about the use of a new introduced resource.

·       Keep revisiting resources that may not have been motivating initially – the children will return to these when they see a need for them in their play.

Responding to Individual Play Levels

·       See the information via Incredible Years for Teacher text page 155.  This gives a good example of the different coaching strategies to use when supporting learners at different play levels.  Eg Level 1 (solitary) is a focus on gifting language and modelling syntax.  Level 2 (parallel/associate) is about promoting friendship and social skills and Level 3 (social/cooperative) focuses on assisting students to problem-solve and manage conflict as well as demonstrate ongoing appropriate friendship skills.  You have a number of children at varying levels of play, so this will help to understand how best to scaffold them towards the next developmental level.

The Use and Management of Large Loose Parts

·      Continue to ask ‘why not’ when facing barriers in your use of large loose parts.  The use of cones or ropes to mark an area where other children cannot move into during morning tea and lunch is one solution.  Alternatively, a long term goal would be to consider how large loose parts can be used by all members of the school community with cooperation, problem-solving and creative thinking skills developed in the larger playground environment. 

Capturing the Learning: Narrative Assessments

·       Narrative assessments are your evidence of the rich learning occurring in your room, as well as an indication of the level of thought and reflection you are investing in this environment as the teacher.  The more you can write the better! 

·   However, time-management is always a factor – do what you can do within a reasonable time frame.  You may be able to manage lots of narrative assessments when a group is involved in a play activity worthy of documenting.  Simply write a ‘group’ template, then adjust names accordingly.  Or, the use of ‘whole class’ narrative assessments can be displayed on your windows for parents and colleagues to read.  The use of a large A2-A1 style scrapbook on an easel by the door welcomes visitors and sets the scene for what they can expect in your room.  Your choices are endless!

The Use of Data to Demonstrate Student Progress

·       While the learning focus has been on your own teacher practice this term, you may wish to consider how best to measure individual student progress during their time with you in Room 1 – over and above the required academic areas.  This may provide a more holistic view of the learning occurring in this setting.

·        Evidence would suggest that for many students in their first year of school, they spend a significant period of time orientating themselves to the school environment and building/consolidating key socio-emotional skills in the transition (see Sally Peters’ Transition report).  As such, your academic data may not truly reflect the learning occurring in your room, as for many students this will only improve when they are feeling happy, confident and secure in the school environment.  In short, you may not see the fruits of your labour! 

·     If you can measure children’s progress against the Key Competencies, or use Te Whariki as a transitionary document demonstrating progress, this may negate some of the pressure felt in documenting student academic progress. 

·         ERO have communicated to several schools both locally and nationally their support for Play Based Learning, providing the teacher can document, using the research, the underlying philosophy of the practices in their room.  Good teaching practice now requires you to not only document your student’s learning, but also to integrate the choices you are making in your pedagogy with sound evidence via research.  Feel free to request further research as and when required – there is much to choose from!

Networking and Ongoing Support

·    I would encourage you to liaise with Jo Smith (Pukehou School) and Toby Gibb (Mayfair School) who are at a similar juncture to you in your Play Based Learning journey.  They would be an appropriate philosophical ‘fit’ for you and a support for you all in your journey.  I will send an email to you all linking you and suggesting you arrange for regular meeting to network and share. 

·      Please feel free to email me and keep in touch.  If you have any questions or need further clarification regarding the concepts and practices we have discussed over Term 3, please don’t hesitate to ask. 

Play in the Classroom: The Nitty Gritty and The Role of the Teacher

·      These are two half-day workshops on 29 October at EIT.  Please join us free of charge at these workshops to consolidate your own practice as well as upskill in specific areas of curriculum integration and coaching techniques.

You are required to bring your classroom timetable, NZ Curriculum document and a short video clip of play occurring in your classroom to these events.