SPIRAL THREE - Play Planning Template

Play Planning Template

SPIRAL THREE - Play Planning Template

Rationale:

To have a play planning template that allowed for all the links to the curriculum, urges and school values to be tracked.

What works:

• Great for reflecting on what is happening in the play and linking with the curriculum.  
• The information around urges and play types keep the resourcing and provocations personalised for the children and what they are interested in.

What needs tweaking:

• Add in school values.

ERO case study 2017 #07

Waipawa Primary School
Teacher Only Day
Paul Jamieson

Fully engaging children in learning through an innovative curriculum

Sylvia Park School is the school focused on in this case study. 

The ERO team looked at the following areas of success at this school:

• Schools Curriculum -
  Inquiry learning through a localised curriculum
• Pedagogy (Developing teaching practice)
  Student achievement and how this was targeted through Inquiry learning.
  Community and Whanau involvement
• Success for every child
  Growth mindset
  Visible learning techniques (evidence, feedback, sharing of learning, student voice)
  Partnerships with home.

Take away points that resonated with me:

• Outcomes of the learning were visible in the environment and many outcomes were helping to improve lives for children and communities.
• Innovative teachers think about their children, work with their community and think about the place they are situated in.
• Children involved in decision making - direction of inquiry/possible answers.
• Celebrations 'big reveals' of learning involved community.
• PLD was abolished if it didn't work.
• Leaders made it clear to PLD facilitators supported learning and didn't just impart knowledge.  Money was invested in coaching and gathering evidence by releasing teachers to work in each other's rooms.

Nelson Park Coaching - Term 3, 2018

Introduction Meeting - 03.08.2018

Today I had my first introductory meeting with the N.P. School teachers in the middle syndicate.  Both M and I were both keen to meet the different individuals and work out who our teachers to coach would be.  By the end of the session we decided that S and L would be with me and F and G would be with M.  This was subsequently changed to allow for the introduction of T to the coaching programme in Week 5.  

Stacey = L, F and T.  M = S and G.

Key points made in meeting

• The skills learned in learning through play is actually the facilitation skills needed to run age appropriate inquiries and many other modern teaching and learning approaches.  Jump on board - these skills are useful.
• The coaching process is about the relationship between the coach and the teacher.  This is not an official part of your appraisal and our coaching notes will not be passed on to leadership without teacher permission.  However, using the notes we write up and emails we send around what we observed will ink to your teaching portfolio.
• Relationships are key for change so try not to stress about us coming in!

Reflection points for me

• The team seemed friendly yet reserved.
• Trina is a new team leader and will need support to make change and preserve the new relationships she is trying to forge within the team.
• M has a long history in leadership and leading change with learning through play.  She is also keen to share her ICT skills as her previous school was an Apple distinguished school.

First observation - 07.08.2018

P-BLOT assessments to be taken on all teachers today

My first teacher to observe was L in Room 10.  She introduced me to her class and continued with her Monday routine.  The children came together on the mat in a circle and lit a candle to do the class whakatauki, roll, and then shared something from the weekend if they chose to.  Very relaxing!  The children then moved onto handwriting, basic facts and then Takaro Time.  Takaro Time is a 'mini-discovery time' where the children ease into school with independent crafty activities.  This leads into morning tea time and the discovery time continues after morning tea.

What I noticed:

• Children were settled and scored highly on the P-BLOT with the way the respected classroom environment, noise control and the resources.
• The children show a lot of construction play, however it is the only type of play that is resourced.
• L has a great relationship with the children and they enjoy her calm presence.
• Takaro Time activities at this stage is a focus on craft.  Steps for L to resource her room for other types of play would allow for this time to begin to open the door to deep play appropriate to this year level.

After lunch coaching session

• I took the opportunity to focus more on building relationships with Lou and therefore start with resourcing as the focus.  As Sarah suggested, we co-constructed this from the checklists by using the P-BLOT scores and transferring these scores to the corresponding learning goals on the teacher's checklists.  This is a great way of feeding back to teachers the results from the P-BLOT whilst keeping the results positive and in teacher speak.
• I explained to L that resourcing is the basis of all the other learning goals and we decided on the introduction of 2 loose parts per week and an action plan was agreed on.

Reflection

• I am happy with the relationship forged with L today but am wondering if I have struck the right tone with her - time will tell with the movement she makes with the action plan this coming week.
• The P-BLOT was suprisingly easy to use but this was probably because both teachers observed today are not far into their Learning through Play journey.
• F scored similarly to Lou and is great practice but not a focus teacher due to her reliever status.  When I observed F it was Discovery Time for the whole syndicate.  Discovery seems to be a hands-off approach for the teachers and focused on construction.  Lots of boxes, sellotape, hot glue and paint.  No dramatic play promoted.  This was the case syndicate wide.  

Second observation - 14.08.2018

This session focused on the teachers improvement against their action plan.  The teachers swapped observation times so F was observed before morning tea and L after.  This allows me to see both teachers in their own class and in Discovery Time.

What I noticed:

• L had sourced driftwood and pumice for Discovery Time this week.  The children were given playdough and craft knives.  They began whittling the driftwood.  L tried to encourage making driftwood families in the playdough and set one up on the table for children to look at.  Nobody took it up and chose to continue whittling.  It drew a crowd!
• Other children were painting rocks.
• One small group of boys were building a gokart out of cardboard boxes.  They showed interpersonal skills as they divvyed up jobs to get the gokart looking its best.  L sat next to me during this time and I was able to commentate the learning happening at the box.  L was aware of the lead student's interest in all things planes.
• F had introduced no new loose parts for this discovery time as she had previously obtained hoola hoops and bean bags and some had gone missing so she had taken them back.  Children were using metre rulers to roll marbles down the centre for her new loose part.

Coaching session

• This coaching session was a little more deflating as the teachers hadn't made much effort against their action plan.
• L had introduced driftwood and cleared some shelves for storage.  And F as mentioned above.
• This little progress meant the action plan rolled over for another week.  I emailed out resource lists and information around the importance of loose parts to help give ideas.  I also mentioned having a look in the junior play based classrooms at this school for inspiration.

Reflection

• There was less improvement made than expected but M found the same thing with her teachers.  However when we chatted about our coaching sessions, M had taken a far more directive approach whereas I worry I haven't been as directive and the teachers have either wiggle room or not a clear picture of what's expected.

Third observation - 21.08.2018

Sarah was in today to work on the P-BLOT with me with Trina this time.

Key findings today:

• T's room reflected a teacher conflicted with inquiry, STEAM and play.  The focus for this term is really going to be streamlining her thinking so she isn't spinning so many plates!  Her P-BLOT scores showed how she is a competent and confident teacher of play in NE/Yr 1 however the Yr 3/4 cohort is proving more difficult.  The first step is going to be working on lifting the play invitations to a higher level in the curriculum.
• Both F and L continue to make no progress with the loose parts/resourcing for play and no movement was made from last week.
• It was decided that we would meet with T and S (principal) to discuss this in the afternoon whereby we asked to have Discovery stopped or moved on the timetable while we were in school.  This would allow us to model the play invitations and move on from resourcing.  Hopefully by looking at quality invitations and the learning that comes from them, the teachers would be more motivated to continue on the quest for finding them!

Reflection:

• I am beginning to realise that my coaching style is too buddy buddy.  I have focused so much on having the teachers feel like I am not intruding in their room that I haven't imparted my knowledge effectively.  
• Trina got in touch with us 2 days after this observation date and remarked on the improvement from some of the teachers in the syndicate.  L and F remained the teachers that were less agreeable to play changes.
• Next session I am going to be more direct in our conversations and front foot the question of why there isn't improvement happening in these rooms.  Hopefully the invitations for play will change the coaching process and puts me in a vulnerable position and gives L and F a model.

Fourth observation - 28.08.2018

Key findings today:

• T's next steps were more around supporting inquiry with play.  We talked about the need to model quite directly the invitations around play for Level 2.  Play does not mean we have anything other than high standards!
• Maybe the social emotional coaching could be around resilience and pride in our work - discipline!  All great entertainers had discipline to perfect their craft - hard work!
• Swapping inquiry and Takaro Time around so chn had a more focused and academic lens towards their play?
• Product vs. process.  We discussed how students can have their eye on a goal for their learning and work towards it while the teacher keeps them honest to the learning process and focused on the inquiry process.  This way you are building a work ethic and resilience whist making sure that you keep the assessment focus on the process not product.  This was an a-ha moment for T
• L was focusing more on finding the curriculum within the play today.  We talked about how if L continued the play tomorrow she could pick the play up from where it left off today and that would in effect be the making of a collection of mini inquiries.

Reflection:

• The modelling session today allowed me to have a more direct approach with L this afternoon.  She was able to picture what I was talking about and see how the learning could follow through.
• I was impressed with L's diligence to the action plan as she provided evidence of a provocation that she introduced this week.  She showed the children's interaction with it and evidence of their learning.  L was able to identify 3 different urges in the room and some possible curriculum links.

What next:

• Email notes from today's observations to the ladies and ask them to continue to work on some next steps ready for Monday.
• L - show evidence of this week's invitations and what learning happened.  Give an example of the teacher input that could happen to 'lift' the play.
• T - consider timetabling Takaro Time and Inquiry at different times in the day to help with keeping the children more engaged in their learning at play time.  Complete some reflections and observations around engagement as a result. 

Fifth observation - 04.09.2018

Key focus today:

• Today in T and L's classrooms, I modelled a play session.  It was great to see the children from L's class take on board the different provocations.  Equally, it was great to see that some provocations were not "picked up" by the chn and this was a vital point for L to see.  The level of play was high and the only chn left with box construction as an activity, were those that were genuinely engaging in higher level play with it.  Key urges were able to be observed with L, and she could see the different types of learning beginning to appear in the programme.

Reflection:

• Today's session was rich in play pedagogy and it earned me some 'street cred' with the teachers to be putting myself in the teaching role.  although not necessarily 'sold' on play, L was able to see that the play of recent weeks that she has initiated was not rich and that the learning in the types of provocations that were put out today was of a higher level.

What next:

• Teachers to continue working on action plan steps to move their provocations and resources forward.  

3 final observations - 11.09.2018 - end of term

Key findings:

• Teachers are beginning to be swayed by the power of play and have shown some improvements in provocations particularly with a maths focus.
• Modelling was the key turning point for the teachers.
• Resourcing and provocations overall still need to be worked on.
• School focus on inquiry is 'muddying' the waters and stopping teachers from 'jumping in' with the play pedagogy.

What next:

• Tidy up final action plans for the teachers.
• Send off conclusion email to wrap up where they are at.
• Meet with T in the school holidays to advise with planning.

Email sent:

Hi Team,

Thank you for having both Michelle and I in your rooms this term.  We realise that once a week was a very regular basis to have visitors in your room and we appreciate the way you carried on and allowed us to see what really goes on in the Tui team at NP!

This term we have enjoyed seeing the conversations around play deepen and it's been a pleasure to be able to discuss with you where this approach to learning can lead for both teacher and student.

We have seen you all grow in awareness about resourcing and how this looks different in a learning through play space.  The open ended nature to these resources have endless scope for Learning through Play/Inquiry.  Both Michelle and I have commented on how your thinking around resources has branched away from construction alone and the developing role play/fantasy play in the rooms is pleasing to see.  You certainly have a bunch of creative kids looking for outlets to share their ideas!

Resources and the invitations/provocations to play (as per your action plans) is the foundation for the all important observe, invite/provoke and teach play cycle.  To be able to spot the curriculum in the play, enhance and develop that learning and resource accordingly, all starts with resources and engaged kids!  

Therefore, during Term 4, Michelle and I believe continuing to strengthen your invitations to play and the observations that come from this to further inform the learning is key.  Your immediate challenge would be to see if you could timetable play differently throughout the week to allow both yourself and the children to build on the learning happening in the play.  The curriculum being taught through play hinges on the children interacting with it often.  The fear with timetabling play for once a week, is that the quality of play will drop to a lower level than you see fit for your developmental stages in the room.  

Your children are certainly engaged learners who feel comfortable in their classrooms - a real sense of belonging!  We know just how hard you have all worked to create this atmosphere in your rooms.  Your Term 4 Learning through play/Inquiry focus will benefit greatly from this foundation for learning!

I know that both myself and Michelle will be in touch to wrap up your latest action plan so you feel confident with your work for the term and can begin making decisions around how to approach Term 4 in your learning spaces.

Thanks for passing these notes on to the teachers for us T!

Kind regards,

Stacey

Circle Time Training

Waipawa School
06 September 2018
Jenny Mosley and Tukituki RTLB Cluster

Circle Time

Key Messages about Circle Time's importance

• Mental Health support and teaching
• Sets time aside to teach and recognise core societal values and the impact on each other that we have when we uphold these values.
• Children learn about manners and how to wait for a turn
• Eye contact (self-esteem) is used/taught/practised.
• Visualisation - so much of this is lost in today's education system and life.

How to start a Circle Time

Reinforce rules:

• listening
• thinking
• speaking 
• concetrating

Go into depth with these.  The introduction for this was about 5 minutes with 5 year olds.

You can introduce this by using a game.  For example Simon says.

• Standing up, sitting down, children sharing - rapid pace and keeps chn interested.  Constantly reinforce above rules.  Especially looking.  Manners and turn taking is a specific focus also.

Ways to warm up (visualising focus)

Pretending there's rain on my fingers:

• pass rain on
• up goes rain/down comes rain (finger wiggling)
• thunder on knees (woosh....away)
• Sun comes through - make a rainbow.  Can you say rainbow?

Try then telling a story that incorporates the above actions.  "I am walking and then there's lightning/wind/snow.  Maybe a snowman melting?

Body of lesson

Introduce a puppet.  Jenny used a turtle puppet.

The turtle introduced himself as a turtle who runs his grandfather's animal zoo.  

Each child had a turn to ask the turtle about an animal that might be in his grandfather's zoo - do you have a gorilla? 

Each child can only speak when they have the talking stick and no adult speaks either!  Accept chn copying answers.  Turtle responds with "Yes I have 2 butterflies" if the copying starts to happen.

After introducing puppet

• Come down to eye level
• Ask chn for help with playground issue:
  "Sometimes when I go outside, I get sad in the playground."
• Jenny role-played turtle being pushed over and cast on shell.  He talks about being called slow poke and slow coach before being knocked over as kids rushed past.  Told teacher and tchr says to ask someone to be your friend to play.

Stop and have an interactive guessing session

• I have a freind with a long nose, flappy ears and he is grey - who is he?
• I have a friend who is tall with their head in the clouds and black spots - who is she?

Bring it back to problem

• I asked them to play and they said, 'go away'.  Chn - what do we do?
• My big brother's advice was to call a horrible name back when noone is looking.  Should I? Shouldn't I?  Debate why/why not?

Role play problem

Jenny came into the circle with turle - "I have no friends."  Who can help?

Kaz helped Jenny by skipping with her.  How many ppl can we fit in rope?  Who can sing and rope skip?  "You are my sunshine..." or "twinkle little star".  Join other chn into the role play game of skipping.

• Remember to circle back after the role play to having someone to play with now and being happy.  Thanks to Kaz for asking me to play.

Plenary

Hug/Tickle/High 5/Kiss/Fist bump for turtle.

Remind chn that they have been:  looking, thinking, speaking and concentrating.

"We are stopping pretending now.  No more pretending." 

Extra ideas:

• Bubble time - a chance to put your name forward to share sand things that have happened with the teacher in your own special time.  
• Lesson plans along with other resources are online ad Lynn Marsh from Tukituki cluster RTLB happens to be the lead RTLB for Circle Time.
• Good choice jar - marble in the jar for when the class are making a great choice.
• A think box is a worry box.  Chn can put their worry into the box anonymously.  Don't try to find out who it is, and then things can be discussed in circle time.
• Good tales to be shared after lunch - don't let negative ones into the classroom.
• Extra game:  1, 2, 3, 1, 2, 3, nod, 2, 3, nod, 2, 3, nod, clap, 3 etc...
                        Pirate keys (in free book)

Key points to remember:

RELENTLESS POSITIVITY!!!!Remember to use 'bottom of the pyramid' IY techniques such as ignore, distract and proximity praise.  

Often there is a damaging dynamic within a class that will railroad a circle time.  Using role models from other (or older) classes will disrupt a dynamic enough to allow circle time to be effective.

Keep it fun - William Glasser.  Be organised and resourced for energisers and small breaks.

May children will like to touch you in Circle Time.  It is the oxytocin they are after which is given through touch.  Wean them off you slowly throughout the session.

Knock-on effect for Room 5 

• Due to having one student on the RTLB roll with Lynn Marsh as my RTLB, we have decided together that a focus on independence is required.  We are going to use Circle Time as a chance to work on the independence skill and Lynn is scheduled to come in and work with me for 3 sessions on this.
  
• Refine my use of the class marble jar into a more good choices focus inline with Jenny Mosley's principles for using this system.  It will keep it short, sharp and focused on the positive behaviour we are after.

SPIRAL TWO - Can fantasy be used to engage children in all ELA's?

Can fantasy be used to engage children in all ELA's?

Findings:

• Science, Literacy and Mathematics (especially 'strand' concepts) is easily woven into play organically.  Within science, Planet Earth & Beyond is not quite so easy and needs specific planning for.  As does music (to be taught well) and certain art skills. 
• Parts of technology needs to be understood developmentally in order to see in play.  Because it is steeped in planning, it's important to understand that a 5 year olds 'planning' is very much on the fly and constantly changing!  It's probably better described as sustained focus on a project.

Next step:

• Develop a planning template that allows me to track coverage.

SPIRAL TWO - Can we explore the new digital curriculum in a developmentally appropriate way using fantasy?

Can we explore the new digital curriculum in a developmentally appropriate way using fantasy?

Key Learning Points for me:

• Unpacking the digital curriculum made me realise that I didn't understand a lot about the different processes around the digital curriculum.  We worked on coordinates, direction and coding (beebots and scratch jnr).  I would now like to learn more about this digital technologies and have made sure I am signed up for this new contracted PLD at Waipawa School next year!

SPIRAL ONE - Fantasy play developing

Evidence of the fantasy play that is developing (thanks to Roomble Froomble) is found on the following narrative assessment link:

Pesky Pirates


This learning story outlines the curriculum coverage including ELA's and KCs.

Next step:

Can we explore the new digital curriculum in a developmentally appropriate way using fantasy?

Ali Carr-Chellman

Engaging the Disengaged Learner

Ted talk
Energize Conference - Day 1 - Keynote

"Bring back the boys - gaming to re-engage disengaged learners" (book)

US stats

75-80% of all ADHD medications are give to US boys.  Are we medicating them because they are boys?

4 X as likely to be diagnosed with ADHD if you are a boy.

3 X as likely to be suspended, expelled, in special education if you are a boy.

For every 100 women who earn a bachelor's degree, only 73 men earn one.  Women outnumber men obtaining master's degrees by more than 30%.

Why?

Zero tolerance policies (if you play guns, you will stay in at lunch).  Too many things that engage our boy learners, are outlawed in school.

Compressed curriculum (3 R's alone)

Cultural differences (Schools not current enough.  'Millennials' are their own culture with their own needs.  They are disengaged for 6 hours at school and head home for education to begin).

What can we do?

BringBackBoys

Fluidity, Improvisation - key aspects to learning that engages our disengaged learners.

Raising Cain

Gaming

• Minecraft (education option).
• OTS (off the shelf gaming).  What can you learn from games that already exist for public consumption?
• Failing at a game is a way for millennials to now explore failure in a way that other peers that do not game, do not experience.  Therefore they explore the emotions for failure as well as problem-solving and perseverance skills.  Communication and people skills (eg, teamwork) is incorporated also.
• Don't use educational simulation games.  Disengaged learners like the gory stuff!

Key points

• Forces a culture shift.   Respect and trust from adults.
• Design based thinking.

Examples:

One Stone

Circle School

CLC (Centre Learning Community)

"An educational system isn't worth a great detail if it teaches young people how to make a living but doesn't team them how to make a life."

Reflection

• Gaming isn't something that I want to focus on in my Year 2 room at this stage.  We are not equipped with devices that will run Minecraft efficiently either.  However the ideas of boys being treated differently throughout the system is pertinent to my work in a boy heavy classroom.  Key points to take away when designing my play programme:
  - less rules on the play (freedom within a framework)
  - the 3 R's alone is not enough to engage our boys meaningfully.  Context needed.
  - these children are millenials and need engaging for this culture.  What is this culture?

Action

Louie working on measuring through the Roomble Froomble potion making guise.

Coby writing down his potion because of this context also.

SPIRAL ONE - Urges and Curriculum

By resourcing the urges in the room, I am able to connect children into the higher forms of PRoPELS play.  

PRoPELS evidence (narrative assessment)

Karyn Gray

In what ways can we do this differently than in the past in order to more fully engage our learners and enrich their learning experiences?

Need to have a vision - when things aren't working, go back to the vision.  Create a vision for the class?

Make dispositional stuff the priority.  You must put this first in your assessment as well.  Learning muscles examples at TKAS.

Be responsive - planning changes.  Confirmation for me!

Provide and Plan for Collaboration for the children.  Feed this through to our staff meetings?

REFLECTION is so important.  Needs to be a set part of the day.  Introduce some learning muscles - teach - reflect on this in the play.  Publish on seesaw.

Look into solo taxonomy as a tool for feedback, reflection and obvs - personalising learning!

Use of Space and Display.  It's not an art museum. It is a place for children to access the resources for learning.

Key messages:  (As a leader you must do these things for your teachers)

• Give permission
• Create time and space
• Be responsive
• Face outwards
• It's exhausting....but rewarding

Reflection

• Look into First Order and Second Order change - Mark Osborne.
  First order change - extension of the past (manuals are often wanted by these tchrs).
  Second order change - more aspirational and unchartered territory.

Action

During Term 2, 2018 I have worked with Paul to begin establishing the charter and vision for Waipawa School.  Although my ideas around connect were not taken up, action became to 'root' word for the vision and the way it links through the different stages and phases is intuitive.  Bay Play has become a stalwart of established PLD that is a tangible 'get on board' point for teachers.

The above Key Messages for leaders have influenced the way I am rolling out the support for TAI and Learning through Play development in Term 3.  Team meetings are taken back to once a fortnight and these will alternate with TAI support meetings.  This will give permission and space but be responsive to the onslaught of needs that will arise.  There will be choice to jump on board a guided inquiry around learning through play/STEAM/hands-on learning, or to be supported on your current inquiry.

Digital Opportunities for Younger Learners

Sue Forndorfler
Methven Primary School

New Digital Technologies Curriculum

• Computational thinking for digital technologies has a Level 1 outcome.
• Getting students to plan and create instructions for problem solving (eg, old maths activities)
• Checking steps make sense and are accurate
• Debugging - did it work?  Can you fix it up?  Reflect - how can it work next time?
• Developing some computer science thinking (basic coding).
• Learn how to store and retrieve work on a device.
• Teaching about digital technologies NOT teaching with digital technologies.

How?

• Integrate with classroom programme
• Make strong links to literacy and numeracy
• Teach the skills of computational thinking
• Give time to practice and explore
• Find class experts

What is computational thinking?  (www.barefootcas.org.uk)

• Check out the above website for a break down of what to teach for computational thinking.
• TKI have exemplars.
• www.digitalpassport.co.nz
• www.csunplugged.org
• code.org
• tynker

Examples of digital learning opportunities for junior children
Start with the school values/learning dispositions

Methven School began with their values that they aligned with the new digital curriculum

• computational thinking
• collaboration
• creativitiy
• communication
• citizenship

Technologies to explore

• Scratch
• Hour of Code
• Microbit
• Beebots/Mouse - plastic sheeting from spotlight and place letters/numbers/nz map underneath
• Mentimeter
  
  More technologies to explore under the different learning disposition 'labels'

Creativity

• Explain everything
• Book Creator
• Chatterpix
• Minecraft:  Education edition.  Staff have an account and children come under that.  Piece of art to be recreated.  3D shapes. Teacher sets up world.
• Paint 3D - what comes next?  Past - present - future idea.  What device do you need?  (Microsoft)
• iMovie
• Mixed reality viewer

Communication

• Seesaw
• Mystery Skype and Skype in the classroom (chn can draw pictures and make notes about what they can hear)
• Learnz

Collaboration

• Student voice using google forms

Citizenship

• Manage the environment - don't put on the floor!
• commonsense.org (digital safety)
• Reading eggs
• Matific

Personal Reflection:

Begin using the new curriculum for digital technologies by starting with computational thinking.  Integrate this into my TAI by introducing maps - pirates - Roomble Froomble.

Action

High interest with the inclusion of the pirates and how it was wrapped in fantasy.  Need to now work on 1/4, 1/2 turns and left and right with more focus.

SPIRAL ONE - The "hook"

How to make sure everyone is on board with The Wizard...

To be able to capitalise on Roomble Froomble so that his 'magic' lasts a large proportion (if not all) of the year, I need to make sure that the children are completely hooked.

Roomble Froomble invites them to his magical place in the bush.  This linked to all sorts of work to do with literacy writing ( see Seesaw link) and worked as a large curriculum focus.  Very motivating and not just as an instigator of learning but more of a vehicle.

Link to Narrative Assessment evidence

Link to curriculum 'vehicle' evidence

SPIRAL ONE - Introducing Roomble Froomble

Hello...

The introduction of Roomble Froomble was the mysterious appearance of the tree in our room and the little fairy house.  An introductory letter happened explaining who he was and where he was from.

Letters to Roomble Froomble went to and from the tree.

Observations:

• Lowest ability writers are the most interested to write to Roomble Froomble.  Connection with development theory here?  If not developmentally ready to write formally, are you more likely to be more developmentally connected to wizards, fairies etc...
• No uptake of Roomble Froomble to imaginary play, although imaginary play is happening.
• Indigo still in the 'observing phase' of play.
• Harley often in a leadership role with play depending on peer he is playing with.

Link to evidence of imaginary play in room

SPIRAL ONE - Baseline Data

5 Stages in a child's make-believe play.

After reading this reading, I decided that I needed baseline data of where the children sat with their stage of play agains the PRoPELS.  This would allow me to track progress (using target children as the barometer and noting any other children who were outliers) and see whether the work with Roomble Froomble will improve the quality of executive functioning and therefore the level of complex play.

FOCUSING - HUNCH

WHAT WILL THE FOCUS OF MY INQUIRY BE....? WHY?

I am going to focus on Learning through Play in the classroom.  A particular monitored focus for the year will be the promotion of Fantasy Play in the classroom.  Some core potential areas to inquire into under this umbrella:

• What are higher order thinking skills, actually?  What is executive functioning, actually?  How does fantasy play support this?

• How does a teacher model fantasy play without owning this?

• How can fantasy play be used as a vehicle for core curriculum learning?

• How can fantasy play be used to enhance the key competency learning?
  
• What are the best ways to provoke and resource, fantasy play?
  

WHAT HUNCHES DO I HAVE AROUND OUTCOMES?

With the development of fantasy play in my classroom I expect to find/see:

• An increase in engagement with core curriculum learning and wider learning through the NZC, using fantasy play. 
  
• Children of Room 5 are pre-operational, so therefore still able to access the ability to believe in 'make believe' characters and be fully engaged in that narrative.  I need to capitalise on this before they become too old!
  
• Creative writing skills including planning, plot and vocabulary building will be supported by the fantasy play narrative.
  
• Learning to scaffold fantasy play appropriately will increase the quality and frequency of peer-to-peer fantasy play without teacher involvement.
  
• Fantasy play will increase the key competency skill base in Room 5 as learning activities can be crafted to scaffold this learning and the introduction of a 3rd party will create personal learning that is still removed from each student.

TARGET STUDENTS

These children represent boys/girls, ethnicity, LA/MA/HA academic achievement, core-curriculum needs identified in focusing stage, different social needs, differing levels of development:

• Blake
• Harley
• Elizabeth
• Harry
• Indigo

SCANNING

What is going on for my learners...

STATS

Ethnicity

12 NZE

6 Maori

1 Cook Island Maori

1 African

Gender

14 boys

6 girls

Health

1 Type 1 Diabetic child

1 child on RTLB roll - diagnosed FASD ad ADHD (medicated with rhetolin).

1 child on SLT roll (Term 1 only) - diagnosed as being globally delayed

1 child with health needs that results in absence from school

1 child with significant changes happening in the home.

All children labelled as Year 2 - 1 child who started school at age 6.

DEVELOPMENTALLY

Pre-operational learners in Room 5.  Many children are enjoying the soothing and calming nature of the sensorimotor activities but fit into Piaget's developmental stage of pre-operational.

How do I know?

Observations of the children in play during the first 6 weeks of school showed that they were all firmly in the pre-operational cognitive stage using the indicators above.  Evidence was collected:

Louie, Mathew and Harry are using props/symbols in replacement of actual items for their play.  This is showing increased ability in pretend play.

Harley and Eli substituted sand with a yellow piece of fabric.

Eli has created a security camera out of substituted goods.

When working on capacity; Ozzy, Laycee, Harley, Holden, Edan and Cora-Lee all identified taller vessels as being capable of holding the most amount of water.  Therefore showing an irreversibility factor.

When sitting back and watching play, it was obvious that the children were needing coaching around different ways to solve a problem with our peers.  The children are all ego-centric and unable to see the points of view of others.  As a result, children were resulting to hitting or yelling to solve problems.  Daily modelling sessions for solving problems was introduced at brainfood time (or just before) and a variety of resources are used.  Puppets, Sesame St clips and picture books to name a few.  Role playing scenarios is highly enjoyable - making sure to always have the children be the 'good guy' as per IY guidelines.

Patience clips

Sharing clips

Conflict clips

Friendship and kindness clips

CURRICULUM

How do I know?

Using last year's pass-on data and my Term 1 testing, I was able to set up tracking sheets for JAM and Running Record testing.

JAM tracking sheets

Running Record tracking sheets

After moderating and reflecting on the student's writing, I noticed the following behaviours throughout Term 1:

• Children will write with teacher but uninterested in writing independently.
• Children enjoyed writing own choice stories the most.
• Two most capable independent readers (NZ European girls) were lacking vocab in written language.
• Not a high mileage for writing happening in Room 5 in first 6 weeks of the year.
• My first observation of the year reflected that my team leader wanting a focus on handwriting in my daily programme to help my students write longer pieces and quicker (with more ease).
• National Standards data and SOL (student ownership of learning) is the focused pass-on data received so unsure of wider curriculum understandings and efficacies.

PLAY

Urges

How do I know?

Observations of the children in play during the first 8 weeks of school showed that the major urges that children were exhibiting were/are:

Enclosure

Construction

Orientation

Deconstruction

STUDENT VOICE

What stuff do we do in class that is learning?

03.03.18

I asked the children this simple question and plugged the answers that the children gave me into Wordle.  The children could have as few or as many answers as they liked.  They couldn't see or hear the answers that previously children gave.  All children answered the question.