Play and Passionbased Learning

Over the past two terms I have started to involve students in more of the decisions about their learning. Through CSI (Communicating, STEM and Inquiry) my learners are starting to take charge and pursue their passions. Increasing student voice and choice or delving into student agency. 

For my younger readers and writers this means discussion about what is of interest to them and giving them time to explore ideas in more detail. This may mean spending several weeks looking at a high interest area. Including but not exclusive of videos, experiments,  reading a variety of books and making/playing with toys. We balance this with having seen readers from the Pod that they have previously read in workshops and discussion about goals and 'where to next'. Having this mix of formal and informal learning is proving to be highly motivational for the 5 and 6 year olds I work with. 

I have been enjoying work along side and collaborating with Pono and Toa Pods and their vision with play based and 'hands on' learning. As a result the students are ready and focused for learning when they come. They are excited to share their learning from the pod and to do any of the reading, writing or making/Science activities we do in Wha Out. Previously reluctant readers have even started reading without much prompting! 

Because they have choices and freedom to develop their interests  they are really ready for learning workshops and utilise that time more effectively. They also have the opportunity to expand on this learning with me or pursue an interest/passion in more detail. 
I have also been incorporating more Science based activities in the past two terms for these learners and my ESOL students. This has mostly been driven by personal passion areas, eg The Titanic (floating and sinking), Volcanoes ( Why do volcanoes explode?) and Tornadoes ( Whirlpool in a bottle.) I have had a number of food based activities using The Kitchen Science Cookbook with ESOL students as well. 

ESOL students have enjoyed making and eating the food, but we have also started to think a little about the Science behind some of the food experiments. We are working on increasing collaboration and communication. I have several older students who I have been coaching to start supporting younger students by instigating conversations, asking questions or supporting with reading and writing.

So key areas of communication, collaboration and passion for learning are starting to come to the forefront. 

Exciting times ahead!

Science and Student Choice

This term I have had more of a science focus for my ESOL students. We have previously looked at STEM Challenges where students work co operatively to solve the problem. We still sometimes do STEM challenges but we are looking more at Science based food activities and Science exploration experiments. Students can discuss their observations and draw/write what they think and see. This has increased collaboration, communication and older students coaching younger ones. Using strengths in reading and writing to support younger students encourages tukana-teina as well.

They have loved the food based activities done in the past and asked for more of these. I found out about The Kitchen Science Cookbook on Twitter and decided to incorporate these as they fitted with our school's Science focus.

Although I focus on all students learning I am looking at Molly for my priority learner. She is new to our school this year and has confidence but chooses not to take risks in areas she feels less confident in.  She has really enjoyed our Science and cooking activities and her Mother has connected through Seesaw which is wonderful.

So, what now? I will continue to incorporate Science into our ESOL program during the term and also continue to give students choice about the direction of their own learning where ever possible.