Hauora and Play Based Learning

This year I have focussed on play based learning with my Year 1 students. The primary objective was to support students with their learning in a way which also helped their emotional, physical, social and 'spiritual' well being or Hauora. 

Several of the Year 1 students had anxiety issues or outbursts of anger on a regular basis and they needed a way to learn that would help them manage these behaviours. 

The concepts of Hauora in our Health and PE document shows how this can be related to play based learning and supporting our tamariki to work towards a balance and a stronger sense of themselves as learners. 

This Whare Tapawha model by Dr Mason Durie incorporates the 4 areas where the walls of a whare are each supporting each other and working together to provide "strength and symmetry."

It is this strength and symmetry that I am trying to support my students with. Alongside this scaffolding comes concepts of student agency and growth mindset. 

Many of the students would refuse to do certain activities because they believed they couldn't achieve at them or they became angry and frustrated at their limitations. Through a planned play based learning environment with workshops and open ended activities students could begin to learn in an environment where you could try again, have something not work, talk about the problems through role play and then come to a point where learning worked for them. Failing had begun to be normalised. 

The classroom became a calmer and more relaxed environment. Instead of the constant internal banter and monologue play helped them to clear their thinking to a more mindful state. 

Play based activities could be picked to indirectly target behaviour so they could practice through play. Also areas of passion for the students could be targeted and linked to learning through inquiry, literacy or maths. At the same time these four areas of Physical, Cognitive, Social and Emotional Development are focussed on as well. 

Of course there are still challenges and days where activities and play based learning just don't work. From this reflection comes and we can start to work through changes together. Student input into this is vital to their learning. If we can help our students focus this through play and reflection then their Hauora and mindful state will support their learning journey and future challenges that they may face.

Play based Learning and Lego

Does looking at this huge pile of Lego make you feel excited about the possibilities that you could create?! 

Today I went to a Lego exhibition and was reminded that people of all ages hold a passion for creating whether that is through following instructions or doing it the 'organic' freestyle way. Problem solving, designing and collaboration were clearly evident. That is why I have been incorporating Lego based activities in learning through workshops and play based learning. 

The Year 4/5 students started by unpacking a co constructed recount. Looking at what makes a good recount, effectively working from a tried and tested recipe to write one. They then decided to add their own ideas and 'ingredients' to take it in a new direction. 

Students opted into the Recount workshops and began to add their creative spin with Lego. 

Three groups choose this and they decided that each group would make part of the story with Lego and video their explanation for the following group. They would have to collaborate within their own group and across all groups so that a complete recount was 'built' by the final workshop. 

By listening to each other explain which part they had choosen to make and examining their models they began to hugely enhance their understanding of what a recount is. The discussion and language used was far more indepth than if they had sat alone and written on a device or paper. Most students collaborated in twos or threes and a few opted to create alone. However they all agreed that it was essential that what they made in each workshop had a cohesive flow for the next group to follow on from. 

In total 24 students collaborated to build their Lego recount. I think it was the most engaged I have seen many of the students in a writing 'piece.' 

In addition to using Lego for written language I have also recently used it for measurement activities. We first focused on using blocks as a non standard form of measurement to estimate the length of lines. Then we checked our estimate using a ruler. 

This task was especially engaging for the boys who were finding these Maths concepts challenging. Several felt confident enough to share their knowledge with others which was exciting to watch. 

For my younger Year 1 students I have been encouraging play based learning with Lego linked to our Space Science Inquiry. Many students have enjoyed this, creating role play scenarios to match their creations. It has been the students who often can't communicate effectively due to language, emotional or behaviour issues who have thrived in this environment. By simply observing and 'eavesdropping' during this Discovery time a huge amount of knowledge can be gained. 

So If you are looking for a way to increase confidence, problem solving skills, creativity, collaboration and conversations then get a container of Lego for the class and let your students lead the way!