Seesaw and Student Voice

I have been interested in Seesaw for some time as I have seen it well utilized during my observational visit to Russell Street School in December. I have also seen amazing examples of using it through Twitter.
Innes came to have a professional chat and to discuss learning goals for ICT this week. After talking through different options I decided that using Seesaw would be the best option for my students to increase their student voice by sharing with whanau, teachers and friends. It should allow them independence and choice to decide what parts of their learning they would like to share. Also, it will allow for parents, teachers and students to see the their learning progressions in Literacy and STEM.

I look forward to implementing the use of  Seesaw for my Te Akoranga Raukura learners. Watch this space!

An Inquiry into Maths in Discovery Time

This term I have begun to focus on incorporating Maths concepts, specifically Geometry to begin with into a play based learning format. 

On Friday mornings we have Discovery Time and I have set up 3 or 4 maths based investigation areas. Our first week used art as a base to learn about 2D shapes and experiment with them.

 

Our first option was to tape out shapes and paint in the spaces, removing the tape when the paint was dry. 

We also used print making with polystyrene containers and 2D shapes. 

Finally we used the story 'The Dot' as inspiration to experiment with circles. 

During this time I asked students to tell me about the shapes they were using finding out what they knew and how this fitted with the Junior Team's maths Learning Intentions. From here I could group the students for Maths workshops. 

This was designed so that workshops would cover areas students struggled with. I would then plan for relevant play based activities to be focused on in the following weeks Discovery time. 

So at the heart of the play was structured workshops, some opt in activities based on need and open ended rich maths tasks which would help guide our learning. 

The following week we focused on using more hands on manipulatives. Firstly making a simple road map in workshops. We looked at the shape names in Te Reo and expanding this concept at Discovery Time making giant roads. 

It was interesting to note that the girls had huge interest and impressive design ability in making the roads and adding features such as roundabouts, traffic lights and signs. In comparison to the boys who enjoyed playing with the roads and talking about driving around the shapes. 

The second choice was making origami animals with our visiting Japanese teachers. The teachers spoke primarily Japanese and the Year Ones spoke to them only in English! Every student was successful in making their design and could easily follow the instructions. They were really proud of what they had produced. 

The final activities were based around experimentation with shapes using blocks, Popsicle sticks and thin cork to make shapes and designs with. 

As we move through the Term we will continue to develop our maths thinking and maths literacy as we make, discuss, design, create and manipulate shapes through play based learning. I would love to see how other teachers have incorporated maths into their play based learning environments, so if you know of anyone or are doing something similar, please comment.

Nga Mihi Nui.

Getting Busy Learning with Busy Bags

A new addition to the play based learning arsenal are busy bags. I've just started developing them to help my 2 year old with certain skills and also to support the areas that he has an interest in and is passionate about. 

Designed to be used for short term play eg 10-20 minutes they have proven to be a fantastic resource for my Year 1 students as well. 

At present I have focused on using recycled, upcycled or cheap items as I like the concept of using your imagination, role play and creativity to lead learning rather than expensive gadgets or resources. 

Here my Year 1 students have opted into a shoe tying workshop busy bag activity. Their first opt in workshop of the year. It was exciting to see so many students recognise this as an area for development and choose this busy bag option for play based learning. 

Part of the focus has been fine motor skill development. As you can see below they all involve ideas, drawing, colouring etc from my 2 year old so he has ownership of his busy bags. 

As teachers we sometimes like things to look a certain way but in reality true ownership is built through co construction. Wonky cutting, crooked lines and scribbles all show that we did it together. The resources are then free to be enjoyed and played with in numerous ways, often in a totally different direction than anticipated, but that's what makes them awesome! 

If it's not possible to play outside due to weather, time or schedule constraints then consider incorporating busy bags into the classroom. Talk with students about areas of development and then develop play based activities to cater to their needs and interests. The only limitations are your own creativity and resourcefulness! 

Science the Final Frontier

Why is it that many teachers find Science is put on the 'back bunsen burner' when push comes to shove with the other curriculum areas? Yes, it is covered when it is required but probably wouldn't be the first thing that most would think to incorporate into their learning space on a regular basis. 

Yet each year when I ask my students 'What kind of learning would you like to focus on?' They have always said Science. No matter what the year group or country I happen to be teaching in.  

Sometimes there are issues with gathering or the availability of resources, knowledge or mindset. Often we talk about fixed mindset and the learning pit with our students, yet teachers don't or can't apply this to their teaching. Or we talk about creativity as if this is something anyone can acheive given the right mindset, when in reality it isn't...

We can however help our students pursue their passions, ignite their curiosity and get them asking questions to investigate and learn through inquiry and play.

I'm no expert when it comes to Science but I am passionate about letting students lead the way in their learning. So to foster this I have begun to incorporate play based Science learning into discovery time and when possible workshops to guide or inspire passion projects. 

Sometimes the play is guided and other times students are free to explore. I enjoy seeing students work with people they usually wouldn't gravitate to and as a result their social skills are developed exponentially. 

The experience of a simple experiment can spark an interest or guide learning in a new direction, one that is of interest to the students themselves. Those problems that you encounter when an experiment or learning experience doesn't go to plan is the perfect opportunity to hone problem solving skills, questioning and tap into that ever elusive creativity. 

Providing these experiences for our students through Science, play based learning and inquiry will, I believe help our tamariki with those skills and passion necessary for life long learning. Science is only the final frontier if we don't let our students lead the way.