Term 3, 2018 Teacher Observation

Teacher: Debbie Bramwell Observer: Sue Stilwell

Curriculum Area: Maths

Activities Observed: Warm up followed by one group focussing on counting backwards from 20 and numbers before to 20. The next group were focussing on teen numbers and how these were made up.

Evidence of Student Agency in action: Student driven within the framework of the class (Have To Do’s) where the children get to practice any list they want to learn within ‘The List’ and any tricky number that is circled within ‘Tricky Numbers’ as well as any activity pertaining to their learning goal.

What I liked and will take back to my own practice…
That the quick short sharp sessions I have been doing with my littlies is on point as they lose focus, attention and the want to be there when the sessions go to long
The need to get even more resources (loose parts) for teaching sessions
Additional ways to teach and reinforce number knowledge to 20 and beyond

What aspects of the ‘Eskdale Way’ Curriculum were observed…
Fun and engaging warm up activity that all students were fully involved in
Teacher moved around the groups during warm up
Lots of communication and cooperation
Revisiting prior learning that is ongoing
Explicit teaching and modelling
Discussion of strategies with teacher/children then the children talking and working together
Teacher questioning
Children trying to understand what they are being asked
Basic facts/counting
Encouraged and supported during their group learning sessions
Students seemed to be enjoying their learning
Children were encouraged and supported and felt safe and that is ok to take risks
Children were challenged
Te Reo used frequently throughout the sessions

From my observations today I wonder…
How long does the group continue along the same learning focus for?
How do you check when they have achieved the goal they are at and if they are ready to move to a new goal?

3 Student Responses:

What are you learning? Why?
A - doubles - so we can add the doubles together (talking about her independent goal practice.)
Ak - I forgotten.
M - writing numbers - because we can get better at them.
How are you going with your learning goal/s? How do you know? how do you keep track?
A - good. Good cause I practice. I look at my goal everyday to see.
Ak - kind of good. Shrugged shoulders. Shrugged shoulders.
M - good. Because I keep practicing everyday at maths. Just keep on going.

What choice/s do you get to make with your learning? Who decides on the choices?
A - persevere, learn. Yourself.
Ak - choices after maths. Mrs Bramwell.
M - good choices, do everything. Yourself.


Reflection
The time spent on a particular focus really depends on how quickly the children master it. The groupings are fairly flexible so children can more in and out of groups working at different Maths stages, but usually on the same concept e.g. place value, - depending on their targeted learning need. Often I find a focus can last 2-3 weeks and then we change the focus and come back to it again for 1-2 weeks later in the Term and again later on in the year. 
The children are in charge of their individual maths goals. When they think they have aced their goal they organise a buddy to check them and if this goes well they write their name on the white board for a teacher check. I check them or the class checks them, by asking them quick fire facts and the class decides if its a pass and says why or why not. This works as feedback for all of us. Then together the child and I look at the next goal they would like to learn. We do not always work through the facts on the ladder in numerical order. Then the child shares their new goal via seesaw with their family.

Maths Obversation 24/09/2018

Term 3, 2018 Teacher Observation

Teacher:   Debbie Bramwell Observer:  Mike Moriarty

Curriculum Area:

Math and Learning through play

Activities Observed:  

-Students agentically selecting activities through play

-Debbie working with a group on the math mat- writing and understanding teen numbers

-Students paying math games

Evidence of Student Agency in action:

-Learning through play

-math goals visualised

-students choosing the numbers to work with in the group

-growth mindset posters up- teacher talking to it and teaching it

What I liked and will take back to my own practice…

-dropped the idea into the head of student to not put them on the spot-
“do you think you could think of a mystery number for me in a minute?”

What aspects of the ‘Eskdale Way’ Curriculum were observed…

-high expectations and inclusive grouping of students

-argumentation- agreeing and disagreeing with ideas not people

-Students learning from each other -tuakana-teina relationship

-visual learning and agentic goal setting

From my observations today I wonder…

-How does mixed ability grouping in math positively impact learning?

-How could you revisit the goals to ensure students have a tangible perception
of their progress?

3 Student Responses:

What are you learning? Why?

-doubles to help us learn- following a list

-playing quick math junior-counting in twos but other stuff

How are you going with your learning goal/s? How do you know? how do you keep track?

-going good- because we get it right when we double it

-counting backwards from hundreds in 2’s 5’s etc- don't actually know

-doubles and halves to 20-good- because I’m on mathletics

What choice/s do you get to make with your learning? Who decides on the choices?

-yes we can play outside with the blocks or big blocks- learning through play as well

-no, not much

-not in math but we do when we get to play

Reflections

The children enjoy selecting who they work with and this varies from day to day. The mixed ability
groupings enable the children to take on different roles and to learn from each other.

Mixed ability groups are also powerful for promoting the concept of ‘E waka eke noa.’  
We are all learning together and we are all teachers and learners.

I am currently working on improving the children's listening and sharing of thinking and
understanding by trialing ‘talk moves.’ I am hoping that once the children can use the talk moves
well, we will be able to deepen our discussions and explanations of mathematical concepts
. Hopefully this will enhance the children’s ability to really listen to each other and support each
others learning especially within mixed ability groupings.

Mixed ability groupings done well can ensure all children have equitable opportunities to
learning at higher Mathematical Stages.

The students have a basic facts ladder in their Maths book which they track their progress on
as they master each step. However they seem to forget quickly.

I think I will have a class meeting to decide on a visual tracking system with the children to
display in the class so each child can see the number of new goals they have mastered.   

Phonics Teaching

3 September 2018
Phonics
Term One Stage 4 was the focus for the first 6 weeks and then Stage 5
Stage 5 continued to be a focus throughout Term 2
This Term Stage 6 has been the focus
Collection of data showed many children were not retaining stage 5 sounds.
Phonics data

Action - revisit how to teach the lesson effectivetly

https://www.yolandasoryl.com/html/videos.htm#Phonics

Where to now - This has reinforced my hunch I have deviated from the format over time.
Write up a prompt card and follow this.
Revisit the video again next week and identify what is going well and what I am missing

Skill Streaming - Observation

Angela Warmke  observed me Teaching a Skill streaming lesson on Friday 24 August

This Programme has been implemented to support Jackson to develop the social skills he needs. However may other children in the class are benefiting from the explicit teaching and reinforcement of these skills

Click here to view planning for this lesson

The session went well and Andrea provided me with some helpful feedback on clearly differentiating the skill from closely related behaviors. For example Brave talk needs to be differentiated from Angry talk. She also suggested giving the group Jackson is working in for the role play part more direction and less choice regarding the selection of an idea,

Andrea also provided support with ensuring close communication with the parents to support practice and reinforcement of the skill at home.

Reflection: 

Ensure either myself or another adult supports Jackson's group and gives them clear direction about the idea and content of their role play, May need this written down as a story board and expect the group to stick to this.

Keep communicating with Rick and Mereana to encourage reinforcement of the skill at home.

Continue to reinforce the skills learnt throughout the day

Implement a separate reward for Jackson with a daily reward for the skill

Copy of the email she sent to all team members below,

Good morning Team,

Touching base with a Skillstreaming update and relevant additional information/resources for Mere and Rick to support the Skillstreaming at home.

Following my initial Skillstreaming session with Debbie and Sandra on 7^th August to discuss set up and implementation, the following skills have been covered in class so far:

§  Listening

§  Using Nice Talk

§  Using Brave Talk

It was great to see a Skillstreaming session in action on Friday morning.

Debbie also shared with me the “I am a good listener, I give 5” model (see attached) that the class has been using since the start of the year.  Rick and Mere – you may also find this useful to support Jackson’s listening skill development at home (e.g., using the same language/key words used at school).

Mere and Rick - I have attached the three skills so you have additional information about the key steps for each skill, and how to support Jackson to practice the skills at home.

Jackson will also be bringing home a book with the Skillstreaming homework sheets to complete.

A few key points to support Jackson with practising the skills at home:

·         Remind Jackson to use the skill when you see a time the skill could be helpful.

·         Respond positively to Jackson’s skill use (allow the skill use to be successful).

·         Reward Jackson’s use of the skill.

·         Ask Jackson to teacher you (or other family member) the skill.

Please let me know if you have any additional questions about Skillstreaming.

Keep up the great work team!

Kind regards

Angela

Angela Warmke | Educational Psychologist | Learning Support
DDI +6468336793  Mobile +64 27 707 8593
8A Lever Street, Napier

Peer Observation -Maths

Jill observed me teaching Maths on Wednesday 25 August

A copy of the obversation is below

The link to view the original https://docs.google.com/document/d/17H4F2WR8b851A-5Gc-UmtRdhQ69yEY1jwFNSUJamTls/edit

Term 2, 2018 Teacher Observation

Teacher: Debbie Observer:  Jill Skjottrup

Curriculum Area:

Maths

Activities Observed:  

Warm Up-

Using a rich task ,modelling first “how many more make … 10, then 20. Children selecting  groups to work based on self evaluation - Debbie asked

‘Have a think in your head..what is it you need to learn next…”

The task was leveled to ensure a challenge at selected level. The game process was based on the modelled activity but enabled children to work with a range of numbers at their appropriate level. Debbie roved between groups, then followed up with the group who needed the most teacher support to manage themselves and gain some success.

Whole class task modelled:

Using circle seating, Debbie demonstrated use of new game activity which combined basic facts and geometry. Children moved quickly into pairs /groups to attempt this task. Following this Debbie reminded the children of their independent activities displayed on wall in relation to their maths learning goal,which they were free to choose from.

Independent tasks and choices :

Children knew where to refer to on the wall to guide their choice of independent tasks. They were able to talk about their learning goal. They managed themselves with confidence and were able to cooperate with each other. Tasks were prepared to ensure that children had the hands on equipment required. Some choosing  using ipads to link into :mathletics, as well as blocks[outside] and dough[inside] along with other maths based tasks.

Group teaching :

Three groups were withdrawn from their independent tasks starting with two boys with well paced lesson to develop counting on using teen numbers and suitable materials . positive feedback from the teacher, enthusiasm and fun. teacher also feeding in the maths language, reinforcing the vocabulary and concept of ‘counting on’. The rest of the class continued to be  involvement in independent tasks. .

Debbie roved in between taking groups, The pace of the session was appropriate to the stages of the children and Debbie used statements like -

“How did you get that so fast?” “ I like the way you put eight in your head - and counted on to get 11,”  “Show us how you are doing that?:

Debbie also modelled and reinforced the use of maths language frequently.

The children’s responses were reinforced by using whiteboards to record their ideas and share these with a partner.Children who needed extra support were given individualised attention during and at the end of their group session.

Evidence of Student Agency in action:

There was plenty of choice for children to select their independent tasks relating to their goals. They managed themselves independently and cooperatively throughout.

Children showed confidence in engaging with the environment and each other as well as the teacher.There were many opportunities for them to identify where they thought their next steps would be and which group to join in with for the fun warm up rich task.

What I liked and will take back to my own practice…

The high organisation involved prior to maths session -all the activities were well presented and immediately available when needed. The rich task warm up was suitable for all to be involved in and the pace of the lesson management was most impressive.!

What aspects of the ‘Eskdale Way’ Curriculum were observed…

Children were encouraged given to take risks ,problem solve, and were given time to think.Learning opportunities were offered in a variety of ways-whole class, individually, mixed and ability groups as well as individual choice.Children were encouraged to share their learning . They were engaged meaningfully, building on existing knowledge, experience and interests. Debbie used a range of deliberate acts of teaching -revoicing, renaming , revisiting etc.

A rich task for the whole class began the lesson and lead to sharing, and problem solving.

From my observations today I wonder…

How can real life problems[from the children’s perspective be incorporated into the maths experiences and/ or across other curriculum areas so requiring mathematical thinking ?

Debbie Reflection…  I am thinking of trialling expanding on their interests e.g. I have a group of boys really into making paper planes so I’m thinking a provocation like, I wonder which plane can fly the farthest? might interest them and provoke them to set up a paper plane race which would involve exploring the concept of measuring.  

Reading / Play Observation/Appraisal

Observation of Instruction Reading Groups and Independent Play

Term Two  30 May 2018

Mike observed me teaching Instructional reading groups and the other children in the class were engaged in self selected play activities.

See the link for a record of this observation

https://docs.google.com/document/d/14hnIddTbQ9UJ84zlHDEPCXC31q_X3GWzYBiZDfB5AFQ/edit

Teacher Reflection - 30 May 2018

My next steps for play are to...

Continue to wonder and research and incorporate more opportunities for learning through play into the daily programme.

From my observations including opportunities for learning through play helps to engage the children and calms them down so they are more ready for instructional sessions with me.

Flexibility to use play when the class are engaging in it in a spontaneous way is useful (to keep behaviour on track and provides opportunities to respond to the children as “whole” people.  

I will continue to examine the research around play (more extensively) to ensure I am fully aware of the what, why and how of teaching and learning through play.

It is going to be a negotiation and balancing act for me as I want to keep the proven aspects of the daily programme like instructional reading, instructional writing, handwriting, maths groups and individual goal setting and practise as well as including more play!  

The deck making use of the deck - I am thinking if it could be covered in artificial grass it would enable more activities.

Having a range of exciting equipment for the children to use on the deck would also make this space more enticing to the children.

he other area I currently use is the cloak room and this is going well.

23 August - Term Four - Reflection of where I am at currently

I have trialed using the deck however we are very constrained by the size of the deck. Taking the blocks outside and using a rug to prevent them from falling through the decking works well.

I am currently thinking that a wood work bench could work well in this space.

Letting the children break out into the corridor space also works well and at present this is a perfect area for flying and making paper planes.

I have attended the Long worth learning through play course in Taupo and I am exploring how to work collaboratively with other staff members to implement opportunities for play outside more regularly as the equipment we have allows the children a wide range of opportunities to use their agency, imagination and skills of innovation.

Mathis Obversation/Apprasial

Maths Observation 

On 21 August Tristan Observed the class engaged in maths.
During this time I worked with two math groups.
One learning to subtract by counting back from the biggest number and the other group learning to use multiplicative stratiges to solve multiplication

See the link for the observation notes.
https://docs.google.com/document/d/1r_2A_8An7bN0c_CyXGp7g6DgaFWoT7ov8M-0fGJ-gsA/edit?ts=5b7b606c#heading=h.ngjw5t2wjbxr

Where to next from here

Teacher Reflection:

Continue with building mathematical language so the children can more clearly express their thinking and reasons why they agree or disagree. With the maths workshops it would be good to get some student voice and ask them what they would like to learn in the maths workshops?

Also interesting to note the children did not see choosing their independent math goal as a choice.

I guess it is not a pure choice as they all need to be working towards achieving an independent knowledge goal.

Connections - Key Competencies, Ready Willing and Able - Making Sense of Play learning

GUY Claxton Book Summary
https://www.buildinglearningpower.com/2015/09/whats-the-point-of-school/






https://www.buildinglearningpower.com/2018/06/putting-it-all-together-how-perseverance-might-grow-when-we-nurture-it/

Reading Inquiry 2018

“Inquiry is a stance. It’s a way of professional being, it’s not a thing. We don’t ‘do’ inquiry. We’re just always asking ourselves and seeking for the evidence that we are making enough of a difference.”

Reading Inquiry - Aksel
Throughout the year I have tried many variations in my teaching to move Aksel on. I initially focused on building his phonics knowledge and then building his recognition of sight words however he could recognize most of the early words in set 1. Running records showed he noticed errors and was able to reread and he can make self corrections. However as he has progressed he has become stuck at green. I have struggled to effectively progress Aksel. His processing can be slow and he lacked fluency, I worked on fluency and motivation through the use of plays. Aksel is reading level 9-11 texts with lovely fluency and often on the second read his fluency is astonishing.
For this inquiry I have been lucky enough to work closely with Kate Roundtree the Resource Teacher of Literacy as the student I am inquiring into has received Reading Recovery and has not made the progress expected. I have had a hunch that there is a puzzle piece missing and if I could just figure out what piece it is then things might fall into place for Aksel. This has not been easy for me to pinpoint.
Link to the inquiry Document

https://docs.google.com/document/d/1xiZHsVh34M59GI2Vyo08lH1tlBPoqE-ussHgnYVKMTY/edit

Graduate profile - Super learning Powers

Super Learning Powers Term Two

Arranging for explicit acts of teaching and learning -
Developing understanding the key comp entices AKA Graduate profile
These are woven throughout the day. For the purposes of this blog my focus is on the children articulating what makes a great learner. The Key comp and the dispositions from the graduate profile have been linked to super learning powers as we have a poster display in this genere and the children relate to this idea.

Now - Keep expanding on the children's understanding and highlight the dispositions in action as well as supporting the children to set goals and evaluate hoe well they are going with the dispositions on the graduate profile

Science with Mike A Play based learning theme

Term Three  - Week One
31 July
Mike is taking the class for three science based sessions with play learning integrated.
This is challenging my current practices and provoking a lot of thought about play learning and comparison with established teaching practices.

Children have designed a fitness circuit to make their legs stronger for cross country. The board shows the curriculum documents as I make links and post photos of the children to see saw to share with their fmilies

My BIG QUESTION
Is it really better?  What is it better for?
This afternoon it was great to have the opportunity to really look at the entire curriculum displayed on a white board and reflect on what exactly the children were doing.
Benefits of play based learning I found  so far....

• Great opportunity to stand back and really observe the children
• Good space for Key Competences to be observed and for the children to put them into action in a natural way as they related with each other, negotiated and compromised. 
• It is a fairly uncontrived environment and the children really got to use their agency and their good judgement
• The children have the opportunity to be creative and use their thinking and imagination to play

As I became more aware of the opportunities to see the Curriculum in ACTION- I noticed that the children were working in many curriculum areas simultaneously, Dramatic play-ARTS, Measuring and Estimating, MATH, Writing and creating words, ENGLISH, Health and PE as they managed risk.

It was also interesting to note much of what they were doing I would not notice within the regular class programme.

It was very challenging for me to see this as good enough to make a post and to send to the child's parents on see saw. Would they see value in this (as real learning) or view it as trival?

Next Steps -  Develop greater familiarity with the curriculum
                   - Continue to do schedule regular slots for play based learning for my class and develop my own thinking and level of comfort with how it fits into my concept of 'real learning".

Dyslexia professional development

On Tuesday the 31 July, Jodie Hunter ran a work shop to clarify our understanding of what Dyslexia is and how we can best identify and support children with Dyslexia.
Always good to keep in mind what works for children with Dyslexia is good practice for all children.
Jodie was accompanied by Karen Briton who also spoke about her experiences with her son who has Dyslexia. The presentation was thought provoking and clarified my understanding of Dyslexia and enabled me to clearly pin point which children in my room may be on the Dyslexia Spectrum.
It also provided clear direction about how to support these children.
https://docs.google.com/presentation/d/1IaNXhUT3KFgkqNN5jiYtUKm0wLq05luvx4t68Z-lF4g/edit#slide=id.p
Key Messages - It is a neurological problem
Indicators
Early warning-poor speech
Not saying sounds in sequence or unable to pronounce multi syllable words

• Poor letter sound knowledge and poor retention of this
• Difficulty organ sing written and spoken language
• Trouble recalling number facts instantly and remembering these - due to slow processing
• Slow reading-poor comp
• Spelling dosent match reading and speech
• Difficulty generating rhyming words
• Poor recall of words that start with the same sound
• Difficulty with word retrieval
• Difficulty with spoken directions
• Difficulty with remembering and saying names and places - poor recall-retrieval
• May miss pronounce words esp multi syllable words

Support with..
Targeted phonological awareness

• Develop phonemic awareness
• Just target their specific gaps
• Lots of segmenting and blending words (making and breaking)
• Marie clay sound boxes are good - good to use a block or counter as in Marie clay methor from RR to represent each sound(phoneme)
• Need to explicitly transfer this knowledge to writing
• Explicitly teach to generalize sounds and spelling rules

Reccemonded -PHONOLOGICAL AWARENESS PROGRAMME - 

Refer to Gail Gillon - University of canterbury

https://www.canterbury.ac.nz/education/research/phonological-awareness-resources/
What next for me - Look at linking this information to my reading target inquiry
                               - Focus more on Phonological awareness of the children not making progress and clearly identify their gaps and explicit teach to these during reading and writing
Really slow down the segmenting of words and use a visual prompt e.g. sound boxes
                               - Meet with Andrea  to view the Gillon phonics kit and make one up to support targeting the gaps of my target children
                               

Innovation-reading

This was a handout from a book Staff Meeting Tuesday 24 July)
Titled - The Innovators Mindset
"Designing solutions with both the individuals interests and the end goal in mind is crucial for any innovation to be successful"

The Chapter sets about defining what Innovation is and is not
The focus of the book is developing schools that help individuals think with an innovators mindset

Key Points

Key principle of WHY and the move to the what and the how (remember Simon Sinek-ed talk)
The why in teaching is to develop learners and leaders who will create a better present and future
Students /teachers/educators -need to become creators and leaders - people who have influence over and can make an impact on their world
Innovation needs to be inspired rather than demanding compliance (ie. testing National Standards)
INNOVATION IS A WAY OF THINKING - that creates something new and better
Innovation can come from something new -invention (something totally new) or iteration (a change of something that already exists) BUT if it does not met the idea of new and better it is not innovative.
There is no substitute for a teacher who designs authentic participatory and relevant learning experiences for her unique group of students. The role of the teacher is to inspire learning and develop skills and mindsets of learning.   WE need to create a culture that inspires and empowers teachers to innovate in pursuit of providing optimal learning experiences.
Emphasis the need see each student as an individual and ask "What is best for this learner?"
NEED TO THINK WHAT IS RELEVANT FOR TODAYS WORLD e.g. an essay or a blog post - we need to think why we do what we do?
IMPORTANT TO CONTINUE TO LEARN AND GROW

Reflection
This was an enjoyable read and has clarified innovation
It also clarifies the role of the teacher and reminds me to keep thinking what is best for this learner
Also to keep checking in on what I am doing could their be a more powerful, effective way....
Keep reflecting, thinking and innovating   Keep it relevant and know the WHY.

Independent Basic Facts Maths Goals

Basic Facts - Maths Goals 

When a child masters the goal they have been working on. They write their name on the board to let me know they need a basic facts goal check. I then check them when I get a spare minute.The child then sets a new goal from the Eskdale school basic facts ladders. This goal is then shared with the parents on the see saw app.
The child moves their name on the class visual display to their new goal. This will remind them what their goal is so they can practice this goal with a buddy during Maths time. This encourages the children to use their agency and take charge of their own learning. There is a range of resources available and they can practice with a buddy or on their own.

I regularly monitor how each child is going to ensure that all of them are making progress.
If I notice a goal is proving tricky I look at how best to sort this. Doubles and halves was proving a sticking point. We spent a week working on this as a class. learning lots of ways to practice and I did targeted teaching with each group
See planning link  https://docs.google.com/document/d/142Ahg18baItnc70TKd_2DfYED9oyGm2CV3mJZivfVmE/edit

If it is an individual child who has found a tricky goal then I send home a game or we make a video to show the parents how to help practice the goal at home.

https://app.seesaw.me/#/class/class.acdad948-ff05-4360-a625-a0fa39c89510/display/approved/person.e6af9d4d-3ed7-4047-8f68-b408aa93525e

Innovation

INNOVATION

On Tuesday 24 July Mike lead staff professional development to broaden our understanding of what Innovation is and how this might look for Eskdale School.

We revisited the Year 8 Graduate Profile and it was an eye opener that we all had difficulty recalling the attributes listed on the Graduate profile

We spent 15 minutes individually researching

• What Innovation is, 
• What Innovation is not 
• Why we need Innovation

We recorded our findings on post it notes and put them on to each brainstorm

We then worked together in three groups to summarize the information and develop some key take away messages for us as educations.

Reflection

The introduction was a good reminder to keep thinking of ways to ensure we are keeping the graduate profile attributes alive to ensure that this is what we are working towards for out  Tamariki.

Innovation can appear very complex especially for junior children -Key here is to ensure the graduate attributes are being developed to equip the children with the capacity to be, creative, resilient, problem solvers with flexible thinking and collaborative skills able to be helpful to the wider community. And ensure they have rich tasks that allow them to think innovativitly and are develop their awareness that this is what they are doing. (Meta cognition)

Is Play good teaching practise?

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem Based, Experiential, and Inquiry-Based Teaching . By P A Kirschner, J Sweller & R.E Clark 2016.

In trying to define where play fits within well researched and proven teaching practice. I have been looking for Research to support play based learning as good teaching practise. This appears to be an area where further research is needed. This lack of research was also highlighted in  The Importance of Play By Dr David Whitebread 2012. In this paper Kirschner, Sweller and Clark highlight that recent research in how our brain works as well as learning research highlight that mininal guided learning is not effective especially for novice learners.

http://lexiconic.net/wheatfromthechaff/archives/840  Refer also to this blog C Welch

This reading is not directly about Play. It is about minimal guidance during learning. It looks at approaches similar to play based learning like Discovery learning.

"The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide internal guidance"

It sees true learning being made when there is a change to long term memory.
Cognitive loading very important. When cognitive load high - little is retained in long term memory. 
Learners must construct a mental representation or schema irrespective of weather they are given complete or partial information. Complete information will result in a more accurate representation that is also more easily acquired
It finds that learners learn best hen they are directly instructed and scaffolded.

Learners should be explicitly shown what to do and how to do it when learning new information-skills etc. This is also supported in Early Years Training (IY)
Classes where students all achieved their learning goals Teachers spent a great deal of time in instructional interactions with their students  The teachers simultaneously taught content and scaffolded relevant procedures, they modeled procedures for identifying and self checking important information,

This reading finds that low achieving learners often prefer a minimally guided learning situations but there is clear evidence to show this does not support them to learn. In fact often the opposite happens and the student moves backwards. Students may prefer minimally guided situations as guided instruction requires them to apply explicit attention driven effort and so some learners do not like the demand this makes of them.


The key point in this reading is that all learners learn more through guided instruction. This is especially true for low achieving students. High achieving students may not learn as much through unguided approaches but generally they do not move backwards.

What now for my practice

Implications for play based learning - children will need lots of direct instruction regarding relating to others and solving disputes needs to be time to rove and work on this with the children. To do the roving there will be less time for direct instruction in other areas!

Rich tasks in Maths will need direct instruction. It is good practice to intervene and ensure children are on the right track-i.e. prevent false starts