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Workshop in School, September 2020 Click to view a checklist of urges and stages: this is useful for observing and planning for students' interests and needs. Constructivism... ....is about constructing knowledge, by building on existing learning (schema) . It involves children doing the learning themselves. They are usually able to recall and draw on that learning in future. Free play - is generally without adults, and is totally child-led. Play in schools takes elements of free play, but is not free play Primarily, play in school is : Self-chosen & self-directed Process rather than product-driven The players choose the rules/structures It is often imaginative - imaginative play helps build the pre-frontal cortex, which is where higher level thinking occurs Occurs between those who are active, alert and non-stressed (Gray, 2013; Brewer, 2007) Teaching through Play involves observing children at their Cognitive Developmental Stage (Piaget, see information he...
Anne Sliwka, University of Heidelberg Innovative Learning: What does the OECD say? OECD: Key features of innovative learning environments They are well organised for co-operative learning, hard work and challenge They demand hard work and challenge is offered & students encouraged There are clear expectations with formative feedback “Horizontal connectedness” occurs – age, stage, community - mixed ability learning groups. Educators need to consider not just the surface structure but the deep structure of learning taking place…what type of learning is happening? For who? How? Who could be extended? Metacognition & self-regulation are emphasised in instruction and students are (hopefully) more aware of their metacognition and need to self-regulate Despite the above point, some students struggle to self-regulate and may need support/direct instruction and cater for those students who need more direct instruction Professional learning communities occur on...
We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning. The New Space: As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone. What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included: * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...