Message about play-when they go into the classroom of play, it does look very different. Once we become confident about play, play is not a narrow field, but comes from a wide background.
Constructivist Theory:
it is not just about teaching, new way of believing how people learn, how our brains are neurological process.
Children come to you with their kete of knowledge, children come to school knowing a lot about literacy. In relation to the environment, others,
Learning through play-everything that we are doing
Group learning-less of switch and flick, but consistent approach
Stimulate children in all areas of learning
Aspects of many things happening- social emotional skills, academic skills, physical skills, Multi sensory
Language development: Oral language in the centre of learning/play
Process of learning- children see themselves as learners
Getting children to connect, how do we do this? We are internalising it and we get out of schooling differently-how constructivists think...
Providing opportunities to do it differently
Developmentally appropriate, practical, hands on so that they can learn
How children learn literacy
We need to engage children in a rich way, getting children talk about the topic, listening to children
A lot of language use happening when they are playing
Jerome Bruner
Scaffolding-assitence needing to build on what they already know
Create an environment -our third teacher
How are we creating readers and writers from their eyes?
What children are learning? What they already know?
Level of pressure- can affect the children's pressure
If they dont know letter sounds, what else do they need to know? We are looking for what it is that they cant do....
Do they know songs? rhymes? Old Macdonalds?
Pre writing stages - making marks, scribbles, making symbols, making letters
What children can do independently
What books do they know? enjoy? If they speak another language, how willing are they to speak?
Children's interests-big book? library books? browsing books? Guided books? key words on the wall?
Responding to their interests
If they are interested in making a cafe- how are we supporting them?
Wait for the answer for 2 seconds at least
Play is not what the children are doing but this is what we think, how we think
Oral language is the base of everything
We are not taking the learning away from the children
Constructivism: Active participation from children
reluctant writers/readers are often our target children-get to the point where they are constructing meaning, Thier kete of knowledge that we are influencing
Phonics learning: at the point of needs- research at Massey uni
children not making links between phonics learning and reading and writing
Culture of learning: continue to challenge ourselves
How do we know how children best learn? Small groups?
Children do it at their own pace and their time
what's the end result of learning literacy?
Joyfuly love reading
Motivate to be persistent
Chat about what is important to them
Children learn words that matter to them
Role play, fantasy play
Balanced reading programme
Reading to: Teacher in total control: support the love of reading
Beautiful way to poking a bubble, access to a story
Reading with: Shared reading
2 guided groups and shared reading with 2 more groups
Reading with: Guided reading
quality, less groups
Reading by: personal reading
Independent reading by children
When are they reading for enjoyment?
Browsing books systems
Children to have a level of ownership
old skill new content
new skills old content
Children know the content and has experiences of it Lavalava
Collect students voice
write down the children's voices
Shared reading
Finding whys
Intentional and purposeful
Links to the interests of children?
Introduce it and simple, short
Read the story first
Guided
Instructional
What children's needs are, meeting their needs
Successful literacy classroom
let children read
not so successful worksheets/word games
Repetition is really important
Browsing boxes
Dramatic play
Links to literacy- developmentally appropriate
Student led
practicing real life
Relationships
links to what you are doing with literacy content
Invitations and provocations
Use loose parts
Reading to and shared reading
Concept of characterisation
Pre-operational stage
Story table with loose parts
Children interact with them anyway they like
Inferring and comprehension (changing the story line) this is why you do not have to have the exact set of things
The books that children really loved listening to
Mark making-writing
pre learning wiring lense
Big sheets of paper
different materials
Need some introduction
Explore from a fantasy perspective
They cant take things out, but add things in.
Make a kete of it so that it has resources already and easy to access
Writing resources: chalk board and chalks, note pads, clipboards, little notebooks
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