Playbased learning in a NE Classroom

Shareen is a ECE lecturer at AUT and she is teaching a class that was looking at transitions and how play is intergrated into the year 1 setting. I helped out by helping her  make this video

Wa Kitea Outdoors

Rain or shine Wa Kitea in the garden and trees up the front of the school by Room 20 and 21.

The Trick is not over teaching so that the children come up with their own ideas and try new things without us suggesting too much

   

Using Maori Language PD

Great resources:

https://drive.google.com/drive/u/0/folders/1Etez47up1G3yVzcjb5Y0TFGaweC9qg4l

Take the Maori that you are confident using and add to it as you feel comfortable

Treaty of Waitangi Training

• That everyone will be feeling differently about the Treaty.
• None of us were there
• Article 2: Land “Rangatiratanga” - uphold authority over their lands
• Crown the right of preemption in land sales
• The crown paid little money for any of the land purchases
• Even though Maori fought with the Crown over land - they still did not truly “Own” their land
• Ignorance of history leads to discrimination
• This is our History
• Stereotypes: Discrimination/ Racism / Unconscious Bias / Stereotypes
• What is around you that you don’t notice…
• How Maori are portrayed in the media? What stories do you hear?
• Be alert with the media // Is what you’re seeing stereotypical??
• Te Kaea (Maori News)

STEAM

What is ?

• Science Technology Engineering Arts Maths

• Problem Solve / Collaborate = producing people who can

• Diverse and Holistic approach to the world

• Teaching with / using Habits of Mind

• Kath Murdoch: We are born curious creative and imaginative
• Parents and teachers, teach this out of children
• The Power of Inquiry (Book)

• Just let children DO... leave them alone to explore

• I wonder how… instead of closing it off to a WALT ignite the thinking

• Open up Science / Maths to girls in your class

• Keep it real & keep it authentic = keep it simple

• Learners need to be having fun - explore - play

• Not just to stop in year 6

• Diversity - To be successful

• Seek out Experts

• Cultivate curiosity - I wonder…

• Children being able to choose the best tool for the job

Haka for Assembly

Making Kites for Matariki

 Visit to the museum for Matariki

Link to Seesaw post

Epistemic play towards Ludic Play

Epistemic - knowledge, skills
Ludic - creative

Play based learning article

Excerpt from :
A Multicultural Perspective on Play and Learning
in Primary School
Ole Fredrik Lillemyr • Frode Søbstad •
Kurt Marder • Terri Flowerday
Published online: 29 January 2011
 Springer Science+Business Media B.V. 2011

Abstract In the school’s conception of learning, the cultural aspect of children’s
play has often been lacking. In different countries, it is emphasized that play is
important for learning (Dockett and Fleer, Play and pedagogy in early childhood:
Bending the rules. Harcourt Brace & Comp, Sydney, 1999; Lillemyr, Nordisk
Pedagogik/Nordic Educational Research 22:38–52, 2002; Wood and Attfield, Play,
learning and the early childhood curriculum, 2nd ed. Paul Chapman, London, 2005).
Recent research has focused on social aspects and friendship as fundamental elements
in learning activities. A sense of relatedness to culture is strongly linked to
aspects of self-determination, respect, and sense of competence. The socio-cultural
theory perspective is of special relevance in this concern, as presented in the theories
of Vygotsky and Deci & Ryan (Deci and Ryan, In: Efficacy, agency, and selfesteem.
Plenum Press, New York/London, 31–49, 1995; Vygotsky, Thought and
language. The M.I.T. Press, Cambridge, 1986), as this perspective is essential in
promoting motivation for all students, irrespective of background. In a cross-cultural
research study of student groups in Australia, USA ,and Norway; the intention
was to identify cultural profiles among student groups on their interests in play,
learning preference, self-concept and motivational orientation, applying scales, and

Article based upon a paper presented at EECERA Annual Conference in Stavanger, Norway, September,
2008.
O. F. Lillemyr (&)  F. Søbstad
Queen Maud’s University College of Early Childhood Education, Trondheim, Norway
e-mail: ofl@dmmh.no
K. Marder
University of Western Sydney, Sydney, Australia
T. Flowerday
University of New Mexico, Albuquerque, NM, USA
123
IJEC (2011) 43:43–65
DOI 10.1007/s13158-010-0021-7

interviews. Similarities and differences were documented among Aboriginal, Navajo,
and Sa´mi students, compared with non-indigenous (majority) students, in interest in
free vs. directed play and learning, aspects of self-concept, and motivation. A tendency
of indigenous students to favor a traditional, teacher-directed concept of
learning was found, compared to non-Indigenous students. Furthermore, indigenous
students had a significantly lower self-concept, compared to non-indigenous students
(presented elsewhere, Lillemyr et al., Students’ relatedness—a neglected aspect of
motivation and learning? AARE International Conference in Brisbane, Queensland,
Australia, 2009). In Norway, teachers of indigenous students used play to a lesser
degree than teachers of majority students. Teachers in Arizona and Australia seldom
used play in the classroom. Our research indicates friendship and sense of competence
are important for students’ motivation to participate and achieve in school, partly
confirming results from other research studies. The authors found a sense of relatedness
to be quintessential in this concern. Educational consequences for play and
learning in multicultural early years’ education are suggested.


Keywords Interest of play  Interest of learning  Self-concept  Sense of
relatedness

Introduction: A Socio-Cultural Perspective on Play and Learning
Theory and research have increasingly argued that social aspects such as friendship
and sense of relatedness are fundamental in the development of cultural identity and
learning (Ladd 2007). For these reasons, the socio-cultural theory perspective is
particularly relevant in this research, as presented variously by Vygotsky (1986) and
Deci and Ryan (2000). Play is considered an important arena for children in any
culture (Huizinga 1955) and a crucial component in children’s varied aspects of
development (Singer et al. 2006). Nonetheless, the sources of play from real-life
experiences will depend on cultural characteristics. In order for social learning to take
place, social motivation is often needed to acquire intrinsic motivation. Play is an
essential component in the socio-cultural theory of Vygotsky (1986) who argued that
play is a vital element contributing to language development and conceptual meaning.
In play situations, children stretch out to the proximal zone of development (ZpD)
through the guidance of peers, or when guided by the educator. What a child is capable
of doing with help from the teacher or a more experienced peer, has often been termed
scaffolding (Berk and Winsler 1995). Through experiences in play, the child acquires
social and cognitive capabilities important for learning, and will also develop a sense
of relatedness. It is assumed that all individuals have a need for feelings of belonging
to a group or culture, defined as a sense of relatedness (Deci and Ryan 1995). The
authors think this need is well established through children’s play, as it also should be
in school learning. The point is that a strong sense of relatedness contributes to a
strong intrinsic motivation in play and learning.
However, in relation to Vygotsky’s theory, it is emphasized that the tools,
interventions, and language of one culture may be significantly different from
another, and so education must situate learning within the appropriate social and
cultural contexts (Salomon and Perkins 1989). For example, among indigenous
people, oral stories and tradition have a stronger meaning than among nonindigenous
people (McInerney 2006). Emphasizing children’s play, as relevant both
for its own sake and for its relation to learning, as in a socio-cultural theory, means
that the challenges of integrating indigenous and non-indigenous students in a
majority education system have to be extensively problematized. In play, children
take control and participate deliberately. In some cultures, observing and listening
when participating in activities are part of that culture’s tradition (Nystad 2003;
Rogoff et al. 2003). In this sense, human development can be seen as a cultural
process, with consequences for play and learning (Rogoff 2003).
A Broad Perspective on Learning
The relevance of play to learning and development has also been claimed by others
(Bateson 2000; Levy 1978). The recent research literature has argued that children’s
play can promote learning (Brock et al. 2009; Singer et al. 2006). These
perspectives are of relevance for early childhood education and care institutions
(ECECs) when attempting to provide quality learning environments. Moreover,
motivation and learning are interrelated not the least through the social aspects,
especially in play (Lillemyr 2007; Rogers and Evans 2008). Since learning is central
46 O. F. Lillemyr et al.
123
to ECECs as well as primary schools, a broad perspective of learning seems
reasonable, not the least in addressing the concept of life-long learning (Lillemyr
et al. 2001; Wood and Attfield 2005). In Norway, reforms and changes in Acts and
frameworks for ECECs and schools in recent years have addressed these trends
(Ministry of Education and Research, 2006a, b). From one point of view, the
reforms in Norway can be considered to be focusing on motivation, primarily
because of the emphasis on children’s play (Lillemyr 2002). The same tendencies
attempting to include play to ensure children’s engagement can be seen in countries
such as Great Britain, Australia, and Sweden (Bennett et al. 1997; Dockett and Fleer
1999; Samuelsson and Carlsson 2003).
Based on research, it seems reasonable to assume that there would be a close
relationship between children’s interests in play and their interests in learning, and
that these are closely related to self-concept and motivation (Lillemyr 2001).
However, social aspects such as sense of relatedness often are neglected aspects of
motivation and learning, even within socio-cultural perspectives (Reeve et al. 2004).
For young children, social learning concerns relationships with friends and the
extent to which they feel competent and related, as stated by Wentzel (1996, p 1):
The social worlds of children are pervasive and influential part of their lives at
school. Each day in class, children work to maintain and establish
interpersonal relationships, they strive to develop social identities and a sense
of belongingness, they observe and model social skills and standards of
performance displayed by others, and they are rewarded for behaving in ways
that are valued by teachers and peers.
The socio-cultural perspective of play and learning is important in all cultures, as
children in all cultures seem to play. There is a system of mediating knowledge and
skills from one generation to the next, although cultural differences can be found
(Salili and Hoosain 2007; Samuelsson and Fleer 2008). However, it is a well-known
fact that attitudes toward school learning vary considerably between cultural groups.
In Brooker’s interesting ethnographic investigation (Brooker 2002), the focus was
directed on learning experiences in a small group of children in reception classes
(4 year olds). It was found that children gradually adapt to school learning and
develop learning cultures, and it was documented that the home and school learning
environments are linked. Brooker focused on how social and cognitive gains define
children’s success as ‘‘pupils’ or ‘‘learners.’’ Providing all children with optimal
chances to achieve was found to be a challenge. Ethnicity was a factor of
importance in her study although from a general, multicultural point of view rather
than an indigenous aspect. Brooker discusses the importance of inviting children to
participate in class, as this will be repaid in many ways. Even though Brooker’s
research focuses on younger children than those in the present research study, it
illustrates the complexity of researching learning in school in relation to quality.

Amy and Sam Collaboration and planning

Dairy Flat Visit

Dairy Flat Play Based Learning

Start with 20min oral language

Take away each day we have 18 people here and 4 are going into the cloakbay.

My photographer today is… and I would like you to take 5 photos

Fairy or Army booklets adding words then writing their own story

Writing mostly done as reporters

Like the code for checking writing

Independent activities but all individual boxed activities - not much scope for their own. Liked some of the ideas to get more writing - will think this through with Sam

Beyond National Standards

Workshop - Tauranga School

Not that useful - about where the principal came from and planning

Tauranga School Inquiry Journey

Exciting and cool to see schools doing some cool stuff

Feels like going back to old days inquiry where you have an outcome where the students create something to make their environment better


Workshop - environments

Make a list of the activities that you would like to achieve in the space

What furniture do you need to need - teaching tables etc

create zones to move between
Kiwi - quiet zone
Fantail Zone - social zone mat area
Kea Zone - discovery area

Loved this workshop got some cool ideas for our new space

Assessment and Reporting Group

Thursday 17th May 2018 - Assessment and Reporting Group Meeting

This afternoon the newly formed Assessment and Reporting group met to begin discussions on how we want to change our assessment and reporting styles with the abolishment of National Standards.  

In attendance were Gary, Glenys, Amy, Vanessa, Nikki, Linda, Susan, Joanne and myself.  

Gary started by explaining the Ministry’s position on the scrapping of National Standards including the expectations for reporting to the Ministry that are still in place and legislation reform.  He then initiated discussion around the concept of why we wanted to change the way we do things at Torbay. We split into a couple of groups and made notes on this question.

Upon coming back together it was evident that groups shared some similar ideas with some caveats in place, for example we all wanted to stop labelling children as Well Below, Below, At etc.  but identified a need to still be honest with parents about a child’s progress. There was consensus on making sure that changes did not add to teacher workload and discussion on involving the community, including students, on what reports may look like.  Topics including anniversary reporting, and assessing and reporting on the wider curriculum were also discussed.

Our next steps are to consider how to consult with colleagues and our wider community and to research into how other schools do their assessment and reporting.

First Aid Training

My Wa Kitea Classroom

Promethean Panel Training

right click hold down

1920/1080 screen resolution

load driver

word - draw or
10 points of touch rub erase palm

PDF find comment to get toolbar . highlighter will only highlight image of text

logitec camera with inbuilt with microphone - OTG
camera icon into bubbles


touch off and on button

works like a tablet

close tabs if goes slow

aps on circle favourites - hold down to remove hold down in the middle> generic ap> add ap

add a folder with aps name or icon from icon pack

settings/update/online update

lensoo create

esfile explorer - finding things on the boar

activcast - air play camera from phone to cast up and be able to show things that are small
remove the pin code



Need a camera and recorder to record ideas. Thinking about word they can all share their ideas at the same time - does that increase collaboration or just decrease my blood pressure. I need to look for more aps but time consuming as I need to be at the board. Can find backgrounds that fit with the letter of the week

Got Camera - how can you take photos with the activsoftware?

How to use this to increase collaboration?

Inquiry 2018 - How can I use technology in reading to increase teamwork and collaboration

Link to Inquiry Document

Why learn collaboratively - Inquiry

Common Ground: Teaching Kids the Benefits Of Working Together

During the course of the assignment, the children work together for a shared benefit, realizing that all members share that goal and the rewards of achieving it. Cooperative learning goes hand in hand with social and emotional learning (SEL). Briefly, the two approaches help develop a number of skills, including

• self-awareness: recognizing feelings and identifying interests, strengths, and weaknesses.
• self-management: managing feelings and behavior to control impulses and persevere in achieving important personal and academic goals.
• social awareness: understanding the needs and feelings of others, while appreciating similarities and differences among individuals and groups.
• relationship skills: maintaining positive relationships with others.
• responsible decision making: making good choices and contributing to one's school, one's community, and the world.

Studies of cooperative-learning strategies regularly report an increase in engagement and active participation in the learning process, which in turn increase student motivation, time on task, and retention times and improve cognitive reasoning and the ability to see from others' perspectives.

Writing your PTC

Link to PTC workshop - ideas for what to add to

good for ideas with reflective writing

Play Based Learning Reading

An article from the paper about the benefits of play based learning in the classroom - nothing profound or thought provoking but nice to have reinforcement that we are on the right track with the things that we are trying to achieve

See original at http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=11999971

Planning

Link that shows

Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners

https://drive.google.com/drive/folders/1TedVgwB1E2YN6sSG6mq25obeXDae9TUP 

Matific Training

Learning how to set up groups and how to assign activities for each group at their levels. Will be great for maths independent activities.

Education Standards

Standard	Elaboration of the standard
Standard 1: Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.	Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi. Practice and develop the use of te reo and tikanga Māori.
Standard 2: Professional learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. Engage in professional learning and adaptively apply this learning in practice. Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Standard 3: Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and well-being of each learner.	Engage in reciprocal, collaborative, learning-focused relationships with: learners, family, and whānau teaching colleagues, support staff, and other professionals agencies, groups, and individuals in the community. Communicate effectively with others. Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. Communicate clear and accurate assessment for learning and achievement information.
Standard 4: Learning-focused culture Develop a culture which is focused on learning, and is characterised by respect, inclusion, empathy, collaboration, and safety.	Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. Foster trust, respect, and cooperation with and among learners so that they experience an environment in which it is safe to take risks. Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. Create an environment where learners can be confident in their identities, languages, cultures, and abilities. Develop an environment where the diversity and uniqueness of all learners is accepted and valued. Meet relevant regulatory, statutory, and professional requirements.
Standard 5: Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identity, language and cultures.	Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse, and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. Design learning that is informed by national policies and priorities.
Standard 6: Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all. Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. Provide opportunities and support for learners to engage with, practise, and apply learning to different contexts and make connections with prior learning. Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning. Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.