I have been thinking a lot about the agency work that we did as part of the Innovation Fund in Poutama. We got to a point where we realised that although the matrix that we had created was useful for us as teachers, it wasn't so useful for students (too wordy). I created a target that I would like to trial and am really pleased that Nic and Brenda want to do this in the seniors.
Well, now that I am moving back to the junior school, I am keen to see if it works with juniors. Brenda was kind enough to digitise my idea, which I would love to give to Julian Hardy to get him to make a big 3D one - with the middle circle rotating. This needs to be a topic of conversation at a team meeting - is it junior friendly? Does it fit in with play-based learning? Would something like this work? Do any of the words need changing?
Effective Teaching & Learning in a Play-Based School Environment
Sarah Aiono & Linda Cheer
What is Play?
Primarily, play is:
self-chosen and self-directed;
Children need to have the opportunity to quit.
Children need to problem solve themselves. (It grows intrinsic motivation.) process rather than product driven;its about the means rather than the end.We don't have to always 'do' something with the e.g. poemcontains structures or rules established by the players themselves;Play vs games or sportsimaginative, non-literal and removed from reality;These days, children are faced with reality most of the time.Play allows for imagination/magic to develop.occurs between those who are active, alert and non-stressed.Play/imagination happens in the pre-frontal cortex. If stress is present, the child is not able to be working in the pre-frontal cortex.Play involves higher order thinking.
Gray, 2013; Brewer, 2007 Continuum of Play