Transcript Slide 1

21st Century Learning Environments
at All Saints.
Starting steps towards Personalised
Learning in Foundations.
Things you should know:
• We are taking it slowly – small steps!
• We are continually reflecting, assessing and
modifying.
• This is contemporary learning.
• What is best for your children is always at the
centre of our thinking, actions and plans.
Our definition of Personalised
Learning for All Saints.
Personalised learning means highly structured
engagement which is collaborative, negotiated and
takes into account individual student learning needs,
prior knowledge and interests.
Achievement is underpinned by rigorous planning and
risk taking from both facilitators and students. It is
focused on incorporating elements of student voice
and providing opportunities for student choices about
their learning. It requires the holistic, consistent, whole
community involvement to support the success of each
student. Teachers, students and parents will cooperate
to provide ongoing detailed feedback, which will
provide accurate information for planning and guiding
student’s future learning.
Why the change?
• Providing opportunity to better meet each
students learning needs.
• Students take more ownership and
responsibility for their learning – Personal
skills.
• Involve students in their learning more.
– Interest based
– Engaging to the students
– Motivating – both through interests and seeing
the possibility for improvement.
Our Learning Centres
Foundation – Discovery Centre
Grade 1/2 – Inquiry Centre
Grade 3/4 – Explore Centre
Grade 5/6 – Quest Centre
Specialist Areas – Global Centre
(Information & Communication Technology,
Performing Arts, Physical Education, Science
and LOTE)
Discovery Centre
We play
We discover
We learn for life
Specialist Areas
• On Thursday from 11:30-1:30 the Foundation
children attend a session of PE, Performing
Arts and IT or Science. This is our
planning/discussion time which is.
For other classes:• All students in the year level are split into three groups:
Green group, Purple group, White group.
• Opportunity for students to develop many personal skills, eg;
working with different people, coping with different social
groups, self-organisation, etc.
Investigations
• A Play Based Curriculum developed by Kathy
Walker -also known as the Walker Learning Approach or the
Australian Developmental Curriculum or ADC)
• Based on student’s individual interests and
developmental needs-social, emotional,
cognitive, language and physical.
• Teacher scaffolds learning with focus childrenone on one for each child every fortnight.
• High student engagement and self motivation.
• Provocations set up for students to learn skills,
explore and recreate real life situations.
Investigations is planned for a fortnight and is
based on the learning intentions of subject areas
and individual, school and community interests.
The first part of the day is ideal because it is a good
way to settle the children in for learning in a
natural way. Their behaviour is much more settled
for the rest of the day and it tunes them in for
literacy and numeracy later in the day.
Tuning In (20 min) and Reflection (20 min) is 2 hrs
each week of intentional skill based instruction,
modelling and oral language which replaces show
and tell and enhances numeracy, reading, writing,
speaking and listening skills
Prep Investigations
Statement of Intent
Developmental Domain Objectives- For the students to:
Early Years & Learning Developmental Framework- For the students to:
Emotional  Develop more independence when attempting projects.
 With support, learn to manage time and resources to complete short tasks.
Identity
Social
 develop empathy for those who feel excluded.
 share space, resources and people with others as appropriate.
Community
Language
 Speak in a more mature way by using an appropriate tone, volume and pitch when
expressing needs and ideas.
 Use descriptive language when relating ideas and thoughts during tuning in and reflection
Communication
Cognitive
Physical
Weeks 5-6 Term Three 2013
 Plan and organise materials and resources before attempting projects.
Learning
 Develop fine motor skills through folding techniques such as origami.
Wellbeing
 consider how and why other times and places are different from their own.
 Use appropriate language and actions when dealing with conflict
 Speak at an appropriate volume and pace for listeners’ needs.
 Think and talk about how their designs will solve a problem or meet a need, and
reflect on the steps they took to design and make their product.
 Explore basic health needs that must be met to maintain or promote their health
and to help them grow and develop.
Foundation Learning Objectives
Reading
Writing and Spelling
Speaking and Listening
For the students to:
For the students to:
For the students to:
For the students to:
 Cross check visual cues with meaning  For the children to extend their
and structure cues.
recount writing skills by planning and  Role play conflict/ resolution
providing more detail.
situations using appropriate
 Re reading to self correct.
volume and tone.
 Look for digraphs and initial blends  use natural phenomenon to
brainstorm questions and generate
 To explain to an audience the
when chunking words.
explanations.
steps they took in problem
 Begin to make inferences through
solving and creating.
 Use capitals and full stops.
head and heart questioning.
 Introduce consonant digraphs: ch,
sh, th, wh
Children’s Current Interests
Painting
whales
Life cycles
Numeracy
For the students to:
 Recognise and write numbers to
20. Practise counting strategies.
Counting on from larger
number.
 Develop understanding and use
of addition facts & turn
arounds.
 Use objects and language to
develop subtraction strategies.
History and Science
 Explore the significance of NAIDOC week and
engage with the oral traditions and arts and
how they communicate the past.
 Learn about how Indigenous concepts of time
and weather patterns explain how things
happen in the world around them.
 Explore/compare textures and properties of
different natural elements such as sand/clay.
 Recognise the needs of living things in a range
of situations.
Related Learning Experiences
Maths Table
Japan
Arctic wildlife Number
books
drawing
castles
reptiles
 Numberlines
 Playing cards
Scented play
Royal Family
Habitats.
 Skittles
dough
School and Community Interests  Addition &
subtraction
Staff Development Day
Book Fair
games from
Student Teachers
Pinterest.
Sensory &
Science
 Zen gardens
 Science Table:
Arctic-animals
snow.
Reptile & frog
small world
with natural
blocks.
Nature habitat.
Dramatic
Play
Collage
Construction
 Nature collage Big Blocks
 Craft collage  Woodwork
Japanese
materials.
tinkering table
restaurant
 Pictures/exa (inc stump)
Princesses and
mples of
 Perspex blocks
Royal family
Japanese art with
projector.
 Painting
provocation:  Pendulum play
still life, sunsets (subtraction).
 Paint etc.
 Boxes and
tubes
History & Science
Reading
Corner
Traditional
dreamtime
stories.
Biblical stories
about Jesus.
Picture books
about
different
cultures.
Fairy Tales
Writer’s Explore a range of sources
workshop about the past. Compare life
Card making
Materials.
Examples of &
instructions for
making
information
posters.
How to draw
books.
Japanese
calligraphy
materials.
during the time of Jesus to
today.
Recognise the needs of living
things in a range of situations.
(create mini habitats for
creatures)
Dramatic Play
Developing social skills, emotional skills, independence, oral language,
imagination, responsibility, and the executive function. (They may use these
skills as a mother, father, safety officer, or politician one day!)
Small Worlds
Developing imagination, language, social skills, creativity,
curiosity and knowledge about the world we live in.
Construction
Developing motor skills, math concepts (number, size, shape, space), oral
language, social skills. eye-hand coordination, self control, cooperation and
imagination.
Tinkering
Developing fine motor skills, creativity, language and social skills,
inventiveness, maths concepts, hand-eye co ordination and patience!
Nature
Developing environmental awareness, curiosity and wonder,
imagination, scientific processes and knowledge.
Sensory
Developing fine motor, manipulation, language, social skills,
curiosity, creativity, and experimentation.
Science
Developing a curiosity about the world, sensory skills, problem solving,
language skills, and experience with the scientific process (observing,
predicting, experimenting, recording, reporting).
Maths
Hands on activities to promote self discovery of maths concepts-measurement,
counting, time, money, place value, operations, graphing and geometry.
Collage
Developing creativity, fine motor skills, language and social skills.
Art
Developing my creativity, small motor skills, problem solving,
sharing, cooperation, independence and responsibility.
Reading
Developing alphabet knowledge, oral language, print knowledge, listening
skills, eye-hand coordination, concepts about the world and the desire to
read.
Writing
Developing eye-hand coordination, small motor skills, alphabet knowledge,
self confidence, vocabulary, and an interest in print.