Session 1:
Teaching from a constructivist perspective:
Teaching from a constructivist perspective:
- children come to school with a kete of knowledge (not empty vessels)
- children learn in social situations - people, places, things
- we need to place value on children's prior knowledge
There is often a tension in teacher's practice between being a constructivist teacher and direct instructional teacher.
It's important to have self-awareness of this in a PBC (play-based classroom).
Can feel like Jekyll and Hyde between play and formal teaching.
We need to know how to bring elements of constructivist teaching into our DATs.
Literacy:
Guided Reading
What is this book about?
Sharing knowledge about what we know about the book.
Use modeling book to gather child's voice.
PM's vs RTR's - RTR's are much richer in the story.
Writing
Bruner - scaffolding - ZPD, support literacy learning in play.
Provide different places to write.
Begin with what the learner knows.
Focus on foundation skills
Pre-writing stages are important to know.
Credit rather than deficit - 'mana enhancement'.
Resist the pressure to get to the next place in a fixed time.
Phonics
Practice writing and reading time - make it contextual.
weave phonics into reading big books (also think about small group work with big books).
Literacy and Play
Use guided reading or the literacy focus as inquiry.
Support interest with literacy
Use play as an opportunity for facilitating discussion - development of OL
Student-led talk in play is an aspect of literacy
Think about the amount of teacher talk, pause for children to answer.
Play is the transferer of what I'm learning about in literacy.
Support and be intentional - literacy will continue to develop over time. Young children are still in the pre-operational stage.
A Balanced Reading Programme:
Reading To:
Reading To:
repetition of favourite books
supports the love of reading
not a teaching time
flow is important
supports imagination/fantasy play
new language and development of language
provides access to a story they cannot read
Shared Reading:
Children play a more active part
Multi-level grouping
Can be done more than once a day
Guided Reading:
Where we spend time priming children to read
60/40 ratio
Personal Reading:
for enjoyment
browsing box system
Shared Reading in a PBC:
Requires purpose - well thought out about why I'm doing this.
Requires a format for the week
Important to choose the correct book (levelling etc).
After the reading:
invitations to play
provocations to play
story tables
The role of Story Tables:
Dramatic play supports literacy.
Eg The 3 Billy Goats
- use loose parts
- puppets
- masks
Ensure the materials are concrete, open-ended.
Story tables can invite writing.
They can also bridge the gap between the book and loose parts.
Present books that children know really well.
Use novelty resources to get children writing:
clipboards
signs
notebooks
chalkboards
whiteboards.
Children can add to the table but not take away. The teacher is igniting the light.
Use the story table template to make up a kete of stories. Focus on urges to be sure of interest.
Enlarge and laminate to A3 a page of a book to have outside - eg floating and sinking book.
Guided Reading in a PBC:
Could have 1 book per week for levels above Magenta.
Usual format:
Keep children there for a developmental appropriate amount of time.
Be aware of what book we choose encourages active participation.
Follow up:
When able with more reading, or into play.
Think: what is the why and is it meeting children's learning?
Guided Reading in a PBC:
Could have 1 book per week for levels above Magenta.
Usual format:
Keep children there for a developmental appropriate amount of time.
Be aware of what book we choose encourages active participation.
Follow up:
When able with more reading, or into play.
Think: what is the why and is it meeting children's learning?
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