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Australian Developmental Curriculum
The Walker Learning Approach Developmentally Appropriate Practice
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What it is It is active investigation and intentional and explicit teaching of skills including literacy and numeracy
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What it is not! It is NOT the developmental play or developmental classroom or unstructured or unplanned play for learning free play, reward play or wet weather timetable play
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Balance between active engagement of children in authentic interests and linking these interests back into the explicit and formal teaching in all areas of curriculum.
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The Learning Environment
Decision Making Oral Language Problem Solving Resilience The Learning Environment Fine Motor Initiative Social Skills Gross Motor
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The Learning Environment
Decision Making Oral Language Provocations: Learning Objectives Provocations:Developmental Objectives Problem Solving Resilience The Learning Environment Fine Motor Initiative Provocations: Children’s Interests Provocations: Community/School Interests Social Skills Gross Motor
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The Learning Environment
Decision Making Oral Language Provocations: Learning Objectives Provocations:Developmental Objectives Tinkering Table Dramatic Play Problem Solving Resilience Interest Table Collage The Learning Environment Writer’s Workshop Construction Fine Motor Initiative Provocations: Children’s Interests Reading Corner Provocations: Community/School Interests Sensory Social Skills Gross Motor
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Process for the Development of Philosophy & Practice
Key Values Kathy maintains that although we can share key values, unless the next three steps are considered and a share educational philosophy is developed there can be great variation and discrepancy in practice as individuals interpret key values differently. Theory Research Educational Philosophy Key Practices
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Children Don’t Know what they Don’t Know
Children require explicit modelling Literacy and Numeracy taught explicitly and formally each day using children’s interests to model or link to skill Retain reading groups, writing and all other key areas of literacy and numeracy
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Developmentally Appropriate Practice
Intentional and Responsive Teaching and Learning Investigations Instructional Teaching & Learning Teaching Always Explicit Scaffolding Modelling Directing Tuning In Investigations Reflection Literacy Numeracy Other Subjects Focus Children Reporter/Photographer Freebie S Whole Small Clinic Groups
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Investigations: Overview of Session
Tuning In 20 mins Investigations Minimum 45 mins Reflections 20 mins Reset Learning Environment 10 mins
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Tuning In Administration (2-3 mins) Review/Reflection of the Learning
Mark roll Lunch Orders Name of the Day Review/Reflection of the Learning (6-8 minutes) Conversation about the learning over the past days Highlight provocations and link to learning later in day Scaffold Children for Learning (10 minutes) 3 focus children - scaffold authentic interests Reporter - teacher directed Photographer - teacher directed Intentional Dispersal of Children to Investigate (2-3 minutes) Focus Children, Reporter and Photographer first Scaffold children to leave mat with intent
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Focus Children Two or three children each day (each child a focus once a fortnight) Focus children are given some particular tasks to complete or undertake within the investigation they choose; A design brief, a list, a map, a plan, a drawing, etc. Focus children spend a few minutes with the teacher during the investigation time. This is for teacher scaffolding. Teacher scaffolds other children during the investigations.
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Focus Child Conversation
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Reporter & Photographer
Role is designed to move child a little out of egocentricity: awareness of peers, to talk and to interact, to question. Has a clipboard to record what the other children are doing May have a camera but often a separate child is used as the photographer
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Investigating Schedule
Settle In (5 mins) Children take time to get started. Teacher takes time to observe. Scaffolding Focus Children, Reporter & Photographer (20 minutes) Teacher spends about 5 minutes with each focus child to scaffold from their authentic interests. Teacher spends about 5 minutes each scaffolding the reporter and photographer. Teacher scaffolds children who need extending or support. Teacher observes and makes mental notes related to particular skills or development the children are demonstrating Teacher identifies ‘freebies’. Incidental Scaffolding/Observation (about 20 minutes)
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Modelling and Scaffolding
Reflection Schedule Modelling and Scaffolding (10 mins) Reporter Photographer Focus Children General Discussion (5 minutes) Conversation about learning from investigation and that is about to happen in formal teaching. Freebies Work in progress Lists for next investigation Getting ready for the learning to come next Packing away is slow, careful, thoughtful and methodical, not rushing around. Re-Set Environment (5 minutes)
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Sensory Provocations Play dough, clay, water, sand, dirt, rice, pebbles, wood, water crystals.
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Dramatic Centre Doctors’ surgery Airport Puppet Theatre Restaurant
Home Supermarket Post Office Vet Clinic Travel Agent School
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Collage Pine cones, bottle tops, pebbles, feathers, gum-nuts, leaves, flowers, wool, buttons, shells,etc.
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Writing Area Pens, pencils, textas Scissors Envelopes & stamps
Post box Clipboards Pegs to hang letters Paper Letters Words Books, posters
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Reading Area Class made books, Interest books, Fiction & Non-fiction, Big books, Magazines
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Construction Wooden/foam blocks Lego Mobilo Cardboard boxes
Big wooden blocks
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Tinkering Table Electronic items Computer keyboards Radios CD players
Tools Eye protection Science equipment Measuring tools
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Interest Areas Magnets Dinosaurs Music
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