A Charter for Play

Acknowledge its unique contribution as a process by which young children learn.

Plan for it as an integral part of the curriculum and not an added extra.

Facilitate it with appropricate and high-quality resources.

Act as a catalyst when intervention is appropriate and a scaffolder when expertise is required.

Observe it in order to have first-hand evidence of children’s learning.

Evaluate it in order to better understand the needs of the learner.

Value it through comment and commitment in order for its status to be appreciated.

Fight for it with rigorous, professional argument in order to bring about deeper understanding and acceptance by colleagues, parents, managers and the community at large. 

Julie Fisher, Starting From the Child, 2008. 

The human body in 3D

This is a 3D skeletal form and with a click of a button different internal systems can be added. This could be extremely useful if creating lessons on the human body.


http://www.biodigitalhuman.com/

Observations and conversations

• The educational practitioner should allow child to play and let their learning develop from each other. 
• During play do not interrupt their mistakes but let them attempt to sort it out and wait until they ask for assistance. 
• Be supportive and facilitate their learning.  
• Observe the child to see how you can scaffold and assist the children's learning.
• Watch bodily, facial and social behaviour to assess learning and what they are mentally inquiring about. 
• With time know when to intervene or observe during learning. 
• Let children be creative, inventive and explore.
• The teacher or carer should provide an interactive atmosphere that is positive and secure. 
• Mark down questions that children pose to extend curriculum.
• Be aware of the children's background and upbringing.
• Create a good relationship with the parent or carer. 
• Talk with children to learn about them and their abilities and struggles; their likes and dislikes. 
• Promote collaboration and cooperation.
• Ask higher order question to stimulate mental activity. 
• Assessment starts at the beginning and end of the year. 

Conversation (within education) is the exchange of language between pupils, parents and peers to create an understanding of the context of a given subject. 

 

Observations are either the mentally or written notes of the children within a class to expand and support learning. 

Interactions are the ability to know when to observe or interact with pupils and parents and how to successfully initiate this effectively. 

Everyone within the educational setting is involved in developing the above statements. 

Changing Education Paradigms

Drive: The surprising truth about what motivates us

Learning for 13/01/2012

This week I learned that I have a difficult time translating my ideas through pen and paper. It’s it amazing how a failing mark can affect the confidence of a person. This brings me to think about the pupils in my previous P5 class and really any classroom no matter the age group.  A students' want to pursue education and apply themselves deteriorates the moment they see failure. They begin to question their competence and motivation slips through the slowly expanding cracks of failure. I can see why this drive for formative assessment and personalized education is at the forefront of Scottish Education. Trying to keep children positive to whatever they are grasping from their learning is important and supporting them from their level. 

Acronyms

Something that I have noticed in Scotland is the use of acronyms. They are used everywhere. I'm trying to determine why they are so commonly used. So my blog title is a homage to the usage of the acronyms and constantly trying to decipher their meaning.