Research for Both10:00am Reception - Swans Carpet for sitting space in the centre (core) of the classroom. Dedicated space on each animal face on the carpet. Milk and water drinks break in a circle before sitting on their dedicated space. Discussion about the film Up, watched previously in the week. Using conversations amongst each other and with the tutor as a group to learn about adjectives. Write a single sentence and read it aloud. Understanding when to use capitals and pronunciations. Also acting out certain writing rules such as acting out a full stop with a motion of a fist. 10:30am Outdoor Play Group play initially running against the wind which was very strong and first thing everyone noted when emerging outside. Then Teacher initiated duck duck goose group play. Children began to leave the group play and dispersed into their own play. Playing individually or a group of them. One girl dressed as a cat immediately and stayed pretending to be a cat the whole session. In the construction area, two children had built a see-saw using wooden blocks. One girl held a baby doll the entire session, through both group play at the start when playing self-initiated, and during the group play she treated her alike any of her peers in the rules of the game. 11:00am Phonics Indoors YouTube video of nursery rhymes, listening and singing to nursery rhymes to improve their phonics. 11:30am Lunch As a new stranger in the classroom, I was a distraction to some children and treated me like a teacher - adult association. 12:30pm Reception - Robins Begin with JollyPhonics, activities with pronunciation, reading and writing. Conversations within pairs and working together to solve problems. Self delegated roles when tidying up after an activity, working with each other. Independence and free roam of choice of play in an area that encourages learning through play. More capable children designated an afternoon task, working in pairs using lego to create a house and tie on a 'hot air balloon' they previously made in order to imitate the Up house, with an image for referenced which the teacher 'researched' for them for inspiration. When the balloon inside the paper-machè was popped, the teacher would request the entire class to stop and listen to the crackling it made of the balloon separating from the decorations. I got the opportunity to re-visit Ravens Academy during school hours which gave me an great insight as to how the children responded and behaved with the plan of their day. When playing children made the upmost use of all the materials around them to play - including the wind and their peers for games such as duck, duck, goose that requires just interaction. As I saw in the afternoon, after practising their phonics and writing skills, children were free to choose their activities apart from one group who were designated an activity to build a house with lego to create an 'UP' house. The children in this group were more developed and so needed a different progression level of using team-work to approach the task.
I could really see the techniques being used that the teachers spoke about in my previous visit. I could also see how children were using the most out of their environment to create games and play, especially during the outdoor play where a majority of the class played and relied with each other to play, compared to indoors when they would segregate into little groups; probably due to the nature of the seperate areas being smaller than the outdoor play area. Comments are closed.
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