The role of the teacher
Teaching through play
The Philosophy of play
1. Self chosen and self directed
2. Process rather than product
3. Contains structures or rules established by the players themselves -
There are two sets of playing
Soft ball (the real game)- follow the rule and team playing
Play based game created by learners-rules set by the learners, lots of negotiation- its gives opportunity for creativity and imagination
4. Imaginative, non-literal and removed from reality
5. Occurs between those who are active, alert and non-stressed
Stressed play- relax first and start to play
Non-stressed play-High level thinking play
Teaching through play
common misunderstand about play based learning
Learning -through -play = limited/no adult guidance
Teacher's role is to 'Teaching through play'
Teacher's role
-enhance children's exploration and learning by commenting on their discoveries
-Co-playing
-Asking open ended questions
-Exploring the materials in ways that children might not have thought to do
Intentional Teaching
We explain through out the day why we are doing this to the learners
Sometimes we leave the learners to solve problem by themselves and watching them
Requires teachers to have significant and wide ranging knowledge of their students both developmentally and cognitively
Teachers must have a wide ranging repertoire of skills and teaching strategies to draw from in order to know when and where to use
Zone of proximal Development
Skills too difficult for a child to master on his/her own, but that can be done with guidance and encouragement from a knowledgeable person. (It can be a teacher or a child or any materials)
Michelle Thorhill - loose parts scheme Urges
"Diverse strategies that combine play and more structured efforts are effective accelerators of children's readiness for school and long term development"- Kagan
"In outstanding classrooms teachers do more listening than talking and students do more talking than listening. Terrific teachers often have teethmarks on their tongues". Alfie Kohn
The soft skills: Why the importance?
- Socio emotional learning is often referred to as the development of soft skills in an attempt to distinguish these from the academic skills taught within the education sector
Planning
Teaching the key competencies through play (In a cycle)
- Model skill to class with puppet or students
- Children practises skills with peers
- Teacher coaches skills during play based learning
- Identify the skills to be taught
- Plan for explicit teaching of skills
We need to give a constructive feedback. We have to give the positive specific feedback than generalised feedback
We have to teach the learners to solve the problem by themselves.
How do you lift the play in your room?
Low level play
Mostly girls like to play like cutting, gluing or making things at the making table- low risk taking play. Learners make things to get praise.
High level play
Group boys trying to get things down from the tree- High risk taking play. Mostly boys like to get involved.
What the Role of the Teacher is and what it is not
What the teacher does
Sources loose parts that reflect the current urges or interests demonstrated by the students in their play and bring the resources to the children's attention
Use phrases during roving through the classroom such as i wonder may and you might like to
Observes children's play from a distance recording student voice and taking photos of the play
Plans for intentional teaching of rules and expected behaviours, recognising when play is not occurring and a redirection is required
What the teacher does not
Direct children to specific loose parts instructing them how to use the resources to meet their urge in play
Question children in their play such as 'John what are you playing and Mary why did you decide to make that?
Require children to write about what they have played and reflect upon what they learned in their play
Allow for play to become loose and chaotic disregarding the rules and expected behaviour in the classroom. Be unavailable to coach expected behaviours occurring in the context of the play
Teaching through Play: In summary
It is not as easy as it sounds
If you are exhausted at the end of each day, you are on the right track
Your level of curriculum knowledge should be extensive and responsive to your learners interests and learning needs
Embedding descriptive commentary and coaching statements in your teaching practice takes time and lots of practice
The most effective professional learning occurs with significant and ongoing support.
Narrative Assessments
What Next?
It was a wonderful learning experience. I will definitely include this theory in my practice and include in my planning and the ongoing teaching and learning process.
