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Reviewing and refining play and differrentiated  inquiry based learning

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Reviewing and refining play and differrentiated  inquiry based learning

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As a specialist and mentoring teacher, I am looking forward to reviewing and refining our current approaches to play "discovery" learning to ensure that our students from Foundation to Year 2 are supported, included and challenged to extend their learning in cross curricular areas. I am keen to continue building my own knowledge and practice and support colleagues to extend their knowledge and practice also. By starting with a shared or collective understanding of play, we can refine and review our practices and build a consistent approach to best support our students in their "discovery" learning.

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Student agency is a focus across our whole school. We have a committee who are completing learning modules to gain further insight who bring this back to the school. I feel I now understand how to better incorporate student agency into the Prep classroom after this module and learning how the play opportunities can support this. I am now keen to begin to develop our Inquiry planners for next year. Our Inquiry will become our play-based learning focus in Term 1 next year (we need to start somewhere and this is a good starting point). I am very keen to develop play sessions where we can focus on the social and emotional development of our students along with language development. I hope that by incorporating a variety of play types that we might also be able to target fine motor development early also. I am very keen to have the team use reflective journals to assist the students to discuss goals for each session and reflect on how they met those goals.

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I think something I will focus on is ensuring each learning centre has multiple points of entry for students with various needs. I am also excited about the prospect of using play-based learning to help me set goals when considering IEPs. I am also determined to become more present with the students while they are participating in play-based learning - moving myself from supervisor role to a player and questioner role.

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I think a big focus for me will be allowing students agency and exploration using playful inquiry. Developing knowledge and insight into my students and their learning styles provides opportunities to facilitate differentiated play base learning experiences to allow all students access to the curriculum in meaningful ways.
When we return to face to face later this year there is huge need for play based experiences to aid with socialisation, friendships, and meaningful learning in engaging (non screen) ways. This was a very timely and meaningful module. Thank you!

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Play-based learning has so many benefits for children in so many ways. I am already seeing this with my Bush School children, many of whom are EAL/D and/or come from a disadvantaged background. I can set oral language and vocabulary learning goals for children from EAL/D backgrounds, resilience learning goals for children with ASD, gross and fine motor skills for children who need these, and many more. It has been great to reflect on all the ways that play-based learning amplifies a differentiated curriculum.

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Students who are more engaged, motivated, focused able to self differentiate through providing opportunities to explore learning through play-inquiry clearly has so many benefits. I've seen benefits through simply asking open-ended questions/problem solving, imagine what is possible when you give permission for students to play and engage their whole imagination as well?

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I have known about AMPLIFY and the VEYDL documents for years but it is refreshing to see them in a different light and to see how they can provide lots of scope for a range of student led play based activities.

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i love how this module has reaffirmed many of my ideas and also given me new views and concepts.
my biggest downfall is now i have had the addition of the grade 1s into my room which provides new challenges with a lack of space and less resources to share around- i had previously organized resources based on my prep numbers. It has also meant less space to set up areas with  12 extra children to fit in. My other hiccup is with out timetabling l rarely have my students in the afternoons- as they are involved in specialist classes so it limits my time to complete these tasks . However i can clearly see from what i have started that each students brings their own knowledge to situations and take their learning along different paths based on where they are at. The interaction between students provides good learning and modelling as well. I have been able to use tasks as assessments and to also see areas of strengths and need that were not always as   evident in structured tasks.
a positive has been that the principal has offered to reimburse me for much of the equipment that l have gathered for these tasks and allowed me to have the old grade 1 room as  my break out room. Luckily we had done some renovations which has given lots of raw materials and  a relatively empty and close by container at school to store all my boxes and goodies.
l feel l differentiate well in general tasks but look forward to watching how it unfolds in less structured and open ended situations which are pupil led.
The idea of open ended goals is exciting too as our direction has always been to have a set focus and outcome in mind.
love the simple questions re learning intentions will definitely put them up as a reminder to me

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I think for me, being new at PBL, I really need to set different levels of the one activity. I feel that I'm constantly looking and setting up new activities that never get used or are a 5 minutes activity. I think I need to focus on student agency more and give students clear learning intentions and achievement goals. All the students are very good with playing together and learning from each other, I think the pandemic has affected those connections a lot. When I finally start building up relationships with students, we go into a lockdown which changes the students and teachers relationship. I think I need to be more specific and aware of the students likes and dislikes as they regularly change.

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Knowing my students and how they learn is going to help me plan the play-based learning sessions in a differentiated manner to help support each learner. One method for one student may not necessarily work for other students. Play based learning will be so valuable to my students, especially after the year we have had with the pandemic.

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Something that always surprises me in teaching is just how much of an impact student agency has on learning and achievement. I believe that sometimes we don't give students enough credit and choice and yet they are so capable! Open ended learning goals are highly valuable and essential to allow for differentiation of student abilities and celebration of differences. Thank you so much for the opportunity to enhance my own teaching in the classroom.

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It has been wonderful to see the need for differentiation. I particularly enjoyed listening to the use of open ended questioning to aide with the facilitation of differentiation. I very much agree on the need for specific and relevant learning intentions that are shared by both student and teacher.

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I have really had to be very open ended as I plan this year because the children have had such a range of skills. I find open ended learning goals in literacy quite easy to develop, however any ideas for the STEM area would be great?

Thank you,