Decided to integrate all my lesson plans to meet several outcomes in the EYLF and EYCG. First lesson was a hit! The children were really engaged from the beginning by focusing on a brightly coloured visual organiser displayed onto the whiteboard. They could see what they were doing and I also showed them two of the completed activities so they knew what was expected of them. We then had a big discussion about the foods we can eat sometimes and the foods we can eat often. They have started a sort poster and are bringing in images from home to place each day on the chart. A numeracy lesson later in the week is centred around sorting so hopefully will keep the wellbeing discussions going as well. After we had our discussion, the students followed a very bright multimodal visual of someone performing yoga movements for 10 minutes (saved me doing it – plan B!!!!) The IWB appears to be a great success for such activities as it is so bright and colourful and so large. All of the students followed the movements (4-5 years) and were completely engaged throughout the whole session. We then made pretend kebabs with a gluing activity and they also cut up real fruit to place on a kebab stick and eat.. Now they are ALL sleeping. A very healthy theme today and every child met the outcomes of the day. We shall finish off with the story of ‘The Very Hungry Caterpillar’ later when they wake up.
One moment that really stood out was when I showed them a packet of popcorn and half of the class said it was for ‘sometimes’, and the others said it was for ‘often’. The students had a really healthy discussion on why they thought it would go this side or the other. They were all using their manners and describing words such as salty, sweet, buttery! In the end we read the packet which said ‘SALTY, SWEET POPCORN’ they all discussed further and voted on where it should be placed. The votes won for the ‘sometimes’ side and I asked a student to tell the class why he chose to put it there… he pointed to the words on the packet and said they were like chips – sometimes!
My mentor gave great feedback and said the activities I had chosen were very different, effective and engaging. I thought my lesson ran very well and it appeared the students all had fun, especially the yoga session. The students will be able to look at images of themselves and stories when they log in with their parents tonight to Story park and reflect on their learning throughout the day.
Learning stories are used to note student’s emotions and actions that provide teachers and parents with a ‘point-in-time snapshot’ of the students learning that is continuously evolving (QKLG, 2010 p.17). The learning stories uploaded to the Story Park blog site will fit nicely with Connectivism theories as students use technology (parents laptop) to participate in discussions and interact and reflect on their learning (Siemans, 2005 p.6). Piaget and Vygotsky theories were also followed to help students form relationships when they participated in a learning experience (wellbeing discussions and yoga) with the whole class. .I also feel that the use of the ICT (Interactive Whiteboard) amplified the students learning when using the brightly coloured multimodal presentation (Yoga/graphic organiser) to engage all learning types in the room. Without the ICT, the students would not have had the yoga experience and the discussion about how good they were feeling afterwards.
Anyway 2 down and 3 to go!