1. Target Audience – Self-Contained Kindergarten classes (5 and 6 year olds) taught by Christina Schraeder and Christian Barnes.
2. Materials – Tubes, pipes, sand, vacuum hoses, large play area, digital video cameras, observational rubrics, signed model-release forms, video making software (i.e. iMovie) and Web 2.0 tool VoiceThread
or similar.
3. Objectives –
Learning Objectives: Student
1. Tell about your thinking with regards this to this weeks’ provocation (i.e. tubes and hoses and cooperative play in the outdoor area.)
2. Articulate your thinking in a recorded voice thread after watching video documentation of the event.
3. Define and describe the actions that you observe including your own or
your friends’ discuss and formulate an opinion/idea about improved future provocations – record a response.
4. Procedure –
1. Put provocative new materials in the outdoor area of school.
2. Assure that the materials are large or heavy enough to necessitate cooperation on the part of the kids.
3. (For the teachers) Make predictions regarding what you think the kids will do with the provocation.
4. Prior to the arrival of children, position videographers at prime locations to observe and record what ensues.
5. Use a movie-making program to splice together short clips of the play and “dialogue with materials” that ensued.
6. Gather together the kids to observe the video and discuss together.
7. Repeat the process above two more times – so novelty is not the only issue at play.
8. Create “identities” for the students on VoiceThread with their help. Use the IWB to facilitate a demonstration of the use of the Web 2.0Tool.
9. Practice with some of the online demonstration videos for example www.voicethread.com/about/doodling.
10. Note: Because we were unable to use voicethread for video commentary recording; due to our districts’ security, specifically the fact that video and voice recordings are controlled remotely via voicethread, the following steps are slightly different than initially envisioned:
11. In subsequent days interview children regarding their observations about the collaborations, which took place on the playground
12. Use the recordings to share with the students for continued dialogue about improvements in collaborative play and/or provocations
13. (For teachers) use the recordings to engage in dialogue to inspire better collaborative play and/or provocations. Use the recordings, predictions and observational rubrics to guide continued reflective practice
5. Web 2.0 Tool – Voicethread
6. Social Participation/Social Learning – Collaborative play as a rule is a social endeavor. The learning will take place during whole-group, guided group and non-interruptive pair discussions.
7. Making Connections – Learners will reflect upon past behavior and or attitudes at play and make connections to the video footage to describe their collaborative growth over time.
8. Create/Produce – The children will produce dra
wings and ‘written’ documentation about a small-moment during the provocation and share this with their peers. The teacher/child and Web2.0 tool will create a documentary episode for other children/parents to enjoy.
9. Reflection – The product is also their reflection piece. The entire process/plan is the product of reflective teaching practice.
Sometimes are biggest roadblocks are our greatest inspirations for creativity. It looks like you are well on your way to hurdling those roadblocks to make a difference in your classroom.
ReplyDeleteDon't worry too much about the project not matching the vision. In not getting what we expect we often learn so much more.
Watching the movie I couldn't help but think about how much the adult mind loses in forsaking play. Your kids came up with some really creative ideas and ways to cooperate that might have been lost on older generations. How fortunate your students are that you let them exercise their creativity!