Inquiring into Current Teaching.

Adele (Sommerville work colleague)  and I took a video of us
teaching students using play-based learning.

In my previous post, I mentioned that my students love marble runs.
As a result, I created an activity involving marbles and tubes for them
to use in class.

My students have been doing so well working in a 1:1 situation, keeping them focused and occupied for up to 2-5 minutes.  Knowing that my students love and engage with the marble run interactively, I thought of moving them to work in a group situation as they have been doing this activity in 3 -4 sessions.

The goal of my lesson was to see if my students could engage in

a group situation. The plan was for me to teach and lead the session
as well as guiding staff and students to engage in this familiar activity.

So I asked one of my support staff to video the session.

We started rounding up the students to sit at the table and it took
longer than I expected. I thought the students would sit at the table
straight away. Unfortunately, it didn't happen the way I thought
because of the time lost getting them to sit as a group. I decided to
work in a 1:1situation instead of a group session. 

It was interesting to observe Dayten and Jay because they are both
performing at the stage of Own Agenda skills according to
“the Hanen Program”. Dayten liked marble runs but he refused to
come and join in the group session. Jay sat at the table but was very
unsettled. So when it’s time to work with Dayten I asked the staff to
take a video of me working 1:1 with him.

When Adele and myself analysed the video. Adele made some
comments and asked some questions to analyse why? I didn’t achieve
the goal that I set for my students. “Goal was-For my students to sit
and engage in this marble activity in a group situation”

Questions Adele asked?

Why did Dayten refuse to sit at the table together with the rest of the class?

What does he really like in marble runs? 

Was it the sound of the dropping marbles or is it fiddling with the marbles? or

Is it the new game?

We watched the video together and Adele made a point that maybe
I moved them too quickly to a group situation.

From our discussion, Adele suggested trying to get the students to
work in pairs under staff support and moving them up slowly step by step. 

Analysing the video and discussion we made, alerts my attention that
my students can engage in the activity only in a 1:1 situation. They are
not yet able to engage in the activity if it's done in a different setting
or context.

What to change?

So we plan to make four steps procedures when working on a new
activity, slow down and ensure the students have learnt the skills in a
different setting or context before moving to the next step.

What did I learn from analysing the video?

-I learnt that sometimes I get too excited when I see my students
engaging and assuming they have learnt the skills.
- I moved them up too quickly to a higher level but these students
needed to transfer the skills and use it in different contexts. 
-Give them opportunities to use the skills they have learnt in a playful
group situation.

My hypothesis is:
1-IF I ...use what motivates my students to learn THEN...my students
will engage longer.
2-IF I….give lots of opportunities for my students to practise the skills in
a play-based learning approach THEN my students will be
more happier to take part in a group situation.
3-IF I …..slow down and work on smaller and achievable steps
THEN...my students are likely to achieve the bigger goal.

Next step?

When playing a new activity I have to set 4 step goals.

step1- work in a 1:1 situation (staff and student) 

Step 2-work in a 1:1 situation (student and student) but staff still support.

Step 3- work in a 1:1 situation (student and student) but staff still
support in a group situation.

Step 4- Hoping for all students to sit and engage in the activity in a
group situation up to 1-2 minutes.