Sharing Evidence and Data about My practise.

Here is the evidence and Data were collected before I implemented my Intervention

Data was collected through Teacher Observations and assessments using 

• “More than words” assessment from Hanen Organisation Programme, 

• Stages of Play retrieved from pathways organisation and 

• Piaget’s period of Cognitive Development.

In term One, I posted that I have 6 boys (between the age of 6-8 years old) and they have a short attention span. I had to find a way to motivate them to be able to engage.

Everytime I tried to approach my boys to engage in a work task this is what I get from them

• Whinging

• No sign interest 

• unhappy 

• screaming 

• non-compliance

• inappropriate behaviour such as biting.

The problems I faced that the kids were so disengaged and unhappy. The time was lost and wasted through motivating and getting my learners to engage in the activities presented.

Pre-Assessment-Communication and Interaction

The Speech Therapist and myself assessed the students communication and play interaction using the “Hanen Assessment Programme”.-More than words, we used this programme because it is suitable for our group of students.

According to “The Hanen Program” The level of the reasons for the child to communicate and interact are categorized into 4 stages

More than Words Assessment Programme	Pre-Assessment
1-Own agenda (Show what he wants or doesn’t want)	1 student (Jay)
2-Requester (Intentionally ask for things he wants or doesn’t want)	2 student (Dayten and Harley)
3- Early Communicator (Connect with others by sharing Interests)	2 student (Tay and Harley)
4-Partner (Have short conversation about many things)	1 student (Tay)

Pre -Assessment- Stages of play 

2 Students at -SOLITARY PLAY (Birth -2 years)

2-students at-SPECTATOR/ ONLOOKER BEHAVIOUR (2 Years)

1 student at -ASSOCIATE PLAY(3-4 years)

1students-COOPERATIVE PLAY (4+ years) 

                                                               

Stages of Play	Pre-Assessment
Unoccupied Play (Birth-3 Months) At this stage, babies are just making a lot of movements with their arms, legs, hands, feet, etc. They are learning about and discovering how their body moves.	No students at this level
Solitary Play (Birth-2 Years) This is the stage when a child plays alone. They are not interested in playing with others yet.	2 students at this level  (Jay and Dayten)
Spectator/Onlooker Behavior (2 Years) During this stage a child begins to watch other children playing but does not play with them.	2 students at this level (Harley and Tay)
Parallel Play (2+ Years) When a child plays alongside or near others but does not play with them this stage is referred to as parallel play.
Associate Play (3-4 Years) When a child starts to interact with others during play, but there is not a large amount of interaction at this stage. A child might be doing an activity related to the kids around him but might not be interacting with another child. For example, kids might all be playing on the same piece of playground equipment but all doing different things like climbing, swinging, etc.	1 student at this level (Lionel)
Cooperative Play (4+ years) When a child plays together with others and has interest in both the activity and other children involved in playing they are participating in cooperative play.	1 student at this level  (Zack)

 

Pre Assessment of Cognitive Development-According to Piaget’s Periods of Cognitive Development

3 students at the stage of Birth -2 years

2 students at the stage of 2-6 years

1 student at the stage of 7-11 years

Piaget’s Periods of Cognitive Development				Pre- assessment
Birth -2 years	Sensori-motor			3 students at this stage (Jay, Dayten, Harley)
2-6 years	Pre-operational			2 students at this stage (Lionel, Tay)
7-11 years	Concrete Operational			1 student (Zack)
12 years to adult	Formal  Operational			Not yet

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 engage and achieve the bigger goal.

Reference: 

More Than Words-Retrieved from http://www.hanen.org/Programs/For-Parents/More-Than-Words.aspx

Stages of Play

Reference: Stages of play Retrieved from https://pathways.org/kids-learn-play-6-stages-play-development/

 

Reference-Piaget Cognitive Stages of Development

Retrieved from ttps://www.kidzapp.in/piaget-cognitive-stages-of-development/

 

Reflection into my current Teaching.

 “Throwing and catching the ball” lesson in T.3

I  was trying to teach ball skills (passing and catching) to my students as part of our P.E and Physio programme. 

Our Learning Goals:

1. To get ready to receive the ball.

2. Catch the ball 

3. Pass the ball to the next person.

The session started but it did not go according to my expectation.

My students did not show any interest in what I was trying to teach. I had realised that I was so excited to teach this new skill that I forgot to use my 4 step procedures.

4 step procedures

Step 1-1:1 session (student and staff)

Step 2-1:1 (student and student) with staff support.

Step 3-1:1 (student and student) in a group with staff supervision

Step 4-all students in a group for up to 5 minutes.

 I ended the session because 1- no one was engaged

                                            2 - the students were not interested.

                                                3 - time waste

I changed the game to a fun racing game. Boy!!...all the students enjoyed the raising game. It was fun and they participated happily. 

Reflection!!

Again I was very excited about the game and assumed that all my students could pass and catch the ball. I only realised this when I was not able to gain my student’s attention to engage in the game. The first session did not work out because they all needed 1:1 support. My game Plan changed - Instead of working on ball skills-passing and catching, we played racing games because I know they all loved it.

What I have to remember?

-To use my 4 steps procedures approach every time I am teaching a new skill.

 video 3 of motivating activities to increase engagement and interaction.

 Video 2 of Motivating activities.

Providing Motivated Activities to increase Engagement and Play Interaction.

In term 3 my students have been busy working on increasing their engagement and Interaction skills through a variety of motivated play activities.

 My hypothesis is:

IF I ...use what motivates my students to learn THEN...my students will engage longer.

IF I….give lots of opportunities for my students to practise the skills in a play-based learning approach

THEN my students will be happier to take part in a group situation.

IF I …..slow down and work on smaller and achievable steps THEN...my students are likely to engage and achieve the bigger goal.

 Here are a few short clips of these motivating activities

provided for my target students.

Video 1