Walker Learning in K-2Play Matters

Erin HealyKindergarten Teacher

St Joseph’s School Kununurra

References from Play Matters by Kathy Walker 2011

Play based, developmentally appropriate practice.

In K-2 it is based around investigative learning.

Australian.

Based on the children’s interests.

What is Walker Learning

Focus Child

Reporter and Photographer

Tuning in and reflection

Investigations

Communication board

Planning and documentation

Key Elements of Walker Learning

Each child will be a focus child for a whole day once a fortnight.

Roster system lets all students and parents know when each child will have their turn.

Focus children;- stand or sit at the front of the class during tuning in and reflection- teacher discusses their interests with them in front of the class to scaffold and model learning intentions- spend special time with the teacher during investigations- report back to the class on their learning during reflection.

Focus Child

Teacher directed roles

Teacher gives photographer and reporter a task and requirements during tuning in each morning.

During reflection time children report back to the class about their task.

Reporters; look on, talk with, listen and respond to other children in the class. Specific task for each child.

Photographer; before & after photos, examples of particular skills, time sequence of investigations.

Reporter and Photographer

Tuning in is for the learning for the whole day.

4 key parts;- welcome and administration- reflection & revision of literacy & numeracy intentions- focus children, reporter & photographer scaffolding in front of group- intentional direction at dispersal

Tuning in

Reflection time is the springboard into formal teaching.

Four key parts;- scaffolding focus children, reporter and photographer- teacher modelling particular skills and concepts from investigations- freebies children who are chosen to demonstrate a particular skill- setting up and packing away ready for the rest of the learning.

Reflection

Central focus in the classroom meeting area.

Statement of Intent for the fortnight is displayed.

Timetables, focus children, reporter and photographer rosters.

Developing responsibility in the children – checking in daily.

Information for parents and carers

Communication Board

Planning is fortnightly.

Use statement of intent.

Daily record sheet

Individual record sheets

Planning and documentation

At least four mornings a week

Day starts with active hands-on experience.

Each day there is still formal instruction in literacy and numeracy.

Experiences of the children and the explicit teaching that takes place during investigations are used as a springboard into the formal teaching of the day.

Focus children, photographer & reporter

Investigating requires at least 45 minutes.

Investigations

Calmer classroom.

Children are learning more authentically.

Higher levels of engagement as learning is based around the children’s interests.

Build better relationships with children.

Children are happy and excited about coming to school.

Teachers enjoy it too!

Benefits