Reflections+on+Discovery+Time

=** A Reflection on Discovery Time at Riverslea School 17/11/12 **= toc **RTC 6 7 8**

** 1. What is the purpose of discovery time? **
One of the main purposes of discovery time is to develop key competencies through activity based, child directed learning. ( Brenda Martin & Gay Hay). The key competencies that we focus on in the NZ Curriculum in schools are Thinking, Using language symbols and text, Managing self, Relating to others and Participating and contributing. The teacher’s role in discovery time is to develop programmes and activities that will challenge and extend children’s thinking. This will take their learning to a higher level. It is important to introduce the activity, which is linked to one or more key competencies and areas of the curriculum, to the children introducing a relevant WALT. This is to involve the children in the purpose so that they know what they are learning and how they can learn it. They will be aware of some skills needed to help their learning and what they actually need to do to achieve learning. A reflection, feedback, sharing session at the end of discovery time will help the children recognise if they have achieved the success criteria of the WALT and where to next. They will also be able to demonstrate, show and share some of the skills and key competencies that they have learnt. This evidence can be recorded on video or voice thread to both show visually and orally what they have done and achieved and factors such as what they could have done better or differently and what they learnt. Teacher reflection is another important factor to be included.

** 2. How does discovery time link to NZC and its principles? **
As discussed above the key competencies from the New Zealand Curriculum are key factors to be included and focussed upon in discovery time. Also relating the activities involved into curriculum areas are important as well eg the Arts or Technology. The principles of the NZC are essential and should underpin all learning, not only in discovery time, but all other curriculum areas as well. **High expectations** where children are expected to do their best, and even more, regardless of individual circumstances, work alongside principles such as **learning to learn** and a **coherent curriculum** that children as inquirers can own and lead individually, and in groups, on their pathways of learning and development. All education should be **inclusive** ( non- sexist, non- racist and non- discriminatory) and acknowledge the principles of the **Treaty of Waitangi** reflecting and valuing the **cultural diversity** in today’s schools. **Community engagement** and whakawhanaungatanga further strengthen a child’s learning and development as does **future focus,** an ownership of children of their inquiry and development and where they are going on their learning journey.

** 3. What does our programme look like? What are we trying to achieve? **
I follow a set format of planning to cover the areas discussed above in discovery. The purposes I consider important to cover include the children being able to seek and use knowledge, ask questions, think creatively, challenge themselves, be curious, share and work together ,reflect and record evidence to demonstrate their success criteria. In 2012 Term 1 I first covered the key competency of thinking. My curriculum learning area was The Arts. ( Paper weaving) I promoted skills such as problem solving, asking questions and thinking and met individual needs such as co-ordination and thinking skills at each child’s level. In reflection time I found that the children has also used their imaginations to make a variety of objects without guidance such as hats and fans, animals and models. I had only demonstrated mats. Whaea Debz videoed many of these reflections and examples of work. My second discovery focus was based on the key competency of relating to others. I used the curriculum area of the Arts and introduced and reinforced Inside Games such as Connect 4,cards, memory, dominos, bingo, lotto, study-ladder, building towers and marble ramps. Skills such as interacting with others, sharing and taking turns, competing, negotiating and co-operating were used. Helping support each other and being open to new learning were also important features of the discovery activities. Reflections showed that relating to others and tuakana- teina activities were prominent. Whaea Debz also recorded interviews with children and reflections in these discovery times. Term 2 had the key competency of Participating and contributing as a main focus. By using curriculum areas such as Technology, inquiry and the Arts the children were involved in planning activities for a celebration of Matariki at Riverslea school.. Skills such as communication were developed as were making connections and whakawhanaungatanga. Individual needs were met when connections were made not only with people in the immediate community but outside it as well. A major activity was making thank you cards for the performers at the festival. Connections and communication were reinforced when the children presented these and thanked the performers personally. Technology skills were also developed in areas such as Microsoft publisher and word. Children worked in pairs and shared ideas. Examples of this are on my wiki under Matariki and Connections. Whaea Debz again recorded interviews with the children and sharing and reflection times. Term 3 had a key competency focus on Using languages, symbols and texts. The topic of the Olympics focused on the curriculum area of Technology and Inquiry. The children worked together to create symbols and logos for our school Olympic day. Children talked, listened , researched, consulted, using a range of oral language skills. They again used tuakana –teina and processed through technology their inquiry and research. They followed instructions and learnt facts and knowledge. Whaea Debz recorded child interviews and reflections as well as examples of children’s work. An example of my planning is below for Term 4s focus on Music ( Arts) and Beat. For term 4 we (the teachers) are focusing on areas of music and introducing and reinforcing aspects such as beat, rhythm and pitch to the tamariki. Below is my Discovery plan for Term 4. I am focusing on Beat
 * Example of planning **

Planning for Discovery Time R2 Date: T4


 * ** Key competency focus: **

Participating and Contributing

Technology, Arts, Music || ** Introducing these to the students: **
 * Curriculum learning area: **

Music- Beat Rhythm and Pitch || - Children free play with instruments in groups of 3 or 4 practising beat - Use beat on computer/ ipads - Practise clapping beats - Compose a beat composition to share with group - Use instruments to beat to a song || ** Meeting individual needs: **
 * ** Activities: **

Developing a sense of beat and timing || Computers, laptop and ipads. Instruments, hands ( clapping) Environmental objects || What new thing did you learn today? || ** Possible focus question ** – link back to key competency
 * ^  || ** Equipment needed: **
 * ** Student sharing: ** Sharing and listening to each other as they practise and demonstrate their beat composition. Explaining how to do things.( verbalising ideas). Using and processing information through new technology.( ipads/ computers) Following instructions together . ||
 * ** Student reflection ** – What new beat pattern did you learn? How? What did you use to learn it ( sites/ instruments etc)? Who did you learn it with? How can you use it?
 * WALT ** -We are learning to: make music and demonstrate a beat pattern to others. ||
 * ** Teacher reflection: ** ||
 * WALT ** -We are learning to: make music and demonstrate a beat pattern to others.

** 4. How do we know what our learning is (students) and our impact as teachers? **
As discussed previously WALTS and success criteria are an important part of the discovery introduction. These are referred to frequently by the teacher and the students as the discovery continues. Questions such as “What are you doing?” Can you show me that you can do it?” How do you know you can do it?” “What would it look like?” “Tell me about what you have learnt.” What are you doing/ learning about?” Not only do teachers ask but students ask the questions of each other. Reflection is an important time where students share and discuss what they have learnt. The teacher’s impact is evident if the children show they can do what was expected of them successfully in the WALT eg “ We are learning to: make music and demonstrate a beat pattern to others.” Other children can also peer assess whether the children have achieved their success criteria in relation to the WALT.

** 5. What does the evidence look like? **
As discussed previously not only reflections and sharing but visual and oral evidence such as voice threads and videos. **Below are some videos of my Term 4’s discovery.** There are others in my Connection and Matariki threads. Children are discussing what they have learnt and demonstrating or showing examples of it. In 2 videos 5 year olds are asking groups what they did.

** 6. Where do we put our evidence? **
Recording evidence and posting it on wikis is a way of making it accessible for others to see. With the new wiki pages that my class have made ( with my assistance), they will also be able to drop their evidence on the page so that it can be a record of their learning and be able to be viewed by others eg whanau at parent consultation times.

Effective pedagogy

 * Encouraging reflective thought and action **
 * Enhancing the relevance of new learning **
 * Facilitating shared learning **

** Evidence- videos **
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Grace, Ihi, Tapsell and Noah have adapted a beat pattern to a familiar, song/ rhyme that they know ABC. Tuakana- teina is displayed here also with a range of children involved from Room's 1, 2 and 4. The children have displayed beat in a variety of ways using instruments and clapping.

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Jaden and Claude have also composed an ABC rap based on their interpretation of beat. They were very keen to be recorded and proud of their efforts.

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Ramo,Bo, Mohaka and Kauri demonstrated their understanding of beat playing Mary had a little lamb. They used a range of instruments and worked well together as a group.

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Sante, Shontae, Exzodia and Kororia worked together to produce a production of beat based on the song that they chose which was Twinkle twinkle little star. They are using the key competency participating and sharing and are s haring and listening to each other as they practise and demonstrate their beat composition. They are explaining to each other how to do things.( verbalising ideas) as well as enjoying themselves and having fun.