Discovery+T2+2013

Discovery T2- Indoor Games toc = Indoor Games =

RTC 6 7 8
Planning for Discovery Time R2 Date: T2 2013
 * **Key competency focus:**

Participating and Contributing


 * Curriculum learning area:**

Social Sciences-Continuity and Change Indoor Games || **Introducing these to the students:**
 * Indoor Games**
 * A range of board, jigsaws, marble track, lego and boxed games such as Guess Who,Beetle, Pictionary, Scrabble,Pick up sticks and Dominoes**

(Also ipad learning apps) ||
 * **Activities:**

- Children in pairs or small groups investigate, play and practise indoor games

-Children play a range of games and learn how to share, participate and turn take. -Older children accept responsibility in teaching and assisting younger children ( tuakana-teina) || **Meeting individual needs:**

Oral language, sharing, turn taking, accepting responsibility, compromise, communication. ||
 * ^  || **Equipment needed:**
 * a range of games, jigsaws, cards, lego**,

ipads. ||
 * **Student sharing:** Talking and listening to each other as they explain how to play games (verbalising ideas, information and rules). Using and processing information as they play games, share and take turns .Following instructions together. Sharing in reflection how to play a game and its success etc. ||
 * **Student reflection** – What new skill, game did you learn? How? Who helped you learn it? Why were they helpful? ( or not) How do you play it? || **Possible focus question** – link back to key competency


 * WALT ** -**We are learning to play indoor games.**


 * SUCCESS CRITERIA- We will know we can do this when we can play one or more games successfully and explain to others how to play them. ** ||
 * **Teacher reflection ( and student/group reflection):** ||


 * Below**


 * Context for Learning and what I did **
 * I brought along a range of indoor games for the children to play with using the key competency participating and contributing.** **I wanted the children to work together and experience board games and creative construction games as well as problem solving and sharing skills.I demonstrated how to play each of the games to the children and discussed the WALT and success criteria with them. I asked them to share their ideas and skills and then encouraged them to chose a partner / buddy (tuakana -teina) or a small group. This was so that they could play the games together, share ideas and help each other, participating and contributing together.**


 * What we did **
 * The children then buddyed up with a tukana- teina pairing and/ or small groups. They chose a game that they wanted to play. I helped them understand how to play the games that they had chosen. I then watched them, helping or giving advice where asked, as they played the games. The children then played well participating and contributing together. Some children changed games quickly as they did not enjoy the game that they had first chosen or found it challenging eg Pictionary, but most of the children stayed at the games that they had chosen for a while before moving on to a new game or a new group or pair. I continued roaming around the classroom assisting and guiding and helping where necessary. **
 * The children all had a sharing session at the end where they talked about the game that they enjoyed the most and gave instructions to the group on how to play it.**


 * Evidence **




 * Impact of that learning ( Evaluation) **
 * The children enjoyed the games and they worked well in pairs or small groups as I let then choose their own partner or partners. **
 * Some of the older children displayed patience and guidance with the younger children showing them how to play the games. **
 * Every child was able to talk about the games that they had played and how they played them, as well as which one they enjoyed the best and why. **
 * The objectives, learning intention and success criteria were then achieved. **


 * Where to next? **
 * I plan to encourage the continued use of a range of indoor games by the children in my class.**
 * This will help them develop and reinforce sharing and communication and oral speaking skills as well as skills such as contirbuting and participation.**
 * it will also extend problem solving skills as well as being fun for the children.**

** Teacher pedagogy **
Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world.
 * Making connections to prior learning and experience **

Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support, and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further.
 * Facilitating shared learning **