A3

Outline template for Story sharing plans

 

Choice of thread:

-What is the thread of interest you identified?

For kids to learn and get familiar with different colour, and introduce a fun creature to them that can change colour.

-Why did you choose this thread (rather than another)?

Because I found they are always talking about colour

-For the thread you chose, provide a few examples from your documentation from assignment #1 that will support your choice.

 For example, they will randomly get different colour bowls, plates and cups during snack and lunch time. They will always say which colour they like the most and they will provide examples of the same colour they received. Such as green like grass, orange like orange, yellow like banana.

Choice of story:

-what is the story (title, author, illustrator if it is a book)

The colourful chameleon

-why did you choose this story?

 To get children’s attention and introduce a fun creature to them that can change colour.

Choice of presentation:

-what day and time of the day will this occur?

The afternoon circle time on Oct.10 Tuesday.

-where at the practicum site will this take place (inside, outside, in a particular identified area)?

The carpet area where we do the circle in the classroom.

-how many children will be present?

There were 10 children in the class.

-are there any safety issues to be aware of?

When children are happy and getting excited, they will be standing up and jumping, or waving their hands, this could be a potential safety issue, but children from our classroom will mostly listen.

- how will you plan to either accommodate or keep limits on the number of children participating at one time?

I will have all the children in our classroom join the circle together, I will have my mentor and the other teacher join with us as well, we work as group.

-what method of story sharing did you choose to use?

I drew a chameleon on a ziplock bag and I stapled with a piece of white paper, when I was telling the story to children, for example I was asking them what colour will it change if the happy chameleon wants to swim in the ocean, they were saying blue, then I put a blue colour paper between the white paper and the ziplock bag, then the chameleon I drew turns to blue colour.

-why did you choose this method over another?

Because this method has more interaction with children and got their attention than just reading the book, so they can virtually see the colour changed.

 

Presentation:

-what invitation will you use to catch the children’s curiosity and interest to participate?

I have told them that I will show them a magic story in the afternoon.

-how will the children be participating (sitting, standing, both, in a structured formation or not, where will you be in relation to the children’s arrangement)

We sing the circle song, they will follow me and sing the song together and they know it’s circle time and they sit in a semi circle.

-how will the story sharing begin? Be thoughtful and creative.

I will ask about their favourite colour and favourite animals to get attention

-how will the children be actively interacting with the story as it unfolds?

They will answer the question for the story and they will think about some similar things for the same colour

-how do you plan to gather observation notes as this unfolds?

Just through my notes from the observations

- how will the story sharing come to a gentle close?

I let them try put the transparent ziplock chameleon on different things to see different colour then can experience by themselves and went back to their spot.

- will the children transition to another space/experience – if so, how will you initiate that transition?

No transition to another place this time, Ms Mian took over and it’s time for them to practice the French Song.

 

Collaborative discussion:

-what key feedback did the Mentor offer you on this plan

The key feedback for this plan it’s they were too excited to answer my question and getting closer and closer to me, I can barely hear my own voice during some moment.

 

Assessment/evaluation after plan was implemented:

-identify what was successful and what was bumpy

This was really successful compare to my expectation, children were really enjoy it.

-how would you change the bumpy bits if you offered this again?

But I really need to work on the transition, and when kids are getting to excited, I need to calm them down and continue the story. I will stop the story and let them know too crowded might hurt the friend beside them, we have to be careful.

-how did you feel?

I feel really happy and proud because all of them love the story and they are willing to learn.

-how did this experience support relationship building?

It builds the connection between me and all of the children, I am sharing my knowledge with them and they can tell me what they experience in the world, and we learn how we can always share thoughts.

Reflection

### Decision Making on the Initial Informing Thread

The world from a child’s perspective is an enchanting maze where ordinary things are seen with an extraordinary lens. My decision-making process in selecting colors as the thread of interest was immensely influenced by persistent and organic encounters with children’s curiosity towards colors.

While observing children during their day-to-day activities, their engrossment in discussing and identifying colors was notable. Be it snack and lunchtime, where they identified and enthusiastically spoke about the colors of their bowls, plates, and cups, or during playtime, where colors of objects were a constant feature in their conversations. They related green to grass, orange to the fruit, and yellow to a banana, showcasing a natural inclination to associate colors with their surroundings.

I could have chosen threads around shapes, animals, or any other everyday concept. However, colors emerged as a clear winner due to their omnipresence in children’s discussions and activities. Colors not only enhanced their descriptive vocabulary but also seamlessly integrated into their exploration and understanding of the world. Thus, adopting the color thread was not just about adhering to their interests but also fortifying their learning journey with a topic that they naturally gravitated towards.

### Reflective Insight and Relationship Building

The assignment unfolded as a beautiful amalgamation of learning, fun, and unintentional yet significant relationship building. My strategy leaned towards blending traditional storytelling with an interactive element, which was not just an innovative presentation method but a subtle bridge towards fostering relationships.

The story, "The Colourful Chameleon", wasn’t merely chosen for its colorful content but also for the opportunities it presented in enabling children to predict, participate, and feel involved in the narrative. Using a ziplock bag chameleon that changed colors, based on children’s inputs, they became co-narrators of the story rather than passive listeners.

This strategy did more than just hold their attention; it validated their contributions, acknowledged their predictions, and most crucially, it developed a shared experience amongst peers. Their shared excitement, collective predictions, and group interactions silently worked towards building a sense of camaraderie among them.

However, the bumpy road of managing their excitement taught me invaluable lessons about balancing enthusiasm with order. Ensuring that the children’s excitement did not transition into chaos was challenging yet crucial for maintaining a safe and conducive learning environment.

Upon reflection, the shared experiences amongst the children not only fortified their interpersonal relationships but also enhanced the teacher-student dynamic. The children were not mere receivers of information; they were contributors, decision-makers, and an essential element of the storytelling process. They saw their thoughts being validated and physically manifested through the color-changing chameleon, bridging the gap between passive learning and active contribution.

While the session was educationally beneficial, the undercurrent of relationship-building was an unforeseen yet welcomed outcome. The shared excitement, collective decision-making in determining the chameleon’s color, and the mutual respect for each other’s predictions and stories wove a subtle yet strong web of interpersonal relationships among the children and with me.

In essence, this assignment was an enlightening journey where the colorful world of children was not just explored but also celebrated, creating a pathway where educational content, emotional connections, and relationship-building coexisted harmoniously. This not only shaped their learning experiences but also gently nudged them towards understanding, appreciating, and respecting the thoughts and contributions of their peers and teachers alike.