A3

Outline template for Song plans

 

Choice of thread:

-What is the thread of interest you identified?  

The weather is starting to change to fall in September, every morning when we are doing circle time we will go over the dates and the weather.

Choice of song:

-what is your choice (name)

Autumn is here again

-why did you choose this (over other possibilities)?

We played on the playground everyday, and some kids will tell me they love leaves, they picked up all the leaves and use it to make lots of creative stuff.

 

Choice of presentation:

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

October 6, 2023 morning circle time

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

Indoor, carpet area in the classroom

-how many children will be present?

All children from our class, about 10

-are there any safety issues to be aware of?

No safety issue for this activity

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

 All children sit on their spot in a semi circle

Presentation:

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

They love songs and they can pick up new songs really quick. I just told them I’m going to teach them a new song. They are happy about it.

-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)

They are sitting on their spot at the beginning and then they stand up because I added some movement so they can easily remember the lyrics of the song.

-how will the experience begin? Be thoughtful and creative.

I will let them to the song for couple of times, then we break down the lyrics and teach them line by line.

-how will the children be actively interacting?

They are actively listening and try to follow the song as best as they can.

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

My mentor have took a short video for me that I saw 2 children that are really different, one was sitting at the back and was also following me and try to learn the song, but the other child was really super exciting, standing beside me and singing really loud and keep on moving.

- how will the experience come to a gentle close?

After the song is finished, we were trying if they can follow the rhythm and sing the song

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

They will try to sing with me once, and then they can go change and get ready for going outside

Collaborative discussion:

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

 When I present the song to them, the lyrics of the song contained different colour leaves, apple, pumpkin, basket, and box, so next time I can prepare all of these while teaching them or draw them, so they can have better idea virtually and they will learn faster.

Assessment/evaluation after plan was implemented:

-identify what was successful and what was bumpy

The result comes out successfully, children love the song and I heard one them sing on the other day. I was surprise. The bumpy is I should prepare more next time.

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

so next time I can prepare all of these while teaching them or draw them, so they can have better idea virtually, or I can let them pick different colour leaves with me.

-how did you feel?

I feel great, and those feelings that I can say it in words when I heard two of them still remember some part of the song.

-how did this experience support relationship building?

 Music is a connection between everyone from all different backgrounds. Sometimes children don’t know the meaning of the song but they can still sing the rhythm. When we sing together, we will feel that we have something in common, our relationship get closer.

Reflection

In choosing the initial informing thread of interest, I considered the season, which was fall in September, and the children's engagement with the changing weather during circle time. I wanted to connect their real-life experiences and interests to a song that would be both enjoyable and educational. Given the children's enthusiasm for leaves and their creative play with them, I selected the song "Autumn is here again" as it aligned perfectly with their fascination with fall elements.

Through this assignment, I've learned the importance of tailoring activities to the children's interests and experiences. The key learning was that children are more engaged and enthusiastic when the content is relatable to their lives. The song not only taught them about the season but also fostered a sense of community and togetherness.

The experience of teaching the song supported relationship building by creating a shared experience. Even if the children didn't fully understand the song's meaning, they could connect through the rhythm and melody, building a sense of camaraderie. Singing together allowed them to bond and share in the joy of learning and singing, strengthening their relationships within the classroom.

Outline template for Song/rhythm game plans

 

Choice of thread:

-What is the thread of interest you identified?  

 Children loves rhythm and they love to play all different kinds of game.

Choice of rhythm game:

-what is your choice (name)

A math rhythm game

-why did you choose this (over other possibilities)?

 Because the math goal of our class this month is to learn the number 1-20, I want to find a fun way to help them recognize the numbers and remember it.

Choice of presentation:

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

Oct 13, 2023

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

Carpet area in the classroom

-how many children will be present?

11

-are there any safety issues to be aware of?

When children sit too close to the number circle, the two children who walk around the circle might be tripped.

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

I’m keeping the children participating 2 by 2, other children will sit around and wait for their term.

 

Presentation:

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

I will let them know we will be playing a game and see who can pass the little test.

-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)

They will be sitting in a circle and wait for their turn, they can sing while they are watching. I will explain how it works to them and they can sit properly and wait.

-how will the experience begin? Be thoughtful and creative.

The song I’m playing will be the song they are currently practicing with. They can practice while they are waiting.

-how will the children be actively interacting?

They will sing the song when they sit in the circle and they will walk around the number cards, they raised their hands and wants to get a turn again for playing the game, Children will come up 2 by 2 walk around the number cards while the music is playing, and they will stop when the music stops and speak out the number that’s beside their feet.

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

I took notes, compared to this game than I just write the number on the board during circle time, I found children can remember numbers easier and they seem don’t forget. I also found out that when one of them can’t say the number, other children will help him.

- how will the experience come to a gentle close?

After they tell me the right number and I will give them a sticker to reinforce, for those who help others get the sticker too.

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

Yes, when they finish the game, they will be transit to the next place and get ready for outside.

 

Collaborative discussion:

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

My mentor is happy with this activity, but instead of explaining to them by words, next time I can invite 2 of them show an example or I can invite the teacher as well.

Assessment/evaluation after plan was implemented:

-identify what was successful and what was bumpy

Everything seems successful this time, except for the example showing to them needs to be more detail.

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

next time I can invite 2 of them show an example or I can invite the teacher as well to show how the game works.

-how did you feel?

I feel great that I am doing something with them that they like and also can help them to recognize the numbers as well to help meet the goal.

-how did this experience support relationship building?

Children loves to play with me and learn with me, I can really feel the connection between me and all children in our class are getting a lot stronger. I feel sad that I’m leaving soon.

Reflection

**Explanation of Decision-Making Process:**

Choosing the initial informing thread, particularly focusing on rhythm and numbers, sprouted from the observed innate enjoyment children derive from engaging in rhythm games, paired with the educational goal of the month: learning numbers 1-20. Children's love for games and rhythms, and their inherent curiosity and enthusiasm for interactive activities, make rhythmic games an engaging learning medium. The aim was to intertwine learning with play, ensuring that the educational objective is met in a lighthearted, enjoyable, and participative manner. The choice of a math rhythm game was intentionally aligned with the class's monthly goal, thereby serving a dual purpose: reinforcing numerical learning while simultaneously providing a playful, engaging activity.

**Reflection and Key Learnings:**

Through the implementation of this plan, I observed the potency of combining learning with playful activities and how effectively it builds a positive learning environment, ultimately fortifying relationships among children and between educator and children. The game not only enhanced the children's numerical recognition skills but also actively fostered cooperation, patience, and supportive behaviors among them. Notably, when a child struggled with a number, peers eagerly assisted, showcasing not just acquired knowledge but also empathy and collective learning.

Despite the overall success, a smoother transition from explanation to engagement is noted for future interactions. Demonstrating the game, rather than relying solely on verbal explanations, would cater to diverse learning styles and potentially ignite greater enthusiasm from the start.

The emotional connections strengthened during this interactive learning game are profoundly valuable. The children's eagerness to play, learn, and even to assist each other were not just indicative of a positive learning environment but also a nurtured sense of community and mutual respect among them. The sadness expressed regarding the impending departure hints at the strong relationships that have been built during these interactive learning sessions.

In summary, this experience underlined that learning, especially for children, thrives in environments where educational objectives are seamlessly woven into playful, supportive, and engaging experiences. Moving forward, preserving the essence of learning through play and ensuring clear, demonstrative instructions will be pivotal in sustaining this positive learning and relational environment.

Outline template for creative art plan

 

Choice of thread:

-What is the thread of interest you identified?  

Children will use Lego to build cars, bus, train or other transports, and sometimes they will use other toys to pretend something on their hand and make some sound with their mouth.

 

Choice of creative art:

-what is your choice (name)

A little plastic parachute

-why did you choose this (over other possibilities)?

I have talked to my mentor about some plans and she said kids will be crazy for this plan. And because I have tried this activity when I was in kindergarten and I love it, that’s why I chose this.

-what art ‘dialect’ will you offer? (e.g. paint, pastel, chalk, clay, textiles, paper, multi-media, collage…)

Plastic bag, colour pen, fine yarn, wood sticks.

 

Choice of presentation:

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

Oct 11, 2023 Wednesday afternoon.

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

Outdoor on the playground

-how many children will be present?

Everyone in the class, about 12 but not all of them will be joining the experiment.

-what materials will you need and quantities?

Plastic bag, colour pen, fine yarn, wood sticks.

-are there any safety issues to be aware of?

Because is outdoor on the playground, children can be very active and running around, they will always have safety issue when kids are running around.

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

Some kids will like to play on the slides or doing their own thing, so those who are interested will do the experiment with me together.

 

Presentation:

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

I will show them a finished parachute that I made to catch their curiosity.

-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)

Children can be wherever they want on the playground to see the parachute falling.

-how will the experience begin? Be thoughtful and creative.

I will let them to find some wood sticks for me that I can hang below the parachute and throw it up as high as possible and let the parachute come down, so they can see how it works.

-how will the children be actively interacting?

They are so excited and they want to make their own parachute, they were telling me what colour of the parachute they want, what kind of shape they want and they would like to hang something different below the parachute, children are full of imagination.

- how will the experience come to a gentle close?

I have show them how I made it and how does it work. And we go back to the classroom.

- length of time needed?

For explaining to them and show them the whole process, it took around 20-30mins.

-are there any extensive clean-up considerations to plan for

Not really for this project.

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

We went back to the classroom.

 

Collaborative discussion:

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

I will let the kids to choose the item that’s hanging on the parachute and prepare some thicker yarn for them to use and also I have found a easier version to do it. The sample I made was really delicate, it broke twice.

 

Assessment/evaluation after plan was implemented:

-identify what was successful and what was bumpy

The experiment was successful, and children loves it, this time I let the kids to choose the colour of the yarn and they helped me to find wood sticks, but considered the time, I felt bad they didn’t have the chance to make their own parachute.

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

I have found the thicker yarn and I have tried many different easier version, that’s stronger and easier for them to make it.

-how did you feel?

I feel good when they were around me, curiously ask about everything. They were also sharing with me when they have seen parachute in the movie, story book or in real life.

-how did this experience support relationship building?

This experience has really make them feel that I’m a magician, they were surprised that the parachute really works. When they all want to try throw the parachute kids listened to me, and they know they need to line up and wait for their turn, they learn how to be patient and wait.

Reflection

**Decision-Making Process for Choosing the Thread of Interest:**

The initial thread, wherein children engage in imaginative play using Lego to build various forms of transport, was chosen due to its ubiquitous appeal among the children. They inherently demonstrated a draw towards these imaginative and construction-oriented activities. The physical actions and audible enactments (like making vehicle noises) illustrated their immersive engagement and desire to creatively express through their miniaturized, playful world-building. Additionally, Lego, being a versatile tool, inherently enables children to express their cognitive and creative capacities, making it an ideal medium through which imaginative play, construction skills, and social interactions can be explored and developed. Thus, choosing this thread was anchored in its observed ability to naturally fascinate and engage children, providing a rich foundation upon which to scaffold further creative learning and exploration.

**Reflection and Key Learnings:**

The overall implementation of the art plan, particularly the creation of little plastic parachutes, underscored numerous learning facets both for the children and myself. Firstly, it became evident that children’s curiosity and engagement are piqued when they witness something that captivates their interest – here, the working model of a parachute. This initial spark was critical, not only for grabbing their attention but also for laying down the first stones on the path of exploratory learning and creativity.

In regard to relationship building, the experiment significantly enhanced my relational ties with the children. The parachute activity was not merely an isolated creative endeavor; it transformed into a collective experience wherein children and I shared thoughts, ideas, and experiences about parachutes and much more. The children viewed me not just as an instructor or facilitator but as a co-explorer, engaging with them in a shared journey of curiosity and discovery.

In sharing stories and experiences, both of mine and theirs, we built a bridge of shared understanding and mutual respect. My listening to their stories and ideas gave them a sense of value and importance, establishing a foundational trust and reinforcing the notion that their thoughts and expressions are valid and worth sharing.

Moreover, the tangible, hands-on nature of the parachute activity, and the collective enjoyment and anticipation of watching it float down, created a shared joyous experience. Even in the moment of waiting for their turn to throw the parachute, an inadvertent lesson in patience and respect for peers was embedded, reinforcing social skills and cooperative behaviors.

In retrospect, while the activity was largely successful in evoking enthusiasm and fostering relational ties, the time management and opportunity for all to create their parachutes stood out as a bumpy patch. Future iterations would benefit from adjustments in the crafting process to ensure that every child gets a hands-on experience in making their parachute, thereby ensuring that the joy of creation is democratized across all participants.

In essence, the assignment illuminated the intrinsic value of utilizing child-led interests as a springboard for crafting meaningful, engaging learning experiences and underscored the profound impact that shared creative experiences can have on relationship-building among children and between the children and myself.