Play and formal curriculum areas are not mutually exclusive, but work together to enhance student learning. Play is present in all curriculum areas and makes a significant contribution to learning. The combination of hands-on experiences, rich materials, thoughtful planning, and artful teaching supports and engages learners across the range of curriculum areas. In this two-part segment, we see how teachers offer engaging learning opportunities in the specific areas of English language arts, mathematics, and science with links to social activities and the arts. In addition, we see crosscurricular teaching and students choosing their own learning opportunities.
Play and formal curriculum areas are not mutually exclusive, but work together to enhance student learning. Play is present in all curriculum areas and makes a significant contribution to learning. The combination of hands-on experiences, rich materials, thoughtful planning, and artful teaching supports and engages learners across the range of curriculum areas. In this two-part segment, we see how teachers offer engaging learning opportunities in the specific areas of English language arts, mathematics, and science with links to social activities and the arts. In addition, we see crosscurricular teaching and students choosing their own learning opportunities.
We know that in effective classrooms, assessment happens every day in a variety of ways. A play-based classroom offers unique and varied opportunities for teachers to understand and support their students as learners through a variety of assessment approaches. In this segment, we see the teachers using forms of assessment ranging from more formal tools to prompts, observations, self-assessment, and a variety of other ways that help students demonstrate learning. The teachers also share their strategies for organizing and documenting their assessment data.
LRTS Webinar, orginally aired Thursday, October 17 / 2012.
Presenters:
Stephen Jamieson, Literacy/Technology Mentor
Barry Wilson, English Language Arts Consultant
Peter Oldreive, ICT Consultant
Stephen Jamieson, developer of the Integrating Technology to Support P–3 professional learning Moodle, will showcase how to use the P–3 mobile technology centres in your classroom effectively to support student achievement in literacy. Stephen will be joined at this session by DOE Consultants: Barry Wilson, and Peter Oldrieve.
Using the P–3 Mobile Technology Centres to Support Student Literacy
