Invitation to Create - a new addition to my Reading Tumble

This year is my first full year teaching juniors with having a Year 2/3 class.  It has meant I've had to adjust and modify my programmes to cater for the fact these children are so much younger than I've had previously.

One idea that could my eye on Pinterest is "invitation to create" and the Reggio Emilio activity "loose parts play" and "tinker trays".  See these screen shots from Pinterest below to see some of the inspiration.

So I decided to combine these ideas into my version of Invitation to Create for my Reading Tumble.  The purpose was for the students to be creative and challenged.  To learn more about how the Reading Tumble works, click here to go to the post where I explicitly explain how it works.

The next fun part of collecting items that can be reused for different projects and mixed and matched.  And every teacher knows that your first port of call are $2 shops.... and I am trawling through them all!

I already had straws and coloured ice block sticks and match sticks and colourful buttons, but I went hunting for more buttons, coloured glass beads and stones and bottle lids.

The first challenge I set my students was for Anzac Day, to make poppies.

On the lid I stuck these instructions.  The children are also challenged to post their creations on Seesaw (which our school has gone all out on this year) so there is a record of their creations.  Below are some examples of the photos posted on Seesaw by the children with their interpretation of an Anzac poppy.

I've also decided this can be used for my Maths Tumble.  So the first challenge is to create algebraic patterns.  I'll blog about the maths aspect in another blog later in the year.

To give them a space to create within, I went to The Warehouse and purchased A4 photo frames at $2 each.  I removed the glass and replaced it with stiff black paper to be the backdrop.

Then I had to sell it to the students.  It was not a hard sell.  The children love this activity and the parents have responded with lovely comments on the Seesaw posts to their creativity.

After six days of doing the Reading Tumble rotations I did decide to change the challenge though.  Sticking to the Anzac theme, I asked them to do soldier medals.... but many are confused with medals from the Commonwealth Games... so we've had a few interesting pictures.

I also changed some of the materials in there.... but this is what it looks like when children don't put things back in an orderly fashion!!

And here are their interpretations of an Anzac medal....

As we moved into our Matariki theme, I changed the challenge to a planet.

And here are the children's interpretations of their own planet....

And then it changed to a constellation of stars.  And this was their interpretations of their own invented constellations and them copying one off the wall....

What I really love about this activity is that I can change materials in and out, the materials can be used in a variety of ways, they can create many new masterpieces but the materials can be repeatedly used and it unlocks their creativity.  I've also learned to not have it too often, otherwise the novelty wears off, so it is one of fifteen slots in my Tumble and I need to change the theme after they have all had two attempts at the challenge.

For this term (and maybe into the next) I have already brainstormed some Invitation To Create activities as you can see below:

And here is one I am planning for maths to incorporate our Lego into learning.

I will blog about how these challenges have gone later in the year to evaluate the whole of Invitation To Create in my Reading Tumble.

It's Term Four and I'm freaking out!!!

Tomorrow I am doing something I have never ever done before and I am freaking out!!!

I am opening a New Entrant class tomorrow.

I've never ever taught a New Entrant class before (except as a reliever) let alone started one!  So I am on a big as learning curve - and hence I am freaking out.

I am doing this because I needed to get outside my comfort zone and try something else and grow as a teacher.  I've taught mostly Year 3-8 students because they fitted my personal philosophy of being able to tie their own shoe laces and pack their own school bags.  So teaching five year olds, brand new ones, will be a challenge.  The first big challenge is giving them enough time to tidy up, pack their bags and get their shoes on at the end of the day to get on the bus and cover their mouth when they cough and sneeze; something I need a "must improve" on.

Term Four is also ideal because many schools find that they need to open a new room and so it seemed like the right thing to do.  The school I am going to knows me as a reliever and I really like the students and staff at the school, so I was very comfortable in applying because I knew the atmosphere I would be in for this very busy term.  I'm also in the class right next to the other NE class with a very experienced teacher.

I know some of the students already which I will be teaching, having relieved in the existing class for a few days recently.  But at least half the class are new enrollments early in Term Four, including a very special needs child - another challenge for me and the support staff.

Looking at the children I will be receiving from the existing class and the data already assessed, oral language is a challenge for them.  So apart from building relationships, growing their oral language will be my focus before reading and writing will be.  To grow their oral language and develop the relationships, I am running the class with a play-based philosophy.

I wrote this in the blog post ULearn16: Breakout Three - Research and Inquiry Symposium: Play and Creativity last year:

Play-based learning is defined by Wikipedia as:

Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.

I strongly believe in the benefits of play-based learning in the early years of school, especially for oral language and the soft skills of problem solving, working with others, creativity and so on.  My thoughts have their roots in how I learnt as a child, starting school in late 1978, with the influences of Beeby, Tovey and Richardson still ringing in the ears of my teachers in my primary school years.

Lucky for me, the principal and deputy principal who interviewed me for the the position were happy for me to run a play-based philosophy and want me to treat this class like it is the first day of the year to develop the relationships.  I'm really grateful for that, because you can not start learning programmes and expect them to run effectively if you do not have the relationships established.  And part of that is routine as well.

So the exciting thing about starting a new class is setting it up.  And I have been able to go and buy some resources to do this play-based learning thing.  So I did a reccy around K-Mart, took photos of everything I thought might be appropriate, went back and listed it all out with prices to check I was within budget and then took one of my best mates shopping.  She just happens to be an amazing New Entrant teacher with the most amazing play-based classroom set up you have ever seen.  Now mine will be no where near the standard Louise has set for a play-based class, but her insights into the mind and behaviour of a five year old were invaluable.  She even took me to her favourite $2 shop which does "teacher hours" (it's open until 6:00pm each day) which was packed to the gunnels with stuff.  Below is what I bought:

I had to stack it all up on the freezer so I could go over to my lock up, go through my resources for what could be used in a New Entrant class, and pile it all into the car. 

Most of the things I brought are wooden.  I choose wooden toys for several reasons.  Firstly, durability.  Students have a tendency of breaking things.  I'm hoping wooden toys will withstand the use better - and Louise assures me they will.  Secondly, we just have too much plastic in our lives, and I was introduced, by Louise, to the concept of Reggio Emilia which emphasises are more natural approach.  This is the definition found on Wikipedia:

The Reggio Emilia approach is an educational philosophy focused on preschool and primary education. It is a pedagogy described as student-centered and constructivist that utilizes self-directed, experiential learning in relationship-driven environments. The program is based on the principles of respect, responsibility, and community through exploration and discovery through a self-guided curriculum. At its core is an assumption that children form their own personality during early years of development and are endowed with "a hundred languages", through which they can express their ideas. The aim of the Reggio approach is to teach how to use these symbolic languages (e.g., painting, sculpting, drama) in everyday life. It was developed after World War II by psychologist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy, and derives its name from the city.

As you can see, Reggio Emilia fits in well with the concept of play-based learning.  And so I will be exploring both of these teaching/learning styles over the coming term and learning about how this impacts on my practice as well as the development of relationships between myself and the students and between the students, and how the relationships improve oral language and subsequent learning.  So lots of learning all round for me and the children!!

This is the classroom before I started setting everything up:

Yep, it's one of those panoramic 360o photos where I pivot around to give you the full effect.

My set up was all about finding homes for my things and putting some bits and pieces up on the walls and sorting out the things I splurged on at K-Mart.  I then rearranged some furniture.

The top shelf shows a few of the things I purchased that were not wood.  The cooking set on the left is made of tin.  The cash register is plastic and so is the fruit and veg in the container on the right.

The bottom shelf has several different toys: a floor puzzle with the alphabet; a magnetic fishing game for motor skill development; a magnetic dress-up doll; and magnetic shapes that build things.

I love the car transporter!  I'm also fairly in love with the fire truck, tractor, truck, castle set up and the farm set!

I am really excited about the train set in this container.  I purchased the city version, but I am tempted to go buy the farm version too.  Maybe after a pay day.

I've always wanted a marble run set.  So this is the other bit of plastic I splurged on. 

The containers in the above picture were all purchased at The Warehouse over the last ten years and I have found them to be really good for various activities and storage requirements.

But I do not think this room is truly set up yet.  I need the children in it to try it out for size and it will be rearranged again to suit them and I and the learning we will do.  Also, a significant portion of the class has been set aside for the special needs student.  His needs are very much different from the average five year old.

I'll be reaching out to my PLN (personal learning network) over the next few weeks to check in and ask questions and I will be blogging about the challenges and the learning and successes I may be experiencing.  It's kind of like being a beginning teacher all over again.

Anyhow, it's getting very late and I want to be up super early to get there and start the day tomorrow!!  I'm freaking out and no one ever sleeps well the night before the start of term, especially when it is a new class!!