End of Year Evaluation

 At the beginning of the year, I wanted the 7 boys in my class to be able to develop some key intrapersonal and interpersonal skills so they were able to engage more effectively in class and with their mainstream peers. I decided doing this through games would motivate the students to learn and practice the skills they had developed through LEGO club and playing board games, the previous years. 

I started the year convinced that playing the 'Engage' games was going to be the answer to teaching the students these new skills I needed them to know! The games were super easy to play in the classroom and I loved that several games focused on the same skills. The problem was that even though the language was the same and the students found the games very motivating, none of the boys were able to transfer their learning from one game to the next. 

After collaborating with a colleague and reflecting on my teaching, I came up with some steps to help me slow down my teaching and make the learning more effective. This had a huge impact and 4 out of the 7 students were able to apply the skills of the 'Engage' games to play with a mainstream buddy class, in  a positive way. 

Two of my students playing with mainstream buddies!

During lockdown, I had time to research learning through play further. I discovered that children learn to solve problems, solve conflict and work as a team when they have time to play with no interruptions and guidance from adults. So I set up a play area in the classroom with a different theme each week and then sat back and watched! Both of these things were very new to my classroom and my teaching because I always intervene to try and avoid meltdowns and physical conflict!! 

It was fascinating to watch the children engage with imaginative play and even more so because it was a different group of boys who enjoyed these activities. 

The best part of setting up play tables was that finally the students were able to make connections to the skills they had learnt through 'Engage' games and they even started using the language that I used when they were playing together!!

4 out of the 7 students now choose to play their own games together and not only tolerate the other people's rules, but will walk away from the game if they are getting grumpy or don't like the rules. A much nicer approach than the hitting, kicking and throwing of toys that used to occur! These boys are much better at talking through the problems that occur during play and deal with conflict in a more positive manner. (most of the time!) 

The problem I am now faced with is engaging the other 3 members of the class who prefer to play solitary games. How can I motivate them to play with others? Do they have to play with others? How can I teach the same skills without learning through play? 

Inquiry 2021 sorted!! 

Self directed Play in Room 12

Based on my research about the importance of allowing children the opportunities to play without instruction, I spent the remainder of the term 3 providing opportunities to promote play skills within the classroom. 

As discussed in my last post, I set up a play table and changed the items each week. Dress up and dolls engaged a few students but didn't really bring out the play skills I was hoping for. Then I put out the lemons, a squeezer, jug, glasses and measuring cups and it changed everything!! 

Three boys were engaged with making 'Lemonade Supreme' at every opportunity they had that week. They took it in turns to squeeze, measure out, add water, drink it and all without argument or adult input!! The students were totally engaged in play with each other and demonstrated problem solving skills while solving conflict - it was fabulous to watch! The boys even spent lots of time of discussing the name of the concoction. 

  

What was even more amazing about this table was that when it was removed at the end of the week, these 3 students continued to find ways to play with each other. There is one student who is more dominant than the others in the group but the research from Longworth Education School suggested that "When children engage in imaginative play with others, they learn to manage their behaviour and interaction in order to meet a shared understanding of what is or is not acceptable. Children learn to not only agree but also to concede, a valuable life skill." This is what is happening with these three students but because the adults are not interfering, they have accepted their own rules and are tolerating play with each other. 

Next term, I am going to try to encourage these three students to play with the other students in the class who still prefer to play by themselves. I will continue to display different items to encourage play on the table and change the games in the classroom. 

Learning through play

During lock down 2.0 in Auckland, I had time to do some research about extending the play skills of the boys. I participated in two webinars around play from the Longworth Education School who provide a play based learning environment. The first one was around the evidence behind a play based programme and the second was about settling up the classroom to be playful. 

Some key learning I took from the first webinar was that 'effective play is self chosen and self directed'. This required a massive amount of reflecting on my behalf! I have spent the last few years trying to improve the students play skills by involving them in Lego Club, board games and Engage games. All of these have played a huge part in improving the boys interpersonal skills but it hasn't been self directed nor self chosen. 

The webinar highlighted the fact that effective, self directed play allows children the opportunity to problem solve, create their own rules and extend their imagination without the influence of adults. This is not something I provide in my classroom and when the children are free playing, I jump in to dissolve conflict or a difference of opinion so I am cutting off their opportunities for higher order thinking.

Therefore, as the Government announced a return to level 2 and that schools were opening again, I got excited about changing the set up of my classroom to help develop a new set of play skills! I discussed some 'rules' with the Learning Assistants in my class around the new play table but didn't share it with the students so we could see how they embraced it without our input or guidance. 

The first week I set up a range of toys and dolls with some glasses, a jug and a baby bottle. The students were curious about it and 3 out of 6 engaged with the items on the table but didn't play with each other. 

 

The second week back I changed the table to a dress up table with hats, scarves and bags as the webinar said to provide children with adult things as it provided an opportunity to make connections between the real world and imaginative play. This proved much more successful for helping the students to engage in play with each other. Even the adults got to play - purely led by the students of course! 

 

I am going to continue to change the play table every week to see if I can continue to improve their skills when playing with each other and see if it has an impact on other aspects of their learning. 

Play based learning or learning through play?

When discussing my inquiry, a colleague pointed out that I kept changing between using 'play based learning' and 'learning through play' to describe what I was inquiring into. I didn't realise there was a difference! I obviously needed to develop my knowledge so I was explaining my inquiry effectively. 

I found a document on the TKI curriculum site about play and it acknowledged both terms meaning the same thing as long as there was learning and not just play. 

"Learning through play is a pedagogical approach where play is the valued mode of learning - where children can explore, experiment, discover and solve problems in imaginative and playful ways. Learning through play is also called play- based learning." (NZ Curriculum, Feb 2019) 

It explains that learning through play teaches a wide range of skills and key competences which is obviously what I am trying to achieve through playing the ENGAGE games with my students. The document highlights the role of the teacher and how I can support effective play - based learning. It explains that I need to participate in meaningful conversations with students, facilitate social interactions and provide sufficient opportunities for students to engage in play which are things I think I do well in my class. However, I direct the play in my classroom and control what skill I want the students to develop through that particular activity. The curriculum suggests that I need to create a classroom environment that offers rich play opportunities and, play opportunities that are built around student's interests.   

Tina Bruce, a professor of Early Childhood Education in the UK, believes  "...adults should support and facilitate play but not be in charge of it; children should be allowed to be in charge of a free-flowing form of play, making up rather than following rules, and coordinating the various play-agendas of all involved." (Early Childhood Education, fifth edition)

I struggle with this form of play based learning as Tina implies that children should be able to choose when they play, who with and where it happens. Children with autism are notoriously self centered and would happily choose to play by themselves with the same toy again and again! What I am trying to achieve with my students is that they understand it is fun to play/ work with others and that actually it's ok that the other person wants to play in a different way. And then to deal with all these new ideas in a positive way!!

The whole aim of this inquiry is that I want my students to develop the skills of play, interpersonal skills and intrapersonal skills, so it doesn't seem to matter which play term I use when describing it but rather, how I facilitate that play and that they are learning. I gained a greater understanding about 'play based learning' from both articles and am going to try and create more opportunities for the students to direct their learning through play more. 

I am going to try setting up areas of play around the classroom with a range of materials and toys that the boys can engage with whenever and however they want. I am also going to continue with the ENGAGE games as I have already seen the benefits from playing these games and developing particular skills of play. 

Maybe a combination of directed 'play based learning' and self directed 'learning through play' will contribute to greater outcomes for my students!

Reflection of current teaching practice

After analysing my teaching practice with a Sommerville colleague, Silivia, I decided to implement a 4 step procedure when playing the Engage games with my students. 

1) Play as a class

2) Play with a class peer

3) Adapt the game and play with a class peer 

4) Play the game with a different peer.

I introduced the game 'Giants Treasure' which is a behaviour game focusing on controlling the body.

Following the new step procedure, I started playing as a class with me as the giant! After every game we discussed what was a good position to have our body in to help us keep control. Then they played in pairs. This was an effective way of practicing the skills of the game and the students were actually commenting to each other about good ways to control their bodies! As I inquired into my practice, I identified that the students had problem transferring the skills between games so instead of adapting this game, I asked them to play similar games that required the students to control their body - What's the time Mr Wolf and musical statues. 

Without prompting, the boys asked to teach these games to our buddy class! The students, (again without prompting!)  explained to our friends what they were learning to do and gave them examples of how to control their body. They told them that I had to be the giant first then the students could have a turn! 

It was hugely successful implementing the 4 step procedure to teaching the games as it really reinforced the learning goals to the students and as they had several opportunities to practice, they were more confident with the skills and able to transfer the learning. 

Next term, I want to continue to focus on how I teach the students to transfer their skills within the games.

Inquiry into Current Teaching

Silivia, another Sommerville teacher, and I videoed each other teaching our play based learning sessions. It was interesting reflecting on the video and getting feedback from another teacher- something I have never done before. 

I taught the students how to play the ENGAGE game 'Simon says' so the students were learning to think and focus on what I was saying. Silivia commented on my ability to question at different levels to check for understanding . Three of my students can explain what they are learning when playing a particular game and the other 3 needed questions to prompt them how to play the game. 

 

I started at a slow pace with familiar actions that we use in our fitness sessions and I physically did the same actions as Simon said. I quickly realised the students weren't thinking but were just copying me or each other. So I blindfolded every student so they were just listening and thinking! This proved very successful so then I changed my approach and didn't do any actions but just said the words. 

I also played the ENGAGE game 'hot potato' which focuses on staying calm and looking at the object being thrown. This was an interesting session to anaylze with another teacher as some of the students didn't react positively when the object was thrown badly or if the music stopped and they were holding the object. I had thought that the students were much better at dealing positively when games don't go their way but then I released I keep changing the game! 

After analyzing the videos with Silivia, I realised that my students aren't transferring the skills they are learning, to the different games. Even the skills they learnt last year with board games don't seem to be transferring to our engage games so I need to teach those better and make explicit links to skills the students already have. 

I also think that I change things too quickly because when I think the students have shown understanding, I adapt the game. Silivia helped me remember that our students need time to process and consolidate the information which may be why they aren't able to transfer the skills. So I am going to rein in my excitement, slow down the process of playing a new game and remember I played the same board games for nearly a year before I could claim the boys had developed play skills!! 

 

Therefore my hypothesis is:

 'IF I structure new learning more effectively, THEN my students will respond positively to new learning. 

'IF I make explicit links to previous learning THEN my students will have more success with applying new skills. 

 I am going to implement  a 4 step procedure with new games for future sessions:

1) play as a class 

2) play with a class peer

3) adapt the game and play with the same class peer

4) play the same game with a different peer (mainstream or class) 

Silivia and I are excited to catch up again in  a few weeks to analyse our new learning! 

Relaxation

Children with additional needs often have trouble relaxing or having down time so it's something I've always included in my timetable for 15 minutes after lunch. The students can read quietly or just lie on the bean bag while relaxing music plays in the background. Last year, I introduced story time twice a week were I or another adult read aloud and the students just had to listen. I didn't ask any questions or ask them to retell it because we do that in shared reading but it was difficult for many of the students to sit and listen without pictures or props to engage them. 

Part of the ENGAGE programme has several cards which promote relaxation and offer the students a chance to self regulate their emotions. So I introduced the 'feeling' cards this term and focused on the 'relaxing yoga' activity twice a week. The students responded to the change in routine quite well but it took 4 sessions to get them to relax their body and focus on their breathing. 

 

I will continue with this emotion task for another week and see if I can encourage all 6 boys to focus and relax.

Collaboration with Mainstream

Today, my Sommerville colleagues and I were discussing collaboration and we used google jam board to brainstorm what we thought it meant to us. It highlighted how big the concept of collaboration is and what is means to us all, yet I don't unpack it with the students but expect them to collaborate all the time!! 

As part of our learning through play focus, I am expecting the students to collaborate with each other and their main stream peers but do they understand why? When we start back next week, I am going to allocate some time and use jamboard with the students to discuss their understanding of what 'working together' actually means for them and why its so important for our games. Can they develop their self regulation skills if they can't collaborate effectively? 

I also need to allow time to have the same discussion with Jo, the mainstream teacher I am collaborating with. Does she share the same understanding of collaboration as I will be working closely with her to provide a play based learning programme for my students. 

Base line assessment

The Engage programme which I am focusing on sharing with my students this year uses an assessment to highlight the strengths and difficulties each student has before they take part in the games. It assess how frequently a student acts and how they behave using a scale ranging from never to almost always. 

I completed one for each student with the support of the Teacher Aides and we found that for most students, we put a S (sometimes) or A (almost always) for how the child behaves and how they act.

Hopefully by using the Engage games to develop the students self -regulation skills, in term 4 I will see an improvement in their frequency of the behaviours and how they act. 

Teaching as Inquiry 2020

This is my 3rd Year teaching a group of 6 boys at the Tamaki Primary Satellite. 

I've been working each year on a different aspect of their playing skills to try and improve their ability to take turns, share, respond positively to not wining and engage with the other people in their group. 

2018 - I focused on Lego Club which encouraged the students to respond to a leader, to finish and to communicate in a positive way.

2019 - I focused on board games so the students learnt to take turns, share and follow the rules given. 

2020 - This year, I am hoping to extend their playing skills further by using Engage games to develop their self regulation skills and interactions with mainstream peers. 

2nd Year at Tamaki Primary- Board Games

Having the same group of boys for the 2nd year was the perfect opportunity to further develop the boys play skills. I really wanted to develop their ability to play board games as I had removed them from my learning rotations the previous year. I really believe board games can improve student achievement but had removed them from my literacy and maths programmes due to behaviour. I was ready to try again based on the success of LEGO club! 

We taught the boys how to play a variety of board games based on their ability - snakes and ladders, connect 4, junior monopoly and junior scrabble. We introduced the rules of the games slowly so it wasn't too overwhelming and we used visuals to help with communication.  

                                                      

 








We were again faced with challenging behaviour, out bursts and meltdowns for a long time while students learnt to transfer the skills learnt at LEGO club. It was a challenge for the students to accept being patient and waiting for their turn, loosing and adapting to the   rules for a new game. 

By the end of the year, I could include these games into my literacy and maths rotations, knowing it would end in a successful session. The adult support was minimal by the end of the year and often we could watch from a distance. 

                                   

The most amazing outcome of this learning was that by the end of the year, three of the students frequently asked to play these games in their free time and two of them used the wall displays to make their own scrabble games!! 

First year at Tamaki Primary - Lego Club

The first year at Tamaki Primary Satellite, it was apparent early on that these students had limited skills with playing. The 6 boys found it really hard to share, take turns and play with anyone. Even parallel play often ended in uproar! So we went back to basics and worked on these skills regularly within the class programme. 

LEGO is an amazing resource to use with autistic children so after lots of researching, the class Occupational Therapist and I came up with Lego Club. We created the rules around what we wanted to achieve and made sure it was included at least weekly into the timetable. 

The rules were read before every session and I observed the students based on these rules eg respond positively to the leader, share the pieces and break up their creation after each go. The leader was asked to choose what everyone had to make from a selection of black and white pictures, but it didn't have to match the picture so there were allowed to be creative. The students were encouraged to comment positively on one creation, then they had to be broken up and a new leader was chosen. 

It took a LOOONG time to have a LEGO session that was free of melt downs and outbursts!! By the end of the year, I had managed to create a group of students who responded positively to a leader, to breaking up their creations and to someone using the piece they wanted.