Nothing can be taught.

This is a snippet from Anne Van Damm's blog that really spoke to me....

I remember listening to Emilia Gambetti who pointed out that "Everything you reach, you reach with your own thinking"... so how do I support my colleagues with reaching their own understandings about the power of play and the role of the teacher when play is at the heart of the daily experiences?

I am aware that the shift from 'teaching to learning' requires time, courage and commitment on the part of the teachers. Teachers need support as they are building understanding of learning through play. Some may experience tension as they question the possibility of meeting learner outcomes within a play-based learning programme.

Based on my own experience, I understand that children learn best through play. I know this and research confirms this. I have lived and breathed play all my life so I know it is a vital force in the lives of young children. Some teachers may believe they need to teach in order for children to learn. I believe it is important to communicate that true understanding is built through application. If teachers are not inclined to try, they will never change their point of view. Learner outcomes in the early years programmes are often broad enough to incorporate into the weekly planning. When teachers believe they have to 'teach' learner outcomes through planned activities (telling children what, when and how) they have not changed their practice. Learning is only true learning when it has been transformational and has translated into action.

Teachers have to engage in concentrated focused observations of children and think deeply about the choices they make regarding space, time, materials and relationships. It starts with reconstructing their image of the child. It is vital that teachers see the child (believe the child to be) a competent person and learner. This is the start of a new path in working alongside young children.

I strongly agree with Michelle Hill, a colleague, who wisely pointed that the implications of our new vision can't just be seen as pragmatic. It involves a dramatic shift in thinking. This shift is a result of the development of complex cognitive processes and skills. It all starts with 'listening'. Maybe the hardest part is letting go of the control over what and how children learn.

Transdisciplinary Skills: Teachers, what are we playing at?

The following is a post my previous PYP Co-ordinator posted after watching a movie I passed on to him.  Felt good to spur on action....even if it wasn't in my own school.

Chris wrote on the PYP Threads ning:

I don't know about you, but at our school we spend a lot of time planning, sequencing and designing activities to encourage kids to collaborate, make group decisions take risks and so forth. It is a lot of work I can tell you. The IB Learner Profile, PYP Attitudes and the skills of inquiry are increasingly taking up more and more meeting times. "Quite right too!" we say to ourselves - these elements are exceeding important! (I'm not denying the latter).

But are we focusing too much of our attention on the 'classroom' to promote these attributes when we should be taking a step back and looking more to nature and to the playground for our answers?

I urge you to take a reflective look at this video. Yes it is nostalgic, yes it is advocating play and yes we have probably heard this all before. But this time, look at the video through the lens of achieving the transdisciplinary skills, attitudes and learner profile. The UK school featured towards the end, has probably never heard of the IB, the PYP or The Learner Profile. But listen to the words they use when describing the benefits of play! This really got me thinking. Thank you Amber Jean Taylor (an ex colleague now in Moscow) for sending me this it spurred some though and has our staff debating.

Lost Adventures of Childhood
http://vimeo.com/36303926

I wish our staff would do the same.

There were replies to his post with some great videos:

http://pypthreads.ning.com/forum/topics/transdisciplinary-skills-teachers-what-are-we-playing-at?commentId=2012483%3AComment%3A47228&xg_source=msg_com_forum

Chris has also sent me a video with more of the same idea:

http://www.youtube.com/user/SchoolGroundsUK/featured

It's only play...

I think one of the biggest challenges with play-based learning is helping people understand what 'play-based' really means.  It does not mean 'free-for-all.'  It doesn't mean 'unstructured' and it certainly isn't a 'waste of time.'  I think teachers in play-based programs will agree that the materials we put out for children to play with are intentional.  Play in our classrooms always has a purpose.  When we are tuned-in to what children are playing, we can help extend their learning by asking that one question or making a suggestion that they might find too irresistible to pass up.  The writing, experimenting, observing and creating has meaning to them so IT IS IMPORTANT!  Then, theren are those serendipitous moments when the children take their learning in a direction you just didn't see coming and that's nothing less than magical!