1 / 33

The Enchanted Forest

The Enchanted Forest. Project Aim. To use a Storyline approach to study the effects on early literacy. Enchanted Forest. Project ran for 10 weeks October to December 2005 Primary 1 class Children had been in school for 8 weeks Average age in October 5 years 1 month. Success Criteria.

jules
Download Presentation

The Enchanted Forest

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Enchanted Forest

  2. Project Aim • To use a Storyline approach to study the effects on early literacy

  3. Enchanted Forest • Project ran for 10 weeks • October to December 2005 • Primary 1 class • Children had been in school for 8 weeks • Average age in October 5 years 1 month

  4. Success Criteria • Original pupil learning outcomes stated in forward plans for language, based on 5-14 guidelines • For reflective purposes, looked to the four purposes set out in the Curriculum for Excellence

  5. Purposes of the curriculum 3 - 18

  6. Bramble Berry Bramble Berry was the puppet character who gave the children various tasks as the story progressed.

  7. Episode 1- Making Fairies The children were asked to make fairy collages. This led to the following findings: • Talking with one another increased. • Individual’s ideas were valued. • Boys gained confidence by sitting together and looking at each others creations.

  8. Fairy Collages

  9. Fairy Collages

  10. Findings : Reporting Back The children were asked to report back to their peers about their work. This served as an initial assessment for listening and talking. This assessment was used as a baseline to measure later evidence against.

  11. Episode 2 - Creating and Designing The children re-created their own enchanted forest for classroom display after a visit to a real forest.

  12. Findings : Recreating Forest • All art work by children. • Children discussed and decided where plants and animals should go. • Children helped with labelling. • Labels encouraged sight vocabulary. • Independent writing supported. • Reading was a useful skill in the forest.

  13. Bramble Berry and Primrose

  14. Episode 3 - The Storm There was a storm in the woods and the children wanted to help the animals in trouble: • Owl babies have lost their home • Hedgehogs separated from parents • Badger family washed downstream • Children familiar with characters want to help

  15. Findings : Storm Q & A The children were asked to build bridges and rafts to help the animals. This Q & A session on problem solving elicited: • Confidence - “We can do anything in here” • Total engagement • Use of prior knowledge • Learning from one another talking and listening

  16. As a result of these activities the children showed that they were: independent learners enthusiastic enterprising open to new ideas Findings : Problem Solving

  17. Findings : Reporting The children were asked to talk about their bridges and rafts. The video evidence shows: • pride • progress in talking. Children’s responses are now several sentences • real purpose to tasks

  18. Stories Then children were asked at the end of the storyline (which took 10 weeks) to create an illustrated storybook of their stories.

  19. A storybook by a member of the class

  20. Parents were invited to the school to read the stories with their children.

  21. The primary 1 children were also able to share their stories with primary 7 ‘buddies’.

  22. The primary 7 children recorded the children’s stories and the primary 1 children were then able to hear their stories.

  23. Buddy Comments One of the comments from a primary 7 buddy: • “I thought Rebecca’s story was really good, it had wonderful description. Even though it had drawings I got a clear picture in my head. I think her writing is very good for Primary 1.” • This made Rebecca feel “happy, a lot happy.”

  24. Findings : Stories Some of the findings on the stories: • Child centred • Children engaged • High standard of achievement • Enthusiastic to share stories • Real pride

  25. What went well? Why? • Overall very successful • Child centred, engaged throughout • Use of puppets very powerful • Teaching of language successful in context • Partnerships with buddies

  26. What didn’t go well ? Why ? • Writing frames were “boring”. Viewed as filling in spaces for teacher • Role play for boys limited by dressing up clothes • Independent research from books very difficult

  27. What did I learn from project? • Children are so self reliant • Very young children can be so in control of their own learning • As a teacher have the confidence to “let go”

  28. Advice for others. • Keep it simple • Children bring so much to it

  29. What difference has the project made ? • Learning is fun • Confidence is high • Expectation of high standards • Independent learners • Self respect

  30. How do you know project made a difference ? • Children talk about it all the time • Progress in all areas of language – evidence gathered before and after project • Evaluations by all those involved

  31. Is the Project Sustainable ? • 5-14 learning outcomes some children attaining Level B in talking and listening • Look to the Curriculum for Excellence • Principles for Curriculum Design

  32. Principles for Curriculum Design • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

More Related