Planning Cycle Template 6

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School

Victoria University *

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21837

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Psychology

Date

Jul 2, 2024

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docx

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Uploaded by PrivateGalaxy15665

Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University. DOCUMENTATION OF PLANNING CYCLE Name of Experience: REARRANGEMENT OF NUMBERS Number of Children: 7 Children’s Ages: 3-5 years Date of Implementation: 8 th June 2024 PART 1 Collect Information – Observation What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible. Children in this age range are proficient enough to distinguish both the numbers and their order. Not many children can even perform simple addition problems like 1+1=2 or 2+2=4. Question and Analyse - Observation What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to EYLF/VEYLDF learning outcomes. If we merely use numbers to instruct children, they get disinterested in learning. When we intentionally educate utilising examples from real life, children learn the material well. A few really engaging games for learning numbers that I've come across are the counting walk game, the bean bag counting game, and the bottle top count and match games. Learning objectives: Children are competent and capable. Children are self-assured and actively engaged learners. PART 2 Plan Learning Intention/s to achieve by the end of experience (one or two): For children to understand… For children to explore…For children to practice… etc The purpose of this activity is to provide children with an opportunity to investigate basic number concepts, including one-to-one correspondence, counting sequences, and calculating techniques. EGEC PLACEMENTS FORM. Version April 2023. 1 | P a g e

Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University. Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interations, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning? We engage in games with numerical components. A learning number that included body components was included. We can notice numbers everywhere in the surroundings, such as the number of tables, seats, and baskets in the space. The learning walls of the room display the numbers in a variety of ways. For example, some caterpillars display beautifully coloured numbers on their bodies, along with pictures of flowers. Children find these numbers fascinating to read. Act and Do (Implementation) Implement your experience: Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)? I'll look at other strategies for fostering their education and learning. Children eagerly await their turn to take the stage first in the hopes of winning first prise. Along with counting the number of tables and chairs, we also started counting the number of blocks in the baskets, the number of coloured pencils in the stand, and the number of English alphabets we have. Review and Reflect (Evaluation) Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well? What can you improve? Do you need to repeat, refine or extend the plan? How will you follow up? Learning objectives: Children possess sufficient ability and competence. Children are active learners. Reflect: What did you learn about yourself and your practice as a teacher. Any changes to your practice as a result? I learnt as a student teacher how crucial it is to build relationships with children, support their performance, and acknowledge that mistakes are to be expected. Rather than treating them like children, treating them like kids implanted in them a sense of accountability to live up to standards. aspires to get to know children better by spending more time with them. EGEC PLACEMENTS FORM. Version April 2023. 2 | P a g e

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