Keynote speaker:
Bring Back the Magic: Key Note Speaker – Dr Jannie Van Hess
Is it possible?
Can “magical teaching
and learning be sustained?
Where’s the magic in
you work with children?
Where’s you magical
potential?
Is the pandora’s box…
Magical – in tune with/attuned to the natural world
-attuned to the nature of children - the
natural inclination of children
A reality magical trip –
-
the why
-
the how
-
the what
*real life context –
learn and use the technical vocab correctly.
The WHY: *increasingly capable of handling more
complex and abstract ideas
*chn actively construct
meaning – are active meaning makers
*the world through the
eyes, ears, touch and mind of a child is
and should be a magical
discovery
- perceiving new things and ideas
-experiencing new
activities
-processing new ideas
-hearing new ways of
saying
-involved in new ways
of doing
-making connections to
other pieces of information they already know
-enquiring to develop…
A child thrives when
it’s fun and involving others, participate, spontaneous, hands-on, natural,
move (push, touch etc), feel, successful, talking, showing, meaning-making,
given time and support to discover, modelling…
A teacher has a lot of
control over the students in their class (Doctorate research)
How could magic help
potentialising??
Living magic, magical
photo talk, book talk magic – Magical Learning in action
Living magic: being able to handle, involvement,
participating
Book Magic: not
actually “reading” the book – making up own story to go with illustrations
Magical photo talk: about 6
– 8 related photos. Conversation about
photos. Choose a photo to write a
collaborative story – like interactive writing.
“Find the word…”
All “Magic” times are
related through a theme – ie boat, book about fishing, photos about fishing…
The HOW:
*Rotations are about 40mins each
-
Parents
will know the topics
-
talk about
the topic with you child before the
intensive day
-
“your child
will have lots to tell you about what they have learned and can say after the
intensive day
-
booklet for
every topic, 3 photos and 3 short paragraph, co-constructed with the teacher,
chn have read their story, found words in their story and beginning to read it
themselves. Space for child to write in
at home.
-
Parents can
help by being excited, support, share
Lots of doing – stimulating environment
Lots of sharing – socialised the child, builds confidences
Rich varied language
Many opportunities
Responses to the child
“Now’s right” – every moment is a potential language use and acquisition moment,
the use of language is scaffolded
A child is offered – wide experiences, rich
Contexts are meaningful
A child’s contribution and saying is included,
valued, responded to
“Story”
– part of a child’s life and experiences
Song: “What colour is
the wind” – look up lyrics
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