Investigations Parent Info.pdf

7/30/2019 Investigations Parent Info.pdf

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Investigation Timeat

Richmond Primary School

Information for Parents


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Kelly Barnett 2012

Investigation Time is an

opportunity for Prep students at

Richmond Primary School to

explore and investigate an area of

current learning at their own pace

and difficulty level. Various learning

centres are set up three mornings

per week across all three Prep

classrooms. This allows students

the freedom to choose where they

would like to learn, to communicatewith any of their peers, and to

access all of the Prep resources.The Prep team strives to make all

of the learning centres literacy-rich. A

literacy-rich learning environment

is a key element to a successful

play-based learning program.

Students have direct access to

books, topic-specific vocabulary,

writing tools and materials. Such a

learning environment provides

students with the opportunity tosee and understand how print is

used for a range of authentic

purposes.

Once a fortnight the Prep

teachers carefully plan all of the

learning centres so that each is tied

in with a current curriculum area.

Learning Intentions are written

statements about current areas of

teaching and learning. These are

displayed and discussed to highlight

what we anticipate students will be

exploring during that fortnight.Fortunately for us, students often

end up investigating many more

Our Investigation Time

Learningthroughexperienceisanopportunityforstudentstoauthenticallyapplytheirskillsinanexchangewithothers


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Kelly Barnett 2012

WhatdoesInvestigation

TimeatRichmondPrimary

Schoollooklike?

Investigation Time, or Investigations as it is more

affectionately known, is structured the same way each

session. Although the learning centres are changed and

adapted to suit current learning and student needs, the

backbone of Investigations remains the same.

Investigations begins with Tuning In. This is the time

when new concepts and skills are introduced, Learning

Intentions are discussed and each student is able to

consider and express what they wish to investigate that

day. It is at this stage where the Reporter, and often

Photographer, are given their instructions on what

target area to investigate.

Next comes Investigations. Students are free to

explore at this stage and are encouraged to record any

of their findings. Teachers are available to support and

extend students during this time, but most of their

attention is with two Focus Children. These students

are rostered so that everyone has the opportunity for

one-on-one explorations with their teacher.

The last stage, Reflection, is essential as it aids the

development of metacognition. This time is used to

create a class journal of discoveries, to share interesting

observations and opinions, to discuss problem solving

strategies, and to pose questions to one another.


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Kelly Barnett 2012

What is play-based learning?

Play is a context for learning

through which children organise and

make sense of their social worlds, as

they engage actively with people,

objects and representations (The Early

Years Learning Framework for

Australia, 2009). There are a range of

approaches to experiential and play-

based learning;

the Reggio

Emilia

philosophy,

Montessori

method, and

Walker

Learning

Approach to

name a few.

Each has

distinct

principles and

it is important

that educators choose an approachthat best fits their community. Many

education centers are now taking

inspiration from several theories,

rather than strictly following one

approach, to suit their needs.

What are the benefits?

The most notable advantages are:

strong connections made between

knowledge and experience, pro-social

skills, and the ability to self-monitorand self-motivate.

Play-based learning allows

students to strengthen and/or

reinterpret their prior knowledge by

connecting with their surroundings.

These direct experiences are more

likely to be understood and

remembered as opposed to

information prescribed by others.

Learning through play allowsstudents to communicate their

thoughts and questions directly to

their peers. Students have the chance

to cooperate with their learning

community and receive immediate

feedback from others as they are

investigating.

A sense of curiosity and the ability

to self-motivate is a valuable tool

throughout the life of a learner. During

play, students are able to practise self

monitoring skills as they are at the

centre of their own investigations.

What is the philosophy

at Richmond Primary

School?

Experiential learning is akey element for a

balanced approach to

learning.

We believe that it is

our role as educators to:

nurture a community

that is free to

respectfully question

and discuss thoughts

and opinions;

facilitate the exploration and

comprehension of skills and

concepts through direct experiences;

foster a sense of wonder;

complement play-based experiences

with explicit teaching; and

provide a literacy-rich learning

environment.

We believe students learn best

when they have opportunities to:

pose and answer questions and seekfeedback from their learning

community;

link learning to prior knowledge and

the real world;

self monitor and set achievable

challenges;

cooperate and collaborate with their

peers; and

reflect on their learning to

consolidate knowledge and set newlearning goals.

Learning through play;

learning our way.

Why Play-Based Learning?

Investigations Parent Info.pdf

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