Make Your Own Geodes, Gems, Treasures and Sparkles | Play Based and Interest-Led Learning
Class experience
US Grade Pre-Kindergarten - 1
𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝘁𝗼 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗳𝗼𝗿 𝗹𝗶𝘁𝘁𝗹𝗲 𝗴𝗲𝗼𝗹𝗼𝗴𝗶𝘀𝘁𝘀, 𝗿𝗼𝗰𝗸 𝗰𝗼𝗹𝗹𝗲𝗰𝘁𝗼𝗿𝘀 𝗮𝗻𝗱 𝘀𝗽𝗮𝗿𝗸𝗹𝗲-𝗺𝗮𝗸𝗲𝗿𝘀, 𝘄𝗶𝘁𝗵 𝗔𝗹𝗶𝗰𝗲 𝗖𝗮𝗺𝗽𝗯𝗲𝗹𝗹, 𝗳𝗿𝗼𝗺 '𝗜𝗻 𝗧𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱'! From May 2023, group classes from 'In The Real Wonderland' will only be offered on Outschool on a limited/ occasional basis. One-on-one, individually tailored play-based learning sessions will continue to be available on Outschool for the remainder of 2023. ____________________________________________ Class Description What sorts of treasures do your...
The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. ______________________________ Intended Learning Outcomes 1. I can experiment with ways of expressing ideas and meaning using a range of materials and media. 2. I can use language and engage in play to imagine and create roles, scripts and ideas. 3. I can manipulate tools, objects and materials to experiment with cause and effect, and trial and error. 4. I can make predictions and generalisations. ______________________________ Critical Thinking Question(s) 1. What makes something a 'treasure'? ______________________________ Science Content and Concepts ~ Substances can be grouped based on observable properties (e.g. colour). ~ Substances can be changed when mixed with other substances. ~ Some changes to substances cannot be undone (reversed). ______________________________ Mathematics Content and Concepts ~ Composing 2D and 3D shape. ~ Spatial orientation. ~ Spatial visualisation. ~ Measurement (volume) ______________________________ Vocabulary and Speech This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻 Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example: ~ what does this word mean? ~ what words would communicate what we want? ~ what other words can we use for this? While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is sufficient opportunity for children to engage in meaningful, two-way conversations that are interesting to them. To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech.
Homework Offered
To participate in this course, children will need help setting up the materials (see supplies list) prior to the class. This will take approximately 10 - 15 minutes.0 hours per week outside of class
Assessments Offered
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). I then routinely provide feedback to children. This may consist of: ~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting"); ~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or ~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. I welcome questions and inquiries from parents about their child's learning progress.Grades Offered
2 files available upon enrollmentESSENTIAL: - I suggest using a tray, plastic sheet or old towel to do the activity for this class, for easy clean-up! - 2 or 3 sandwich/ zip-lock bags. - Epsom salts (we'll use about 1 cup in this class, but your child may want to make more after class, so it is great to have some extra on hand). - A half-cup measure (approximate, it doesn't need to be exact). - Some items to make the treasures. The easiest to start with is a disposable coffee cup, with the top cut off...just the right size for little hands! Simply cut the top half off. However, you really can use any small cardboard boxes or recycled packaging you have on hand. - Some white (pvc/ wood) glue and a paint brush. Please put the glue in a dish or container, with a brush for your child to paint on. This is much easier for young children, and also helps save glue! - Something to colour the crystals with (two colours for this class). Food colours make for spectacular colours, but they can stain if spilled. Acrylic paints do a good job and make for easier clean-up (but the colours may not be as vivid). It is best to put colours in something the child can control (e.g. a dropper, squeezer, paper plate with a small spoon) as only small amounts of colour are needed.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
PLEASE NOTE: At this time, Alice is on an extended medical leave. She is not currently booking classes and is unable to respond to messages at this time. - - - - - - - - - - - - - - Hello! My name is Alice. Through my independent teaching...
Group Class
$21
per classMeets once
40 min
Completed by 42 learners
Live video meetings
Ages: 4-7
4-6 learners per class