Make Your Own Geodes, Gems, Treasures and Sparkles | Play Based and Interest-Led Learning
What's included
1 live meeting
40 mins in-class hoursHomework
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.Assessment
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.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 dinosaurs, dragons and fairies collect? Have you ever imagined a sparkle city? Or a magical cave? In this class we will use science to make our own sparkling "geodes" and turn ordinary objects - boxes, paper, and even sticks - into sparkling treasures and creations. We'll begin by sparking our imaginations with a story-telling adventure. Then, using simple ingredients from the supermarket, we'll work like scientists to make one or two colourful, sparkling treasures. Once you know how, you might want to make more, or turn other things into treasures! As we create this beautiful art with science, children will also be using their early literacy, planning, sensory awareness and fine motor skills. We'll also be working with our skills in critical thinking, problem-solving and decision-making. This class uses a teaching approach known as "fictional science" or "scientific playworlds", which helps young children develop high-level STEM skills through imaginative play, art and story-telling. Research shows that, compared to circle time classes, this interest-led and play-based approach increases memory retention of science, maths and language concepts, and promotes children's longer-term interest in STEM (Chung, 2016; Fleer, 2017; Williams, 2010). Please view the "Learning Goals" section below, to read more about the underlying concepts and skills that children will gain in this class. ______________________________ Inclusive Play & Learning Experiences...For All Learners All children have preferred ways of engaging with learning content. Typically, children learn best when they can engage with content in a way that reflects their own unique preferences. I endeavor to ensure that this class is inclusive of all learners (including E and 2E learners). I do this by structuring classes, activities and conversations so each child can choose to engage in the whole class, using whatever way is most appropriate, meaningful and rewarding for them. In this class, where we will be making our own geodes and treasures, I structure the experience so that children may elect to engage through any one or more of the following ways: ~ sensory experience ~ exploring and discovering the properties of materials ~ manipulative and fine motor activity ~ sorting/ aligning/ categorising/ patterning activity ~ exploring cause and effect ~ problem-solving ~ construction ~ imitation and role play ~ fantasy/ imaginative play and creativity ~ art and artistic play Because I maintain very small group sizes, I am able to ensure that each child is able to participate in whatever way is most meaningful for them. This means that each child is able to enjoy the benefits of a group class, while at the same time being supported with an individualised and personalised learning experience. __________________________________________ Teaching Approach This information will help you decide if my approach is a "good fit" for your child. This class is capped at a maximum of five learners, to ensure each child has the best possible child-led, personalised learning experience. I believe that learning comes not from memorising abstract facts, but though children being able to create and make sense of new ideas. To guide this learning, we need to have immersive, two-way conversations with children. Small class sizes allow me to work personally in this way, with each child. Child-led learning means that your child decides how they participate and what they focus on in our class. In this class, I do not tell children what to think about, or what to focus on. Instead, my goal is to understand your child's unique internal motivation. I do this by using stories, art, creativity and conversation to spark engagement. I then support each child to respond to these ideas and to follow their interests in a way that the class content and material comes to life for them. This helps make their learning become meaningful and sustained. You may see some differences in my classes, from the traditional US-based pre-K/ K/ early elementary and seated classroom approach. My aim is to extend your child's learning beyond our allocated screen time, through teaching and classroom practices such as: 🦋 Child-led learning (not teacher-led instruction) 🦋 Shared understanding (not imposing meaning) 🦋 Individualised and humanising relationships (not standardised expectations) 🦋 Hands-on, authentic play (not lectures) 🦋 Deep experimentation with creative, scientific, mathematical and relational process (not factory produced products or worksheets) 🦋 Collaboration and meaning (not rote memorising) 🦋 Imaginative resourcefulness (not mundane replication) 🦋 Growing children's passions and intellectual discovery (not their performance) 🦋 Reading and responding to children’s cues, behaviours and signals (not managing, pathologising or fixing them) 🦋 Being an adult who is in calm control (not an adult who is battling for control and compliance) My teaching approach tends to suit families who are seeking a humanising and wholistic learning experience for their young child.
Learning Goals
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.
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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.
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Critical Thinking Question(s)
1. What makes something a 'treasure'?
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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).
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Mathematics Content and Concepts
~ Composing 2D and 3D shape.
~ Spatial orientation.
~ Spatial visualisation.
~ Measurement (volume)
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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.
Other Details
Supply List
ESSENTIAL: - 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.
2 files available upon enrollment
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Teacher expertise and credentials
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.
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Hello! My name is Alice.
Through my independent teaching practice, 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱, I help families from all over the world, who are searching for meaningful alternatives to high-pressure and standardised approaches to education, teaching and child development.
In The Real Wonderland
An increasing number of parents recognise the unique importance of an unhurried and playful early childhood, in shaping a child's long-term wellbeing and academic outcomes. They want educational and parenting approaches that will foster the most important foundation skills needed for long-term learning and wellbeing: such as creativity (instead of conformity), critical thinking and problem-solving (instead of compliance) and confidence (rather than constraint). My teaching practice: 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱, is a child-centred community that makes these experiences easier to find and access from anywhere in the world.
About Alice
I am a neurodivergent (2e), native English-speaking teacher with 35 years experience in delivering, designing and managing early childhood education, health and child development programs. I am a fully Registered (certified) Teacher in Australia, specialising in Early Childhood, Inclusive Education, Trauma-Informed Practice and Therapeutic Play.
My qualifications include:
★ 𝗠𝗮𝘀𝘁𝗲𝗿 𝗼𝗳 𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 (𝗘𝗮𝗿𝗹𝘆 𝗖𝗵𝗶𝗹𝗱𝗵𝗼𝗼𝗱) (Deakin University - Australia)
★ 𝗠𝗮𝘀𝘁𝗲𝗿 𝗼𝗳 𝗣𝗹𝗮𝘆 𝗧𝗵𝗲𝗿𝗮𝗽𝘆 (Deakin University/ CDU - Australia)
★ 𝗕𝗮𝗰𝗵𝗲𝗹𝗼𝗿 𝗼𝗳 𝗡𝘂𝗿𝘀𝗶𝗻𝗴 (UWS - Australia)
★ (𝗚𝗿𝗮𝗱𝘂𝗮𝘁𝗲) 𝗕𝗮𝗰𝗵𝗲𝗹𝗼𝗿 𝗼𝗳 𝗣𝘀𝘆𝗰𝗵𝗼𝗹𝗼𝗴𝗶𝗰𝗮𝗹 𝗦𝗰𝗶𝗲𝗻𝗰𝗲 (current, Deakin University - Australia)
★ 𝗚𝗿𝗮𝗱. 𝗗𝗶𝗽. 𝗗𝗶𝘀𝗮𝘀𝘁𝗲𝗿 𝗧𝗿𝗮𝘂𝗺𝗮 & 𝗥𝗲𝗰𝗼𝘃𝗲𝗿𝘆 (UNE - Australia)
★ 𝗚𝗿𝗮𝗱. 𝗖𝗲𝗿𝘁. 𝗛𝗲𝗮𝗹𝘁𝗵 𝗣𝗿𝗼𝗺𝗼𝘁𝗶𝗼𝗻 & 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 (UNE - Australia)
★ 𝗢𝘁𝗵𝗲𝗿 (𝗦𝗲𝗹𝗲𝗰𝘁𝗲𝗱) 𝗖𝗲𝗿𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻𝘀/ 𝗧𝗿𝗮𝗶𝗻𝗶𝗻𝗴: Hanen Speech, Circle of Security, Neurosequential Development / Therapeutics, DIR-Floortime/ FEAS assessment, Sand Therapy, Art Therapy, Orton Gillingham, MacqLit, Boardmaker, GLA/ P speech development, Talk For Writing.
★ 𝗦𝗲𝗹𝗲𝗰𝘁𝗲𝗱 𝗔𝘄𝗮𝗿𝗱𝘀: Deakin University (Excellence in Teaching Practice); NSW Dept Education (Innovative Children's Programs and Empowerment); ACT Dept. Health (Infant/ Early Childhood Mental Health), NAPCAN National Awards (Infant/ Early Childhood Mental Health & Development).
Teaching Philosophy
My work focuses on using authentic play, deep inquiry and affirming relationships as the basis for children's learning. I design educational experiences for children - as well as parents and teachers - that embrace and affirm children's diverse thinking and communication styles, authentic play, neurodevelopmental needs, their natural curiosity and desire for inquiry, and which foster each child’s sense of autonomy, connection and self-worth.
I aim to provide your child with learning experiences that are humanising, by placing their dignity - their preferences, motivations, and aspirations – at the centre of their learning experiences. I want learning to connect with your child's heart and, through that experience, inspire (or re-inspire!) your child's sense of purpose, connection and wonder in our world.
When teaching, I draw from decades of experience working with little children and their families. Using a quote from Brooke Hampton, my teaching motto is to:
"𝘀𝗽𝗲𝗮𝗸 𝘁𝗼 𝗲𝗮𝗰𝗵 𝗰𝗵𝗶𝗹𝗱 𝗮𝘀 𝗶𝗳 𝘁𝗵𝗲𝘆 𝘄𝗲𝗿𝗲 𝘁𝗵𝗲 𝘄𝗶𝘀𝗲𝘀𝘁, 𝗸𝗶𝗻𝗱𝗲𝘀𝘁 𝗺𝗼𝘀𝘁 𝗯𝗲𝗮𝘂𝘁𝗶𝗳𝘂𝗹 𝗮𝗻𝗱 𝗺𝗮𝗴𝗶𝗰𝗮𝗹 𝗵𝘂𝗺𝗮𝗻 𝗼𝗻 𝗲𝗮𝗿𝘁𝗵...𝗳𝗼𝗿 𝘄𝗵𝗮𝘁 𝘁𝗵𝗲𝘆 𝗯𝗲𝗹𝗶𝗲𝘃𝗲, 𝘁𝗵𝗲𝘆 𝘄𝗶𝗹𝗹 𝗯𝗲𝗰𝗼𝗺𝗲".
If you are ready to browse my classes, feel free to scroll down toward the end of this page. However, if you would like a bit more detail, please keep reading!
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My Teaching Approach
You will see many differences in my classes, compared with the traditional US-based pre-K/ K/ early elementary and 'seated classroom' approaches. These 'comply-and-conform' teaching approaches are increasingly recognised as inappropriate for young children, and detrimental to their creativity, self (intrinsic) motivation, self-worth and even their long-term academic accomplishments (e.g. Carlsson-Paige, et al., 2015).
For these reasons, I use an approach which draws from my training and qualifications in Play-Based Teaching/ Education, Therapeutic Play and children's neurological development. My approach includes:
🦋 Collaborative learning led by each child's interests and motivations (not teacher-led instruction)
🦋 Building shared understanding (not imposing adult meanings or rote learning)
🦋 Individualised and humanising relationships (not standardised expectations)
🦋 Hands-on, authentic play (not seated lectures)
🦋 Deep experimentation with creative, language, scientific, mathematical and relational process (not factory produced products or worksheets)
🦋 Imaginative resourcefulness (not mundane replication)
🦋 Growing children's passions (not their performance)
🦋 Understanding and meeting the needs communicated through cues, behaviours and signals (not pathologising or supressing behaviours)
🦋 Being an adult who is in calm self-control, and leads through example (not an adult who demands control and compliance of others)
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Work & Life Experience
My experience includes working with children from trauma, disability, non-English speaking, marginalised, medically fragile/ chronic illness, and neurodivergent (including gifted) backgrounds. I have worked in many clinical and professional education roles, supervising new teachers and health practitioners, as well as maintaining my own practice skills. Over the years I have won many government and sector awards for my work in designing and delivering innovative early childhood programs.
I have visited and lived many countries during my career, including India, Malaysia, Papua New Guinea, Samoa, Singapore, Bosnia and Herzegovina, Timor Leste and Thailand.
My Outschool classes are a central and important part of my work as an independent teacher. As well as Outschool classes, 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱 also provides support, training and a like-minded community for adults who care for - and about - children. This includes parents, foster carers, teachers, leaders, social workers, therapists and many others. 𝗜𝗻 𝘁𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱 community members all share an interest in fostering the social and emotional development of children using play, and relationship-based, neuroaffirming practices. I am also lucky enough to have the opportunity to work privately with a small number of diverse, adult clients who enjoy play and play coaching as a way to explore their interests, experiences and personal goals. To maintain current 'hands-on' skills, I also periodically return to teaching part-time 'in person' in our government school system.
Throughout my career, I have gained a range of specialised skills and certifications, and have taught other professionals in areas of:
- Child mental health
- Neurodevelopment and neurosequential development
- Trauma and behavioural support
- Literacy, including phonics and speech education (with a focus on the Science of Reading approach)
- Play therapies and interventions
- Sensory-motor development
- Health education
- Nature-based/ outdoor/ re-wilding education
Some Fun Facts
- I love dabbling in the visual arts as well as textile crafts.
- Before becoming a parent, I travelled and worked all over the world. One of my favourite places was the Kimberley region in Australia where I worked in a remote community for several years. I still miss it, and dream of returning one day when my children are grown.
- I am a former member of Mensa.
- If I wasn't a teacher, and could be anything in the world, I would open a wildlife sanctuary. The major challenge would be deciding where! There are so many beautiful, important animals and habitats on this amazing planet.
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Class Policies
𝗖𝗹𝗮𝘀𝘀 𝗩𝗶𝗱𝗲𝗼 𝗥𝗲𝗰𝗼𝗿𝗱𝗶𝗻𝗴𝘀
For child protection and privacy reasons, I do not release class recordings for group classes.
𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗠𝗮𝗻𝗮𝗴𝗲𝗺𝗲𝗻𝘁
For details on how I create and lead a positive, supportive, respectful and learnful classroom environment, please see the section above on "My Teaching Approach".
For further clarification:
~ Rewards/ punishments: I do not use rewards or punishments.
~ Praise: I use praise to reinforce learning skills such as effort, curiosity, or learning from mistakes. I avoid praising (or criticising) performance-related behaviour (such as getting something "right").
~ Learner feedback: I provide strengths-based feedback to children to support their learning. I endeavour to personalise this to each individual child's own tolerance for feedback, with a focus on growth, critical thinking and reflection. My strategies for feedback are fully detailed in each class listing.
- Muting, videos and waiting room: I do not use muting, switch off children's video, "place" them in the zoom waiting room, or otherwise isolate or exclude children as a strategy for supporting social skills. Instead, I support positive group behaviour and interaction through active teaching, using the approaches described above. I do use the "mute" function if there is persistent background noise in the child's environment. I will also mute and/ or switch off a child's video for either privacy or safety reasons. If this occurs I always inform the child the reason why, and that they are welcome to switch their sound / video back on when they are ready or want to speak.
Reviews
Live One-Time Class
$21
per classMeets once
40 min
Completed by 42 learners
Live video meetings
Ages: 4-7
4-6 learners per class