44 Chapter 3 – Accessible Content Appendix
This page shares text accessible versions of different interactive elements in the third chapter.
This includes transcripts for any audio-visual material such as video podcasts and videos that formed part of chapter’s learning.
Introduction to Chapter 3: Assessing student learning through play-based approaches. Engaging with the chapter. Vodcast content and transcript
Introductory title screens
The short vodcast begins with a Deakin University logo appearing on screen. Followed by the below Acknowledgement of Country:
We acknowledge all Aboriginal and Torres Strait Islander peoples as the first sovereign people of this land. As a community of educators we recognise with deep respect their continuing connections to lands, waters, knowledges and cultures. In doing so we pay our respects to their Elders past, present and emerging.
An animated title screen appears reading:
ASSESSING STUDENT LEARNING THROUGH A PLAY-BASED APPROACH. ENGAGING WITH THE CHAPTER.
Narrated content
The vodcast then has a single narrator sharing with you the following advice:
Hello everyone and welcome to Chapter 3.
The focus of this chapter is a close look at assessment, in terms of the general principles that enable us to define what assessment is, but also in terms of the specific assessment methods that support teachers to identify the learning that’s taking place in play.
And of course when children are playing the wonderful cross curricular nature of play, supports teachers to observe, listen and interact with children. And actually develop quite a holistic view of the child and their capabilities and interests.
It also is a really wonderful vehicle play, for children to be able to share their knowledges. Whether it’s through language, or collaboration or as they work with a resource.
And some of those knowledges and capacities are ones that really wouldn’t come out in everyday routines or experiences. But naturally come out in the course of play. For example, dramatic play provides a landscape for children to do, say, imagine and act in ways that perhaps aren’t part and parcel of the everyday in a classroom.
So as you consider these things while you’re working through this chapter. Pay close attention to those different assessment methods, and perhaps consider them in relation to assessment methods that you’re currently using.
The vodcast finishes with a fade to black screen.
Module 3: Assessing Learning Through Play
Introductory title screens
The short video begins with a Deakin University logo appearing on screen. Followed by the below Acknowledgement of Country:
We acknowledge all Aboriginal and Torres Strait Islander peoples as the first sovereign people of this land. As a community of educators we recognise with deep respect their continuing connections to lands, waters, knowledges and cultures. In doing so we pay our respects to their Elders past, present and emerging.
An animated title screen appears reading:
Assessing Student Learning Through Play.
Narrated content
The video then has Foundation teacher Marie Apostolou, speaking to camera with the following advice:
I’ve been teaching the Foundation years for six years now. In the past we used to have discovery time. A lot of people think of that as free time.
So the concerns I had with play-based learning was – are the children still going to be able to learn while they are playing?
Am I going to be able to see growth in children and in what areas am I going to see it?
So assessment was very – was new and it was something that worried me because I thought, well, I don’t wanna waste childrens’ time because there’s so much to get through.
But I have found that it’s actually authentic assessment.
So as a Foundation teacher, when you pull up a child and you ask them to do sounds for example.
So you say, “write me the ‘sss’ sound”, “write me the ‘a’ sound”. You’re pulling aside and you’re doing it as one-on-one.
Whereas today, perfect example, even though it was the numeracy table, I had whiteboards out and two of my students were doing our new sounds. They were already copying the sounds from the whiteboard, from the big whiteboard onto the little whiteboard.
So then I was able to go up straightaway, go, “Oh, you’re not doing numbers” and they went “No, but we’re doing our new sounds.”
So then I asked them straightaway, “What was that sound?” “What’s that sound?” So already I know which sounds they know – which sounds they don’t know.
The video fades to a black screen with a State Government of Victoria Department of Education and Training logo appearing on screen, then finishes with a fade to black screen.
Connecting with Parent About Assessment
Introductory title screens
The short vodcast begins with a Deakin University logo appearing on screen. Followed by the below Acknowledgement of Country:
We acknowledge all Aboriginal and Torres Strait Islander peoples as the first sovereign people of this land. As a community of educators we recognise with deep respect their continuing connections to lands, waters, knowledges and cultures. In doing so we pay our respects to their Elders past, present and emerging.
An animated title screen appears reading:
CONNECTING WITH PARENTS ABOUT ASSESSMENT. CHAPTER 3.
Narrated content
The video then has Foundation teacher Marie Apostolou, speaking to camera with the following advice:
When communicating to parents about assessing play-based learning, we do it in different ways. One way is we have displays outside our classroom where they see photos of what their children are doing, but also after play-based learning or sometimes in-between.
Sometimes we stop play and we do a bit of a scribe. We have a look at our goal:
- What is our goal?
- What have we achieved so far?
And I write down what children say. So children will tell me what they’re doing and I’ll put a name next to it so their parents know what they’re getting out of it. But when parents see the pictures, they understand that it’s not just playing. They actually understand that there’s planning behind it. They understand there is a purpose to the play. It’s not we’re just walking in and we’re just playing.
At the beginning of the year, some parents had the opportunity to see this and how it works. Also during our information evening at the beginning of the year, we went through and we explained what play-based learning is all about.
That there are goals, there are learning intentions. It’s not just free-for-all and see what happens. We have, but we haven’t jumped on yet, but we’re going to be using Seesaw, which is something we used last year with our Preps. And it’s just sending photos out to parents so that they could say that their child is playing with someone different.
Their child is using vocab. Their child is learning while they’re playing, what it is that they’re playing. And we actually talk about the things that we do. And then when we have reflection time with the children, we actually scribe for the children:
- What did you learn?
- What did you learn at the you know – today – during play-based learning?
- What did you learn when you were playing so-and-so?
- What did you learn when you were working in that area?
So when you have children, when I talk about things that they’ve learned, they then take that home. We have some children that are writers. Like, I have a little boy in my class this year who’s just beginning to sound out words. So today when he actually was talking to a group about apple seeds being poisonous. And I said, “Well, that’s really interesting. “And I said, “Well maybe you can write it in our reflective diary?” Which is a big diary that we have at the front that we usually scribe for them. And he was happy and he went and wrote on there.
So he wrote the statement. And that is a big learning diary that we use in the classroom. And kids, as we go along, students will have that opportunity. They draw pictures and they stick it on. And then I scribe:
- What did we learn?
- What did we get out of today’s play-based learning activities?
- What did you learn when you went to the maths table?
- What did you learn on the table that had all the food there, etc.
So then when parents come in, they actually get to see that. When we have Seesaw, we will be posting up photos and what children say. So they can’t come back and think well, my child’s not learning, because they are.
The video fades to a black screen with a Deakin University logo appearing on screen, then finishes with a fade to black screen.
How to get into Play-Based Learning: Part 4 – Assessment in a Playful Classroom
Introductory title screens
The short video begins with an animated title screen appears reading:
PART 04. Assessment in a Playful Classroom
Narrated content
The video then has a narrator speaking over video of teacher running a class with children:
Narrator: The purpose of assessment is to improve student learning. How can we find out where students are in their understanding, and to meet them where they’re at? Evidence of learning can be collected in multiple ways, including through observation of learners, conversations with learners, and examples of student work. A concept map is one way to capture student knowledge and wonderings about a topic. Students can create a map at the beginning of a unit, and expand on that original as they learn and explore.
Katie’s students use journaling to document their science investigations. Pedagogical documentation captures student thinking and makes it visible. Katie observes her students, and documents their daily explorations with notes and photographs. Later in the day, she will ask the students to help her interpret what she recorded.
Katie: What was happening here Aleeza? What did you think about them?
Student: They’re cool and I like how they go around and help us by making soil.
Narrator: Katie’s students have provided some interpretations of their investigations:
At first, Katie wanted to record almost everything, which was impossible. Establishing a guiding question has helped Katie to be more selective in her documentation. Currently, she’s trying to help her students reflect on their learning.
Katie: So tell me a little bit more.
Student: Well, we’re going to make the castle.
Narrator: Katie considers her audience when deciding how to display her documentation. Annotated photos of student work are placed as student height. Samples of student work are assembled in binders, which can be taken home and shared with students’ families.
Katie has allocated two minutes each day for documentation. Later, she will review her documentation with students or other educators, and together they add notes and captions.
Katie uses the ICE model to classify qualitative observations, and to meet students where they’re at. ICE can also be used to classify qualitative observations into a rubric. Idea verbs are easily found in the Ontario Science and Technology curriculum.
Katie: Can you feel it? I want you to feel it. What does it feel like?
Student: Sharp.
Katie: It feels a little sharp. What else?
Narrator: As student learning deepens, they begin to see relationships between concepts.
Katie: Look at it. Why don’t we put a little bit of paper towel on top and see if it can get out from there. Oh, look at that! Do you see it?
Narrator: Extensions get students thinking beyond, applying concepts to their worldview. Sample educator prompts include predicting outcomes, or proposing solutions to problems.
Katie: What do you think would happen if I put blue food colouring in here.
Student: It would turn blue.
Katie: Why do you think the celery stalk would turn blue?
[Students suggest possible reasons.]
Katie: The celery is a stem, right?
Narrator: A large portion of the Ontario elementary progress report card is devoted to non cognitive abilities, which, educators nurture by integrating play and inquiry into their classroom. Research shows that persistence and perseverance are predictors of future success.
Student: I found the mouth!
Narrator: What does innovation look like at the primary level? To learn more about assessment, a good starting point is the Ministry of Education document, Growing Success.
This document describes how observations, conversations, and student products all provide evidence of learning.
In the next video in this series, learn about how to incorporate the curriculum into a playful classroom, how to nurture student curiosity, and some tips for collaborating with families.
The video finishes with a fade to a white screen with the Ontario Science Centre logo appearing on screen.
An Insightful View of Student Learning
Introductory title screens
The short vodcast begins with a Deakin University logo appearing on screen. Followed by the below Acknowledgement of Country:
We acknowledge all Aboriginal and Torres Strait Islander peoples as the first sovereign people of this land. As a community of educators we recognise with deep respect their continuing connections to lands, waters, knowledges and cultures. In doing so we pay our respects to their Elders past, present and emerging.
An animated title screen appears reading:
An Insightful View of Student Learning
Narrated content
The video then has Foundation teacher Maria Mandilas, speaking to camera with the following advice:
During play-based learning, sometimes we are lucky enough to witness things that we normally wouldn’t otherwise see.
We might discover that we have a writer or a reader. Somebody who has a better understanding of some maps concepts that we normally wouldn’t see.
So this helps us plan for those children, to their point of need in the classroom for literacy and numeracy ways that we can extend them and in the same way, ways that we can support them.
The video fades to a black screen with a State Government of Victoria Department of Education and Training logo appearing on screen, then finishes with a fade to black screen.
