原创Supporting Goals with Playful Tools and Charts |有意义的教学目标离不开有趣的教具

In Chapter 8 of Purposeful Play, teachers explored how to make goals memorable using charts and tools that are authentic, connected, relevant, and engaging to students. These tools and charts are also designed to be playful as we strengthen our play-based learning approach.

To create meaningful charts and tools, our EY educators are active listeners and continuously ask questions to seek a deeper understanding of students’ interests and developmental needs.

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We strive to have students involved in the design of charts and selection of tools to guide inquiry and play. It places power and value in students’ voices and communicates that teachers might not always know what is best, and we need to listen to students’ ideas and suggestions as well!

See below for specific examples across our EY classes.

How are playful tools and charts used in our Early Years classrooms to support meaningful goals?

Playful Tools and Charts in

K3

"We define a tool as anything that supports a child to work and think with more independence." (p. 128) K3 students can struggle to express themselves in English or in Mandarin. Their thoughts and concerns are important to us. We teach students that they can always communicate with us non-verbally. Our feelings chart lets students tell us how they feel, and they can do it any time they like.

Playful Tools and Charts in

K4

This is our brainstorming chart. This is the way we unpack the unit. This chart shows their previous knowledge of plants, their wonders, or anything that pops up in their mind when they hear the word ‘plant’.

Some of their responses were "Small plants need the sun to grow." and "Plants need soil and sun to grow"

Students also shared ideas and generated further questions:

-- "How come the beans in the dark grow too?"

-- "Wheat grass and Narcissus bulbs are growing in the water! Those are plants! Do we always need soil to grow?"

Their inquiry can revisit their statements and become new wonders. That"s the inquiry cycle happening in our class. The classroom is surrounded with students" work, ideas, and things that remind and encourage their learning to continue. It is also for the visitors and teachers to understand how our learning happens here at school!

Playful Tools and Charts in

K5

These are some examples of tools or charts that K5 incorporated in the classroom to help scaffold students in their work and play. We provide tools such as props, manipulatives, charts, and photographs to help students take their learning experience to a level of whole-body engagement. When creating these tools, we considered our students" needs and interests. We invite students to actively participate in creating/designing them, making them meaningful and easy to find and use.

By creating the tools, the students make themselves accountable for their learning, promoting agency and creating a safe environment, one where everyone can refer to these tools when they need them.

Playful Tools and Charts in

Creative Arts

In their exploration of water in Creative Arts, K5 students are creating water landscape dioramas. They have spent time throughout the school year playing with and exploring different materials to tell stories, make music, and create art. This chart, co-created with the students, supports them as they think deeper about expressing their ideas. They wonder about which materials are suitable for what kinds of living and nonliving things in an aquatic environment.

Playful Tools and Charts in

PE

This photo shows EY students using an Exit Ticket chart as they leave their PE lessons. The Exit ticket is used to check student understanding from the lesson objectives. Students are asked to rate themselves, so they have a better understanding of where they are in their learning journey. Students are reminded it doesn"t matter where they are. It is also useful for the teacher to see who might need to check in or review skills and understandings within the next lesson.

Playful Tools and Charts in

Mandarin

This is the tool we used at the beginning of the year to encourage students to get familiar with Chinese characters. It is a Hanzi Challenge once a week. If a student can read all of them, he or she will get a reward, if a student can"t say it yet, then he or she can listen to his or her peers and try to do it next time.

What do our teams want you to know from this chapter?

K3

If we demarcate play from work, we teach children to do the same, denying them a chance to see all learning as an opportunity to improvise and innovate. (p. 124) Many families want their children to succeed and stand out from the crowd. Families can do this by encouraging children to think outside the box. This happens when children are allowed to experiment and explore different ways of doing things. If a child needs to clean up, invite them to do it in a creative way.

Teaching your child they have options will make them unique in their field.

K4

“Play is a state of mind, rather than activity.” What connects play and learning? A tool or chart helps children to learn with a playful mind. Playful tools aid in meaningful teaching and learning. Educators should observe and listen closely to children and invite them to create their own tools to promote agency. Visual aids help people to understand and remember better, especially for youngsters. A photo of a child"s completed project or a working moment is a simple but powerful tool to help children reflect on their learning and relate to other engagements.

There is no line between play and learning when you have a playful mind. Play is hard work.

K5

For teachers, there are several ways to infuse fun and play into our students’ day! Teachers can direct children towards meaningful goals by providing them with playful tools that support learning.

A good example of an academic tool that can be made fun is an anchor chart. Anchor charts lay out the steps children need to complete a task. These charts can be both light-hearted and playful, while meaningful and effective. If you create a chart that uses colorful images of children’s favorite cartoon characters, they will love it and want to refer to it throughout their day. Kindergarten children are visual learners and enjoy looking at engaging charts to help them remember processes and strategies.

As teachers, it is our job to bend the curriculum to our students, and this includes their playful interests!

Creative Arts

Making playful tools and charts with the children helps support their learning and exploration in meaningful play. Listening to what they like, think, and feel, and incorporating those into their learning experiences, empowers students to connect more deeply with the concepts being taught. Be mindful that play is not the opposite of work, and when we approach work with a playful attitude and spirit, the outcomes are much richer and beneficial to all.

PE

The things we remember the most from our childhood are usually memories of play. This is because our brains are so invested and engaged into a game or trying to work something out. This is why play at school is so important, designed intentionally by educators. The use of charts is just another way to support learning and help students to accomplish things they may not have been able to without them.

Slide to see English

在《有目的的游戏》第八章中，教师探讨了如何使用真实、有联系、相关且吸引学生的图表和工具让学习目标记忆深刻。这些工具和图表的设计也很有趣，因为我们加强了基于游戏的学习方法。

为了创建有意义的图表和工具，我们的幼儿园教育者积极倾听，并不断提出问题，以更深入地了解学生的兴趣和发展需求。

我们努力让学生参与图表的设计和工具的选择来指导探究和游戏。它赋予了学生选择的主动权，并传达了教师可能并不总是知道什么是最好的，我们也需要倾听学生的想法和建议！

请继续阅读我们幼儿教师的教学上具体例子。

在幼儿园课堂上，如何使用有趣的工具和图表来支持有意义的目标?

有趣的工具和图表

K3

我们将工具定义为任何支持孩子更独立地工作和思考的东西。”（第 128 页）K3 学生可能很难用英语或普通话表达自己的想法。他们的想法和担忧对我们很重要。我们教导学生：他们总是可以通过非语言方式与我们交流。我们的感受图可以让学生告诉我们他们的感受，他们可以随时这样做。

有趣的工具和图表

K4

这是我们的头脑风暴图，这就是我们拆解单元的方式。这张图表显示了他们以前对植物的了解、他们的惊奇，或者当他们听到“植物”这个词时脑海中浮现的任何东西。

他们的一些回答是“小植物需要阳光才能生长”。“植物需要土壤和阳光才能生长”。

学生们也分享了想法并提出进一步的问题：

“为什么豆子在黑暗中也能生长？”

“小麦草和水仙球茎都在水中生长！那些也是植物！” “总是需要土壤才能生长吗？”

他们的询问将重新审视他们的陈述并产生新的惊奇。这就是我们班发生的探究循环。教室里充满了学生的作业、想法以及提醒和鼓励他们继续学习的事物。这也是为了让参观者和老师了解我们在学校的学习是如何进行的！

有趣的工具和图表

K5

这些是K5在课堂上融入的一些工具或图表示例，旨在帮助学生开展学习和玩耍。我们提供道具、教具、图表和照片等工具，帮助学生将学习体验提升到全身参与的水平。在创建这些工具时，考虑了学生的需求和兴趣。我们邀请学生积极参与创建/设计它们，让它们变得有意义，易于查找和使用。通过创建工具，学生可以对自己的学习负责，促进能动性并创建一个安全的环境，让每个人都可以在需要时参考这些工具。

有趣的工具和图表

创意艺术

在创意艺术中探索水时，K5 学生正在创作水景立体模型。他们在整个学年中都花时间玩弄和探索不同的材料来讲故事、创作音乐和艺术。这张图表是与学生们共同制作的，帮助他们更深入地思考如何表达自己的想法。他们想知道哪些材料适合水生环境中的哪些生物和非生物。

有趣的工具和图表

体育

这张照片显示幼儿园学生在体育课下课时使用退出票表。退出票表用于检查学生对课程目标的理解。学生被要求对自己进行评分，以便他们更好地了解自己的学习进度。学生们被提醒，他们在哪里并不重要。对于教师来说，了解谁可能需要在下一课中检查或复习技能和理解也很有用。

有趣的工具和图表

中文课

这是我们学年初用来鼓励学生熟悉汉字的工具。这是每周一次的汉字挑战赛。如果学生能读完所有内容，他将获得奖励，如果学生还不能说出来，那么他可以听他的同伴，下次再尝试做。

我们的团队希望您从这一章中了解什么?

K3

如果我们将玩耍与学习分开来，我们教孩子们做同样的事情，这会剥夺了他们将学习视为提高和创新的机会。（第124页）许多家庭希望他们的孩子成功并脱颖而出。家庭可以通过鼓励孩子跳出框框思考来做到这一点。当孩子们被允许尝试和探索不同的做事方式时，就会跳出固有思维。如果孩子需要清理，请他们以创造性的方式进行。

告诉你的孩子他们有选择，会让他们在自己的领域里独一无二。

K4

“玩耍是一种心态，而不是活动。” 玩耍和学习有何联系？工具或图表可以帮助孩子以有趣的心态学习。有趣的工具有助于有意义的教学和学习。教育工作者应密切观察和倾听儿童的意见，并邀请他们创建自己的工具来促进能动性。视觉教具可以帮助人们更好地理解和记忆，特别是对于幼儿来说。孩子完成的项目或学习时刻的照片是一个简单但强大的工具，可以帮助孩子反思他们的学习并与其他活动联系起来。

当你有一颗玩中学的心态时，玩耍和学习之间就没有界限。玩耍也是艰苦的工作。

K5

对于老师来说，有多种方法可以为学生的一天注入乐趣！教师可以通过为孩子们提供支持学习的有趣工具来引导他们实现有意义的目标。

可以变得有趣的学术工具的一个很好的例子是锚图。锚图列出了孩子完成任务所需的步骤。这些图表既轻松又有趣，同时又有意义且有效。如果您创建一个图表，其中使用孩子们最喜欢的卡通人物的彩色图像，他们会喜欢并想在一天的学习中参考它。幼儿园的孩子是视觉学习者，喜欢看引人入胜的图表来帮助他们记住过程和策略。

作为老师，我们的工作就是让课程适合我们的学生，这包括他们的游戏兴趣！

创意艺术

与孩子们一起制作有趣的工具和图表有助于支持他们在有意义的游戏中学习和探索。倾听他们的喜好、想法和感受，并将这些融入到他们的学习经历中，使学生能够更深入地与所教授的概念联系起来。请记住，玩耍并不是学习的对立面，当我们以玩耍的态度和精神对待工作时，结果会更加丰富，对所有人都有益。

体育

我们童年记忆最深刻的事情通常是玩耍的记忆。这是因为我们的大脑如此投入并参与游戏或试图解决问题。这就是为什么在学校玩耍如此重要，这是教育工作者有意设计的。使用图表只是帮助学习和帮助学生完成没有图表可能无法完成的事情的另一种方式。