From TeachMeet Wyndham, 24 October, 2014

1. Walker Learning in K-2
Play Matters
Erin Healy
Kindergarten Teacher
St Joseph’s School Kununurra
References from Play Matters by Kathy Walker 2011

2. What is Walker Learning
 Play based, developmentally appropriate practice.
 In K-2 it is based around investigative learning.
 Australian.
 Based on the children’s interests.

3. Key Elements of Walker Learning
 Focus Child
 Reporter and Photographer
 Tuning in and reflection
 Investigations
 Communication board
 Planning and documentation

4. Focus Child
 Each child will be a focus child for a whole day once a
fortnight.
 Roster system lets all students and parents know when each
child will have their turn.
 Focus children;
- stand or sit at the front of the class during tuning in and
reflection
- teacher discusses their interests with them in front of the
class to scaffold and model learning intentions
- spend special time with the teacher during investigations
- report back to the class on their learning during reflection.

5. Reporter and Photographer
 Teacher directed roles
 Teacher gives photographer and reporter a task and
requirements during tuning in each morning.
 During reflection time children report back to the
class about their task.
 Reporters; look on, talk with, listen and respond to
other children in the class. Specific task for each child.
 Photographer; before & after photos, examples of
particular skills, time sequence of investigations.

6. Tuning in
 Tuning in is for the learning for the whole day.
 4 key parts;
- welcome and administration
- reflection & revision of literacy & numeracy
intentions
- focus children, reporter & photographer scaffolding
in front of group
- intentional direction at dispersal

7. Reflection
 Reflection time is the springboard into formal teaching.
 Four key parts;
- scaffolding focus children, reporter and photographer
- teacher modelling particular skills and concepts from
investigations
- freebies  children who are chosen to demonstrate a
particular skill
- setting up and packing away ready for the rest of the
learning.

8. Communication Board
 Central focus in the classroom meeting area.
 Statement of Intent for the fortnight is displayed.
 Timetables, focus children, reporter and
photographer rosters.
 Developing responsibility in the children – checking in
daily.
 Information for parents and carers

10. Planning and documentation
 Planning is fortnightly.
 Use statement of intent.
 Daily record sheet
 Individual record sheets

11. Investigations
 At least four mornings a week
 Day starts with active hands-on experience.
 Each day there is still formal instruction in literacy and
numeracy.
 Experiences of the children and the explicit teaching
that takes place during investigations are used as a
springboard into the formal teaching of the day.
 Focus children, photographer & reporter
 Investigating requires at least 45 minutes.

12. Benefits
 Calmer classroom.
 Children are learning more authentically.
 Higher levels of engagement as learning is based
around the children’s interests.
 Build better relationships with children.
 Children are happy and excited about coming to
school.
 Teachers enjoy it too!