Feedback session with the rest of the staff from the Yokohama International Workshop on Play-based Learning (CAT3) (Sep 27, 2013 - Sept 29, 2013)

2. Learning Outcomes 目的
To look at different kinds of play
- Iain
To understand the importance of
a ‘provocation’ - Warren
To examine play-based
classroom environments - Joe
Group activity - Mint
To think about assessing play -
Mint

3. What is play?
遊びとは？

4. Which one is play for you?

5. Different kinds of play
様々な遊び
Dramatic play – children take on roles within pretend games
Fantasy – children create props and engage in fantasy
adventures
Exploratory – children explore the function and properties of
materials, equipment and objects
Manipulative – children manipulate and explore objects, parts and
materials
Physical – children explore movements and ways to combine
movements
Games with rules – children follow or create rules to reach a shared
Source: Queensland Government

6. What do we do here?
何をするのか？

8. Provocations in Play
What is a provocation? – setting-up the environment in a way that
engages and arouses student curiosity as well as allow for meaningful
play – a discovery activity
The beginning of the inquiry – for the students to begin asking own
questions and to discover on their own and begin to question each
other
Role of the adult – not interfering with the play, but to facilitate and
create chances for students to wonder and feel empowered
Provocations promote student-led inquiry – students work
together to lead the direction of the unit and the flow of the play
Provocations emphasize the importance of process – the learning
process and assessment is more important than the final product

9. Photos of a
provocation

11. The role of the classroom environment
教室環境の役割
Fosters children’s imaginations –
when children are engaged, they are
part of that world
The roles and functions of spaces–
different spaces facilitate different kind of
play
Classroom management – a well set-
up classroom allows for better
communication between students e.g.
small groups
Resources – classroom resources
should be appropriate and accessible to
the children
Classroom organization – Set-up the
classroom in a way that suggests to the

13. Inspiring Spaces

14. What is a
bridge?

15. Build a Bridge - Rules
ルール
Make a bridge with newspaper and
tape
It has to be able to hold ‘something’
(e.g. filled PET bottles, books etc.)
Winner – the bridge that can hold the
most weight without collapsing

16. Which is the
strongest?

17. Your Play Assessment
“さんかくだったらつよい”
“round, flat”
もっとひくい。ひくいだったら
つよい
つよいければいいおもいもの
のせる
日本人の先生が“tape
please” “thank you” “last
idea” “low low low”
Language 言語
Math 数学
Science 科
学
Thinking skills –
evaluation 評価

18. Your Play Assessment
“わたしのぼして、まず”。 Social skills –
Cooperating 協力

19. Your Play Assessment
Language
Math
Science
Social Studies
language used to
describe the bridge
shapes, comparing
length, width (よこ、はば、
長さ）
testing, experimenting
with weight, adding
support, density of
newspaper
communication, rolesc

20. Assessment Examples
Collecting evidence of
student understanding and
thinking
Documenting learning
process of groups and
individually
Students assessing work
produced by themselves
and others

21. Assessing Play