Walker Learning is a play-based, investigative learning approach used in Australian K-2 classrooms. It focuses on individual children's interests to guide multi-day investigations. Key elements include designating a daily Focus Child to lead reflection and scaffolding, and assigning Reporter and Photographer roles to document peers' work. Teachers use morning Tuning In and afternoon Reflection sessions to introduce concepts and review learning from investigations. A Communication Board publicly tracks the rotation of roles and class goals. Teachers plan investigations fortnights and document children's progress through daily records. The benefits are calmer, more engaged students who authentically learn through hands-on exploration of topics they find interesting.

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!