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Ideas please. Lesson Obs in KUW all about senses inparticular touch.

Discussion in 'Early Years' started by yohanalicante, Nov 15, 2011.

  1. have you just tried having a classroom resourced with the widest possible range of objects- from bird's nests to shells, from feathers to washing machine motors, from soil to sand, from glue to water? Let children talk about what theri hands are finding ourt everyday, give them time, space and opportunity and vocabular. They are full of wow! You don't need to create any, you just need to open their doors and let it out.
     
  2. 'wow' for who I wonder? The observer - the SMT?. And a 'lesson'?, not particularly early years terms - so I wonder if you are being forced to jump through a hoop that is would not be your normal gymnastic choice of the normally agile early years teacher.
    if you are in nursery anything in a feely bag, under a cloth or through a blindfold (that the child can put-on/off) anything with water or mess, anything that creeps or moves, or spins or shines or makes a noise -all are WOW!.. If you've got a few of those in the continuous provision, - in the garden under a log, or in the wet sand, or at the art table or in the autumn dark corner under a table with torches and mirrors and relfective things, or ... or...the table of clocks and watches for taking apart, the daily ritual of feeding the fish, etc...
    the youngest children are pesonal scientists in every area of their daily experience. They investigate, test, conjecture, relate and communicate their discoveries- anything which allows that, gives you loads of wow opportunities. If you have that clear for yourself then the observers will need to look with a wide lens at not what you 'do' in the given moment or 'lesson' but what you understand about young children's cross curricular learning- the provision you make in terms of first hand experiences, not only incidentally but the things you know will come up each year - spiders in spetemberm forst in january-butterflies in june etc..
    They will also, if they know what they are observing, look at how children have enought time to investigate at depth, the independence to make connections, to combine and experiment, the resources available to consolidate and connect understanding - including books, dvds, computer short clips etc...
    Just have a small group focus time around it. listen, feed vocab, encourage connections and let links be formed, ; experience-activity-language-connection-symbolisation etc....

     

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