by Aditi Sharma | Jun 5, 2024
Grade : Preschool – 5th grade
The Change Idea
In this change idea, teachers can help promote verbal comprehension by using loose parts. While this approach can be used for all students, we see that it can be especially useful for emerging multilingual or emerging verbal students. Sometimes when a student is learning English as another language, there may be occasions where certain sounds from primary, dominant language are used. Instead of correcting it explicitly, the change idea attempts to acknowledge and welcome the language input being used by the student. In addition, the teacher then offers the correct way to pronounce words.
Status of Change Idea : To be tested!
What is Recast(ing)?
Recast(ing) is when a teacher repeats what a student says with more detailed language or correction.
Process (example)
Teacher: Hello A, how was your weekend? What did you do?
Student A: Hi, maestra. I went to the zoo with my family. I saw my friend Sue. (The student pronounced Sue like zoo.)
Teacher: A, I am happy to hear you went to the zoo and saw our friend Sue. (recast)I am happy that you are using both languages. You are correct. In Spanish, the z and s make the same sound (ssss), but in English, the z (zzz) and s (sss) make different sounds.
Teacher: Let’s try again and share what you did this weekend.
*Student attempts again to distinguish sounds*
Predicted Outcomes
- Students will note the difference between their native language and the language being acquired.
- Students will gradually make changes in language pronunciation with more exposure and practice.
- Students will gain verbal processing skills when talking about their work.
Guided Questions
- How might you note where a student makes language errors to create thoughtful recast statements?
- How might you create conditions for students to explore and take risks with their language acquisition?
- How might you include some movement as part of the language acquisition experience?
by Aditi Sharma | May 10, 2024
Grade : Preschool – 3rd grade
The Change Idea
The change idea is building comprehension through loose parts. While educators can test this change idea with all students, we are mainly focusing on emerging multilingual or emerging verbal students.
In this change idea, students will have opportunities to explain their thinking and display their comprehension using loose parts. Students will have additional time to process and create through loose parts. Students will have the opportunity to share by displaying loose parts/creations to their peers and or teacher to check for understanding.
Status of Change Idea : To be tested!
What are loose parts?
Loose parts refer to materials that can be moved, manipulated, and combined in various ways during play or learning activities. They are open-ended and allow for creativity and exploration, often used in educational settings to enhance problem-solving and imaginative thinking.
Process
- The teacher preps and has loose parts stations set up around the classroom. (A teacher might choose in advance particular loose parts/manipulatives to support content area focus, i.e. math, science, literacy)
- The teacher teaches lessons/standards for the content area.
- Example: 2.PS1.1 – Plan and investigate to describe and classify different kinds of materials by their observable properties (Physical Science-2nd Grade)
- Student action:
- A pre-activity lesson: Students explore loose parts independently before the lesson begins.
- Post-teacher direction: Students are encouraged to sort them based on color, texture, hardness, and flexibility.
- Students note observations by sharing them with peers and or teachers.
Predicted Outcomes
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Emerging verbal students and emerging multilingual students will use loose parts to demonstrate their learning/understanding.
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The change idea might make the task more accessible for students than traditional learning styles.
- Students might spend more time trying to develop essential language concepts instead of spending time understanding the task.
- Questions might arise based on students’ observations of how they sorted loose parts.
Guiding Questions
- What might be additional scaffolds that help students access content and language components of the lesson through loose parts?
- How might you capture key learnings of students and continue to build on them in future lessons? (paying attention to successes)
- If loose parts exploration is done in small groups or partners- how might you consider intentionally grouping students based on language ability?
by Aditi Sharma | May 10, 2024
Grade : Preschool – 5th grade
The Change Idea
Students will use loose parts during a read-aloud experience to support literacy and improve student engagement.
Examples of loose parts for this change idea: microphone, keys, family portrait, and a city map (consider your local context)
Book: The Key to the City | La Llave de la Ciudad
Status of Change Idea : To be tested!
What are loose parts?
Loose parts refer to materials that can be moved, manipulated, and combined in various ways during play or learning activities. They are open-ended and allow for creativity and exploration, often used in educational settings to enhance problem-solving and imaginative thinking.
Process
To start the change idea, students—as a whole class, in small groups, or individually—preview a set of loose parts before beginning the read-aloud, and then they guess how they will use each loose part in the story. This can be done by a teacher individually bringing out a set of loose parts and guiding the preview, or students are allowed some time to preview loose parts individually. During the actual read-aloud, the teacher pauses for students to make connections between the story and students’ predictions. Teachers can use a classroom note catcher(whole group) or prompt students to record their notes individually to document students’ observations and connections to the story. Follow this read-aloud, connections, and documentation routine until you have completed the book or time dedicated to this section.
Predicted Outcomes
- Students will do a better job of tracking the reader and will comprehend critical elements of the story through loose parts.
- Students might feel encouraged to share their bilingualism/multilingualism as part of the learning process—possible opportunities to share ideas and experiences in a different language.
- Students who are dominant in another language than English might experience higher levels of engagement.
Guiding Questions
- How might you consider students’ assets as you develop a high-quality, interactive literacy experience?
- How might you learn more about students’ backgrounds to help identify what stories are chosen and how loose parts can be representative of students’ backgrounds?
- How might you solicit student and parent feedback before the activity and after?
by Aditi Sharma | May 10, 2024
The Change Idea
Students will participate in a teacher-guided student circle for 15 minutes once a week. Teachers can choose the time of day: Beginning, post-lunch, or end of day.
During the circle, students will check in with themselves (individual reflection), share with side partners, and then the whole group. They will name how they feel (happy, sad, anxious) and one way they want to be supported.
Status of Change Idea: To be tested!
What is Social Emotional Learning?
Social Emotional Learning (SEL) is the process through which individuals acquire and apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
What is a Student Circle?
A student-centered approach that physically orients students to interact with peers & adults in a circular format. Groups can vary between small and whole class circles. Roles and responsibilities are established to ensure purpose, student role and teacher role, and student participation. Students are active listeners and participants in this activity. One key point to consider is student agency as students explore their role within the greater community. That means sometimes a student can decline to participate if they feel the conditions are not inclusive.
Predicted Outcomes
- Students will voice more regularly how they are feeling, whether about an activity, showing up to school, or how they are doing in the moment of the circle.
- Students who regularly speak up might find this experience different since there is an intent to engage more voices.
- Students who typically don’t share might see success in small circles and or build confidence to share with the whole group.
- A teacher might observe common themes around students’ engagement and wellness.
Guiding Questions
- How might regular use of a student circle promote student wellness and socioemotional learning?
- How might a circle present opportunities for student agency? What small role might we give a student to explore? Is it helping with timekeeping? Is it passing a student talking piece/microphone?
- How might students share their knowledge in other content areas in a circular format?
by Aditi Sharma | Mar 8, 2024
School : St. Helens School District Elementary Schools
Grade : Kindergarten
Students creating and exploring with loose parts
The Change Idea
At St. Helens School District, educators piloted a change idea called Playful Inquiry, focusing on incorporating loose parts into kindergarten classrooms. The aim was to assess the impact of these materials on student engagement, particularly among dual language learners and dysregulated students. Prior to the change, the school system lacked provisions for integrating play into academic settings. By introducing loose parts and encouraging discussions about color, shape, and size, educators hoped to increase engagement and foster a more inclusive learning environment for all students.
Status of Change Idea : Adapted
What are loose parts?
Loose parts refer to materials that can be moved, manipulated, and combined in various ways during play or learning activities. They are open-ended and allow for creativity and exploration, often used in educational settings to enhance problem-solving and imaginative thinking.
Predicted Outcomes
- Deep and engaged connections to concepts and skills in both academic and social skills using different modalities
- Fine motor & social skills
- Problem solving
- Collaboration
What actually happened?
- Students were staying longer at the loose parts stations
- Students coming to an agreement or answering deeper question by using loose parts
- Easy for educators to give examples of engagement in their classroom
Key Learnings & Observations
- Students seemed to be able to self regulate
- More than expected social skills amongst students
- Student who is typically dysregulated was able to stay for a long time at the loose parts table
Challenges faced
Difficulties around transition from loose parts to the next activity
Guided Questions
- How might play/loose parts be incorporated in the upper grades?
- How can we incorporate play in content areas like math, science, STEAM, Literacy?
- How might purposeful play facilitate better relationships between peers? How might it facilitate better relationships between teacher and student?
- How might purposeful play scaffold and deepen learning?
- How might a teacher consider and explore the cultural and ethnic backgrounds of students in its relation play? How might it look different? How might it invite students to share their play experiences as part of a great learning community?
