In Chapter 7 of Purposeful Play, teachers explored the power of tapping into student interests. Our Early Years educators strive to understand students’ passions and interests in order to design meaningful and engaging learning experiences for our young learners. They challenge themselves to adopt a play mindset to cultivate empathy and help take students’ learning further through observation and questioning.
Our EY teachers adapt their versatile classrooms and materials to meet the needs and interests of students as they continue to learn and grow through play. Keep reading below for specific examples from our Early Years teachers.
How are student interests reflected in our Early Years classrooms?
(資料圖)
Student Interests in
K3
K3 students love experiencing the world with all their senses. Seeing, hearing, smelling, touching, and even tasting things create deep connections in their minds. Because they are so interested in the outdoors, we try to give students lots of opportunities to learn outside the classroom: balcony play, outdoor classroom play, and rooftop garden play.
Students Interests in
K4
Students created stories with their favorite characters. One student"s cat hopped into the other student"s car...and you can imagine what could happen in their shadow puppet show. It brought wonders for different light sources and the change of shadows as the light changed. Students interacted and exchanged their ideas, creating stories, developing communication and social skills, and integrating all their learning together in making their own stories. They all wanted to be performers. Again, their joy of play, passion, and interests posed the problems, and they solved their issues on their own. Their creativity creates new worlds and integrates all their learning together to make their own stories.
Student Interests in
K5
K5 students are immersed in the simplicity of unstructured play offering an environment that allows them to choose, making their own –creating space where they feel valued and find ownership. They are building using 3D shapes - magnetic sets, exploring sea animals in our water table, and reading books they chose and are interested in. They are playing and learning together!
Student Interests in
Creative Arts
Students are able to choose one of three learning centers to create stories through art: CASTLE, RESTAURANT, and CHINESE GARDEN (see photo). These students had previously made clay insects of their choice as part of their materials exploration, and now they are using them in their imaginative play.
Student Interests in
PE
K5 PE students worked in groups to create an animal dance for our Imagination unit. Students chose to work in groups with others that had a similar interest in the animal they wanted to create a dance for.
Student Interests in
Mandarin
Apart from learning about our current units in Mandarin class, K5 students need to learn several Chinese characters. Students have the agency to choose the activity that they are interested in to learn the Chinese characters. Students who like to draw can choose a picture frame. Students can practice writing the characters they learn along the line of the picture at first and then draw anything they want inside the picture frame. Students who like to play with playdough can choose it to make Chinese characters. Students can also choose dot stickers to work on to help them memorize those characters. They can all achieve the same goal but with different interests.
Student Interests in
ICT
It"s party time! K4 learners dance around the "disco ball" that they code by themselves to celebrate their learning. They"re given choices when it comes to coding the light, whether it is a rainbow light, or whatever color they prefer. The goal is to solve the problem: code a sequence to keep the robot blinking the color light so we can party together. Computational thinking and system operation are not easy at their age. Facing the challenge, however, the young learners didn"t give up. They practiced being reflective by going over and checking the mistakes and fixing the codes. They showed their persistence by trying repeatedly before they made it.
What do our teams want you to know from this chapter?
K3
When people see the work of children as "cute" they undermine the intense and real effort it took the child to bring that vision to creation. (pp108-109)"Oh wow!" or "So cool!" Words we automatically say when children show us their work. But do we ever acknowledge the passion that went into it?Showing authentic interest in what interests our children helps strengthen the bond we have with our little ones. It communicates that we value them AND we value what they value.
K4
Student interest- an exploration- inquiry...it is all smoothly making connections. We all value the importance of motivating the students. It simply explains the need to understand their interests, learning style, and strengths.
Understanding the students is one of the most important roles as a teacher. Creating data for the students" interest and choices is continuously happening at school. That’s what we can do. They all have their own path and expression. What and how to listen to them is our role.
Teachers empower children by respecting their unique passion and building supportive relationships. We should build children"s voices and incorporate their interests in many ways. We can invite children to create their environment by making special books and providing various materials based on their interests.
This student-centered environment will empower students to take ownership of their learning and develop a love for learning. It will stay with them long after they leave the classroom.
K5
Even as teachers we sometimes forget what it is like to have the mindset of a child. If we bring ourselves back to that child-like place of curiosity and wonder, we can better relate to how our students respond to what we present to them in the classroom. We get at the heart of intrinsic motivation. For some students, activities like reading and writing can be a challenge, but if given the agency to choose what they can read and write about, children will often go above and beyond the expectations we as teachers have originally set. When a child is excited about his or her learning, the possibilities are endless!
Library
In library class, students can choose to read any books that interests them which helps to foster a love of reading and encourages students to explore different genres. The library provides students with a variety of books for them to choose from that cater to their individual interests and needs.
ICT
Technology at an early age has always been a controversial topic. Noticing that it"s inevitable to live without it either now or in the future, the question now turns to how to guide children to form a healthy mindset of using technology. Learning to be a digital citizen takes an effort from an early age. By tapping into students" interests, students learn to use thinking skills and be reflective each time when they face a new app. While being a consumer of technology, young students also learn to contribute by creating stories and writing instructional books. Furthermore, we value using technology with positive attitudes at school. All this shouldn"t just happen at school. When your child begs you for the iPad next time, can you provide more options for them? Would you make an agreement together and follow it?
PE
Tapping into student interest is important because it increases engagement, personalizes learning, improves memory retention, creates a positive emotional connection to learning, and develops lifelong learning habits. When students are interested in what they are learning, they are more likely to be engaged and motivated, leading to greater academic success. By personalizing the learning experience to meet the unique needs and interests of each student, teachers can create a more relevant and meaningful learning experience. This can also lead to better memory retention and long-term learning outcomes. Additionally, when students have a positive emotional connection to learning, they are more likely to enjoy learning and have a positive attitude towards school. Finally, tapping into student interest can help to develop lifelong learning habits, as students are encouraged to pursue their interests and passions, leading to a greater sense of curiosity, creativity, and innovation throughout their lives.
Mandarin
"When you understand your students" passions, you"ll know better how to connect with them and infuse a sense of joy into all you do. "(p118)
Knowing students" interests can help teachers plan engaging lessons and activities and support students" learning journey. While letting students choose to do what they are passionate about, it also helps them learn with motivation and joy. Students would be more open to sharing their thoughts and expressing themselves.
滑動(dòng)查看中文
在《有目的的游戲》第七章中，教師們探討了挖掘?qū)W生興趣的方法。我們的幼兒教育工作者努力了解學(xué)生的熱情和興趣，以便為我們的年輕學(xué)習(xí)者設(shè)計(jì)和提供有意義和吸引人的學(xué)習(xí)體驗(yàn)。他們挑戰(zhàn)自己，采用游戲思維來(lái)培養(yǎng)同理心，并通過(guò)觀察和提問(wèn)幫助學(xué)生進(jìn)一步學(xué)習(xí)。
我們的幼兒教師調(diào)整他們的多功能教室和材料，以滿足學(xué)生的需求和興趣，讓他們?cè)谕嫠Ｖ欣^續(xù)學(xué)習(xí)和成長(zhǎng)。請(qǐng)繼續(xù)閱讀我們幼兒教師的教學(xué)上具體例子。
學(xué)生的興趣如何反映在我們的幼兒課堂上?
激發(fā)學(xué)生的興趣
K3
k3學(xué)生喜歡用他們所有的感官體驗(yàn)世界。看到、聽(tīng)到、聞到、觸摸，甚至品嘗事物，都會(huì)在他們的腦海中產(chǎn)生深刻的聯(lián)系。因?yàn)樗麄儗?duì)戶外活動(dòng)很感興趣，所以我們盡量給學(xué)生提供很多課外學(xué)習(xí)的機(jī)會(huì):陽(yáng)臺(tái)游戲、室外課堂游戲和屋頂花園游戲。
激發(fā)學(xué)生的興趣
K4
學(xué)生們用他們最喜歡的人物創(chuàng)作故事。一個(gè)學(xué)生的貓?zhí)狭肆硪粋€(gè)學(xué)生的車。你可以想象在他們的皮影戲中會(huì)發(fā)生什么。它為不同的光源帶來(lái)了奇跡，隨著光線的變化，陰影的變化。學(xué)生們相互交流，創(chuàng)造故事，發(fā)展溝通和社交技能，并將他們所學(xué)的知識(shí)整合在一起，制作他們自己的故事。他們都想成為表演者。同樣，他們的玩耍樂(lè)趣、激情和興趣帶來(lái)了問(wèn)題，他們自己解決了問(wèn)題。他們的創(chuàng)造力創(chuàng)造了新的世界，并將他們所有的知識(shí)整合在一起，創(chuàng)造了他們自己的故事。
激發(fā)學(xué)生的興趣
K5
k5學(xué)生沉浸在簡(jiǎn)單的無(wú)結(jié)構(gòu)的游戲中，提供了一個(gè)允許他們選擇的環(huán)境，創(chuàng)造他們自己創(chuàng)造的空間，在那里他們感到被重視并找到所有權(quán)。他們正在使用3D形狀——磁性裝置，探索地下水位中的海洋動(dòng)物，閱讀他們選擇和感興趣的書籍。他們?cè)谝黄鹜嫠：蛯W(xué)習(xí)!
學(xué)生的興趣
藝術(shù)創(chuàng)作
學(xué)生可在“城堡”、“餐廳”、“中國(guó)花園”(見(jiàn)圖)三個(gè)學(xué)習(xí)中心中任選一處，通過(guò)藝術(shù)創(chuàng)作故事。這些學(xué)生以前選擇制作粘土昆蟲作為材料探索的一部分，現(xiàn)在他們?cè)谟盟鼈冞M(jìn)行富有想象力的游戲。
學(xué)生的興趣
體育
K5體育學(xué)生分組為我們的想象力單元?jiǎng)?chuàng)造了一種動(dòng)物舞蹈。學(xué)生們選擇了和對(duì)動(dòng)物有相似興趣并為之舞蹈的學(xué)生組成小組。
學(xué)生的興趣
中文
K5的學(xué)生除了在中文課上學(xué)習(xí)我們現(xiàn)有的單元外，還需要學(xué)習(xí)幾個(gè)漢字。學(xué)生可以自主選擇自己感興趣的活動(dòng)來(lái)學(xué)習(xí)漢字。喜歡畫畫的同學(xué)可以選擇一個(gè)畫框。學(xué)生可以先沿著圖畫的線條練習(xí)書寫他們所學(xué)的漢字，然后在畫框內(nèi)畫任何他們想畫的東西。喜歡玩橡皮泥的同學(xué)可以選擇橡皮泥來(lái)制作漢字。學(xué)生們還可以選擇點(diǎn)貼紙來(lái)幫助他們記憶這些字符。他們都可以達(dá)到相同的目標(biāo)，但有不同的興趣。
學(xué)生興趣
信息技術(shù)
派對(duì)時(shí)間到了!K4學(xué)習(xí)者圍著他們自己編寫的“迪斯科球”跳舞，以慶祝他們的學(xué)習(xí)。當(dāng)涉及到編程光源時(shí)，他們可以選擇，無(wú)論是彩虹光，還是任何他們喜歡的顏色。我們的目標(biāo)是解決這個(gè)問(wèn)題:編碼一個(gè)序列，讓機(jī)器人不停地閃爍彩燈，這樣我們就可以一起聚會(huì)了。在他們這個(gè)年紀(jì)，計(jì)算思維和系統(tǒng)操作并不容易。然而面對(duì)挑戰(zhàn)，這些小小的的學(xué)習(xí)者并沒(méi)有放棄。他們通過(guò)檢查錯(cuò)誤和修改代碼來(lái)練習(xí)反思。他們通過(guò)反復(fù)嘗試最后成功，顯示了他們的毅力。
我們的團(tuán)隊(duì)希望您從這一章中了解什么?
K3
當(dāng)人們認(rèn)為孩子們的作品“可愛(ài)”時(shí)，這個(gè)表達(dá)就削弱了孩子們?yōu)閷?shí)現(xiàn)這一愿景所付出的專注和努力。(pp108 - 109)
“哦，哇!”或“太酷了!”當(dāng)孩子們向我們展示他們的作品時(shí)，我們會(huì)自動(dòng)說(shuō)出這些話。但我們是否感受到投入其中的熱情?
對(duì)孩子感興趣的事情表現(xiàn)出真正的興趣，有助于加強(qiáng)我們與孩子之間的聯(lián)系。它傳達(dá)的信息是，我們重視他們，我們也重視他們所重視的事物。
K4
學(xué)生的興趣——探索——探究……這一切都是順利地建立聯(lián)系。我們重視學(xué)生激勵(lì)的重要性。它解釋了了解他們的興趣、學(xué)習(xí)風(fēng)格和優(yōu)勢(shì)的必要性。
理解學(xué)生是作為教師這個(gè)角色需要掌握的一個(gè)技能。為學(xué)生的興趣和選擇積累數(shù)據(jù)在學(xué)校不斷發(fā)生。這就是我們應(yīng)該做的，孩子們都有自己的方法和表達(dá)方式。我們的角色是傾聽(tīng)什么以及如何傾聽(tīng)。
教師通過(guò)尊重孩子們獨(dú)特的熱情和建立相互支持的關(guān)系來(lái)賦予他們力量。我們應(yīng)該鼓勵(lì)孩子們的聲音，并在許多方面納入他們的興趣。我們可以根據(jù)孩子們的興趣，制作特別的書籍和提供各種材料，邀請(qǐng)他們創(chuàng)造自己的環(huán)境。
這種以學(xué)生為中心的環(huán)境將使學(xué)生掌握自己的學(xué)習(xí)，并培養(yǎng)對(duì)學(xué)習(xí)的熱愛(ài)。在他們離開(kāi)教室后很長(zhǎng)一段時(shí)間里，這些記憶還會(huì)伴隨他們。
K5
即使作為教師，我們有時(shí)也會(huì)忘記孩子的心態(tài)是什么樣子的。如果我們把自己帶回到那個(gè)充滿好奇和具有好奇的地方，我們就能更好地了解學(xué)生們對(duì)我們?cè)谡n堂上向他們展示的東西的反應(yīng)。我們找到了內(nèi)在動(dòng)機(jī)的核心。對(duì)于一些學(xué)生來(lái)說(shuō)，像閱讀和寫作這樣的活動(dòng)可能是一個(gè)挑戰(zhàn)，但如果讓他們選擇閱讀和寫作的內(nèi)容，孩子們通常會(huì)超出我們作為教師最初設(shè)定的期望。當(dāng)一個(gè)孩子對(duì)他或她的學(xué)習(xí)感到興奮時(shí)，可能性是無(wú)限的!
圖書閱讀課
在圖書館閱讀課上，學(xué)生可以選擇讀任何他們感興趣的書，這有助于培養(yǎng)閱讀的愛(ài)好，并鼓勵(lì)學(xué)生探索不同的題材。圖書館為學(xué)生提供各種各樣的書籍供他們選擇，以滿足他們個(gè)人的興趣和需要。
信息技術(shù)課
技術(shù)早期一直是一個(gè)有爭(zhēng)議的話題。我們發(fā)現(xiàn)無(wú)論是現(xiàn)在還是將來(lái)，沒(méi)有科技的生活是難以前進(jìn)的，現(xiàn)在的問(wèn)題是如何引導(dǎo)孩子形成健康的使用科技的心態(tài)。學(xué)習(xí)成為數(shù)字公民需要從小就開(kāi)始培養(yǎng)。通過(guò)挖掘?qū)W生的興趣，學(xué)生們學(xué)會(huì)了使用思維技能，并在每次面對(duì)新的應(yīng)用程序時(shí)進(jìn)行反思。在成為技術(shù)消費(fèi)者的同時(shí)，小小的學(xué)生們也學(xué)會(huì)了通過(guò)創(chuàng)作故事和編寫教學(xué)書籍來(lái)做出貢獻(xiàn)。此外，我們重視在學(xué)校以積極的態(tài)度使用技術(shù)。這一切不應(yīng)該只發(fā)生在學(xué)校。當(dāng)你的孩子下次向你要iPad時(shí)，你能給孩子們提供更多的選擇嗎?你們可以一起制定一個(gè)協(xié)議并遵守它嗎?
體育課
挖掘?qū)W生的興趣是很重要的，因?yàn)樗梢蕴岣邊⑴c度，個(gè)性化學(xué)習(xí)，提高記憶力，建立積極的學(xué)習(xí)情感聯(lián)系，并培養(yǎng)終身學(xué)習(xí)習(xí)慣。當(dāng)學(xué)生對(duì)他們所學(xué)的內(nèi)容感興趣時(shí)，他們更有可能參與其中并受到激勵(lì)，從而取得更大的學(xué)術(shù)成就。通過(guò)個(gè)性化學(xué)習(xí)體驗(yàn)來(lái)滿足每個(gè)學(xué)生的獨(dú)特需求和興趣，教師可以創(chuàng)造更相關(guān)和更有意義的學(xué)習(xí)體驗(yàn)。這也能提高記憶力和長(zhǎng)期學(xué)習(xí)效果。此外，當(dāng)學(xué)生對(duì)學(xué)習(xí)有積極的情感聯(lián)系時(shí)，他們更有可能享受學(xué)習(xí)，對(duì)學(xué)校有積極的態(tài)度。最后，挖掘?qū)W生的興趣可以幫助培養(yǎng)終身學(xué)習(xí)習(xí)慣，因?yàn)閷W(xué)生被鼓勵(lì)追求自己的興趣和激情，從而在一生中培養(yǎng)更強(qiáng)的好奇心、創(chuàng)造力和創(chuàng)新意識(shí)。
中文課
“當(dāng)你了解你的學(xué)生的熱情時(shí)，你就會(huì)更好地了解如何與他們聯(lián)系，并將快樂(lè)注入你所做的一切。”(p118)
了解學(xué)生的興趣可以幫助教師計(jì)劃有吸引力的課程和活動(dòng)，并支持學(xué)生的學(xué)習(xí)旅程。在讓學(xué)生選擇做他們感興趣的事情的同時(shí)，也能幫助他們充滿動(dòng)力和喜悅地學(xué)習(xí)。學(xué)生將更加開(kāi)放地分享他們的想法和表達(dá)自己。
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