John van Rensburg and Riya Monga
Codes: 224521023 and 224521024
St Theresa International College
142 202 Current and Trend in Learning Management Science
Contents
Introduction
According to 21st century learning, our school focuses on play based approach, which uses constructivism philosophy. Many early childhood schools in the 21st century uses play based approach which focuses on student centered.
Play based learning uses Students centered philosophy, which includes:
Constructivism philosophy:
Constructivism is an educational theory that is predicated on the idea that students acquire knowledge most effectively when they are actively involved in the process of doing so. Constructivists are of the opinion that pupils need to be allowed to discover lessons on their own through the use of hands-on activities. They believe this to be the most efficient method of learning, as well as the only method that can be termed "real learning.“
Progressivism:
Learning, according to progressives, should be centered on developing the unique potential that each individual possesses and adapting to new situations. When it comes to the development of a curriculum, progressives place a high priority on taking into account the requirements, experiences, interests, and capabilities of the students.
Existentialism: Existentialist classrooms are known for their celebration of individualism as well as variety. As a result, the primary goal of education should be to encourage the development of the unique skills, qualities, and characteristics that exist within each individual.
Social reconstructivism:
The concept of social reconstructionism refers to a school of thought that places an emphasis on the investigation of social issues as well as the promotion of democratic practices on a global scale. Educators who subscribe to the reconstructionist school of thought emphasize the importance of following a curriculum that positions social change as the central goal of schooling.
Problem Identification
Our school uses Play based learning approach. With the standard reading levels not being met, it is clear that there is a problem with this curriculum.
I have explained the further effects in this presentation in details.
Learning in theory and practice:
Be inspired by Play based Learning in an Early Year’s classroom
What is a Play Based Learning Curriculum?
In the fields of education and psychology, "learning via play" describes the process through which a child acquires knowledge and develops skills that help them make sense of their environment. When children are given the opportunity to play, they are better able to learn and grow in a variety of ways, including socially, intellectually, emotionally, and in terms of self-confidence.
3 elements of Play Based Learning?
Teachers need a lot of planning and forethought to cultivate a play-based learning environment that is conducive to the child's learning. The following are components of a play-based learning environment:
Lack of knowledge No interest Low self esteem
Lack of skills Poor language skill Laziness
Lack of Practice Poor process thinking skill Hyperactive
Teacher focus more on learning through play Technology addiction Lack parent attention
Indoor and outdoor have lots of resources for play Focus more on play Financial issues
Less academic related resources Familiar with learning through play Issues between parents
Poor academic results
Test skills
Mind set
Student’s character
School environment
Student habit
Family environment
Ways to create a new path to a better academic levels of students in play based learning:
Who needs to adapt to Oxford Reading Tree? Who does the change effect?
What is Oxford Reading Tree?
Oxford Reading Tree has created a wide variety of series to aid schools in teaching children to read, to foster a lifelong love of reading, because children need exposure to a wide variety of texts to expand their vocabulary and because different children are engaged by different genres and topics.
Products in the Oxford Reading Tree series comprise:
What does the problem effect?
Assessments: Selecting Appropriate Reading Materials for Evaluation. In order to get an accurate picture of the child's reading level and progress, it's crucial that the assessment texts be brand new to the child and match his or her age and reading level.
The assessment text should be chosen by the teacher based on their professional judgment and/or the Oxford Levels, with the help of the following list of selected assessment texts.
Materials: Teachers need to prepare more materials that will be engaging and collaborative with the oxford reading tree books.
Facilities: Library needs to be updated frequently according to the levels of the oxford reading tree.
Pedagogy & Learning Outcomes: Teachers need to plan more activities that promotes learning outcomes through reading. Examples of this could include more collaboration, peer evaluations, differentiation, role-plays, mini dialogues, etc.
What does the problem effect?
Technology: Technology will need to be readily available and accessible to students, both inside and outside of the classroom. The technology should ensure that the students can pursue their interested books and be able to read them online like E-Books such as those found on the EpicBooks website.
Student Engagement & Motivation: Activities, assignments, assessments, and curriculum/lesson plans will need to consider and factor in students' level of engagement and motivation as they will need to take initiative and be responsible and accountable for their own reading success.
Costs: The upgrading or replacement of the reading books content and the additional materials required for oxford reading tree will likely incur additional costs. Updating and improving school facilities and technology will also involve additional costs.
Challenges with oxford reading tree and Possible Solutions
It May Not Lead To Learning
When it comes to reading time, some kids can't help but always return to the same book. The benefits of reading will decrease if youngsters do the same thing over and over again.
It Could Be Not Ideal For Child Development
Children "grow" as they are presented with increasingly complex ideas. The term "Zone of Proximal Development" may be familiar to you. The idea that children should be given opportunities to perform work that is above their capabilities is reinforced here.
That is to say, psychologists like Vygotsky argue that we can intentionally propel a child's growth and development.
Parents May Disagree With Oxford reading tree
This is not a flaw in the educational system. However, some parents may view encouraging their children to read with them at home is a hard work.
Oxford reading tree can be quite pricey
Large sums of money are required to support an oxford reading tree in schools. In order for educators to design engaging lessons, they'll need access to a wide variety of leveled books, some of which will come at a hefty price tag for the school.
The environment
So that kids will feel comfortable going there and reading on their own time, the library should have a pleasant atmosphere. It's also important to have a selection of books available for reading time.
Grading and Assessments
First, determine which ORCS (Oxford Reading Criterion Scale) Standard corresponds to the grade level of the student(s) you plan to evaluate.
Second, determine the reading level of the child or group of children and choose a text accordingly. Children's literature must be brand new, but you should be intimately familiar with it. Make sure you and all the kids have a copy of the book.
Third, have each child a copy of the Standard and fill in their name and the date.
Fourth, for each kid, go through the Standard's checklist and mark off the items where you know for sure that kid is safe. You should have seen a child demonstrate the abilities listed in a criterion at least three times before reaching a confident conclusion about their development.
Fifth, make use of the unchecked boxes to generate questions about the selected text that will help you evaluate the areas in which you feel weakest. Using these inquiries, a "Comprehension Conversation" can be established.
Grading and Assessments
Stage 6: Tell the kids why they're here in the first place; that's the first step in any good assessment. Discuss the book's packaging, including its title, blurb, and back cover, to set the stage for the content inside.
The seventh step is to have the students read the text or a selected portion of the text silently. Individually tap the children on the shoulder and ask them to read aloud for a moment so that you can evaluate their word reading abilities and strategies for decoding unfamiliar words.
Next, after everyone has had a chance to read the material, have the Comprehension Conversation using the questions you prepared. For the Comprehension Conversation, plan on spending around 20 minutes total.
Step 8 Mark each child's ORCS with the following grades to show how you feel about each criterion during or after the conversation: There is strong, unmistakable proof that the kid can do this; there is some evidence that the kid can do this; there is no evidence that the kid can do this. The child's mastery of a skill will depend on your professional judgment.
Grading and Assessments
Step 9: The genre of the text may preclude assessing some criteria. Dash [-] each assessable criterion.
Step 10: Add up the ticks to get a score and judge using the box at the bottom of the Standard.
The verdict shows whether a kid is Developing, Secure, or Advanced against expectations and the best Oxford Level for reading. Reduce points for each category if one or more conditions are dashed. For instance, if "Developing" requires 6-9 points, it can be awarded for 5-8 points if one criterion is unassessed or 4-7 points if two are.
Step 11: If the child does not meet the entrance level for "Developing" at their year group's Standard, assess against the prior year's Standard. You can assess against a Standard the following year if the child reaches an Assessment Point. If the kid does not meet the entrance criterion for "Developing" at the following Standard, he/she should be listed as "Advanced" at the present Standard. This youngster needs targeted support and intervention to progress faster. You should provide this child opportunity to develop and deepen their skills within the Standard for their year group and stretch them with new learning.
Grading and Assessments
Step 12: A child's progress in phonics and word reading, which leads to fluency, and the criteria highlighted with a [] can be utilized to guide instruction moving forward.
Step 13: Create a class record sheet to keep track of the final ORCS grade (and Oxford Level, if desired). Keep track of the yearly assessment trends using a class spreadsheet.
Step 14: Each kid's ORCS Standard should then be utilized for formative purposes as a place to record continuous observations and informal assessment of the child. You can use this information to inform the next iteration of the culminating Comprehension Conversation. The evidence should be reviewed on a regular basis to make adjustments to the reading program, such as moving a student to a different guided reading group or a higher Oxford Level for independent reading, if necessary, and to verify that all students are making progress.
Grading and Assessments
Teachers of young children need to keep daily records of their students' progress of reading levels otherwise they lose track of their students' unique stages of learning and their subsequent skills.
Mission and Vision Goals
• The school, the teachers, and the curriculum will all continue to prioritize the needs of their students while also making greater use of the resources provided by the Oxford Reading Tree series.
• Focusing on teaching and practicing the oxford reading tree method. Motivation for The curriculum's flexible structure, focus on students' agency, multiple pathways to success, and use of high-quality, relevant texts are all factors that will motivate and engage students (and teachers) in their studies.
• Assessments and evaluations will be updated to better measure students' performance in 21st Century Skills, such as the capacity to apply information and respond to new situations.
Objectives of Oxford Reading Tree
We are a school dedicated to improving literacy and will work to do so indefinitely. Our mission is to equip every child with the tools he or she needs to read with competence, fluency, and comprehension, so that he or she can reach his or her full potential in life.
The ORT engages kids in all aspects of the educational process: listening, talking, reading, and writing. The most intriguing aspect is the way in which the stories build upon and expand upon the children's existing knowledge and experiences. The ORT is not just about keeping kids interested and energized; it is also about expanding their vocabularies. It's a versatile tool that can be adapted for use in a variety of educational contexts (e.g., whole class work, group work and independent work)
Objectives of Oxford Reading Tree
Students will be divided into small reading groups. Sometimes, concerned parents inquire as to the rationale behind the school's decision to place their children in separate reading groups. Every student's development in Reading can be evaluated and assessed in this way. In order to prevent children from becoming discouraged readers as a result, it is important that they never feel social pressure to read alone.
The use of groups in the classroom is just one method of instruction. It involves forming short-term groups of students to work together for the amount of time required to achieve a specific learning goal, such as mastering a specific skill or completing an activity more quickly. Students' needs, skill development, and knowledge lead to frequent reorganization of the groups.
Objectives of Oxford Reading Tree
All of the children's previous teachers get together with the new year's teachers before the children are promoted to the next grade. When these assessments are complete, children are divided into groups that best meet their individual requirements. This frees up classroom time for teachers to concentrate on helping these students master the specialized content and skills they're lacking. The next step for each child is to become an independent reader who can read quickly and proficiently on his or her own, or to receive additional help to improve reading, acquire skills and strategies, and speed up the reading process. According to their performance during the first half of the term, students in all groups have the option of being promoted to, or demoted to, a different group after each half term break. The goal is to foster an appreciation for reading and writing and give kids a leg up as they develop the skills necessary to become confident, fluent, and comprehending readers.
Objectives of Oxford Reading Tree
Homework :Books are taken home by students for recreational reading. During the weekly double Reading periods, students regularly trade books. Parents play an active role and are urged to keep a close eye on their child(ren) during reading time. The new Word Sparks series from the Oxford Reading Tree program is thoughtfully crafted to help parents confidently support their children's literacy growth at home. Both parents and teachers sign a "Home Book Record" form to confirm that reading took place at home and indicate whether or not books were returned on time. For teachers, this is a method of monitoring whether or not their students' parents are helping them with reading assignments at home. It is possible that some students (independent readers) will be sent home with reading-related homework, such as worksheets or book reviews to complete.
Objectives of Oxford Reading Tree
We shall seek to: Give our kids exciting books and texts (from our reading program, as well as our School Library collection and other E-Book services provided from School).
Offer alone, partnered, group, whole-class, shared, and guided reading.
Encourage parents to read with their children (eg; monitor books coming home – signing and commenting on the form, make ample time to hear their child reading).
Structure and enjoy reading.
Weekly recordkeeping and half-term assessments track development.
Support special education students quickly.
Develop several reading skills for independence.
Encourage our kids to read and love books.
Reading is a lifelong talent, not a duty.
Objectives of Oxford Reading Tree
Literature Ignites: Rich texts teach kids about the world. Word Sparks books educate youngsters to a plethora of fresh knowledge through Non-Fiction topics and Fiction that lets them see the world through others' eyes and think about concepts beyond their own.
Objectives of Oxford Reading Tree
The School's My On Debut: My On is a digital library that also provides a number of useful features. To put it simply, it's a supplement to what students already have in their libraries at home and at school. The introduction of My On was very well received, and the number of readers from Primary One to Secondary levels is far higher than expected.
Conclusion
We believe that a play-based approach to learning is beneficial for learners and may help them develop a wide range of abilities. Having access to Oxford Reading Tree will help pupils improve their reading abilities. When a youngster discovers their love of reading at a young age, it can help them gain a jump start on developing their vocabulary, independence, and confidence. The ability to communicate with others and to think creatively are two of the many talents that may be fostered through reading for children.
If you put in the time and energy, you'll be able to witness the benefits in the form of your students' improved performance.
References
https://helpfulprofessor.com/unstructured-play-based-learning/
https://www.bestchance.org.au/blog/the-science-of-play-the-importance-of-play-based-learning/
https://cdn.oxfordowl.co.uk/2017/02/20/14/13/39/39/tt_orcs.pdf
https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/oxford-reading-tree-levels/
https://global.oup.com/education/content/primary/series/oxford-reading-tree/?region=uk