Reflecting on my Action Research Project

Currently I feel relieved because my Action Research project is currently underway and progressing more each day. During developmental play I have been able to add a variety of resources to the program by allowing children to have a learning focus whilst playing. Moreover, through social collaboration, children have been able to communicate by talking and listening to one another and share their ideas and perspectives (MacNaughton & Williams, 2009). Through an introduction to the topic with the entire class I was able to gain a deeper insight on what the children’s current understandings were in relation to “This is Me”, the HSIE unit of work. I began by introducing the lesson using a book called “Big People, Little People” which discussed differences relating to aspects such as big/little, larger body/thinner body, young/old, facial features (eyes, ears, mouth, nose, arms, legs), needs, abilities and interests. Through this the children immediately began to scaffold each other’s learning by reflecting on their own differences and similarities. I encouraged children to each look in the mirror and tell the class about themselves. Although a mirror is a basic resource, I found it effective as it was not something which the children were exposed to in the school environment. Once I had a clear understanding of what the children were able to do, I began to plan and implement lessons, having the teach view my lesson plans and make any constructive feedback if necessary. My teacher continued to guide me throughout however only needed to make minor suggestions such as using a variety of teaching strategies to continue to scaffold the children’s learning, if necessary.
As I continued my planned experiences, I integrated resources which provided children with a hands-on approach to learning in order to:
§ Help to gain and maintain interest level of the learning experience
§ Engage mental involvement
§ Making learning more meaningful by linking in with the students’ previous knowledge
§ Catering for students who learn best through aesthetic teaching styles, as well as teaching through audio and visual styles to be able to accommodate to all children
§ Reinforcing, integrating and extending classroom instruction
§ Making explanations of difficult concepts and skills
§ Providing immediate feedback and extending on their understandings
§ Encouraging independent learning (Barry & King, 2002).


References:
Barry, K. & King, L. (2002). Begining Teaching and beyond (3rd Ed.). Riverwood, NSW: Social Science Press.
MacNaughton, G. & Williams, G. (2009). Techniques for Teaching Young Children: Choices for Theory and Practice (3rd Ed.). Malaysia: Pearson Prentice Hall.