Documente Academic
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Learning Visible
Drew Gregory
Drew Gregory
Documentation
Created
and
Posted
at
my
placement
site-
Chemong
Public
School.
Sensory Fun!
Within my first two weeks of being in the Kindergarten class, I noticed the children were
interested in sensory materials. On Mondays and Fridays we have more of a math and number
focus in the classroom with Mr. M. A way I decided to combine the fun of sensory play that the
children enjoy, with a math twist to go along with the days focus was to bring in and create some
water beads and sensory balloons! In the process of creating the water beads, and sensory
balloons it supported both Demonstrating Literacy and Mathematics and Self-Regulation and
Well-Being for children as stated in Ontarios kindergarten document, the four frames.
Step 1:
Making water Beads was the first part of the experience process. Making water beads required
the children to experiment with different types of measurements using Litres, rather then
standard measurements. For every quarter of the water bead bag, we needed to measure out 2
litres of water. Together we needed to do some math, and figure out how much water we would
need, if we put half the bag of water beads in the container. We successfully came up with the
answer; four litres of water, for half the bag of water beads. As you can see in the pictures
posted, we were talking about what half is (1/2) , and what a quarter is (1/4) with both the water
bead bag, and the pop container we used to measure out the litres of water.
The children got to experience what the water beads felt like, before they were filled with water.
Once we did the math, and poured the water and water beads into the container, and placed them
on the shelf to watch them grow throughout the day.
Drew Gregory
Step 2:
Making sensory balloons was an idea we came up with to help children self-regulate in stressful,
upsetting or frustrating situations. This was brought on by a comment a child had, while we
were doing another experience. We had created balloons filled with beans, for a game we were
playing in the classroom. A little boy said this feels nice on my hands, its squishy. This
prompted a conversation about tools to use (this is one of them) to help yourself self-regulate, to
help you feel better in upsetting or frustrating situations.
Before we created the sensory balloons, at morning carpet I read a book to the children called
Zach is frustrated. This book explained a situation a little boy was having one summer day,
and the tools his father helps him learn to help calm his body and mind. This was a good book to
introduce the children before creating the sensory balloons, to teach them techniques and tools to
use for themselves when they are frustrated inside the classroom.
This experience with the water beads and balloons, required children to problem solve with the
materials in front of them (balloons, funnels, scoops and strainers) how to get the water beads
inside the balloons. It turned into a fun sensory experiment, which was put to good use.
Drew Gregory
Step 3:
Let the fun begin! With the left over water beads we did not use in the sensory balloons, we
placed in the water table. Many children showed an interest in the water table with water beads
inside of it. The children begin running their fingers though the water, picking the water beads up
and dropping them in the water, and even trying to use little tools like play tweezers to catch the
water beads in the table! This experience started out with just water beads, and turned into such
a fun sensory play, that was extended to self-regulation and well-being, demonstrating literacy
and mathematics behaviors along with problem solving and innovating.
Drew Gregory
TEACHER
AS
RESEARCHER
MAKING
LEARNING
VISIBLE
INTERPRETIVE
TOOL:
GUIDING
QUESTIONS
1. What
do
we
see
when
we
look
closely
and
attentively
at
the
documenting
evidence?
When
I
look
at
the
documentation
evidence,
I
see
the
children
being
involved
and
enjoying
the
sensory
play.
I
see
the
learning
starting
with
something
as
small
as
a
comment
about
how
a
balloon
feels
in
a
childs
hands,
and
turning
into
learning
on
self-regulation
and
well-being,
as
well
as
problem-solving.
This
documentation
shows
us
the
interest
and
concentration
children
had
with
the
sensory
materials
they
were
provided
with.
Along
the
way,
we
included
both
self-
regulation
and
well-being'
plus
demonstrating
literacy
and
mathematics
behaviors
from
the
Kindergarten
documents,
four
frames.
2. What
questions
does
this
looking
raise
for
us?
What
do
we
wonder
about?
I
wonder
if
the
children
have
had
previous
experience
with
water
beads
and
sensory
balloons?
I
also
wonder
if
children
have
had
meaningful
conversations
on
self-regulation
before,
or
if
they
have
an
understanding
of
what
it
is?
I
wonder
what
they
think
when
they
touch
the
sensory
materials?
Do
they
just
enjoy
the
feeling
of
it
in
their
hands,
does
it
remind
them
of
something
different
or
do
they
just
like
trying
to
catch
them
in
the
water?
There
are
so
many
things
you
can
wonder
about
children
and
their
working
theories
when
they
are
involved
in
play,
but
it
truly
is
amazing
to
sit
and
observe
them
and
the
enjoyment
they
have
in
experiences/
play.
3. What
are
our
working
theories
about
what
we
see?
Deeply
reflect
on
this
with
other
educators,
children,
and
families.
Self-regulation
is
crucial
for
children
to
develop
in
their
early
years,
as
well
as
having
a
little
understanding
of
what
self-regulation
is.
This
is
important
because
if
children
cannot
self-
regulate
they
are
not
truly
involved
or
themselves
throughout
the
day.
They
are
distracted
by
what
their
body
is
telling
them,
but
dont
know
how
to
express
themselves,
or
calm
their
body
and
mind.
Children
need
to
have
these
skills
to
simply
be
able
to
participate
in
activities,
conversations
and
the
everyday
necessities
of
life.
When
children
cannot
self-regulate,
it
impacts
all
their
learning
throughout
the
day.
A
part
of
helping
children
to
understand
it,
we
as
educators
need
to
give
children
the
tools
to
help
them
self-regulate.
The
experience
we
created
of
sensory
balloons,
along
with
reading
the
story
Zach
is
frustrated
helped
children
to
understand
self-regulation
and
how
they
can
help
themselves
in
stressful,
upsetting
or
frustrating
situations.
4. What
does
the
evidence
reveal
about
the
children's
working
theories,
feelings,
attachments,
and
interests?
Look
at
the
documentation
evidence;
I
can
see
the
children
are
interested
in
sensory
materials.
Drew Gregory
By
observing
the
way
children
were
playing
with
the
water
beads,
with
concentration,
patience,
enjoyment
and
a
smile
on
their
faces
I
could
see
the
interest
and
happiness
with
this
experience.
I
also
believe
the
evidence
shows
me
who
has
had
sensory
experience
or
experience
with
sensory
balloons/
water
beads
before.
Some
children
were
so
fascinated
by
the
water
beads
and
sensory
table;
they
stayed
involved
and
indulged
in
it
all
morning.
Other
children,
who
I
believe
have
had
experience
with
water
beads
before
touched
them
but
were
right
onto
the
next
thing.
The
water
beads
in
the
sensory
table
was
such
an
amazing
experience,
as
we
got
to
have
conversations
with
children
in
a
calm,
concentrated
state
(fascinated
by
the
water
beads)
and
talk
about
what
it
feels
like,
what
it
reminds
them
of,
challenge
them
to
pick
up
water
beads
with
play
tweezers,
etc.
Was
a
fun
experience!
What
images
give
the
most
insight,
for
your
Pedagogical
Documentation
Design
(documentation
panelno
less
than
3
and
no
more
than
6)?
Why
did
you
choose
these?
The
pictures
I
choose
for
my
documentation
show
insight
into
the
child's
thinking
and
enjoyment.
In
Step
one,
you
can
see
by
the
pictures
the
children's
thinking
and
working
theories
about
figuring
out
the
math
concepts
(figuring
out
half
of
the
container,
then
a
quarter).
This
is
viable
with
both
the
water
we
were
measuring
and
the
water
beads.
In
step
two
I
choose
pictures
that
showed
the
children
using
their
hands
in
the
experience.
You
can
see
by
looking
the
children
running
their
finger
through
the
container
of
water
beads,
as
well
as
using
their
fine
motor
skills
concentration
and
coordination
to
get
balloons
around
the
funnel
to
make
sensory
balloons.
Finally,
in
step
three
I
choose
a
picture
I
think
perfectly
displays
what
the
children
enjoyed
most,
playing!
The
children
would
take
the
water
beads
and
watch
hem
drop
in
the
water,
or
try
and
gather
a
batch
of
water
beads
with
their
hands
in
the
table.
The
entire
morning
children
were
fascinated
with
the
water
table,
and
this
one
picture
of
many
shows
the
enjoyment
they
were
having!
5. Where
will
you
display
your
documentation
panel
in
order
to
make
this
learning
visible
to
the
child,
family
and
other
educators?
I
will
display
my
documentation
in
the
hallway,
on
the
bulletin
board.
This
is
a
place
children
see
every
day
when
they
arrive
in
the
morning,
get
ready
to
go
outside
for
recess
and
at
the
end
of
the
day.
This
is
also
a
place
other
educators
and
teachers
can
look
and
read
the
documentation
without
interrupting
the
class
by
having
to
come
inside
the
room.
Parents
sometimes
(not
very
often)
drop
their
children
off
or
pick
them
up
at
the
classroom,
but
it
is
right
outside
the
doorway
if
they
were
to,
for
them
to
see!
I
believe
this
is
a
good
placed
for
the
documentation
as
there
is
lots
of
space,
its
down
low
for
the
children
to
see
as
well
as
in
a
good
location
for
others
to
investigate!
(Wein,
2013,
pg,
27-30
Think,
Feel,
Act
Lessons
from
Research
about
Young
Children)