Investigation Timeat

Richmond Primary School

Information for Parents

Kelly Barnett • 2012

Investigation Time is an opportunity for Prep students at Richmond Primary School to explore and investigate an area of current learning at their own pace and difficulty level. Various learning centres are set up three mornings per week across all three Prep classrooms. This allows students the freedom to choose where they would like to learn, to communicate with any of their peers, and to access all of the Prep resources.

The Prep team strives to make all of the learning centres literacy-rich. A literacy-rich learning environment is a key element to a successful play-based learning program. Students have direct access to books, topic-specific vocabulary, writing tools and materials. Such a learning environment provides students with the opportunity to see and understand how print is used for a range of authentic purposes.

Once a fortnight the Prep teachers carefully plan all of the learning centres so that each is tied in with a current curriculum area. Learning Intentions are written statements about current areas of teaching and learning. These are displayed and discussed to highlight what we anticipate students will be exploring during that fortnight. Fortunately for us, students often end up investigating many more skills and concepts!

Our Investigation Time

Learning through experience is an opportunity for students to authentically apply their skills in an exchange with others

Kelly Barnett • 2012

What does Investigation

Time at Richmond Primary

School look like?

Investigation Time, or Investigations as it is more affectionately known, is structured the same way each session. Although the learning centres are changed and adapted to suit current learning and student needs, the backbone of Investigations remains the same.

Investigations begins with Tuning In. This is the time when new concepts and skills are introduced, Learning Intentions are discussed and each student is able to consider and express what they wish to investigate that day. It is at this stage where the Reporter, and often Photographer, are given their instructions on what target area to investigate.

Next comes Investigations. Students are free to explore at this stage and are encouraged to record any of their findings. Teachers are available to support and extend students during this time, but most of their attention is with two Focus Children. These students are rostered so that everyone has the opportunity for one-on-one explorations with their teacher.

The last stage, Reflection, is essential as it aids the development of metacognition. This time is used to create a class journal of discoveries, to share interesting observations and opinions, to discuss problem solving strategies, and to pose questions to one another.

Kelly Barnett • 2012

What is play-based learning?Play is a context for learning

through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations (The Early Years Learning Framework for Australia, 2009). There are a range of approaches to experiential and play-based learning; the Reggio Emilia philosophy, Montessori method, and Walker Learning Approach to name a few. Each has distinct principles and it is important that educators choose an approach that best fits their community. Many education centers are now taking inspiration from several theories, rather than strictly following one approach, to suit their needs.

What are the benefits?The most notable advantages are:

strong connections made between knowledge and experience, pro-social skills, and the ability to self-monitor and self-motivate.

Play-based learning allows students to strengthen and/or reinterpret their prior knowledge by connecting with their surroundings. These direct experiences are more likely to be understood and remembered as opposed to information prescribed by others.

Learning through play allows students to communicate their thoughts and questions directly to their peers. Students have the chance to cooperate with their learning

community and receive immediate feedback from others as they are investigating.

A sense of curiosity and the ability to self-motivate is a valuable tool throughout the life of a learner. During play, students are able to practise self monitoring skills as they are at the centre of their own investigations.

What is the philosophy at Richmond Primary School?Experiential learning is a key element for a balanced approach to learning.

We believe that it is our role as educators to:•nurture a community that is free to respectfully question and discuss thoughts

and opinions;• facilitate the exploration and

comprehension of skills and concepts through direct experiences;

• foster a sense of wonder;• complement play-based experiences

with explicit teaching; and• provide a literacy-rich learning

environment.We believe students learn best

when they have opportunities to:• pose and answer questions and seek

feedback from their learning community;

• link learning to prior knowledge and the real world;

• self monitor and set achievable challenges;

• cooperate and collaborate with their peers; and

• reflect on their learning to consolidate knowledge and set new learning goals.

Learning through play;learning our way.

Why Play-Based Learning?

Children learn best when they are engaged, motivated, and see the relevance of the content

- Victorian Early Years Learning and

Development Framework