CHCECE023 - Scenario: Will - Interpreting Observations
Posted: Fri Sep 25, 2015 3:32 pm
HI
One of the questions ask for "interpretation" I am not sure if my interpretation is correct. Am I to interpret this as a 3rd party student stating in my words what the Educator is trying to achieve with these observations OR am I to interpret this from the Educator's point of view? In which case I will be the Educator interpreting Will's performance directly.
THIS IS THE CASE and my answer is at the end of it:
Will was using the ends of the ribbon dancers to drum on the fence railings.
“Look! I’m making music!” said Will excitedly using the sticks from the ribbon dancers on the posts of the fence. Both Ryan and Will moved around the outdoor space with their sticks for drumming.
The Next Day…
Will immediately retrieved the ribbon dancers and was quick to demonstrate to Regan how he had used them the previous day with his friend Ryan. He began to drum the sticks on the railing.
I remembered some small pieces of dowel that someone had recently donated and gave them to Will. He received them with excitement: “Oh thanks Brooke!”
I suggested finding out what else is in our backyard made a noise. Both Will and Regan followed this up tapping the fence, poles, tyres, sandpit etc.
Braith began to show an interest. Will passed his sticks on to Braith who continued to experiment around the backyard.
“Listen to this Brooke!” said Braith, tapping on the pole, the tyre, the wood and running the stick along the fence.
Next I set out some PVC piping, witches hats and red piping to extend on Braith’s sound making. He proceeded to arrange them in a line along a wooden frame…he tapped along the way…the wood and the piping…he moved the pipes rearranging their position (lots of problem solving).
Harry and Olivia joined in arranging their own pipes. Olivia held a pipe and rubbed her stick up and down as if she was playing a stringed instrument…Harry practiced on the pipes that Braith was arranging and then moved on to the fence…
”Go down to the end and run your stick along,” said Braith to Harry. Harry ran his stick along the steel fence and back again.
Braith used the witches hats to balance the pipes, hitting each on the side repeatedly listening for the sound…we repeated the sound with our voice as the tone and pitch varied from pipe to pipe.
Olivia discovered that talking into the pipe made a ‘loud sound’ and Braith followed suit yelling into the pipe he was holding.
Braith continued to arrange the pipes along the grass, testing each sound along the way.
My Interpretation (from an Educator Perspective)
"Will shows his interest to exploratory learning. He is able to independently engage in his own investigation and learning. He is able to recall his previous days incidents. He is very confident in communicating his discovery to his peers. His social skills are advanced as he applies advanced skills to gain interest from his peers like passing on his sticks to Braith for her to explore his method."
One of the questions ask for "interpretation" I am not sure if my interpretation is correct. Am I to interpret this as a 3rd party student stating in my words what the Educator is trying to achieve with these observations OR am I to interpret this from the Educator's point of view? In which case I will be the Educator interpreting Will's performance directly.
THIS IS THE CASE and my answer is at the end of it:
Will was using the ends of the ribbon dancers to drum on the fence railings.
“Look! I’m making music!” said Will excitedly using the sticks from the ribbon dancers on the posts of the fence. Both Ryan and Will moved around the outdoor space with their sticks for drumming.
The Next Day…
Will immediately retrieved the ribbon dancers and was quick to demonstrate to Regan how he had used them the previous day with his friend Ryan. He began to drum the sticks on the railing.
I remembered some small pieces of dowel that someone had recently donated and gave them to Will. He received them with excitement: “Oh thanks Brooke!”
I suggested finding out what else is in our backyard made a noise. Both Will and Regan followed this up tapping the fence, poles, tyres, sandpit etc.
Braith began to show an interest. Will passed his sticks on to Braith who continued to experiment around the backyard.
“Listen to this Brooke!” said Braith, tapping on the pole, the tyre, the wood and running the stick along the fence.
Next I set out some PVC piping, witches hats and red piping to extend on Braith’s sound making. He proceeded to arrange them in a line along a wooden frame…he tapped along the way…the wood and the piping…he moved the pipes rearranging their position (lots of problem solving).
Harry and Olivia joined in arranging their own pipes. Olivia held a pipe and rubbed her stick up and down as if she was playing a stringed instrument…Harry practiced on the pipes that Braith was arranging and then moved on to the fence…
”Go down to the end and run your stick along,” said Braith to Harry. Harry ran his stick along the steel fence and back again.
Braith used the witches hats to balance the pipes, hitting each on the side repeatedly listening for the sound…we repeated the sound with our voice as the tone and pitch varied from pipe to pipe.
Olivia discovered that talking into the pipe made a ‘loud sound’ and Braith followed suit yelling into the pipe he was holding.
Braith continued to arrange the pipes along the grass, testing each sound along the way.
My Interpretation (from an Educator Perspective)
"Will shows his interest to exploratory learning. He is able to independently engage in his own investigation and learning. He is able to recall his previous days incidents. He is very confident in communicating his discovery to his peers. His social skills are advanced as he applies advanced skills to gain interest from his peers like passing on his sticks to Braith for her to explore his method."
The only thing I would ad is some EYLF outcomes to the points you made in your interpretation:
,