The first ELL sessions for the year with Flinders University were for 1st year focus teachers and for leaders. Both of the days ran with a very similar structure. The days were split in to an early years group (preschool to year 3 approximately), and a middle years group (year 4 and above). In both groups there was an initial discussion about the three core executive functions. To help further that discussion the video was shown below on the marshmellow test.
The discussion about this video focused around the ideas of impulse control, and to a point cognitive flexibility. We talked about the strategies that the kids were using to avoid eating the marshmallow such as
The discussion then moved to the lesson that would be presented in both the early years and in the middle years observations. The teachers were shown the cards that would be used in the observation session, the only difference between the cards for the early years and middle years groups was that the text was removed, leaving only the arrows on the card. Links to a more detailed run down of the intent behind the lessons presented and how it was implemented are in the two links below
After the lesson was conducted the groups again split into their early years and middle years groups for a discussion about what was seen in the lesson, the early years group also had a discussion about different types of play that came out of the article 'Pedagogical Play Types: What Do They Suggest for Learning About Sustainability in Early Childhood Education?' by Susan Edwards and Amy Cutter-Mackenzie, in which it outlines three different types of play in an early years setting these descriptions below were taken directly from the article.
1. Open-ended play: is located towards the left of the continuum and involves play experiences where the teacher provides children with materials suggestive of a sustainability concept, and with minimal engagement and interaction allows them to examine and explore the materials as a basis for learning about the concept.
The ideas being examined from this article is that play can take on more than just one form and is characterised by different levels of educator involvement. The article also talk about there being an important role for each of the three types of play in developing a concept.
The middle years group talked about how the presentation of task can influence the thinking that comes out of it. and how the questions asked can help to drive the thinking with a task forward. Some of the questions examined in looking at problems in the primary and secondary years are as follows