Recently, I was fortunate to visit one of our Sommerville satellite classes based at Sylvia Park School to witness an integrated Math and Literacy lesson. The students were being taught the concept of time by reading The Hungry Caterpillar while making connections to the days of the week within the story.
Upon entering the classroom, there was a familiar hum of activity as the students were transitioning to their seats ready for the learning block to commence. What struck me at first glance was the purposeful seating arrangement of the students around a U-shaped table in front of a smartboard with the classroom teacher (CT) positioned at the heart of the learning station. It was evident this CT had pre-planned and intentionally set up resources for this integrated session. It was well-organised and equipped with a plethora of learning tools e.g. AAC systems laid out for each child, large print visuals to supplement the story, Numicon set on display and learning assistants strategically seated alongside a couple of students requiring more adult support. It was clear that differentiated resources were prepared well in advance to ensure each child would access the session at their level. Also, it's important to note that this CT had ensure to conduct a pre-chat with the learning assistants to outline the type of support required in the upcoming session. Clearly, a well oiled team who understands their learners well.
This immediately signaled the importance classroom organisation plays to ensure a successful learning block, and how pivotal its is to scaffold learners with appropriate tools to access as well as comprehend what is being taught.
Throughout the session, the learning environment was abuzz with chatter, each learner supported at their level to meet their individualised learning goal i.e. point to the correct day of the week and the food item eaten (on the fringe vocabulary of the coreboard) to identify what the caterpillar ate on that given day. The concept of time was reinforced with core words to build comprehension of the story e.g. "big" "eat" "more" "next" "when" to indicate the caterpillar getting bigger and fatter the more it ate. Some learners where identifying words on their high tech devices where others were learning to correctly use NZSL sign for the days of the week and accompanying core words.
Seeing every student engaged in their learning was delightful, albeit in their own ways.
Types of engagement I observed throughout the session:
Feedback from staff was given to celebrate when students were successful in i.e. high five; verbal praise of "well done" or "that's correct"
Constant praise on readiness for learning i.e. good sitting/looking.
Students copying modelled NZSL signing of words.
Allocation of sensory movement breaks so that one child had freedom to move and then return to the table to continue learning.
One student was seated and bouncing on the physio ball while learning and getting the movement they needed to stay focused.
Assigned staff well aware of their designated learners needs and provided scaffolded AAC support.
PB4L tokens distributed for learners ability to follow routines pre, during and post session.
Calm and enthusiastic staff who could redirect students where/when required.
Other activities running in the classroom TAs celebrated learners in their different groups.
