Evaluation of Learning Gains through Play using innovative technologies
Learning Gains through Play - what are we measuring
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Transcript of Learning Gains through Play - what are we measuring
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Learning Gains through Play
Assessment of Learners
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FOUNDATION OF LEARNING
The Foundation Phase forms the
base for all future learning
If this learning is not well-
established,
conceptual gaps open and
widen in successive
years
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LEARNING GAINS THROUGH PLAY APPROACH
Employ innovative technologies
which promote learner-centred activities
and facilitate learning through play
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TARGETING 4 VITAL LITERACIES
Visual Literacy
Oral Communication in English
Fine-motor Skills
Gross-motor Skills
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GROSS-MOTOR SKILLS (XBOX KINECT)
Research shows that physical activity is significantly related to:
• improved cognition (verified by 44 studies) • advancement of perceptual skills• raised IQs• increased academic achievement• success in reading (with locomotor skills) • success in Maths (with object-control skills)
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GROSS-MOTOR SKILLS (XBOX KINECT)
The positive effect of physical activity is greatest at Foundation Phase (and Senior Phase)
Lags in learning correlate with poorer gross-motor skills
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FINE-MOTOR SKILLS (TABLETS)
Research shows that strong fine-motor skills:
• correlate with better Maths performance at Foundation Phase entry
• correlate with greater Maths gains over the first year of Foundation Phase
• predict later achievement in mathematics• predict later achievement in reading• are critical for success in Foundation Phase
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FINE-MOTOR SKILLS (TABLETS)
Tablets provide modern and engaging ways of developing handwriting skills but also introduce new fine-motor skills such as pinching, stretching, dragging and pin-pointing.
The bulk of time allocated in CAPS to Writing in Grade R and Grade 1 is for the development of the fine-motor skills required for handwriting.
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ORAL COMMUNICATION SKILLS
Research shows that oral language skills:
• have a profound impact on preparedness for Foundation Phase
• are a major determiner of success throughout an academic career
• in English, are preferred by parents for teaching mathematics from Grade 1 (NEEDU Report of 2012)
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ORAL COMMUNICATION SKILLS
Learners differ in mother tongue HL
Schools range in LoLT and FAL
Proficiency in English is valued
Mastery by subconscious acquisition is the project target
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VISUAL PERCEPTION
• Visual recognition• Visual discrimination • Visual interpretation• Visual evaluation
Visual literacy is key to
academic achievement
(21st Century Skills Report of 2003)
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MEASURES FOR GROSS-MOTOR SKILLS
CAPS requires two P.E. scores
Learner participation
and movement performance
LGP instruments
focus on:
Locomotor action skills and object-control action skills
Each has a score for
execution and a score for quality
Progression from Grade
R to Grade 1
Accommodated by increased distances and
duration of actions
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MEASURES FOR FINE-MOTOR SKILLS
The manipulation and use of a
writing / drawing tool
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MEASURES FOR ORAL COMMUNICATION
Where English is not home language
Where English has been subconsciously
acquired
Instrument scripted accordingly
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MEASURES FOR VISUAL LITERACY
Visual discriminatio
n
Visual identification
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MEASURES FOR VISUAL LITERACY
Visual interpretation
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ANALYSIS
Assessment results compared to academic achievement at school
Comparison between project schools and
control schools
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