Action Plan:
Current situation
A session was planned prior to the day, to focus on a young
child who struggles with a language barrier. An activity based around using
filo stich where they children are using coloured string/wool to create a
pattern using a filo stich. This was chosen, as the intended outcome was to
engage with the child and to communicate with the child at a higher level that
what he does. As he does not communicate a significant amount due to the
language barrier. However as the aim was to only work with the one child
however the educator directed that more students needed to be involved in the
task. Therefore by including more students into the group, it changed the initial
plan as it was therefore not a one on one focus. This caused the activity to
fail, as all children where at different levels and some understood more than
other or where more capable in doing the activity. Therefore it turned into a
hard task and the intended outcome was not met.
Steps- what to consider
The step that could have been taken to adapt the activity to
suit a group of children rather than just the one was to change the context and
to incorporate different resources and to change the outcome. To adapt the activity
allow the students to explore the outdoors to find resources of there choice to
bring inside to create a pattern, or to explore there creativity to create
something using the resources.
Resources- what can use
They would have
access to the outdoors to collect elements from the environment of there choice
to use in the activity. They will also have the option to use a piece of
trancing paper and a led pencil to colour over there resources in order to
create a pattern on a piece of paper.
Intended outcome
Modifying the activity to this, allows the students to
explore at there own risk and creativity as it does not create a significant of
limitations for them. It will also help to create communication within the
children as it will be enjoyable and will be learning literacy and numeracy
through this activity.
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