The Learning Opportunity Planning and Evaluation Tool

Preface

This tool is intended for educators to facilitate the planning process and engage in self-reflection after delivering learning opportunities. Schools may also utilise this tool to collect feedback to improve teaching and learning. The initial section of the document focuses on planning, while the subsequent part centres on pedagogical reflection. Exemplars of good practices are presented throughout.

This document strives to enlighten educators about the pivotal role of play-based learning in early childhood education. It emphasises that play-based learning is not merely a method, but an essential approach that cultivates curiosity, creativity and social skills in young learners, fostering holistic development and laying the foundation for lifelong learning. This tool is also an attempt to move away from teacher-led sessions, where children are required to progress at the same pace, engage in identical activities, and strictly adhere to the teacher’s instructions. This is in line with the National Education Strategy 2024-2030 to embark “on a paradigm shift that will transform education so as to better serve the needs and reach the aspirations of its learners, educators and society, thus setting a path for a more inclusive, equitable, and empowering educational system,” in line with current understanding of developmental psychology and educational neuroscience.

While integrated teaching can be fully implemented in kindergarten, a blended approach is recommended for years 1 and 2. In kindergarten classes, literacy is integrated into daily classroom practices through activities that promote phonological awareness and introduce new sounds, related to the theme being explored. Numeracy instruction in kindergarten should extend beyond mere number recitation and formation. Introducing concepts like sorting, comparisons, and measuring using non-standard units of measurement, expands the breadth of mathematical learning. This approach not only diversifies mathematical understanding but also nurtures problem-solving and critical thinking skills.

Though the blended approach advocates for literacy and numeracy to be taught separately in years 1 and 2, it is highly advisable to incorporate elements of both within ongoing classroom practices. When following a blended approach, literacy can be integrated into activities such as storytelling and role-playing. Numeracy can also be incorporated into ongoing classroom practices, particularly through standalone topics like capacity, mass, and volume. Additionally, the current classroom theme can be integrated into formal numeracy lessons, allowing numeracy concepts to be explored within the context of the theme. Moreover, in Years 1 and 2, it is beneficial for specialist teachers to lead activities that align with the class theme currently being explored.

It is important to remember that sometimes interacting is interfering. As educators we need to be wise in the way we interact with our students. Following a growth mindset approach in an early years classroom is a beneficial way to encourage our students during their daily tasks.
Educators should keep in mind that not every learning opportunity will address all aspects equally, as these vary based on the specific needs and context of their students. Educators should strive to address all the practices mentioned below that will transform education, so as to better serve the needs, and reach the aspirations of its learners.

Glossary of Terms

The use of both hands together to manipulate objects and perform tasks, such as cutting with a pair of scissors.

Blended learning combines the structured guidance of teacher-led learning opportunities with the self-directed exploration of child-led learning opportunities.

– children figuring things out, asking lots of questions, exploring, and trying to solve problems on their own. 

– specific subjects within an educational curriculum.

– a learning intention describes what the children are expected to learn or achieve during a learning opportunity or experience.

A prompt, activity or set of manipulatives that engages children in the learning process.

a situation or circumstance that presents a chance for individuals to acquire new knowledge, skills, and/or attitudes.

Using more than one of your senses (like seeing, hearing, touching, etc.) at the same time to learn or experience something.  

The space between the thumb and index finger.

The ability to hold something between the thumb and index finger.

The hand has two sides: the skilled side (thumb, index, and middle fingers) and the stability side (ring finger and pinky). The skilled side is responsible for precise actions such as picking up small items, holding a zipper, tying shoe laces, and writing with a pencil. The ability to use these two sides independently is known as the separation of the two sides of the hand.

Reflective Questions for Planning 

What is the learning intention of this learning opportunity?  

Ask yourself: What knowledge, skills, experiences and/or values will the children gain from this learning experience?

Football – contributed by year 1 and 2 educators at Bishop’s Conservatory, Gozo

How does this learning opportunity integrate various learning areas?

Ask yourself: How does the pedagogy being used include a balance of learning areas, without any one being prioritised over the others?

  • Social and emotional learning
  • The four language skills (speaking, reading, listening, writing) in both languages
    • Il-Bott – contributed by Ms Mary Jane Degabriele at Our Lady Immaculate School, Ħamrun
  • Science, Technology, Engineering, Arts, Mathematics (STEAM) activities
  • Fine and gross motor skills
  • Digital competences

How are the learning opportunities interconnected and building upon one another?

Ask yourself: How does this learning opportunity connect to previous knowledge and prepare for future learning experiences?

  • Wonka – contributed by Ms Joanne Sultana at St Theresa School, Gozo
  • Powered Up  – contributed by Ms Marisa Sammut at Theresa Nuzzo School, Marsa
  • Pets – contributed by Ms Victoria Gauci, St Theresa School, Kerċem

How does the learning opportunity include interactive or practical elements?   

Ask yourself: How are the children being offered choices in how to carry out an activity?

  • Coding – contributed by Ms Mariella Borg at Our Lady Immaculate School, Ħamrun
  • The Nature Hunt – contributed by Ms Marisa Sammut at Theresa Nuzzo School, Marsa
  • Snails – contributed by Ms Jessica Muscat from Laura Vicuna School, Gozo

How does the learning opportunity encourage the children to use their imagination and come up with original ideas?   

Ask yourself: How do the children’s creations reflect their creativity?

  • using movement creatively
  • role play  
  • producing original pieces of work that reflect creativity 
    • Flower Masterpieces – contributed by Ms Miriam Agius at Theresa Nuzzo School, Ħamrun
    • Beans and Seeds – contributed by Ms Marisa Sammut, Theresa Nuzzo School, Marsa
    • Easter Bunnies – contributed by Ms Charlene Cacciattolo and Ms Karen Farrell, from St Jeanne Antide College, Gudja.
  • construction 
  • clay modelling 
  • junk modelling    
  • music 

Ask Yourself: How does the learning opportunity encourage the children to use their imagination and come up with original ideas? 

  • Christmas – contributed by Tiziana Grima from St Dorothy School, Sliema

How does the learning opportunity encourage students to ask questions, predict outcomes, problem-solve and reach their own conclusions?  

Dinosaurs – contributed by Ms Julia Johnson, St Joseph School, Sliema

Ask yourself: How will the questions asked guide the children through the research cycle?   

  • questions  
    • Ask yourself: How are the questions for investigation being derived? Are they being derived from the students? Are they being derived from a story?
  • predict 

    • Ask yourself: How do questions enable the students to justify their predictions? (e.g. Student’s prediction – I think the plant will grow more if we give it water. Teacher – Why do you think so?)

  • investigate 
    • Ask yourself: How are the questions being asked helping the students in their investigations?
  • record findings 
    • Ask yourself: How are findings being reported in class? (These can be discussed as a class and noted by the educator, or reported through drawings by the students.) 
  • evaluation

    • Ask yourself: How is it decided whether the outcomes make sense?

      How is it decided if the results confirm or change the prediction?

    • Vetch – contributed by Ms Katia Mercieca at Theresa Nuzzo School, Marsa

    • Bug Hotels – contributed by Ms Matthia Aufieri and Ms Melania Spiteri at Our Lady Immaculate School, Ħamrun
    • Friction – contributed by Ms Miriam Mansueto at Theresa Nuzzo School, Ħamrun

How are learning invitations sparking the children’s curiosity, exploration, and engagement in various subjects and areas of interest?  

Ask yourself: How are learning invitations sparking the children’s curiosity and engaging them in various areas of interest?

How is the web revealing what the children are curious about and want to learn? 

How is the web exposing the children’s misconceptions?

Ask yourself: How are the children’s misconceptions being effectively addressed and corrected during the learning process?  

Is the web being revisited to document the new learning?

  • Babies – contributed by Ms Abigail Mifsud at Theresa Nuzzo School, Hamrun

How does the activity promote teamwork and communication among students? 

Ask yourself: Will students have opportunities to work in pairs/groups which require teamwork/collaboration?  

How can the activity be adjusted to cater to the individual needs of students? How does the activity ensure the wellbeing of the children?    

Ask yourself: How will students with different abilities and interests be challenged and engaged according to their cognitive abilities? 

The Octopus

How does the learning opportunity target different learning styles?   

Ask yourself: Is a multisensory experience being offered to the students? Do the different resources being offered reflect all forms of learning styles in class? Could more/different resources be used to address the children’s different learning styles?   

  • Visual learning style  
  • Auditory learning style  
  • Tactile
  • Kinaesthetic learning style 
  • Reading/Writing 
  • Nature learners   

Fish  – contributed by Ms Marisa Sammut, Theresa Nuzzo School, Marsa

How are peripatetic teachers collaborating with classroom teachers in implementing a child centred curriculum?

Ask yourself: How are peripatetic teachers integrating their learning areas with core classroom learning opportunities?

How are parents being involved in their children’s learning? 

Ask yourself: How is communication regarding classroom activities being facilitated with parents? Are they encouraged to send items from home/contribute their expertise to the learning happening in class? 

Heritage  – contributed by Ms Joanne Cardona at St Theresa School, Gozo

How is the community being engaged with the children’s learning?  

Ask yourself: Are community members (e.g. from within the school community, including ancillary staff, religious individuals from convents, and handymen; as well as from outside the school community), being invited to share their expertise and contribute to the learning happening in class? 

How are the children being given space to showcase their learning?  

Ask yourself:

Do they have an open class? 

Do they engage in show and tell activities? 

Do they showcase what they have learned during school assemblies?

How are digital tools facilitating the children’s expression of their learning achievements?

What methods are effective in understanding the students’ learning process?   

Ask yourself: How does the learning opportunity provide children and educators with feedback, and evaluate students’ progress and accomplishments?  

How much of the activities are taking place outside of the classroom?   

Ask yourself: Is there too much reliance on online tools/activities and pictures, possibly at the expense of incorporating manipulatives and outdoor activities?

How does the environment offer sensory, hands on, stimulating learning experiences to the children?  

Ask yourself:  Does the environment have resources that the children can freely use to support their learning? 

Are these resources ready to use, accessible and within eye level? 

Are these resources left in the environment to ensure repetition of learning?  

Does the classroom have a:  

  • natural material resources 
  • classroom colours in natural tones  
  • children’s work displayed at eye level for easy revisiting
  • a circle time area/carpet area as a gathering space for group activities, discussions, and storytelling.
  • a reading corner with books  appropriate for different reading levels to encourage a love for reading.
  • a tuff tray to encourage children to engage in activities concurrent with ongoing learning.

How are the Learning Outcomes being addressed during the learning process?

Ask yourself: How is teaching being adjusted to align to the learning outcomes?

How is the child’s learning being recorded and reported?

Ask yourself: How is the child’s development being reported to their parents?

Reflection on the Implementation of the Learning Opportunity 

To what extent was the learning opportunity led by the teacher? Were the questions asked close ended or did they stimulate curiosity and deeper learning? Were children encouraged to arrive at conclusions through effective questioning techniques?     

  • Ask yourself: Were the children given the opportunity to listen to each other and explore, agree or disagree, and then give reasons why they agreed/disagreed?   

Were the children fully engaged throughout the activity?   

  • Ask yourself: Could there have been more stations, to help keep all children busily engaged at all times? Did the children get the opportunity to use and explore varied resources in order to reach the activity’s objective? Was the activity appropriate for the different abilities of the children?    

Did the students own the learning process? Were the children given voice and choice in the process?   

  • Ask yourself: Were the children encouraged to ask questions and delve into other learning areas not directly linked to the current topic?   

Have specific interests been observed among students? How were the behaviour and learning of the children observed and documented?   

  • Ask yourself: Have these interests influenced the selection of specific topics for future projects? Have these observations highlighted any additional needs/abilities of the children? How can this information inform future teaching?   

How might the learning opportunity have been approached differently?   

  • Ask yourself: What worked and what did not work? How should the activity be modified if it is repeated with the same children and/or in the future?   

Integrated Learning Opportunities

This section presents integrated learning opportunities that allow children to discover learning, cater to various learning styles for inclusion, build upon previous learning, integrate different learning areas and emphasise hands-on and inquiry based processes.

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