​Engaging together

Using the Padlet below, post your experiences of assessing student’s learning through a play-based and inquiry learning approach. The following questions could guide your contribution:

  • How do you assess student learning in your play-based and inquiry learning program? 
  • What challenges do you encounter assessing during play? 
  • What would help/ or has helped you to embed assessment when taking a play-based and inquiry learning approach in your classroom?

Click on the plus (+) icon in the corner of the Padlet screen to make your contribution to the board. Any question you ask will be answered on the Padlet or during the webinar.

 

Made with Padlet

Webinar 3 

  • We will be talking to Emeritus Professor Karen Stagnitti whose extensive experience and research has focused on play-based and inquiry learning.
  • We will be listening and talking to panel members who teach and lead in schools. Panel members will be sharing their stories, experiences and challenges in relation to integrating play in the classroom.
  • Two main aspects covered will be:
    • Assessing learning through play: opportunities, benefits and challenges
    • Assessment practices and techniques in a play-based and inquiry learning approach.

Progressing with the Differentiated/Play-based and inquiry learning program

You have now completed Module 3 - Assessing learning through play. This module examined methods and techniques for assessing student’s learning through play-based and inquiry approaches.

Stay tuned for the final module, Module 4 – Play and differentiated learning. This module focuses on students’ diverse capacities and teaching perspectives of differentiation.

You will also have the opportunity, to join your community for a focused webinar on this final topic on Tuesday 3rd August 2021, from 4 – 5 pm.










Orientation

• Professional learning program orientation materials

Module 1

• Module1.1 - What is play-based and inquiry learning?

• Module1.2 - Differentiated through play-based and inquiry learning

• Module1.3 – Experiences and outcomes

• Module 1.4 - What does play look like?

• Module 1.5 - Play-based learning and general capabilities

• Module 1.6 - Building community - discussion and webinar

Module 2

• Module 2.1 - Introduction to Module 2

• Module 2.2 - Linking High Impact Teaching Strategies to play-based and inquiry learning

• Module 2.3 - Planning and implementing play-based and inquiry learning

• Module 2.4 - Organising and resourcing play-based and inquiry learning experiences

• Module 2.5 - Upholding Victoria’s Vision for Learning

• Building community-discussion and webinar for module 2

Module 3

• Module 3: Assessing learning through play

• Module 3.2 Different types of assessment

• Module 3.3 Assessment models

• Module 3.4 Assessment of play

• Module 3.5 Assessing language and literacy

• Module 3.6 Assessing numeracy and mathematics

• Module 3.7 Assessing Personal and Social Capability

Module 4

• Module 4.1 Play- based and inquiry learning is differentiated and inclusive

• Module 4.2 Knowing students as players and learners

• Module 4.3 Differentiation as a teaching approach

• Module 4.4 Differentiation in practice-Goal setting

• Module 4.5 Supporting dispositions for learning through student agency

• Module 4.6 Building community–discussion and webinar

• Resource bank

• Webinar Resources