Intentional Teaching Through Play

Opening video message about the power of play, the paradox of teaching through play, and the complexity of learning to play (17:25)

Play skill rubric [pdf]

• Interaction with objects [pdf]
• Play progression [pdf]

Individual reflection (10:00):

• Think back to a fond memory of play during childhood. Who was there, what were you doing, what made it a good memory?
• Review this infographic on the power of play and consider which statements resonate with you.
• What are your beliefs around play and early development and learning? Do you "Peter Pan" believe in the power of play?
• Feel free to share your memories and observations with someone else.

Overview of embedding schedules as the solution for intentional teaching through play (13:04) [video]

Additional videos on embedding schedules

• Focused Instructional Strategy Unpacked [video]
• Introduction to activity schedules [video]
• Evolution of activity schedules [video]
• Next generation of activity schedules [video]
• Overview of ELOs: Chapter 4 Blended Practices [video]

Directions for the Make'n Take activity

1. Watch this video (19:12) on how to make embedding schedules
2. Decide if you want to make an embedding schedule to teach common outcomes, targeted or individualized outcomes
3. Decide and define your outcomes and put them across the top of your matrix
4. Identify your daily schedule, including routines within routines
5. At the intersect (where an outcome meets an activity) decide how you will teach/support learning
   • Suggestions on "how" to teach
     • Universal strategies [pdf1] [pdf2]
     • Focused strategies for teaching elements of self-regulation
       • Podcast on teaching self-regulation [link]
         • Transcript [pdf]
       • Self-regulation games [pdf]
       • Attention and focus strategies [pdf]
       • Recall progression [pdf]
       • HSKT [pdf]
     • Systematic strategies [pdf]

Resources needed for the activity

• Option 1: Teaching Common Outcomes
  • Sample Big Ideas for Early Learning Glossary™ [pdf]
• Option 2: Teaching Targeted Outcomes
  • Self-Regulation Rubric[pdf]
    • Directions for Using Self-Reg Rubric [pdf] dynamic version [google DRIVE]
• Option 3: Teaching Individualized Outcomes
  • IEP worthy outcomes [video]
  • Creating ARCs [Part 1 video] [Part 2 video]

Other Embedding Related Resources

• Blank templates for embedding schedules [DRIVE]
• Printable blank embedding schedule [pdf]
• Completed IIS for Kendall [pdf]
• Head Start Inclusion ELO resources (including PPT with photo of matrix with sticky notes) [link]

Cooperative Learning Activity (directions):

1. Divide into groups based upon one of three topics. Pairs or trios works best. 
2. The three topics include: being a play partner, joining children in play, and supporting play.
3. Each topic has several links to things you can watch, listen to, read, and/or otherwise explore.
4. Your task is to learn as much as you can (or even one powerful tip) about your topic of choice.
5. After you've been given time to explore, form a new group, with at least one person from each of the topics represented. 
6. Take the time to share a bit about why you were interested in the topic, what you explored, and what you learned.
7. Make sure each person leaves with a practical tip or tool for each topic.

Topic: Being a Play Partner (sharable with families and other caregivers)

• Six strategies for being a play partner (11:05) [video]
• Building play skills (pg.4) [pdf]

Topic Joining Children In Play (highly related to children with autism)

• Joining a child's play - 6 steps (9:47) [video]
• Concept of shared control (4:12) [video]

Topic: Supporting Play (teaching play skills and supporting children who struggle)

• Zig Zagging to be an effective play partner (5:09) [video]
• Teaching in the messy middle (9:10) [video]
• Three actionable steps when children struggle (pg. 4) [pdf]

Coming soon - Deep Dive Master Class on rigor and DAP...how they co-exist!