Learning Experience Plan

Date of Implementation: 10/27/2023 Date shared with mentor: 10/20/2023

Art Experience Sensory Experience

Math/Sci Math Experience Literacy Experience

Storytelling Experience Outside Experience

Movement Experience X Other

ELECT Observation/Documentation

Age Category: Preschool Kindergarten (2.5-6yr) Anecdote

(Thursday, October 5, 2023 - 10:20 am)

During outdoor time, Albert (C), Ivy (C), and Jayce (C)
watched as leaves spun in a circle from the wind, “Wow”. “I'll
Domain: Social Domain
show you how to do it,” Albert (C) said, picking up and
throwing leaves in the air. Ivy (C) and Jayce (C) followed
Albert’s (C) lead.

Interpretation
Root Skill: 1.1 Making Friends What were the child(ren) doing during the observation?
What skills were the child(ren) using?

Exchanging ideas, materials,
Specific Indicator:
and points of view with others
Albert (C) took the lead, giving his ideas for play with the
leaves. Ivy (C), and Jayce (C) were happy to join in throwing
the leaves. Jumping around as they fell.
Albert (C) is using his communication and language skills
when he wanted to show the others how to throw the leaves.
He also uses fine and gross motor skills when collecting
and throwing the leaves in the air.

What developmental skill level were the children displaying in this anecdote? (check all that apply)

Manipulation Mastery Meaning

Brainstorm ways that this learning could be expanded or extended through the curriculum planning process:

● Explore different types of leaves outside (Shapes, sizes, colours)

● Pretending to be a leaf (Improv Movements)
● I Spy Nature
● Create a leaf pile
○ Jump in
○ Throw them in the air
Acquisition - Physical (Gross-motor)
We're Going on a Leaf Hunt (Story with Actions)
Introduced 10/27/2023

Description: Read the story and allow the students to act out the targets as
the story unfolds

Materials: Leaf
Ipad/Speaker

Target Response: Student acts out target

Incorrect or No Response: Repeat the target and Prompt the correct response

Prompting: Least prompt is necessary to achieve a correct response.

Verbal Prompt (VP), Modeling (M), Elbow prompt (EP), Hand
over Hand (HOH).

Reinforcement: Leaf, Verbal Praise, High-five

Assessment/Recording: Learning Experience Plan Reflection

Notes:

● Each student receives a leaf

● Read the story, pausing for thoughts and actions
● Target Response Achieved, continue with the story

● 🍁Fall Books |We're Going on a Leaf Hunt (Read Aloud books for children) | Pretend Play Miss Jill

Target Items:

1. Climb over a mountain (Hyff, puff)

2. Pick up leaves from the maple tree
3. Go through a dark forest (step, step, squish, squish)
4. Pick up leaves from the birch tree
5. Go around the waterfall (slip, slide, splish, splash)
6. Pick up leaves from the Hickory tree
7. Go across the cold lake (Row, row, Plip, plop)
8. Pick up leaves from the Red Oak Tree
9. Run from the skunk!
10. Go across the cold lake (Row, row, Plip, plop)
11. Go around the waterfall (slip, slide, splish, splash)
12. Climb over a mountain (Hyff, puff)

Expansions: Allow students to collect leaves and try to create pictures out of them
 Application

We're Going on a Leaf Hunt

Learning Experience:
(Story with Actions)
Read the story and allow the students to
Description:
act out the targets as the story unfolds
● Leaf
Materials:
● iPad/Speaker

Consider how this learning experience will be experienced by the various children in your group.
What could you do to make the experience more inclusive?

● I can allow for more time for target responses.

● Target items can be reduced, e.g.,
○ 1) Climb over a mountain (Hyff, puff)
○ 3) Go through a dark forest (step, step, squish, squish)
○ 5) Go around the waterfall (slip, slide, splish, splash)
○ 7) Go across the cold lake (Row, row, Plip, plop)
○ 9) Run from the skunk!
● Prompt as needed
● Reinforce frequently

Description: Describe
what happened in this
learning experience.
Feelings: What were you
thinking and feeling during
this experience?
Evaluation: What worked
well with this experience?
What did not work as
planned?
(Consider: materials, time,
interactions, etc.)
Analysis: What was the
difference between what
was planned and what
actually happened?
Conclusion/Action
plans: How will you use
this information moving
forward?
Reflection
At circle time, all students came to the carpet and received a leaf. We went and looked out
the window and talked about the different shapes, sizes, and colours we saw. I directed
them back to the carpet and said “Let's go on a leaf hunt!” The story began and I made
emphasis on each of the targets and modeled them. All 13 children participated in the first
6 targets. Each smiling while marching around the room with their leaf. We walked in a
single file in a circle ‘around the waterfall’ and ‘rowed’ our way across the carpet (lake).
They started to lose interest in targets 7 and 8. When we got to target 9, all the children
participated in running away from the skunk “Peugh!”, “Ew!” Once we reached the final
target, I began to transition them to outside. “Now that we made it back safe, let’s get our
jackets and go find our own leaves!”
Overall, the movement activity went very well. All children were engaged and participated
for the majority of it. Most of the children were familiar with the actions: marching and
rowing. I ensured that everyone had a chance to create a movement for each target.
When other kids needed to be redirected, a Rece would assist that child.
Providing each child with a leaf allowed them to be more involved and hold engagement
longer. I wanted to use four different types of leaves but due to the rain I was only able to
get enough of one type for everyone.
The use of YouTube for storytelling was the hardest part. Between ads, trying to pause it
on time and still maintain full engagement with the children made it difficult.
All children were engaged, moving to both directed actions and their own creations.
I planned to play the video and pause to give the students a chance to participate and
interact more with the story. Between keeping the large ground engaged and interacting
appropriately together, it became hard to pause the IPad. To substitute pick up leaves, I
had them hold it by the stem and shake it in the air. I was able to pause for the climbing,
going through and around, and across. For the skunk run, I was expecting them to stay
over at the carpet area but they scattered the room. I have them a few seconds to get
their sillies out and turn off the video before getting them to return to the carpet.
Moving forward, I would like to have the story with a written script and possibly a picture
board. It would prevent the need for pausing and I could go at an appropriate pace for the
group. They would have more time to interpret actions and better direction could be given
for targets (marching, through (walking, waving away branches), around (single file
around a bookcase), rowing (paddle, sitting or standing)). They would also get better
visuals (aren’t constantly blocked). Could print and cut out different leaves if needed.
Acquisition - Physical (Gross-motor)
Autumn Movements
Introduced 10/27/23

Description: “What does target look like?”

“How does target __”

Materials: Leaf

Target Response: Student acts out target

Incorrect or No Response: Repeat the target and Prompt the correct response

Prompting: Least prompt is necessary to achieve a correct response.

Verbal Prompt (VP), Modeling (M), Elbow prompt (EP), Hand
over Hand (HOH).

Reinforcement: Leaf, Verbal Praise, High-five

Recording: Learning Experience Plan Reflection

Notes:

● Outside Activity
● Allow for 3-5 seconds for a response before prompting
● Target Response Achieved, continue with the next target

Target Items:

● What
○ A leaf on a tree
○ A leaf blowing in the wind
○ A leaf being raked up
○ Does a leaf say?
● How
○ A leaf dance?
○ A leaf Sing?
○ A leaf eat?

Expansions: Allow students to collect leaves and try to create pictures out of them
 Application

Learning Experience: Autumn Movements

Student responds to each target with a
Description:
verbal or movement response
Materials: ● Leaves

Consider how this learning experience will be experienced by the various children in your group.
What could you do to make the experience more inclusive?

● Offering suggestions to further thought, if unsure.

● I can allow for more time for target responses.
● Target items can be reduced
● Prompt as needed
● Reinforce frequently
● Offer support in collecting/finding leaves

Reflection
Once outside, I allowed the children a chance to explore the playground for
different leaves. With a group of 6, we went through the different target prompts.
Each used their creativity to respond however they felt to be most fitting. They all
liked to balance on one foot like a leaf attached to a tree. Other children joined in
for the singing and dancing portion. At the end, using the sun shield; collecting
Description: Describe what
leaves and putting them on top, hitting them from underneath making them rain
happened in this learning
down. All the children were screaming and jumping around.
experience.

Feelings: What were you
thinking and feeling during this
experience.
Evaluation: What worked well
with this experience?
What did not work as planned?
(Consider: materials, time,
interactions, etc.)
Analysis: What was the
difference between what was
planned and what actually
happened?
Conclusion/Action plans: How
will you use this information
moving forward?
Further into outdoor time, we noticed a spider getting a lot of attention. I asked, “Do
you think we could use leaves and make our own spider?” 4 children ran around
collecting leaves and met me back at the table where we created a spider, a cat,
and a house with leaves.
Everyone who participated seemed to enjoy the activity. I found it to be distracting
with the other children at play around us. That being said, it was good to see others
taking an interest in the activity.
This movement activity was an expansion of my primary plan. Overall everything
went beyond as planned. They had already held engagement inside for the leaf
hunt so it was anticipated only a few would be interested. Having other children at
play around us made it difficult to hear or we had to wait to safely move again. Next
time, it would be good to have a more separate space to ensure everyone can
move safely. Weather was also not in our favor but it was still a positive
engagement!
I didn’t expect many to want to participate with other toys and games going on
around them. I did have a consistent group of 6, with others coming and going. I
was able to get through all of my prompts and allowed students to give input on
what else we could do. There was a lot of stopping due to tricycles coming too
close to our space. Creating pictures with leaves was not planned. There was tons
of communication, exchanging of ideas, and problem-solving!
Create a designated area that is safe if there is a structured activity outside during
a play period. Brainstorm more expansions for extended opportunities with the
open ended material.