Structured FUN Learning

Mummy has been nagging daddy to do more to teach us..."you can teach teachers but you cannot even teach your own children" Of course, daddy grumpily obliged. Yet, this recent challenge brought about new motivation for creating a structured way of studying. Dad was glad he did as Josh was looking forward to learning each day, and suggested learning activities for himself.

The table below is clearly labelled and printed for all as a visual indicator of progress.

How does this work? What are the learning outcomes?

1. First decide with child which four days are Learning Days and write the dates below
2. On a daily basis, child chooses 2 learning areas for weekdays (3 for weekends); <Child appreciates range of different domains and exercises options based on gaps or motivation>
3. As the week proceeds, parent to facilitate selection by ensuring that a range of learning activities are covered. Need for parent to explain to child why and how it is important to prioritise and keeping a balance.
4. On the parent's part, need to ensure each activity is creatively design so that child is clear on the challenge and expectations. Provide a range of different activities with different inquiry focus for each learning area. For example, Art and Craft on Monday could mean painting and then on Thursday would be to use Mon's artwork to make into a greeting card.
5. Allow progression. After several weeks, change the breadth to offer new experiences. It may be an 'outdoor' learning week for example where maths, sports, art and craft could all be done outdoors. Allow the child to progress at a rate which meets their learning needs and aptitudes.

SOme things to Note:

'Child's Choice' (Last row option): recognise that each child can make their own decision and parents are open to accept, build-on or modify suggestions. Saying 'no' could hamper the intent. Offering alternatives or asking child to suggest alternatives may strengthen child's ability to evaluate and strategise. For example, child wants to fry an egg for a first time. Instead parents could involve the child to work on part of the actual activity with demonstation along the way to understand the process of cooking.

Surprises Most Welcomed! Useful to add novel surprises such as, "How about lets also cook some red bean soup for mummy?""HOw about seeing whose model works better in water?"

Keeping to time. Some parents may have an unconscious bias for some areas eg. a dad who loves soccer, may play for more than an hour and run out of time for the rest. Good to negotiate and help child to set their own goals.

Recognise when learning takes place. It is important to be mindful of what and why each activity is selected. Great to plan and at the same time, need to recognise successes. Kids enjoy celebrations, thus plan little milestones so that it further inspires child independently seek to continue learning. However, be honest to recognise when things go wrong. These 'on-the-job' failures are great learning moments for conversations to evaluate what went wrong and to decide what could be done next, or in the future.

Careful listening please. At times, parents may be so focussed to achieve the outcomes that they forget to actively listen to child's needs or learning difficulties. What is more important, learning together as a process or merely fulfill the outcomes?

Building trust. Through working out the activities together from planning, executing, reflecting, revisiting, the process deeply builds greater relationship!