Adult Directed verses Child Initiated

The Early Years guidance is very clear that there needs to be a good mix of adult directed teaching and child initiated learning in your setting. What it is not very clear on is how much of each there should be.

The reason for that is there is no real definitive answer, as with a great deal of Early Years practice it depends on a range of other factors.

Before you even begin to discuss percentages and ratios, the first thing you need to do is to define what you mean and understand by the terms 'adult directed' and 'child initiated'. I often find that these definitions can be tricky to clarify within a team and that practitioners individual interpretations can differ considerably.

The next thing I would do would be to work out how you think your direct teaching is going to work because that is the easier bit.

Is it going to be every day? If so, how many times?

Are you going to teach whole class or group by ability?

Which members of the team will be planning and which will be delivering?

If you are following a programme like Letters and Sounds or Read, Write Inc. how are you going to fit those in?

So, you might decide that you are going to have 3 sessions of direct teaching each day. Theses will be at the beginning or the end of a session as you don't want to compromise the children's opportunities for sustained shared thinking, exploration and deep level learning.

Great. That is that sorted! Problem is what do you do when the children leave you after the direct teach?

Well you have a couple of options. Once you have finished the input then you will say 'red group you stay with me and the rest of you...go and get busy!' Shame for red group having to do more 'work' while everyone else gets to go and 'play'. Still I am sure that they will give you maximum engagement, after all who wouldn't rather count multi link as opposed to play in the water?!

Once 'red group' have finished, you have the eternal dilemma of what you do next. Most people opt for developing  a common condition known as 'tambourine elbow'. Common in Early Years practitioners and members of the Salvation Army. It occurs from excessive shaking of the tambourine!

So, red group have finished and while their seats are still warm you reach for the tambourine and shake it. Everything (well, nearly everything) stops. All the creativity, all of the sustained shared thinking, problem solving, deep level learning, imaginative play, everything! You then proceed with the 'I am looking for blue group mantra'. Now depending on the genetic make up of blue group, this could take some time.

After 5 minutes you have managed to coral 4 of the 6 children, but 2 are still AWOL. Outside on the bikes or making guns. Telling them that if they don't come in now they will never go out again, probably does nothing for their levels of engagement - but at least you have managed to rally blue group, safe in the knowledge that in approximately 15 minutes the tambourine will come out again and the herding of green group will begin!

I don't think anyone would argue against the fact that there needs to be some direct teaching in Early Years. Maybe with my idealist head on I would argue that every aspect of the Early Years Foundation Stage can be taught through quality play based learning, but with my realist head on I know that in the majority of settings that type of learning just isn't practical and nor does that style of learning fit in with the way most settings operate.

My issue with grouping children for Literacy, Mathematics and then 'topic', is that the groups are too broad. At this stage of children's development they can excel and need support with different aspects of the same subject area. So I might be a brilliant talker but not such an adept mark maker yet I will be in the same Literacy group for both. I might be fantastic at shape but not so great with numbers but I will be in the same mathematics group for both.

I know what some of you are thinking...How could you possibly have a different group for each aspect of each subject area that you teach? The answer for me is...don't have groups.

When I say  don't group your children, what I mean is that you would group them in the aspect of the subject that you were planning to teach. Then (and this is the good bit) you take the next steps to the children not bring the children to you.

So... You might do a direct phonics, literacy and mathematics teaching session every day.

You would always place these at the beginning or end of a continuous provision session. You might ability group the children or teach them whole class.

At the end of this direct teaching session your children all go into Continuous Provision.

WARNING - When I say Continuous Provision I of course mean provision that is linked to assessment, leveled and dressed for attainment. NOT just places to play.

When the children are in CP the adults will go into that play not only to look for opportunities for assessment and observation, support children's play and discovery but also to teach, delivering an objective that had been identified by assessment as a need and has then been broken down into next steps  for each ability group.

This Objective Led planning might be linked to the direct teaching sessions or it might be linked to any other aspect of the Early Years Foundation Stage that your assessment and observation has identified as a need.

This planning for adults in CP would last for a week.

During that week the adult (or adults) responsible for that objective would try to deliver it to all of the children at least once through play

They would probably not have a planned activity that they took around the setting. Instead they would look for opportunities to to deliver the next steps objectives through what was engaging the children most.

If a child you were working with didn't understand or achieve the objective then you could revisit  it  a number of times in a number of different areas across the week.

By the same token if a child clearly showed that they  were beyond the objective that you had set for them then you could revise that objective and deliver it to them again in a different play situation.

How do you plan for it?

For your direct teaching sessions you would differentiate your objective over 3 broad levels or more and direct your questioning to children based on their ability level.

For Objective Led planning you decide on which aspect of a subject you were going to focus on. It could be calculations, talk, upper body movement, pencil grip, ability to independently access the painting area. Anything that has been identified by assessment, observation or curriculum coverage as a need.

First you group your children by their ability within this aspect. 

Next, on your planning sheet, you make a statement of current attainment under each group of children. This is an important stage in the planning process because it crystallises your thoughts about what you think these children are capable ot and how you know it. It also lets the whole team know what you are thinking

Then you make a 'next steps' statement of attainment for each group. This is what you are going to take with you into the play and deliver.

If you go into play and you find a group of children of mixed ability, there is no need to syphon them off by their ability level, you just differentiate what you ask them guided by your 'next steps' statements on your planning sheet.

I have found that any more than 3 objectives led planning sheets  in any one setting becomes hard to manage and track. In larger settings adults often double up on one ojective and just present it in different ways.

Lindsay at Dee Point Primary has been trialling Objective Led planning with her two form entry team. 

Here is an example from the beginning of the year. The objective was centred around the children's independent use of paint.

The next step for each group is split into 2 smaller steps, hence the numbering nest to the children's names.

These planning sheets were on clip boards to make it easy for the adults to pick them up and put them down.

Where I would usually have a column for 'evidence' Lindsay has put in an example of an activity starter, just to give her team some support with this type of planning until they got their heads around it!

Any extra assessments and observations were written on the back of the sheet or on a seperate sheet.

Here is an example of a different objective with assessments and observations attached 

Of course there is no right or wrong planning format for this style of teaching  as long as all of the essential elements are there.

I have attached an example of my A4 planning sheet  here  Download Objective Led Planning

Here is a n A3 wall mounted version of Objective Led Planning  done by Susan from St Augustines that we were trialling before the summer break

The focus here was writing. Once this sheet had been completed then a member of the team would look for writing opportunities in the children's play and then encourage the children to access their 'next steps' target.

Joanne and her team at Chester Blue Coat Primary are also using this form of adult directed and then Objective Led planning to great effect. They started the process in their setting by every adult having the same objective. This was done so that everyone in the team could have a shared experience of how the system works. Once everyone is comfortable with what they need to do then you would move to different adults having different objectives. Here is Joanne's planning

Joanne had some lovely examples of how you can translate this sort of planning and teaching into display which had been created by her and the Reception team.  (As this post is becoming a very long one, I will 'show and tell' those at a later date!')

I also popped into Halton Lodge  to see how Ruth and her new intake were getting along. Again lots to share later from that visit, including their new 'Infinite Playgrounds' outdoor area. But, this is the objective led planning that she was using.

So, you might happen across a group of mixed ability children setting up an ice cream shop in the role play (this happened to me in Durham). If they were engaged in some amazing play or learning you would forget your Objective Led planning sheet and observe/assess/support what was going on.

If their play is fairly low level and non challenging (which it often can be) then you would go in, play alongside and then introduce the need for some kind of writing. A menu, a sign, a brochure, a website...whatever. Once you have engendered some enthusiasm you match your resources and your expectations to the ability of the children and the next steps objectives.

You do NOT turn it into a 'red group' table top session! You are going for high level engagement so you need to keep it relevant to their play and not hijack their play with your planning agenda.

If it feels like it is going that way then drop it and pick it up again at another time in another place.

It really is THE most effective way of teaching within the principles of the Early Years Foundation Stage and more than that, it allows you to be creative, have some fun and really 'teach' rather than just 'deliver'. 

Give it a try! If you have got any questions, feedback or ideas, then post a comment and we can all share in each others experiences.

Alistair

Comments

[j.palmer6@homecall.co.uk]

now i use a tambourine and i am in a preschool , we use it for gathering the children for register and maybe once another time to gain their attention and it means not having to raise my voice to e heard !

[abc does]

This comment made me chuckle! I am not saying 'never use a tambourine'! I am just saying don't use it every 5 minutes and interrupt learning. We all like a good shake every now and then. Just make sure you have planning and teaching systems in place that keep your tambourine acrobatics to a minimum!

Alistair

[Clare Wilkinson82]

I love this way of planning - it makes such sense. I have been using it in my planning for a while and what have been pleased with is the way that all the adults in our setting are now much more responsive to the children both day to day and as the week goes on, rather than just plodding through 'the plans' - everyone is constantly thinking about how are we moving learning on with those next steps (rather than panicking that not everyone has iced their pumpkin biscuit)

As for the tambourine - my favourite has to be when a child gets hold it and makes everyone else stop and tidy up!

[Jbarr28]

Thanks. This has really helped clarify objective led planning for me. After coming across your blog in the summer I was keen to try objective led planning on my move into Reception this September but I do feel I have slipped into activity based plans rather than objective led. I just wondered if you would clarify a few things for me. An activity I have done recently is make a whole class book 'We're going on a wolf hunt'. Children contributed according to their level, initial letters or whole sentences. All children contributed, a lot of children came up and asked if they could help but others I did call over. If I am being more objective led would I still have this type of topic based activity as a starter but if they don't all come then I would take some sort of writing into their play? (This may seem obvious but just want to check).
Also when planning for a topic and I'm coming up with activity ideas these are really just starter activities and continuous provision opportunities, it doesn't really matter if their final piece fits in with the topic.
Thanks again for the article anyway it's made me feel ready to have another proper go at it this half term. Sorry if I've bombarded you with questions with obvious answers.

[abc does]

Hi Clare

Glad that it is working for you and that it makes sense. I know from the experience of working with lots of settings that it can be a bit of a leap of faith to start with, but it is definitely worth it! Few things reek havoc more than a run away child with an abandoned tambourine!

Alistair

[abc does]

Ji Jbarr

You are spot on about the Wolf Hunt book. It could be that after reading We're Going on a Bear Hunt and rehearsing the language and patterns of speech that you introduced the children to the concept of hunting for a wolf using all of the same patterning etc. You might get 30 children who are captivated by the idea and 'bob's your uncle' - this does happen. With objective led planning you would focus on the objective not the dressing. You might start with a wolf with some children and end up with Ben 10 with others. As you rightly say, you would dress the objective in the interests of the children if they weren't interested in what you had dressed them in!
Objective Led planning is rarely about topic, it is all about the objective. Sometimes you can dress your objectives in one theme, but often you can't.
Having said that there is no hard and fast rule. There is room for lots of experimentation - so have some fun!

Alistair

[Helen]

I found this really helpful and yes it does make a lot of sense. I'll be looking to trial some objective led planning this half term.
From your experience with other settings would you suggest starting with just one objective to focus on?
many thanks
Helen

[Hettie]

I think I'm starting to do this a little. I've just put together my medium term plan for next half term which is basically a grid with an objective (or two) for each aspect for each week. I've added in things like 'Bonfire' night as a possible theme for some weeks. This is more to ensure that I don't miss out or avoid providing for objectives (I don't like doing money for example and could easily see myself getting through an entire year without mentioning it!). It was the easiest MTP I've ever done. I do have an overall theme for the half-term just in case children aren't showing a particular interest in anything or we reach a bit of a dead end but the word POSSIBLE is used in bold print throughout! My question though - do you ever reach a point where you do just 'make' someone do something? I can think of at least one boy who is at the point where I want him to start writing sentences but no matter what suggestion I make in whatever aspect of his play that might involve writing a sentence he'd just politely smile and say "No thank you" or "I don't think so". Have I just not found the right way to package things for him yet?!

[Angela Taylor]

I really liked this idea as it makes a lot of sense and answers the questions I currently have about a more systematic way of teaching the children the next steps.
What I am less clear about is making the continuous provision link to assessment and objective planning. Sorry about being unclear but would appreciate any advice.

[Julian Grenier]

Hi Alistair, just came across this whilst looking for some fresh ideas to get us thinking about planning, assessment and continuous provision. This is a really useful, direct, thoughtful and also amusing post...great stuff. And many thanks for sharing it.

[Vwood]

Can I ask how many of this type of activity you would plan for in Reception or Nursery for a week? I really like the concept and can see how it will work ..... just wondering of the logistics.

[Karen Hornby]

Hi I think this way of planning is great and makes so much sense. I work in a two form entry Reception unit with free flow between the two class bases and the outside. Do all adults work from the objective led planning at the same time? Do you have any examples of a weekly plan for Reception to see how everything fits in e.g direct teaching slots/1-1 reading and long periods of uninterrupted time?

Thank you, we love reading your blog so inspiring!

[abc does]

Hi Helen

Yes, it is a good idea to start with one to get everybody comfortable with how it all works then build on that.

Good Luck

Alistair

[abc does]

Always a tough one! If children don't want to do something it is because they are not engaged by it. The problem is that if they never try a new experience then you are never going to be able to ignite their interest.
If you say to the boy in question 'come with me and write a sentence' then you are going to get minimum engagement and therefore minimum attainment. It might be worth thinking about 'dressing' your request in a challenge tube or tin and telling him that he has to complete his challenge by the end of the day. I have often seen that approach work.

Good luck

Alistair

[abc does]

Hi Angela

In brief... what you have out in terms of provision should be directly linked to your last summative assessment. If your children need more language development then you should have lots of provision for it. If they are very 'gross motor' then you should have lots of BIG spaces for development. Your provision should change as the year goes on and your children's skill levels increase.
What you then put in your areas of provision should also match assessment. So in your mark making area have you got equipment/resources that have been specifically put there because they are going to take children forward in their learning at every level of development? How are you able to show that you have got that in place?

Hope this helps to clarify things a bit!

Alistair

[abc does]

Hi Julian - Glad you have found me! Good luck with the planning.

Alistair

[abc does]

Hi Vwood

The answer is 'it all depends', which I know is not very helpful! It depends how many adults you have got, how many children and what your current timetable looks like.

In an 'average' Reception class I would probably expect to see up to 3 sessions of direct teaching input and day and 3 objectives to be delivers in CP over a week. These could be linked to your direct teach or to something else completely depending on the need you had identified through assessment.

Alistair

[abc does]

Hi Karen

Yes, all adults work from the OL planning at the same time. They are likely to be delivering different objectives unless you have a large setting and the adults have doubled up. I have not got a 'bloggable' weekly plan. The ones that i make when I am working with settings are unique to them and also usually take quite a bit of discussion and explaining which is hard to translate to the blog. I am working on something that I will post as soon as I have finished it that might help you clear a few things up.

alistair

[Miss Leyland]

Hi there. I'm a PGCE Early Years student in my final placement at the moment, and I am due to take full responsibilty of a class in two weeks time that uses the 'Objective led' method. I have never experienced this before but the general principle seems very natural to me. However, because I am a student I am still learning, and I am really struggling to understand how one carries out Medium Term Planning using this very responsive method - the two seem to collide quite frankly! :/

[abc does]

Hi Miss Leyland. Firstly, good luck with your teaching practice. It is exciting times when you get the children all to yourself! It is really good to hear that you are working in a school that uses objective led planning because not many do.
I think that you are having difficulty getting your head round the medium term planning because you are thinking activity or theme rather than objective.
There will of course be things that you teach the children that effect their every day lives like Christmas and winter weather etc but with objective led planning at the medium term stage you are looking at next steps in all of the areas of learning for each group of children. Then, you will 'dress' those next steps activities in what the children are interested in. Often objective led planning is far more focussed on attainment that your Medium Term 'topic'.
If you are doing it right your medium term planning should dovetail into your objective led rather than collide.
Hope all goes well and that you enjoy having a go at being objective led.

Alistair