Case study 2: Introducing the concept behind Odd One Out activities using concrete objects
Teacher-researcher Wendy Bromilow says “the children’s language development has been absolutely amazing!”
Identified need:
Wendy knew that the children were highly motivated using Zoom In, Zoom Outs like Black bumps and Brown hair and Listen! What can you hear? activities such as In the waves. The children enjoyed the fun, low pressure approach and were drawn into thinking and talking. They learnt to focus calmly on activities together and to take turns in responding.
When they reached Year 1, she wanted to start using Odd One Out activities but was worried that the language and the concepts of ‘similarities and differences’ would be challenging for them. She knew that it was important that the children increased their vocabulary so that they could show their true understanding and increase their interactions with each other and the rest of the school.
The Approach:
Wendy used concrete objects to teach the children how to tackle an Odd One Out activity. She began by putting three objects on the table - a wooden cuboid, a purple cuboid and a purple cube. Then she used the simplified question “Same, Same?” reinforced with Makaton signs. She made it clear there were no wrong answers. Two children put the purple blocks together, two chose to put the cuboids together. Wendy told them all “Great job!”
Next, Wendy presented the children with two glove puppets (a frog and a lion) and a toy frog. She asked, “Same, Same?” Some children put the frogs together and others put the glove puppets together. Without prompting, one child went off and got two pieces of ‘Mobilo’ (a cube and a wheel) then a bubble cylinder. He rolled the wheel and the cylinder across the floor several times and then put the wheel and the cube back together. He had found three items he could sort two ways.
Finally, Wendy showed them Explorify Odd One Outs, starting with Baby animals and using the same simple question, “Same, Same?” The children were given laminated copies of the photos so that they could manipulate them.
Wendy’s reflections:
I was impressed that by starting with concrete objects, the children quickly understood the concept behind Explorify's Odd One Out activities. The children began with pointing and moving the laminated cards to show the Odd One Out. For example, a child moved the duckling and elephant together and when I asked, “Why?” they pointed to the water. Some children were also able to understand textures and use actions to justify their choices. For example, when asked why they put the duckling and lamb together, they stroked their cheek. When I asked, “Soft?” they nodded in agreement. One child was able to say, “Ears” to explain why the lamb and elephant were the same.
Following their interest in animals, the next one I showed them was A home for baby birds. Again, the children were able to justify their choices by pointing. This was then reinforced by me and my teaching assistant the words and the children repeating them.
The children now enthusiastically take part in Odd One Outs following the age-appropriate science curriculum. Explorify has been a great for our materials unit. They loved Fit for purpose and found the idea of cardboard trainers hilarious. The children are beginning to improve their language and they love science!
