TASC Day

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TASC Day
The Three Little Pigs
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T.A.S.C. Day at Castle Primary School, Keynsham,
Bristol.Designing, making and using puppetsas a
tool for the re- telling of the Three Little
PigsYear One Class - Summer Term 2004.

• The school serves a wide community and there are
  220 pupils on role.
• Children enter our school having developed a
  diverse range of communication and social skills.
• Our children spend considerable time at home
  watching television and playing with the
  computer. Noticeably, the childrens
  communication skills namely speaking and
  listening are poorly developed together with
  their social skills when they first start school
  at the Foundation stage.
• Our latest Ofsted report confirmed that
  significant numbers of pupils throughout the
  school tend to be passive learners who do not
  regularly volunteer contributions to their
  learning by answering questions or engaging
  actively with others.
• Their response was noticeably better when they
  are given the chance to be practically involved.
• Over the years the school has worked hard to
  address these concerns and we have invested time,
  additional resources and professional development
  for staff.
• The next logical step was to look at our
  Curriculum together with the range of Teaching
  and Learning styles on offer, and this coincided
  with the publication of the Primary Strategy
• Excellence and Enjoyment
• Earlier this year my colleague Chris Crouch (Year
  one teacher/Special needs coordinator) and myself
  attended a TASC training day with Belle
  Wallace.
• Our story of how we have planned and implemented
  a TASC day at school hopefully will inspire other
  colleagues to consider using TASC as a robust,
  exciting, challenging and interesting way of
  engaging and working with children.
• Grenville Johnson Chris Crouch.
• Castle Primary School Keynsham, Bristol. June
  2004.

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TASC PROBLEM-SOLVING WHEEL
Gather/Organise
Learn from experience
What do I know about this?
What have I learned?
Identify
Communicate
What is the task?
Lets tell someone!
TASC
How many ideas can I think of?
How well did I do?
Generate
Evaluate
Which is the best idea?
Lets do it!
Decide
Implement
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TASC PROBLEM-SOLVING WHEEL
Gather/Organise
Learn from experience
What do I know already?
What have I learned?
Identify
Communicate
What is the task?
!
TASC
How well did I do?
Generate
Evaluate
Which is the best idea?
Lets do it!
Decide
Implement
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KEY SKILLS TO BE DEVELOPED DURING THE TASC DAY
TIME KEEPING
COLLABORATING, SHARING IDEAS AND TAKING TURNS
DESIGNING AND MAKING
DECISION MAKING CHOOSING AND USING APPROPRIATE
RESOURCES
PLANNING, SPEAKING AND LISTENING
DEVELOPING THINKING SKILLS
USING A WELL KNOWN TEXT AND TRANSLATING INTO A
PUPPET PERFORMANCE
PUPILS REFLECTING AND EVALUATING THEIR OWN
LEARNING
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TASC PROBLEM-SOLVING WHEEL
Gather/Organise
Learn from experience

• How are puppets used in different cultures?
• What do we know about puppets\/
• What sort of puppets can be used\/
• What do we know about stories?
• What sort of puppets link to stories\/

What would we do differently? Did the groups
work?
Each group to be given a text. Each member of the
group to be given a performance tasc. To perform
a 5 minute re-telling of the story using puppets
made by the group.
Identify
parallel class to be critical friends. Parents to
see the performance as part of the class assembly
in July
Communicate
To retell a story using Puppets
What type of puppet will you design make? What
is every person going to do in the
performance? Narrator? Character? Puppeteer?
who will watch? what about scenery?
Did we do it in time? Was everyone involved? Was
the performance interesting and fun?
Generate
How many puppets are needed? Who will make them?
Make a list of things needed for the performance.
How much time is there? Groups to give regular
feedbacks.
Evaluate
their ideas. Each group has to present back Has
everyone got something to do in the performance?
Decide
Implement
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Tasc Planning Sheet
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Gathering and organising

• What do you know already?
• How are puppets used in different cultures?
• What do we know about puppets?
• What sorts of puppets can be used?
• What do we know about stories?
• Which sorts of puppets link to stories?
• Which stories can be used for a puppet play?
• What makes a story good?
• Why was it good or not good?
• THINKING TIME
• Each group to share ideas and display them using
  the class TASC wheel.

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What is the task?

• What do you know and want to learn?
• Each group will be given the same text (on this
  occasion)
• Each member of the group is to be given a
  performance task.
• Each group is to perform a 5 minute re-telling
  of the story using the puppets made by the
  group.

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Generating ideas

• What type of puppet will you design make?
• What is every person going to do in the
  performance?
• Narrator? Character? Puppeteer?
• Who will watch?
• What about scenery?

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Implementation

• In groups plan and decide..
• How many puppets are needed?
• Who will make them?
• Make a list of things needed for your
  performance.
• Gather and collect materials.
• How much time will we have and who will be time
  keeper?
• Each group to give feedback as an action check.
• Final steps..
• Make puppets, rehearse, and perform the story.

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Identify

• Each group to be given a text.
• Each member of the group to be given a
  performance TASC.
• To perform a 5 minute re-telling of the story
• Using puppets made by the group.

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Decide

• Each group has to present back their ideas
• Everyone got something to do in the performance?

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Communicate

• Parallel class to be critical friends.
• Parents to see the performance as part of the
  class assembly in July

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Learn from the experience

• What would we do differently?
• Did the groups work?

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What we will learn and do

• Learning objective
• To make a puppet and write a set of instructions
  recording how to do this.
• To make choices about the materials to be used.
• To develop childrens communication skills
  through a puppet performance
• ( speaking, listening and writing)
• To develop design and technology skills
• To give children the opportunity to plan and
  review their learning
• To encourage positive feedback from pupils as
  critical friends
• Thinking objective
• To sequence a series of events and consider if
  the order is important
• Provide opportunities to develop thinking skills
  in order to become an EXPERT THINKER
• To provide opportunities for pupil and teacher
  to pose good questions and respond to them
• To give children the opportunity to improve their
  use of language through discussion and
  performance
• To give children time to reflect on their
  thinking and learning on the TASC day

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Resources and the learning process

• What to do, what will we need
• puppets
• paper
• writing / drawing materials
• selection of simple instructions
• camera
• puppet pro forma to be annotated
• sheet to write instructions
• Steps to learning
• Evaluate childrens previous knowledge and
  understanding about puppets and share this with
  the whole class as an introduction
• Explain to the children that they are to make
  puppets to illustrate the story of the Three
  little pigs.
• Design what the puppet will look like its
  characteristics.
• What will its character be like?
• How will you make your puppet act?
• What materials will you need?
• Sketch a design.
• Link to literacy develop understanding of the
  conventions of an instructional text and decide -
  will you use
• bullet points

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Assessment

• Check if the children have learned the importance
  of sequencing when carrying out design and
  technology tasks.
• Assess the childrens use of language during
  discussion time and the performance are they
  speaking clearly and confidently with good
  expression
• Can they work together collaboratively?
• Can they work to a time limit?
• Can they begin to problem solve independently?
• Do they demonstrate the ability to offer
  constructive criticism as members of an audience?
• Can the children reflect on and evaluate their
  own learning?

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Evaluate

• Did we do it in time?
• Was everyone involved?
• Was the performance interesting and fun?
• Were the teachers learning objectives achieved?
• How will the learning be taken forward?
• How can we improve next time?

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Telling the story of our TASC day through pictures

• The following photographs show the steps we took
  to implement the TASC wheel and begin our
  learning journey together!!!!!

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Waiting to start the TASC day Wednesday 9th June
2004
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Introducing the children to the TASC wheel
model.First segment Gathering and Organising.
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Beginning to fill in the KWL chart What do we
already know about puppets? What do we want to
find out? What have we learned from this session?
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The KWL chart fully completed
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Structuring our learning using the TASC wheel
Sharing our learning when using the TASC wheel
format and discussing the next step
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Lets get started
Discussing the task, now lets get to our groups
and THINK
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The children begin to collaborate with their team
mates. Who is going to do what during the
performance? One person is the scribe for the
groups suggestions.
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Sharing our ideas after further planning and
discussion
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Same group but another child - the group leader
feeds back their joint ideas and collaborative
efforts to the rest of the class.
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Designing our puppets and making them
Do you like the design?
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Having generated the ideas, identified the task
and decided what to do, we now start to implement
the process.
Look at the concentration!
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Children from the class working on the puppets at
last!
Look at me Mum!
This is harder than it looks
Working hard
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After making the puppets we tried them out!
I can do this!
Look what we did!
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Plotting characterisation and rehearsing the
performance
Ill do this bit, you do this
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Practice makes perfect!
Just like this..
We did it!
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Showtime with our audience!
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Childrens evaluations at the end of the day
The best bit was when we acted out the story with
the puppets
It was hard to work as a team because two members
messed about.
It was very, very hard when we were sewing
It was hard sorting out the jobs when everyone
mixed things up
The best bit was when the big bad wolf blew the
house down
The sewing was hard because I kept doing it in
the wrong place
The best bit was doing the show because it was my
first time and I thought it was fun
The Three Little Pigs
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The results of the day

• This was a very valuable experience for both the
  children and myself because most of the learning
  objectives were met but due to the time
  constraints of the day (created by me!) the work
  should have been extended over several days.
• The principles of the TASC framework and
  encouraging children to work collaboratively is a
  learning philosophy I already believe in and use
  in my day to day teaching. I am conscious of
  the need to update and refresh my professional
  skills as a teacher, and also provide
  opportunities for my class to do the same.
• The concept of a TASC day at first filled me with
  dread as I wanted to achieve so much. I wanted to
  extend the childrens speaking and listening
  skills, as this was a priority for the school.
• I wanted the children to make the link between
  the written word and interpreting the text to
  become more expressive in their use of language.
• I wanted this to be a real life experience and
  not an exercise in literacy.
• The main skills and concepts achieved on the day
  were that the children were able to
• Work independently on designing and making a
  puppet while creating a meaningful set of
  instructions
• Make choices about the materials
• Work collaboratively and apply speaking,
  listening and writing skills to the task
• Develop design and technology skills
• Plan and review their learning and act as
  critical friends during the performance
• Relate their thinking to the TASC wheel
• Successfully use the built in thinking time to
  solve problems and generate new ideas.
• Ask relevant questions and respond positively to
  questions posed by adults.
• Selectively use language to enhance the puppet
  performances.
• Engage in discussion to reflect on the positive
  skills, concepts and attitudes on that day.
• Chris Crouch