Group Learning Experience Planning Sheet:

Student Name: Jessica Edwards Course Code: ECS4070

Age Group: 4 to 5 years. Date: November 22nd, 2017

Learning Experience: Gross Motor Activity- Outdoor Balancing Activity
Programming Purpose:

In the KF2 classroom we have some students who have been diagnosed with a motor
delay. During our classes outdoor time I was walking with one of these students when we
noticed one of her friends walking on a low balance-beam/ bench structure in another area of
the kindergartens outdoor space. She waved to her friend and I asked her if she would like to
try using the balance beam as well. She seemed nervous at first, but with my assistance in
assuring that her balance would be stable during the activity while holding my hand she was
happy to try out the balance beam bench. This gave us an opportunity to work on her gross
motor skills while spending time with her friends doing a physical activity. This was important
as sometimes this students gross motor skill level prevents her from playing certain games
with her closest friends in the classroom.

Objective:
The children will:
1) Practice gross motor skills when walking along the log bench and jumping off.
2) Practice social skills related to turn taking, and communicating in order to solve
problems.
3) Work towards gaining a sense of self confidence in participating in gross motor
activities and a sense of belonging in their peer group.
Materials Used:

Long Low-standing Log Bench / Balancing Structure

Foam Mat

Set Up:

Woodchip Play Area

Foam
Mat

Low Balancing Structure/ Bench

Blacktop
Emergent Activity

1. I was walking with a student from my placement class when she noticed one of her
friends using a low-standing (about 10 inch high) log bench as a balance beam.
Noticing her interest I asked the child if she would like to try using the bench as a
balance beam with her friend. She did not respond. I asked her if she would like to use
the bench if I held her hand to help her keep her balance. She smiled and agreed.
2. We approached the balance-beam and asked the childs friend if we could take turns
using it with her.
3. The childs friend agreed and we began using the bench as a balance beam.
4. I assisted the child while she stood up on the bench.
5. While holding her hand she walked across the bench placing one foot in front of the
other.
6. The childs friend walked behind us, I used red light and green light verbal cues,
as well as raising my hand up or down in order to ensure that the childs friend was
able to stop briefly in order to keep a safe amount of space between herself and the
child with a motor delay.
7. When the child with a motor delay reached the end of the log structure I helped her
down while holding both of her hands.
8. As we continued the student became more comfortable and began jumping off of the
bench when she reached the end.
9. As we continued more and more students joined in and we began taking turns walking
along and jumping off of the bench.
10. During our last try before we had to stop the activity, the student tried jumping off of
the bench without holding my hand and was successful.
Learning Strategy #1
Environmental Cues

While the children were using the bench/balance beam, the use of red light and green light
became difficult over time due to a large volume of children and confusion about how many
children could proceed at once. From then on I used non-verbal cues to direct the flow and
speed of children walking along to ensure that our student with lower motor skills would not
be bumped into, and would have the space to move at her own pace.

We divided the bench into three sections and created a rule where one student could
hop up onto the bench when the student ahead of them was one third of the bench
ahead of them.
Over time the new children who joined the activity noticed this and were able to follow
this rule without being told about it.
We also used a thumbs up signal to confirm that children were safe to proceed if they
were unsure.
Learning Strategy #2
Scaffolding

As the child I was initially working was getting used to the activity I scaffolded her actions
based on her comfort level and needs.

When we first started I held the childs hand as she hopped onto, walked across and
stepped down from the bench. As she became more comfortable I was able to guide
her to help move across the bench at a faster pace than hr usual walking speed, and
encourage her to jump off of the bench.
There was another child who did not have low motor skills but has a small fear of
heights, through encouragement, and holing the childs hand during her first try, she
was able to cross the bench and feel comfortable enough to try again without physical
assistance.

Overall Evaluation
What worked during this experience? Why?

Over the course of the activity, the child with a gross motor delay became more
confident in walking without assistance and jumping off the bench.
The other children were able to participate in the activity and when doing so cold help
the child feel more confident in her skills and accepted by her classmates.
The children caught on to the concept of taking turns and giving each other space.
What did not work during this experience? Why?

Due the timing of outdoor time and its conflict with my lunch break, our activity was
cut short.
Some children were eager to take turns and had difficulty waiting patiently to take
turns when a group of six children had built up.
The large group made it difficult for the child who was the focus of this activity as the
crowd became overwhelming.

What might you have done differently?

Make time to continue this activity for the full duration of outside time in the future.
Limit the amount of people participating at once by creating an obstacle course type
activity, allowing the children to develop other gross motor skills and break up the
time between the use of different part of the outdoor space.