A Review of the Discovery Time Approach

We have been using Discovery Time in our New Entrant syndicate for the past 8 weeks with seemingly great success and buckets of enthusiasm from both staff and children. Discovery Time has its foundations in the 1970s Developmental or Choosing Time approaches and grew out of a collaborative project between an RTLB and teachers in the junior area of Porirua East School. Here weekly hands-on, self-directed, student centred, activity based learning sessions have been running since 2002. Gay Hay and Brenda Martin developed the program which is structured around the key competencies and incorporates a follow up reflection time. The program claims to: Provide insight into childrens strengths and interests Explore problem solving in a creative way Develop social emotional and physical skills Use a holisitic approach Provides extension for gifted and talented children Give children with special needs a chance to shine Develop the childs thinking in relation to others Provide a balance for the strong literacy and numeracy focus in schools Encourage peer collaboration

The role of the teacher is to facilitate learning by introducing the key competency to be focused on e.g. turn taking, asking open ended questions and encouraging reflective dialogue. Activities could include skipping, construction, puppetry, cooking, lego, painting, co-operative games, dressing up and role play. Often activities can be linked to the current curriculum or inquiry topic.

Retrieved from: http://specialistteaching.net.nz/file.php/83/5_Evidence_based_Practice/EBP-from_Minedu_Springboards_to_Practice.pdf

Is it supported by and based on sound evidence? Evidence from each circle of the EBP model is considered. Research An evaluation of the Discovery Time program was conducted in 2006 by Rebecca Fisher and Brenda Martin. This included: class teacher assessment of oral language and cooperative skills at the start and end of a 10 week period, using a 1-5 rating scale an observation of a 90 minute Discovery Time session an interview with the class teacher gathering of student voice through pictures and stories

The class observed was a Year 1 class, of mainly Pasifika children, with an average age of 5 years 4 months, in a decile 1 school. The results from the teacher assessment showed that most children had moved from some of the time to most of the time on the rating scale for cooperation. This was supported by observations made by the researchers and reviews of childrens pictures and stories, The study found that Discovery Time presented a positive learning environment. In summary, the discovery time programme presented as a useful context for enhancing learning opportunities within the class and for meeting the diverse needs of students. In addition, this project illustrated the efficacy of different educational professionals engaging in collaborative, systemic planning and evaluation to support quality, theoretically supported education. (Fisher and Martin, 2006)

In addition to this explicit research Discovery Time is also grounded in evidence based theories of social-cultural development including Vygotskys theory which sees the child as an active participant shaping and being shaped by the environment. Practitioner Knowledge Discovery Time is in line with the Mori metaphor of weaving a staircase or Poutama. It is one of the visual models of Mori human development, recognising learning as a dynamic, socially interactive process. Discovery Time is advocated by teaching practitioners across the country receiving mention in various media. Here is a sample of quotes from New Zealand publications Reading Forum New Zealand Discovery Time allows a different approach to teaching and learning. It provides a meaningful context for developing key competencies and puts the student firmly in control of their own learning. (Fisher and Hay, 2009) New Zealand Principal
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need to balance the holistic needs of the child with the current outcome and assessment focus of todays education. Discovery Time is one way of doing this and the teachers at Porirua East School believe that it not only enriches their teaching programmes but also adds that all important element, fun. (Fisher and Hay, 2005, p.6) I am five and I go to school: Early Years Schooling in New Zealand 1900-2010 It is hoped that this re-discovery of the work of play will have many versions and, more particularly, that it is not undermined by the demands of national standards (May, 2011, p284) Education Gazette "We've forgotten how children learn through play" (W. Erb, 2008). The Discovery Time book was given a very positive review by Bruce Hammonds, a New Zealand education consultant and author of the book Quality Teaching and Learning.

The Discovery Time website shares many comments from teachers:

We are seeing heaps of benefits from Discovery Time. Children are organising activities themselves and cooperating and collaborating all the time. Sherryn There is an increased love of learning and time to develop relationships teacher/child, child/child, teacher/parent. We are seeing increased risk taking by children at their pace and on their terms (often peer encouraged). Greg Including some from overseas Since you visited us, we have been able to re-write our timetable to allow a full hour and a half session for Discovery Time every fortnight. Teachers are coming up with some brilliant ideas and it has proved to be many teachers (and more importantly the childrens) favorite time of the week. (Miranda, Dulwich International School, Suzhou China) Child, Young Person and Family The Discovery website also shares feedback from children: Discovery Time is fun because we get to choose activities without asking. Gabriel You can make something and explain it to the whole class. Sia Ive learned how to co-operate, how to share things and how to challenge myself. Harmony Today in Discovery Time we could make lettuce, tomato and feta sandwiches. I hadnt ever tasted feta cheese before in my whole life, but now I have. Hemi This comment was left by a parent on our class blog: I think Discovery Time looks like a lot of fun, I bet you are all looking forward to that again! (personal correspondence, August, 2013) More Evidence

Sir kill Cardboard Arcade

Ken Robinson: creativity?

Do schools Caines

Conclusion Only one study looked at Discovery Time directly but much of the philosophy behind it is grounded in evidence based sociocultural development theory. Most of the evidence presented from the Practitioner Knowledge and Child, Young Person and Family part of the EBP model is in the form of quotes, many from the Discovery Time website. This does provide evidence but there is a need for further scientifically based, peer reviewed and unbiased evidence to be sort. Finally, consider this evidence about learning through discovery from over 400 years ago: You cannot teach a man anything; you can only help him to discover it in himself. (Galilieo 1564-1642). References
(n.d.). Retrieved September 2013, from Discovery Time: http://www.discoverytime.co.nz/ Caine's Arcade. (n.d.). Retrieved September 2013, from You Tube: http://www.youtube.com/watch? v=faIFNkdq96U Erb, W. (2008). Education Through Play. New Zealand Education Gazette. Retrieved from http://www.edgazette.govt.nz/articles/Article.aspx?ArticleId=7695 Fisher, R., & Martin, B. (2006). An evaluation of the Discovery Time program. Kairaranga, 7(2). Martin, B., & Hay, G. (2009). Discovery time: Meeting the needs of a new generation of learners. Reading Forum NZ, 24(3). May, H. (2011). 'I am five and I go to school' Early Years Schooling in New Zealand, 19002010. Otago University Press. personal correspondence. (2013, August 13). Week 3 Term 3. Retrieved from Room 10 Nelson Central 2013: http://room102013.blogspot.co.nz/2013/08/week-3-term-3.html Sir Ken Robinson: Do schools kill creativity? (n.d.). Retrieved September 2013, from You Tube: http://www.youtube.com/watch?v=iG9CE55wbtY