This week we explored what ‘provocation’ really means. From reading Kathy Walkers, ‘Play Matters’ (2011), a provocation is shown as a tool that is placed with a learning area that relates to learning intentions and children’s interests. These include the developmental objective, target learning outcomes and the children’s or schools’ current events and interests. ‘Learning to Teach in the Primary School’ (edited by T Cremin & J Arthur, 2014) extends on this saying that it is vital that the teacher works towards including provocations that will excite students curiosity without needing teacher intervention. In comparison to this Jan, from Early Life, has said that she believes that a provocation is ‘something that a teacher uses to spark questions, interests, ideas, theories, discussion and debate.’ Through this definition she also shares that materials can include questions, media, resources or even the teachers themselves.
After doing some research on the term provocation we decided that it was broader than first thought and covers a range of materials. As a team we came up with the following definition:
‘A provocation is a tool that is intentionally placed in a learning space to engage and extend the child’s thinking’.
It’s interesting to read about your journey into understanding the Walker Learning methodology – as, like you, being a graduate – this is the first I’ve experienced / heard of it.
I’ll be interested to hear how the chosen provocations work with the students (or if any are ignored). 🙂
Hi Bec 🙂
I agree with Kris, as someone who is not too familiar with the WLA approach F-2 its great to see your journey and investigating the purpose and true meaning of provocation and how to implement this effectively with your students.
As a staff member new to the school, how do you feel you are going with this process? When walking past your area it seems like you are doing a fantastic job and I can see many provocation which would engage students and connect their learning.
Well done!
Hi Bec,
You seem so at ease with Walker Learning, with only being here for a few weeks. Provocations sound interesting yet, do students really use them independently? Or do you have to point them out? Do they use them once they are noticed? Such an interesting notion!!