Representing with fabric.

In a Grade 1 and 2 classroom, the students are often able to write their responses. However, I find that the inquiry work that the children do over months on integrated subjects of the curriculum allow them to represent their understanding in a variety of ways. When studying the sun, the air and water in connection [...]

Read Full Post »

Inviting collaboration.

In a Grade 1 and 2 classroom, children are more selective about where they sit and what they do. I have noticed this difference coming from a Kindergarten classroom, where many children just talk to whoever happens to be sitting beside them. To encourage collaboration as well as support our theme of inquiry regarding hope, [...]

Read Full Post »

Using found materials.

Keeping an eco-approach to our learning helps direct our art activities in the classroom. I have steered away from construction paper and pipe cleaners in the last few years and moved towards a collection of found materials. The book, Beautiful Stuff: Learning with Found Materials by Cathy Weisman Topal and Lella Gandini is a great starting [...]

Read Full Post »

Creating areas for inquiry.

In a grade one and two classroom you usually see desks and bookshelves, with possibly a cozy reading area. I think moving from Kindergarten to Grade 1 must be such a shock for the youngsters. They had freedom to move around their classroom and explore so many materials with their hands-on learning. By setting up [...]

Read Full Post »

Extending ideas and experiences.

While planning provocations in the science centre that develop inquiry skills, oral language, writing and representations, I am also using literature to encourage ideas and experiences in a variety of learning centres. This allows the children to express their understandings in different ways as explained in the Reggio principle of “one hundred languages.” I like [...]

Read Full Post »