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Posts Tagged ‘collaboration’

I have been reviewing photos from Kindergarten classes from a few years ago. When I took the photos, I may have been capturing a writing activity in action to post for parental viewing on the class website. Now, as I reflect on some of the photos, I notice how the photos demonstrate the pedagogy of a student-centered, inquiry-based program that allows the child to be and feel capable at any entry point in the activity.

Look at the two photos below. They show an activity that emerged after I read the book, The Hello, Goodbye Window by Norton Juster. Students were interested in discussing the family and their own, so they were encouraged to bring in a photo or make a drawing of their own family. We spread out large banners of paper and the children found a space to paste their picture. Then they labelled their picture. This was one of the first collaborative writing activities of the year in September to October. Some students were already avid writers, using the writing centre daily. But this activity evolved from the shared experience of reading, and even the reluctant writers were interested in writing about a topic they were confident about – their family.

Some of the students added details and names, while others used only initials for representation (M for mom, S for sister). The writing was open for students to access at their level – they were not given names to copy or told how to spell the names. The result was a collaborative piece that framed our classroom, providing an assessment as and for learning that we could refer to over the following few weeks.

Looking at the photos, I also notice how this emergent literacy activity connected with other areas such as drama and art. Students would be playing family in the drama centre, then go to confer about their own family roles. Even the opportunity it provided for students to discuss a topic that they felt confident about, while noticing the similarities and differences they shared with peers, supported oral language development.

Although it can be challenging with students doing different things at different times, allowing the time and space for emerging literacy is necessary for today’s learners. I doubt you will see the same degree of initiative, conferring, and engagement when students are sitting in more controlled environments working at tables on individual fill-in-the-blank family trees. By giving them the opportunity, children learn from one another and feel capable to represent their knowing in a variety of ways and at different entry points.

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I would like to share with you the link for Re-imagining Literacy and Mathematics Throughout the Day. It is the latest release of Kindergarten Matters (September 2014), the Ministry of Education’s multi-media resource for professional learning.

The DVD or online clips are divided into short segments focusing on an invitation for students in new learning, small-group work, and learning materials within themes of co-constructed inquiry and engaging learners.

Many of the clips were filmed in my FDK classroom in May of 2013. These clips provide windows into the classroom for viewing the environment as third teacher and an established child-centred community of learners.

 

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The year I taught a combined grade 1 and 2 was so rewarding for me as I documented the progress and learning of the class and in particular a few students who were struggling. There were doubts when colleagues saw the room set up with centres such as blocks, reading, art studio and a doll house (for grade 2’s!). Then there were questioning parents at the end of September asking, “When is my child going to learn?” The month of September was just community building and learning the independence of centres in the afternoon after a morning of literacy and math. Of course there were times for direct teaching and group lessons around Science and Social Studies, but they were brief. Appropriate for the age group. Then the students were able to apply their learning and questioning during centre time. They were accountable by having a plan of what they wanted to work on – such as building bridges in the block centre or depicting the energy of the sun in the art studio. At the end of the day we would gather on the carpet and students had time to share what they created or discovered. I would record their findings on large paper – the “knowledge building” session – and we would decide to add resources to our Inquiry Board for other students to learn from.

I put the findings from the documentation together in an article – it was published last year in The Canadian Association for Young Children journal (Fall 2013). I am attaching the PDF version as I think it provides a good example of the process from September to June. It is also demonstrates how centres in a Primary classroom allow for differentiated learning and the Hundred Languages. Board_CCFall2013

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A simple walk in our neighbourhood was all my students really needed to demonstrate their sense of wonder and play. It was also what I needed to in order to determine what was meaningful in their world. How can I make connections to their world, if I don’t really discover it with them? All I had to do was listen. I just listened to find out what was important to them and observe how they interacted in different places within their community. I was surprised to see them run for the swings in the park.

Inspired by Laurel Croza’s book, “I Know Here,” the students shared the school iPads to take photos of the structures and streets that were meaningful to them.

student: “Can we go to the park so I can take a photo of the slides?”

student: “I took a picture of the beautiful flowers.”

student: “I want to get a photo of the train as it passes here.”

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They were enthusiastic and engaged. The children were eager to capture the essence of their own place, their neighbourhood. They were also sharing stories. I listened to the students as they debated the best way to the park or described where their friends lived – they were sharing stories.

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Collaboration is one of the Reggio principles that has required some support in the classroom. However, when we returned to our classroom, the students were enthusiastic to work together in small groups making webs of their community photos using the Popplet App. They negotiated how many photos to use and whether to add text. Some groups even added photos of themselves.

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Even though I knew the importance of shared experiences, connecting to the outdoors, and slowing down the pace to make time for “walks” – I forgot the benefits until we went on our first community walk last week. Needless to say, we are going on another tomorrow. And another next week…

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johnaleslietdsb

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