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Posts Tagged ‘observations’

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.

JK_SK literacy_oral JK_SK literacy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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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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September is for new beginnings. This year, I have another new classroom… and it is not as appealing as some of my previous classroom in its aesthetics. The light gets absorbed by the dull green walls, cupboard doors are missing in various units, the paint is peeling, and the chalkboards are faded and marked with residue of tape.

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Hard lines.

 

Divergent green walls.

Divergent green walls.

 

Storage without doors.

Storage cupboard without doors.

 

 

 

 

 

 

 

My first priority for my new room was making it as appealing as I could using some “found” materials. I brought in baskets, containers of shells, glass jars, hanging beads, a small carpet, two (plastic) Muskoka chairs and burlap. This is a grade 6/7 classroom. I wanted to create spaces to allow for some movement away from their regular seating. Currently we have 31 desks, however tables have been ordered and are expected to replace the desks within the month. So, I focused on a library with seating area, a carpet for gathering/discussions, and an atelier or art studio.

The room has a cloak room that runs along the back of the classroom with two entries. The storage cupboard wasn’t needed, and is adjacent to a window. It seemed a secluded yet observable area for a small table with a couple of chairs, to allow for exploration with a variety of materials. So the shelves have been filled with materials that are accessible to the students who want to use the area.

Shelves in the centre of the room along the wall under the windows were previously holding a variety of dictionaries and textbooks. I moved these to the back counter and created a fiction and non-fiction browsing library with labelled bins for organization and an area to display some larger hard cover texts. The chairs are set facing the shelves (and the windows), inviting students to this space. During our reading workshop, students are selecting these seats for reading and also for meeting to discuss work during other times in the day.

photo 1

Class library.

photo 2

View of atelier from classroom.

Atelier

Atelier

 

 

 

 

 

 

 

 

Although I was temporarily tempted to hang posters and “decorate” the room to brighten it up, it has evolved quickly in the last week to include the materials that students can use to inspire and support their work that is taking front stage and hiding the peeling paint.

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My grade 5/6 students were introduced to a Big Idea at the beginning of the school year. It was with intention that this question would be lens for the students to consider their curriculum, particularly Language, Science, and Social Studies. The Big Idea was in a form of a question: How do we balance our needs with others? A bulletin board in the classroom was set-up dedicated for items we may collect that would contribute to our understanding as we worked to answer this question. When I taught grade 1/2s, they enjoyed adding information or images to our research board and watching the accumulation of ideas as the board filled. In the grade 5/6 class this year, the concept of collecting representations of related ideas was difficult for them to either grasp or see as worthwhile. So as we discussed new books or issues, I would add something to our Inquiry Research board. Needless to say, it was more sparse than the research boards I was used to seeing in the younger grades. One of the first additions to the board was to add their initial responses to the question. This provides a good starting point. So, when asked How do we balance our needs with others?, the students responded with: 
  • “Be kind and friendly.”
  • “Cooperate with others.”
  • “Eat healthy.”
  • “Some people in some countries don’t have food to eat, so don’t let your food go to waste.”
  • “Treat others the way you want to be treated, for example, if you’re mean to your brother he will be too.”
 
When I reviewed the responses I had to ask myself if the students understood what needs were and if they were providing answers they thought were “right.” The answers seemed like stock answers for a variety of questions, but not the question that I had asked of them. I realized we needed to backtrack and look at needs and understand them by definition. We considered what needs are (physical, emotional, and group needs).
Then, to understand the meaning of the balance between individuals or groups, we used books such as “The Encounter” and “Sees Behind Trees” to deepen through read-alouds and discussions. I was surprised that a visual of a scale was what really worked to help them grasp the concept. We then used that image to look at the curriculum to consider:
  • needs of First Nations vs. European explorers
  • needs of Space Explorers
  • needs of residents in areas of development (Fracking for gas extraction)
At the end of our inquiry, students provided responses that showed a better understanding of needs and some were able to use specific examples from their learning:
“The Europeans wanted to change First Nations’ culture but what they didn’t know was that First Nations already had a culture – Nature was their god but the Europeans didn’t know that.”
 
“Balancing your needs is how you manage things in your life. The needs of the First Nations didn’t matter (to the Europeans). Nobody cared about their religion. They felt useless.”
 
“Some people need more than others.”
 
“I don’t think that they balanced their needs with First Nations when they took their children to schools far away so they can forget their culture and their language.”
 
Inquiry Research Board

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September has been a month filled with community building in our Grade 5/6 classroom. We have slowed down the back to the books rush with activities that are building relationships.

Coming from a Kindergarten class last year, I immediately noticed that the students seemed to have lost their sense of wonder. Many were looking at me for instructions, ready to respond appropriately – but not to ask questions and be curious. Our inquiry question for the next two months is “How do we balance our needs with others?” This will incorporate our learning in Language, Social Studies, Art, Media Literacy and some Math and Science. In addition to this project, I am starting another Literacy/Art inquiry project that is based on the book, “I Know Here” by Laurel Croza.

I Know Here by Laurel Croza

I want to encourage the students to wonder about their own community, then interpret it and present it in their own unique way (hundred languages). We read the book together. The next day I took them outside to the front of the school to record what they could see, hear, smell, feel and taste. It was amazing to see how their response were more guarded and limited than what some younger children would offer in the same setting. We then made showing statements rather than telling statements, similar to the author’s style of “I Know Here”.

The next day we discussed possible representations that the students could do. They came up with a variety of ways that they could show what they know. We recorded them on the whiteboard.

Image

Our next step is to ask ourselves questions about our community/neighbourhood and hopefully access that sense of wonder…

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The environment is the third teacher when it provides children the opportunity to slow down and take note. One of the questions I often ask is, “What do you notice?” This encourages reflection, conversation, and knowledge-building among the students. For some students, observations take time. They answer without really thinking or noticing – by rushing to give an expected answer rather than a response that is unexpected.

The use of light and projection in the classroom has provided students with new perspectives. They may be looking at a familiar subject, yet they see it in a new way. When they are introduced to the act of tracing an image, they are fascinated with the simple task and it slows down their consideration of the subject.

From our neighbourhood walks, we had observed a variety of trees. The children compared coniferous and deciduous and talked about the differences that made each identifiable. However, when drawing deciduous trees, their observations from the walks were not evident. The trees still looked like trunks with a circle of green set on top. So we revisited the trees and took photos.

neighbourhood tree

 

 

When an image of one of the local trees was projected to a table in the classroom, the children were intrigued with the task of tracing its many limbs. I noticed how this task slowed down their movements and also their consideration of the tree. After this opportunity, the children’s drawings were more realistic in that long limbs were included and the proportions changed.

 

Tracing and noticing

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The Hundred Languages

No way. The hundred is there.

The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.

A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.

The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.

They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.

They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.

And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.

-Loris Malaguzzi (translated by Lella Gandini) 

Founder of the Reggio Emilia Approach

 

I think of all the results of play that the children want to share with me each day. I take photos to celebrate their works.

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What do you see?  I see the “Hundred Languages” and use these languages to see the child.

 

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