Today I was once again given opportunity to examine the importance of Mindset in learning. It was interesting how the message of this video resonated in a much stronger way for me today vs. a few years ago. Embarking on this journey of inquiry and play, learning about Reggio Emilia, learning from FDK teachers and examining research has helped to me to see how important mindset is and how our focus on child-centred learning (i.e. children's voice in the classroom, student-led inquiry) is helping to create a climate of "Growth Mindset" in teachers and children. A "Growth Mindset" sees the child as capable and competent. A "Growth Mindset" honours our image of the child. A "Growth Mindset" is what all of our children need and hopefully with the changes being made in education, more children will have a "Growth mindset" and not become "Fixed." Take a look at this video. What do you think? What kind of mindset do you have as a parent? As a teacher? What mindset do your children have in the classroom?
Friday 10 October 2014
Sunday 28 September 2014
The Environment As The Third Teacher
When I first began this journey, I was in awe of the works of Reggio-Inspired teachers and the environments of learning they had created with the children. Of course the environments were beautifully thought-out, aesthetically pleasing and created a sense of calm- but as I researched, I learned that there was more to it then creating a beautiful space for children to learn.
Our Grade One environment has evolved over the last two years- as I read things, reflected, questioned and experimented, materials were added and spaces were altered. As well, as I listened to the voices of my students, followed their wonderings and direction, our learning spaces changed to better suit the inquiry and play. My understanding of the environment as the third teacher has gone deeper.
Although, esthetically pleasing to the eye, there is more to it than that. The materials in the environment have a purpose and are placed carefully and thoughtfully to provoke wonder and encourage engagement. Multi-sensory materials are placed to explore shades, colours, textures, smells.
Natural light and natural materials are purposefully brought in to "bring the outside world in." One book I read, questioned how it is we teach children to care for the natural world but have it hold no importance inside the classroom. How can we teach children to love the environment and help them create relationships with the natural world, if we don't have it part of our school world?
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Carefully placed mirrors help students to see things 3 dimensionally and see things from a different perspective. Light materials create a feeling of "magic" and "wonder" as students explore light, shadow, colour...
The presentation of "loose parts" (Hawkins) in the room that are interesting in colour, shape, texture that are not for one specific purpose of play, but can be used imaginatively by students in all areas of the learning including art, sculpture, construction, drama etc...
The lack of colour, lack of commercially made posters/displays, the emphasis of natural materials (i.e. wood, glass, metal, stone etc...), the carefully displayed items for provocation and invitation to learning all help to create a sense of calm inside a Reggio-Inspired environment. The creation of a calm environment is intentional, so that student work, documentation and learning is what stands out- it is what draws the eye.
As you begin your own journey, consider the way your environment is used by your students. How do they use the materials set out? Are they multi-functioning that allow for students to adapt the material for their own thinking and creations? Are they open-ended materials that can be used in a variety of ways for students to imagine, create and go beyond the "box?" Does your space change throughout the year, depending on what is happening with student inquiries? Do you listen to your students voices to direct the learning in the classroom? Are students part of creating the learning environment? Most importantly, is the classroom considered "YOUR" classroom or does it belong to the classroom family?
Our Grade One environment has evolved over the last two years- as I read things, reflected, questioned and experimented, materials were added and spaces were altered. As well, as I listened to the voices of my students, followed their wonderings and direction, our learning spaces changed to better suit the inquiry and play. My understanding of the environment as the third teacher has gone deeper.
Although, esthetically pleasing to the eye, there is more to it than that. The materials in the environment have a purpose and are placed carefully and thoughtfully to provoke wonder and encourage engagement. Multi-sensory materials are placed to explore shades, colours, textures, smells.
Carefully placed mirrors help students to see things 3 dimensionally and see things from a different perspective. Light materials create a feeling of "magic" and "wonder" as students explore light, shadow, colour...
The presentation of "loose parts" (Hawkins) in the room that are interesting in colour, shape, texture that are not for one specific purpose of play, but can be used imaginatively by students in all areas of the learning including art, sculpture, construction, drama etc...
As you begin your own journey, consider the way your environment is used by your students. How do they use the materials set out? Are they multi-functioning that allow for students to adapt the material for their own thinking and creations? Are they open-ended materials that can be used in a variety of ways for students to imagine, create and go beyond the "box?" Does your space change throughout the year, depending on what is happening with student inquiries? Do you listen to your students voices to direct the learning in the classroom? Are students part of creating the learning environment? Most importantly, is the classroom considered "YOUR" classroom or does it belong to the classroom family?
Wednesday 27 August 2014
Reggio Emilia: "Image of the Child"
What is your Image of The Child?
When I began researching and learning more about play-based, inquiry learning, emergent curriculum and Reggio Emilia, I felt a deep connection to Reggio Emilia's "Image of The Child."
The Image Of The Child
Educators of Reggio Emilia believe that children walk in the door with knowledge as opposed to an empty vessel that needs filling. They believe that children are competent and capable of constructing knowledge, and that they need to be active participants in their learning. They see children constructing their knowledge through their relationship with the environment, with other children and with adults. They believe that children are naturally full of wonder and curiosity. They listen to the voices of children and recognize that children ask questions to learn about the world around them. They see children as explorers, investigators and active discoverers. They place value in all the different ways children show their learning (The children have a 100 languages). They observe, listen and honor the children's voice.
The Role of The Teacher
The Educators role in Reggio Emilia schools is a multitude of things-supporter, negotiator, co-planner, listener, researcher, observer, reflector, challenger, designer, provocateur, extender, documenter, collaborator, investigator etc... The role is ever-changing based upon the needs of the children. Teachers provide a rich, stimulating environment to provide many opportunities for the children to learn, transform materials, ask questions and think. They encourage children to use many different ways to express their thoughts and ideas (i.e. sculpture, paint, drawing, writing etc...). The teachers listen carefully to the conversations of children, their ideas and they too participate in the learning. Teachers document the learning process and place weight on the process of learning. They make flexible plans and negotiate the curriculum with the children. They support and help the children build their knowledge.
After reading about the children and educators in Reggio Emilia and the classrooms that are Reggio-Inspired, I felt so connected, so at home. It spoke to me as a teacher, a learner, an individual and a parent. This is how I saw children and how I saw learning to be. It prompted me to reflect on whether I was teaching in a way that actually fit my beliefs as an educator. If I believed that children were competent, full of wonder, curiosity, capable of learning and knowledgeable, why was I relying so heavily on teacher-directed lessons and explicit teaching? Why wasn't I allowing more opportunity for voice in the classroom? Why was I choosing everything and how learning must look (i.e. worksheets, writing templates, the math manipulatives to use to show a concept)? Were my students having authentic learning experiences? There was a clear disconnect between what I believed and my practice. Hence, the changes were made. I felt inspired! It made me want to provide a better learning environment for my students. It made me want to feel, see and hear more joy in learning. Today, I continue down this path- always growing, changing my role, researching, observing and learning from the children. With each experience (with children, professional reading, summer institute at Acorn), I develop a greater sense of self, a greater sense of what learning is, what is authentic and how I would like to be as a mother and a teacher. What is your image of the child? What is your role? How do you feel about your classroom environment? Are there any areas for growth?
When I began researching and learning more about play-based, inquiry learning, emergent curriculum and Reggio Emilia, I felt a deep connection to Reggio Emilia's "Image of The Child."
The Image Of The Child
Educators of Reggio Emilia believe that children walk in the door with knowledge as opposed to an empty vessel that needs filling. They believe that children are competent and capable of constructing knowledge, and that they need to be active participants in their learning. They see children constructing their knowledge through their relationship with the environment, with other children and with adults. They believe that children are naturally full of wonder and curiosity. They listen to the voices of children and recognize that children ask questions to learn about the world around them. They see children as explorers, investigators and active discoverers. They place value in all the different ways children show their learning (The children have a 100 languages). They observe, listen and honor the children's voice.
The Role of The Teacher
The Educators role in Reggio Emilia schools is a multitude of things-supporter, negotiator, co-planner, listener, researcher, observer, reflector, challenger, designer, provocateur, extender, documenter, collaborator, investigator etc... The role is ever-changing based upon the needs of the children. Teachers provide a rich, stimulating environment to provide many opportunities for the children to learn, transform materials, ask questions and think. They encourage children to use many different ways to express their thoughts and ideas (i.e. sculpture, paint, drawing, writing etc...). The teachers listen carefully to the conversations of children, their ideas and they too participate in the learning. Teachers document the learning process and place weight on the process of learning. They make flexible plans and negotiate the curriculum with the children. They support and help the children build their knowledge.
After reading about the children and educators in Reggio Emilia and the classrooms that are Reggio-Inspired, I felt so connected, so at home. It spoke to me as a teacher, a learner, an individual and a parent. This is how I saw children and how I saw learning to be. It prompted me to reflect on whether I was teaching in a way that actually fit my beliefs as an educator. If I believed that children were competent, full of wonder, curiosity, capable of learning and knowledgeable, why was I relying so heavily on teacher-directed lessons and explicit teaching? Why wasn't I allowing more opportunity for voice in the classroom? Why was I choosing everything and how learning must look (i.e. worksheets, writing templates, the math manipulatives to use to show a concept)? Were my students having authentic learning experiences? There was a clear disconnect between what I believed and my practice. Hence, the changes were made. I felt inspired! It made me want to provide a better learning environment for my students. It made me want to feel, see and hear more joy in learning. Today, I continue down this path- always growing, changing my role, researching, observing and learning from the children. With each experience (with children, professional reading, summer institute at Acorn), I develop a greater sense of self, a greater sense of what learning is, what is authentic and how I would like to be as a mother and a teacher. What is your image of the child? What is your role? How do you feel about your classroom environment? Are there any areas for growth?
Thursday 17 July 2014
PROVOCATIONS ARE POWERFUL!
Provocations are powerful tools we can use to encourage student learning and thinking. Teachers can design provocations carefully to entice their students into revealing what they know about a topic and to get them creatively thinking and imagining. Play-based Learning and Learning Through Inquiry doesn't mean for teachers to sit back and just let the class run itself. Our role is to listen to the children and help expand, challenge and support their learning. One way we can do this is by setting up provocations in the classroom. Student learning can be provoked by a read aloud, shared reading experience, a video, a mini-lesson, a student-led discussion, a teacher-led discussion, a wondering, a sharing session of work and carefully selecting materials for a learning area. I have experimented with provocation this past year and have learned that when I plan and carefully select materials for a learning area, students are so enticed that they beg to explore the new learning area. For those teachers who are concerned about the "covering" the curriculum, provocations are a great way to get your students to "uncover" the expectations. You can design your provocations to encourage students to show you the curriculum. One thing to remember though, is that if you set up an area to provoke learning, be prepared that your students may take it into a different direction than you had originally thought. If this happens... just observe and listen to the thinking. Don't worry about them not doing/revealing what you hoped. I say this because, more often than not, when I let go I am blown away by the way the students have interpreted and used the materials. Then when asked to explain, their thinking often shows a deeper level of understanding, observation or connection than I could ever have predicted.
Here are a some samples:
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Here are a some samples:
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| Daffodil Provocation |
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| Rock Inquiry |
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| Symmetry in Art Provocation |
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| Energy and The Sun Provocation |
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| Exploration of Light and Colour Provocation |
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| Living Vs. Non-Living Provocation |
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| Worm Inquiry |
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| Living Things Provocation |
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Sunday 25 May 2014
What Is A Learning Story? How Do I Document The Learning?
Documenting the Learning taking place in the classroom is a HUGE undertaking. It has been one of my greatest challenges this year and I am still trying to figure it out! I have found that using photos and video of student interaction with each other and of materials is a great place to start. After examining the videos of sharing sessions, learning at the Learning Places and student work, I try to create a Learning Story to show how the thinking unfolded. I have found that it is easier to document the Big Ideas as a learning story and use the learning moments as the "process" of how the students "uncovered" the curriculum. This task can be very overwhelming and time-consuming at first. It can also be confusing as to what dialogue, evidence and pieces of work should be used. But, as you experiment with documention, you start to figure out what is important to show and how best to show it. I like Learning Stories because it gives the reader a clear picture of the learning process, the thinking taking place, how the students learn from one another and their opportunity to explore and how they build upon each other's experience/knowledge and connections.
Here is a learning story that developed over quite a few weeks. It shows how our inquiry into rocks developed into a discussion/investigation of living things.
A Learning Story: Rock Inquiry
Many of the students in our classroom were selecting non-fiction books from the library about rocks and minerals. After a short discussion about rocks, I asked the children if they would be interested in having a “Rock Inquiry.” With the students help, we gathered books about rocks, collected rocks from outside and brought in special rocks from home to investigate. After a few days of exploration (students discussing their observations- comparing size, colour, shininess, sorting the rocks into groups, talking about their favourites and why), students were encouraged to write down some “wonderings” they had about rocks. Two students wrote that they wondered if they could grow a rock…
During our sharing circle, J.B and L.E shared their wondering with the class. I asked if there were any other children interested in investigating this wondering with them. The students interested were then asked to make a plan and let me know what materials they felt they would need for growing a rock.
The students decided to plant the rock just like they would a seed. They made the connection that a plant needs the sun, soil and water to grow so they felt that a rock would need the same thing.
After several days watering the rocks planted, the students informed me that the rock was not growing. I asked them why? I asked them to tell me why they thought the rock wasn’t growing. They answered that it needed more time.
During this time, students were also planting different seeds from our Energy/Sun Inquiry. Comparisons began to be made about our plants growing and the lack of growth from our Rock Plant. L.A then read in a book about an experiment to grow rocks using glue, sand and pebbles (it would make sedimentary rock). L.E was once again asked whether he had an answer as to whether he could grow a rock. He suggested that perhaps we needed to grow the rock in a different way but wasn’t sure how. L.A then shared his experiment with the class. A small group of students used his written plan (with the help of the book) with the help of Mrs. Skrok and tried to grow a rock in this new way.
After a week, the students commented once again that the rock wasn’t growing. It was time for us to see if the experiment was successful in producing a rock. Following the instructions from the book, the students and I took apart the plastic cup in hopes to see a rock had grown (formed). Unfortunately, the sand and pebbles crumbled beneath our hands. “The glue isn’t dry yet!” said L.A. “We needed to wait longer!” The class then had a discussion as to whether glue would be important for growing a rock. Unfortunately, the students were not interested in trying this experiment again. Instead,the group discussed options and decided to wait longer to see if their planted rock would grow.
The following week, we once again revisited the wondering. The original planting group thought they either didn’t plant it right or that it is impossible to grow. N.M then said, you can’t grow a rock because it doesn’t have energy! (connection to our energy inquiry). “Can you explain? Do you think we can grow a rock?” I asked.
“No way!” he exclaimed! “You can’t grow a rock because they’re solid. They don’t have roots and they can’t drink water!” Other students began to nod and add “Yeah they’re solid and the roots can’t just bust out of the rocks.” (connecting the idea of growth to our plant inquiry)
N.M-“They can’t get energy from the sun because if rocks can grow, they’d have roots.”
L.E- “Yeah… roots can’t bust out of the rock it is solid. That’s why we are having trouble.”
N.M- “Rocks aren’t a living thing. They can’t move and talk.
E.D-“They can’t eat and drink.”
With guidance, the students began to compare a rock to a plant. Students discussed the idea of moving and talking.
W.L- “ plants are living but they don’t move.”
P.N- “but they start small and grow that is moving.”
Students then discussed whether talk is important for living things. Many students said that animals don’t talk but then quickly changed their mind when J.B reminded them about how dolphins talk to each other in their own language.
Our Rock Inquiry soon evolved into an investigation into Living Things... A NEW INQUIRY BEGAN!
Friday 18 April 2014
A "Seamless" Day in Grade One?
I knew going into this school year, the type of environment I wanted to create for learning. I had ideas that I wanted to explore... I wanted to immerse myself in literature about Reggio Emilia, Emergent Curriculum, The Environment as the Third Teacher and Inquiry-Based Learning... I also wanted to investigate whether Grade One could become more "seamless" and be more "open" like the learning happening in FDK environments.
The last two months have been quite a learning curve for me. Beginning in February/March, my students helped me to further transform our classroom to allow for more areas of inquiry and play. A new plan for our day was set into motion- days full of investigation, exploration, wonder, discussion, collaboration, play, sharing and creation. A more "seamless" day where subjects were no longer placed into specific blocks of time. A day that allowed for more integration between learning areas- allowing more student voice and choice; a day not constrained by time and subjects; hence the word "seamless."
As we started to transform our afternoons, students created areas of inquiry and play. Students constructed a movie theatre in our classroom complete with a snack bar, puppet shows and movie critics. Carefully selected materials were used to provoke students into investigating daffodils at the art studio, water energy at the water station, seeds at the sun station. Students wrote down areas of interests/wonderings and decided to set up two areas of inquiry- rocks and horses. They helped me gather books, they brought materials in from home and helped to select materials to use within our inquiry spaces.
A colleague asked- How does that fit your curriculum?
I answered that students are expected to show their learning in some way. We had brainstormed a list of possibilities that included writing, using ipads, making books, draw and label, paint, write a procedure etc... No matter what happens, students will be encouraged to write, draw and create which are all part of our curriculum.
She asked- But how do rocks fit the science curriculum?
I answered- I don't know. I am not worried about that right now. I just want to set things up and see what happens. I need to trust my students and see where their ideas take me.
Two days later, two students wrote that they wondered if they could grow a rock. I cheered inside! There is a science link! After the two students shared their wondering with the class, more students wanted to join in the inquiry. 5 students began researching rocks and planning how they thought they could grow a rock. They wrote about their plan, they followed their steps and then wrote down what they did for other students to learn.
At this point these stations have been on-going for 5 weeks! Students have blown me away with their connections, their thinking, their discoveries and their imagination. This experience has helped me to grow as a teacher/learner/facilitator/researcher. Is a "seamless" day possible? I haven't got the answer yet. But I do know, that providing an environment that promotes play, investigation, engagement and choice has my students hooked on learning. They beg to go to their "Learning Places," they love to share their learning with others, they are sharing their experiences at home, and most important, they are invested in their learning. I have more time to observe, learn and challenge my students. I can provide descriptive feedback immediately. I can work with small groups or one-on-one to meet students needs (differentiate) and help students achieve their learning goals. Students are "uncovering" the curriculum as opposed to me "covering" it. Student thinking is given a voice and is honoured. Children are the heart of the classroom.
The last two months have been quite a learning curve for me. Beginning in February/March, my students helped me to further transform our classroom to allow for more areas of inquiry and play. A new plan for our day was set into motion- days full of investigation, exploration, wonder, discussion, collaboration, play, sharing and creation. A more "seamless" day where subjects were no longer placed into specific blocks of time. A day that allowed for more integration between learning areas- allowing more student voice and choice; a day not constrained by time and subjects; hence the word "seamless."
As we started to transform our afternoons, students created areas of inquiry and play. Students constructed a movie theatre in our classroom complete with a snack bar, puppet shows and movie critics. Carefully selected materials were used to provoke students into investigating daffodils at the art studio, water energy at the water station, seeds at the sun station. Students wrote down areas of interests/wonderings and decided to set up two areas of inquiry- rocks and horses. They helped me gather books, they brought materials in from home and helped to select materials to use within our inquiry spaces.
A colleague asked- How does that fit your curriculum?
I answered that students are expected to show their learning in some way. We had brainstormed a list of possibilities that included writing, using ipads, making books, draw and label, paint, write a procedure etc... No matter what happens, students will be encouraged to write, draw and create which are all part of our curriculum.
She asked- But how do rocks fit the science curriculum?
I answered- I don't know. I am not worried about that right now. I just want to set things up and see what happens. I need to trust my students and see where their ideas take me.
Two days later, two students wrote that they wondered if they could grow a rock. I cheered inside! There is a science link! After the two students shared their wondering with the class, more students wanted to join in the inquiry. 5 students began researching rocks and planning how they thought they could grow a rock. They wrote about their plan, they followed their steps and then wrote down what they did for other students to learn.Tuesday 25 March 2014
Our Classroom Transformation Continues!
It has been awhile since I have put anything on this blog... things have been busy in Grade One! My last post was all about trying to find the balance between explicit instruction and inquiry-based/play-based learning- which was going really well until December. Unfortunately, due to illness, a classroom flu and report cards, I ended up resorting back to more "teacher-directed" lessons with an emphasis on product as opposed to process. Once I was able to breathe again, I started to reflect on what had happened. Pressure to complete parts of the curriculum to report on specific strands and feeling "behind" left me feeling stressed due to lack of time. Fortunately, once I felt less stressed I was able to regain my focus and reset my goals for the year. I must have been in a "spring cleaning" mode as I tackled both my home and the classroom- clearing unnecessary items out, reviewing texts I had read, reading new texts on Reggio, the importance of conversation and setting up learning areas to engage students. After some finessing and asking students for their opinion, I feel that our classroom environment is now transformed into one that truly reflects the way I want to teach/provoke/guide/facilitate/participate in student learning. Here are some photos of the classroom!
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