A Reflection of Learning About Learning...

I haven't written much over the last while as I have been busy within our Grade One Classroom and being a Mom of 2 busy boys.  But, when I do have time to reflect on my learning, I am surprised by how much my thinking and practice has changed over the last three years.  Listening to my students, opening my mind up to new possibilities and providing more opportunity for exploration/discovery/play in the classroom has deepened my understanding of play, the idea of having an "inquiry stance" and the importance of being present in the play to observe, listen and document.

When I look back on my past posts and the beginning of this journey, I am astonished in how I have evolved from that thinking and that things continue to change.  A few things I have now learned and developed a deeper appreciation for:

*I have learned that inquiry is truly a stance- it is a mindset.  It is not a "wonder wednesday" where children have a specific time to check out their wonderings on the ipads.  It is how you engage in conversation with your students, all day, everyday.  It is asking children to share their thinking of how the world works and encouraging them to think deeper.  It is valuing moments when a read aloud, experience, shared reading text etc... ignites a passionate debate/discussion amongst students and just "going with it" instead of what you had originally planned.  It is providing opportunities for students to think and placing the focus on the process, rather than the product.

* I have a deeper appreciation for play in a child's learning.  Play is where the child's heart is in the learning.  Play is where skills are developed, enhanced, practiced, applied.  Play is where children are themselves and they show you who they are and how much they know and can do.  In play, we see the curriculum unfold, we identify areas to focus on and we see how to respond/extend/challenge.

*I have discovered that open opportunities for play and learning is where the curriculum comes alive naturally and in an authentic way.

*I have learned how important it is to listen and observe students as they interact with others and materials and be "present" in the learning/play.  I no longer enter the play/learning spaces with a preset checklist of "curriculum look fors".  I now take that moment to document student thinking, then after reflection, I see what I can learn from it.  The amazing thing is that the curriculum truly unfolds before my eyes.

*I have realized that many teachers equate explicit instruction with whole group learning.  The reality is that explicit instruction can occur within large group, small group, one-on-one, within teacher-directed activities, within open opportunities for learning, co-created stations and within play.  Explicit instruction happens when needed and is not one size fits all- it is based on the learning goals of each student.

*I have learned that the environment when used as the third teacher, is constantly changing based upon the inquiries/play/interests of the children.  Materials and learning areas change to provoke, to engage, to respond, to challenge and to meet the needs of students.  Areas for learning (i.e. building area, dramatic play area, visual arts) may take more or less space in the classroom, depending on how the children use the materials and space- and this may change throughout the year. The Environment and materials selected invites the curriculum to come alive.

Looking at this list,  I realize it is only scratching the surface of what I have learned about learning.  It is difficult to put into words how incredible this journey has been and how much I look forward to continuing it....

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A Fixed Mindset Vs. A Growth Mindset

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?

The Power of Belief - Mindset and Success: Eduardo Briceno at TEDxManhat...

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?


 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?

The Hundred Languages Illuminated Poem By: Sarah McRoberts

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?

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:

Daffodil Provocation

Rock Inquiry

Symmetry in Art Provocation

Energy  and The Sun Provocation

Exploration of Light and Colour Provocation

Living Vs. Non-Living Provocation

Worm Inquiry

Living Things Provocation

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