Math Invitations and Word Invitations!

Here are a few examples of the invitations I have set out for my students to practice different concepts.  I tend to designate certain times for word study invitations and math invitations.  During these times, students know that the learning goal is to practice a specific concept.  As students choose their places to "play" (practice concepts), I observe, write notes and document what I see and hear.  I also use this time to respond/extend/challenge students at work.

Learning Goal:  Practice reading and writing words.

Learning Goal:  Practice counting, printing numbers, addition, patterning

The 3rd Teacher... Always Transforming...

This past September, I found it exciting to change the spaces within our Learning Environment.  I was inspired by a wooden kitchen set donated by a family last year, the desire to create a larger space for dramatic play and a need to find a better location for structure building.  The classroom space is always transforming as I need to respond to the way children are using materials and the inquiries being presented.  A few invitations were set out for the beginning of school and the environment has slowly evolved into a space that is "ours."

Here are a few images of the initial setup and some collaboration pieces designed to bring us together as a family and enhance our family's space.

Seeing Curriculum In Play

One of the biggest challenges for teachers is to see that the curriculum is within the play and that it occurs naturally.  I think teachers often look at what students are doing and think only of reading, writing, and math.  Yes, these things do take place when we let our students explore/inquire/direct their learning but they may not occur every second.  We forget that there is so much more curriculum than those three things.

When you allow students to freely move throughout the classroom, work on their own or with peers and use materials to express, create, play... the curriculum does come alive!  It becomes meaningful for the students and you often see them apply what has been taught/discussed/explored as a class (ie. do a morning survey to provoke, then during Learning Places put out paper and clipboards as an invitation for students to conduct surveys).

We need to remember that Learning Skills are important to our curriculum.  When we give students the opportunity and time to play, we can see the Learning Skills in action.  We see students collaborating, communicating with one another, taking turns and listening to each other, regulating themselves, showing initiative, organizing their ideas and taking responsibility for their play.

We also have lots of opportunity to hear children using narrative storytelling in their play (i.e. at the dramatic play station, while building at a structure centre, playing with dolls at a doll house), representing (math behaviour- "this blue block is the water"), role playing (dramatic arts), and expressing their ideas creatively with music, visual arts, drama, dance.

The Reading and Writing comes when you place these materials out at the station.  Some students will naturally start writing their ideas and diving into the books.  Some students, may need you to encourage them by asking them to tell you orally what their painting is about then you saying "Wow.  That is really interesting.  Do you think you could write that down so that others will know what you were thinking?"

Here are a few invitations from our Grade One room last week.

STAR WARS INVITATION (in response to student interest)... leads to dramatic play, structure building, drawing and writing

DINOSAUR INVITATION (in response to student interest)...leads to collaboration & communication between peers, narrative storytelling, sorting, discussion on what living things need to live

FALL INVITATION of pumpkins and gourds (curriculum invitation)... leads to using our senses, describing words and writing

A spontaneous decision to make paper airplanes... leads to comparisons of distance travelled, discussion whether weight affects flight and measurement using metre sticks

I know it is hard for us as teachers to "let go" and not be in charge of every station and what the students are to do there.  It was a process for me as well.  But, I have truly learned that when I just focus on the materials, listening to students and how to respond/extend/challenge, the learning happens.  I have faith that the learning environment will engage students and I have faith that my students will learn.  It is such an exciting time to be in education!

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....

1.  

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?