Well it’s been a VERY long time since I’ve posted. And for good reason I think! For the last 9 months I’ve been growing a baby, who any day now will make her world debut. This is the first official week of my maternity leave, and I have to admit, it’s a touch bittersweet. I’ve spent 5 years at my current school in the roles of Grade 1 teacher, Kindergarten 1 teacher, and Early Years Coordinator. There is a lot to remember, reflect on, and be appreciative for. In the spirit of this current stage of nostalgia - and looking both forward and back - I’d like to share some of my favourite inquiries from the past 5 years. |
- Learner agency: Learning actively involved student initiative, ideas, and direction.
- Group Learning: Knowledge and ‘next steps’ in inquiry were co-constructed through dialogue and interaction. Relationships developed and evolved alongside the inquiry. I (as the teacher) considered myself part of the learning group.
- Community participation: Students, parents, and teachers outside of the everyday main classroom environment served as inspiration, expert, and audience through the learning process.
- Use of the environment: Questions and ideas were sparked and supported by the children’s lived experiences and surrounding environment.
- Emergent curriculum: Inquiries emerged from the playful interactions of the learning group. Links were made to the required written curriculum after ideas and interests were established.
- Transdisciplinary learning: Learning crossed and blended traditional subject boundaries. Students pursued social, emotional, and academic development.
#11 - Zoe's Bisnonna Turns 100An example of the learning that can spontaneously happen when families are included in the learning community and children are trusted and valued as directors of their own learning. |
#10 - Organising Ourselves to Play SoccerWhat happens when you ask the right questions and allow children to pursue their own discussion, problem-solving, and plans. An example of transdisciplinary learning and the IB PYP essential elements in action. |
#9 - How Does That DVD Have a Rainbow?The most fun parking lot experiment which evolved from a student observation and turned into sophisticated theory-sharing and conclusion-making. This inquiry also included a class parent as expert. |
#8 - Tension: Living Things to Life Cycles (Observing Babies)An example of the powerful questions and ideas that emerge when learning becomes personal (and fun and cute!). |
#7 - The Tallest Man in the SchoolWhat happens when you allow space and time in the programme for the children to discover and cover the curriculum all by themselves! |
#6 - "The K1AC Best Film Festival"How a field trip can turn into so much more. Also an example of the astounding competencies (technological and otherwise) of young children when you allow them to pursue their interests and provide the appropriate tools and environment. |
#5 - "Yuck! Ballet is for Girls!"When a unit of inquiry can support children's social and emotional development. Important life lessons in a child-led and developmentally-appropriate way. |
#4 - Dark DaysHow the physical learning environment and powerful provocations enable children's natural competencies as researchers. Also an example of how the same provocation can lead different learning groups in different directions. |
#3 - A Gift for the TreesA child-led Earth Day project showcasing the beautiful connection between children and the natural environment. |
#2 - How Tall is the School?A thoroughly documented emergent inquiry which demonstrates the power of the learning group, children's theories, problem-solving, imagination, and infusion of the written curriculum. I have often shared this inquiry as an example of emergent (negotiated) curriculum in workshops. |
#1 - Investigating ShadowsWe've pursued a lot of inquiries involving light and shadow over the years as part of the Kindergarten 1 unit of inquiry 'Light behaves in different ways'. These are always some of the most beautiful and magical inquiries as they create so much wonder and excitement. The sophisticated and imaginative thinking that results as children interact with these natural phenomena is always a pleasure to be a part of. |