Tag Archives: play

From Melting Ice Caps to a Global Warming Inquiry

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Here, M wears a hat she made with a word bubble that says, “Stop Polluting!” – all her idea! She, along with many of her peers, have become passionate environmentalists over the past month. Read more to find out why!

From Melting Ice Caps to a Global Warming Inquiry

In my last post, Polar Learning Flourishes!, I shared our learning experiences throughout our Polar Inquiry, which had taken place during the winter months. One finding that intrigued the children, was that the ice caps were melting. We talked about what the possibility of melted ice caps would mean for the animals, people and the land in these regions and concluded that polar animals would need to either adapt to the new conditions or they could die off. We were sad to think that the Inuit and other people living in the Arctic would be affected negatively in various ways as well (e.g., the animals they used to hunt could be extinct, their traditions would be changed, etc.). I could tell by the children’s keen interest in this topic that I had to plan some interactive lessons and learning experiences to help the children better understand the situation. And so began our month-long investigation on Global Warming…
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The Creation of our Rocket Ship

The Importance of Thinking Imaginatively

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Einstein said it beautifully – an imagination can lead to an endless supply of possibilities. While it’s important that young children learn the basics and acquire skills in numeracy and literacy, I believe that the ability to think creatively and imaginatively, is the key to success in the technology-rich, ever-changing 21st Century world. For an interesting article on the Kindergarten approach to learning (the spiraling process of imagine, create, play, share, reflect) and how it’s so crucial that it needs to extend to learners of higher grades as well to continue the process, check out: “All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) In Kindergarten” by Mitchell Resnick (2007). For now, read about how our imaginations worked together to create our very own classroom rocket ship.

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Blasting Off Into Inquiry!

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I may have gone a little overboard there but you get the idea: Our Space & Gravity Inquiry has not only taken off but has become a richly engaging learning opportunity with limitless possibilities for our SKs. I must say, this inquiry has been one of my favourites to facilitate. I can shamelessly admit with a sense of pride and honour that I have been learning alongside my students every step of the way and it has been utterly rewarding.

As a child I did not have much exposure to this topic area and I’m not sure scientific concepts were ever explained to me in ways that captured my interest and motivated me to explore more. As an adult I’ve come to understand how much of that was partially a result of the kind of education I received. Back in the early 90s when I began my schooling, inquiry-based learning was definitely not “on trend” nor understood by Ontario’s education system. I learned primarily from textbooks or chalkboard lessons and rarely participated in interactive activities. The topics covered were the same ones that were covered the last 10-20 years and were delivered in mostly the same way. To me – and probably many of my classmates – school was where you went to listen to and then remember information being presented by your teacher. I was marked on how well I retained that information and was expected to demonstrate it and “prove” my understanding at the end of each unit in some form of a test or big assignment.

Now, coming from a family of artists, I loved art. I loved drawing, colouring, painting, crafting, experimenting with line and texture and form. My teachers often took notice of my talent and that began to define me, as a person and as a student. As much as I loved art, when I reflect back on my childhood, I question whether or not my abilities outside of art were ever noticed and nurtured to their fullest potentials. In fact, I would argue that they simply were not. I was that kid who made the eye-catching art displayed in the hallways. As I grew older and entered University, I started to feel that my art was not all I wanted to be and began exploring what else I was capable of by pursuing a degree in Sociology – completely shocking my friends and family who assumed I would’ve went into the Arts. I learned so much about myself in those years but what was most life-changing was my realization that: I was, and could do, more than one thing; I could use my mind in other wonderful ways. I found out that I got so much personal fulfillment from learning about the world, researching, reading, analyzing, teaching and creating through my writing as opposed to exclusively through my art.

All of this to say that – what I want for my own students is something more than what my childhood school experience offered me. I don’t want my students to go through school being pigeon-holed into one area of strength in their abilities – or worse, being labeled based on their weaknesses. I don’t want them sitting and listening to my voice all day long. I don’t want them being forced to learn things that are completely irrelevant or uninteresting to them. I don’t want them to be afraid to ask questions and to question even their own teacher when they’re unsure. I don’t want them being assessed only at the ‘end’ of a unit or inquiry and in only one way.

What I want is for them to be thrilled about going to school to learn new things. I want them to be inspired to share their own ideas, thoughts and opinions and to allow these to evolve. I want them to realize that they have a ton of knowledge, understandings and potential within themselves and to offer the world. I want them to ask questions – lots of them. I want their understandings of curriculum content and larger concepts to be assessed using authentic strategies that recognize the many ways and opportunities people can demonstrate their learning. I want them to learn to think about their own thinking and to push their thinking further. I want this to happen while they are still young enough for it to all make a difference and shape their future. This is what I want.

So now, as we begin to unravel and witness the magic and wonderment that has been made possible by this Gravity & Space Inquiry, I encourage you to consider how all of us – in each of our different roles – can contribute to the educational experience I’ve described above. Educators, administrators, families, community members – we can all teach children to love learning. How can you help to shape a child’s vision of herself as a strong, capable and courageous learner?

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Kinderbucks + Meaningful Play = Inquiry!

Kinderbucks Continues; Understandings Deepen

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Shaw was an Irish playwright and socialist during the 1800s. In his text, Treatise on Parents and Children, Shaw claims that formal education of the time was deadening to the spirits of children and detrimental to their intellectual development. He advocated for an approach that was child-directed and inquiry-based.

Kinderbucks continues to be a popular spot to play, explore and learn. As the children play, I try to simply observe as much as I can. When the moment seems appropriate, we sometimes enter the play and expand their understandings by having them draw on their own experiences at coffee shops to help them better focus their role playing.

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Here you can see how neat and tidy the children have been keeping Kinderbucks. They take pride in keeping it this way because of the sense of ownership they have over it – it was their idea in the first place and much went into it’s planning! You can also see children taking on various roles such as ordering, serving, baking, and making receipts.

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Playing to Learn

Playing to Learn: An Oldie but a Goodie

playingtolearnI came across this cartoon a few years ago and it continues to have a powerful effect on me regarding the necessity of play in early childhood. I cannot find the original source of the cartoon to give it the proper credit it deserves but I did find it was now being used on the Learn Quebec website. It has also been a popular resource used in all of my Elementary Teachers’ Federation of Ontario Additional Qualification courses in Kindergarten.

Take a look at the cartoon and see what resonates with you. Perhaps it has given you a better idea about the concept of play-based learning. I want to add that the educators’ roles in a play-based program are critical. This isn’t a ‘free play’ program but a program that utilizes purposefully planned play experiences to engage children and shape their learning in meaningful and authentic ways. As children play, the educators observe, interact with the children, extend and expand their learning and draw out ‘big ideas’ from the curriculum.

After all …

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Halloweek in SK

Halloween + Week = Halloweek 

Halloweek in Room 209 was busy but also filled with a ton of excitement. Although I try to stay away from themes, it was the first time that all of my students celebrated Halloween. For that reason, I didn’t see the harm in integrating some Halloween festivities into our program. Each activity was still open-ended, play-based and inquiry-focused and thus there was no departure from our regular curriculum. Have a look at what we were up to…

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On Monday, we surprised the children by decorating our door to look like a mummy. Madison led the children in creating blow paint monsters. They used straws to blow air onto wet paint to create the splash effect. After they dried, they added details like eyes, mouths and horns. Each one was unique and was added to our classroom mummy door.

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Welcome to Kindergarten City

And so it has arrived… The unveiling of weeks’ worth of learning, discovering and inquiring about the city.

Behold, Kindergarten City.

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This photo was taken in 3 shots because of the enormous size of our mural and the angle at which I was able to stand in the hallway. The only way to truly take in the full effect and true beauty that this piece has to offer is to come for a visit and admire it in person.

This photo simply does not do it justice. I encourage parents to come in, read the documentation panels that explain how our inquiry emerged and the path it took, find their sons and daughters within the city and take some photos.

How was it made? Over the last couple of weeks, as you know, we have been studying the city – exploring what makes a city a ‘city’, how it compares to the countryside, what types of structures exist within a city and what kinds of places make a city run. Students were then able to brainstorm a long list of places: hospitals, airports, dentist offices, grocery stores, coffee shops, pet shelters, schools – the list goes on. Both classes of SKs then got to choose which place/building they wanted to create for our mural. Some children did some extra tasks such as painting the backdrop. Students used construction paper, Sharpie markers, crayons and markers to create their buildings. We discussed adding texture (e.g., bricks), the use of signage, aesthetic additions (e.g., garden in the front) and other details (e.g., window and door details). To create the ‘residents’, children designed their bodies and we glued photos of their faces on top so they could find themselves in the City.

All of the children far surpassed our expectations and worked for long, concentrated periods of time on creating quality pieces for the mural. Madison and I purposefully did not make any of the colour or style choices for the children nor did we do any of the cutting or printing. We wanted their individual abilities and personalities to shine through and make it something they could be proud of themselves for. We love how each building is so unique and allows us a glimpse into each child’s imagination and collection of knowledge. I think the very fact that it was not handled as a prescribed cookie-cutter craft activity and that the pieces are not perfectly [teacher-cut] shapes is what makes it so magical and full of character and charm.

We have received so many compliments from administration, teachers, students and parents and have been so proud to say that it is a true student-made piece of art. We hope that you like it and will come in to have a peak!

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A Worm Inquiry (Part 2)

Picking up from where I left off in which I explained where this worm inquiry came from and how I prepared for it (see the last post), I will now describe what happened when the children were introduced to the worms. Enjoy!

Engaging Students at the Science/Worm Centre:

My prized worm tank was complete and ready for its worm inhabitants. This new provocation was, at first, hidden from students when they came into the classroom the next morning. I started off reminding them of their wonderings yesterday about why there were no worms in the soil at the mud table. I told them I wanted to read them a story about a worm to get them thinking more about worms. I read, “Diary of a Worm” by Doreen Cronin.

As we read the story, certain questions arose about whether or not the book was giving us real facts about worms. Initially the students stated that the book was fiction because they could tell it was more like a story and did not have a table of contents like the non-fiction books we have looked at did. As students asked questions or made predictions as to whether or not something in the story was a real fact about worms, I recorded their thinking on chart paper. I was surprised when some children talked about worms being good for the soil and the environment! This was something I kept note of because it told me that some children had a fairly good background on worms. The chart paper became quite crowded and messy but the children know from me reminding them, that thinking is sometimes ‘messy’ and not always ‘neat and tidy’.

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Our ‘busy paper’ as we wondered and talked about worms.

After the story, we review our thoughts from the chart paper. I asked the children how we could find out the answers to our questions as well as find out more about worms. The children are becoming very familiar with this process of “researching” or “exploring”. Some answers included: Look on the iPad or iPhone, look on the computer or Internet, ask Scientists in Sweden (yes, Sweden!), look in non-fiction books, and finally…. look, study and feel worms by bringing real worms into the class. A few children actually suggested this last idea. A few children immediately stated that this would be impossible because there’s still snow outside and the ground is frozen. Other children brought up that fisherman have to buy their worms from a story so maybe we could buy worms from a store too. The children discussed a possible plan of action with one another for a few minutes while I left the circle to go grab the tank.

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