I found this idea and decided to try it out.
Each student created a little notebook that they decorated and I placed an inquiry letter inside. This letter outlines 4 easy steps on how to start your own inquiry over the summer. We also discussed ideas, how to use the book, and places they may want to store it so it does not get lost!
I asked that they share their discoveries with us in September!
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Our Inquiry on Growth and Change integrated the discovery of Butterflies.
We created OWL (KLW) chart to see what the children already knew and had previously observed about butterflies.
We started asking questions about butterflies and observed the caterpillars in their jars and later they began forming their chrysalises. It was a great time to review questioning and how to formulate one. Once we discussed and read about butterflies the children began to develop deeper questions. For example; I wonder if butterflies can fly? to questions like… I wonder how they know when their enemies are coming? We also reviewed diagrams and how to label parts.
We created a chart to record how long it takes (passage of time) for the butterflies to change; from caterpillar to chrysalis, and chrysalis to butterfly. Some did not change all at the same time, and we compared our observations of change to what had been noted in videos and readings.
Students documented their observations in their journals.
We created an “I wonder” binder for the centre where children freely recorded their questions.
The children, along side the educators researched our questions through books, internet, and through short YouTube videos.
At the craft centre, children had the option to show their learning through recreating the life cycle with natural materials found outside to represent the different stages–real leaves, sticks, tree seeds for caterpillar bodies!
In the end, the children communicated to us their new learning through a written response and oral discussion. We released the butterflies at the 3 week period and we read an aboriginal legend about whispering a wish when you release the butterfly.
]]>The Ontario Early Years Policy Framework is available on the Ministry of Education Website in pdf format. Below is a description from the website indicating the content of the resource. Educators involved with children for ages 0-6 should have a read through this invaluable resource.
Ministry site states:
The framework is supported by a set of principles and is meant to provide strategic direction to our early years partners both within and outside of government.
This framework also identifies priority areas for action. Our immediate focus will be to:
- continue with the implementation of full-day kindergarten by September 2014
- create an effective approach to implementing Best Start Child and Family Centres by September 2014
- improve the delivery of children’s speech and language services
- stabilize and transform the child care sector.
There are a variety of articles, Webinars, videos, and resources around self-regulation and health. I have highlighted a few items that are very applicable for the Kindergarten Classroom.
PDF download, on a Self-Regulation Booklet by Stuart Shanker
“There is agrowing interest, and debate, about the ways in which our development, our brains, our behaviour and our attitudes are connected. Importantly self-regulation has been identified as a key factor in wellbeing, learning and development. Dr Stuart Shanker provides us with a discussion of his research in this area and the implications this has for supporting the development of children in general and the applications to learning environments.”
http://www.self-regulation.ca/download/pdf(2)/magforbooklet.pdf
A webinar on self-regulation – “From Rules to Relationships – Exploring the Connection Between Classroom Practice and Self-Regulation”. This features an ECE and Teacher from Kenora in NorthWestern Ontario.
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We are currently working on growth and change as an inquiry focus. I have selected materials that we have found in nature as well as some science items like worms, frogs, chicken embryos, and grasshoppers for the children to examine. We have studied some of them using our KWL chart—becoming researchers and looking in books, and on the internet to answer our “I wonder” questions. Through this learning process, children have been exposed to several types of non-fiction books (we compared fiction and non-fiction), learned how to journal their observations with adult support, and have drawn diagrams with labels. The materials are left for them to explore during our learning block of play. As children explore I will often place myself into the space to hear their conversations, to encourage them to record what they see, and to ask open-ended questions about their thoughts or to extend their learning. Next we will be adding our Butterflies to the collection!
This student independently drew a picture of his neighbourhood when we were writing in our journals. He carefully selected shapes that are parts of a building, told me about the buildings-some stores and houses and added stairs that go to the bed on the top floor (blueprints show stairs!).
It gives details and research round building inquiry from nature and the world around children! The full website is http://naturalcuriosity.ca/
]]>One is done with a poem and the other is a Big Book that is repetative, and is simple to follow (level C). I just finished this book-I Went Walking with my class and they loved it. Here is a 5 day plan for the book. http://www.eworkshop.on.ca/edu/pdf/Mod08_WP_k_l_went_walking.pdf
]]>Keep a clipboard handy for assessment possibly by subject or learning area–mark it as such–create a class list and produce a 3 column chart with these headings-
• Three-column chart (Got It! Getting There! Needs Help) to quickly capture student understanding and next steps for instruction.
I keep something similar to this on hand at all times in a folder. I use the headings Not Evident, Some Evidence, Evident. Or Needs Improvement, Satisfactory, and Good. I also keep a column for comments/next steps and a place on the bottom to write notes.
• Laminated folder with post-it notes to monitor ongoing student progress and development of a skill, strategy and/or technique (i.e., I, L, ?).
• Anecdotal notes, one-on-one conferencing and written observations of student understanding in a variety of settings (whole, small-group, partner activities). I created a table with large blocks and placed each child’s name in one. This way I can keep track of who I have written notes for and have the subject indicated on the top. I also keep extra paper on hand if I see/hear a special oral conversation that needs to be noted.
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The children have shown an interest in learning about dinosaurs so my ECE partner and I decided to enhance the idea by making an attractive centre. We used table cloths for water and land, we added wood pieces for children to do as they wish, and dinosaurs. Children brought over the books that illustrated where they lived, some wrote the dinosaur names referenced in the books and I displayed their writing next to the table, and words that describe some new knowledge about dinosaurs are also posted. The display is on our sandbox table which we decided to switch over for the week. Simple, easy, and has sparked some new learning on the topic!
Next we will change the sandbox into a Paleontologist work site. We have bones from a left over turkey, some brushes, name tags and some fun dinosaur hats they can wear to begin their research in the sand!
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