Hello Everyone,
Sorry for my late post.... I had thought that I was able to post and then had some troubles so a big thank you to Stan for helping me out with my tech issues!
It has been a little while since we spent the day learning together and I feel as though I am still working through all of the great dialogue and topics raised throughout the day. I feel very lucky to be a part of this group and to have had the day to meet, discuss and learn with all of you!
So far, Jen and I have made plans to take part in "Walking Wednesdays" with our classes. Our classes have met together and discussed safety and how we can prepare for our adventures outside of the school. Huge thank you to Tanya for coming in and helping us learn how to be safe and what we can expect outside! Needless to say my class is VERY excited to go out and I am as well.... I've been meaning to get outside more all year and this was the perfect catalyst to take a leap and try something new with my learners. Stay tuned for pictures on my class twitter site (which is also a new endeavor that my class is taking part in!)
I've also been incorporating the idea that we should "never work harder than our learners".... and upon reflection I was definitely doing things that my class could easily do on their own. We've been trying our Knowledge Building Circles in class and it has gone fairly smoothly. Most learners have jumped at the chance to have their voice heard and they enjoy choosing who speaks next. As we are in Grade 1 we still sometimes struggle to stay on task and to listen respectfully to our peers. I'm hopeful that the more we use the KBC, the better we will get at it!
I'm always open to new ideas to help keep the attention of my sometimes "restless" learners who struggle to stay on task during group time on the carpet. Does anyone have any ideas? :)
thanks for sharing Emily. Some insights:
ReplyDelete-'Our classes met together and discussed safety" -at some point in the past it would not have been discussed but told. This change is subtle but profound. We move from being the dispenser to being the partner. And in the process we acknowledge and develop the capacities that our learners have. How far can we push this? I think there is tremendous capacity to help our learners by making sure they do the "work" i.e. assume the responsibility with our support
-as [per KBCs it can take a significant part of the year to develop the protocols -but note that respectful listening is a key element to what is being cultivated here -check out some of the sections on KBCs in natural Curiosity
-as per your ask -keeping attention -let's follow some of our Regio inspired colleagues and find curriculum in what our learners already are interested in -I have been to classes where on the bulletin board each child has a space and teachers and the kids put down what they are interested in or experiencing usually outside of school -the teacher can exploit these interests to address curriculum needs -this is another example h-of having deep respect for our learners -something not so common in the past
-and note when you go on your Wednesday walk the kids will be finding interesting things to build learning on
hmmm, I like this idea of capturing Ss interests - making that visible - and tying into curriculum to keep their attention
DeleteHi Emily,
ReplyDeleteI too have been self reflecting on the things I "do" for my class and realizing they are capable of doing it (i.e. stacking chairs)
Some strategies we do for "whole group learning" weather it is on the carpet, circle outside, sharing of learning, etc. We try
1. asking the student what they need to be able to do whole body learning
2. MODELLING!! Ashley and I pretend to be the student and we model what whole body listening looks like and what it doesn't look like. For example. I roll on the floor, play with someone hair, go get a drink etc. Then we ask the students, "is this what whole body listening looks like?" We then have a student show how they can "change" the behaviour to be whole body listen. They show 'me' then I try it. Ss may say, "You need to sit cross cross, look at the speaker - etc" So they are modelling to "show" me what I should be doing for whole body listening. I also purposely do it wrong so they correct me a second time.
3. We give fidget toys
4. we allow chairs
5. we incorporate movement breaks as apart of the lesson i.e. if you feel this stand on 1 foot.
Would love to hear your current strategies :)
Thanks for sharing Emily! It is exciting to be venturing outside with our learners and it is nice that you and Jen are collaborating together. I, too, have been impacted by Stan's idea of 'never working harder than our students'. It has led me to also ask 'why am I doing this, with this student at this time? It helps us examine our practice with greater specificity and intentionality. Cannot wait to hear more!
ReplyDelete