14 March 2016
The best moment of our day was after lunch.
My NE class and I headed outside for a short PE session.
three children got waylaid on route, having stopped to collect acorns. So we all stopped.
And we went back. And we spent 10 full minutes collecting and then discussing
what we know or what questions we have about acorns.
Our thoughts:
* they sometimes have a hat
* they turn brown with the sun
* the drop from the trees
* there is something inside
* they can grow into trees
* we have to look after them because they are part of nature
* if we squash one then it won't become a tree
and our questions...
* how long have they been there?
* why do they fall?
* where do seeds come from?
You will pretty quickly see that most of the children's questions were answered by other
children. Tuakana-teina and peer-led learning in action! Everyone was equal - all had a chance
to share while all others listened. Everyone had something to say, and it was valued
by others. It came from the hearts of the children and I am now wondering how
I can bring this into the classroom....acorn maths? Acorn art?
And what other of their wonderings can I help create a space for, and how can I use
these wonderings in class in turn?
But before I go rushing on to the next stage of planning as we teachers so often do.
It is worthwhile recognising that while we weren't looking at a specific learning area
(in terms of something planned)...there was so many skills being developed:
* Speaking and Listening
* Taking turns (key competencies - Participating and Contributing)
* Thinking (key competencies)
* Describing and discussing scientific phenomena (Science)
* Connecting ideas (key competencies - Relating to Others)
And even more important, it was a beautiful moment to be present in.
One of those moments that makes the job of teaching a privilege and pleasure.
Perhaps my most pressing question is not so much about bringing moments like
this into the classroom....but how can I shape our day so we get more opportunities for
unexpected learning like this, outside the classroom?
What has happened since:
Since this activity, I have been exploring the Key Competencies, which Reid (2006) and
Hipkins (2006) state should be targeted, planned and assessed.
I have found the 'Emergent Understandings' map really helpful for understanding the KCs.
Using the map, I have identified the above lesson covered:
* Thinking - asking questions, understanding that different people have different ways
of thinking about the world
* Relating to Others: we can learn from other people; talking about our thinking can
clarify our own and others' ideas.
Next time, I would look at this map first and take anecdotal assessment notes.
I have also been bringing nature into my classroom with nature based maths - including
addition stories using different coloured leaves and counting tasks with acorns.
References
My NE class and I headed outside for a short PE session.
three children got waylaid on route, having stopped to collect acorns. So we all stopped.
And we went back. And we spent 10 full minutes collecting and then discussing
what we know or what questions we have about acorns.
Our thoughts:
* they sometimes have a hat
* they turn brown with the sun
* the drop from the trees
* there is something inside
* they can grow into trees
* we have to look after them because they are part of nature
* if we squash one then it won't become a tree
and our questions...
* how long have they been there?
* why do they fall?
* where do seeds come from?
You will pretty quickly see that most of the children's questions were answered by other
children. Tuakana-teina and peer-led learning in action! Everyone was equal - all had a chance
to share while all others listened. Everyone had something to say, and it was valued
by others. It came from the hearts of the children and I am now wondering how
I can bring this into the classroom....acorn maths? Acorn art?
And what other of their wonderings can I help create a space for, and how can I use
these wonderings in class in turn?
But before I go rushing on to the next stage of planning as we teachers so often do.
It is worthwhile recognising that while we weren't looking at a specific learning area
(in terms of something planned)...there was so many skills being developed:
* Speaking and Listening
* Taking turns (key competencies - Participating and Contributing)
* Thinking (key competencies)
* Describing and discussing scientific phenomena (Science)
* Connecting ideas (key competencies - Relating to Others)
And even more important, it was a beautiful moment to be present in.
One of those moments that makes the job of teaching a privilege and pleasure.
Perhaps my most pressing question is not so much about bringing moments like
this into the classroom....but how can I shape our day so we get more opportunities for
unexpected learning like this, outside the classroom?
What has happened since:
Since this activity, I have been exploring the Key Competencies, which Reid (2006) and
Hipkins (2006) state should be targeted, planned and assessed.
I have found the 'Emergent Understandings' map really helpful for understanding the KCs.
Using the map, I have identified the above lesson covered:
* Thinking - asking questions, understanding that different people have different ways
of thinking about the world
* Relating to Others: we can learn from other people; talking about our thinking can
clarify our own and others' ideas.
Next time, I would look at this map first and take anecdotal assessment notes.
I have also been bringing nature into my classroom with nature based maths - including
addition stories using different coloured leaves and counting tasks with acorns.
References
Hipkins, R. (22006) The Nature of the Key Competencies: A Background Paper. NZCER
Reid, A. (2006). Key
competencies: A new way forward or more of the same? Curriculum Matters,
2,43-62.
Hi Charlotte
ReplyDeleteLove the agency and 'in-the-moment-ness' of this day... Your joy of teaching is clearly evident. Thank you for sharing your blog with me.