I think that today I really learned what "inquiry" means. I know that this seems strange to say, as I'm a believer in giving students control over their learning, but usually I still have quite a few parameters in place.
Today I tried something new. For a special literacy/science activity, my Grade 1 and 2 students each went to three different centres. At one of the centres, they wrote and created words based on pictures of seasons (for Grade 1) and liquids and solids (for Grade 2). At the second centre, students read and listened to information about seasons (for Grade 1) and liquids and solids (for Grade 2), and then they shared what they learned using the iPod Touch, iPad, Nintendo DS, or Livescribe Pen in any way that they wanted. At the third centre, the students tweeted out and replied to tweets about seasons (for Grade 1) and liquids and solids (for Grade 2).
While the Grade 1's have already learned some information about the seasons, this was my introductory lesson on liquids and solids for Grade 2. I gave the students nothing today. I provided them with resources, I encouraged them to talk and learn from each other, and I got them to try and use the information that they already knew along with the new information from today to try and better their understanding of these science topics.
I was so pleased with the results. Students naturally asked questions. They helped each other out. They talked ... a lot. They used this talking to inform their writing. Best of all, students chose to write. They could have used any tool to share what they learned, but almost all of them chose a writing tool. Students were on task, engaged, and excited to learn throughout the hour that we spent on these centres.
The interesting part is that when I asked them what centre they enjoyed the most and why, almost all of them said the, "tweeting centre." Students talked about how exciting it was to write to others online and have others reply to their tweets as well. They see the value in this "audience," and this "audience" encouraged them to keep on writing. Thank you so much for that!
Today I started teaching a new unit, but today, I didn't "teach" anything at all. I supported the students as they learned by themselves, and now I can use what the students know to inform my future lessons. I think that this is what "inquiry" is all about. I will definitely be doing more of this.
How would you define inquiry? How do you use inquiry in your classroom? I would love to hear about your experiences too!
On Tuesday and Wednesday, my students completed some different literacy and math centres on measurement. I had what I thought was this great plan for one of the centres. The students made objects out of playdough, and they used measurement terms to describe these objects. They wrote their descriptions on sticky notes, and they took photographs of them along with the objects. The plan was to take all of their photographs and turn them into a digital book about measurement.The students were excited, and they spent a long time creating their objects, writing about them, and taking photographs too. There was just one problem: the photographs weren't clear enough. Often it was difficult to read the writing on the yellow sticky notes. I should have had the students write on a larger piece of paper and with marker too. The pen markings weren't dark enough. The activity didn't work.
So now what? This is when the "process" is more important than the "product." No, I don't have a published book to share, but I do have lots of documentation of student work. I have written notes, photographs, and videos of conversation. I know what the students know, and I know what I still need to teach them too. This activity was a success, despite the lack of a published digital storybook. The other activities worked too.You can see many examples of student work on our class blog: from our video toy catalogue to our Puppet Pal measurement and temperature videos to toy riddles that students would love for you to solve. There's also a video here of our Twitter game: #ispy2011.Students wrote clues of objects in the classroom, and other students from Canada and the United States, replied with guesses. These other students contributed some of their own clues too. This was a lot of fun, and a great way to get students reading and writing with a purpose.
There's also some videos here of the students at the different activities and discussing them too. It's great to hear what they have to say!
I'm now excited to see what adventures this week brings! Even when things didn't work according to plan, it was still a successful week of learning. What did your child enjoy the most about these centres? What did he/she learn this week? I would love to hear your thoughts!
It's taken me a while, but I think that I finally understand one of my issues with math problem-solving. I really didn't understand what "problem-solving" meant anymore. When I think about math problems, I think about the ones that I grew up with: There are 10 candies. You give five candies to your friend. How many candies are left? These are the math problems with just one solution. They're the ones that don't require a lot of thinking or a big explanation. They may help students apply some of the skills taught in class, but they are definitely not higher level thinking math problems.
As I read more and discuss more about math, my understanding of problem-solving has changed. Now I also see how some math exploration can also be problem-solving. On Thursday, I was introducing my Grade 1's and my Grade 2's to measurement. We started with non-standard measurement, and I was focusing on length. After we worked together to define the terms "non-standard" and "length," I had the students work in small groups to measure different objects are the classroom. I had seven different non-standard units that the students could use for measuring the length of various objects (from playing cards to toy bears). The non-standard units varied in size. Before the students started to measure the different objects, they predicted if they would require more "smaller non-standard units" or more "bigger non-standard units" to measure the same objects. Then they went off into groups, and I got my camera ready to take photographs (seen in the Animoto slideshow below).
I saw students helping each other. I saw students solving problems. I saw them counting, estimating, and making predictions too. Then when the measurement activity was over, we met back at the carpet to discuss the results. Students shared what they found out. When they found out that two students were the same "length," they even figured out how to compare the heights of the two students to see if this was true. They reflected on their own results. They also looked at our chart of results, and they started to make comments on the size of the non-standard units. They realized which units were larger ones and which ones were smaller ones just by the results, and they shared their thinking with the rest of the class too. This "math exploration" was "problem-solving" as well. It just took me until now to realize this.
What are some problem-solving activities that you do in your classroom? How has your definition of problem-solving changed over time? I would love to hear your thoughts too!
I'll admit that years ago when Zoe Branigan-Pipe (@zbpipe) introduced me to social media, I was skeptical. I felt that I ran a good, solid classroom program, where students were making gains and meeting expectations. Why did I need to add social media to this? Years later, and I now get it!
Learning becomes far more meaningful when we can learn with others outside of the classroom. Students get excited about learning when they can learn alongside other students in our country and from other countries around the world. Students come to understand why we do what we do at school, and that has value!
Over these past few weeks, I've really come to see what a "flat classroom" means. At the end of November, I saw a tweet from Karen Lirenman (@lirenmanlearns) that she did an art lesson with her Grade 1 class that I blogged about weeks before. A former student taught this lesson to my class, and I recorded his instructions using both video and the Livescribe Pen. Karen was able to use these recordings to instruct her group of Grade 1's in British Columbia. Wow! Amazing! It occurred to me that with the use of social media, teachers no longer need to be the experts in all subjects. We can use the lessons shared by others to help teach our own students. We can learn alongside other educators that can help make us better teachers. I know that this is what I'm experiencing right now!
As we learn from other teachers, our students can learn from each other too. Right now, my students are working on descriptive writing, including learning how to spell the colour words correctly in their writing. On Tuesday and Thursday, my students helped practice their skills through a Twitter chat called #namethattoy. Students tweeted descriptive clues about toys to other students from Canada and the United States, and they responded with their guesses. Then the other classes tweeted their clues too, and we responded as well. Students were reading and writing with a purpose, and from our room, they were connecting to others from miles away. Look at this video shared by Karen Mensing's class (@msmensing) in Phoenix Arizona:
The real impact of this Twitter chat came to me on Friday afternoon when one of my Grade 2 boys said to me after nutrition break, "Miss Dunsiger, on the weekends I think to myself, I wish that we came to school all week long. Wouldn't that be fun?" Then he started talking about the colour writing activities from this week (featured in the Animoto slideshow below), and he asked me, "What do you have planned for next week? Who can we connect with then?"
And this is why I now see value in the "flat classroom." Before I started using social media in the classroom, students never got as excited about learning as they do now. This excitement helps motivate all of my students to learn. I see success. As the quote at the bottom of my email says, "If they don't learn the way you teach, teach the way they learn." I think that I'm finally doing that!