Halloween Inspirations

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An emergent curriculum is one that is guided by the children’s interests. I get a lot of questions about what this looks like in Kindergarten. In particular, many educators often express a fear that an emergent curriculum will be random, unorganized, and not tied to the curriculum, which is everything it is not! So today, I thought I’d share an example of  how you can incorporate the children’s interests into your weekly planning.

When my partner and I sit down to plan, we have the curriculum goals in mind that we want to address – the challenge is coming up with creative and interesting provocations or activities that will be inviting to our students. The easiest way to do that is to fuse our curriculum goals with the children’s interests. When you spend time listening to your students – really listening – you will find the things they talk about to be a source of great inspiration!

At this time of year, Halloween is a big source of conversation and excitement amongst my students, and really, it’s not hard to see why. Dressing up? Free candy? No wonder the kids are so excited!

An exciting event like Halloween is a great opportunity to inspire children to try activities they might not normally try simply by putting a Halloween twist on them. An example I can share is a provocation we created at the Art Studio last year that asked the children to design a face for our Jack-o-Lantern. Even my most reluctant artists were eager to try their hand at creating a spooky masterpiece! What a great opportunity for the children to talk about their preferences, past experiences with celebrations, and future plans. Here is a picture of the provocation:

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Often, we set up such experiences for the children and they take on a life of their own or go in a direction we didn’t initially expect. In this case, our fine motor and language activity developed into a mathematical discussion after one student who visited this centre created two options for our Jack-O-Lantern: one happy, and one spooky. You can see he also added the words “YES” and “NO” to his design.

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I’m making a survey…so we can vote to see if we make a scary face or a happy face.”

After sharing Sam’s idea during reflection time, of course the class was excited about the opportunity to put it to a vote! After looking at some pictures online of scary and happy Jack-O-Lanterns, we did our survey on the Smart Board. What an authentic way to talk about the purpose of surveys. Afterwards, many children were inspired to replicate this idea on their own during discovery time.

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Around Halloween we were also working on measurement and pumpkin measuring became another popular and interesting provocation. Here, the children were given snap cubes and pumpkins of different sizes (which we happened to bring back from a recent trip to the farm). The children were asked to find out how many cubes tall the pumpkins were. I was also interested in finding out if the children could identify which pumpkins were the tallest or smallest and how they could prove their thinking. Because pumpkins are round and we were measuring with cube sticks, it became clear that accuracy in the measurements was hard to prove simply by using our eyes. I asked one student how she was sure her measuring stick was the same height as her pumpkin, and this is what she did:

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During reflection time, we posted this picture on the SmartBoard so this student could share her thinking with the class. It gave us an opportunity to talk about the importance of accuracy when measuring. Later that same day, a group of excited boys called me to the math centre. They had been inspired by our discussion before lunch but had come up with a “better way” to show their measurements were accurate:

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The boys then used these structures to directly compare heights to see which pumpkins were taller. Amazing!

Are your students excited about Halloween? How are you incorporating your students’ interests in this spooky holiday in your classroom?

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See, Think, Wonder: Developing Thinking Routines in the Classroom

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Today I thought I’d share a strategy I use to help my students communicate their thinking during the inquiry process. See, Think, Wonder is a thinking routine I use with my students to help them think critically about an object or idea and express their ideas with others. See, Think, Wonder is a strategy that developed out of Harvard’s Project Zero. It was originally developed with a view to help children think critically about art and artwork, though I use it across my program and have found it particularly effective during inquiry projects. If you haven’t checked out the Project Zero website, I highly recommend it! There are a number of amazing strategies and projects there which anyone working with early learners might find useful.

See, Think, Wonder falls under one of Project Zero’s “Thinking Routines.” Basically, the idea of a thinking routine is that you approach it the way you do any other routine you want to establish in your class, with lots of modelling, practice, and a gradual release of responsibility. As a kindergarten teacher, the idea of establishing routines is a familiar one. We have routines for entry, snack time, carpet time, etc. Why not have routines for thinking as well?

When I was thinking about how I would introduce this routine to the class, I knew I wanted to create a visual element to accompany the language prompts as I thought it might help my students connect to what I was talking about. I created the following template using both words and images. For “I See…,” I included an image of a magnifying glass (not just a picture of eyes, as I had originally thought, because I wanted to impart the idea of looking deeply at something); for “I think…,” I included a picture of a brain; for “I wonder…,” I put a picture of a thought cloud (this is specific to my class because I have a bunch of thought clouds on sticks that we use to communicate our “wonderings,” so I knew my students would connect to that and know what I wanted them to express). Here is the finished template I created – you can click on it for a pdf version:

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To begin, I use an electronic version of the template on the SmartBoard to model my own thinking. This year, I started by using a photograph from a recent nature walk we went on as a class so that the children would have their own schema for the event that I was talking about. However, you can just as easily use a new image or object. Over the coming days and weeks, I repeat the routine but gradually involve the children’s ideas. I always record our thinking on the same template.

When I feel that the children are comfortable with the template and the language, I place copies of the template at our discovery centre. Here, the children are given an opportunity to communicate their own ideas. Some children draw pictures to show their thinking, and others attempt to write their own ideas down with a combination of letters and familiar words.

Here are a couple examples from our butterfly inquiry last year:

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I see the caterpillars eating. I think the caterpillars are ready to turn into a butterfly. I wonder why they turn into a butterfly.

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I see it fell. I think it is frozen. I wonder why it is not moving.

What do you think about using See, Think, Wonder as a thinking routine for your class? Are you using any other strategies for encouraging deep thinking with your students?