Honouring student's voice and work through new documentation wall

The three part math problem in the play based Kindergarten environment

I have been teaching kindergarten for 10 years, and 4 years using the play based model.  I was introduced to the concept of the three part math problem about 8 years ago. Our school SIP plan incorporated the inclusion of the three part math problem as part of our mathematical instructional practices. It was an issue of some debate whether this could be successfully achieved in the KP classroom. Our KP team took the challenge and ran with it. We set up a program where we would introduce a math concept, put out manipulatives and grouped the students in mixed ability groups.  We would circulate among the groups and listen to their insights and ideas and help guide the lesson in the right direction according to our learning goal. We would then meet together as a large group and share our findings and talk about some of the strategies we used. Looking back, was there much differentiation of learning? Probably not.  Were parallel tasks offered to be inclusive of all learning styles?  No. Were we as educators cognizant of introverted students who were not comfortable working in groups?  Sadly, no.  

When I began to research inquiry based learning, and especially the Reggio model, I began to let go of my learning goals and see the math happen in so many unique and authentic ways. This is when I began to see how the three part model could still be honoured and modified in the play based environment. Explicit instruction does happen in the play based model; it just doesn't need to always be for a large group of students. Educators can still have learning goals, they just don't need to be for the whole class at the same time.

While students are immersed in play, this is what I see as the “problem solving” phase; when they take the mathematical concepts introduced to them either in a small group, or during large group instruction and apply it into their own lives in their own unique ways.  For example, when we introduced the concept of equality, some students needed the equal sign and created it with blocks, twigs and even their snacks. Some, preferred to use a pan scale, while others were not there yet and instead of balancing sets, chose to sort items. Some students worked together, while others chose to show their thinking on their own. The role of the educator during this problem solving phase was to keep the learning alive by providing materials to support the mathematical thinking, and asking questions and supporting the students’ thinking by giving gentle guided support.

The sharing part of the lesson can be a whole group consolidation, where students can share their learning with the whole class, guided small groups, or one on one sharing with student and teacher for those students uncomfortable with large group sharing.

What differs in the play based model, is that the learning can stay alive for a long period of time, infusing cross curricular learning.  The nature of the inquiry based classroom allows students who require more time to work out their mathematical thinking with the luxury of time. As well, those students who are ready to move on and take their learning to the next level are free to do so at their own pace and in their own unique way.  

In my opinion, the three part math problem is alive and well at the heart of the play based Kindergarten classroom.  It is through open ended learning opportunities, uninterrupted blocks of play, and opportunities to share and reflect upon student learning that students are challenged and encouraged to take their mathematical insights to levels we had never considered or dreamed of.

The Importance of Pedagogical Listening

A new year brings forth new possibilities...

      `It makes sense that our classroom environment is different this year as we have 14 new junior kindergarten students joining us.  We have to be cognizant of their interests, abilities, desires and wonderings.  We started off our year with just the "bare bones":  furniture strategically placed with a few intentionally chosen learning trays and materials.  As the school year progressed, we added to our centers to build upon the children's inquiries and learning styles.  For example, our dramatic play center has really evolved this year, mirroring a real kitchen with a real kitchen table, plates and utensils. These real items have been in direct response to the interest of a large group of students in our class and their desire to play "restaurant".  

Collaboration and respect are at the heart of our Kindergarten environment

... keeping our environment calm yet stimulalting can be a balancing act but this balance is one that we find both exciting and satisfying as educators.  

Light table provocation

We recently constructed a light table room for our kinders.  We had noticed through reflective documentation that this was an item that was rarely being visited in our kinder class.  We really thought about how we could create a provocation that not only honoured the concepet of the light table, but was intrinsically irresistible to our students.  We thought about several scenarios and locations.  We were cognizant of such things as traffic flow, sunlight and size.  After some serious brainstorming, we finally decided that we needed to move our reading corner to accommodate our new light table room.  We put up curtains so we had 4 walls, moved in some shelves to house our loose parts and then brought in the light table.  After thinking about it some more, we realized that this location would also be an excellent "safe place" for a child who needed some time to themselves, so we brought in our safe spot chair and books too.  

This whole process really makes me think about the value of reflective documentation.  If we (myself and Becky) had not taken the time to talk about our environment and look through our documentation we would have no idea that this valuabe part of our environment was being neglected.  

Reflections on Reggio... loose parts

Loose parts have become a very vital part of our "environment as third educator".  They fuel imaginative play, help prove our theories and inspire future wonderings.  I recently bought the book, Loose Parts:  Inspiring Play in Young Childlren" by Lisa Daly and Miriam Beloglovsky.  It introduces the idea of "what if" during play.  "What if..."  it's a powerful concept.  It makes me think of some of the great minds over the generations and how they dared to ask the question, "what if?"  "What if the same force that causes an apple to fall from a tree cause the planets to go around the sun?"  "What if I could talk to someone across the ocean?"  and "What if I could get my emails on my phone?"  

When we give students the tools and encouragement to ask "what if" we are creating the future problem solvers, inventors and theoretical thinkers of our next generation.  Loose parts can become anything to anyone.  It's all a matter of daring to dream and wonder.  

More reflections on introducing the equal sign in Kindergarten...

Our learning goal when introducing the equal sign was to dispel the myth of it simply representing an answer to an equation.  We purposely introduced it in conjunction with shapes as variables to make it “friendly” in terms of associating it with something the children already felt comfortable with and to help build the foundation of algebraic reasoning.  What surprised us was how the equal sign and fractions were intrinsically linked.  Representing half NEEDS an equal sign for the students to see how two halves can make a whole.  This concept seem to come naturally to many of our students when we asked them to show us “equal”.  Niko took a cracker and cut it in half and used his grapes to make an equal sign between the two halves.  This reasoning tells us that students are not only capable of deep algebraic reasoning in kindergarten, but much of this mathematical problem solving is naturally occurring around us and we are not paying attention, or naming the learning.  When we name the learning, we can then move the thinking forward and take bigger chances and broader our mathematical problem solving in areas we never thought possible in early learners.