“Documentation is an act of love. By making their learning visible the
children truly become citizens”
-Carlina Rinaldi

In prior Quick Notes the image of the child as strong, resourceful and competent has been linked to democratic community in education. We have also presented the value of intention as a pedagogical (teaching and learning) tool. Now we intertwine these philosophical theories and practices with the theory of reflection, and documentation as a means of reflection. Recently Voyagers Community School teaching staff and a parent attended a roundtable discussion with Reggio-inspired teachers from around New Jersey. In preparation for this meeting we read and analyzed a chapter addressing documentation and the role it plays in our environment in the book Authentic Childhood: Experiencing Reggio Emilia in the Classroom, (2001). Along with colleagues we considered the theory of documentation as a means of reflection and its value in teaching and learning within an academic community.

When documenting learning there is intense focus on children’s experience, memories, thoughts, and ideas during the course of their work. This practice or method emphasizes the importance of displaying children’s work with great care and attention to both content and aesthetic qualities. This documentation stimulates and grows from reflection. Reflection is the practice of considering the work in progress, talking about the experiences, sharing possibilities, challenging thinking and visiting the work again. This occurs between teachers and children, children and children, and teachers and teachers in the form of dialogue. Awareness grows from this exchange and gives the teacher/researcher a flow of hypotheses and curriculum direction. The documentation, the reflection and the dialogue that ensues between all members of the community strengthen their bond to each other and to learning.

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Over the past few weeks much has been said about the natural progression of learning and about the delivery and design of curriculum. It seems a good time to address the influence of intention. As educators and researchers in the classroom it is important for teachers to introduce skills and concepts that are necessary for students to function as contributing members of a group. To that goal we have intentionally made math and logical thinking integral to all aspects of our curriculum.

We believe math is a natural part of our everyday life; with this perspective we mindfully help students comprehend the power of knowing math facts and broader concepts. To this end we intermingle mathematical thinking and application in every class we offer.

In Book Club the students reading The Jungle Book constructed a Venn diagram comparing and contrasting the classic story we just read to the wonderful performance we attended at the Algonquin Theatre. Using this visual aid the children were able to recall many details and events from each versions. This led them to talk about the story as a whole and the distinct variants from book to play. Many of the children recalled specific details about each version. This mathematical concept of sorting, classifying, comparing and contrasting allowed the children to consider what each had in common and what differed.

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Quick Notes – October 16, 2009

Our first session of classes has just come to a close and a new one will begin on Monday. There were a number of lessons taught to teacher/researchers by students as we progressed.

Over the course of this week students chose their classes for the next five-week session. Several classes continued by popular demand including Strategy Games, Food and Money. However, we are certain these will take another twist as they progress. In addition we offered many new choices such as Botany, Physics and Comic Drawing. These class options grew out the expressed interests of our students.

For instance, the students in our current Food Class moved in many unanticipated directions over our first five weeks, which dictated the need for two classes during the second five weeks. Many of our students showed interest in the production and marketing of food so the Food class will continue with this focus. Meanwhile a botany class was offered to allow for in-depth exploration of plants— how, where, when and why they exist and thrive. This satisfies the budding interests of students in the original food class who were increasingly drawn to the science of growing and sustaining a garden and connecting this thinking to their experience with mushrooms. Our theory, that children would be pleased with these two options was verified, as there is enrollment in each of the respective classes.
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Week of October 5-9, 2009

We made the front page of The Asbury Park Press!! – Read more…
http://www.app.com/apps/pbcs.dll/article?AID=2009910080356

Although we break our day into classes with labels such as Global Studies, Science and Math, recognizable titles in a traditional school system, we are constantly aware that each one of our classes crosses these boundaries. In fact, we encourage this cross over, as it is the natural way of the world; putting up false boundaries impedes the flow of learning. In life we do not compartmentalize each interaction and observation because this is not the way we experience it. The Reggio approach always acknowledges the complexities in our ways of knowing; our goal is to foster these complexities not minimize them.

This week the students were invited to create a class mural representing their experiences finding mushrooms while walking through the woods each morning. An array of photographs and mushrooms were provided so students could recall details as they worked. Opportunities for children to reflect on their past experiences with a responding adult is one way in which teachers help children build upon previous knowledge. By asking questions that provoke deeper thinking and understanding, teachers can dialogue with children about what they know and help them make connections to their previous knowledge about the world.

As the children drew they recalled in detail how each mushroom was found and the conditions under which they were discovered. They discussed the different sizes and colors of the mushrooms as well as details about mushrooms that grew in clusters as opposed to those that stood-alone. Many students recalled how mushrooms felt when they were fresh as opposed to when they were decomposing. They remembered the names of specific mushrooms and were able to accurately identify each using books and the Internet. At the present time the mural is a black line drawing. Over time the children will paint the mural using watercolors that best represent the many colors, textures and hues of our mushrooms.

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Week of September 28 – October 2, 2009

Our second week of classes has come and gone and the children are fully engaged and eager to continue their learning.

Our Food class continued their conversation about the benefit of purchasing naturally harvested, locally grown foods. They learned that produce begins to loose its nutritional value as soon as it is harvested. They began to consider the distance food travels to get to our table and how economics drives the import and export of food. Why is a lime more likely to come from Mexico then from Florida? Did you know that approximately 78% of our cucumbers come from Mexico as well?

Students in the fossil class visited Big Brook in Marlboro to collect specimens that have been gathered over the millennia. At this site they were able to see the different strata of soil revealed along the side of the stream and to unearth a wide variety of fossils. Once back at school they relied on guidebooks and primary source websites to identify their artifacts and consider them along a historical timeline.

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