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.
Interestingly, a class addressing Charts and Graphs, which we offered and dropped in the first block, garnered little interest when offered a second time. When the class was dropped the first time teacher/researchers speculated that they could stir interest by integrating this mathematical approach to measuring and assessing data during other first-session classes. As the community measured and charted food choices during lunch, distances food traveled to our table, etc. students showed great interest. However, our efforts did not inspire these students to enroll in a charts and graphs course.
Teacher/researchers feel graphing concepts are essential when interpreting data and therefore are determined to bring these visual guides into the classroom. However we now understand that the best approach is to integrate these tools into our daily work. Upon retrospection this makes the most sense as a variety of information discovered during other classes often lends itself to visual representation. Teacher/researchers will introduce these math-based tools where appropriate and enhance mathematical thinking in a less formal forum.
Another outcome invited teacher/researchers to stop, process and reassess their thinking and direction. The Themes in Music class was a successful for all of the right reasons. The students looked forward to discussing music and the events in history that they portrayed. They helped decide the theme each week, chose their own music to share and engaged in thought-provoking discussion during each of their classes. The teach/researcher and students studied and learned together.
When these same students learned that the class would not be offered during our second session they were disappointed and quickly decided to take matters into their own hands. One child organized a meeting, inviting all students and teachers to talk about the situation. At the meeting it was agreed that this class would continue to run during the students’ free time on Wednesday mornings. Several students and one of our teacher/researchers have pledged to attend. This time around the teacher/researcher will be a student and will be guided by the children who teach the class each week.
This experience validates one of our premises; Children will take charge of their learning given the opportunity. In doing so they will work harder, cover more material and get more out of their educational experiences than those students who are forced to study topics that are meaningless and top-down, teacher-driven.
Another interesting evolution is evident as we consider our Strategy Games Class, which will be repeated in our next session. The teacher/researcher’s original intention was to provide an opportunity for older students to learn and play advanced strategy games while discussing different approaches and theories. When classes were selected more than half of our student body chose this particular class. Most of the children were also the youngest in our school.
It became evident that the preparation the teacher had made for a class of older students would not do for the actual attendees. This is just one more example of how the staff must respond to the wants of the children. Our youngest students have watched our older students play strategy games for some time. In selecting this class these young students clearly expressed their desire to join in, be accepted and to play successfully.
During our first five weeks students focused on fundamentals including thinking ahead and being ever mindful of the goals of each opponent when devising a strategy. We began with basic games such as Tic-Tac-Toe and quickly progressed to Chinese Checkers, Go and Chess. One student began designing a strategy game on his own blending ideas from other popular games.
When deciding on course offering for the second five weeks this same teacher suggested advanced strategy games in an effort address games designed for children ages 12 and up. After considerable debate among staff it was determined that these limitations might be arbitrary and more importantly that our young strategists might be insulted if they were left out. In an effort to address all needs and wants the staff decided to continue Strategy Games and to add Advanced Strategy Games to the schedule. Children chose their placement according to the descriptions offered, their prior experience and their level of interest.
Paying close attention to our students’ interests and desires creates a better environment for both children and adults to learn. Watching and listening closely and being ready to alter our preconceived ideas makes us better teachers and reflects our commitment to the Reggio approach and a constructivist classroom.
