Our lovely hosts: El Nido, Colegio Bolivar in Cali, Colombia - a Reggio-Inspiration!
History of the program: Ten years old. A house transformed.
Question & Answer PM Session:
I noticed the therapist taking notes, and the teachers were both busy with students sometimes also taking photos, but when do you take written notes, fill checklists, other documentation.
Teachers complement each other and based on observation when children leave we sit down and process our observations about students. It is listening and observing. When it is academic and we want to use a developmental continuum checklist. We choose the moments when we document to record words and comments by children. We design experiences and then decide who will record and who will be facilitating experience. Sometimes we also use videos to capture what we are looking for.
Eg. Use CA Dept Education Developmental Continuum. This year looking at Math standards - benchmarks. Then collect records of examples.
Video clip:
Exploring Math Standards - looking for evidence of mathematical understanding of classification.
Level 1. This is how we thought students begin to learn to organize objects - this is not the continuum. So we defined it for ourselves. Here are the videos to show the levels. Next Level - sorting shoes - based on one attribute - by color dinosaurs into colored egg cartons. Next Level 3. Organizing objects into groups with based on functional attribute - insects with wings or not in sandbox (dialog guided by teacher) - spoon colors at snack time. Next Level - two groups. Plastic bottles, tall, short, tall and fat, clear, and green - sorting activity in which student answers questions to develop language expression for his classification system (Vygotsky - language furthers cognitive development).
Planning:
XXX
Weekly planning -
Provocation planning document:
date:
place:
time:
What you wish to document:
Reflections about experience:
Photo documentation of process:
Parental communication:
Agenda
Newsletter (once every two months) - electronic
Narrative Report Cards (3)
Planning each week in grade level teams or by teacher class team. Suggest that each week teachers plan by class teams to reflect the interests and needs of each student class group. For broader common objectives have decided on how we design and facilitate to collect evidence and extend growth for all students and report on. Every Wednesday El Nido teachers meet to PLCs - next time we meet we will look at classification examples and see how they match our continuum - exemplars at each level.
Language development? How go deeper without using child's home language.
Goes back to use of 100 Languages. Also constant dialog with other teachers to support and deepen learning.
Eg. Sharks was spontaneous project initiation (often Wolf character in other years). Shark has become part of group, now make food for shark, sometimes it chases us, all kinds of
Todo juego es una metafora de la vida....
How do you work around shifting interests of students?
The way that we teachers transform and create learning experience, enrich their ideas with every element you have, you invite all students to participate. They are all motivate to join because of the inspiration you infuse. It is never just the interests of the children, also our own interests. Children are magnificent in taking apart our ideas. We don't know where it is going.
Share of project: Una Ciudad para Jugar. - A City for Play.
Trip to city to visit and explore places, looking for places to play and other places in the city.
Back at school, interpret home experiences at school.
Transpose onto city places photos pictures of 'play places' they created to enhance the city.
The open-mindedness of teachers allows for a project like this to go in a direction that continues the whole year.
Looks easy, but requires lots of thinking, reflection, and dialog.
Our inspirations - Shark theme of things we ate up here -
Shuruq: Dialog between all of the teachers.
Liz: How comfortable the students are. The calmness and security.
Analisa: Stop being a teacher.
Stephanie: How will I feel? Like magic! In every room the way you received us the way you receive children and absorb them into this magical world.
Andriena: How the teachers guided children in the store activity.
Monika: Opened my eyes on ways to work with my assistant.
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