Notice
How did the educators understand what the children knew about light?
The educators observed & documented the questions & commentary between the children/educator.
-Transcripts (p.44 & 45)
The educators connected the children's learning to Barry Kluger-Bell's scientific theories.
What were some words or terms used by the educators to demonstrate they were reflecting & interpreting the children's play?
"What other similarities would we uncover?" (p.46) - anticipating possibilities
Revisiting the documentation (videos, journaling, etc) & asking reflective questions "Perhaps his theory was..." (p.49)
Asking the children thoughtful questions with the purposed of understanding the child's vision "And what are the tubes for?" (p.48)
Highlighting learning goals " This suggested that Zen Rose was co-constructing knowledge within her peer group, incorporating everyone's ideas, including her own (p.43)
The educator had an idea of how this could work as she explained that "hotness" traveled from the sun, passed through the window, and hit the individual square mirrors, which made round light dots of varying sizes appear on the wall (p.46)
*How did the educators plan 'next steps' to extend and expand the children’s experiences?
Organized Materials
Considered spaces in the classroom
Considered spaces in the community
Participated with the children
Were sensitive to offering time to revisit the idea(s)
What resonated with you in this article?
Thank you for being brave & sharing!
What questions that came up initially for the educators to begin this experience?
The educators asked themselves 2 questions:
"How do young children experience & understand a complex concept like the properties of light?" (p.38)
AND
"How do my own expanded understanding of light & shadow translate into my practice & subsequent ability to support children's explorations & construction of knowledge" (p.38)
What dispositions to learn were documented in the story? Can you provide an example(s)?
Play & Playfulness
Seeking
Participating
Persisting
Caring
Making work visible initiates discussions, decisions, and debates (p.51). Have there been similar experiences you can describe related to your own journey with Flight?
Thank you for being brave & sharing!
What connections were made between Flight & the article?
Practice observing and documenting (Talk the Documentation) (Co-learning) (Noticing),
Reflecting and interpreting (Curriculum Cross Checking) (Co-researcher) (Naming),
Planning and taking action (Co-Imaginer of Possibilities) (Nurturing) to extend children’s playing
Why & how did this experience begin?
Community - geographic location was/is very sunny
Boulder Journey School current resources & previous encounters/interest (Theatre house, with traditional and non-traditional materials)
What dispositions relating to the educators did you notice?
Caring
Persisting – continued interest by using smaller groups.
How would you describe the teachers’ image of the child?
What did the teachers say or do that revealed their particular image of the child?
AND
How do you feel their image contributed to ‘the next steps’ or prevented limitations to additional learning?
“…could accept help from his peers without giving up the integrity of his idea” (p.48)
“…worked cooperatively to build their glow ball” (p. 49)
“…, I wanted the investigation to continue” (p.49)
“Go right ahead. You've got this whole room to build your symbol. And you have these friends to help you Justin” (p.47)
Authors suggests that professional development is from the “inside out” (p.51) What do you think they mean by this?
How does this fit with your experience and understanding?
Children’s interest let to teachers’ curiosities surrounding this material (p.51)
Thank you for being brave & sharing!
What learning goals (holistic play-based) could be focused on through this experience?
Well-Being (Belonging)
Play & Playfulness (imagination/creativity, playful exploration/problem solving, dizzy play)
Communication & Literacies (communicative practices, multimodal literacies)
Diversity & Social Responsibility (inclusiveness/equity, democratic practices, sustainable futures)