We asked the children how they would design their Learning wall. They had many ideas about sharing the space. This is the second year we have developed a large space to share our thinking and learning with others.
The colours were set last year, and the children were happy to continue with them. We have noticed how quickly the children picked up on the idea of documenting their thinking. We are still in the early stages, where we are gradually releasing the responsibility of documenting to the children. The wall is an array of rainbow colors pieces of paper showing children’s observations on their learning.
We are noticing the children bringing their parents into the room and sharing the wall with them. Devano proudly showed his mum how respectful and appreciative he was of his family. He helped wash the family car. This was shown as purple thinking (IB attitudes).
This is a video Donna and I made for an IB Innovation in the PYP Webinar. It shows how and why we developed the Learning Wall as a tool for learning. I also shared it with my family… my dad said I should share it with you. He said it helped him understand what we were doing.
Joy found reading very hard and could not read until she was 9.
I have included this video as it shows how we can overcome challenges and thrive. I hope that inspires our developing readers.
Our Author is Joy Cowley. Cowley writes fun books with repetitive texts and clear illustrations, which make them ideal for early readers. Over the years she has been given several awards for her stories.
The children have begun reading about Mrs Wishy Washy, Meanies, Hungry Giants, Hairy Bears and Jigarees. Through these books, the children are developing their reading readiness skills and are building their bank of sight words. These books also build vocabulary for writing.
The children would love to share some of the their favourite Joy Cowley books with you.
Whilst young children can be egocentric we have noted subtle changes in their actions. From talking about themselves, they have started to relate experiences about their families. Today they considered the needs of their family as they decorated the classroom and served their parents food.
Each person brought their favorite family food. The children tried new foods and engaged in dialectical thinking, considering their opinion and those of others. They also took time to think about the language they used to describe others people food. They may not have liked it, but they know it was important to someone. The general consensus was all the new food they tried was yummy. The adults agreed!
Sincere thanks to our Grade One community for taking the time to create these family favorites. Special thanks to our homeroom parents (Vesna Jarnjak, Sarah Haidar, Jia Shu Lin and Kavi Sharma) for hours of preparation, shopping and sign making.
Please take a moment to thank Ms Connie for all these wonderful photographs which highlight some of the learning that happened in the class in August. The children gained confidence to try math challenges, recorded their ideas as poems and engaged in social learning. Relationships are being forged and connections made.
The children were excited to learn to cook. They eagerly went to the ICJC and explored how to make onigiri. This gave the children an opportunity to learn outside the classroom. Our intention was to engage children in Japanese culture and use it as a catalyst to explore food that is important to them.
We also want the children to be empowered cooks who can bring their skills to other settings. For our third Unit of Inquiry we will think about how we can be part of a system that helps others. We wonder whether the children will remember this engagement with onigiri making. Will they focus want to use these skills to help others?
We Learned How To Make Onigiri! ( Rice Ball) on PhotoPeach By Ms Connie
The children reflected on all the videos and learning engagements they had been part of during “The Inspiration Week of Maths.” It is clear from the video reflections that they could could clearly state their attitudes towards learning. Most importantly a belief they could overcome challenges. They were able to tackle quite complex open-ended problems around number and geometry.