Parent Enrichment – Tuesday May 8, 2012

PARENT ENRICHMENT—LEARNING IN SMALL GROUPS

On Tuesday, May 8, the EW teachers gave a parent enrichment presentation that addressed the questions every parent asks:  What are our kids doing all day and why is it important? Or….

What’s really going on when kids learn through small group interests?

PRIMARY GOALS:

Communication

New Relationships

Empathy/Perspective Taking

Deeper Understanding of Self

Kindergarten Readiness

SECONDARY GOAL:

A final product

SCAFFOLDING—Learning from the experience of others

–Building with the support, especially of peers

–To be supported and also to be the supporter

GARDENING GROUP-FLORA

Needed tomatoes. A lot of children are willing to take care of a garden, but needed a group to go every Friday.

By working in groups, learning is scaffolded by others in the group.

Scaffolding means learning from the experience of others.

Building with support, especially of peers. In this way, they can be supported and also be the supporter

Main characters:

Sergio

Sofia

Sam

Aliya

Began with an abandoned space.

They started with clean-up with children who don’t necessarily play together

The intention was to get the children out of their comfort zone and give them an opportunity to express themselves and embrace the space

What has come out of this group is an interest in bugs. Love of water and the roly pollies.

Drawing them. Feeding them.

Children take it on and interact with nature.

What kind of learning goes on in these situations?

Flora noticed that Sophia didn’t like getting dirty. What has come out of it is her feeling that she belongs to a group and that she has a job to do. She comes up and says, “Is it Friday?” And connecting with Aliya. One day, Aliya was upset that she got wet, and Sophia said to her, “It’s just water. I don’t mind that I got dirty, too. It will dry out. What’s important is that I’m having fun.” Engaging in work allowed her to connect with Aliya.

SPIDERWEBS–FLORA

After reading a book about pollinating insects and following the childrens’ interest in bugs, Flora suggested they go for a walk and watch in real life.

Real life helps make the connection by watching real bumblebees going from flower to flower.

Flora also wanted to go for a walk for gross motor activity.

Then they played a game where they transform themselves into a bug.

When they came back they took jump ropes and made a spiderweb.

Many make a permanent spiderweb on the side of the structure and bring information that they have.

Focus is not bugs but how children are sharing information with each other.

WIRE AIRPLANE–ADRIANA

At the beginning of the year, there was a paper airplane group, but now there are two groups: Glider Airplane and Jet Airplane

When I was working in the front yard at the beginning of the year, there was a big interest in paper airplanes.

A group of children: Raven, Kai, Brendan, Chase and Felix couldn’t come up with a conclusion as to how many wheels an airplane had. So we went for a walk to the airport.

They were always being called by their older friends to make an airplane, so they made a book about how to make an airplane.

Now Chase and Raven have a real connection and Kai can share ideas with Brendan.

Making a wire airplane is cool, but watching the kids together building a community with respect is the most rewarding thing.

If they are trying to solve a problem, they ask friends outside the group for their ideas. That way they can bring information from the entire class back to the group.

Adriana started working with group at the beginning of the year and Amy started working with them a few months ago.

At one point, Chase made a drawing to explain airtubes in the plane. When Felix said what Chase was saying wasn’t in the drawing, Chase altered his drawing. Because they have developed relationships, kids can take critique from peers to incorporate what they’re saying in their drawings.

JET PLANE-ADRIANA

Difference between glider airplanes and jet airplanes

Genevieve, Griffin, Maddox and Leo started the jet airplane group, and then they invited Jasper to be part of the group, too.

Group called in by other groups to make airplanes.

Started writing steps to make a jet airplane. Jasper and Griffin, who weren’t writing as much, started doing a lot, have a common interest with their friends. And now they do. Maddox said you don’t need tape, because it won’t glide as far. Jasper and Griffin said, no, no, no, if you don’t put tape, the airplane will go sideways. At the first meetings, they weren’t expressing themselves, but now they say, “This is my idea,” And this is why you need tape. And Leo says, “Okay, why don’t you try both of these idea.” The beauty of small group is that they have time to try things. Both statements were true. Conclusion: You add two steps. If you put tape, this is some of the things that will happen. So they respect each other. Now Leo and Genevieve feel confident enough to tell their ideas. They realize the book is not just for them but the whole community.

BIRDS—CYNTHIA

We always have an underlying reason for building the small groups.

Overall, it is about what Amy talked about. Building relationships, being able to hear each other and share ideas.

We had a nest that somebody brought in.  Carla was making eggs for the nest and Paola asked her what would happen if they made birds for the nest

Maddox comes over and talk about possibility of making birds for a nest. Start with clay and different things coming up.

Carla is a friend that has been learning to listen to other ideas. This is my idea, and I think it’s the best one. How can we get these four children to form a group where they can feel like they are all part of the group and not just one person riding over the whole thing, so that’s what has been challenging us.

For a long time, if you ask Carla for help, she’s going to show you her way. She and Maddox were making pelicans together but they forgot the bottom piece. She did it to hers, but his was flat and couldn’t figure it out. He asks her to help, and she took her knowledge and incorporated into what he was already doing. She didn’t try to make him a bird. She did scaffolding. She got him to integrate it into his bird. Looking for that integration, not to give him your idea but working with his idea. Looking for them to communicate with each other and really listen to each other.

That same day, he was able to take that experience and scaffold with someone else in the jet airplane group.

ANIMALS-FLORA

Tanya, our student, wanted to do an assignment and investigate communication and animal movement. These children loved the animals but some were not comfortable entering the space, so we went to the front yard instead. Tyler, Sarah, Easton, Imonie, Sofia and Michael all chose their favorite animals.

Focus in the beginning was to listen to their type of play. And how they would personalize themselves into the animal and what kind of play would emerge as a group together.

Sarah said, “I don’t like the forest” And was more comfortable outside.

Michael wants a caterpillar but the closest animal was a snake. The group said they could sew one. Michael said, “I don’t know how to draw” and another friend said, “we can help you.” Two friends volunteered to do a drawing but the size didn’t work, so another time, Sarah volunteered to make a bigger caterpillar and showed them that you have to draw with circles. Then he was able to do his own caterpillar

Commit when they connect. Focus work. Michael says, “this is hard,” but he doesn’t want to give up and the other children are very empathetic with him and lend their expertise with growing and cutting. Meet on Wednesday mornings and seek each other out.

DIORAMA-FLORA

Everything is in relationship with animals. Building homes and habitats and zoos. It was frustrating that they had to put it away.

Exploring materials and possibilities to make home for a gorilla, a cheetah, a tiger.  Chose some children having problems with regulation. And again having the opportunity to learn skills through something they like is less hard for them and they’re open to listening. Sam and Sergio. Sergio didn’t quite understand Sam and vice versa, but through these interactions, they have broken the ice and one time when Sergio ran to the woodchips and said, “Sam, do you want to play?” And then Sam ran to a teacher and said, “Did you know what Sergio did? He did something so polite to me. He said he was sorry.” Then he was able to see Sergio in a different way. Now they have plans.

They want to add a swimming pool with a waterslide. For them what matters is that they want to give the animals shelter and keep them from storms and predators. A lot of protection. Feelings of caring

DEATH/EMPATHY–PAOLA

Death in the classroom began with the tarantula. How can we approach something as sensitive as the death of an animal? We told them what happened to the tarantula and then moved onto the next subject. Then the teachers looked back and said, “Next time we have the opportunity to let somebody grieve, we’ll do it as a community.”

When Paola’s grandma died, she took some time off, and the children were so caring and empathetic in such a sensitive way. And that’s where they knew that this was the right way to approach it.

Children all have their system of belief depending upon what is practiced at home. Thirty-two children all have debates about what happens when you die. Some say, “You go to heaven.” Others say, “No, you just die.”

After this experience, Tara said they were going to put their dog to sleep. Genevieve wanted to talk about it tell her friends about Buckley. But the closer they got to circle, she looked shaky. Paola told her at any time, they could stop. She started off really strong, telling everybody what happened. Children were interested in the disease part of it. Then Genevieve started sinking down and then started answering questions. But after that she was doing a lot of drawings. Her walking. Positive memories of the dog. And the children would make drawings to help them feel better.

One of the things they wanted to do was to make a series of her with Buckley. They wanted to make a small toy plush Buckley that she could carry with her wherever she went. When they made the drawing they didn’t like what they saw, so they went to a dog down the street and invited Genevieve to go on the walk. They invited her to join the group to help her grieve with the group.

So, a meeting later, they had decided that rather than focusing on a series of images, they were going to make a plush Buckley but there was a debate about what it was to look like. Stand, sit, move and what they were going to make it out of. She wanted something big enough for her to ride. They were trying to decide if it should have wheels or move with a remote control. Ophelia said, “Why don’t we let Genevieve decide since it’s for her.”

Genevieve said, “Can it be a stuffy?” So here they’re studying a picture of Buckley. She lies down and shows how she wants him lying down with his arms open wide. Brendon, Genevieve, Ophelia, Bryce. They do the dance. They say, “We have this information, what did you decide?”

When we asked group, “Why you’re doing this?” They said, “We’re doing this to help her feel better.”
CURTAIN-AMY

In this group, we were working on taking someone else’s perspective and seeing it from their point of view.

This group of girls had trouble with taking someone’s perspective and to compromise

First few meetings, someone would always cried because they wanted their idea to be the only idea. Communicate in a way that was truly respectful.

I like your drawing, but it would be nice to do it this way.

Phoebe drew a flower with a large dot in the center. Bryce said, “I really like your flowers, but I think the black dot should be a little bit smaller.” And she draws one. And Raven says, “I like Phoebe’s better.” And Ophelia says, “I like Bryce’s.” Amy says, “Which one will work better for the curtain?” Because Bryce was able to say her critique in a respectful way, the others listened.

Sienna began on the project, but she moved away so they devoted an entire meeting sending her letters about the progression of the work since she left. At the end of the day, they decided that Sienna should have the curtain. It was a way of saying, “We’re still thinking about her even if she isn’t here.”

SEWING

Part of getting ready for kindergarten is self-sufficiency

Sewing to help with the curtain group.

Introducing appliqué and embroidery

Found a trend in the EW. A lot of the children struggling with fine motor or self-regulation are drawn to sewing.

It is still a concentrated movement, but maybe because we’re entrusting them with a sharp object, they would stay there for a long time.

Ivana has it available in the nap room. This group is so proud of accomplishment. Jake can do tiny movements.

Payton is interested in appliqué. Adding on another piece to a smaller fabric. Keeps adding on smaller pieces.

Lev-has an idea but was unsure of himself when came to something with fine motor skills. Now, he is sewing on button after button and is not devastated when he makes a mistake.

Tyler–Beginnings of pattern making. Has to think about where stitches go to do circle within circle

Xavier—His is full of xs’. One day Bryce Amanda walks up and he says I’ve made something out of a letter. She tells him, “If that line were a little shorter, they would be y’s.”

The teachers could have spent this time talking about kindergarten literacy, but they wanted to show something much deeper than that. This is something that will help with their relationships with their friends inside and outside of the school.