Monday, April 9, 2012

"Signs of Spring" Inquiry



In one particular first/second grade classroom, the children are engaged for an extended period of time on an interdisciplinary curriculum revolving around inquiry. The children were given much freedom during this unit, even in titling the unit itself. The "Signs of Spring Inquiry" they entitled it.

FREEDOM

Ultimately, that was what much of this power unit revolved around, and the children executed this beautifully. Of course, as any good teacher should do, they were given some guidelines and direction, but independence and responsibility were highly encouraged.

Most often, the children worked in groups independently at their tables as the teacher would walk around and assist those in need. This teaching style is one I am quite fond of. Especially at a young age, lecturing the children (especially for an extended period of time) will most likely do more harm than good. I once worked with a fellow teacher that said lecture only as long as they are old. So, for example, a seven-year-old should only have to sit quietly and listen for seven minutes until his or her focus is broken and the mind begins to wander.

EMPOWER THE CHILDREN; LET THEM FEEL CAPABLE.

This inquiry lasted for several weeks and was driven by a project-based and child-centeredapproach. The class was invited to go outside over several succeeding days and collect real,authentic data--the best kind.

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