Module 1- Week 3 Task 1- Webbing & Invitations F21- notes PDF

Preview

Summary

dscdcs...

Description

EDUC 10065 Week 3

Task 1: Webbing & Invitations

Invitations/ Provocations

(TransformEd, 2019) http://myclassroomtransformation. blogspot.com/p/invitations-forlearning.html

Provocations are “the deliberate and thoughtful actions taken by adults, or in some cases children, to provoke or extend children’s sense of wonder and thinking, such as by adding displays or materials that may attract children to areas of the environment.” (Dietze & Kashin, 2019, p. 167)

A provocation in FDK invites children to paint. Do you think an educator told this child to go and paint the flowers?

Invitations in FDK 



Ontario Kindergarten educator Joanne Babalis discusses invitations on her popular blog

http://myclassroomtransfo rmation.blogspot.com/p/in vitations-for-learning.html

With your table group, read the blog entry and answer: 1)

When using invitations for learning, what should educators document and why?

1)

What types of materials are used in invitations for learning?

Materials Used in Invitations (Dietze & Kashin, 2019, p. 167)

Items from nature: e.g., pine cones, leaves, moss, flowers Photos of children playing: arranged where play occurred previously Experiences: pack a picnic basket and go outside for a snack Resources: e.g., books, art or construction materials based on children’s interests Unique materials or artifacts that children may not have experienced before

Invitations vs. Provocations

An invitation comes first and if the child responds to the invitation a provocation can follow. We set up our environment for play and all that we do should be invitational. Once the children show interest in our invitation, then we can provoke the child with questions, materials, books, etc. to give them the opportunity to explore and learn more. (Dietze, 2019)

Over time in an FDK room, new materials added to the water table to invite children to come and explore something new and different.

What does the Kindergarten curriculum say about provocations? Educators intentionally offer a provocation to help children: -learn a specific concept -engage in new ways of learning -or build on children’s thinking (Ontario Ministry of Education, 2016). Video link with lots of ideas: Thoughtful, Intentional Provocations in FDK https://www.youtube.com/watch?v=CCb2KD6X8 BU

“The educators show examples of work by a Canadian artist who uses dark outlines in all of his paintings and offer the children fine black pens as an invitation to try out the technique” (Ontario Ministry of Education, 2016, p. 253).

Practice: For each FDK expectation, think of materials educators might provide as invitations.

Specific Expectations from The Kindergarten Program (OME, 2016)

Ideas for Invitations for Learning

10.5 Experiment with a variety of simple writing forms for different purposes and in a variety of contexts

e.g., Add calendars and pens to the dramatic play centre for children to write times of appointments.

15.8 Explore different Canadian coins 18.1 identify/describe the repeating nature of patterns in everyday contexts (e.g., patterns in nature such as morning-noonnight, the four seasons, or the arrangement of leaves on the stem of a plant; the pattern on a piece of clothing; the pattern made by floor tiles…) 28.1 recognize people in their community and talk about what they do (e.g., farmer, park ranger, police officer, nurse, Indigenous healer, store clerk, engineer, baker)

How Does Learning Happen

Ideas for Invitations for Learning

Belonging

Wellbeing

Expression

Engagement

Practice: Can you think of appropriate invitations for infants (birth to 24 months)?



Invitations are meant to be optional. So what do you do if children are not interested in an invitation?

(Only About Children, 2019)

Helpful Resources Ontario Kindergarten educator Joanne Babalis discusses invitations on her blog http://myclassroomtransformation.blogspot.com/p/invitations-forlearning.html Creating Invitations for Learning. Deb Curtis. https://childcareexchange.com/library/5015738.pdf Technology Rich Inquiry Based research: https://tecribresearch.wordpress.com/2017/05/14/invitationsprovocations-and-reflective-practice/ https://www.geteduca.com/blog/engage-early-learners-usingprovocations/

How do we build on children’s interests when there are many different children in the class, interested in different things?

Step 1: Identify children’s interests Shadows

Imagine that the children in your class have shown the following interests:

Holes

Colour mixing

Step 1: Brainstorm related materials



Flash lights



Coloured cellophane



Hole punches



Black, white and grey paper



Spot light or overhead projector



Sunlight



Trees



Large cardboard box with holes



Cardboard tubes



Paint



playdough

Step 2: Brainstorm related experiences 

Flash lights



Coloured cellophane



Hole punches



Black, white and grey paper



Spot light or overhead projector



Sunlight



Trees



Large cardboard box with holes



Cardboard tubes



Paint



playdough

For example: Put several small flashlights inside a huge box and let children play inside.

Create a Web of Learning Experiences Cardboard & cellophane shadow puppets

Punching holes in construction paper and cellophane at the light table

Tracing shadows outside with chalk

Cellophane and clear mac tac collage

Nature walk

shadows

Flashlights and cardboard tubes

holes

colour mixing

Playdough & pencils

Flashlights , coloured cellophane and black, white and gray paper

Cardboard box house with coloured windows

Painting cardboard tubes

Making shadows on a wall with objects and bodies (spotlight)

Webs are often created over time, with new ideas being added based on the educator’s observations of children’s play and conversations.

Task 1 (5%)



Curriculum Webbing and Invitations

Due: Friday, September 24th at 11:59pm

References

Dietze, B. & Kashin, D. (2019). Playing and learning in early childhood education (2nd Ed.). North York, Pearson.

Only About Children. (2019). Bottlecaps. [Photograph]. Retrieved from https://www.oac.edu.au/blog/the-theory-of-loose-parts/

Ontario Ministry of Education (OME). (2014). Excerpts from “ELECT”. Retrieved from http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf

Ontario Ministry of Education (OME). (2016). The Kindergarten program. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html

TransformEd. (2019). Invitation to learn. [Photograph]. Retrieved from http://myclassroomtransformation.blogspot.com/p/invitations-for-learning.html...