Our Passionate Kids Projects is running at full speed. We’ve been exploring “what if” questions in our Curiosity Journals and gathering evidence about our essential questions and passions.
Curiosity Journal
One of my goals for our PKP unit is to provide time for students to ponder and express their curiosities. As primary students, many are still discovering themselves and the community/world around them. The journal provides the opportunity for students to self-reflect, consider empathy, and consider their future in a safe environment.
Curiosity Journal
One of my goals for our PKP unit is to provide time for students to ponder and express their curiosities. As primary students, many are still discovering themselves and the community/world around them. The journal provides the opportunity for students to self-reflect, consider empathy, and consider their future in a safe environment.
Our Curiosity Journal (here) is comprised of 10 questions inspired by Trevor MacKenzie’s book, “Dive into Inquiry” on page 60. I launched the journal during Station Rotation. Each rotation is 20 minutes and is comprised of 8 students. The journal was pushed out in Google Classroom. Students are given five minutes to write about a prompt of their choosing. We actually use a timer. Over time, student’s writing stamina has increased. After the five minutes expires, students orally share their responses. Because of the small group structure, students are able to expand on their thinking and have informal discussions. The relationships building for both students and me has been phenomenal. A welcome bonus for sure!
Take a look at some of their entries . . .
Take a look at some of their entries . . .
Gathering Evidence
At this point in the Inquiry Process (map here), students have their essential question, have created their proposal, and have at least two trustworthy sources. Students are now ready to start collecting evidence. In the past, I would have provided a specific structure for students to follow. I’ve been on a journey for a couple of years now to have a student-led classroom. Part of the inquiry process is to redesign the role of the teacher and the student. As the teacher, I am trusting my students to be mature and responsible with their time, talents, and academic endeavors. Students understand the structure and are provided tools to tap into student agency. (“Dive into Inquiry” page 10)
As students started gathering evidence of their research, we brainstormed collection tools. To be honest, I was met with blank stares. The shift of being “told” what to do to having “choice” was confounding. Student’s initial list was spiral notebooks, Google docs and slides, index cards, and writing in the margins of printed articles. I had students create a Google folder to collect their evidence. Google tools are easily stored in the folder while other collection methods involve taking pictures. As research sessions continued, their collection methods being more varied.
Let’s take a look at some collection methods . . .
At this point in the Inquiry Process (map here), students have their essential question, have created their proposal, and have at least two trustworthy sources. Students are now ready to start collecting evidence. In the past, I would have provided a specific structure for students to follow. I’ve been on a journey for a couple of years now to have a student-led classroom. Part of the inquiry process is to redesign the role of the teacher and the student. As the teacher, I am trusting my students to be mature and responsible with their time, talents, and academic endeavors. Students understand the structure and are provided tools to tap into student agency. (“Dive into Inquiry” page 10)
As students started gathering evidence of their research, we brainstormed collection tools. To be honest, I was met with blank stares. The shift of being “told” what to do to having “choice” was confounding. Student’s initial list was spiral notebooks, Google docs and slides, index cards, and writing in the margins of printed articles. I had students create a Google folder to collect their evidence. Google tools are easily stored in the folder while other collection methods involve taking pictures. As research sessions continued, their collection methods being more varied.
Let’s take a look at some collection methods . . .
I have to say, I am so proud of my students. Their level of engagement, creativity, and scholarliness has me in awe almost daily. The foundation of trust and collaboration was set early in the year and they’ve now soared. We have a class mission statement that helps drive us. It’s posted on our door as a reminder of who we are.
The time, intention, and willingness to “let go” is enabling my students to soar. May each of you find success in your journey discovering your passions and encouraging your students to delve into theirs.
Currently, we are creating thesis statements and writing multi-paragraph article reviews. Ooooh, and some students have been creating Google form surveys for their peers to respond to. It’s been a fun side-quest.
#MuchLove
Marilyn
Currently, we are creating thesis statements and writing multi-paragraph article reviews. Ooooh, and some students have been creating Google form surveys for their peers to respond to. It’s been a fun side-quest.
#MuchLove
Marilyn
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