Light Through Texture - Digital Projections

Light Through Texture - Digital Projections

Light is the foundation of digital projections in the classroom. This type of work asks us to extend our thinking beyond what is solid and what can be transformed as light encounters other materials.

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The Sunflower

The Sunflower

This learning story is about a sunflower, three children, and how an educator engaged in the learning journey. The experience is filled with insight for our practice and challenges us to look how our practice evolves over time.

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Socially Interactive

Socially Interactive

When choosing their own work, often children are engaged with other children and much of the process of exploring their wonderings is done in collaboration. The process of discovery and creation then becomes a place for social interaction

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Curating Mindful Inquiry - Part Three

Curating Mindful Inquiry - Part Three

When we enter into learning as co-learners, we construct our practices together. Our dialogue with all members of the learning community involves diverse perspectives that help to shape our ideas of children.

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Curating Mindful Inquiry - Part Two

Curating Mindful Inquiry - Part Two

When we adopt the stance as co-learners, we acknowledge our responsibilities to scaffold and support the specific ideas and theories that children bring forward into our classroom, programs, and our lives.

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Drawing Transformers

Drawing Transformers

Observing children and documenting as they are creating and expressing ideas, is an opportunity for educators to discover insights into the thinking process, skill development, and the learning journey of a child.

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Curating Mindful Inquiry - Part One

Curating Mindful Inquiry - Part One

As humans, we are all invested in discovering our world. The practices of discovery allow us to test ideas of what might be happening, to draw conclusion, and to create a construct that explains and categorizes as a ‘truth’ from our discovery.

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Learning Together

Learning Together

Learning together is the work that we do as educators, to hold space for children as they construct knowledge in their own way, at their own pace. Learning together is shaped by the image of the child you hold. 

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Our Daily Work is Professional Development

Our Daily Work is Professional Development

Recently I was in Reggio Emilia on a study tour of the Municipal schools. The experience of visiting Reggio Emilia was a sensory overload of information and insight, but the one idea that stuck with me the most during the trip was the Reggio educator’s view of professional development.

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How Are We Listening?

How Are We Listening?

Certain quotes or phrases can become a talisman for our work, such as “Listening is the premise of every learning relationship” – Carlina Rinaldi (2006). I was reminded of this phrase again a few days ago, when a colleague shared with me that she didn’t have much time for the important work that was happening in her classroom because of other pressing concerns on her time,

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The Learning Community

The Learning Community

An important aspect of building a learning community is offering all members an opportunity to contribute to the growth and advancement of the community. Contribution encourages ownership and pride in the work being done and creates feelings of connection to continued success. In an education learning community there are three main participants, children, educators, and parents.

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The Metaphor of the Ball Toss

The Metaphor of the Ball Toss

We often receive questions about project-based learning. Many of the questions focus on how to do project based learning if you are used to one-time activities. How do you start to build---in a community of learners---structures to extend learning? Often the process starts by rethinking our ideas about how learning is introduced. Take the example of tossing a ball.

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