Targeted Skills: Body parts Matching Visual discrimination Learning about medical professions Your curious children will enjoy looking at the bones in the x-rays and matching them to the 8 body parts where the bones are found. This activity provides the opportunity to build language skills related to self-concepts. This Activity Includes: Directions page 8 X-ray cards 8 Body part cards (5 Pages)
We have moved our blog to a new website. To read this blog and more, please visit: https://passionatelycuriouseducators.com/the-learning-environment-what-message-do-we-send-children/ “ There are three teachers of children: adults, other children, and their physical environment.” – Loris Malaguzzi These were the walls that we had when we started in Kindergarten...and we thought they looked great! We carefully put up these bright pieces of broad cloth and busy borders. We thought this was what Kindergarten was supposed to look like. When we look back at these photos today, we feel instantly overwhelmed. We have made some fundamental changes to our environment structure and walls. When considering making changes to your learning environment or working to understand the importance of making change we reflected on some of these questions together as a team. 1) What message does your classroom send to families/students? The choices that we make while setting up and maintaining our environments send a clear and powerful message to families and children about what is important and valued. When a room is full of clutter and materials that the children are not allowed to touch - what message does that send to them? Are we setting ourselves and the children up for success if their environment is overwhelming or cluttered with too many visuals/materials? We used to use stop signs to let children know which bins they could use since we had not created proper storage for our materials. The signs were distracting and often overwhelming for the children to see materials that they couldn't access. We believe that if the children can see the materials, they should be able to access them! How can you make that change and reduce clutter? Think carefully about what materials need to be kept at school, what materials can simply be thrown out, and how things are organized in the room. 2) How does your room flow? Where are centres in relation to each other? It is important to think about the FLOW in your room. We have tried to limit the number of tables in the classroom so that we have just enough spaces for the children during nutrition breaks. Through our observations we have noticed that children often are gravitated to working on the floor so we try to ensure that there is a balance of tables and open spaces for creative thinkers. 3) LESS is MORE... Storage is always an issue in classrooms, there never seems to be enough! However, there are creative ways to work around storing materials. In our classroom we keep anything that personally belongs to us at home and we have used black fabric to cover just a couple of shelves so that teacher resources are out of sight. Black Fabric Covering Shelves on the Left Wall of the Classroom We start the year with very minimal materials out - in our building area there is nothing but wooden blocks, our art area begins with crayons, paper and pencils and our nature area begins with a limited number of loose parts and a small basket of animals. Although these areas grow and change through the year, we still try not to overcrowd shelves too many materials. We want things that are out to be purposeful and our goal is for the children to learn how to respect and use what is provided before we continue to add more. Our Kindergarten classrooms all share materials - instead of each classroom having small sets of materials, we spent a few days putting all of our resources together. This allows for us to be more intentional with the materials that we are using in our rooms. When pooled together, we have more of each resource and can make better decisions in our purchasing (e.g., not buying 4 of the same puzzle). We have created a shared storage system for each type of material (e.g., building materials, science materials, puppets, dramatic play, playdough, puzzles, sand and water). We all have some staple materials in our rooms, but we rotate in and out other materials that do not need to be there all year. Our shared storage system allows for the educators to be more intentional in selecting materials since everything doesn't have to be out at once! 4) Natural, calm colours...with a focus on student learning and work! We have had families question why the room was so bare and why it was so "brown" in the Fall. We have grown to have great conversation about how it is less stimulating than bright primary colours, explaining that when a provocation is set out it attracts the children's attention, and how documentation or student work adds colours to the walls instead of a busy ABC border or premade poster. 5) How will you present materials to the children? "When materials for learning, such as blocks or paint, paper and brushes are stored and organized in thoughtful ways, it gives the message that these are important tools for learning" - Lisa Burman When we present materials in transparent containers, when we organize paint brushes by size and markers by colour...we are really supporting the children in slowing down. You will see the children make more deliberate and thoughtful choices in the tools that they need. In addition, you will see the children treat the materials as tools, rather than disposable materials. 6) Take your time! Thinking about your environment doesn't need to cost you money or take hours of your time. The process should be gradual, it should involve the children and your colleagues, and it will take time! You do not need to overhaul your entire classroom overnight. You can simply start with one wall or one area and reflect on what changes you might be able to make.
Sylvia Duckworth's graphic illustrates questions students can use to guide inquiry-based learning ideas that act as a catalyst for curiosity.
How to reach sweet and confident 1st graders.
In your house, “play” might be loud, messy and chaotic. In a play-based preschool, however, the emphasis is always on learning — just in a very fun way.
Siga-nos no Twitter Mulheres na Ciência: cientistas, mulheres na ciência, ciência feminina, cientistas mulheres, discriminação de gêner...
I'm linking up with Katie at Queen of the First Grade Jungle for her Techy Teacher Tuesday linky party. Our current unit is entitled "Words and Roads Take Us Places". You would think this would be about transportation (well, that was our assumption anyway), but week one is about communication and week two is about different types of transportation. I found some YouTube videos for my students showing sign language and a little song teaching them to say "hello" in different languages. I then went to qrstuff.com and created QR codes for each video I wanted my students to have access to. They use our classroom iPads to scan the QR codes and watch the videos during center time. I have been impressed, so far, that they have stuck to the videos I have asked them to watch. They are excited to watch them multiple times. Below are the QR codes I created for my classroom. You can download them by clicking here. The 2 alphabet codes and the animals code are sign language, and the "hello" code is learning to say hello in different languages. This time I printed them just as they are and mounted them on a full sheet of construction paper. See my previous post about using QR codes in my classroom to see them mounted to our closet door. Have you used QR codes in your classroom? What have you done to incorporate them?
Upper elementary teachers learn five ways to incorporate curiosity and wonder into their classroom to engage their students.
Promoting curiosity and creativity helps students approach a text from multiple angles and perspectives. Check out these 8 ideas to try in your ELA class!
We have moved our blog to a new website. To read this blog and more, please visit: https://passionatelycuriouseducators.com/the-learning-environment-what-message-do-we-send-children/ “ There are three teachers of children: adults, other children, and their physical environment.” – Loris Malaguzzi These were the walls that we had when we started in Kindergarten...and we thought they looked great! We carefully put up these bright pieces of broad cloth and busy borders. We thought this was what Kindergarten was supposed to look like. When we look back at these photos today, we feel instantly overwhelmed. We have made some fundamental changes to our environment structure and walls. When considering making changes to your learning environment or working to understand the importance of making change we reflected on some of these questions together as a team. 1) What message does your classroom send to families/students? The choices that we make while setting up and maintaining our environments send a clear and powerful message to families and children about what is important and valued. When a room is full of clutter and materials that the children are not allowed to touch - what message does that send to them? Are we setting ourselves and the children up for success if their environment is overwhelming or cluttered with too many visuals/materials? We used to use stop signs to let children know which bins they could use since we had not created proper storage for our materials. The signs were distracting and often overwhelming for the children to see materials that they couldn't access. We believe that if the children can see the materials, they should be able to access them! How can you make that change and reduce clutter? Think carefully about what materials need to be kept at school, what materials can simply be thrown out, and how things are organized in the room. 2) How does your room flow? Where are centres in relation to each other? It is important to think about the FLOW in your room. We have tried to limit the number of tables in the classroom so that we have just enough spaces for the children during nutrition breaks. Through our observations we have noticed that children often are gravitated to working on the floor so we try to ensure that there is a balance of tables and open spaces for creative thinkers. 3) LESS is MORE... Storage is always an issue in classrooms, there never seems to be enough! However, there are creative ways to work around storing materials. In our classroom we keep anything that personally belongs to us at home and we have used black fabric to cover just a couple of shelves so that teacher resources are out of sight. Black Fabric Covering Shelves on the Left Wall of the Classroom We start the year with very minimal materials out - in our building area there is nothing but wooden blocks, our art area begins with crayons, paper and pencils and our nature area begins with a limited number of loose parts and a small basket of animals. Although these areas grow and change through the year, we still try not to overcrowd shelves too many materials. We want things that are out to be purposeful and our goal is for the children to learn how to respect and use what is provided before we continue to add more. Our Kindergarten classrooms all share materials - instead of each classroom having small sets of materials, we spent a few days putting all of our resources together. This allows for us to be more intentional with the materials that we are using in our rooms. When pooled together, we have more of each resource and can make better decisions in our purchasing (e.g., not buying 4 of the same puzzle). We have created a shared storage system for each type of material (e.g., building materials, science materials, puppets, dramatic play, playdough, puzzles, sand and water). We all have some staple materials in our rooms, but we rotate in and out other materials that do not need to be there all year. Our shared storage system allows for the educators to be more intentional in selecting materials since everything doesn't have to be out at once! 4) Natural, calm colours...with a focus on student learning and work! We have had families question why the room was so bare and why it was so "brown" in the Fall. We have grown to have great conversation about how it is less stimulating than bright primary colours, explaining that when a provocation is set out it attracts the children's attention, and how documentation or student work adds colours to the walls instead of a busy ABC border or premade poster. 5) How will you present materials to the children? "When materials for learning, such as blocks or paint, paper and brushes are stored and organized in thoughtful ways, it gives the message that these are important tools for learning" - Lisa Burman When we present materials in transparent containers, when we organize paint brushes by size and markers by colour...we are really supporting the children in slowing down. You will see the children make more deliberate and thoughtful choices in the tools that they need. In addition, you will see the children treat the materials as tools, rather than disposable materials. 6) Take your time! Thinking about your environment doesn't need to cost you money or take hours of your time. The process should be gradual, it should involve the children and your colleagues, and it will take time! You do not need to overhaul your entire classroom overnight. You can simply start with one wall or one area and reflect on what changes you might be able to make.
If you’re curious about how to put minimalist classroom strategies into action, then this episode is for you!
Instant download of the emotions flashcards for kids. Expand your stock of learning resources with this unique set of learning cards consisting of 32 cards in different versions for curious toddlers and creative preschoolers. The cards are perfect as a fun Montessori activity or as a learning tool in the calming corner. 💡 From joy to sadness, our cards intricately depict a broad spectrum of feelings, allowing individuals of all ages to explore and understand the rich tapestry of human emotions. Whether for educational purposes or simply for personal reflection, our diverse range of emotion flashcards is an invaluable tool for fostering empathy, self-awareness, and emotional intelligence. 🎈 Unlock the potential of Montessori-inspired learning. Designed to engage young minds through interactive visuals and hands-on exploration, these cards foster independent discovery and critical thinking skills, aligning seamlessly with the principles of Montessori education. 📦 What's included? You will get the 5 in 1 set of emotions flashcards consisting of 16 PDFs and 64 JPGs. All PDFs are high resolution and ready to print. The following emotions cards are included: Glücklich, Traurig, Neugierig, Wütend, Ruhig, Mutig, Gelangweilt, Ängstlich, Hungrig, Durstig, Überrascht, Motiviert, Krank, Freudig, Verwirrt, Stolz, Schuldig, Müde, Liebend, Einsam, Unsicher, Erwartungsvoll, Schüchtern, Nervös, Albern, Amüsiert, Trauernd, Zweifelnd, Aufgeregt, Geschockt, Beschämt, Hoffnungsvoll. 🌟 (1) Mix and match (4 PDFs) The cards are designed so that the text part can be cut off. This allows the pictures and texts to be mixed and then matched in a playful way to sharpen cognitive skills. The cards from (2) or (4) can be used as control cards. 🌟 (2) Visual learning (4 PDFs) The cards contain text and pictures to promote visual learning. They can also be used as control cards for (1). 🌟 (3) Rotate and check (4 PDFs) The cards are designed for double-sided printing. They can be turned over to check what has been learned. 🌟 (4) Bonus design (4 PDFs) The cards have an alternative design for visual learning, which is even more vivid and colorful than the original design. They can also be used as control cards for (1). 🌟 (5) JPG Slideshow (64 JPGs) The cards from (2) are included as individual JPG image files (each with and without text). They are named so that they can be opened in an image viewer to make a playful slideshow with them. First, the card is displayed without text and the appropriate text can be guessed. In the next image, the card is then displayed with text to check the assumption. 📑 Page formats & card sizes The 4 different versions of the cards each include 4 PDF files, one for each combination of page format and card size. The page formats are: - A4 size (21 x 29,7 cm) - US letter size (8.5 x 11 inch) The card sizes are: - Regular: Each card measures 2.42 x 3.50 inch (6,14 x 8,90 cm) - Large: Each card measures 3.38 x 4.92 inch (8,58 x 12,49 cm) ⬇️ You will receive a PDF file with a download link to a cloud folder from which you can easily download all files. ⏳ You can print out the purchased files as often as you like. ❓ If you need help downloading the files, please take a look here: https://www.etsy.com/help/article/3949 ⚠️ This is a digital download and no physical products will be sent to you. Colors may vary slightly due to different monitors and printing methods. 🖨️ Printing instructions (1) Click on the download link (2) Open the desired PDF based on version, page format and card size (3) Print the PDF with your home printer (use matt, thick paper for the best result) or order online from your preferred print service (4) Cut the cards according to the markings (5) Laminate them for more durability (optional) (6) Enjoy the cards :) (7) Choose another version / page format / card size and repeat ;) Note: The JPG files are purely digital flashcards and are not intended for printing. 📜 Terms of use The files are for personal use only and may not be distributed to any third party. Commercial use is forbidden.
Lately I’ve had the opportunity to work with educators who are either teaching Kindergarten for the first time or are moving from a half-day Kindergarten to a full-day Kindergarten program. I…
We are so excited to announce that our founder and fearless leader, Julia Volkman, will be mentoring early childhood (primary,...
What do we mean when we say "image of the child"? The image of children that the educators and families in Reggio Emilia, Italy hold is quite radical. It may sound ordinary to say that children are whole people, that they are protagonists of their own lives, that they can be in control of their own learning. It's not. If you go to a local playground, watch parents and their children, and try to infer what they believe about children, you'll find that most of us act as though we think children are out of control, that without adult reinforcement and coaching they will be unkind, in danger or that they won't know what or how to play. Here, we try to let our image of the child guide us in our work. When a teacher says to two children who are not yet two years old “What do you think we should do to solve our problem?” you see what it means to trust children. Teachers all over the world who are inspired by those in Reggio Emilia are struggling to define our image of the child in these terms. This year our center-wide intention is “Bringing Our Image of the Child to Our Work”. One way we can see what a center believes about children is to look at how spaces are designed and materials are stored. For example, in our classrooms: three year-olds have a range of art materials available to them at all times. Two year-olds use porcelain pitchers to pour milk at snack. One year-olds carry around framed family portraits and have access to musical instruments. Our classrooms embody our image of children in these and other ways, and we wanted to look together to see where we could do some more work and where we were succeeding. Each team coordinator took some time to visit another classroom and reflect on what the space communicated about how the inhabitants see children. We used a protocol that invited us to think about how we described our image of the child back in September. (See the inset list). Then we came together at our monthly team coordinator meeting to share feedback. Over and over again, teachers told us that they could see that teachers believe that “Children are capable and deserving of respect.” Some of the examples people shared: "T2N did an amazing job with their mini-atellier, and all around the room I saw spaces for collaboration... The message was 'I trust you with tape all the time.' The forks and spoons were out where kids could get them when they need them." "T1S also shined... They took all the railings off a climber, which I’ve never seen anyone do before". "Everything was available! There were no gates to bathroom, plants and fish bowl are available to children." "The [P1] room gives [the children] the opportunity to explore or confront the rigid constraints of materials. You could see that all toys are props for play". We asked teachers about what parts of our image were harder to see in classrooms. This could be because of our own biases and agendas as “lookers” or because of what was there in the environment. We heard it was harder to see: "That children are constantly in relationship to people and materials. I could see notebooks and I know that certain things happen, but I couldn't see it in the environment." "Partnership with families. I could see family photos, but does that really tell about partnership?... I didn't feel like I saw partnership." "It was challenging to see an emphasis on process over product in the infant room, since babies don’t “create” in the same ways that invite us to concentrate on the product." It was clear that teachers really appreciated the feedback, and the glimpses they got in to each others' classrooms. As teachers, we often find that we have “our heads down”. We’re so focused on our own tasks, our own classrooms, that it may be a few days or weeks before we notice the documentation or new climber down the hall. This is part of why we love opportunities to really see what each other are thinking and working on: weekly provocations for teachers, this blog, our annual showcase, and our hallways full of documentation are opportunities for seeing this place through someone else’s eyes. Grounding our observations in our image of the child seemed to help us formulate our feedback, and translate it immediately into changes in the room. Right away, teachers seemed to see their own rooms differently, and the changes that some people made in the following days and weeks were made because they looked at their rooms through the lens of our image of children. When you first came to PTCC, what could you infer about how we view children? How do you feel to get or receive feedback from your peers or colleagues? We didn't have teachers assess our common areas. (The piazzas, outdoor space, grown-up bathrooms and the yard) Do you have any feedback about them?
One of my new Common Core ELA Units is called "Figure it Out." It is about notable people who overcame challenges to become successful in life. We read about Helen Keller, Leonardo da Vinci, George Washington Carver and Thomas Edison. We created lap-books using an Invention Brochure that I bought on TPT from This Little Piggy Reads. The printables fit nicely on the file folder. Here are some samples of my student's work. I made a sample but allowed my students to use their own creativity. It also fits in with our electricity unit. Click for Link
Science Friday is your trusted source for news and entertaining stories about science. It's brain fun for curious people
Three principles that can improve student engagement and learning.
Introducing our Summer Preschool Curriculum! Designed to make learning fun, these worksheets focus on letter recognition and counting 1-10. Perfect for keeping little minds sharp, this packet provides engaging, educational activities that your preschooler will love. This eight week curriculum features an engaging collection of 130+ no-prep worksheets and games, focusing on early academic skills like counting from 1-10 and letter recognition. Perfect for busy parents and curious little learners, these materials are crafted to make learning fun and effortless. ⭐⭐ What’s Included ⭐⭐ 4 Short Stories: Your child can follow a lovable group of ants along as they learn valuable lessons with summer themes! 88 Letter Recognition Sheets: These vibrant worksheets help your preschooler master the alphabet through exciting summer-themed activities. With a variety of engaging games, your little one will enjoy learning their letters A-Z! 48 Numbers & Counting Sheets: Watch your toddler count along with their newfound ant friends! These worksheets are tailored to help children understand numbers 1-10 with the help of fun summer illustrations and engaging counting games. Product Features: No Prep Required: Simply download and print! These worksheets are ready to go, making them perfect for quick learning sessions at home. Engaging Summer Themes: Each worksheet and game is packed with colorful graphics and activities that correspond with the summer-themed short stories, sure to capture your child's imagination and encourage a love of learning. Tailored for Preschoolers: Designed specifically for preschool-aged children, these worksheets balance fun and education in just the right way for young learners. Follow my store for MORE engaging preschool activities!
This book is the first book in a three part Science Series which helps teachers of Year 1 meet the requirements of the Australian Curriculum in their science classes. This book helps students to make links between the four sciences by examining all four areas within one book. Young children are naturally curious about the world around them. This book provides them with opportunities to explore the world around them by: experimenting with materials, asking questions, recording observations, investigating and reflecting, and devising new ideas/ theories about how the world works. Each activity page is paired with a page of notes for the teacher. These notes include: ideas for introducing each activity, background information, answers and possible student responses and extension activities.
The Elements of Rhetoric offers a concise, comprehensive course in the rules for making your point stick. With copious examples from such masters of language as Cicero, Augustine, Shakespeare, Erasmus, Lincoln, Dickens, Newman, Chesterton, and Lewis, you will discover the 26 rules of persuasion and learn to apply them. Among the Elements you'll find: --The three modes of persuasion --How to structure an academic essay --How to spot and avoid logical fallacies --How to compose with literary figures --Practical tips for improving speed in composition --A Study Guide with exercises This is the essential guide to persuasive writing and speaking, in the tradition of Strunk and White's The Elements of Style. \"Ryan Topping has produced a guide accessible and useful to those of all ages and experience levels, in the classroom, the political setting, and the pulpit.\"--Joseph R. Wood, Institute of World Politics \"This is a splendid introduction to what you need to know to communicate wisely and well.\"--Quentin Schultze, Calvin College, author of An Essential Guide to Public Speaking \"The Elements of Rhetoric is that rarest of rhetorical treats: a playfully serious and seriously playful summa of the art of communication--classical education at its very best!\"--Raymond F. Hain, Providence College \"Leading by example, Topping delivers a handy guide for all of us who rely on the art of persuasion. The Elements of Rhetoric is a gem.\"--Daniel B. Coupland, Hillsdale College, co-author of Well-Ordered Language: The Curious Child's Guide to Grammar \"This is the book I have sought for 35 years. For those like me, for whom public speaking and writing is their stock-in-trade, this book is a must-have daily companion.\"--Michael C. Gilleran, Business & IP Trial Lawyer & Partner, Burns & Levinson, LLP, Boston, MA \"This versatile guide can supplement course material from any discipline in order to help students polish presentations and essays.\"--ANN MARIE KLEIN, Department of Catholic Studies, University of St. Thomas, MN Ryan N.S. Topping earned a doctorate in Theology from The University of Oxford and is a Fellow of Thomas More College of the Liberal Arts. He has published several books on education and Christian culture.
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Materials and Matter Central idea: Materials have properties that can be changed to be used in different ways. What are we inquiring into? The properties of materials (form) The changing states of …
¡Hola amigos! hoy compartimos una interesante infografía sobre “Aula Invertida – Antes, Durante y Después» Un gran saludo. Visto en: pinterest.com El modelo de aula invertida se basa en la id…
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A box of craft materials is an unclaimed treasure for children. Last night we had to finish making the biography poster for Leah's proje...
Te Wiki o te Reo Māori - Maori Language Week is celebrated from the 11th to the 17th September 2023. I've put together this blog post to highlight free
It was a frosty 10 degrees on Monday morning and our schedule for the day included time in the outdoor classroom first period. I was a bit worried that the children would not be enthused about spen…
