Consultation - Proximal goal #12

In meeting with my colleague, I had the opportunity to reflect and debrief on my inquiry process while receiving some insight and feedback. Although the implementation process isn't entirely finished yet, we were able to discuss the content of the lessons and the direction of the students learning. 

It was interesting to notice how much trusting my students to be able to direct their own learning has been so rewarding and valuable in this process. We reflected on ways that the inquiry process could go wrong. It really is amazing to allow ourselves to follow the children's curiosity and how it always leads us to expansion of new ideas and skills. We talked about how the learning process is so much more valuable than the content and that as long we are guiding and directing the process, the content should be directed by our learners. 

We discussed some challenges that had come up, like allowing the pressure of time to affect the process. My colleague reassured me of the fact that it's okay to take extra time in one area of learning and that it's important to be flexible with time in this kind of student-led learning. This made me think of the importance of balance between what is being directed by the teacher and what is left to be directed by the students. The teacher needs to be able to guide and direct students without taking control of the process and allowing the students to be able to make their own connections. My colleague shared an experience of his with me where he had spent two weeks on one area that he thought would only take a two days. Especially with young learners, I have come to see that the pressure of time takes away more than it adds to the inquiry process. We have to let go of some control and trust in the process to make the experience the most valuable that it can be.

I got to share my successes and the amazing connections my students made in the different aspects of our unit on birds. This part of my own inquiry process of creating the unit has been really motivating for both the rest of this process and for future unit planning. It's so fulfilling to be able to be recognized and appreciate my progress, knowing that I am making an effort to adapt my teaching to embrace innovative ideas towards inquiry-based, student-led learning. My colleague has been very encouraging along the way, especially since his teaching philosophy embodies similar values. 

Lessons 4-6 - Proximal goal #11

Topic: Birds              Level: Kindergarten 

Lessons #3-6

4	How are bird songs important?	Independent Bird song regularity Digital recording Small groups Bird sound provocation Audio centre Sound ‘hunt’ to recreate a bird sound Whole group KWL chart  Bird walk	Formative:  Pedagogical documentation	Audio:  You tube: http://bit.ly/2utwdUn Royal BC museum’s Grace collection: http://bit.ly/2uu5yqw Bird pictures to match sounds Song: Le coucou
5	What are nests? Can you build a nest? Do all birds build nests?	Independent Observation journal Small groups Bird nest provocation Build a nest using natural materials Build a nest using wires Paint a nest Whole group KWL chart Nesting material collection Books about bird nests and documentation	Formative: Observation journal Digital portfolio (nest) with audio recording for explanation Class discussions Pedagogical documentation Summative:  Conferences to discuss their nest documentation and fill in gaps in information (links with environment, for instance)	Materials : Twigs, brown paper bags, clay, moss, wires, hay, yarn, etc.  Books:  Les nids d’oiseaux (Alizé) Œufs et nids d’oiseaux (Atlas illustré) Le nid, l’œuf et l’oiseau (Gallimard) Petit à petit, l’oiseau fait son nid (De Princo) The best nest (PD. Eastman) Chanson: L’arbre est dans ses feuilles
6	How do birds adapt to season cycles?	Independent Observation journal Why do birds fly in V experiment Small groups Migration mapping with yarn Whole group Read books about migration and birds in the Winter (KWL chart)	Formative: Pictures of students journal Digital portfolio for ‘V’ experiment Pedagogical documentation	Material: Fans rect. strip of construction paper for V formation World map Migration map print outs Videos: Bird migration: http://bit.ly/2vUUYfQ

Reflection: Proximal goal #10

So far, implementation of my unit has been going well. I was prepared to have to be flexible with the timeline and the content of our learning, but I've still had to continue to remind myself to be okay with the uncertainty. 

The kids are enjoying themselves and are asking great questions. They've picked up vocabulary and are beginning to become more comfortable in using it. I can also sense them being proud of themselves in being able to remember vocabulary and able to speak French. 

In terms of my own goal setting accomplishments and the progress of my inquiry, I've had to adjust dates and goals as I've progressed. I've realized that some of my timeline wasn't as realistic as I thought. I've also had to be flexible with other people's timelines, like the teachers I've collaborated with. 

I've also had to make some more room for reflection of my own goal setting process rather than soley for the progress of my students. I've been able to keep myself motivated mostly by the kids being eager to learn more. Lesson planning has been a lengthy process, so I've had to cut up that process into smaller portions as well by giving myself rewards in being able to take breaks and take time to myself. Being able to collaborate with another teacher has also kept me accountable for my progress and has given me some insight on different ways to reflect on the content of my unit. It's also helped validate my work in knowing that someone else understands and appreciates the work I've put into my unit. Teaching can be a lonely profession, even though we're surrounded by people. I've found it really important to reach out and connect with like-minded teachers to remind yourself that you're not alone in your hardships and successes. 

Overall, I'm happy with the progress although it's imperfect. I've come to know that inquiry is messy, especially in Kindergarten! 

Implementation: Proximal goal #9

So far, implementation has gone really well and my students have been very responsive and engaged with the material.

We started off with a lesson on "What are birds?", we started off with a KWL chart outlining what we already know and what we want to know about birds. The kids had lots of ideas! We ended up being able to list defining characteristics of birds, like that they have feathers, beaks and wings. We learned this vocabulary in French to be able to be used later. We went on a walk around the school with some homemade binoculars (toilet paper rolls stapled together!). When we came back inside, we talked about what we saw and then had a chance to draw some pictures of what we saw outside. Later in the day, we had a chance to engage in our exploration centers, which the kids are already familiar with from different Science topics we've covered. This gave them a chance to be able to explore and make connections with bird anatomy as well as language and vocabulary.

The following days, we delved into lessons the importance of feathers followed by the different structures and uses of bird beaks with exploration centres that they would rotate through all outlined in the lesson plan. As summative assessment, the kids made imaginative bird creations, made their own feathers and made clay beaks.

It was interesting to see the progression of how the kids were able to use the learned vocabulary, even if they weren't able to form complete sentences. The most important part of this initial part of the process is encouraging full engagement with no pressure for performance. It's great to see them immersed in the process of inquiry and making their own connections. It only takes a few motivated students that begin using the learned vocabulary to have the other kids on board as well. At the end of lessons, we have been practicing some songs, "un oiseau zozo", "Allouette" or "Y a quatre plumes" as well to help us remember some learned vocabulary. During transitions at other parts of the day, we've been reading some stories that refer back to the vocabulary as well.

Lessons 1-3 - proximal goal #8

Topic: Birds             Grade Level: Kindergarten 

Lessons #1-3             

#	Explorations	Learning Experiences/activities	Assessment	Resources
1	What are birds?	Independent ·       Drawing by shapes ·       Observation journal ·       Bird class encyclopedia page ·       Bird shadow cutout ·       Bird seeds letter tracing small groups: ·       Bird survey/counting ·       Bird survey/mapping ·       Bird shadow memory games ·       Bird provocation - painting            - clay ·       Bird sanctuary drama centre – tour guides Whole group: ·       Bird walks ·       KWL chart ·       Idiomatic expressions related to birds ·       Venn diagrams ·       Pictures/videos discussions ·       Shared reading	Formative: Observation journal Encyclopedia page Digital documentation Summative: Imaginative bird creation and presentation (with a focus on anatomy and traits)	Books:  ·       Collection les oiseaux from the library ·       Gus ·       5 oiseaux dans le nid ·       Laminated bird  pictures Vidéos : ·       La vie des oiseaux : http://bit.ly/2vQxYi5 ·       Drôle d’oiseaux : http://bit.ly/2vQCcX0 ·       Les oiseaux de mer : ·       http://bit.ly/2vQBoS7 ·       Perroquets : http://bit.ly/2vQBZD7 ·       National geo. Play list : http://bit.ly/2vSYMhM Songs : ·       Un oiseau zozo
2	What are feathers? How are they important?	Independent ·       Drawing by shapes ·       Observation journal ·       Science table (microscope) ·       Feather experiment (air/water) ·       Feather regularities ·       Feather and ink writing Small groups:  ·       Feather painting ·       Wingspan measurements ·       Feather provocation table Whole group ·       Shared reading ·       Interactive writing – Les plumes de couleurs ·       KWL chart – include the way human use feathers ·       Carved eagle feather – sharing circle ·       Idiomatic expressions related to feathers	Formative: Observation journal Digital documentation Writing : Les plumes de couleurs Pedagogical documentation Summative :  Design your own feather and presentation	Materials: ·       Feathers ·       Magnifying glasses/microscopes Books: ·       Plume (Isabelle Simler) ·       Plumes des oiseaux (Einhard Bezzel) ·       Léger comme un plume (Marc Levy) ·       La plume (Michael Escoffier) Songs : Y’a 4 plumes Alouettes Expressions : ·       http://bit.ly/2vQU2sZ ·       http://bit.ly/2vQIw0H ·       Avoir une bonne plume ·       Léger comme une plume
3	How are beaks different and useful to birds?	Independent ·       Clay beak making ·       Observation journal Small group ·       Seed math (sorting, counting, weighing)  ·       Seed provocation (collage) ·       Bird beak word game (Fine motor skills) ·       Paper beak origami ·       Food and beak matching (see Beaty museum activity) Whole group ·       Shared reading ·       Interactive writing – Je mange…  ·       KWL chart ·       Bird beaks type chart	Formative: Writing: Je mange… Pedagogical documentation Summative:  Beak making - documented in photos	Materials: ·       Clay ·       Bird seeds ·       Small bead letters ·       Tweezers, paper beaks, long science tweezers, chopsticks, etc. Books: *see exploration 1 - Beaty Museum activity: http://bit.ly/2utPBAA Videos: http://bit.ly/2vSKhu6 Photos: http://bit.ly/2utontV