7 Matching Annotations
  1. Oct 2020
    1. Once a team chooses which direction to follow or which interest to pursue, we all are thenchallenged with how to support and extend the ideas,interests and theories of the children. Once we’re fol-lowing those interests, we also continue to ask our-selves: How do we extend or facilitate learning, andwhat does this mean? During planning, we spendtime imagining possibilities of where to go next andwe hypothesize about the children’s possible respons-es.

      I love this note on the natural scaffolding that occurs when thinking about the extension of children's learning. As someone who is aiming to strengthen my individual curriculum and cycle of inquiry this was very helpful to read.

    2. I have shared with you only some aspects of this pro-ject that did not seem to have an end. It was difficultto finish it because there was always a new story, anew suggestion, a new view on the city. But we gaveourselves a deadline: February 23rd

      I love this sentiment. I think at times as teachers it is so easy to ask well am I doing enough? Am I including enough? There is always going to be more to the story and this was a fabulous reminder that what you choose to share is enough and executing on a smaller amount of material in a richer way is more beneficial than too much spread too thin.

  2. May 2020
    1. What the child doesn’t want is an observation fromthe adult who isn’t really there, who is distracted.

      How powerful that in a world so busy and bustling our whole job is bettered by just "being". By giving everything else the pause button and taking that one moment for what it is, one we can never get back once it is gone!

    2. Overactivity on the part of the adult is a risk factor.The adult does too much because he cares about thechild; but this creates a passive role for the child inher own learning.

      This reminds me of that great quote by Maya "Be careful what you teach because you may be disrupting the learning." It is so fascinating that dance we are taught to respect the boundary of the power they hold in their own learning. But at the same time how can we make sure our intervention and direction is the absolute most effective while not disruptive?

    1. children'suseofmanymediaisnotaseparatepartofthecurriculumbutaninseparable,integralpartofthewholecognitive/symbolicexpressioninvolvedintheprocessoflearning.

      Being apart of the year 2020 and more specifically the silicon valley, I love the intertwined perspective of media and our day to day lives, it is so refreshing to hear it referenced as a positive.

    2. theyhaveinterestinrelationship,inconstructingtheirownlearning,andinnegotiatingwitheverythingtheenvironmentbringstothem

      There is so much power in the words "construct their own learning." As adults we have the choice to pursue the roads and the callings that appeal to us, why not view children the same way all the time? This sentence is so inspiring and sheds so much light on the importance of agency.