Many thanks to Janet for the cozy candlelit CFG meeting this week during the power outage! During that meeting Tonya asked the questions:
How can we leverage our all LS inquiry planning experiences? Can we extend those common experiences in more depth as a CFG?
One way we agreed we could do this is to start videotaping some community conversations/kid talks/science talks/grand conversations to share with our CFG. Because of winter break the timeline for this is abbreviated, so I wanted to make sure I got a reminder out about this early--if you don't already have a video of a conversation you want to look at more carefully with your colleagues, please tape one before our next meeting on Wednesday, January 14th. The hope is that this is a safe forum for all kinds of kid talks--please feel as welcome to bring a video of a total flop of a conversation as you are to bring a successful discussion. The important criteria should be that you have something you want to learn more about--how to gauge how quieter students are processing the ideas, how to help dominating students balance their voice, what kinds of vocabulary children are demonstrating for building off one another's ideas, etc.
As an example, I know that when I look at the community conversations happening in our class, particularly early in the year, I'm often dismayed by how frequently my own voice is inserted into the conversation. I sometimes wonder if that guidance is as necessary as I think it is in keeping the conversation going for children who are just learning how to engage in dialogue. I've sometimes tried it with less teacher presence and had the conversations fail. You can read an example of one of our conversations where this dilemma is apparent here.
I am wondering: Are there stages of growth for community dialogue? If so, what stage are these children in? What kind of scaffolding can I provide as a teacher to gradually move them toward more independence, broader participation, habitual connection?
Another conversation we had at our meeting was around the question What would be required to make observation a regular practice? Among that list were:
-connect the observations to work that already is a 'have to.'
-look for already existing opportunities
-identify a planning time to observe so you don't feel like you're missing time with your kids
-look for ways observations begin to seem like a meaningful and integral part of the work instead of an extra responsibility
-use observations to begin to tell the story of the way individual students, particularly those who may be seen as challenges, are learning and growing
-use observations to develop case studies
One challenge some of us might consider in the next month is to invite another CFG member to do the videotaping for our community conversation, or to come in to be another set of eyes to help you watch a child, lesson, or experience.
Looking forward to delving into this work with you all--wishing you a restorative holiday!
PS The articles Tracy referenced about behavior and young children that we were looking at in Beginning School can be found here.
