Learning Like A Kindergartner

 

 

Mitch Resnickargues that the ‘kindergarten approach to learning’ – characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine – is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today’s society.” 

I’ve spent at least 4 hours today doing just that – imagining what might be, measuring, erasing, thinking, creating with various mediums, playing with watercolor and the rule of thirds, sharing my work and thoughts with my brother, reflecting on the process and product, and imagining what I might do next with this project and others.

I explored and learned about the remarkable, and often surprising, properties of water color. I experimented with wet on wet, wet on dry, overlapping, the golden ratio, the rule of thirds, contrasting colors, tones and hues of the same color, and lots more. It was super fun, and filled with discoveries and learning.

20170317_125625-1-01

My long creating jaunt made me think of another thing Mitch said GIVE P’S A CHANCE: PROJECTS, PEERS, PASSION, PLAY. (Cracks me up each time I read that title!). But, that reflection will have to wait for another time. I’m starving and need to step away from my play-filled learning, (Or is it learning-filled play?) and find some food!

Rest assured I’ll be thinking of ways to increase this type of learning in my classroom — working my innovator’s mindset — to innovate inside, and outside, the box!

 

 

 

Little Tweaks, Big Results

Innovation is not about the stuff; It is a way of

Our number of the day routine includes writing, spelling, and making a given number. We build math-muscle as we explain our thinking to each other – answering questions raised by our partner.

I love math and want my students to love it, too! Hoping to infuse a bit of passion into their routine, I tweaked the process last Friday.

Me: “Pick a number, over 20, and complete your number of the day booklet.”

Them: (with equal amounts incredulity and excitement): “Any number?”

Me: “As long as it’s greater than 20.”

Some jumped head-first into the cloud – challenging themselves more than I might have challenged them. They worked with excitement – fending off any negative feelings – as we sprawled on the carpet, and navigated the cloud together.  

Others chose safer numbers. But, they too were stretched and challenged as they wondered, discussed and devised methods to show numbers greater than 20 given only 2 ten frames and blank space.

At first glance perhaps it seems like a very small innovation. Choice. But, the result was stupendous. Trust, freedom, choice, joy, thinking, learning and growth experienced by all. What could be better?

My thinking cap is on, imagining ways to continue to tweak and innovate within our routines!

Conscious Ink

My diagnosis anniversary date is December 16. My feelings each anniversary are a combination of positive and less-than-positive emotions. I notice, acknowledge and feel the sorrow and other less-than-positive emotions, but I highlight and emphasize the positive emotions by celebrating!

In the past I have dyed a fuchsia streak in my hair with kool-aid, distributed glitter, and shared sparkly temporary tattoos. This year I decided to continue the temporary tattoos, but wanted to find the perfect tattoos. After some searching, I found Conscious Ink.

Here’s the first paragraph from their site “Can a temporary tattoo leave a lasting impression on our disposition? Solidify our intentions and affirmations? Make a permanent mark on the world? Crazy as it seems, Conscious Ink founder Frank Gjata says yes! Conscious Ink is on a mission is to spread love and raise consciousness around the world, one body at a time!” lol! HOW AWESOME IS THAT??!?!

I looked at their many offerings and chose 3 that spoke to me.

  • Breathe
  • Be brave
  • Anything is Possible

Great messages, right?!

I eagerly awaited my package. It made it to me the day before my anniversary. YAY!!

I wasn’t disappointed when I opened the package and examined the stash. Everything had such beautiful spirit, joy, humor AND creative thinking

20161229_123009-1-01

The tattoos themselves are great (non toxic, safe, made in the USA), but, the instruction card that comes with them pushed them over the edge into fantabulous! lol. As I read it, and followed the instructions, I chuckled to myself thinking “Wow, this is some cool creative thinking!”

I don’t know what “How might we …?” questions Frank and his team asked themselves, but here’s one I thought they must have considered.

How might we infuse each aspect of the temporary tattoo experience with mindfulness, intention, joy and good energy?

I laughed out loud – not making fun, but from surprise and enjoyment – when I read their instructions for the actual tattooing. As with most things, temporary tattoos don’t just magically happen. There is a process, and it includes waiting. Waiting is sometimes a drag, or something we endure and hope away, rather than experience with mindfulness and purpose. Not so, the Conscious Ink people.

What do they say? “Patience is a virtue.” LOL! That still makes me laugh out loud. They suggest you take the time to think about what it is you want to manifest. I love that!!! Take those 30 seconds or more and be present. Think. Breathe. Have the thoughts (joy, gratitude, hope) and do the things (breathe, celebrate) that were the reasons you chose your tats.

I followed the instructions – patient, mindful, purposeful being, instead of just waiting. It was a lovely 30-60 seconds. I am going to have my K students do this when I share the tats with them in January. I may even have them join in some writing about their tattoos and intentions. We shall see.

I am impressed with the thought and creativity of Conscious Ink. It enhanced my temporary tattoo experience. But, it’s also a wonderful reminder to me of what can be accomplished when we approach our work and life with purpose, intention, humor, joy and creativity.

By the way, Frank has some other nice sites (and by nice I mean pretty cool, awesome, fun etc. etc. etc.) worth checking out. They seem to all be linked from his website Blississippi. Give them a look if you have a moment.

And always remember … Breathe … and be brave.

 

 

 

 

 

Inviting Kindergartners Into My Process and Musing

20161227_075811-01

My hands will soon be covered in paint –  like hand in this photo. YAY! I cannot wait!

It is super important for me, as a person, and as an educator, to: get inspired, try new techniques, play, and make things. The whole process – anticipating, enjoying, searching, looking, researching, talking, trying, learning, failing, fretting and succeeding – teaches and touches me as a person and an educator.

The preparation is a time of excitement, joy and anticipation!

I relish the trip to the art store! Paper, paint, stencils, cutting tools, canvases, paint brushes invite me to explore, imagine and buy. I usually end up in line with much more than my original shopping list. If I’m lucky, my cashier is an artist. We kibitz over my choices, and share our passion and ideas. On my last visit, I discovered there is 300 pound watercolor paper! 300 lbs! The clerk said it is “Delicious!” (You do know I will soon be purchasing some, don’t you?)

I love scouring bookstores for art books or magazines. It’s a treasure hunt. If I’m lucky enough to find one or two that inspire me, I’m a happy girl! Just thinking about being creative makes me happy. It doesn’t bring me as much joy as actually creating, but it is pretty awesome.

And, of course, after all the prep, I love the doing! Surrounded by supplies. In the zone. Hands covered with paint. Mind buzzing. Spirit soaring.

But, occasionally, I notice less than positive emotions. Sometimes there is a vague sense of angst. Usually it’s when I’m faced with a technique that is new, outside my wheelhouse, or that doesn’t easily mesh with my usual sensibilities. It’s always somewhat surprising to notice the less than positive emotions. I love being creative and artistic, and I’m pretty talented. And yet, I still sometimes feel apprehension, the worry of not being good enough, or the fear of messing it up.

As I notice all my experiences, thoughts and feelings, my mind turn to my students. I want them to experience it all. The positive and the less than positive emotions. I want them to struggle, to think, to fail, to learn, to succeed. I even want them to experience the angst, and the truth that angst can be overcome.

Wondering how I might do that, I am considering these questions:

  • How might we facilitate anticipation, discovery and joy?
  • How might we participate in the excitement of the treasure hunt for ideas and/or supplies?
  • How might we provide inspiration?
  • How might we find the time to allow ourselves to savor the process?
  • How might we structure our time together, to enable more conversation, as artists, regarding our passion, our work and/or our materials?
  • How might we give each other the freedom to adapt a particular technique or project to better fit our own sensibilities?
  • How might we be more aware of thoughts/feelings of angst and fear?
  • How might we better support each other in angst and fear?
  • How might we continue to encourage belief/knowledge of ourselves as capable, awesome artists?

I’m not sure, but I’m wondering ….

 

Note:

My first draft of this blog post had a list of “How might I …?” questions. As I re-read my post, the I was in glaring opposition to the we of creative teams.  Yes, I am the teacher, so, yes, much is up to me. But, we are a creative team – my kindergartners, my colleagues, and I – and it is better that I ask “How might we …?” 

My students teach me, inspire me, problem solve with me, and often see things from an insightful prospective much different than mine. Inviting them into my musing will be beneficial for us all!

Save

Save

Firetrucks Fuel Thinking!

My Kindergartners visit the local firehouse each fall. Prior to going, we do a bit of research, share knowledge, wonder, ask questions, and make our own fire trucks!

This year we made our trucks out of shoe boxes. Using the boxes was super fun because by their very nature, the boxes opened up new avenues of creativity! The cardboard offered structure and strength, but also yielded to scissors, serrated knives, and hole punchers. Glue, paste, paint, crayons, tape and markers all adhered to the boxes with some ease. And, spectacularly,  the lids – connected or free – invited the kids to engage with the outside AND the inside of their truck.

Once we began creating, I allowed my students a great amount of freedom. I didn’t do much directing, but instead offered myself as a resource. Sometimes they borrowed my hands to hold things, my strength to cut or hole punch, or my brain for some brainstorming and collaborative problem solving.

I did my best to allow the ideas and suggestions to come from them. In this way, they are able to take ownership, learn about themselves, and really show me (and themselves) what they are able to do, what they know, and how they think.

Making the firetrucks was a fun and fascinating process. The creations displayed a depth of knowledge and understanding. The students displayed an eye for detail and a willingness to work to achieve their vision.

Take a look at this firefighter.

img_4722

She is decked out in firefighting gear, and most amazingly, she is in a seat with back bracing AND a working seat belt!

Some students engaged deeply with the open-ended part of the creative process, but not as deeply with the critical thinking part of the creative process. Their trucks were filled with a plethora of beautiful creations that didn’t immediately suggest a firetruck.

To encourage the critical thinking piece, our creative process includes adding labels, and giving tours of their truck. During the tour we look at what they’ve made, and talk about what the firefighters might still need.

Take a look at this truck. During the tour, the student told me these things were “decorations.”

img_4702

Decorations? Hmmm. Where did I take that? I didn’t want to belittle her creative work, but I did want her to remember the goal, and work towards it. So, I decided to embrace every piece of her creation, and push her towards figuring out what each thing might be on a firetruck. What do the firefighters need? How could her creations fill those needs.

My approach invited her to look at her own work with new eyes. It was a form of possibility thinking. She had to move beyond what each item was. She had to think about what she knew firefighters need. Then she had to look at each “decoration” and consider what it might be. She did an awesome job.

img_4890

Decorations turned into motors, sirens, buckets, hoses and windows!

I learned a lot from that encounter. I was affirmed in my choice to trust myself, my student, the creative process, and possibility thinking.

There is such awesomeness and power in each one of us – especially when we trust and engage in creativity and possibility thinking.

Memories of Clementines

Driving to a late day meeting, I unzip my lovely new cooler bag, and fish around for this …

clementine-me

Before I even see it, I imagine peeling it, and think of where I might leave the peelings. In my mind’s eye (or is it nose? lol) I can already smell the beautiful, citrus fragrance. I can’t wait to experience it as it fills my car with lusciousness!

At that moment my mind returned to this fabulous little hand …

clementine-london

This hand belongs to one of my kindergarteners from last year. I loved the exchange we had, so I asked if I could photograph her hand with the peel in it. She looked quizzically at me when I asked, but agreed.

“I love your idea,” I explained, “and I want to write about it on my blog! I never thought of it as a possibility, and I want to share it with others.” She smiled a soft, small smile, and agreed.

Finally, I am sharing.

When she came to me her eyes were bright.

She said “Look, Miss James!”

I looked at her hand, and then back to her face for an explanation.

She responded, “I’m going to use it in our supermarket build!”

(We visit a supermarket, create field guides, and then re-create the market in our classroom with blocks and various other items.)

I reply, “You are? What will you do with it?”

She said, “I’m going to use it to add an orange smell to my paper oranges. You know, like a scratch and sniff!”

I burst out laughing, and with a huge smile say “WOW! That is fantabulous!!! What a great, creative idea! I never thought of that! Thanks for sharing your idea with me!”

Amazing, right? I wondered why she was showing me a clementine peel. It didn’t immediately come to mind that the small piece of peel could be used so creatively.

Often, my students ideas are large, sometimes even bigger than mine. I enjoy their exuberance, and their big ideas. And, I trust that my support, my openness and positivity, and my joy in their awesomeness, encourages them to adopt, trust and live their big ideas!

Spectacular Superhero Creativity!

The Kid President video “For the Heroes: A Pep Talk from Kid President” inspired me to include Superheroes in our Social Studies curriculum. If you’ve never seen the video, it’s definitely worth taking the time to give it a look! For the Heroes: A Pep Talk from Kid President

We each create a superhero, write and illustrate a 3 page book about superheroes in our own lives, and finally, write and illustrate one about how we are superheroes for others! OH, and we create our own superhero capes!!! It is super fun, and super powerful!

We are working on the first two parts of the unit – creating the superheroes and working on our Superheroes in my Life book.

Here’s a superhero from today. My student’s enthusiastic explanation was – in the best possible way – hysterical.

I really must get a videographer so that I can capture every word!

                                               Super Cross and Super Sister                                                  (with jars of heart and cross power)

super hero blog post

Heart power colors their costume. Cross power is used against the bad guys. Super Cross and Super Sister tie the bad guys with the crosses and fly them to jail. Sometimes, depending how bad the bad guys are, they even remove the bathrooms from the jail! (LOL!!!)

Heart Power is particularly interesting in Super Sister (the smaller of the two figures). The dots on her clothing are actually buttons. She presses them to change the colors of her clothing. If she presses just one, her outfit becomes that color. But, if she presses two or more, it becomes the color generated by those colors mixing.

I immediately noticed the white cape. Though I was curious, I resisted questioning it, or saying “you need to add color to her cape.” Instead, I just let her talk. As though she read my mind, she said (with a HUGE smile), “I don’t need to color the cape, because the buttons on it are invisible!”

I laughed out loud!

Given the chance to be creative, to think outside the box, and to make their own decisions, they do, and they do it really well!

 

 

The Crayon Initiative

Have you ever heard of The Crayon Initiative?  Me neither! Until today.

The Crayon Initiative recycles “unwanted crayons into unlimited possibilities for children.”

How cool is that?

I’m sure there are lots of people/organizations who are doing creative repurposing with crayons, but for now, I’m liking and blogging about this one! 🙂 (No disrespect to any of the others.)

crayons

I like the process they talk about as they tell their story …

  • twirling a crayon – deep in thought
  • wondering out loud
  • asking questions
  • discovering a problem
  • being confident in their ability to discover a new way to address the problem
  • accepting the challenge to make a positive change
  • thinking
  • ideating (having ideas! Awesome word, isn’t it? Around since the 1800’s I believe)
  • bringing one of those ideas to life to “recirculate the endless supply of free materials and bring the Arts to children everywhere.

There’s a lot to love about this! The process, the creativity, the crayons (I happen to love crayons, lol.) the openness to possibility, the thought, the action, and the benefit to children and the environment.

Rock on Crayon Initiative!

Let’s follow their lead. Let’s wonder, question, think, ideate, believe, and make positive innovations!

 

Reflections on Making Room for Creativity in Math

math blog

Tons of things happened when I made room for creativity in math. My students and I:

  • thought
  • shared our thinking
  • struggled with moments of confusion, not knowing, and even small failures
  • laughed at ourselves, and laughed with each other
  • challenged one another’s thinking, explanations, illustrations, words, and math
  • encouraged one another to keep at it and not give up
  • were creative – in our ideas for the math story, in our illustrations, and in our explanations
  • transferred our math knowledge to our real life, and our real life to our math work and thought
  • persuaded others regarding our thoughts and conclusions
  • worked to understand each other’s point of view
  • did a lot of math
  • drew some great illustrations
  • enjoyed seeing our ideas in print

But, what surprised me the most was the depth of understanding this exercise afforded me!

My girls all have a basic understanding of addition and subtraction, and they all employ various strategies to solve simple number sentences. Some have a greater comfort than others manipulating numbers, and actively seek the opportunity to share their adding/subtracting prowess. While I was excited to experience the thought and creativity of all my girls, I was particularly interested in what these girls would do with the challenge. I imagined their math skills would allow them to revel in the thinking, and come up with great, inventive ideas. I never imagined what happened for a few of them.

They could not complete the task!They came up with many number sentences and easily solved them. But, they struggled to find a way to connect their number sentences to real life. They seemed perplexed as to why anyone would do that, and honestly, seemed to feel a bit betrayed by me for asking them to do so! We worked through it together, and they were able to, joyfully, produce work that made sense to them and their friends.

It was fascinating! This wide open exercise that combined life, art, math, writing, thinking and communicating, allowed my girls to show – in a new and insightful way – what they did, and did not, understand. It was an amazing assessment opportunity – of their learning, and my teaching!

 

Making Room for Creativity in Math

By the second half of the year, my girls understood addition is putting things together to get more. They understood subtraction is removing things to get less. They were able to use various strategies to solve problems I created. They enjoyed showing their mathematical prowess as they computed the numbers I gave them.

But, I wanted more for them. And, in a funny way I wanted more for me. They were always amazing and amusing me with their thinking and creativity in other pursuits – actually, we amazed and amused each other! I wanted to experience that with them in math as well. I wasn’t sure how to provoke this creativity, independence and amazement in math. But, believed it could (and should) happen.

After letting it “ferment” in my brain for a few days, I had an idea. What if I asked them to create  a real life addition problem? What about a real life subtraction problem? Oh my! What if I challenged them to create a real life math problem that involved subtraction AND addition? Now that would be something!

I asked them to think of an addition story. Not just two and two is four, but two of what and four of what. And perhaps most importantly why? Once they had their story, I asked them to record it in three ways: illustration, word and number. It was fascinating, and fun, to listen to them, talk with them, and watch them work.

IMG_2334 math add subtract

Next I had them create a “math mystery.” Their pictures were visible, but their word and number stories were hidden (under the flap). When they were ready, they partnered with a friend, shared their pictures and tried to guess each other’s word and number stories.

constructing math2

This helped them notice nuances that they missed, or didn’t need, when all the information was before them. For instance, is this 2 people joining 2 other people floating in a balloon (2+2 =4)? Or is it 2 people getting off the rock to go home, leaving 2 people on the rock (4-2 =2)?

Two very different scenarios, and depending on your interpretation, either could be true. When differences arose I encouraged the girls to talk with one another. “Ask each other questions. Tell each other what you think and why you think it. Explain your work. Add detail if you think it’s important. Help each other!” What an important and impressive process. Sometimes they agreed to disagree, secure in their explanations. Sometimes they amended their drawings, or noticed something they previously missed and amended their guess.

I think they amazed and amused each other. Certainly they amazed and amused me! Hopefully they began to see that math is useful, fun and all around them.

So, what did you guess the word and number stories were for the above picture?

This real life math problem is:

constructing math1(There were 4 people in the pool. 2 got out. How many are left? 4-2=2)

Of course! 🙂