Design and Ownership

 In the K/1 classroom and in every classroom at Parker, the children are inspired to take responsibility and ownership of their learning.  This became apparent as the K/1s prepared for Sudent-led Conferences this past week.  The children received much support and encouragement from their teachers, as they spent time going through their work and choosing material to share with their families at Student-led Conferences.  The children also practiced sharing their work with one or two of their peers.  During this preparation process, the children reflected on their work, "this was a long time ago my writing is much better now," a child commented while going through her Language Arts folder.  Another child's comment, "I only did a little response sheets but I read a lot books, I'm gonna do more response sheets next time it's just that I like to read more than write." Another child (a kindergartner), "I didn't finish my writing in the frog book." "You don't have to finish you could say it's a work in progress," was the response from a first grader.  There were other similar comments from several more children and they all reflected the ability of our K/1 Parker students to reflect, plan, take responsibility, recognize consequences from their choices, and take ownership of their work. It's quite amazing and it all begins in kindergarten!

The photos show children writing the morning message.  Since the children began taking turns writing the morning message, there has been much excitement and anticipation.  They are excited because writing the morning message is writing for a purpose.  The anticipation involves sharing the morning message, at morning meeting, and talking about the picture the child chooses to draw along with the message.  There is a "Morning Message Words" sheet posted next to the white board to help the children with their spelling.  Also the children receive support from their teacher, as needed.  The purpose for the children writing the morning message is to encourage the children to write for an audience, develop confidence in sharing (public speaking), practice writing letters, words, sentences, and create a message and a picture.

The photos also show children engaged in science class. The children are working diligently on making predictions, designing, and constructing a Marble Escape Course Design.  This week the K/1s concluded their exploration of Force and Motion. During this study the children were mainly challenged to determine what changes a ball's motion.  In the following,  I am quoting Kate, our science teacher. "The children performed lots of experimentation with pushes, pulls, drops, bounces, ramps, sizes, and shapes.  The K/1s hypothesized, tested and analyzed their results for how surface materials, applied forces, height, ramp angles, curved paths and surface texture make a difference with how a ball moves. Collaborating in small groups to construct a 6' path for their marble, the K/1s eagerly applied appropriate skills, learning, and force and motion concepts to help their marble make it through."

Have a peaceful week,

Liliana