putting the inquiry approach into practice
Let's use the example of four year old Natasha who learned how to measure a table using tag bags to see how Mrs. Lee could have used an inquiry approach to extend and challenge Natasha's learning.
During circle time Mrs. Lee can ask the following question: "During out tag bag activity Natasha told me something very interesting, that she was measured at the hospital using a measuring wall. How many of you have been measured when you went to the hospital?" Mrs. Lee would continue to ask questions around children's experience at the hospital and what they found when children were measured. During the discussion give children opportunity to make connections from inquiry to book or videos that discuss measurement or common themes
Next Mrs. Lee could ask children to write a sentence and draw a picture of a different place or activity where they were measured. Because Natasha is in a preschool classroom, have the children brainstorm as a group in order to come up with many examples of different places in the world where you would need to measure yourself. Some children might remember being measured for a ride at an amusement park, or being measured by a tailor for a upcoming wedding. Athletic children might remember being measured for a new bike or sports equipment like golf clubs for a junior golf tournament.
Once children have finished their drawing, allow children to share their drawings or experiences of measurement one by one during circle time. To facilitate mathematical thinking ask questions like "what was used to measure their bodies", "why do you think they need to be measured". From the large group discussion, Mrs. Lee could jot down common ideas or themes that arose and begin to integrate curriculum expectations. The FDK's expectation for measurement M2.2 states "demonstrate an awareness of non-standard measuring devices such as string, hands, cubes and standard measuring devices such as cups of water at the sand table" (Ontario Ministry of Education and Training, 2011). This expectation would then be incorporated in the next stage of the inquiry.
In pairs ask children to choose one item found within the classroom to measure themselves and their partner. Rolling out a large sheet of brown paper ask one child to lie down while their partner measures them. See image: http://i.imgur.com/oX7TQ6M.jpg. Children will use an array of non-standard materials such as cups, popsicle sticks, or blocks to measure their partner. After obtaining consent from parents, Mrs. Lee could document children's learning by taking picture of them measuring their partner. Once this step is completed, the educator can ask children to reflect on their thinking and ask questions such as "what materials did you use", "who is the tallest in the class", "how many cups tall do you think I will be [educator] if I were measured".
Thus, the above inquiry used Natasha's example of being measured at the hospital and transformed it into a general exploration of the different places in the world where you would need to be measured. Finally, the educator is able to incorporate curriculum expectations and explore how standard and non-standard units of measurement can be used.
Pedagogical documentation is a very important concept in the inquiry approach as it helps educators share the mathematical experiences of the class to families and other educators. Pedagogical documentation is a process of documenting children's experiences and studying what children reveal about their views of the world (Clements & Samara, 2009). Documenting photographs into panels, pic-boards or collages are excellent ways in which learning can be translated and shared to parents, educators, and principals of the school. See Image: http://i.imgur.com/3HzvDV4.jpg. Images such as photographs, video, paintings or other visual objects – are a particularly powerful tool because they provide a much different view of a child’s thinking and learning than written materials.
Pedagogical documentation can also be used for assessment as educators are able to observe the progress of children and ask children to reflect on their learning. See Image: http://i.imgur.com/loFeYqY.png. Devices for documentation such as (e.g., digital cameras, video recorders, audio taping devices, notepads and other tools) should be available at all times to capture learning when and where it happens (Ministry of Education, 2014).
During circle time Mrs. Lee can ask the following question: "During out tag bag activity Natasha told me something very interesting, that she was measured at the hospital using a measuring wall. How many of you have been measured when you went to the hospital?" Mrs. Lee would continue to ask questions around children's experience at the hospital and what they found when children were measured. During the discussion give children opportunity to make connections from inquiry to book or videos that discuss measurement or common themes
Next Mrs. Lee could ask children to write a sentence and draw a picture of a different place or activity where they were measured. Because Natasha is in a preschool classroom, have the children brainstorm as a group in order to come up with many examples of different places in the world where you would need to measure yourself. Some children might remember being measured for a ride at an amusement park, or being measured by a tailor for a upcoming wedding. Athletic children might remember being measured for a new bike or sports equipment like golf clubs for a junior golf tournament.
Once children have finished their drawing, allow children to share their drawings or experiences of measurement one by one during circle time. To facilitate mathematical thinking ask questions like "what was used to measure their bodies", "why do you think they need to be measured". From the large group discussion, Mrs. Lee could jot down common ideas or themes that arose and begin to integrate curriculum expectations. The FDK's expectation for measurement M2.2 states "demonstrate an awareness of non-standard measuring devices such as string, hands, cubes and standard measuring devices such as cups of water at the sand table" (Ontario Ministry of Education and Training, 2011). This expectation would then be incorporated in the next stage of the inquiry.
In pairs ask children to choose one item found within the classroom to measure themselves and their partner. Rolling out a large sheet of brown paper ask one child to lie down while their partner measures them. See image: http://i.imgur.com/oX7TQ6M.jpg. Children will use an array of non-standard materials such as cups, popsicle sticks, or blocks to measure their partner. After obtaining consent from parents, Mrs. Lee could document children's learning by taking picture of them measuring their partner. Once this step is completed, the educator can ask children to reflect on their thinking and ask questions such as "what materials did you use", "who is the tallest in the class", "how many cups tall do you think I will be [educator] if I were measured".
Thus, the above inquiry used Natasha's example of being measured at the hospital and transformed it into a general exploration of the different places in the world where you would need to be measured. Finally, the educator is able to incorporate curriculum expectations and explore how standard and non-standard units of measurement can be used.
Pedagogical documentation is a very important concept in the inquiry approach as it helps educators share the mathematical experiences of the class to families and other educators. Pedagogical documentation is a process of documenting children's experiences and studying what children reveal about their views of the world (Clements & Samara, 2009). Documenting photographs into panels, pic-boards or collages are excellent ways in which learning can be translated and shared to parents, educators, and principals of the school. See Image: http://i.imgur.com/3HzvDV4.jpg. Images such as photographs, video, paintings or other visual objects – are a particularly powerful tool because they provide a much different view of a child’s thinking and learning than written materials.
Pedagogical documentation can also be used for assessment as educators are able to observe the progress of children and ask children to reflect on their learning. See Image: http://i.imgur.com/loFeYqY.png. Devices for documentation such as (e.g., digital cameras, video recorders, audio taping devices, notepads and other tools) should be available at all times to capture learning when and where it happens (Ministry of Education, 2014).