What does learning look like?

I think sometimes images just speak louder than words.

( "A window into a leaf," photo taken by DS in kindergarten, investigating distortion using materials and digital media)

Often in a week, the children and I take up to 1,000 images, which is my way of documenting learning, and observing and collecting data on how children learn. These small moments are all of the pieces that help to build projects, relationships, and communities.

("Catching light," by PC and HS, kindergarten, exploring ways to reflect, catch and compose with light)

In this blog I would like to share some images from this past week. Think about all the types of learning that is going on -- the collaboration, advocating ideas, sharing, co- constructing ideas, and then the deeper piece of concepts.

Side bar: In the preschool projects, we are looking at many concepts. One is connectedness, or the connections among all things. Another concept we are looking at is empathy, not "teaching it," but allowing the children to have experiences and provocations so they can make their own meaning.

("Connectedness" shows that by moving one strand of wire that all of the rest of the wires will move. J, in awe, says "How does that work?" and T replies, "They are all in some way connected! Not only are they connected from under even though you can't see them from the above part, they are still connected" What a wonderful metaphor for life!

N and D carefully discuss what the tree outside the classroom would want to wear so that it could go to a party, per a discussion at a meeting that had happened earlier in the morning. They choose materials that will be shiny and bright in the sun. This will definitely make the tree "happy."

N and D make a necklace for the tree. They decide that the black part of tree is where the tree would most likely need to be dressed up. Yes, these actions and decision seem "cute," but consider all the implications here. This tree has now come alive to the children, no longer an inanimate object that they often walk by without giving the tree a second thought. Now the tree becomes a living, breathing being to them! Very important, especially with our work at the parks.

Kindergarten
an example of one atelier group's learnings

P tries to catch the light he has discovered on the floor of the atelier. The children realize that the photographs they have taken around campus all have elements of light. The children discuss, name, and become more aware of and attuned to the light around them.

Investigation into catching light with materials...

H shows me how she can make the light in her composition move by carefully pouring the water.

Above, H tests the cd to see if the two lights will cross or layer. Will it still be see-through light, she asks?

Below W's surreal creation, he carefully captures the light by hanging the lid and keeping the bottom part on the ground to capture the stretched light on the ground.