Ending Reflection

Reflection:

• Explain how these learning experiences illustrate your general approach to helping children acquire scientific ways of thinking, observing the world, and communicating.

I found that my questioning techniques were very challenged as a teacher. I really had to make sure that I did not interfere with the learning process. That was really hard for me. My main role became one facilitator by helping the children work together and providing resources as needed. The children learned much more from trial and error than they would have if I had told them what to do. Even if they forgot exactly what we had done the day before or if the circumstances changed slightly (the change in space, limited materials, limited time), the children still made discoveries each day that were fantastic. This would not have happened if I had set firm guidelines for them and only given them one or two days to work. 

• Describe how you stimulated children’ thinking and learning during the experiment. Include specific questions that were used to facilitate children’s thinking.

I presented "challenges" to the children as I saw they needed a little guidance. The first was simply "Can you make the marble move?" I realized asking them to make a curve was too much for so soon. They needed more time too try new ideas and not be limited to specific tasks. in allowing them more freedom in exploring the objects, they discovered much more than they would have if I had told them what to do or even shown them an example. They were much more invested in the process and would ask for a new "challenge".  

• Describe how you responded to children’s questions and experimentation throughout the process. Are you satisfied with your interactions with and responses to children?

There were no right or wrong answers to anything. They simply "played" and made discoveries. At first the children looked to me to tell them what to do. and I had to refrain form trying to guide or coax them into trying things. The children eventually became comfortable with playing and soon were asking me questions. They also asked each other questions such as "what if we try this?" Another common question was "I wonder if we can ...?" This type of cooperative play gave opportunities for experimentation and trying new ways without fear of making a mistake. Each day was met with a positive "can do" attitude and "let's try and see what happens" approach to learning. I was very satisfied with the interactions in the end. I must admit it was very difficult in the beginning and I had to refrain from showing them ideas and making suggestions. I simply observed and provided guidance in working together and communication. Helping the children effectively communicate with one another was a huge part of this learning experience. 

• Describe how you would change or enhance this experiment if you were to do it again.

If I could do this again, ideally I would have a space where the students could keep the structure set up each day. I would have more short pieces and more blocks available. We could not use tape because the supplies had to be taken down each day and taken with me. There was no way we could tape the structure and then take it apart with the limited amount of time. I think a group of four children is the perfect size to try this activity. If doing this with a while class, I think it would work best to have groups of 4 or 5 in a large room where they could have their own workspace.

• Describe to what extent the learning goals for this experiment were met.

• Learning Goals:

• To observe students interacting with objects.

• To observe children constructing logico-mathematical knowledge

• To develop questions that stimulate children's thinking

• To determine how I can best serve as a facilitator to learning through this activity

The learning goals were met in this activity. Although it was difficult let to simply observe and not give direction, I found that the students learned much more than they would have if I had given explicit instruction. Allowing time for this learning to take place is critical. it is not a "quickly teach the concept and move on" activity. With careful observation and documentation (through pictures and anecdotal records), I was able to determine when learning had taken place. this could be easily missed if one were not specifically looking at how the children learned through play. By acting on the objects (ramps), the students learned many logico-mathematical concepts through relationships. 

By connecting the ramp activities with prior knowledge or schema, the students were able to test ideas, make connections, and learn based solely on their own 'play" with the ramps. this knowledge is constructed inside the children's brain based not heir own interactions with the objects. Although we did not discuss terms such as incline, angles, momentum, force, motion, or kinetic energy, the children explored all of these concepts. They connected to prior knowledge in talking about amusement park rides, motorcycles, skateboards, balls, ramps, and slides. 

As a teacher, I learned many lessons about my own interactions with students in learning activities. I learned how to better form questions that encouraged children to think and problem solve. I also realized the importance of communication and cooperation in  learning activities. Additionally, as a teacher I had to refrain from pushing children to participate when they were not invested in the activity. Many times, a student may not have been ready to be with the group, but played on their own testing ideas. I found that allowing this minimized frustration with that individual child in the moment and with the group as a whole. My role in allowing this as a facilitator was a critical part that developed as the activity continued each day. 

• Describe the questions of issues about this kind of teaching or the children with whom you worked that arose throughout the experimentation process. 

It was very difficult for me not to step in and give instructions. It also was very free in the sense that the learning was child centered. By providing the materials and presenting challenges, the students were free to explore the materials and learn by doing. as a kindergarten teacher, I have taught a Ramps and Pathways unit many times. This was by far the best experience for the students than the more structured activities I have done in the past. The challenges lie in documentation and meeting the COS objectives. Our ramps and pathways unit was very involved and had required activities that all teachers were required to complete with the students. The time was limited and the goals were very directed. By allowing time to play and explore, the students learned so much more and the learning was meaningful. 

• Name any ideas you have for future investigations with young children that fit the criteria for an activity which fosters logic-mathematical knowledge. 

The children were very interested in simply building with the blocks. Giving them opportunities to build and play with blocks would be a good activity to do prior to the ramps and pathways activity. Other games could be used to help students develop strategies and promote problem solving. Defending the Early Years  has many activities designed by Dr. Kamii that promote logico-mathematical knowledge.