Ruby Tuesday

Inquiry is sometimes synonymous with asking questions. We can, however, construct meaning, fueled by curiosity and driven by a questioning stance, but without the semantics of a question. Inquiries are often rooted in theories. The inquiry process allows theories to be constructed, re-constructed and deconstructed.  “The Hundred Languages of Children” offer useful gems about theory building: “We tend to build theory as a satisfactory explanation that can help us to understand the whys that are inside of us.” The authors unpack the notion of theory building: - A theory is more an idea.  - Sharing theories is a response to uncertainty - Theories must be pleasing and convincing  - They are useful and able to satisfy our intellect and aesthetic needs  - A theory is an expression of our point of view about things and about life - Therefore the child is a real researcher.  Earlier this month, Alfie Kohn spoke as part of the Free to Play Summit: “Kids make sense of the world by having a theor

This post is quite timely as I have continued to read and research about the pedagogy of listening, but I also happen to be reunited on holiday with one of the best listeners I know, so I was able to enhance my findings from media with an interview.  Continuing to find gems from "The Hundred Languages of Children", the authors explain why a pedagogy of listening is so important and unpack some key elements of what it really means to listen. They include: - Listening is a search for meaning - Listening with all of our senses - Listening should recognise the many languages, symbols and codes people use - Listening to ourselves encourages us to listen to others - Listening takes time - Listening is generated by curiosity, desire, doubt and uncertainty - Listening produces questions, not answers - Listening is emotion - Listening should welcome and be open to differences - Listening is an active verb - Listening is not easy. It requires a deep awareness and a suspension of our ju

I first grappled with and "got" concepts to some degree during a workshop led by Kathy Short in 2007. Before then, I managed to engage in surface-level conversations about big ideas and select a few key and related concepts for planning purposes. Kathy's stance on inquiry, coupled with the notion of inquiring into these big ideas called concepts, transformed the way I planned, taught and assessed, and most importantly, allowed students to think broadly and deeply, uncovering new possibilities every day.  It has been exciting to talk with Anne van Dam about the role of concepts in the early years to help children (and teachers!) think big... and go beyond the tip of the iceberg! In The Learner document, part of IB's From Principles into Practice, play is described in the PYP (Primary Years Programme). It states, "Play is highly adaptive, involves choice, promotes agency and provides rigorous opportunities to inquire into important concepts and personal interests.&

Last week, I was lucky enough to spend the day in Early Years in a public primary school in The Hague. Het Startpunt is the first Dutch-speaking IB World School offering the PYP. It was inspiring to be immersed in a dynamic learning space, observe and engage in dialogue about children and how they learn.  Here are a set of photographs I took on my visit (in the sequence I took them) and connections I made to some of the buzz words and big ideas in early education. It was insightful to see how theoretical underpinnings, beliefs and philosophy about young learners can play out in practice.  Engagement - Children were actively engaged all day long. They showed motivation and confidence in their choices and reacted with such excitement, energy and curiosity in spontaneous explorations and discoveries.  Outdoor space  - Outdoor space was a routine part of the children's day and was viewed as a learning space - not a special treat or reward! The space allowed children to be adventurous