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EY- Group 1 Learner agency: Connect-Extend-Challenge

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We created an AI image on Imagine.art starting with this prompt inspired by Kath Murdoch's "What is an Inquiry teacher?" interview. Kath Murdoch: What does it mean to be an inquiry teacher?

Persistent image is bc of poor interactions of inquiry- know how to sit and craefully scaffold

worksheets abdicating responsibiity

Ask more than they tell- through right kinds of questions

See the student as compentent, capable, partner in learning

See the light in each child- what keeps them intrigued and interested

move with students’ interests to come into curriculum

prepared to share the journey and say “i don’t know- i wonder”

work off interests and questions to take the child further

listen and observe and respond what students reveal

Great designers

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Bel Sherrill, Chris Welton, Mariane Maia, Angela Panesi. 

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Bel Sherrill, Chris Welton, Mariane Maia, Angela Panesi. 

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"What is an Inquiry Teacher?" An inquiry teacher is a partner in learning, not a hands off teacher but one that sits with the students and can move with the students interest and move within the curriculum with strong strategies and approaches. Inquiry teachers are prepared for their journeys with the students and to say “I don't know” and to find the answer together; they are alongside the students, they listen, they observe and learn from what the students have to say.

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Rafaela, Isabela, Ligia, Marcia and Camila.

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Rafaela, Isabela, Ligia, Marcia and Camila.

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Best Team Ever- Monica, Chris, Gabix2, Weston

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Best Team Ever- Monica, Chris, Gabix2, Weston

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Compass points - Bel, Mariane, Angela and Chris Welton

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During Conflict

Recognizing emotions

Listen to others ideas

Explaining perspectives

Making suggestions or taking part in a decision

Learner Profiles:

Caring

Principled

Communicators

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Bel Sherrill. Example of Expressing Feelings to a collegue

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Bel Sherrill. Example of Expressing Feelings to a collegue

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LP: Communicators. Example: Students started to express their feelings to other in a more clear and verbal way whenever a friend would make then unhappy, by saying what the friend had done that had made them unhappy, rather than just screaming "STOP!".

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Pre-K Action UOI 1: Who We Are 2023

Doing: Have you DONE something? Given? Helped? Picked up? Turned off?

Helping self or others- caring and balanced:

Fernando: Week 6 started helping friends and reinforced classroom expectations to assist teachers

Changing behavior: Knowledgeable and principled- showing respect for learning spaces

Antonia:  Week 7- placed caps on all glue sticks (conserving resources)

Raphael: helps Jesus put his rest mat away daily

Julia H. - Week 5 - Started to separate cups and spoons at the snack table to help other friends and remind them to use hand sanitizer.

Asa - Week 2  - Helps sweep the classroom to keep it clean even though it is not his job for the day.

Maria Antonia: Often approaches friends to offer to help them finish activities.

Pedro O. W3- Started to walk in the classroom

Maya W3- helped to clean up the books

Igor - W3- started to sweep the floor to keep it clean

Daniel- W4- looked for the solution wheel to remember the strategies and said stop to his freind who was bothering him

Eduardo W4- said stop I don´t like it to a friend during playground time

Teresa W6 - helped a friend who accidentally let the crayons fell on the floor.

Thinking: Have you THOUGHT differently? Reflected? Changed your mind? Wondered? Inquired?

Jasper - Week 6 - “Walking away is not always a good option because I don’t wanna miss circle time.”

Daniel: W6 I thought Pedro was mad at me, but then he called me to play.!

Maya W6 I thought on what Teresa said and I see she was right. I said sorry to her.

Joaquim W7 Look Ms.  I changed my mind and shared the lego with Igor.

Teresa W5 I wondered if Maya liked the same snack I do, so I asked her.

Patrick W5 I asked about what Teresa´s favorite color was because I want to make her on my book.

Jasper  - Week 5  - Checks Helping Hands chart to support friends being responsible.

Pedro- W6- keeping track of the schedule chart to tell his friend when it was time to go to PE

Isabela: Used critical thinking skills to consider solutions to No, David scenarios.

Antonia: Put arms around friends on playground when they were upset.

Maya - Week 5  - Invites friends to dance after naptime to help them wake up.

Betina- W7 - Ms. Cecilia I am happy because Eduardo shared his snack with me.

Teresa -W7-  helped her friend Isabela when she felt in the classroom.

Igor- W6 - He was worried because his friend Joaquim was not coming to school and he missed him.

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Greeting (Good morning/afternoon, thank you) the cleaning staff when they enter the classroom to clean it

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A student asked for a few classes to play a new game that she learned out of school. After a few classes, she explained to the teacher and the students how the game works. The consequences were very positive. The learner profiles connected were: Communicator and risk-taker.

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Expressing ideas and opinions (Communicator) - A student that came from Norway was expressing his frustration and anger by hitting and throwing things at others. During the first unit "Who We Are", we talked about feelings and vocabulary to express those feelings. After that, we could see that this students was using words such as "angry" and "sad" to communicate his emotions with teachers, modifying his behavior.

Paola and Chris.

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Helping self or others

Caring

The dynamics of students changing reading books goes beyond a simple literary transaction; It is a collaborative and enriching gesture that strengthens the academic community. Students actively engage, helping each other organize and transport boxes of books, and enthusiastically share reading recommendations for both individual study and pair discussions. This practice not only facilitates access to new materials, but also encourages the sharing of knowledge and the construction of meaningful interpersonal relationships.

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Pre-K A UOI 2: How We Express Ourselves Action

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Pre-K A UOI 2: How We Express Ourselves Action

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Pre-K A:

Week 1: Isabela: I made a snake! (out of connecting manipulatives)

Week 1: Nicholas used a math manipulative to pretend he was a construction worker fixing the door. Lucca joined in and brought a “hose” (connecting links)

Week 3: Victoria drew all the animals from brown bear brown bear.

Week 3: Antonia created stick puppets out of math manipulatives and popsicle sticks.

Week 3: Raphael and Jesus started reenacting the silhouette puppet show using their friends´s puppets.

Week 5: Victoria made a mask during Rest Time.

Week 5: Nicholas cleaned up the ice cream shop without being asked.

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Helping others - A Pre-K student made a new friend feel that he belonged by showing materials around the classroom and explaining classroom agreements and routines. LP: Caring

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Isabella, Angela and Christina

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Podcast - Language Matters: Building a Positive Culture in Learning

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Podcast - Language Matters: Building a Positive Culture in Learning

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Positive Language Learning, by Christina, Isabel, Rafaela and Isabella

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Positive Language Learning, by Christina, Isabel, Rafaela and Isabella

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Video 1

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Video 2

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Video 3

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Local and global contexts involve engaging with diverse surroundings, embracing global perspectives, and taking responsibility to create positive change, guided by principles of inclusion, open-mindedness, and leaving places better than found.

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Carol C., Chris Faia, Paola, and Tracy

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Kirstin, Cecilia, Isabela and Angela Panesi

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Kirstin, Cecilia, Isabela and Angela Panesi

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Kirstin, Angela Panesi, Cecilia, Isabela and Márcia V.

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Kirstin, Angela Panesi, Cecilia, Isabela and Márcia V.

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International mindedness means being kind to people from different places and understanding how they feel. It's like being a superhero who can make friends with anyone, no matter where they're from. You can do things to help others and you're okay with things being different. You can change and see things in different ways because you're open to new ideas."

Weston, Royter, Gabi Medeiros