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How did you document your children's learning for Term 4's inquiry project? Share a photo!

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How did you document your children's learning for Term 4's inquiry project? Share a photo!

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Some examples:
-Wonder wall, KWL chart, pictures, children's voices, children's drawings, display of concrete materials in class, provocation questions on the wall.

Answer these questions:
1. How did the documentation impact children's learning?
2. Did the children interact with the display?
3. Is there something you would have done differently?
4. Comment on a peer's sharing and discuss what you would like to try out.

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您如何记录孩子在第 4 学期探究项目中的学习情况？分享一张照片

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您如何记录孩子在第 4 学期探究项目中的学习情况？分享一张照片

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一些例子：
-主题墙，KWL图表，图片，幼儿的声音，幼儿画，课堂具体材料展示，主题墙上的提问。

回答这些问题：
1. 例子中的这些文档如何影响幼儿的学习？
2. 幼儿们是否与展示的文档互动？
3. 有什么你会你会更改的地方吗？
4. 评论同事的分享并讨论您想尝试的内容。

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1. I used the wonder wall to document children's learning on Watermelon.
2. I added a voting chart for the children to vote if they preferred yellow watermelon or red watermelon. The children would then be able to vote and change their mind whenever they wanted.
3. I would like to add a real watermelon on the board where the children would be able to clearly see the different parts of the watermelon and also learn the rotting process of the watermelon.

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1.主题墙清晰地记录了幼儿在光与影探索中

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1.主题墙清晰地记录了幼儿在光与影探索中的活动和过程，以及幼儿在理解之后的输出内容，比如，幼儿能够画出影子的方向与光源的方向相对。
2.幼儿很喜欢来到展示板前跟同伴们讨论展示板上的活动，分享自己和同伴在做活动时的感受和趣事。
3.光的探索板块，由于空间不够，我没有加入幼儿沙画的作品，下次做主题墙时会提前做好规划。其中一个活动原计划是用胶枪制作彩色影子的手工作品，在探索过程中，我发现幼儿对手影更感兴趣，于是把手工活动改成手影游戏和影子剧场，让幼儿发挥想象和创意，创编手影动作和影子剧场的故事。

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I put up the wonderwall and got children to document their interview with Zheng laoshi into the Keynote app.

1. How did the documentation impact children's learning?
It made them reflect on the answers and discussions that we had from the questions that they asked Zheng laoshi.
2. Did the children interact with the display?
They interacted with the keynote app by typing/drawing their questions and answers. They also pointed and talked about their photos on the wonderwall.
3. Is there something you would have done differently?
Perhaps engaging parents earlier with the show and tell and follow up on it.
4. Comment on a peer's sharing and discuss what you would like to try out.
I liked how Cindy tried out inventive spelling with the children!

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1.主题墙记录了幼儿的自己设计的房子，幼

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1.主题墙记录了幼儿的自己设计的房子，幼儿对建造的想法，幼儿们对建造材料的探究。幼儿们对世界名建造的认识。
2.幼儿们喜欢去欣赏同学们的作品。也都知道这个画是谁画的。

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1. How did the documentation impact children's learning?
Our wonder wall has the children's drawing of bananas. They traced the bananas so it has different sizes and children can always look behind, compare and share about the features of bananas.
2. Did the children interact with the display?
Yes. There are parts of the bananas displayed on the wall where they can see and make comparisons based on how they look from the first day that we put them on the wall.
3. Is there something you would have done differently?
I think I can make it more interactive. I can put pictures of parts of bananas which they can put together or a puzzle.
4. Comment on a peer's sharing and discuss what you would like to try out.
I like teacher Rene's wall. It has lots of children's work displayed. I will try to display more of children's work on my next wonder wall.

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1、在探究活动之前，先布置了主题墙，引起幼儿对探究活动的兴趣。
2、幼儿看到主题墙上的图片时，引起了极大的兴趣，在探究活动的过程中，当他们在探索香蕉树的时候，指着香蕉树的花、叶子等，进行了比较，而当他们回到课室时，会指着图片说，“我们找到了香蕉的花。”，有的幼儿又会说：”找到了小小，没有长大的香蕉。“，有的幼儿说：”我们学校的香蕉是绿色的。“，这时，就会有幼儿指着”香蕉的品种“图片说：”是这个弯弯形状的。“
3、更改的地方是，当幼儿在探索香蕉树的时候，需要给与更多的时间，进行更自主的探索。

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1)幼儿们看到换了墙面，他们会在休息时间，去看一下小学的图片，也会了解他们朋友的小学的名字，最后他们知道他们的朋友都在哪一所学校。关于钱币的图片，幼儿们会去看钱币的前面和后面分别是什么样子。
2）幼儿们上课讨论的事情，他们说出来并写到纸上，放到墙面的图片旁边，，幼儿们看到后，他们会了解这个图片的意思并会说出来。
3）如果版面可以根据幼儿们的兴趣，可以在探究的过程中更换，那就更好了。

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The children’s learning on the inquiry project of “Buildings” was documented via the Wonderwall.
1. Displaying the photos and drawings of the children gave them the opportunity to reflect on the past activities that they have personally done at their own time.It also gave them to the chance to see the work of their peers as the activities were conducted in small groups at each time.
2. The children definitely spent time looking at the Wonderwall throughout the day. I saw different interactions between children sharing about their own work with their peers. There was laughter when some spoke about what they did for a particular activity. It was also a good visual overview for children who might have missed a lesson due to their absence.
3. It would be nice to incorporate elements of technology such as displaying the QR codes of some videos such as the story or video that has been shown to the children during the different activities. This would enable them to learn how scan the QR code with the iPad and have a recap on what has been learnt.

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I also displayed the pictures of the buildings that were used in the different lessons so that children could continue to reflect on what they had been introduced to. It seemed effective as a parent shared during last week's PTC that he was surprised that his daughter could name the tallest building in the world.

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1. The wonderwall served as a talking point for the children as they looked at the wall and talked about the activities they have done such as the show and tell and the transfer of water activity.

2. Yes. They enjoyed looking at the information presented and touching the water cycle in a bag especially the squishy feeling it had when they squeezed it. When we talked about some new information that they learnt, some children mentioned that they learnt that when they did the research with their parents.

3. I could add another wall that showcased information pictures and children's artwork to extend their interest in looking at them.

4. I would like to integrate information picture cards (e.g. Teacher Deidere's display) for the next Inquiry Project as a second Wonderwall.

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1. 幼儿自制文具价格表，利用实物和钱币进行买卖游戏活动。每个幼儿的参与性、互动性都非常强，足够的不同文具和价格单，幼儿自主探索到从便宜到贵来进行比较和排列，促动了幼儿对物品价值的比较。真实的钱币，是幼儿享受和积极参与的主要因素。
2.放在白板旁边的小桌子上，让幼儿持续地继续游戏，真正地帮助了对钱币不熟悉的幼儿，幼儿的掌握程度让老师一目了然，对钱币掌握很好的林俊澄、叶睿晴、贾净涵等一直展现了足够的自信心在帮助部分幼儿，能力弱的幼儿有了明显的进步。
3. 可以让环创布置得更具有文具店的特色，让幼儿更享受到快乐。
4. 我喜欢Teacher Charmaine 让每个幼儿从家中带钱，在午餐和点心时间进行买饭的活动，幼儿有书面计算的记录过程。

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1 这是我和Tr Charmaine一起讨论实施的一个连续性的活动，就是让小朋友们买食物，让他们实际体验在食堂买食物，怎样还钱的实际经验。我们利用学校的午餐和点心时段摆摊儿卖食物。
2 之前我们让小朋友们自己设计午餐和点心的“菜单”，菜单上有食物的价格，他们在排队买食物的时候，要告诉老师他们要买什么，接着他们要自己准备从家里带来的钱，跟老师买食物。小朋友们每天都会学习到怎样买食物，多少钱。
3 这是我们让小朋友们临场体验生活，第一次是蒙着眼睛用餐，只有一天的时间，但这次是持续两个星期，每天都有机会实践。他们还要自己记录每餐花了多少钱。
4 从这个活动，我看到小朋友们的互相帮助，那些对钱掌握较强的小朋友会帮助较弱的小朋友算钱。可以延伸活动，带小朋友们到超市买东西，这样他们可以学习如何面对陌生人。

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To encourage children to start saving money, I  led them to use the Keynote app to record the following:
1) Take a picture of the Piggy Bank design they drew on the journal.
2) Write down how much they are going to save everyday.
3) Create a Self Recording on "I am going to save $___ everyday and I would like to buy ___ with the money".

The children were eager to participate as they got to record their own learning and they would remember their savings plan as well.

They then created their own piggy bank using empty plastic container (provided from home) and they began saving the money from the wallet they brought to school!

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1）这次的主题墙记录了小朋友跟老师一起探讨的KWL表格中的我已知道和我想知道的有关叶子的知识和问题。
2）不一样的叶子-主题版展示了幼儿在自然中发现的不同形状的叶子，幼儿自己选择了不同的叶子与同伴进行分享。
叶子的部位名称-幼儿自己选择自己喜欢的叶子然后画出来并为这些叶子标上不同位置的名称。
瓶中的叶子-幼儿和老师一起去找了很多不同的叶子然后用不同的叶子摆放在过塑纸中 然后制作成漂亮的瓶子树叶书签。
可食用的叶子-老师让幼儿观看阿姨用菠菜叶子制作菠菜馒头的全过程，并在茶点时间食用。
3）幼儿了解了秋天的叶子会变黄掉落，叶子的种类繁多，如果能有更多的树叶种类就更好了。

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The KWL chart was updated as and when during the project period. Children looked for their names and also tried to read by recalling what they said previously. I also used the A4 display stand to display some real light and shadow photos to let them wonder how shadows are formed and where natural light comes from.

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This A4 display stand was something they could look (flip to other photos) and talk about with their friends. They also used this when preparing for their artwork.

I really like how teachers make use of recycled materials as part of their display and would like to start doing for next project.

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At the start of the activity, the children recorded their questions on the wonder wall and we used it to guide the direction of our project. The children were observed to often visit the wonder wall to discuss about the what they see and discuss about their questions. At the end, the children pulled out their questions and then wrote down their answers or discoveries on the paper.
Encouraging parents to discuss with their children about primary school and asking questions.

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1.幼儿会去Wonder Wall复习所学内容。

2.Wonder Wall上有个西瓜籽数一数，幼儿常常去玩。

3.利用更多可回收材料制作Wonder Wall。

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At the start of the inquiry project, the children were invited to write down what they knew and what they wanted to learn about primary school. These responses were shown on the wonderwall along with pictures of their primary schools and the interview responses they did with K2 teachers.

Having their questions on the wonderwall allowed children to constantly review what they learnt throughout the inquiry project. The pictures of their primary schools also sparked discussions between children about who is in the same primary school as them and what they know about it.

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I created a wonderwall filled with children’s voices, questions and number chart of children interview with other children.

These documentation sparked different conversations amongst these children as started talking about the school they will be going to and who are the friends that will be there together with them. The children enjoy pointing to the different school and uniform that they see in the number chart. Something I would have done differently would be to add in more pictures of different parts of a primary school that the children can talk about.

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乌鸦喝水
在这个活动中，幼儿通过实验探索，了解瓶子里水位是否升高与投放材料和水位的高低有关。幼儿也能够初步掌握观察、比较、操作、记录等基本实验方法，体验合作学习交流的乐趣。幼儿能够学习小乌鸦遇到困难不放弃，积极动脑解决问题的良好品质。在生活中培养孩子不怕困难积极解决问题的能力。

激发幼儿探究兴趣，体验探究过程，发展初步的探究和解决问题的能力是幼儿科学学习的核心。我以小乌鸦手偶形象引出活动，并以此情境贯穿整个活动，激发了幼儿的兴趣和探索欲望。通过提出问题引发幼儿猜想、由观察到思考、再到自由选择材料、自主实验操作这样一个逐渐深入，逐渐递进的过程，在宽松的氛围中完成了教学目标。

在材料投放方面，我根据目标以及幼儿年龄特点和发展水平，有意识地投放具有生活性，操作性，趣味性的材料，并在活动前对全部材料进行了清洗和消毒。材料充分发挥了隐性的教育作用，让幼儿达到探究的目标。

活动中还存在一些不足：如何科学合理的利用语言与孩子们交流，使幼儿更清楚明了实验要求，是我需要认真学习和研究的方向！在今后的教学活动中，我会进一步提升随机应变能力，处理科学活动中突发情况，激发幼儿爱科学的情感，培养理性、严谨的科学精神，让幼儿真正感受到科学的意义。

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1)在填写调查表的时候,小朋友学习主动与其他同学进行积极沟通沟通。比如:请问你会去哪一所小学?你可以在姓名这一栏写上你的姓名吗?调查活动结束后，小朋友都展示并分享他们的调查结果,并让幼儿学习通过观察与比较,找出自己的调查表跟其他小朋友相比较,哪里不一样？
2)小朋友都能找到自己即将去小学的名称,知道还有谁与自己是同一所小学,并统计和记录同一所小学的总人数。小朋友对这次的调查活动很感兴趣。
3)将调查表延伸到其他的班级,调查谁与我上同一所小学。

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我的探究课程主题是《鱼》，展示板上展示了各种鱼，及鱼的生活环境及鱼身体各部位的名称及幼儿的美工作品。幼儿通过展示板可以学习，复习探索的知识，对鱼有更深入的认知。
幼儿会看到展示板的内容，去分享，讨论，诜出＂这是小丑鱼，＂金鱼在鱼缸里游来游去。＂等。＂我知道这是鱼鳍，我的名字也是妤琦，－样的。＂老师也告诉幼儿，它的读音和妤琦名字的读音一样，但是字和意义是不同的。孩子也可以把展示板中的鱼图片和身体部位的名称字卡拿下来，进行操作，幼儿和展示板互动。幼儿也对展示板中的美工作品进行讲述和欣赏。这次的展示板采用了操作性的，让幼儿与静物互动，让展示板变成游戏，幼儿在操作中学习。

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I discussed with the children what they would like to know about fishes. Their responses were recorded on the whiteboard. As I recorded, the children were excited to have their questions writen on the board. After most children have given their responses, I read all of them and gave the children time to think of more questions to ask. The responses were later recorded in the KWL chart.

Writing on the whiteboard allowed the children to see the words in bigger prints. They could recognise their names and would ask for me to write down their questions on the board if their names were not on the board yet. I would write the responses on a mahjong paper next time so that I do not have to write two times.