 Knowledge Building in FDK M. Panju and D. Booysen December 2014/January 2015

The provocations  We were talking about places that students came from, and the teacher brought in a globe to show students what our Earth looks like.  At the same time, students were exploring Google Earth on the iPads and asking teachers to write down places/countries they have visited or where they (or their parents) were born.

Parent Engagement  Students had presentations entitled, “All About Me” and discussed their unique cultures, holidays and food. These were done during the month of December, and parents were invited to be a part of celebrations.  Each student explored the country of their heritage on Google Earth in front of the class.  We culminated with a multicultural food feast just before the holiday break.

KB circle

Intentional Language My theory is… I wonder… I would like to add to.. I want to build upon his/her theory I know… I learned… I have a different idea... These are the scaffolds we use when discussing ideas in our Knowledge Building Circles. They help students articulate their thinking and strengthen oral language abilities.

KWL Chart Idea Diversity

A Misconception! The earth is divided into two parts. One part is hot and one part is cold. Students thought the South Pole would be hot because it was farther down south.

Knowledge Building Discourse  “Knowledge Building Discourse serves to identify shared problems and gaps in understanding and to advance the understanding beyond the level of the most knowledgeable individual.” (Scardamalia, p.11, Natural Curiosity)  Student directed discussions  THEY wanted to learn more and explore THEIR ideas further.  Teacher as facilitator  Does not know all the answers. Asks questions to deepen understanding. Models/encourages students to make connections to each other’s ideas.

Let’s find out! Constructive Use of Authoritative Sources  Students worked in small groups to research questions. We used: books, iPads, videos and experts (teacher librarian!)

The findings The South Pole is in a place called Antarctica Antarctica is a continent. It is a desert. It is very cold. The coldest place on Earth. Our ideas have changed! The South Pole IS NOT the hottest place in the world.

We want to learn more  What lives in Antarctica?  We made a list of animals, then watched a short BBC documentary and revised our list.  We learned that people do not live there as it is too cold, but researchers will live there for short periods of time.

Changing our ‘Play Area’ We created an Antarctica environment in our aquarium.

More Research

Increasing Content Knowledge

Embedding into writing

More Writing

March of the Penguins  We are watching the documentary, “March of the Penguins” and unpacking it like a non-fiction text.

What you may hear in class:  “Penguins camouflage themselves so the predators don’t eat them.”  “Their habitat is cold and icy. They have harsh winters.”  “Penguins are plump. That means fat! And the fathers cradle the egg so gently so it doesn’t break.”  “Regurgitate is like vomit. That’s how mothers feed their babies. They like to eat krill. It’s like shrimp. “  “Penguins have a long destination to march. They are very strong.”  “Female penguins shuffle along to protect their babies.”  “Males and females shuttle back and forth to the ocean for food.”  “Antarctica is too cold for us to live there.”

More wonders emerge..  I wonder why the penguins can have babies when they are only 5 years old. Isn’t that like a kid’s age? After learning that penguins begin the march to the nesting ground when they are 5 years old.  How do the baby penguins know where to go home? After learning about young penguins diving into the ocean for the first time, to go to their homes. Their mother and father left a while back.  How do baby penguins know who the predators are in the ocean?  Do you think it is hotter near the equator area of the world? Would penguins like to go there?

Assessment What is the student’s level of critical thinking? What has the student understood so far? Anecdotal records for each student Record of what they are saying during KB circles and in small groups

Analyzing Student Questions Content of QuestionQuality of Question What does this question tell me about this student’s interests and curiosity? Is this question fact-based in nature? What does this question reveal in terms of gaps in this student’s content knowledge? Does this question represent the student’s ability to make connections among ideas? What evidence of existing content knowledge does this student’s question reveal? Does this student tend to ask questions that are fact-based, higher- order in nature, or a combination? Does this question build on recently learned information or experiences, thereby revealing a consolidation of learning? Has this student shown growth in the kind of questions that he or she asks? Adapted from Natural Curiosity Manual page 23

FDK Program Expectations LANGUAGE BIG IDEA : Children are effective communicators

Specific Expectations  1.2  listen and respond to others for a variety of purposes  1.5  use language in various contexts to connect new experiences with what they already know  1.6  use language to talk about their thinking, to reflect, and to solve problems  1.7  use specialized vocabulary for a variety of purposes  1.8  ask questions for a variety of purposes

Where we are headed..  The students have made connections between the documentary, “March of the Penguins,” and the animated movie, “Happy Feet.”  We will watch the movie and unpack it in small increments. We will explore the location and number of penguins around the world.  This will lead us to explore how penguins are endangered animals.  We will be continue to build our knowledge around endangered animals, the causes and how we can be a part of the solution.  Who knows where this will takes us?!