Our first book as part of the "What can you see? How can you help" collaborative inquiry project has now been posted on our shared blog: 

http://whatcanyouseehowcanyouhelp.blogspot.ca/2014/11/what-can-you-see-fall-2014.html

Our class had a lot of fun walking around the edges of our new school yard and capturing all the wonderful things that we saw that help make up our school community. As part of the collaborative project this year, unlike the previous year, is that we've extended the project to include ways our students can help make a difference in our classroom, school, community and world! 

Since September, our class has been working hard at being the best "bucket fillers" they can be by saying and doing nice things to their peers and teachers within the school each and everyday. This continues to be a large focus for us and we look forward to helping others in different ways and learning about how other people help us. 

Here is our "What can you see?" video that captures the fall changes in 2014 we observed! We welcome any comments, questions and connections on our collaborative blog to extend our discussion in the classroom! 

#WCYseehelp

"Don't Get the Red Dot!"

At this point in the school year, I always love introducing math games as part of our comprehensive math program in our classroom! Respecting the fact that developing a classroom community takes time, patience, routine-building and established expectations, I wanted to share one of my favourite math games from last year that was a student "favourite" and one that promoted strong skills when acquiring early number concepts!

We have yet to introduce this math game to our students in our classroom this year, but look forward to seeing them build upon their numeracy skills and acquire new strategies for being the incredible mathematicians that they are in the coming weeks.  

The title itself says it all: "Don't get the RED dot!"

Purpose: 
For students to build upon their subitizing (the ability to recognize the number of objects at a glance, without having to count all the objects), one-to-one correspondence (each object being counted must be given one count and only one count. The number word spoken and the object counted must match up), and hierarchical inclusion (numbers build by exactly one each time and nest within each other by this amount. This relationship means that the child mentally includes one in two, two in three, three in four, and so on) skills as early mathematicians in a fun and engaging way!

Materials:
- Each student is given a ten-frame board to play on. Counters can include any type of open-ended material/loose part (e.g. corks, coloured counters, marker caps, gems, etc). 
- Create number cards 1-10 and dot cards also 1-10 on blank playing cards
- Include one card with a red dot

 How to play:
- Each player takes a turn picking a card, naming the number (e.g. by recognizing the numeral and/or counting the dots) and then everyone showing what that number looks like on their ten-frame board
- Continue taking turns and showing each number on students'  ten-frame boards until someone picks the red dot card! This means the game is over! The object of the game is to not get the red dot! 

Encourage students to compose and decompose numbers to 10 by adding and taking away counters as the numbers change.

Here is one of our previous SK students explaining how the game works with a few twists:

This is an incredibly fun game and one that capitalizes on students' prior knowledge around numbers and build upon their understanding of those important early number concepts! 

Enjoy and remember...don't get the red dot!!

Here is an incredible reference sheet that explains the Early Number Concepts created by the York Region District School Board. I refer to this chart daily:

Early Number Concepts YRDSB by jocelynschmidt

New School Year, New Chapter of Learning

I'm so excited to be back to blogging after taking a break this summer! From getting married to sharing my practice as a co-instructor at York Region District School Board's "Great Beginnings" week long workshop for teachers and first ever Designated Early Childhood Educator workshop with my lovely friend, Heidi Theis, I wanted to share a more personal post to kick off this new school year since I've spent a lot of time reflecting and getting ready for all the exciting new beginnings. Over the past two weeks, I think it's safe to say that many emotions have come into play when adjusting to this new chapter along my own learning journey:

Before: Part 1

Nervous. Excited. Overwhelmed. Inspired. Anxious. Happy. Confused. Energetic. Frazzled. Open-minded ... 

(to name a few). 

Before: Part 2

I have found myself connecting these varied emotions to my own personal goals as a professional this year and in particular, in relation to this exciting new road I've embarked on as one of the new Full Day Kindergarten teachers at a brand new school, Robert Munsch Public School. 

After!

Coupling my nervousness with the reminder to stay open and reflective in my practice is something that I want to keep at the forefront of my work this year in particular for many reasons. To shed a brief light as to why, a new school means completely new students to which I have had no previous relationship with (yet!). Having always been used to our Junior Kindergarten students becoming our leaders once they enter Senior Kindergarten, this has been my first exciting challenge thus far since I've reminded myself many times to slow down and truly get to know them as individuals, their interests, previous knowledge and experiences and diverse abilities. Moreover, a new staff, new environment, new community and new routines has all-in-all been a tad overwhelming but at the same time, incredibly inspiring and full of excitement. That being said, over these past two weeks I've continued to remind myself that flexibility, transparency, openness, and reflective practice is key to my success and that of my students this year as we grow and learn together. With every new challenge that arises, I look truly forward to tackling it head on and with a growth mindset, since I believe this mentality to imperative when setting myself and students up for success. 

This year, I look forward to all the collaborative opportunities, networking, dialogue and support from my colleagues (both in person and online) and in particular, the ongoing dialogue with Heidi as we both continue to transform our practice as part of our new chapters. My feelings of excitement, inspiration, happiness and energy derive from the foundation Heidi and I built over the past three years spent together in our FDK classroom. While we are no longer together in the same space or school, our relationship continues to blossom in many new ways, shapes and forms outside the walls of our classroom. I am truly so fortunate to call her such an incredible friend and inspiring professional since I feel that it is because of our experiences together, that I can begin this new chapter with confidence, take new risks and always reach for the stars!

Our whole group meeting area:
- Morning & End of the Day meetings
- Math Congress
- Mini Lessons

Dramatic Play Area
- currently set up for a kitchen

Cubby Area and Art Gallery

Open Area
- different writing tools
- mirrors will be secured on the back of the shelf

To that point, I called on Heidi to come and assist me and my new partner Ashley Vieira, when setting up our new classroom environment at the end of August. After much reflection, dialogue and several room configurations later, the vision and beliefs that support my teaching philosophy took shape in this new space and we felt confident in the "second home" we had designed for our new students. We ensured that the space was set-up to invite curiosity, encourage risk-taking and promotes the idea of having the space act as the "third teacher" in the room. 

Building and Construction Area
- open-ended building materials
- clipboards / pencils

Discovery and Exploration Area- natural and found materials
- collected artifacts

Self-Moderated Snack Area

Reading Corner / Quiet Area

Discovery and Exploration Area
- open-ended materials
- loose parts

After seeing many other inspiring educators blog and post beautiful pictures of their classroom set-ups and designs, I wanted to share a similar post but also shed light on the reflections and dialogue behind it. 

Open-Ended Materials
- for Math Exploration, Free Exploration

Over the last two weeks, Ashley and I have witnessed firsthand the power of letting our students help make the space their own and make their "mark" in many different ways around the room. We couldn't feel more excited to see how the space has already sparked their creativity and wonder, and we know that upon our daily conversations, new transformations will continue to take shape as part of this wonderful new beginning!