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A class of kindergarteners decided to create their own numbers in the Atelier. The children were given the opportunity to design their number with any material they wished. Many of the numbers they were working with had curves and / or sharp corners. The project also provided a provocation that allowed the children to explore number values.
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learning our numbers through creativity and ownership
A class of kindergarteners decided to create their own numbers in the Atelier. The children were given the opportunity to design their number with any material they wished. Many of the numbers they were working with had curves and / or sharp corners. The project also provided a provocation that allowed the children to explore number values.
A class of kindergarteners decided to create their own numbers in the Atelier. The children were given the opportunity to design their number with any material they wished. Many of the numbers they were working with had curves and / or sharp corners. The project also provided a provocation that allowed the children to explore number values.
The concept of this project developed after a few children were
discussing the need to hang numbers in our classroom. An existing project focusing on the alphabet that was completed by children a few years ago was the inspiration for their work. During that time the children created the entire alphabet out of natural driftwood and wire and then hung each letter on our walls. Our current class decided they would borrow this idea but change the materials they would use to create the numbers. They also discussed different ways to build each number and asked questions like: How are all of us going to make one number together?, Can we make our own number? and What materials can we use? We discussed all of their questions as a group and they ultimately decided that they would each create their own number. Before deciding who would design what number, we counted how many of us there were in the class. After counting twenty-one children they each had the opportunity to choose a number. After these decisions were made they wasted no time and got straight to work with the many materials available in the Atelier. Teacher Reflection Number Recognition Not only did this project introduce the children to the larger concept of numbers, but it also provided a provocation that allowed them to explore number values through counting, adding, and subtracting. Because they were given the opportunity to design their given number with any material they wished, they had to carefully count out how many of each piece they needed to outline their number. If they had too many or too few pieces I would then ask them how many pieces needed to be added or taken away in order for their number to be properly covered.
Trial and Error/Experimenting with Shapes
Using the various materials to design their number also lead to a few road blocks. Because many of the numbers they were working with had curves and/or sharp corners the children found it somewhat difficult to manipulate materials to fit those peculiar lines. Jasmin in particular wanted to use a golden shaped wing as one piece to the curve in her number six but found that that material shape did not fit the shape/curve of the six. Because of her desire to use that particular material she tried placing it on other parts of the number six, eventually deciding that it fit at the top where the line was straighter. We experimented with several different materials of various sizes and shapes, which also gave the children the opportunity to experiment through trial and error - What works and what doesnt? What are the differences between different shaped lines? Ownership and Accountability Allowing the children to choose the number they designed really exemplified their connection to their work. Instead of simply assigning them a number, we gave them the opportunity to take ownership of a small piece to a larger puzzle. Not only were the children engaged in their work, but they enjoyed learning because they were the decision makers. Besides being responsible for designing their individual number they also knew they were working as a team with their peers. They knew that they were accountable for their work and if they didnt complete their part there would be a gap in our number line. With this in mind the children practiced encouragement and focused on both personal perseverance and teamwork.