I know the topic of inquiry will continue to come up in my reflections on this blog and I can't wait to learn more through sharing my journey.
After visiting the classroom of an amazing Grade 2/3 teacher at our school, the kindergartens could not stop talking about what they observed. This class had created their own Caine's Arcade (youtube it if you haven't seen it - it's remarkable) and completely inspired the kinders. It became evident that this was going to be an inquiry for us. But we knew we would need an idea that would be different enough that it would inspire creativity and imagination instead of replication.
We decided we would create a cardboard village. We began by reading The Box, brainstorming, drawing blueprints, sharing our ideas, and grouping according to similar interests around building. We used measuring when we determined which boxes would suit which group's designs. We incorporated science to build sturdy structures, problem solve, predict, and adapt designs. We read and we wrote and we talked. But, most importantly, we collaborated. The relationship that was being built around this inquiry was palpable. It was engaging. It was inspiring.
Flash forward to now - eight weeks since we began this inquiry! In that span of time we have added a splash of colour to our village. We generated ideas for names of our village by writing various options and we graphed the choices and Madagascar was born. We have investiaged and added signs, addresses, security features, televisions, artwork, fridges, playgrounds, maps, and maiboxes. I have seen more writing within these eight weeks than I ever could have hoped - and, boy, is it authentic. We have measured, counted, and graphed. We have had to be persistent in solving structural, creative, and interpersonal problems and these skills have spilled over into all areas in the classroom.
As a co-constructor in this project, a few things stand out to me. The first is how often the project of Madagascar is on my mind. I think about it while driving, during recess, and just before I fall asleep. And I know the children are doing the same as they have made and brought in various items created at home. The students and I are equally inspired and engaged and I feel as though I know each one of them far better than I could have imagined.
Of course, I'm also excited about how much of the curriculum we have embedded in the project - a project that they have chosen and designed. It has been woven in so easily and I also have opened my document more regularly during this project to think about where we may be moving toward. And after eight weeks, we are still continuing to discover new things to explore in the village!
I won't even bother to get into the richness of the documentation now - we'll save that for another post! But there are two comments that I will forever remember. I asked one student curiously what he liked best about Madagascar thinking he would talk about decorating, or playing but, of course, I should know by now that one can never predict the brilliance of a child. He said "I just like all of us working together". (I tried to compose myself so as not to scare him with tears!!) As I stood on the second day surrounded in cardboard, balled up tape and markers missing lids, one student looked around and said breathlessly: "Wow...our cardboard village is going to be so beautiful". And, indeed, it is. Magnificent, actually. A project that has transformed my teaching, transformed our kinder family, and will be forever imprinted on my heart.
