Written by Amy Laura Dombro
Sponsored by: BAEYC Old Colony Chapter and Bridgewater State University
Facilitated by: Dr. Greg Nelson and Dr. Sue Eliason
PI's as a New Version of Teaching
What is teaching?Are powerful interactions tools for
individualizing planned instruction and taking advantage of teachable moments? How
do we use powerful interactions to shift from thinking of children as beings to
be taught to thinking of them as knowledge generators?
"you also stretch the child's thinking and knowledge - all in a way that is just right for that child." This statement is from the book and I feel makes the case for Powerful Interactions to extend learning. Once you have a connection with a child, you can extend your time with them to add teachable moments. You can make this appropriate just for the one child you are with. Taking note of what interests them and then extending that to science, counting, noting colors etc.. Our job is to teach in a way appropriate for the age and individual child. What works for one may not work for another. Using powerful interactions lets us tailor our approach to help them learn.
Teaching mixed age groups I think a lot of our teaching moments are done through powerful interactions. Anytime a child tells me I can't its an opprrnunity to say lets think about this. Weather its teaching an acidemic skill such a writting their name of figuring out how to solve a social problem. One of the tools we use I our classroom is our problem solving board. The top of the board says stop think try. When incountering a problem the children are incouraged to go to the board. There a several examples on the board on how to solve a problem such as,say please stop, wait and take turns, ignore, trade, the last one is get a teacher. Children as young a three work together to solve problems if they cant figure it out then they use the get a teacher option and I help them work it out. This is a powerful interacting tool because of the pride they get when they work things out themselves.the. children learn to stop and think about problems so they can figure it out and they learn to use these skills on any type of problem both social and acidemic.
I love your idea of a Problem Solving Board, I don't know how many times a day I say, wait for your turn etc. I am going to implement this idea - maybe with pictures or drawings along with the words. Thanks!
We have a mixed age group as well and I believe that within that dynamic, many powerful interactions can take place! In our classroom, when there is a problem instead of trying to help the children solve it immediately, I will ask them how they think we could find a solution. If they cannot come up with one, I might ask another child (maybe an older one) to join in and see if they have any ideas that could help and if they could help find a way to solve the problem. Many times, the older children model for the younger children and with this, we witness powerful interactions between older and younger and then that modeling is continued. I believe there are times when children learn more willingly from each other than they do from us.
We have a similar system for conflict resolution. When there is a problem the teacher and the children involved follow steps to resolve it. The teacher asks each child to state what the problem is and repeats what the child says. This goes back and forth and then the teacher asks each child for a solution to the problem. Sometimes it can take a while for this process to come to fruition. As the year progresses it is very satisfying to see children modeling the conflict resolution steps themselves and resolving their conflicts to their satisfaction.
Heather I really love the problem solving board idea. I have read about peace tables where kids can go talk to work out a problem but the board seems to offer prompts especially for the little ones to get the kids started off in the right direction. We had a morning recently that started off on the wrong foot with kids squabbling and this would have worked really well. One thing that I also found helpful especially for mixed age groups is to pair a little with with a bigger one. I would tell the older child that they got to be a friendship teacher for the morning and would have a buddy. It was really amazing that they were in tune to the needs and feeling of the little guys. They were able to help them work out solutions to problems and were really proud of themselves and then I gave them a Friendship badge. I remember in school that we had peer helpers and that it made a more significant powerful impact coming from a peer.
Teaching! It is an action word, a verb. It is doing something that someone or something learns from. It is not a worksheet as that is a noun. It is powerful interacting, communicating, using your senses, laughing and any other verb that expressed how one learns. We have to scaffold them and know that they learn more off of themselves and others then they will ever learn off us and guide their learning based on their individualized and intrinsic motivations. We do not all learn the same so we cannot be all taught in the same way. Differentiation applies to all of us. So let's act now and teach and do and be the verb that teaching is supposed to be. Sometimes I think I have learned more from my students then they will ever learn from me.
A recent one on one "teachable moment" at my preschool was when I encountered a child building a tower out of blocks. The tower kept falling everytime the little girl built it. I sat with her and watched her rebuild two more times. I mentioned to her that the base of her tower was a very small block, and maybe if she used a nice big one on the bottom it might be more steady. She looked at me, took in what I said, and changed her building. Her tower then stood nice and tall, with a big, solid, sturdy base. She was so proud that it worked. This, to me, is an example of an individualized teaching moment. An opportunity to suggest something that may work, then the child goes from there. Those moments are very rewarding!
I have a plastic prism sitting in my window. On sunny days a rainbow will appear about 10:00 in my room. Children often spot it and are amazed by it. A few years ago 2 of my kindergarten boys were looking at it and noticed that the rainbow was moving across the floor during the course of the morning. I encouraged them to be "thinkers" and try to figure out why the rainbow was moving. It took some time but they reached a conclusion that the Earth was rotating. I was so proud of their efforts that we made them each a "Great Thinkers Award" explaining what they did. The book discusses how we should reinforce children for "thinking". It gives them so much power when they realize they have it within themselves to solve problems.
Diane, as I was reading the last serveral chapters, I thought that the book suggested looking for examples such as yours. Instead of focusing on your opportunities and use of "powerful interactions," it was suggesting that we try documenting the children's use of them. For example, on page 98, the authors suggest looking for children who might be "initiating and leading more conversations: 'Hey Ms. Debbie, I saw the moon last night! Did you?'" or "having conversations with each other." Then you know that the children have learned your strategy or technique and are using it to build social connections and to share knowledge with others.
When we try to create an environment where the teacher is the guide, and the student is generating his/her own knowledge it is a good thing. I think Montessori called this, “following the child,” and it is the idea that the role of the teacher is not to dispense knowledge, but rather to be a guide and follow and support the child as they discover, learn, and grow. For example, if your curriculum goal is to work on community helpers one week, and you see the children interested in the ants on the playground, you can harness that interest. Together, you can discover and research how ants work together as a community, each with a job and a role.
I agree that you could teach about paint drying. It's all about what the child is interested in. We do a lot of emergent curriculum in our program as well. Working with children's intrinsic motivation is the key to children's active learning and how you have some powerful interactions. Every moment is teachable because children want and have a desire to learn any and everything and this is why these powerful interactions are so important because it allows for more teaching moments and further individuality and compartmentalization of a child to take place. Our children benefit from learning how and what they need to learn because they are smart, confident, and industrious and ready for life and the challenges that arrive in life and all the endeavors that it brings.
I’m looking forward to seeing Heather’s pictures. As I read your responses, I thought about Mind in the Making, a past discussion group book. I’m currently working with another professor on developing activities to prepare students for a learner-centered classroom and self-determined learning. We observe that students often experience discomfort in the learning process and we wonder how we can help them turn their discomfort into an opportunity for growth. We believe that as students become more skilled at using metacognitive strategies, they gain confidence and independence as learners. We are using Carol Dweck’s work on mindset [see: http://mindsetonline.com/whatisit/about/ ] to enhance student persistence. Kathleen provided a wonderful example of persistence or grit [See: http://www.pbs.org/wnet/ted-talks-education/speaker/dr-angela-lee-duckworth/ ] How do you intentionally teach thinking skills?
I think students need to learn how they learn. When I was a Undergrad at BSC, I liked Howard Gardner's Theory of Multiple Intelligences. It let's people know how there are various versions of intelligences and to find the one or ones that work for you since we are all individuals. Also, I believe it was Dr. Mary Shorey during my "Block" who talked and had a handout about How Smart You Are? It was about teaching thinking skills since it is abstract since we all think in different ways and there really is no right or wrong way to think. You or Dr. Nelson could talk to her about that handout because I think it would be momentous for them to learn how they think and also reference Gardner. Maybe, he will come and talk about his theories since he is from Harvard. Hope that helped. Let me know. Looking forward to our next class and the pictures of the problem solving board maybe that is something I can incorporate into our program. Sue, if you need anymore ideas about your independent and contained study classroom let me know as I would love to help you as well as other educators out.
It is difficult in a family childcare setting to plan age appropriate, theme related activites for all age groups. I plan acticities mostly for preschool then scale it down for toddlers or make it more difficult for school age. I find there are more PI with the older children as far as questions to be asked and more hands on PI with toddlers. While doing a lacing project with preschoolers I was fasinated by a two year old with Down Syndrome who quickly caught on just by a quick PI.
I agree with Stephanie about teaching being a verb. I try to remember as a teacher that children are learning for the first time even though I have been teaching for over twenty three years. I want children to delight in finding out that blue and red make purple. I know that children are knowledge generators it is are job to teach them to love to learn and never give up ! I love many books for children but the one I share each year is "The Little Engine That Could " By Watty Piper. I tell the children to say "I think I can" "I think I can". The book is about kindness and determination and self esteem. To teach is an active verb let's not be passive in teaching to children.
Teachable moments in themselves are powerful interactions. These are the times during the day when a teacher can focus his/her attention on an individual child's interests and needs to explore the environment and develop skills such as using a pincer grasp, using one to one correspondence when counting, zipping a jacket, or using conflict resolution to solve problems with friends. One teachable moment that sticks out turned into multiple moments throughout the day. One of our Pre-K students was given a small blank notebook. He decided to be an author/illustrator (The previous month's theme was Amazing Authors/Illustrators.) very carefully drawing pictures on each page. He asked me to help him spell the words. My help to him was to slowly sound out the words. It was amazing to observe him listening and watching my mouth form the words identifying each sound and writing it down using inventive spelling. He was so proud of his accomplishment! Everyone read his book.
I think that using teachable moments from the interests of children is key. At our school, we had a theme that focused on favorite children's books and authors. Within this unit, we took the children in small groups to create their own class book, a process that does not always flow smoothly since the original idea came from a planning meeting. However, a few months later, the children noticed some loud noises coming from upstairs. Immediately, a teacher grabbed an oversized pad of paper, and constructed a story about what could be making the noise the children heard. This remains a wonderful example of guided learning for me, and I think the children learned more from that unexpected moment than they did from ours derived at a planning meeting.
Powerful Interactions give a personal touch to teaching and I feel these are the moments that mean the most to young children. As we know children are always looking for attention and they will gain it by negative or positive behaviors. Our program services needy children and children at risk. Often times their parents are so bogged down with problems and financial survival that their little ones get lost in the commotion of living in challenging conditions. Personalized learning and attention can make or break their day. They will seek the attention they are starving to gain by negative means, but if they can form a positive trust with a supportive adult this can change their attitude. Powerful interactions are a powerful tool for all teachers faced with teaching children with extreme needs.
I'm wondering how much the pressure for you to post your plans for the week and activities for the day, as evidence that you are planning, INTERFERES with your sense of freedom to diverge from those plans. NAEYC for a while was using the phrase "transformational curriculum" to highlight how plans need to adjust to what the children are revealing about themselves, but that term never caught on. I know PI's are described as being individual events of short duration, but I think our efforts to make sure educators aren't just coming in and winging it day after day cuts into their ability to be responsive to the children and allow their interests and needs to re-shape the plans.
I love my spontaneous moments with my classes the most! That's what gets me excited about teaching daily. I love to use our planning as the basic blueprint but be courageous enough to trust the children's curiosity about something as being the most important factor. I have to say that flexibility and creativity is what has prevented teacher burnout from happening to me, even after 36 years. I don't think I would feel the same as a public school teacher so tightly boxed in! Early childhood educators should have that sense of freedom to diverge. After all we are absolute wizards at tying anything back to standards. Tapping in to the spontaneous curiosity of the young learner can be so contagious and powerful. Don't lose that in yourself!
"you also stretch the child's thinking and knowledge - all in a way that is just right for that child." This statement is from the book and I feel makes the case for Powerful Interactions to extend learning. Once you have a connection with a child, you can extend your time with them to add teachable moments. You can make this appropriate just for the one child you are with. Taking note of what interests them and then extending that to science, counting, noting colors etc.. Our job is to teach in a way appropriate for the age and individual child. What works for one may not work for another. Using powerful interactions lets us tailor our approach to help them learn.
ReplyDeleteTeaching mixed age groups I think a lot of our teaching moments are done through powerful interactions. Anytime a child tells me I can't its an opprrnunity to say lets think about this. Weather its teaching an acidemic skill such a writting their name of figuring out how to solve a social problem. One of the tools we use I our classroom is our problem solving board. The top of the board says stop think try. When incountering a problem the children are incouraged to go to the board. There a several examples on the board on how to solve a problem such as,say please stop, wait and take turns, ignore, trade, the last one is get a teacher. Children as young a three work together to solve problems if they cant figure it out then they use the get a teacher option and I help them work it out. This is a powerful interacting tool because of the pride they get when they work things out themselves.the. children learn to stop and think about problems so they can figure it out and they learn to use these skills on any type of problem both social and acidemic.
ReplyDeleteI love your idea of a Problem Solving Board, I don't know how many times a day I say, wait for your turn etc. I am going to implement this idea - maybe with pictures or drawings along with the words. Thanks!
DeleteWe have a mixed age group as well and I believe that within that dynamic, many powerful interactions can take place! In our classroom, when there is a problem instead of trying to help the children solve it immediately, I will ask them how they think we could find a solution. If they cannot come up with one, I might ask another child (maybe an older one) to join in and see if they have any ideas that could help and if they could help find a way to solve the problem. Many times, the older children model for the younger children and with this, we witness powerful interactions between older and younger and then that modeling is continued. I believe there are times when children learn more willingly from each other than they do from us.
DeleteWe have a similar system for conflict resolution. When there is a problem the teacher and the children involved follow steps to resolve it. The teacher asks each child to state what the problem is and repeats what the child says. This goes back and forth and then the teacher asks each child for a solution to the problem. Sometimes it can take a while for this process to come to fruition. As the year progresses it is very satisfying to see children modeling the conflict resolution steps themselves and resolving their conflicts to their satisfaction.
DeleteHeather I really love the problem solving board idea. I have read about peace tables where kids can go talk to work out a problem but the board seems to offer prompts especially for the little ones to get the kids started off in the right direction. We had a morning recently that started off on the wrong foot with kids squabbling and this would have worked really well. One thing that I also found helpful especially for mixed age groups is to pair a little with with a bigger one. I would tell the older child that they got to be a friendship teacher for the morning and would have a buddy. It was really amazing that they were in tune to the needs and feeling of the little guys. They were able to help them work out solutions to problems and were really proud of themselves and then I gave them a Friendship badge. I remember in school that we had peer helpers and that it made a more significant powerful impact coming from a peer.
DeleteThe set I have has pictures its works great I will bring a copy of the pictures to class to show you.
ReplyDeleteThat would be great!
DeleteTeaching! It is an action word, a verb. It is doing something that someone or something learns from. It is not a worksheet as that is a noun. It is powerful interacting, communicating, using your senses, laughing and any other verb that expressed how one learns. We have to scaffold them and know that they learn more off of themselves and others then they will ever learn off us and guide their learning based on their individualized and intrinsic motivations. We do not all learn the same so we cannot be all taught in the same way. Differentiation applies to all of us. So let's act now and teach and do and be the verb that teaching is supposed to be. Sometimes I think I have learned more from my students then they will ever learn from me.
ReplyDeleteA recent one on one "teachable moment" at my preschool was when I encountered a child building a tower out of blocks. The tower kept falling everytime the little girl built it. I sat with her and watched her rebuild two more times. I mentioned to her that the base of her tower was a very small block, and maybe if she used a nice big one on the bottom it might be more steady. She looked at me, took in what I said, and changed her building. Her tower then stood nice and tall, with a big, solid, sturdy base. She was so proud that it worked. This, to me, is an example of an individualized teaching moment. An opportunity to suggest something that may work, then the child goes from there. Those moments are very rewarding!
ReplyDeleteI have a plastic prism sitting in my window. On sunny days a rainbow will appear about 10:00 in my room. Children often spot it and are amazed by it. A few years ago 2 of my kindergarten boys were looking at it and noticed that the rainbow was moving across the floor during the course of the morning. I encouraged them to be "thinkers" and try to figure out why the rainbow was moving. It took some time but they reached a conclusion that the Earth was rotating. I was so proud of their efforts that we made them each a "Great Thinkers Award" explaining what they did. The book discusses how we should reinforce children for "thinking". It gives them so much power when they realize they have it within themselves to solve problems.
ReplyDeleteDiane, as I was reading the last serveral chapters, I thought that the book suggested looking for examples such as yours. Instead of focusing on your opportunities and use of "powerful interactions," it was suggesting that we try documenting the children's use of them. For example, on page 98, the authors suggest looking for children who might be "initiating and leading more conversations: 'Hey Ms. Debbie, I saw the moon last night! Did you?'" or "having conversations with each other." Then you know that the children have learned your strategy or technique and are using it to build social connections and to share knowledge with others.
DeleteWhen we try to create an environment where the teacher is the guide, and the student is generating his/her own knowledge it is a good thing. I think Montessori called this, “following the child,” and it is the idea that the role of the teacher is not to dispense knowledge, but rather to be a guide and follow and support the child as they discover, learn, and grow. For example, if your curriculum goal is to work on community helpers one week, and you see the children interested in the ants on the playground, you can harness that interest. Together, you can discover and research how ants work together as a community, each with a job and a role.
ReplyDeleteI agree that you could teach about paint drying. It's all about what the child is interested in. We do a lot of emergent curriculum in our program as well. Working with children's intrinsic motivation is the key to children's active learning and how you have some powerful interactions. Every moment is teachable because children want and have a desire to learn any and everything and this is why these powerful interactions are so important because it allows for more teaching moments and further individuality and compartmentalization of a child to take place. Our children benefit from learning how and what they need to learn because they are smart, confident, and industrious and ready for life and the challenges that arrive in life and all the endeavors that it brings.
DeleteGreetings,
ReplyDeleteI’m looking forward to seeing Heather’s pictures. As I read your responses, I thought about Mind in the Making, a past discussion group book. I’m currently working with another professor on developing activities to prepare students for a learner-centered classroom and self-determined learning. We observe that students often experience discomfort in the learning process and we wonder how we can help them turn their discomfort into an opportunity for growth. We believe that as students become more skilled at using metacognitive strategies, they gain confidence and independence as learners. We are using Carol Dweck’s work on mindset [see: http://mindsetonline.com/whatisit/about/ ] to enhance student persistence. Kathleen provided a wonderful example of persistence or grit [See: http://www.pbs.org/wnet/ted-talks-education/speaker/dr-angela-lee-duckworth/ ] How do you intentionally teach thinking skills?
Sue
I think students need to learn how they learn. When I was a Undergrad at BSC, I liked Howard Gardner's Theory of Multiple Intelligences. It let's people know how there are various versions of intelligences and to find the one or ones that work for you since we are all individuals. Also, I believe it was Dr. Mary Shorey during my "Block" who talked and had a handout about How Smart You Are? It was about teaching thinking skills since it is abstract since we all think in different ways and there really is no right or wrong way to think. You or Dr. Nelson could talk to her about that handout because I think it would be momentous for them to learn how they think and also reference Gardner. Maybe, he will come and talk about his theories since he is from Harvard. Hope that helped. Let me know. Looking forward to our next class and the pictures of the problem solving board maybe that is something I can incorporate into our program. Sue, if you need anymore ideas about your independent and contained study classroom let me know as I would love to help you as well as other educators out.
DeleteIt is difficult in a family childcare setting to plan age appropriate, theme related activites for all age groups. I plan acticities mostly for preschool then scale it down for toddlers or make it more difficult for school age. I find there are more PI with the older children as far as questions to be asked and more hands on PI with toddlers. While doing a lacing project with preschoolers I was fasinated by a two year old with Down Syndrome who quickly caught on just by a quick PI.
ReplyDeleteI agree with Stephanie about teaching being a verb. I try to remember as a teacher that children are learning for the first time even though I have been teaching for over twenty three years. I want children to delight in finding out that blue and red make purple. I know that children are knowledge generators it is are job to teach them to love to learn and never give up ! I love many books for children but the one I share each year is "The Little Engine That Could " By Watty Piper. I tell the children to say "I think I can" "I think I can". The book is about kindness and determination and self esteem. To teach is an active verb let's not be passive in teaching to children.
ReplyDeleteTeachable moments in themselves are powerful interactions. These are the times during the day when a teacher can focus his/her attention on an individual child's interests and needs to explore the environment and develop skills such as using a pincer grasp, using one to one correspondence when counting, zipping a jacket, or using conflict resolution to solve problems with friends.
ReplyDeleteOne teachable moment that sticks out turned into multiple moments throughout the day. One of our Pre-K students was given a small blank notebook. He decided to be an author/illustrator (The previous month's theme was Amazing Authors/Illustrators.) very carefully drawing pictures on each page. He asked me to help him spell the words. My help to him was to slowly sound out the words. It was amazing to observe him listening and watching my mouth form the words identifying each sound and writing it down using inventive spelling. He was so proud of his accomplishment! Everyone read his book.
I think that using teachable moments from the interests of children is key. At our school, we had a theme that focused on favorite children's books and authors. Within this unit, we took the children in small groups to create their own class book, a process that does not always flow smoothly since the original idea came from a planning meeting. However, a few months later, the children noticed some loud noises coming from upstairs. Immediately, a teacher grabbed an oversized pad of paper, and constructed a story about what could be making the noise the children heard. This remains a wonderful example of guided learning for me, and I think the children learned more from that unexpected moment than they did from ours derived at a planning meeting.
ReplyDeletePowerful Interactions give a personal touch to teaching and I feel these are the moments that mean the most to young children. As we know children are always looking for attention and they will gain it by negative or positive behaviors. Our program services needy children and children at risk. Often times their parents are so bogged down with problems and financial survival that their little ones get lost in the commotion of living in challenging conditions. Personalized learning and attention can make or break their day. They will seek the attention they are starving to gain by negative means, but if they can form a positive trust with a supportive adult this can change their attitude. Powerful interactions are a powerful tool for all teachers faced with teaching children with extreme needs.
ReplyDeleteI'm wondering how much the pressure for you to post your plans for the week and activities for the day, as evidence that you are planning, INTERFERES with your sense of freedom to diverge from those plans. NAEYC for a while was using the phrase "transformational curriculum" to highlight how plans need to adjust to what the children are revealing about themselves, but that term never caught on.
ReplyDeleteI know PI's are described as being individual events of short duration, but I think our efforts to make sure educators aren't just coming in and winging it day after day cuts into their ability to be responsive to the children and allow their interests and needs to re-shape the plans.
I love my spontaneous moments with my classes the most! That's what gets me excited about teaching daily. I love to use our planning as the basic blueprint but be courageous enough to trust the children's curiosity about something as being the most important factor. I have to say that flexibility and creativity is what has prevented teacher burnout from happening to me, even after 36 years. I don't think I would feel the same as a public school teacher so tightly boxed in! Early childhood educators should have that sense of freedom to diverge. After all we are absolute wizards at tying anything back to standards. Tapping in to the spontaneous curiosity of the young learner can be so contagious and powerful. Don't lose that in yourself!
Delete