Inquiry:

Intention:

Innovation:

Cultivating curiosity. We seek to uncover more questions, not just answers.

Planning for problems & complex possibilities. We learn by leaning into tension, paradox (both/and) & debate.

Being together, not the same. We believe diversity & multiple perspectives have the power to propel our future.

21st CENTURY LEARNING Education in the 21st Century has quickly become centered around our student’s global abilities to problem solve, critically think, communicate,

collaborate, research, design and to present new ideas - both in the classroom and the world abroad. The First 5 San Francisco Festivals of Learning have been

created, in partnership, to highlight this kind of deeper learning, happening across the City in our early learning classrooms and environments.

READY FOR RESEARCH & DESIGN Young children are born curious, with an endless supply of questions and ideas.

The Inquiry, Intention and Innovation [I3] professional learning offered through First 5 San Francisco’s Preschool For All (PFA) Initiative, is using Inquiry-Based

Learning - learning through the art and science of questions - to support early educators in using questions, research, reflection and planning to design

instruction, provide hands-on experiences and to provoke concept-rich discussions with children and families.

FESTIVALS OF LEARNING * First 5 recognizes the need to invest in high-quality, professional learning for

early educators in the 21st Century and is excited to support Inquiry-Based Learning as an intentional and innovative approach to strengthening “School

Readiness” across the City. We invite you to explore and enjoy this exhibit showcasing PFA teachers who are engaging in inquiry-work with children, families (and each other) – in an effort to better understand and explore

The changing world around us.

* Festivals of Learning - inspired by C5 Children’s School

In Partnership with the C5 Children’s School

Reflective & Responsive Inquiry “Dissecting Logs &

Discovering Termites”

Inquiry Question? As I “let go” of the notion of a teacher-directed and developed curriculum, and instead foster collaborative, Project Based Learning (PBL) to emerge through play/explorations and child-directed discovery, what opportunities will we

discover with the children – and with ourselves along the way?

LEARNING CONTEXT: Early in the school year, both children and adults noticed the deteriorating state of climbing logs in our outdoor environment. The children were naturally interested in picking apart the logs, but were initially discouraged by our team - who feared the loss of a main focal point in our outdoor space. In October, with some encouragement from our I.3 PLC to "let go", we did just that: we let go of the logs and not only allowed the children to dissect the logs but encouraged them through a variety of planned  provocations and experiences around dissection. Soon after the dissection began, the children made a discovery; termites were inhabiting the logs and were the source of deterioration! This discovery inspired our current Project-Based investigation centered on: “Termites”. 

PLANNING FOR INQUIRY, INTENTION & INNOVATION: As a teaching team, we have committed to “leaning into the tension” of new learning and discovery. As the teaching leader, I did my own research, learning alongside the children. We have seen how the inquiry process this year has simultaneously expanded children’s interest in documenting and exploring the learning process as well our own discoveries around inquiry, and innovative teaching practices - that still closely follows children’s ideas.

TEACHER REFLECTION: Prior to participating in this PLC, we had a general understanding of the philosophical approaches to emergent curriculum.  However, there were many unknowns along with some perceived barriers and challenges to introducing an Inquiry-based/Project Approach method within a co-op, part-day program. Early on, in this year’s I.3 PLC group, we explored the idea of "letting go" which really resonated with our teaching team. We pushed ourselves to develop thoughtful learning experiences and curricula based on research, and pulled to stay focused on the children’s meaning making. We have realized that the “letting go” process and “leaning-in” approach to inquiry has unfolded into an intriguing project with fruitful cross-content, 21st century learning opportunities for our children, families and ourselves.  

RESEARCH SAYS:” As teachers, we need to create a climate of receptivity, which does not mean merely the willingness to listen carefully or patiently. It has to do with quieting your state of mind as you prepare to listen. ” - Jonathan Kozol (Carter & Curtis, 2008, p.94)

PHOTOS ABOVE: Show a range of

learning modalities teachers

encourage & offer to bridge children’s

ideas, inquiry, research, early

literacy, language science & art.

Teachers: Mariella Knutson & Jinan Mahmoud School: Slippery Fish Co-Op Preschool, PFA Age Range: 2.5- 5.5yrs Number of Students: 22 Zip: 94132 Dates of Investigation to Date: October 2014 to Present PFA Coach: Gail Fisher

Reflective Cycles of Inquiry “Spiders”

Inquiry Question: In what ways will using questions with children and in our planning process, effect the learning outcomes and

depth/length of our investigations?

Teachers: Cassandra Coltura, Angeline Tran & Josselyn Recinos School: Stonestown Family YMCA, LCOS Campus, PFA Age Range of Children: 3.5yrs – 5.5yrs Number of Students: 24 Zip Code: 94132 Dates of Investigation To-Date: October 2014 - Current

LEARNING CONTEXT: Our investigation of Spiders began in early October 2014 when the children started to compare the similarities of crabs (our previous investigation was the Ocean) with spiders. Five months later – our students are still eagerly exploring all-things-spiders! Using inquiry and Project Based Learning (PBL) as our guide, we are researching and planning provocations that not only teach children about spiders, but also provide them opportunities to develop in all aspects of the CA Preschool Learning Foundations [Standards]. We are learning and our students are learning and we’re in this together.

TEACHER REFLECTION: “Our investigation with the children has encouraged us as a team to develop provocations that are more meaningful to both the children’s learning as well as our own. Our students are eager, engaged, collaborating, using their language skills and using previous knowledge gained during the provocations. This approach has empowered both teachers and the students to learn from one another and grow together throughout the investigation and discovery. Plus, it has simplified our planning and teaching methods, and has encouraged a deeper level of learning for everyone.“

RESEARCH SAYS: “The child’s perspective can inform your decisions and actions and is critical to understand if you are to engage children in deeper teaching and learning process, and at the same time, enhance your own experience. It takes practice to look and listen attentively.” (Curtis & Carter, 2008, p. 96)

PFA Coach: Michelle Grant-Groves

PLANNING FOR INQUIRY, INTENTION & INNOVATION: As a team we began to observe the children’s interest in spiders. We recorded our observations and began this learning process as a whole class. Through this we were able to share the moments and conversations the children demonstrated. Our provocations have more meaning and expanded our own learning as well as the children’s. Planning has been more enjoyable and more productive. We used to turn to Pinterest for ideas, but now we do more research in our planning for a deeper level of thinking behind every provocation.

Reflective Cycles of Inquiry “Partnership Learning & Leading”

Inquiry Question: In what ways will our understanding of children’s development shift as we focus on listening, observing

& extending complex learning during children’s play?

Teacher: Cherysse Calhoun School: Neighborhood Play Garden, PFA Age Range of Children: 2.9yrs – 5.5yrs Number of Students: 24 Zip Code: 94114 Dates of Investigation To-Date: September 2014 - Current

LEARNING CONTEXT: “Attending the I3 PLC this year has dramatically changed the way I think about learning and teaching. My personal experience, as a child and a parent, was very different from the ideas that I am beginning to embrace. Initially, I felt frustrated by what I felt, I saw a lack of structure in my classroom, but I stayed with the process and kept pushing myself. Six months later, I am excited to open myself up to learn about the various ways that children learn, and how to document that learning for my own growth. I am learning to be a child again in the sense that I am purposeful in everything that I do…even if what I am doing is “playing” – and that’s research!”

PHOTOS: Creating & recreating ideas in multiple ways builds strong neural pathways for future academic learning. Teachers are learning to notice, reflect & document these complexities, in partnership with the children – and with each other. RESEARCH SAYS:

“Everyone has an active role in the teaching and learning process. Children are learning about the world, their own competence, how to work with others, and the contribution they can make. If we are open to it, they teach adults to see the world with fresh eyes.” – (Curtis & Carter, 2008)

PLANNING FOR INQUIRY, INTENTION & INNOVATION: Currently, our students have been eager to use and explore with various building materials - in both the indoor and outdoor classrooms - to build structures of varying sizes and shapes. We as teachers, are using these moments to notice and describe all of the complex symmetry, balance, patterns, measurement, geography, and literacy (writing, drawing, storytelling, etc.) that is organically generated through their play. Our student’s interest is what guiding our involvement and scaffolding as a teaching team. We are learning, that by really listening to our students, and critically reflecting on the deeper meaning of their play – we can offer deeper, more complex/connected opportunities for continued learning through projects that broaden their original ideas.

TEACHER REFLECTION: “I am excited about learning and re-learning how powerful, memorable learning takes place (i.e. brain development, socio-emotional development, language development, etc.). Becoming a student alongside the children in my classroom this year reminds me of how exciting it is to make connections, figure things out, and admire the wonders of the world.”

PFA Coach: Gail Fisher

Reflective Cycles of Inquiry “Seeds”

Inquiry Question: In what ways will our intentional planning – based on children’s interests - lead us as teachers, as we build for

better outcomes for our children’s learning in our curriculum?

Teachers: Kamael Burch & Damaris Rodriguez School: SFUSD Bret Harte, EES - PFA

Age Range of Children: 2.9yrs – 5.5yrs Number of Students: 16

Zip Code: 94124 Dates of Investigation To-Date:

October 2014 - Current

LEARNING CONTEXT: The investigation of seeds was born out of a simple fall activity that took an unexpected turn. Our purpose was to have the children open up the inside of a pumpkin to explore the different parts. The children showed little interest in the pumpkin, but were fascinated with the seeds. We noticed that they began to make the connection with seeds they saw in other things. During lunch children would point out how the fruit had seeds inside them, they would even pick the seeds out to collect them. After about two weeks a student brought a seed in from home and at that point we realized that it was something that they were extremely interested in and wasn't fading away.

TEACHER REFLECTION: “My greatest insight with the Seed Project has been in discovering that the children’s learning is deepened when they lead and direct the project. By slowly letting go of “teaching” and trusting the children’s ability to construct their own knowledge, I was able to observe behaviors and traits that I otherwise might have missed. With every project I’ve done so far, I rediscover my love for learning. I'm learning so much about seeds that I never even knew or probably would have sought information about. In learning alongside the children, I am able to be flexible and reconsider the planning process, keeping it focused on the child’s perspective. I am amazed how this one project can produce so many different experiences that can optimize the student’s learning. I learned to be willing to go back to the drawing board.

The children’s main investigation interests are: 1.  What grows out of

seeds? 2.  Different types of

seeds.  3.  What a seed needs to

grow.

RESEARCH SAYS: “When you see your role as learning alongside the children, your actions are very different than when you’re thinking of yourself as a conveyer of information, mediator of conflicts, or driver of standards,” - (Carter & Curtis, 2008, p. 89).

In partnership w/: Gail Fisher

PLANNING FOR INQUIRY, INTENTION & INNOVATION: We began webbing with the children to determine, not only what they knew about seeds, but also what they wanted to learn about them. My colleague and I created a “teacher’s” web to see how much we actually knew about seeds. We discovered that the study of seeds is a broad subject and we could go in many different directions, but the children only expressed interest in seeds. As the children continued talking about and collecting seeds, we realized that some of the activities we had planned for the children didn’t always match their curiosity. Based on the children’s web and their intense fascination with seeds, our planning strategy shifted from a teacher directed model to one that was more child- centered. By stepping back and allowing the children to explore seeds in their own way, we saw the children engaged in some very complex learning. The children continue to collect, count, organize, compare, contrast, collaborate, discuss and even debate their discoveries about seeds.

PHOTOS: Children exploring & researching

many aspects of “Seeds”

PHOTOS: Connecting

research, early literacy, science, art & language.

WEBBING: Planning for possibilities together.

Maestra: Delia Suarez Escuela: Delia’s Little Angels FCC, PFA

Edades de los niños: 3 – 5.5 años Numero estudiantes en el salón: 14

Códio postal: 94122 Fecha de investigación:

Octubre 2014 – hasta la fecha

Contexto de Aprendizaje: Con la jardinería el niño reconoce que la caja o rectángulo o en un círculo puede usarlo como macetero y al mismo tiempo esta usando las figuras geométricas para decorar su jardín y sembrar sus propios vegetales, así mismo los niños llegan apreciar lo que ellos mismos cultivan y aprenden a cuidar, sembrar y reusar sus propios vegetales. De esa manera el niño está cultivando su amor por el medio ambiente y creemos profundamente que el niño que da amor y cuidado a las plantas es capaz de ofrecer y dar amor a la humanidad.

PLANEACIÓN: Los maestros se preguntaron cómo podían los niños usar el concepto de las formas geométricas en el jardín de forma divertida. Sacaron los ladrillos de cuadrado, rectángulo y triángulo y los niños los empezaron a acomodar. Luego, cuando los niños se dieron cuenta de que habían quedado unos huecos, añadieron piedras pequeñas y empezaron a preguntar a los niños como los podrían mover y acomodar. También se preguntaron cómo podían los niños decorar su jardín con sus propios vegetales que podría ser luego parte de su alimentación. Sembraron rábano, cebolla, y cilantro.

REFLECCIÓN: Hemos aprendido que, si al niño se le dan las herramientas necesarias para hacer el proyecto, el niño desarrolla su creatividad y pone en práctica lo que aprende teóricamente. Como el triángulo, cuadrado y rectángulo, ellos escuchan y llegan a conocerlos, pero tienen que investigar todo lo que podemos construir con las figuras geométricas de esa manera ellos desarrollan su creatividad. El niño aprenderá que en la vida todo es matemático y son conceptos que se aplican en la vida real.

Fotos: Los niños empiezan a

crear y definir los áreas del

jardín basados en sus ideas,

investigaciones y platicas sobre

jardines.

LITERATURA: “Los educadores bilingües de la niñez de edad temprana…. Establecen comunidades de aprendizaje culturalmente democráticas en las cuales no se presiona a los niños a escoger entre el éxito académico y su comunidad cultural, y en cambio se desarrollan destrezas de pensamiento crítico, culturalmente pertinente y creativo, en ambos idiomas.” Soy Bilingüe, p. 69 PFA Coach: Bethica Quinn

Planeación: Maestros

trabajan juntos con los niños

para descubrir y extender sus

propias ideas, curiosidades y

conversaciones.

Reflective Cycles of Inquiry

”Jardín”

PREGUNTA DE INVESTIGACIÓN:

¿Que pasa si invitamos a los niños a hacer su propio jardîn?

The children’s eyes were alive with wonder as they approached the table filled with sparkling new materials to explore. They waited patiently as we organized the table, asking, “What are those? What are we going to do?” We didn’t have to tell or show the children anything because they jumped right in and began to use the materials in a million ways with focus and joy. The children were attracted to the different kinds of gems as well as the variety of beautiful blue and white glass containers. They were happily challenged by the small spoons and the concentrated effort it took to pick up the jewels and transport them to fill the interesting containers and spaces.

The Treasures of Learning

Several children spent the entire hour sorting and classifying the gems in complex ways. They carefully lined up the different sizes, shapes and colors of jewels, filling up the divided spaces of the purple trays. Many of them created patterns, others focused on 1-1 correspondence, making sure each gem touched another. We also saw and heard the children counting as they worked. Once a pattern was completed the children began again, filling the trays in different ways.

Our ReflectionsWe marveled together about the children’s amazing work with the gems. They engaged quietly, as if they were awed with this opportunity. They found so many ways to explore and learn with the gems. They seemed to have an innate ability to see details and used the details to create patterns and designs. Even the youngest children in the group stayed extremely focused on following through with their ideas and discoveries. We discussed the math items from the DRDP and identified the many things we observed that reflected those items. We also noticed again how able children are to play together, share ideas and materials.

Guidance for Follow Up

Offer the children this invitation of gems several times over the next couple months. Included in this set is a large amount of gems and jewels, plastic trays and containers, a variety of glass dishes and small spoons.

Organize the materials on a table either indoors or outdoors with a structure for openness: • Place the trays around the table to suggest spots for individual

children to work.• Put the dishes and containers around the table so children can

reach them easily.• Offer the gems on trays around the table so children can reach.• Arrange with a co-worker to supervise the rest of the group while

you sit with the children at the table. (30-40 minutes would be the most beneficial for you and the children).

• As you work side by side with the children listen and describe back to them what you see them doing and saying. Try not to be directive. Let the children lead the way.

• Keep reorganizing the materials so the children are able to see what is available and stay focused.

• Take photos and notes of what you see and hear to study later with your co-workers.

Describe the details you see in the children’s work.• What are you drawn to and curious about? What are you challenged by? Why?• What do the children seem to be thinking about and noticing?• How many different actions do the children use to explore and

learn with the gems?• How does the children’s use of the materials change as they play

with them over several different times?• Find items in the DRDP (math/science) that are reflected in the children’s work.• Review the handout on Brain and Learning Facts and Schema

Theory, noting how the children’s work here reflects that information.

• What steps might you take to add to this experience the next time you offer these materials?

Questions for ReflectionUse the following questions to guide a discussion with your co-workers, mentor teacher and coach to reflect on the children’s exploration and learning.

October 2014FACESSFRegina, Armie, Tamila, Shirley and Deb

School: FACES SF, Bayview Site, PFA Age Range of Children: 3 – 5yrs Number of Students: 16 Zip Code: 94124 Dates of Exploration: October 2014

In partnership w/: Author, Deb Curtis

Learning Context: It is a rare treasure for all of us this year to be

working in partnership with celebrated author, and long-time early childhood education advocate,

Deb Curtis; via the Preschool For All Initiative through the San Francisco First 5 Commission.

In addition to having Deb’s book, Learning Together With Young Children (2008) as

our main professional text for this year’s Inquiry, Intention & Innovation(I3) Professional

Learning Communities (PLCs), Deb is also working directly with some of our PFA sites, exploring and

delighting with teachers and children through: Reflective Teaching Practices.

This exhibit panel, titled “Treasures in Learning” was written by author Deb Curtis with the teaching

team at Faces SF, a Preschool For All (PFA) site.