I was asked to explain in greater detail what I mean by inquiry spaces with documentation. The photos that I have attached to this post are from different inquiry spaces within our room and they have a few things in common:
~materials specific for each inquiry are intentionally organized to provoke the students and made available to them for their exploration/investigation
~documentation binders are accessible that hold: students' working theories through dialogues with them, their graphic representations (drawings, paintings, etc.), and photos of their process to make visible our work together
~photos enlarged of key learning moments for students to revisit
~some of their graphic representations of key learning moments are displayed with transcriptions of their thoughts
~clipboards for educators to take anecdotal notes of conversations and observations
~print resources and technology (laptop, iPads) for the children to research further about the inquiry topic
~technology used for documentation (camera, laptop, audio recorder, SMARTboard, iPad, etc.)
~FDELK program document and teacher professional resources to support the directions of the inquiry
|This is an example of our "Sky Inquiry" space, which included many|
of our students. It is one of our largest inquiry spaces within the room.
|Our "Science and Discovery Inquiry" space had multiple inquiries |
("A Home for Snails" and "Growth") and used a variety of surfaces.
|Our "Tree Contest" turned into an inquiry space that|
investigated the possibility of creating a life-sized forest.
|Our "Flower Inquiry" space allowed children to observe the |
life-cycle of fresh bouquets of flowers and how they change.
|Our "Castle Inquiry" space was sparked by a students' |
visit to Slovenia and her photos of real castles.