Education is not the filling of a pail, but the lighting of a fire. -Yeats

An Experiment in ​Thinking

Creating a Culture of Thinking

in the Early Elementary Classroom

 

Sample Plan for the Day:

8:45

 

9:00

9:15

10:00

10:20

11:00

11:40

12:00

12:45

1:00

1:30

1:45

2:00

2:30

 

 

3:00

 

Morning Start Up Game

Sharing

Project

Snack and Break

Math Games

Centers

Center Logs

Lunch

Clean Up

Partner Reading

Journaling

Silent Reading

Book Making

Literacy Games and Teacher Directed Literacy Instruction

Dismissal

 

 

The Discoverers knew an unprotected egg falling on a hard surface would break, but

what about on the sand? We tried it twice, it didn't.

 

They knew from accidental cracks and drops or dribbling from dissecting eggs earlier this year that it out to break, but the sand absorbed the pressure of the fall.

 

How do we protect things (fragile things, eggs) from breaking when dropped or when they fall onto hard surfaces -- in this case from the top of the tallest part of our structure onto

a platform?

 

During some rainy days the class decided to build their own structures or encasements

to cushion the egg and drop it inside the class, off the loft bridge and observe what

happens and why.

 

But once the rain stopped they were ready to take the experiment to the tallest place on

sight, the tallest portion of the play structure -- more than eight feet tall.

 

I explained how a scientific experiment of this degree would need to have the same

criteria, be the same height and variations or choices needed to be similar, if they were

going to compare and analyze the results, which is an important element in scientific

explorations.

 

The Discoverers created a list of supplies agreed upon by all, and each person drew their

own designs. They wrote their theories about why it would work or dictated some of their

thinking for the teachers to make notes.

 

We learned the best time for sharing calm scientific thinking and for the interviewers to

ask deeper questions was later in the day, or even the next day after the

excitement level wasn't as high and they'd had time to think about their own experiments in comparison to other children's experiments. Using photographs and videos

aided greatly, allowing the Discoverers to point out discrepancies and connections

in their thinking with more ease.

 

Using the same variables, equal height level, equipment standards and an unchanging

landing surface didn't however create same results as some of you may have noticed

Monday night. We will continue to share photos and videos of discussions about what

has actually been happening.

 

The Discoverers are aware the goal is a metacognitive look at their own thinking, not just the outcome “will it break or not,” but of course they are especially excited when the egg stays intact.

 

Students are growing in their ability to design and evaluate their devices prior to and

after the drop. They are increasing their communication skills regarding the process, and their

designs are become more complex as we move into the fourth experiment.

 

Resiliency Is growing as the eggs break and also the students are becoming comfortable

with modifications, even when their egg didn't break. Yay!

 

Monday night all the students were interviewed by other students or a teacher about their

thinking as they made each encasement. The evening was filled with excitement and suspense.

 

It was lovely to hear them share their thinking, like a school day, with a few extra people.

They shared today how exciting Monday night's drop was, and how nervous they were

even though they persevered, Thank You!