Archive | March 2016

#eccphoto Collaborative Art Project


The #eccphoto Collaborative Art Project connects multiple grade levels across the world through photography, artistic interpretation, and written expression. ECC students were mentored by their ES Reading Buddies on photo taking skills with iPads. ECC students spent time reflecting on the quality and interest of their photos before choosing their favorite. Their favorite photos will be highlighted as the focal point of the #eccphoto Collaborative Art Project. Using that photo as inspiration, students from one grade level will create a visual representation of the photo while the other grade level will create a written interpretation. All will be displayed in the Secret Garden for the SIS community to view on Thursday, May 19, and Friday, May 20.

This Collaborative Art Project has many contributors from SIS and beyond. It includes SIS ECC students and their ES Reading Buddies. Additionally, four schools outside of the SIS community with be joining. Global contributors include 4th grade writers from The International School of Tianjin, Kindergarten artists from The Franconian International School in Germany, 2nd grade artists from The International School of Ulaanbaatar, Mongolia, and 5th grade writers and artists from the International School of Myanmar.Here is the link to the shared collaborative blog, that the other teachers will also be posting on.

The learning activities inspired by this project encompass the goals of Te Whariki, the early childhood curriculum that guides the ECC. Students will be actively engaged in authentic learning experiences that incorporates the holistic and constructivist approaches that the ECC program values. The SIS ESLRs of Independent Learning, Complex Thinking, and of course, Collaboration will also be highlighted. Our project, as well as the SIS mission, focuses on caring community engagement and encouraging students to be innovative contributors.

We will use the SIS Learning Innovation Markers as a guide with tech integration. Teachers will be sharing the learning experiences of the project through social media with our SIS community and with contributing teachers and students. Student communication and writing skills will be fully engaged. Even ECC students will be writing (drawing) vocalizing their reflections on the photos and responding to their peer’s work. In different classes, technology will be the tool to make connections through student blogging, Skype dates, and video chats.

The process has already started and is ongoing. The layers of the project are plentiful. ECC students have already taken their photos and passed them along to their reading buddies and their international partners. ECC students continue to revisit their photos and offer their reflections through writing and drawing. They have also conferred with their Reading Buddies. The students who have received the ECC photos have already begun brainstorming and planning their writing and artistic responses. Each teacher will incorporate the work on photo responses into individual class units. Our culminating event will be our Collaborative Art Show, that will be featured in the Secret Garden, Thursday, May 19th, and Friday, May 20th.


I set up road tape on a table as a provocation. The children asked “What was it?” Why did I do it?” The children shared their ideas; a maze, a road, an airport. Teachers set up centers or put out objects when we have possible projects in mind, but often do not tell the children what the reason is. Setting things up as a provocation, encourages the children to ask questions and share their ideas on what the object, objective or goal is. It also can lead or direct the learning outcomes.

This allows us to understand our student’s interests and their prior knowledge on certain subjects. It also helps teachers foster child centered and hands on learning. We can let the children lead their own learning experiences. It allows the children to develop their higher order thinking skills. Through the process of sharing their observations and asking questions, the children learn to better articulate their ideas and to formulate the working theories they have.

The children decided that there needed to be trees along these roads. Then they decided that there needed to be houses, shops, a fish pond and a robot car. The children decided how they could create those things from art supplies and recyclables. Throughout the day the children added details to the houses they made and created new shops. Some children visited the table with airplanes, animals or small dolls.

This week I will incorporate my original plan for the road tape and see if the children show interest. If the children do not take interest in my idea, then we will continue to steer towards their preferences of how to incorporate their work/play and learning with our new city.


We Are Engineers

The Laser Bugs enjoyed the story “Rosie Revere Engineer”. As a class we discussed how Rosie did not give up when her inventions didn’t work, she tried again! We talked about how we are all engineers when we use our ideas to create, build and draw.


Alphabet Search

Armed with magnifying glasses the Laser Bugs searched through the classroom for letters. We used our observation skills and recorded our findings on our clipboards.

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