The teacher provides the environment and provocation for action to take

Action can take different forms with a range and balance of teacher and
student initiative

Quote: Don't plan the the action, plan for the action.- proverb

Session Starter
Jigsaw- How will we use it? Does anybody use this strategy in their teaching?

Learning Experience:

Culture of InInquisitivness- John Barrell

Young people who ask rude questions, awake to alternate possibilities
a curriculum designed in the 19th century will not work for the 20th century

The Child in the Community- John Nimmo

Do you agree with John Nimmo that we often put too many constraints on younger children?
Constraint 1
Do we create boundries around children's work and ideas by designating individual ownership?

Constraint 2
In our desire to help children get along with each other, do we see conflict as something only to be avoided?

Constraint 3
Do we limit children's emotions in our desire to protect children and ourselves?

Constraint 4
Do we honour individual differences by keeping them invisible?

Constraint 5
Do we view the young child as living only in nests composed of family and friends and hidden from public life?

Constraint 6
Do we view the young child as living only in the present?

Concentric Circles Discussion
What did the experts say in the readings about action? Do you agree?
Refer back to our bundling Do our definitions still hold up? Thoughts? Any thing to add to our definitions?

What are newly developing issues under the Transdisciplinary themes that curriculum could include? Are we sheltering kids as Nimmo suggests?
(Healthy Habits vrs Global disease: understanding globalization, disease etc more difficult but can be made engaging to students and their own lives)

Watch Ryan's well and plot the action as an example.(Clive Swail)

Fundamental Concept:
(refer to Kathy Short)
Introduce the first Four Criteria:
1. Develops within learning and Experience
  • Action gorws out of and is integrated into learning and inquiry, not an isolatted proejct.
  • Ground in the lives and experiences of children and in children’s knowledge of the context for that action
Meets genuine needs
  • Inquire to make sure that there is an actual need in community
  • Children recognize the need, not just adults
Builds collaborative relationships
  • Involves working with others by developing partnerships with peers, parents, community members, organizations, etc.
  • Reach beyond self to work and think with others
Results in mutual exchanges
  • Mutual exchange among ALL participants
  • Everyone involved has something to share and to gain, not just charity

Participants choose an action or two from their teaching experience(We brainstormed these in Session 2) and analyze by filling in the chart with comments, not just a yes or no.
Share my example.

Any volunteers to share an example