Thanks to a long-ago tip from my friend Hilair, I found the forums at the Mothering website and have been following and posting to the thread entitled:
What Did Your USer [unschooler] Do Today?
This practice has been informative, because I've found Taller Colibri's curriculum and daily rhythms have much in common with unschooling, but they also diverge. Some of the struggles homeschooling parents face regarding social issues and managing messes do not apply, because we have our own simple, little building in the countryside of Huayapam rather than running the school from our homes. The great benefit of this locale is the school site's outdoor options, including the property's small gardens and mud and sand pit, and then the area's trees, meadows, farms, and fields.
But it's the village's water sources that have provided endless fascination and experiments. Our group hikes to various spots on the river. The closest one goes under a stone bridge so picturesque that my husband painted it for a commission. There is an altar nearby, and the river is framed by carisso and banana plants.
Another access point has layers of dirt that make it like an archaeological dig site, with layers of old house tiles and broken dishes to discover. The banks have small indentations that make them prime spots for building cave dwellings for gnomes and fairies. But this area has become overgrown and the kids can't access it as easily.
The high river spot is a hike, but you get to cross a field frequented by burros. Here the river descends, making a small waterfall ideal for the children's temporary dams and bridges. They once used the mud and grasses here to mix with medicinal clay we got nearby and created strong, adobe-like bricks for constructions.
Lately the hikes have incorporated the reservoirs of Huayapam. The water level has stayed high, due to a longer rainy season, leaving lots of muddy shoreline to navigate. Sometimes the kids fish here, or pretend to fish, as they have yet to catch anything. They walk the banks and explore the micro-habitats formed by mud, sand, and water. Usually someone falls in for a swim.
I think I've landed on what makes for a successful school, in my mind: A curriculum that results in many changes of clothing, and dirty shoes.
Showing posts with label Waldorf. Show all posts
Showing posts with label Waldorf. Show all posts
Wednesday, November 23, 2011
Tuesday, June 15, 2010
Our Oaxaca Waldorf back-to-school physics unit
As I'm researching alternative and Waldorf schools online and planning for the first weeks of our Oaxaca Waldorf school and constructivist curriculum, it occurs to me that others may benefit from the fruits of my research. I've planned a physics unit for our back-to-school curriculum, and thought I would post it here.
FORCE AND MOTION UNIT
Days 1-2:
Introduce materials: balls of different sizes, objects to measure distance, marbles, marble run materials
SCIENTIFIC METHOD Step 1: Ask a question.
How do we make objects move at different speeds?
Draw/write predictions in science and nature notebooks.
SCIENTIFIC METHOD Step 2: Do background research.
Children explore materials.
Discuss observations.
Write and draw children's observations for them to elaborate upon in their notebooks.
Introduce vocabulary of force and motion.
Ask children for examples demonstrating force and motion.
SCIENTIFIC METHOD Step 3: Construct a hypothesis.
Pose questions for the next experiments.
How to increase force? How to decrease force?
How to increase motion? How to decrease motion?
Students can draw/write their hypotheses in their notebooks.
SCIENTIFIC METHOD Step 4: Test your hypothesis by doing an experiment.
Children brainstorm ways to test their hypotheses.
Children discuss the results.
SCIENTIFIC METHOD Step 5: Analyze data and draw a conclusion.
If children did not measure their results, introduce the concept of analyzing how to quantify the level of force or the level of movement to illustrate their findings. They may suggest timing how long it take a ball or marble to travel a distance, using objects to measure how far something rolls, or another method. Give them time to explore systems of measurement and methods for ensuring accurate measurement.
SCIENTIFIC METHOD Step 6: Communicate results.
Discuss/write/draw results of measuring force and motion.
Students can show the results on a graph or chart if they wish.
Day 3:
Repeat same experiments using the variable of friction.
Spark the students' imagination by asking methods for slowing down marbles on a marble run, or for stopping them. Ask what outside substances or elements can accomplish this feat. Test these elements and chart results to compare with the previous days' results.
Day 4:
Extension
Go on a walk and look for evidence of force and motion. Children may notice the wind blowing, birds flying, someone bicycling, etc. Prompt students for examples of how friction can slow down these examples, or how increased force can affect the motion. Student can take notes or draw sketches in notebooks to remember these examples.
Writing connection:
Return to classroom.
Have students use the notes from the walk to create a story or poem based on force and motion. The story may be a literal description of the walk, or it may use elements of the walk as inspiration for a story about the wind, a roller coaster, wheels, or other things that evoke the theme. Students can practice reading their stories with the teacher or each other before reading it with a preschool buddy.
Day 5:
Field trip activity:
Bike riding, scootering, skateboarding and force and motion. Use or design ramps or hills to affect motion.
Day 6:
Write about the field trip activity as a group or individually.
Apply the learning about force and motion to discuss and write about how you would design a roller coaster.
Storytelling: Share stories about amusement park rides or other fun activities using force and motion.
Day 7:
Read about machines that involve force and motion.
Brainstorm a list of machines and inventions that integrate force and motion.
Select a simple machine to sketch, design, and build. (Some easy possibilities include a pulley, a lever-based machine, a balance, a pinwheel, or a ramp).
Make a list of materials and scavenge what you can from outside and inside. Circle the remaining items for the teacher to bring in the next day.
Draw a few sketches of the simple machine.
Day 8:
Refer to sketches and build a simple machine.
Test the capability of the machine and refine its design.
Share the results with the class, teacher, and preschool group.
Day 9:
Draw a comic strip showing the sequence of how you made the simple machine.
Extension: Read other stories about simple machines.
Day 10:
Drama, music, and dance connection:
Create a movement-based piece about force and motion. It might involve miming walking against the wind, pretending to be on a roller coaster, or pulling a heaving load.
Perform the piece for the preschool class.
FORCE AND MOTION UNIT
Days 1-2:
Introduce materials: balls of different sizes, objects to measure distance, marbles, marble run materials
SCIENTIFIC METHOD Step 1: Ask a question.
How do we make objects move at different speeds?
Draw/write predictions in science and nature notebooks.
SCIENTIFIC METHOD Step 2: Do background research.
Children explore materials.
Discuss observations.
Write and draw children's observations for them to elaborate upon in their notebooks.
Introduce vocabulary of force and motion.
Ask children for examples demonstrating force and motion.
SCIENTIFIC METHOD Step 3: Construct a hypothesis.
Pose questions for the next experiments.
How to increase force? How to decrease force?
How to increase motion? How to decrease motion?
Students can draw/write their hypotheses in their notebooks.
SCIENTIFIC METHOD Step 4: Test your hypothesis by doing an experiment.
Children brainstorm ways to test their hypotheses.
Children discuss the results.
SCIENTIFIC METHOD Step 5: Analyze data and draw a conclusion.
If children did not measure their results, introduce the concept of analyzing how to quantify the level of force or the level of movement to illustrate their findings. They may suggest timing how long it take a ball or marble to travel a distance, using objects to measure how far something rolls, or another method. Give them time to explore systems of measurement and methods for ensuring accurate measurement.
SCIENTIFIC METHOD Step 6: Communicate results.
Discuss/write/draw results of measuring force and motion.
Students can show the results on a graph or chart if they wish.
Day 3:
Repeat same experiments using the variable of friction.
Spark the students' imagination by asking methods for slowing down marbles on a marble run, or for stopping them. Ask what outside substances or elements can accomplish this feat. Test these elements and chart results to compare with the previous days' results.
Day 4:
Extension
Go on a walk and look for evidence of force and motion. Children may notice the wind blowing, birds flying, someone bicycling, etc. Prompt students for examples of how friction can slow down these examples, or how increased force can affect the motion. Student can take notes or draw sketches in notebooks to remember these examples.
Writing connection:
Return to classroom.
Have students use the notes from the walk to create a story or poem based on force and motion. The story may be a literal description of the walk, or it may use elements of the walk as inspiration for a story about the wind, a roller coaster, wheels, or other things that evoke the theme. Students can practice reading their stories with the teacher or each other before reading it with a preschool buddy.
Day 5:
Field trip activity:
Bike riding, scootering, skateboarding and force and motion. Use or design ramps or hills to affect motion.
Day 6:
Write about the field trip activity as a group or individually.
Apply the learning about force and motion to discuss and write about how you would design a roller coaster.
Storytelling: Share stories about amusement park rides or other fun activities using force and motion.
Day 7:
Read about machines that involve force and motion.
Brainstorm a list of machines and inventions that integrate force and motion.
Select a simple machine to sketch, design, and build. (Some easy possibilities include a pulley, a lever-based machine, a balance, a pinwheel, or a ramp).
Make a list of materials and scavenge what you can from outside and inside. Circle the remaining items for the teacher to bring in the next day.
Draw a few sketches of the simple machine.
Day 8:
Refer to sketches and build a simple machine.
Test the capability of the machine and refine its design.
Share the results with the class, teacher, and preschool group.
Day 9:
Draw a comic strip showing the sequence of how you made the simple machine.
Extension: Read other stories about simple machines.
Day 10:
Drama, music, and dance connection:
Create a movement-based piece about force and motion. It might involve miming walking against the wind, pretending to be on a roller coaster, or pulling a heaving load.
Perform the piece for the preschool class.
Sunday, June 13, 2010
Critical mass
Since I posted about our opening a new Waldorf-inspired primary school and preschool in Oaxaca, I've received many inquiries and positive comments, and it buoys me for the work ahead. Many thanks to everyone for your interest and offers to teach and visit and support the school! I find it so fascinating how a blog can help create community.
Max asked me yesterday, "Will I be able to ride my bike at recess at the new school?" I told him how I had been planning a science unit on force and motion for the first month of school, integrating homemade marble runs (and using them to explore roller coaster design), creating simple machines, and testing different skateboard and bicycle ramps. His jaw dropped. It's wonderful how liberating designing constructivist/alternative/Waldorf curriculum feels compared to how planning and implementing traditional curriculum felt.
Next week we visit the Huayapan site for the school and set up the beginnings of a garden so that plants, vines, and flowers will begin to grow during rainy season and welcome the children back to school at the end of August. Thanks again to all of you who have shared your experiences and energy for this project.
Max asked me yesterday, "Will I be able to ride my bike at recess at the new school?" I told him how I had been planning a science unit on force and motion for the first month of school, integrating homemade marble runs (and using them to explore roller coaster design), creating simple machines, and testing different skateboard and bicycle ramps. His jaw dropped. It's wonderful how liberating designing constructivist/alternative/Waldorf curriculum feels compared to how planning and implementing traditional curriculum felt.
Next week we visit the Huayapan site for the school and set up the beginnings of a garden so that plants, vines, and flowers will begin to grow during rainy season and welcome the children back to school at the end of August. Thanks again to all of you who have shared your experiences and energy for this project.
Monday, June 07, 2010
On Opening a Waldorf-Inspired School in Oaxaca
The plans have been brewing! When I spotted the perfect, simple country house in Huayapan, just a small leap from where we live (and, significantly, the birthplace of my favorite beverage, tejate), I saw a school bloom there. The large, black rock in the front yard, the fruit trees in the overgrown backyard, the long roofed terrace for art and music classes, the green space opposite the house, it all inspired me.
And, luckily, it inspired others in my group, too. We're moving an established Waldorf (and Montessori and Freinet) preschool, along with its brilliant teacher, to a country location, and adding a primary program.
I'll teach there two days a week, a gardening/cooking bilingual mom will teach there two days a week, and Steve will take the group on field trips most Fridays, with additional Fridays dedicated to project presentations, performances, or potluck meals with families and children.
An alternative Waldorf school in Oaxaca!
Here is what we're using so far for the Waldorf program at the Oaxaca school: gardening, cooking, music, drama, storytelling, natural materials, handicrafts (but using Oaxaca textile art, taught by an expert Oaxaquena), nature, movement, foreign language (Spanish/English, naturally), song, poetry, and community projects.
We're swapping out some of the more Eurocentric main lesson curriculum for Oaxacan and Mexican legends, archeology, folklore, art, and such, plus having students pick a project focus with which we'll integrate instruction in reading, writing, science, math, language, social studies, and more.
The school opens August 29th, and will have a low tuition. If you are interested in the project and the school, please feel free to be in touch. Here is the daily schedule:
9:30-10:30: Cooking, gardening, physical education (to take advantage of cooler morning hours)
11-12:00: Main lesson, with projects integrating reading, writing, language, storytelling, art, social studies, science, and math.
12:00-12:30: Math/science extension or supplement if the project doesn't naturally incorporate it.
1:00-1:15: Silent reading, journaling, or drawing.
1:15-1:55: Drama, art, music, song.
1:55-2:00: Goal-setting for the next day's projects
And, luckily, it inspired others in my group, too. We're moving an established Waldorf (and Montessori and Freinet) preschool, along with its brilliant teacher, to a country location, and adding a primary program.
I'll teach there two days a week, a gardening/cooking bilingual mom will teach there two days a week, and Steve will take the group on field trips most Fridays, with additional Fridays dedicated to project presentations, performances, or potluck meals with families and children.
An alternative Waldorf school in Oaxaca!
Here is what we're using so far for the Waldorf program at the Oaxaca school: gardening, cooking, music, drama, storytelling, natural materials, handicrafts (but using Oaxaca textile art, taught by an expert Oaxaquena), nature, movement, foreign language (Spanish/English, naturally), song, poetry, and community projects.
We're swapping out some of the more Eurocentric main lesson curriculum for Oaxacan and Mexican legends, archeology, folklore, art, and such, plus having students pick a project focus with which we'll integrate instruction in reading, writing, science, math, language, social studies, and more.
The school opens August 29th, and will have a low tuition. If you are interested in the project and the school, please feel free to be in touch. Here is the daily schedule:
9:30-10:30: Cooking, gardening, physical education (to take advantage of cooler morning hours)
11-12:00: Main lesson, with projects integrating reading, writing, language, storytelling, art, social studies, science, and math.
12:00-12:30: Math/science extension or supplement if the project doesn't naturally incorporate it.
1:00-1:15: Silent reading, journaling, or drawing.
1:15-1:55: Drama, art, music, song.
1:55-2:00: Goal-setting for the next day's projects
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