The first boobie trap with Keoki and visitor Gabrie
Re-representing the boobie trap using blueprint of boogie trap #2
The second boobie trap created with Harper
There are two aspects of learning that we up port in our classroom. The first is the concept of reflection. Reflection on one’s work means reviewing aspects of ones work through discussion at mooring meeting or small group time and through documentation. Documentation relates to the pictures and words children say that we make visible throughout the classroom.
The second aspect is re-representation. Re-repersentation mean to gain understanding of the world by recreating again and again through concrete materials like clay, paint and blocks. We support representation in many ways.
One way is with the use of saving cards. Each child has a saving card that they created by writing their name and attaching it to their picture. Children know that if it time to stop making their creation because it’s lunch, they can retrieve their saving card and put it on their creation. This honors children’s need and desire to return to their creation to work on it further and recreating it again. Furthermore, when returning to their work. children’s creations become more complex and detailed. Saving cards also promote literacy, writing skills and self regulation.
When work can’t be saved, like huge block buildings, teachers take pictures that become blueprints or maps. Children are encouraged to return to their work and build it again using their blueprint.
Dante used his blueprint today. He looks over the details in the picture of his boogie trap that he built last week with blocks. He wants to rebuild it. This provokes questions for Julia and Faith. Did he rebuild it exactly the same? What is it about these boogie traps that Dante, Ethan and Keoki build each day that is so intriguing? What otter materials might we make available to provoke boogie trap making?