Ari's Abacus
As teachers, early years practitioners and classroom assistants, our work at ISA is guided by our Learning Principles (link). The principles inform how we plan experiences, lessons, units, assessments and reflections. Most importantly, however, the principles keep the learner (the child) at the centre of everything. For example, research tells us that learning is effective when the learner has ownership of their learning. This means that learners should have the opportunity to formulate questions that they’d like to investigate, and then be supported in directing their own learning by pursuing a line of inquiry through research. This research can take many forms, including identifying and meeting with experts who can provide guidance or tutorials. We also know that learning is effective when learners can think about and act upon what they’ve learned. This key element allows learners to make greater sense of where they are in their learning, considering answers to questions such as, “So what?” and “Now what?”
Ari’s Abacus is a wonderful example of these Learning Principles in action. The photos at the top of this article trace the learning journey taken by Ari, one of our Preschool children, who wanted to know how to make his own abacus (since there wasn’t one at the time in the Preschool setting). Over the summer, he had learned to count beyond 100, but he was seeking ways to help him go even further! As you know, an abacus is an ancient tool, used across millenia and across a multitude of cultures (to this very day, in fact) to help with mathematical calculations. In some ways, it is the perfect tool for the current day, as it does not require a power source and allows for paperless calculation work!
Ari began by planning some ideas using chalk on the ground outside. Then, with the support and guidance of his key worker, Katie McCracken, Ari began the process of researching the form and structure of an abacus, using information and images that he accessed online. He also used Canva, another web-based tool, to mindmap his ideas, including considerations of materials, colours and who might be able to help. He decided that it would be good to talk to Ms. Rea (the Middle and High School art teacher), who could give him advice about making the balls/counters, and Mr. Comrie (our Facilities Officer), who could help Ari with construction (including any cutting or drilling of wood). Ms. Rea suggested using clay for the counters, which could be pierced and painted as needed. Ari worked with a team of interested classmates to generate more than 150 clay balls. In fact, a group of Grade 4 students also helped with this stage, adding their own suggestions for how to organise and streamline the mammoth task!
Once the children took the clay balls to the kiln with Ms. Rea, they eagerly waited to find out whether any of them had burst. Thankfully, none had - a mark of the high degree of craftsmanship that went into making them! The students were then shown how to properly use spray paints to colour the balls (thanks again to Ms. Rea), using protective gear to do so. Once he saw the colours on offer, Ari made the executive decision to start with gold! Once the painting was complete, he told Mr. Comrie his idea for the pattern of counters. And, after many weeks of questions, researching and working, the abacus was finally finished this past Tuesday. It is on display in Preschool for other children to observe and contemplate - and maybe even test out themselves! Who knows what questions Ari’s abacus will inspire in his classmates? Ari is already considering next steps for his abacus learning journey!
Among the many things to consider about this example is that the process takes time. The temptation is always there for the adult to simply take over and tell a child what to do next. We might think this is the most efficient means to make someone learn a new skill or concept. However, what we might gain in “efficiency” (whatever that might be), we will most certainly lose in depth and complexity of understanding, especially in how this learning connects to other concepts and the wider world. Another thing to consider is how interdisciplinary this learning journey is, spanning mathematics, art, science, IT and more!
End of Quarter 1 (progress reports & conferences)
It is amazing to think that we have already reached the end of the first quarter of the 2023-2024 school year. In some ways, it seems like only yesterday that the children were entering the building for their first day of school, meeting their teachers and their classmates and full of anticipation for all that the year would have in store for them. And yet, judging by the progress and growth that the children have made (academically, linguistically, socially, emotionally and physically), it seems right that we have reached this milestone in the calendar.
Many of you have already had opportunities to meet with teachers about your child’s progress. In the coming weeks, you will have further opportunities to find out more about the progress, learning habits and next steps for your child. These will take the form of our Quarter 1 progress reports (which will be published on PowerSchool on the afternoon of Friday, October 27) and the Parent Teacher Conferences on November 8, 9 and 10. More information will be coming about the conferences and how parents/carers can sign up for time slots. Please note that some conferences might be arranged between you and your child’s classroom teacher on an alternate day around that time.
Enjoy the break!
Over the October holiday, I hope each of our students has exciting adventures, which can lead to stories they can share with their classmates upon their return. Parents are encouraged to send their children back to school on the 23rd with one or two ‘October’ tales.
In addition, parents are also encouraged to send their children back to school with coats/jackets that are suitable for the colder, wetter weather we are likely to encounter in the coming weeks; a hoodie just isn’t enough.
P.S. Please take a moment to read through this week's article from Val DeGraw (Counsellor's Corner). It has some very useful information about digital citizenship, social media and online safety.
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