Let’s Meet in the Piazza!

The NJEEPRE Learning Stories Series continues – Tuesday, March 22nd from 7:00pm until 8:00 pm.

Email Info@newjerseyreggionetwork.org to register for this event and receive Zoom Link.

Our third NJEEPRE Learning Story Zoom Conversation took place on Tuesday, March 8th at 7pm. We had a spirited conversation with nine participants. We welcomed a new colleague who has been teaching for over twenty years and has the goal of setting up a Reggio inspired environment in the coming year.

We began our meeting viewing LEARNING STORY CONVERSATIONS with Wendy Lee, Part Two: The Key Components. Upon group reflection, we considered how the practice of documenting children’s work in the “Reggio way,” has distinct similarities to documenting for the purpose of writing a “Learning Story.” It was noted that Learning Stories are written in a more personal/intimate way. These stories are written directly to a child in way that includes an analysis of learning paths and the child’s observed learning dispositions. We emphasized they can be viewed as a celebration of a child’s experiences and uniqueness.

It was also noted that the Te Whariki curriculum strands; Belonging, Well-being, Communication, Exploration and Contribution are all child centered considerations and, with a few adjustments, could be appropriate for almost any age, much like the curriculum of Reggio Emilia. We agreed that Te Whariki curriculum and the Reggio approach both advocate for a child’s right to be in an environment that allows them to initiate their own learning pathways. We considered how both philosophies stress the importance of offering children the gift of time to see their work through to completion. This in turn provides teachers with the time to really see children’s ideas fly.

We reflected on the importance of the analysis/interpretation component of a Learning Story. It might be said, this is where a story unfolds into a meaningful document of love and learning. A deep and thoughtful analysis can provide us with insight into a child’s learning dispositions, competencies and strengths. We considered how the process of observing, documenting, and studying children’s work takes effort, energies, and hard work, but it can also offer amazement and joy. It can be an opportunity to make our work with children visible in a very real and professional way.

We mused the final component of a Learning Story – The “What’s next” question for teachers, children, and families. We noted this as the curriculum or planning piece of the narrative – what possibilities or opportunities can be created to deepen a child’s strength? How can a learning path continue? As Wendy Lee pointed out, planning is often separated from assessment, however, with Learning Stories, assessment is directly linked to the planning.

We ended our meeting with a brief reaction to the third Learning Story Conversation, Part Three: Culture in the Classroom. Our group was reminded of something often mentioned by Alba DiBella (one of the four founding members of NJEEPRE): When a teacher does not recognize and embrace the culture of a child, they are, in fact, denying that child’s reality. We recognized how the teachers in New Zealand listened deeply to the children, so that they would understand how each saw their place in the world, what was important to them, and how their life experiences shape their learning. We look forward to further exploring “Learning Stories” with you! Please note that you can join us for any session. The fourth of the Learning Story Zoom Series will be held on Tuesday, March 22 nd at 7pm. We will continue reflecting on Wendy Lee’s Learning Story Videos and will hear from teachers who are on a “Learning Story Journey.”

https://educationalleadershipproject.uscreen.io/categories/learning-story-conversations-with-wendy-lee

Look for the Zoom link in your inbox after you register!

Meeting Attachments: