Do you encourage learners to construct meaning and make sense of the world around them?
Or do you feel bound by the constraints of the curriculum?
Do you encourage creativity, imagination and initiative?
Or is it more important that students learn to play to the game of school?
Are you constantly seeking ways to pique learners’ curiosity and provoke thinking ?
Or are you usually covering content and ensuring they learn what they need to know?
My curious grandson Shai is a fearless explorer and learner at the age of two, and I often wonder what effect school will have on him.
Here’s what four year olds said about imagination…
What is your imagination?
- When you think about something that’s not real.
- It could be something that you dream about like a dragon that could bite you.
- My imagination is a rainbow coloured.
- It gives you stories.
- It gives you pictures in your head.
- I think my imagination starts in my head but then it just pops out of your head.
Do adults have an imagination?
- It’s only for children because it’s very special.
- I think adults do have imagination as well, but children’s are better.
- Adults think about real things.
And then here’s what Grade 2s said about stories…
(They had just been exposed to a range of lovely stories told in different ways!)
What do you know about stories?
- They have a beginning, a middle and an end.
- They have words in them.
- They have to be read.
- Some are fiction and some are non fiction.
- It can’t just be short.
- They have characters.
Why do we tell stories?
- To get information.
- So we can learn from them.
- To use up time.
- So we learn new words.
Hmm… Is that the ‘school effect’?