I’m very fortunate that this year in addition to teaching a Grade 5/6 class, I also get to provide prep coverage for Kindergarten to Grade 4 students. What a great opportunity to experience so many grades!
For the first time ever, I’m going to be teaching Media Literacy to one of the Kindergarten classes. When I went to look more closely at the Full Day Early Learning Kindergarten Document yesterday, I noticed that there are only two media literacy expectations. Knowing the number of Media Literacy expectations in the Grade 1-8 Document, I was shocked by the small number in the Kindergarten Program Document, and I tweeted that I thought I would need to link Media Literacy with another curriculum area — I was thinking The Arts.
It was after I sent out my tweet that things got interesting. Within a few minutes, I received tweets from Bill Forrester and Angie Harrison explaining how these two expectations could be addressed all year long. Soon after, others chimed in with similar thoughts. What really got me reconsidering things was when Angie tweeted her thoughts on prep coverage in Kindergarten (and I think maybe something that should be considered for prep coverage in general):
So I started re-looking at my schedule. I cover Kindergarten right after the second nutrition break. As Angie mentioned, the students likely have a routine that they follow when they come in from the break. It’s important that I talk to the teacher about this routine and attempt to keep it in place, so that the students adjust easily to me being there.
Then I also needed to expand on my definition of “animated works,” and what it means for students to respond to media texts. I needed to start thinking like a Full Day Kindergarten teacher. If students are supposed to learn through play, and if student interest should also drive instruction, then what I do in the classroom should reflect both of these important areas. I have to get students “playing” with media. When I went to bed last night, I had this on my mind.
Early this morning, I saw Angie’s tweet about a terrific blog post, which highlights how to make the day seamless in a Kindergarten classroom. As this post emphasizes, what’s best for students is always at the forefront of any decision. This is what I believe should happen, and this is what I want to happen this year!
Keeping this in mind, I created this GoogleDoc this afternoon with a list of my ideas for this Media Literacy Prep Coverage. I’ve allowed editing on this document, so please, if you have any questions, comments, or ideas, add them here. I would love to hear your thoughts, and I’m hoping that by sharing ideas, I can help create the best possible program for these Kindergarten students.
Aviva
I think you need to follow students interest after the explore. Maybe the house center is not a house, maybe it is a store where they advertise the clothes they sorted, maybe it is a grocery store whee they create flyers and sort things (where would they put advertised items? Up high, down low, or at eye level. Letting students direct their play is important
Thanks Heather for your comment! I completely agree with you. Sorry! I didn’t do a very good job in my GoogleDoc, as when I said, “house” centre, I meant that physical play area (it was why I put “house” in quotation marks). I think that this centre could be many things beyond a house though. Your store idea sounds great (if that interests the students). As I read your comment, I was also thinking about a group of Kindergarten students last year that absolutely loved pets. Maybe they would want to make it a Pet Store. Flyers from local pet stores could be a great reading resource in this area. Toy stores may be popular as well, and there are lots of flyers for those. So many possibilities!
Aviva
I agree. You are willing to let the “house” be what they want so that is a great start
Thanks Heather! I think that’s so important. It actually is quite amazing what they make it, and with the variety of flyers out there, the potential for a media connection is huge!
Aviva
The following response is a reflection, as I observed it, of the process Aviva engaged in to arrive here:
I applaud the fact that Aviva started this new learning by sharing what she didn’t know. In one of her tweets she indicated that following the twitter conversation she now knew the right questions to ask the K teacher. Our learning starts with admitting what we don’t know. This is another example of “thinking out loud” on twitter where someone hears our thinking and comes to our aid. How much more learning we all would do, if like Aviva, we started by sharing what we don’t know!
Thanks so much for the comment, Susan! You’re absolutely right. One of the biggest things that Twitter has taught me is that it’s okay to admit what you don’t know. It’s through this that we learn so many new and exciting ideas. We just need to be open to them. A couple of years ago, I would have been reluctant to blog about my mistakes and about the many things I don’t know. Now I realize the power of sharing these things!
I’m fortunate to have such supportive and resourceful people in my PLN that are always so willing to share. Thanks for being one of these people, Susan!
Aviva