Cynthia Greenleaf

Last week I went to the  Collaborative Reasoning PLG with Cynthia Greenleaf.


There were several similarities between her programme and DMIC: The establishment of group norms was important to help create an environment where all children felt they had a voice seemed to be the main one. Having a task where children have to think was another crossover.

In the seminar we were asked to do an activity in groups where we had to look at a picture of an 18th century crime scene, read the accompanying article about it and draw conclusions about what had happened. The most interesting thing highlighted for me was how important it was to have a scenario that was didn't emphasise a single dominant interpretation to help promote discussion, and develop the skill of supporting your views with evidence.

This made me wonder about some of the reasons I have been finding it very difficult establishing group norms in DMIC. The establishment of group norms has felt very teacher-led and forced for me. It hasn't seemed a natural process at all. Now I am wondering if particularly at our level when the problems are fairly simple, that there just isn't the need for discussion. It is trying to force something to happened when the reality there isn't enough depth to allow it to happen.

So my main take-away from this PLG was to try and establish these group norms in a different context, rather than trying to establish them in DMIC. Create some group discussions where children will have ideas to add. Where there are different interpretations so they can learn how to listen to others ideas and share their own but be able to help develop the skill of backing up their views. Then having learnt these skills in more natural and less contrived situations they can transfer these skills into the DMIC lessons.

My next to-do is to come up with some activities to help develop this.

I found the same activity online here.

Slip or Trip

Nigel Latta's A Curious Mind

Interestingly after having read the article on Mindfulness and Curiosity yesterday I also watched the latest episode of the Curious Mind by Nigel Latta which delved into several of the same issues. In the programme it highlighted schools which have included Mindfulness into their school philosophy and programme. They have found that not only has behaviour and empathy been impacted positively by this but academic success also.

Last year I started after lunch with a simple time to relax or rest. What was interesting was that that the children who had more behaviour issues found this really difficult to do. They just couldn't calm their minds enough to relax. As our 1 class turned into 2 it became more difficult so instead of continuing with it I abandoned it. I am beginning to see now that helping children develop the skill to be able to do this can be hugely valuable.

https://www.tvnz.co.nz/shows/the-curious-mind

Anxiety in children. Can curiosity be a remedy?

Here is a link to an interesting article about a way to try and retrack the transmittors in the brain. For children who suffer trauma or stress too often, their body's response of high levels of cortisol and adrenaline overrides rational and empathetic thoughts. This response can become a well-worn track in the brain because repeated experiences create brain connections. What is needed is to try and make better connections. Here is a possible way to try and help create these better connections.

Think I might try start doing this in our class.

https://www.enlightenpress.com.au/single-post/2018/08/30/Anxiety-in-children-Can-curiosity-be-a-remedy