Principal's News
Investigation and Educational Research Projects
This week’s Bulletin focuses on Investigations and Educational Research Projects (ERPs). A co-designed child-focused learning environment underpins the pedagogy for these sessions.
The Learning Environment
Although we do not follow the Walker learning Approach, there are aspects of this approach that align with our philosophy and pedagogy. Thought and detail is given to creating a learning environment and the reasons include:
Children require an environment that reflects and respects their interests and ideas, provides creative and open -ended experiences, offers opportunities to work alone or alongside each other and promotes a sense of authentic choice. The learning environment is one of the most important ways to personalise learning. It is informed by child developmental theory, the intentional planning of the teacher and the current interests of the children. It promotes motivation, inspiration and belonging. (Walker Learning Approach)
Learner agency is at the core of Investigations and ERPs. The learning environment is set up to promote curiosity and provide each child the opportunity to develop skills such as: Thinking critically and creatively, speaking, posing questions or wonderings, creating a rich vocabulary, collaborating, and making connections to the real world.
The video below addresses the similarities between Investigations and ERPs and explains how the children transition from Investigations P-2 to ERPs in Years 3-6. Roles that children take on such as Focus child, Reporter, and Photographer are explained and highlight the important skills children develop. These skills are then applied to their ability to ask ‘thick’ questions and explore a topic in greater detail. Children’s speaking and listening skills are extensively developed in these sessions as children share their interests, wonderings and findings with their peers.
Rochelle Cukier and Connie Apostolos
Principal's