Using questions to dig deeper

This is the second year I've done this particular "sharing the planet unit" with grade 1 students.  Last year the focus (their focus, not mine) was on butterflies, we had seen a lot.  This year, we are focusing a lot on millipedes.   Through questioning we are able to help the students use online resources to identify and figure out what these living things are about. 

I want to start changing (drastically at times) how my questioning skills can dig deep fast.  I've been working all year on structuring questions, my co-teachers think it's a natural skill of mine, but I've worked very hard on it.  However, I'm not yet where I want to be. 

I've been reading coaching books to help develop questions that will make my teachers more effective, and I'm hoping I can transfer these questions, or these questioning techniques to students.  How can we go deep fast though? Is it possible, recommended? 

These are the thoughts that are running through me right now.  How do I become the most effective questioner? 

Changing our language

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Rarely do I think about poetry and it's opportunity to create relationships by making metaphors.  I've been slowly (but diligently and thoughtfully) reading this book.

you can buy it here

It continues to change the way I think, and how I want to grow as an educator.  The whole idea of slowing doing, and really creating those deep connections is so important.  This book calls for a change in approach to how we view aspects of environmental education.  Specifically I enjoy the opportunity to engage more in poetry (which is something very new for me). 

The argument is, in order to create connections we have to foster a feeling (which I have read so many other places and firmly believe).  Before we actually get to know something, we need to feel something about it, and this is where poetry and metaphor come into play.  Instead of learning about a plant scientifically first, we have to create that awe, and that connection.  Here is where we use poetry.  

For the past week and a half I've been talking the grade 1 teachers and students out to the garden. First we look at something and draw it, then we listen to the world around us, and then (we don't label) we write some poetry.  Try to fully describe our thing beautifully.  We don't have to know the correct names, we don't label the parts or explain what it is or does (this will all come later in the unit) we just write about it, how it looks, feels, smells, sounds and how it makes us feel.  

It's been a really interesting exercise so far.  Everyone enjoys being outside (even if it is a little hot from time to time). The focus on the change in language has made learning more accessible for the younger students. They aren't as worried about being right, they just need to talk about how they feel, so it's easy for them to start.  Once we've made some connections then we start the deeper understanding (which will be easier because we actually care). 

It's a great start so far.

Why so slow?

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The end of the year is quickly approaching, and this is a time I find when teachers are definitely trying to speed things up.  We want to get all of the content in before the students go to their next great, before they try to get things presentable to parents, and before we rush off to our summer vacations.

At our school at least half of the grade levels I work with are finishing the year with sharing the planet, so I'm pushing for a go slow movement for the next six or seven weeks.  We need time to fully experience what it's like outside in order to actually make those connections (something I feel I talk about all the time).   I now have four classes I take outside every week.  It's a start (one class is trying to move to everyday next year), but we are moving forward which is great!

We are taking the time to wonder and think, something that is difficult for some teachers.  We have to talk about connections and thinking deeply about how things work together (which is the central idea for most of our units, but never really adressed this way).

All in all, in just one week I've seen more excitement about the unit. Students are actively engaged and posing good questions.  This week we are trying to "look closely" to see how things work and what things look like.

Going slow is great for us right now, hopefully I can convince some teachers to keep it up after these seven weeks.