We document children’s progress daily by writing observations.  We revisit these observations often to improve children’s growths.  We also use the camera to document steps of investigations. We sit and look at the pictures with the children to sequence events and to rebuild structures.  We try to observe the children’s play and work closely so we are aware of their thoughts and ideas.  Then we encourage the children to build on the experiences. 

We refer to the WVELSF’s always when planning.  We use our daily observations to individualize our plans to fit each child’s strengths and weaknesses.  We have adjusted our teaching philosophy to make better use of cc.net to plan.  We also try to set our environment to meet the ELSF’s.  We hope to become more familiar with the ELSF’s and ways to individualize.

--Tamra F. and Karris M., Mingo County Pre-K Teacher and Assistant

The environment in my classroom reflects the children’s interest and experiences.  The environment is fluid, constantly being evaluated and modified to meet the needs of my children.  One of the first changes I made in my classroom was the removal of my large teacher’s desk.  This opened one corner of the room which was transformed into a “work shop area.”  A work bench, complete with hammers, nails, a saw, and other tools, occupied the corner once filled with a desk that was never used.  Also, a paint easel was hung on the wall near the work bench in case someone wanted to add paint to their projects.  There have been some interesting stories written about these construction experiences, consequently using children’s dialogue and words.  Because of the progress made with children dictating stories and writing themselves, I will continue this process.   Children’s pictures and words fill our classroom and hallway. 

--Melinda P., Boone County Pre-K Teacher

We have worked hard this year to remove teacher store bought materials.  We still need to remove more store bought materials.  We have provided a print rich environment this year in our classroom.  Print is included throughout the classroom in all areas.  The print displayed shows the children’s interests and experiences.  The children’s work is displayed on the classroom walls and shows the children’s experiences and documentation of the child-initiated topics of study they have experienced in their classroom.  The walls in our classroom show that the children’s thoughts are very important.  We will continue to work every year to display their work and not the teachers.

The environment has changed dramatically in my classroom. I had previously engaged students in seasonal themes, crafts, and teacher chosen wall displays.  ISS has changed my view tremendously.  I have taken down my teacher stuff and replaced it with the children’s artwork.  Their artwork is their interests and not teacher defined.  The children look at their own artwork as well as other children’s artwork and discuss or make comments on it.  I was surprised and I plan on continuing to post their work.

We are using less is more and we love it. We have de-junked our room several times. We observe all week what works and what doesn't. On Fridays we go through the room and rework it. After taking out a lot of the big moving toys the kids found uses for simpler items. The most used things are empty boxes! The boxes become ambulances, fire trucks, buses, and trains. You should here the places they go. Less is more.

The learning in our classroom is now more child-directed than teacher-directed. The staff serves as facilitators to enhance the learning activities. This approach keeps interest high, fosters creativity, and helps the children become better problem solvers. This has probably been our biggest success as a result of our participation in the ISS.

 --Elizabeth T., Wanda B., and Evelyn C., Wyoming County Pre-K Teacher and Assistants

Throughout the implementation of the Inquiry Support System within my classroom, the most significant outcome has been the execution of the Problem Solving Method.  Independence has always played a large part in our daily routine as well as curriculum.  In collaborating problem solving with a child centered environment my student’s have become more secure in expressing their ideas, feelings, and concerns with peers as well as adults.  I have observed more group effort and partnerships during center times, small groups, and other environments involving cooperation.  As students converse to solve their issues or develop new ideas, they are resiliently utilizing their higher level thinking skills to explore and create a larger vocabulary.  Each time I observe a conversation between two or more students being expressive, I am very pleased in knowing that my young students are becoming independent of teacher assistance. 

--Nikki B., Logan County Pre-K Teacher

A major success experienced as a result of my classroom’s participation in the Inquiry Support System has been an increase in social competency.  By permitting the children to take photos with the digital camera this school term, I have observed an increase in their self-confidence, ability to express feelings and ideas that expand on oral language, and promotion of critical thinking even among the shyest children.  Reflection of the day utilizing the slide show has not only increased their social confidence as the photos are reviewed, but it has also allowed open-ended questioning.  Each student gets to talk about their photo.  Everyone gets to hear, see, respond, and participate in the photo discussions, which increases critical think, social competency and various other skills I find important for my classroom.

--Debbie B., McDowell County Pre-K Teacher

Digital technology has been used in my classroom this year as a tool for documentation as well as assessment.  The children really enjoy taking pictures, as well as looking at themselves.  In March, I finally mastered sending pictures to my parents via email! Yes! I can also insert pictures for documentation on individual creative curriculum assessments.  I need more practice in making folders for each child and hope to master this during our visit to Marshall in August.  The pleasure the children get from using the camera will sustain my progress with the integration of technology in my classroom.  Weekly slid shows are enjoyed by all!  It is nice to review each week’s activities with pictures.

In my classroom the WVELSF is used when planning children’s experiences, field trips, career awareness, mathematics, language, science, and social experiences.  Using the digital camera makes documentation of play episodes and interactions much easier and more accessible.  Parents enjoy receiving emails and get great joy when looking at pictures displayed in the classroom and hall.  Thanks for giving us the tools to use this technology in our classroom.                  

--Melinda P., Boone County Pre-K Teacher     

The children used the camera to document their observations of caterpillars to butterflies. This is just one example of the numerous classroom experiences that we have recorded with pictures.  The pictures not only provide documentation but are also a stimulus for much language experience.  Parents purchased a new color printer for our classroom so we can have “hard copies” displayed in the classroom.  We are continuing to improve our tech skills so we can better utilize the cameras.

--Diana L. and Margaret B., McDowell County Pre-K Teacher and Assistant

Children utilize digital technology to document their work and experiences.  They’ve taken thousands of pictures and have learned how to determine whether or not they should delete some, (i.e., ones of their teacher’s rear end)! They also opened their folders on the desk top and created slide shows.  Children appeared so confident with these new skills.  They were more willing to try difficult or new tasks.  Before ISS, I never dreamed students (4-yr-olds) could operate the camera so aptly.  Now, I look forward to putting the camera in the students’ hands on the 1^st day of school!

Printed photos are sent home periodically to families who aren’t able to attend field trips, school activities/experiences.  Parents who attend take photos or have their children take photos.  Pictures are printed or put on a CD.  At the end of the year, each parent received a CD of pictures from their child’s picture folder.

Debbie K., McDowell County Pre-K Teacher

Our children love the digital camera.  They get it and use it daily.  They take many interesting pictures.  They love to take pictures of structures they make using the hollow blocks, regular blocks, and everything else in the room.  In think every square inch of our classroom has been photographed.  We use the pictures children take to help document creative curriculum objectives.  Our children have really enjoyed the hollow blocks since we have received them.  They use them to ski down and make slides to slide down.  They have also made go-carts and big trucks as well as houses!

--Fawn G. and Tammy R., Roane County Pre-K/Head Start Teachers

Integrating the camera into my curriculum has given the students learning experiences a whole new meaning. The children really enjoy using the camera to take pictures and then reflecting. The children love looking back at the pictures that have been taken and reflecting upon those. This has also became a wonderful language experience.

The ISS has been a wonderful experience for me and my students.

 --Melissa F., Logan County Pre-K Teacher

The most significant result in our classrooms with the Inquiry Support System is the use of pictures in our weekly newsletters and e-mails.  It has allowed us to show 21st Century Learning Skills and Inquiry based learning to our school community and our parents.  Our parents love the e-mails that they receive from the children.  It gives an opportunity for parents to get a glimpse of their child's day. Our weekly newsletter has become a great tool for displaying photos of the children each week.

--Erica H., Heather E., Sherry K., and Kathy M., Boone County Pre-K Teachers and Assistants

Children take a active role in conducting research as well as gathering and utilizing resources.  I have let the students become more involved in this process.  It used to be more teacher directed.  The kids now help look up things they are interested in on the Internet.  I realized that children become more actively involved if you do things of their interest.  We have added more books about things of children’s interest for them to look at and read about. We will continue this.

 --Teresa H. and Avis L., Clay County Teacher and Assistant

Children are encouraged to investigate, explore, and discuss events on a daily basis or as interests emerge “teachable moments” are capitalized upon.  I’ve been surprised at how involved the children can be and just how much learning takes place.  When you let them investigate, explore, and discuss with each other.  

 --Eugenia A., Logan County Pre-K Teacher

Pleasant Hill Head Start in Calhoun County feels 21st Century Learning has definitely broadened the horizon of learning for our students. We enjoy using the inquiry based learning in our classroom. We set the mode of learning by preparing the classroom to stimulate the children's wonder, questions, observation and clarify their questions exploring and investigating. We do a lot of experiments in our classroom. The children can document the process by using the digital camera. It's amazing some of the pictures we see while developing the pictures (of course there are a lot of unusual shots)!

 --Elaine M. and Barbara B., CDI Head Start Teacher and Assistant