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Preschool Science in Action: Designing a movie Toward Meaningful Learning

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Participate and share : Poster


Tuesday, December 1, 12:00–1:00 pm PST (Pacific Standard Time)

Arantza González Becerra  
Regina Juárez  
Paulo González Beltrán  
Patricio Muñoz  
David Padilla  
Andrea Alessio Robles  
Ana Lucia Ibarra  
Diana Huerta  

K-3 students materialized ideas of how their ideal planet should be like. Through adapting design thinking, they reflected upon the elements humans need to survive and based upon the actions we currently do that harm them, they created a movie to show what their ideal planet should be like.

Audience: Teachers, Teacher education/higher ed faculty, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: iOS
Laptop: Mac
Tablet: iOS
Topic: Innovation in early childhood/elementary
Grade level: PK-2
Subject area: STEM/STEAM, Science
ISTE Standards: For Students:
Empowered Learner
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Knowledge Constructor
  • Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
Additional detail: Student presentation

Proposal summary

Purpose & objective

Generating experiences to present new knowledge to K students has resulted to be very effective because they get to reflect not only on new knowledge, but also on comparing and contrasting their findings with the world around them. Teachers play a very important role on this matter because they guide and monitor activities in which questioning becomes the most useful tool to generate knowledge. Learning through concrete materials helps K students understand new concepts and ideas that allow them a better comprehension of new knowledge through visualizing and manipulating objects because they estimulate their senses towards the acquisition of concepts, attitudes and skills.

From here, they can know and understand the world around them establishing relationships among objects that surround them so that they can move on to abstraction processes. In this way, they will interiorize knowledge in a way that will allow them to apply these understandings on the solution of everyday problems. Specifically, for this project K2 students completed the previous to determine solutions for the preservation of the resources humans need to survive on their ideal planet.

Therefore, teachers at this stage applied different and innovative strategies that got students closer to real-life experiences. At this point technology played an essential role because it is a tool useful for reflection and creation as students encounter and witness learning experiences on a first-hand basis. Thus, K2 students worked on a Creative Lab where they are able to model and experience with different materials and learning environment to boost their learning.

Join this inspiring session to witness the learning process K2 students from Highlands International Preschool completed to deepen the knowledge about their surroundings and about the resources humans need to survive, in a way that also allowed them to conclude it is crucial for human beings to preserve what the environment provides.

The main purposes and objectives for this presentation are:

- To show the pertinence of using technology and concrete materials to foster K students’ understanding of new concepts.
- To share how K teachers adapt different innovative resources to provide K2 students with meaningful learning experiences that enable a better understanding of the world.
- To share with other teachers and students a success learning experience that can be replicated in any classroom around the world.
- To provide K2 students with an opportunity to apply communication skills to express their ideas and proposals towards a worldwide issue.

Supporting research

• Daniel, M.F, Gagnon, M, Pettier, Ch. (2012). Chapter 7. Philosophy for Children and the Developmental Process of Dialogical Critical Thinking in Groups of Preschool Children. In: https://www.emerald.com/insight/search?q=Chapter+7.+Philosophy+for+Children+and+the+Developmental+Process+of+Dialogical+Critical+Thinking+in+Groups+of+Preschool+Children&showAll=true

• Furu, A, Lawton T. (2019). Constructing learning spaces – knowledge development in work-based learning. Higher Education, Skills and Work-Based Learning. In: https://www.emerald.com/insight/content/doi/10.1108/HESWBL-07-2017-0039/full/html

• Wood, A, Comber, B, Iyer, R (2015) Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms. Inclusive Pedagogy Across the Curriculum. In: https://www.emerald.com/insight/content/doi/10.1108/S1479-363620150000007009/full/html

• Bersani, C, Hutchins, P (2003). RECONCEPTUALIZING THE CHILD DEVELOPMENT LABORATORY SCHOOL. Bridging the Gap Between Theory, Research and Practice: The Role of...In: https://www.emerald.com/insight/publication/doi/10.1016/S0270-4021(2003)12

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Presenters

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David Padilla, Other
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Andrea Alessio Robles, Highlands International School.

Innovation and Technology for Early Childhood Education at Highlands International School México. BA in Pedagogy, MA in Neuropsychology. Universidad Panamericana, Mexico City. Apple Teacher Swift Playgrounds. Member of the Apple Professional Learning Community.

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Ana Lucia Ibarra, Highlands International School
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Diana Huerta, Highlands International Preschool Mexico

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