Babies and plan A or B

Standard

Refresher: my project is to take my newborn son into a grade 2/3 classroom at my school and have the students document the changes that they see. The purpose of the project is for the students to develop empathy, French vocabulary and be able to apply real life skills like math.

My baby project is in a bit of standstill phase right now. I am waiting to meet with the teacher so we can make it clearer. However, I did send her quite a few pictures of the baby so that she could have them on her computer. I guess instead of calling it at a standstill, I could call it the planning phase.

I realized that I actually should look at the curriculum guides to see what outcomes and indicators I am using for my project. The class I am working with is a grade ⅔ immersion class at my school. What is interesting about that is that the grade 2 French immersion curriculum is theme based and the grade 3 curriculum is more traditional.

In the meantime, I also contacted my son’s teacher to see if she would be interested in participating and she said yes. He is also in grade 2, but at a francophone school so the curriculum would be different again. I am waiting to hear back to see if it will work out.

In addition, I messaged my friend who is suddenly moving back into a grade 3 classroom to see if she wanted to participate. She is unsure as of yet.

I think it will be really interesting if more than one class ends up participating because I think the same project could look totally different in different classes. Each school has a different amount of technology available to them.

The French Immersion grade 2 curriculum is called: “programmes d’études interdisciplinaires” which essentially means cross-curricular studies curriculum guide.

Below are some of the outcomes and indicators that would be met as part of this project. They are from the Saskatchewan grade 2 French Immersion curriculum. I also tried to translate the outcomes and indicators to the best of my abilities (see the words in blue parentheses). These are some from the first three or so outcomes, there were so many that I stopped here for now.

 

Explique que l’immersion le fait vivre dans l’ambigüité et l’appelle à prendre des risques dans sa recherche de sens et ses tentatives d’expression

  • Exprime ce qu’il ou elle a compris et ce qu’il ou elle n’a pas compris.
  • Parle devant un auditoire
(Explain that immersion makes the student live in ambiguity and makes them take risks in his or her search for meaning and attempts to communicate.

  • Communicate what he or she understood or did not understand.
  • Speaks in front of an audience)
S’approprie le français comme outil de communication et de structuration de la pensée.

  • Analyse et pratique divers moyens de résoudre un conflit qui pourraient survenir dans sa vie
(Appropriates French as a communication and scaffolding tool

  • Analyzes and practices various methods of resolving a conflict that could arise in his or her life)
Établit le rapport entre le fait de fonctionner toute la journée en français et son état physique et mental

  • Discute de ses sentiments quand il ou elle a de grands flashs de compréhension et d’expression ou quand il ou elle réussit à utiliser le français dans des contextes variés
(Establishes the link between functioning all day in French and his or her physical and mental state.

Discusses feelings when he or she has big aha moment of comprehension and expression and what he or she is successful at using French in various contexts.)

Utilise les indices visuels et sonores du message pour soutenir sa compréhension

  • Lit une date à partir d’un calendrier
(Uses visual and sound cues from the message to help with understanding.

Reads a date on a calendar.)

Identifie le sujet et les aspects traités d’un message oral ou écrit illustré de quelques paragraphes dans des textes de cause à effet problèmessolutions énumération ou dans les présentations d’art dramatique [sic]

  • Identifie à l’oral le sujet et énumère les divers aspects traités
(Identifies the subject and theme of an oral or written message several paragraphs long from a text of cause and effect, problems and solution, lists or in drama presentations.

Identifies the theme orally and lists the diverse categories and aspects presented.)

Agit selon des directives multiples

  • Suit les indications verbales données par autrui.
(Acts on multiple directions

Follows verbal instructions given by others)

Analyse le contenu du message pour confirmer ou nier ses connaissances antérieures ses prédictions ou ses hypothèses ou pour y ajouter.

  • Trouve une information précise sur un sujet dans un message.
(Analyzes the content of a message to confirm or deny previous knowledge, predictions and hypotheses or to add to them.

Finds precise information about a subject in a message.)

Aborde le message qui lui est destiné en faisant des prédictions émettant des hypothèses et faisant des liens avec son vécu et ses connaissances antérieures

  • Se rappelle et énonce ce qu’il ou elle connait sur le sujet.
  • Décrit ce qu’il ou elle voit p. ex. sur une photo dans une image dans un graphique avant une tâche d’écoute
  • Utilise ses connaissances sur le sujet pour pouvoir deviner le sens d’un mot inconnu
  • Se rappelle ses expériences d’écoute de visionnement ou de lecture antérieures
  • Fait appel à ses connaissances du sujet pour anticiper les mots clés et le contenu
(Starts with the message that is destined for him or her by making predictions, hypotheses et by connecting it to previous knowledge.

  • Remembers and communicates what he or she knows on the subject
  • Describes what he or she sees ex. on a picture, on an image, on a graph before a listening task
  • Uses previous knowledge to be able to guess the meaning of an unknown word
  • Remembers previous listening, watching and reading experiences
  • Uses previous knowledge to anticipate key words and content
Partage et clarifie sa compréhension en posant des questions en donnant des explications et en discutant avec ses pairs

  • Reconnait et exprime quand le message entendu n’a pas de sens pour lui ou pour elle
(Shares and clarifies his or her comprehension by asking questions and giving explanations and by discussing with peers.

Recognizes and identifies when the message that is heard does not make sense for him or for her.)

 

 

Plan B- project B

 

If, for some reason, my classroom project does not go as planned, I have actually been doing a second learning project. This is my third baby and I had always heard about the benefits of infant massage, but had never taken the time to learn it with my previous two children.

 

So I attended a free class on Chinese Infant Massage through the Regina Early Years Centre taught by Matthew Norick, a local acupuncturist. Here is the poster for the current session, I went last month:

Check out the early years family centre for lots fo cool programs: http://www.reginakids.ca/regina-childrens-initiative/early-years-family-centres/pre-registered-programs

In addition, I had registered for mom and baby yoga with my friend Marie who teaches at Everyday Sacred. Unbeknownst to me there was an infant massage component to the class every week.

 

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Photo Credit: jakekrohn via Compfight cc

 

I also became interested in child massage, there is a lot of information online about infant massage, but much less about child massage. My older son has a lot of sensory needs so I ended up taking him to see Matthew (the acupuncturist who taught the infant massage class) the other day and he loved it and even had a bit of acupuncture.

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One thought on “Babies and plan A or B

  1. I really like how you had a plan B. Just in case you are not able to get into classrooms. The infant massaging sounds really interesting and a great way to connect with your child. I’m excited to see how both of your projects turn out.

    Like

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