https://responsivecurriculum.org/bio daily 0.75 2021-09-20 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621235753737-ERNJGN9D6J7HS4CC2LI5/image+%281%29.png Bio - a bit about me… I am an early childhood educator, administrator, mentor, consultant, and workshop facilitator. I enjoy designing flexible structures that support responsive curriculum for children, families, and educators. My work with colleagues and clients builds on my commitment to clarity, contribution, and connection. I am a white woman, living in Seattle on the land of the Duwamish and Coash Salish people. My pronouns are she/her/hers. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620456369788-YIIQ6IHRA4TNZTMLCP0H/alek+clap.jpeg Bio - I was 12 years old when my younger brother was born, and I began helping to care for him at home, and volunteering at his childcare program. As soon as I was old enough, I worked there as a substitute teacher on all my vacations and summers. In the years since then, I’ve never done any other kind of work. In college I studied Child Psychology, and worked at the campus childcare center, going from there directly to another lab school job after graduation, while starting my graduate studies in Human Development. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620457336653-DYNZLLM13DE48N2HCR5X/IMG_0752.jpg Bio - In September of 1995, I moved to Seattle and began teaching at Hilltop Children’s Center. I worked in a classroom with 3-5 year olds for my first 10 years, then transitioned to working in the office. I filled a number of administrative roles: bookkeeping, office management, enrollment, and interim program director. I completed my master’s degree in 1999, focusing on administration and supervision, and writing a thesis about pedagogical narration called “Show and Tell: The Disposition to Document.” https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620458159002-8CX5HHAP2KWEGWBWGUUW/194439_1819603060584_2114219_o.jpg Bio - When my son Brayden was old enough to begin attending Hilltop, I transitioned to roles focused on faculty support and pedagogy, serving as Curriculum Specialist and then Education Director for the next 12 years. After spending just over 25 years at Hilltop Children’s Center, in August of 2021 I began working as Operations Manager at Epiphany Early Learning Preschool. I’m excited to support the good work being done at EELP, and to continue bringing my commitment and experience to people and programs interested in responsive curriculum. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/f7d801b9-ebfb-48e7-b512-0735e58c1028/63091_4718896461107_1670736168_n.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1de6c441-8581-40ad-aae2-55b8658bdd5e/Screen+Shot+2021-05-02+at+5.42.00+PM.png Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/7bbf6f36-1afc-44d6-8b2e-aad0ea92d0a6/IMG_1652.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/93b106e8-6e99-4355-9c80-f123c9f0e75c/sarah-singing-300x192.jpeg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/fc90eaf2-8365-40b8-b049-9ee89c0cd864/Sarah-clay.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/03a33282-fc3c-4084-80eb-e1b300358bd1/1935776_1187448297110_2037778_n.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/0a1fc662-f0fb-45d6-adff-bf34f625d6f5/1935776_1187448937126_6049965_n.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/350e078c-0a48-4211-aec9-3715d385ae47/IMG_0832.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/c40c9226-f323-4333-9637-61cada63bbd6/38736_1500422201262_3450458_n.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/5f684b08-0a09-4a1f-90e5-62cfc16e3cc8/338019_2653060456498_100442304_o.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/aa45bacc-5d3f-4fcd-8734-10eaef8e38a3/DSC_0275+%281%29.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/6d8fa3de-2026-41ee-9a1c-346e4a2ce3b6/IMG_0293.JPG Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/00b69566-5a6e-40e4-9c64-bb2550e4c645/DSC_6548+%281%29+%281%29.JPG Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/0efb4407-5add-4474-ad26-7291fb9bbf1f/felstiner-puchtler+family+aug2012+%281%29.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/bebfcbca-6410-4239-a35c-26bcb71b2c3f/285969_4401326242050_415129281_o.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/6e76804d-0865-42f7-88dd-db0e1521b53a/FullSizeRender.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/5eeb151f-e933-4f1b-b936-9d61a3de5324/10857264_10206350512552417_1330077765082965975_o.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/3d130577-5b2e-48c4-9751-682fb28d4364/12068544_10207890816459052_3107629834893177642_o.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/26c450aa-c527-4f96-a799-12ac454f7ff8/IMG_0237.JPG Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/e5a6f787-77bf-4c36-8d1e-3e4bffc6a226/60262215_10218876393771619_9126171004186394624_n.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/3d54e5eb-0dbb-4fba-bb9f-a95dac5f7f3b/19149203_10213205618365778_5705332608564305915_n.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620457767284-6E4G682IXMA08KSHU00T/Sarah%2BFelstiner%2B2021.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/5ea4ac21-1f33-4dba-83ca-fb3061a933a2/DSC_0767.JPG Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/ce1ea163-e351-45df-9349-edcd054a165f/38866482960_24d5d21494_o.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/e99237e0-8ea8-44f3-ac7e-3b0f2479c76e/1063848_493647944038039_1167717272_o.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620077614582-AB8G2OX2DJHPR7YYTFZ6/P7270433%2B%25281%2529.jpg Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/fdf83ac1-8ec8-4649-82ee-eb1a961d966c/IMG_1838.JPG Bio https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/c03bc8fe-1203-45b6-8a09-eefd31ff291e/IMG_1646.JPG Bio https://responsivecurriculum.org/welcome daily 1.0 2021-05-11 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1619973103232-Y44O7FYYW3K88AAY5WSQ/IMG_1682.jpg Welcome - Welcome! I’ve often described Responsive Curriculum as taking a leap of faith, or jumping into the unknown. I also believe that with thoughtful structures and intentional supports, Responsive Curriculum offers a robust framework for teaching and learning. This site is a spot where I hope to gather my own evolving thinking about Responsive Curriculum, share a bit about myself and my experience, and connect with others who want to reflect together. Thank you for visiting. Please come in to learn more about: my professional background my take on Responsive Curriculum awesome schools and useful resources my other interests and obsessions ways we can partner and connect https://responsivecurriculum.org/resources daily 0.75 2021-06-05 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621127136760-KPMJWRYE6HZYQTYSB2CS/IMG_1730.jpg Resources - blogs, sites, and folks to follow… There is SO much good content out there! I love geeking out with others about early childhood theory and practice - here’s a sample of some of the online resources I regularly turn to. Anti-Bias Leaders in Early Childhood Education Tom Drummond Ijumaa Jordan Consulting A Place for You Consulting Teacher Tom Gender Justice in Early Childhood Symmetry Leadership Hilltop Educator Institute https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620879154470-W4W51BC2P41C0WH3DMP7/center_sand_0.jpeg Resources - schools I know and love… These are places I’ve worked myself, or my son attended school, or I have close friendships with folks who work there. Ask me about them! Hilltop Children’s Center University Cooperative School Puget Sound Community School Calvin Hill Day Care Center Bing Nursery School Epiphany Early Learning Preschool The Highlander School Pacific Primary School https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621188715325-Y4NPYELM866FGOFDJMJX/IMG_1712.JPG Resources - books, magazines, videos… Here are just a few of the resources I’ve found helpful. There are lots more referenced throughout this site, but I wanted to highlight a handful of core publications that I rely on and turn to regularly. Emergent Curriculum Anti-Bias Education for Young Children and Ourselves Reflecting in Communities of Practice From Teaching to Thinking Really Seeing Children The Hundred Languages of Children Child Care Exchange Magazine Innovations in Early Education Reflecting on Anti-Bias Education in Action https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620879205621-5JAVN65CE83ARAU6PTC2/theo+chocolate.jpeg Resources - other useful stuff… A few more random things I use and love. Maybe they’ll be helpful for you, too? If you have additional suggestions for things that should be on this list, click on the “Contact” page and let me know! Moglea notebooks Rocketbook reusables AnyList app Theo Chocolate Beverbende https://responsivecurriculum.org/resume daily 0.75 2021-09-20 https://responsivecurriculum.org/workshops daily 0.75 2021-09-20 https://responsivecurriculum.org/publications daily 0.75 2021-06-03 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/f68071cf-feae-450b-9fb2-903fbb8ff0f5/preschool+connections.jpg Publications https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/46b5f8e4-c6d6-4c9a-b5cd-dd0929e4ec92/reflecting+children%27s+lives.jpeg Publications https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/341d1858-54e0-4b03-839b-f114d3528bb3/insights.jpeg Publications https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1864fddb-087c-4c22-b138-5e2e22aa17b5/season+by+season.jpeg Publications https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/83c34d4e-eb74-46e3-9458-f75c6392962e/art+of+awareness.jpeg Publications https://responsivecurriculum.org/acknowledgements daily 0.75 2024-09-10 https://responsivecurriculum.org/origins daily 0.75 2021-06-04 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620756265067-WGQQ6AUMFLWP30F9NU9P/sarah+reggio+lion.jpeg Origins and Inspirations - The schools of Reggio Emilia, Italy My first and most impactful introduction to the notion of a responsive curriculum was learning about the Municipal Preschools and Infant-Toddler Centers in the city of Reggio Emilia, Italy. The Reggio Emilia Approach asserts that children should be “protagonists” in their own learning: “Children are equipped with extraordinary potentials for learning that are made manifest in an unceasing exchange with the cultural and social context. Every child is the subject of rights. Every child, individually and in their relations with the group, is a constructor of experiences to which they are capable of attributing sense and meaning.” This notion of children as active, primary participants in setting the course of their own studies is at the heart of a responsive curriculum. This commitment to fore-fronting children’s own questions and ideas plays out in the progettazione (projections) undertaken by children and educators in the Reggio schools, which served as a model for my own understanding and practice of student-driven curriculum projects and investigations. I had the good fortune to visit the schools in Reggio Emilia, in the summer of 1993, and since then I have continued to read and study about the Reggio Approach, and attend conferences through the North American Reggio Emilia Alliance (NAREA). https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621188560938-D81IGA1ZGYBHDOTPZYZP/IMG_1714.jpg Origins and Inspirations - Emergent Curriculum by Elizabeth Jones and John Nimmo This book was my primary guide, as I took early steps away from the comfort of pre-planned, teacher-directed curriculum. I had the good fortune to work with both Betty and John as part of my Master’s coursework through Pacific Oaks College. My copy of this book is feathered with sticky-notes highlighting favorite pages and passages, and it is still my “go-to” when I need a quick injection of reassurance or inspiration. The quote about “serendipity” at the header of this page helped me learn to trust that the children would show me what mattered to them, and to trust my own instincts for how to begin following their lead, https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620759609462-EEUP93AT2265JNX436HO/culturally+responsive+teaching.jpeg Origins and Inspirations - Culturally Responsive Pedagogy One of the gifts of Responsive Curriculum is that it fosters an educator’s disposition to focus on actual children, classrooms, and communities, building our capacity to respond meaningfully and intentionally. This outlook can help support our commitment to be culturally responsive, as well as responsive in our curriculum. In her research “Toward a Theory of Culturally Responsive Pedagogy” Gloria Ladson-Billings examines the theoretical underpinnings of effective culturally responsive teaching and learning, including: Conceptions of Self and Others, Social Relations, and Conceptions of Knowledge. She describes her research as “a beginning look at ways that teachers might systematically include student knowledge in the classroom as authorized or official knowledge.” This trust in students’ ways of being and knowing pairs well with and supports a commitment to seeing children as protagonists. Geneva Gay underlines the importance of preparing educators for culturally responsive teaching, noting that “ethnically diverse students…have been expected to divorce themselves from their cultures and learn according to European American cultural norms…having to master the academic tasks while functioning under cultural conditions unnatural (and often unfamiliar) to them.” I think that exercising the “muscle” of responsive curriculum planning can help educators striving to be culturally responsive. My friend and longtime Hilltop pal Nick Terrones puts this idea beautifully in his book A Can of Worms: Fearless Conversations with Toddlers. “I believe that educators have a responsibility to take up children’s questions and observations about identity, about self and others, no matter how fast our pulse races. Authentic and responsive education, like authentic and responsive democracy, requires real conversations with real people, in real relationships, and in real time!” https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620759942880-X57Y1CKQAUT5AHRZ1WR1/PICT0003.JPG Origins and Inspirations - The Runaway Bunny I was early in my teaching career - recently out of college and partway through my third year as a full-time teacher - when one specific classroom experience solidified my commitment to Responsive Curriculum. I was teaching at Bing Nursery School, along with Roberta Immordino, Diane Guthrie, Kitty Pecka, and Kirsten Wright. Our classroom had a pet rabbit named Rikki Tikki, who lived in an outdoor hutch on our gorgeously landscaped playground. We arrived one morning to find the door of the hutch ajar, and Rikki Tikki missing. The children took up a search for him that lasted not minutes, hours, or days, but literally weeks. As time went on, their interest in his disappearance both deepened and broadened. None of the curriculum we teachers had planned for that month mattered…we dropped it, and instead followed the children in their drive to make signs, draw maps, track animal prints, and create stories and artwork about Rikki Tikki’s mysterious disappearance. This was my first vivid lesson in young children’s capacity to focus on work that they care about, and become empowered researchers in their own investigations. I won’t spoil the story for you (read about it in my chapter of the book Reflecting Children’s Lives by Deb Curtis and Margie Carter), but suffice it to say that I was permanently converted to a life of Responsive Curriculum. https://responsivecurriculum.org/leap daily 0.75 2021-06-04 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621011451063-2IMPLJ5JSRSHUYSZF3TH/driving+flying.jpg Taking the Leap... - Driving vs. Flying Imagine that your job as an educator is to navigate your way from September to June, to chart a course for your year in the classroom. You could get there by driving, which would give you some choice of routes to take, but would confine you to the paved roads already laid out on the map. OR you could get there by flying, which would give you much more flexibility of altitude and course, and a much different view along the way. Flying lifts you out of the flat plane of a roadmap, and gives you an additional dimension to play with, along with a vastly expanded perspective on what lies behind you, around you, and ahead of you. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621070574544-9XHKRYKG4UKOT66VC8R2/hot+air+balloon.jpg Taking the Leap... - Learning to Fly The founder of the Reggio Emilia schools, Loris Malaguzzi, said that in a responsive curriculum model, “it’s as if the children and teachers are in the basket of a hot air balloon.” There may be those (family members, licensors, policy makers) who think it’s safest for that balloon to stay on the ground. But the children and educators know what might be possible if that hot-air balloon is allowed to rise up. Our job then, Malaguzzi said, is to convince everyone that we are skilled pilots of hot-air balloons. And Lela Gandini, the U.S. Liaison to the schools of Reggio Emilia, explained that a responsive curriculum offers children “a sense of freedom to venture beyond the known, precisely because the teachers are adventuring with them.” My friend and long-time colleague Ann Pelo used to say that a responsive curriculum can feel “like jumping off a cliff, and trusting that I’m going to land.” But she reassures us that the more times we jump and land, jump and land, the less scary that jump will become. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622786347181-3L0OL4U3I6T88T1PJU96/brayden+140.jpg Taking the Leap... - Safety Instructions For many of us, though, flying does sometimes feel less safe than driving. So I’d like to request your full attention as I demonstrate the safety features of this…hot-air balloon: The emergency exits are located to the front, sides, and rear of this educational approach. The work we do is big, and challenging, and exhausting, and I can understand the urge to run screaming for the exits – but we’re here because we’re committed to offering our children the kind of authentic childhood that they deserve. If you are traveling with small children (obvi) please affix your own oxygen mask before assisting your child. You need to be able to breathe, to feel comfortable with this kind of curriculum, if you’re going to be an effective support and facilitator for the children. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622786537087-14QDOIH740MSKE8XBNPG/IMG_0394.JPG Taking the Leap... Your emotional baggage should be stowed completely underneath the seat in front of you, or in an overhead compartment. Yes, we all come to this work with our own histories and experiences – and you don’t want to let go of that rich knowledge and skill, but you may need to stow some of your pre-conceived notions and your go-to plans, if you’re going to craft a responsive program. You’ll probably still pull from your wealth of teaching “baggage” all the time (I know five great playdough recipes, and a dozen finger-plays about rain, for example) but you’ve gotta keep those aisles clear, to make space for the children’s priorities. I’m sorry to say, there is no safety instruction card located in the seat pocket in front of you. There’s no recipe or formula, no guaranteed series of steps to create a Responsive Curriculum – you will, by necessity, be “flying by the seat of your pants” sometimes, working collaboratively with your colleagues, and the children and families, to design an organic, customized, responsive curriculum. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621222868579-B8VTBM755BX4SR8HPCGU/couch+leap.jpg Taking the Leap... - Taking the leap… We can do this. We can let go of our need to pre-plan the curriculum. We can design environments and offer provocations and plan experiences that invoke children’s wonder and learning. We can closely observe the children and discuss our observations to make meaning of their work and to plan what’s next. Responsive Curriculum doesn’t mean that we just sit back and let kids do whatever they want. A responsive teaching practice is highly proactive and engaged, and requires us to be on our game. The more organized and prepared we are for whatever might happen, the more fluid and free the children’s experience will become. Loris Malaguzzi once said that educators should think of 100 ideas for what might come next, so that when the children come up with the hundred-and-first, we’re not surprised. When we take responsibility for intentionally planning for a responsive curriculum, we make it possible for the children to fly. And yes, that’s my kid at age 2, leaping off the furniture in the toddler classroom at Hilltop. Blessings on his teacher Nick, who understood that Brayden needed to leap, and skillfully scaffolded his risk competence, challenging him to leap higher and farther around the classroom, https://responsivecurriculum.org/environments daily 0.75 2021-06-04 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/c653d185-b260-43c3-b423-f301758a289c/IMG_3083.JPG Environments for Responsive Curricululm https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/b148b600-0db6-4425-90eb-62be747c54cf/IMG_1780.jpg Environments for Responsive Curricululm https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/0da5a39f-5473-43e7-b6e2-ecc9eb51a920/IMG_3082.JPG Environments for Responsive Curricululm https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/ba0d8679-21ac-4cfa-8504-91c81a8311e4/reggio+16.jpg Environments for Responsive Curricululm 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https://responsivecurriculum.org/structures daily 0.75 2021-05-24 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621809915696-BYH54KO15N4IAH0K7CAO/reflecting+in+cop.jpeg Flexible Structures for Responsiveness - Reflective Practice Children are naturally playful, and naturally curious. As educators, we want to nurture and encourage this capacity for playful inquiry, and even engage in playful inquiry ourselves. But just wanting to have a program rich in exploration and deep investigation doesn’t seem to do the trick…so how can we build structures that encourage a reflective attitude, and thereby support our intentions for Responsive Curriculum? One of my inspirations for this topic is the work of my colleagues at Harvest Resources Associates, who are tremendous champions of reflective practice and responsive pedagogy. In their book Reflecting in Communities of Practice, Deb Curtis, Debbie Lebo, Wendy Cividanes and Margie Carter suggest that “For reflective teachers, work is an ongoing process of closely observing and studying the significance of unfolding activities…to better understand and delight in what happens in the classroom. Reflection allows teachers to make effective, meaningful decisions about how to respond to and plan for children.” They go on to say that reflective educators: Look for details Ask themselves questions Consider children’s perspectives Examine the environment Are eager to gain more perspectives Are fully engaged in their work So what is it that actually helps educators be reflective in those ways? Are there structures that program leaders can put in place to support educators with these intentions, and empower us to work reflectively with children, families, and each other? https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621819641180-XLBCPX987EFZI6BM5T14/Screen+Shot+2021-05-23+at+6.26.45+PM.png Flexible Structures for Responsiveness - Responsive Planning One approach to responsive curriculum planning is to view curriculum as everything that happens during our time together with the children. Regardless of what I have planned for morning meeting, if the children notice a bug crawling across the rug, and we end up studying and drawing the bug, then that was our curriculum for the day. When the curriculum is not set in advance, it can develop from the interests of the children in the class, through a responsive planning cycle that might include: adding engaging invitations to the environment observing and documenting children’s play talking with co-educators and colleagues about possible next steps exploring ways to engage families The consistency and intentionality of educator reflection can be supported by having reliable structures in place, such as Team Teaching, Team Meetings, and Planning Time for educators: Hiring and constructing teams of master educators to work collaboratively in classrooms can lead to deeper reflection than identifying “lead” and “assistant” teachers. When classroom educators share responsibility for planning curriculum, communicating with families, and documenting learning, then they all have the opportunity to build relationships with children and families, and to participate in reflective, responsive planning. These collaborative teams will necessarily need time to meet and think together, to examine and discuss “raw data” from the classroom, and make plans for the weeks to come. The use of reflective protocols, such as The Thinking Lens, help to structure and deepen these conversations. Educators also need and deserve protected time outside the classroom, for planning activities, communicating, and documenting. They may use this time to send e-mails, gather materials, meet with families or each other, and complete written documentation. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621810013186-OC206H5L3MJBZ3BF2PDK/IMG_1021.JPG Flexible Structures for Responsiveness - In-Depth Investigations Child-led investigations can last an hour, a day, a week, or may develop into an In-Depth Investigation that spans several months. When we engage in these longer-term in-depth investigations, we’re intending that: participants act as researchers, working together to uncover shared understanding of the topic topics evolve from children’s interests and questions, rather than from pre-packaged curricula the study is collaborative, with children, educators and parents all helping to refine the research children have a high investment in the study, though much of their time is still spent in other play Now not to be snarky, but really just to help understand what we mean by an emergent investigation, let’s contrast that with the intentions and outcomes of more traditional theme-based studies, in which: children receive information topics are pre-determined by teachers, or by purchased curricula the focus is on individual learning - what did each individual child learn? the topics may or may not engage each child The In-Depth Investigations that grow from a responsive curriculum can last several months, and might take different forms. Sometimes a whole classroom gets curious about the same topic and engages in a full-group study. Other times, it’s a small subset of the group, working closely together with one of the educators. The structure of In-Depth Investigations is intentionally flexible, in order to suit the topic and follow the evolution of children’s focus. In comparison to the The Project Approach, as originally described by Lillian Katz and Sylvia Chard, In-Depth investigations tend to narrow in focus over time. Where project work might create a curriculum “web” and then follow as many threads as possible, in an In-Depth Investigation, the children’s focus tends to become more specific as the investigation unfolds. Responsive educators are eager to track those twists and turns, letting go of possible pathways that have become irrelevant, and digging deeper into the areas that children want to pursue. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621039385250-K3RLVSSB2XR7I2QI9BRQ/swans.jpg Flexible Structures for Responsiveness - Teachers are like swans, seeming to glide effortlessly over the water, while their legs paddle furiously underneath. - Daisaku Ikeda https://responsivecurriculum.org/antibias daily 0.75 2021-09-28 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621226330317-15BKVKNQXINNG43U3WI0/Screen+Shot+2021-05-16+at+9.23.36+PM.png Anti-Bias Education - Reactive: being poised to respond in the moment to comments or interactions that have the potential for exploring bias and fairness Comments and questions from children about identity Exclusionary play that brings up questions of fairness Serendipitous events that need unpacking - like how to respond to a person asking for money, outside the grocery store, when the class was just there to get ingredients for pancakes… Proactive: planning an activity to specifically highlight or provoke children's thinking about bias or fairness Reading a specific story at our morning meeting, or asking a question at the lunch table Planning an art activity, or offering a provocation of materials that stimulates thinking about bias and fairness Or more elaborate plans, like inviting a community member to cook a meal or host a celebration, or taking a field trip to a particular neighborhood or event Short-term: What will you do or say in the moment? Which might be awesome, and you'll feel great about it Which might be awkward, and you'll decide how to revisit it later Which might be "gosh, I don't know…let me think about that, because you're asking a really good question, and I want to give you a really good answer." Long-term: How will you follow up on this, later? Which might require reflection with your colleagues and pedagogical leaders Which might be sharing the information with families Which might be having a conversation at group meeting, or planning an activity (essentially, circling back to the "proactive" category) Which might extend into a longer-term project or investigation, or might not… https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621227898458-P27K85QPHCCS8W79YQZN/rain+on+flowers.jpeg Anti-Bias Education - Why we call it “Anti-Bias” Education Messages about social identity filter in from society, and influence how children think of themselves and others. These messages are both overt and covert and come from many places: family, friends, television and movies, books and advertising, and early childhood programs. The idea of “protecting” children from these “adult” messages and conversations is a false notion. First of all, when we say that, we’re usually talking about protecting white children, who have the privilege of walking through life with fewer negative impacts from bias. Children of color are rarely protected from these conversations, because their safety and survival depends on them having a keen awareness of the biases that face them. And secondly, the impact of bias is happening to young children all the time, like rain falling on flowers...dripping onto them from above, and soaking into the ground and infusing them from below. It’s happening, whether we wish to protect them from it, or not. https://responsivecurriculum.org/families daily 0.75 2021-05-24 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621820150761-L2N40KD8DNA1R4I98H3H/Screen+Shot+2021-05-23+at+6.35.09+PM.png Engaging Families - Children, Families, Educators Educators in the schools of Reggio Emilia sometimes use the image of the school as a three-legged stool, with the children, the families, and the educators each holding up part of the stool. If one of those key components is missing, the whole enterprise comes toppling down. If we’re committed to a Responsive Curriculum that engages all the stakeholders - children, families, and educators - then we need “family engagement” to mean more than washing nap sheets and helping with the fundraiser… How do we invite families to meaningfully connect with their children’s learning? It starts with: building a learning community using documentation as an invitation to partnership reflecting with families to make meaning of children’s play I think these practices create possibilities for transforming teacher-family relationships in our programs. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621820349974-BDYNFIISM0SM934VH643/Screen+Shot+2021-05-23+at+6.38.44+PM.png Engaging Families - Name that tune… How would you describe relationships between educators and families, in your program, right now? And what if you had to characterize that relationship using only Beatles song titles? Come Together Get Back Getting Better Got to Get You Into My Life Hello, Goodbye Help! Helter Skelter I’m Looking Through You I’m So Tired All Together Now Magical Mystery Tour We Can Work it Out What is influencing your relationship with families? What is standing in the way? What would it take to change your song title? https://responsivecurriculum.org/documentation daily 0.75 2021-06-04 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622434686757-ND9FY3ENF0H7W9S3WMY2/IMG_1768.jpg Documentation and Learning Stories - Forms of Written Documentation During my years at Hilltop, we experimented with many models and formats and strategies for sharing written documentation with children and families. Eventually we arrived at two complementary forms that we found useful: “Four Elements” compositions to recount group activities, so called because they always contain four components: Tell the Story, Reflect on the Story, Begin a Dialogue with Families, Describe Next Steps and Future Plans “Learning Stories” to celebrate moments of discovery for individual children, which are based on the models from New Zealand and from Seattle’s own Tom Drummond In many ways these two forms are very similar, and we began to consider using the two formats interchangeably, or calling everything we wrote a “Learning Story” regardless of whether it described individual or small-group learning. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622423019290-91BXCM87S0FKR6UYDR9U/Screen+Shot+2021-05-30+at+6.02.23+PM.png Documentation and Learning Stories - “You learn who you are through the people you love telling you what they love about you.” — Tom Drummond https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622439020862-3MSE8H8NCEFGQDNON4I8/IMG_1758.jpg Documentation and Learning Stories - You can’t document everything. Once when I was working with a group of educators in Richmond, BC, I shared my perspective that it’s not possible to try to document everything that happens in the classroom each day. It would be like that person on vacation, I said, who misses fully experiencing the sights because they’re trying to capture every moment on a video camera. In an effort to emphasize my point, I mimed a gesture of an upside-down pyramid, explaining that hundreds of things happen in our classroom each day, and we could never notice all of those things. And of the things we do notice, there’s an even smaller slice that we might start to take note of, and discuss with our colleagues. And of those traces that we do get to consider and discuss, there’s an even smaller portion that we’d actually choose to capture as a completed piece of written documentation. Jennifer Chen, one of the participants in this conversation, created this diagram afterwards, and sent it to me with the title “Sarah Felstiner Documentation Model.” Thanks, Jen! Charmed as I was to have this notion made visible, my main point in offering this image was to emphasize that a completed piece of documentation is impactful because it helps us share the important stories with children and families, but we’ll never be able to capture and share everything. I remind myself - and anyone I work with - that we need to trust our own instincts for which stories to share. We are skilled educators who know and love the children in our care, so the filtration that occurs through this funnel will naturally bring forth the right stories. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622434933192-EF2UGVWBUZ16UV1QORUA/Screen+Shot+2021-05-30+at+9.05.41+PM.png Documentation and Learning Stories - A window into my child’s learning… During the years that Brayden was a student at Hilltop, I got to experience the value and impact of Documentation and Learning Stories from the “parent” end of the communication flow. In this photo, Brayden and a friend are together in their classroom, poring over the pages of Brayden’s own journal. You can see the words and pictures in the story written by one of their teachers, as well as a pink sticky-note from me, writing back to the educators to share my perspective as a parent. Our intention at Hilltop was for written documentation to be part of an interactive dialogue between educators and family members, and even - as you can see in this photo - a way for children to revisit their work. https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1622490643378-W1TCOTQR5BJT7D6LCRAI/IMG_1795.jpg Documentation and Learning Stories The first time one of Brayden’s educators - Ellie Dawson - wrote a Learning Story about him, it shifted my understanding of him as a learner. She had observed a game he and some friends were playing with stuffed cats and Unifix cubes, and noted that Brayden made a point of comparing the length of the Unifix stacks in order to figure out which kitty cats in the game had more Unifix “cat food” to eat. Her explanation of the math concepts Brayden was exploring through his kitty-cat dramatic play opened my eyes to his natural number-sense. After reading Ellie’s story, I began to notice numeracy in much of Brayden’s play, like how he sorted his toy cars, and compared amounts of peas and carrots on his dinner plate. Not being a math-y person myself, I’d missed it, but reading Ellie’s perspective helped expand my view of my own child. https://responsivecurriculum.org/curriculum daily 0.75 2021-05-17 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1621194612806-3GKR49TMS93DP7BMP52Y/IMG_1716.jpg What is Responsive Curriculum? - True confessions… Though I’m now fully dedicated to child-led, responsive curriculum, that wasn’t always the case. I’m a structure girl: my pantry shelves are meticulously organized, my clothing closet is obsessively color-coded, and I own three (3) label-makers. So you better believe I was very comfortable in a classroom that had discrete, pre-arranged themes for each month, which I’d thoughtfully mapped out ahead of time, for the whole year. Structure is my happy-place. I even co-wrote a book, with my best-friend-since-preschool Annie, titled Preschool Connections: Child-centered Theme Activities for Every Month. This book has everything: craft activities, coloring pages, finger-plays, nursery rhymes, adorable snack recipes, you name it. In my defense: I was young, I didn’t know any better, and I simply wasn’t confident in my own capacity to follow the children’s lead. All of which is to say: I’m someone who struggled with letting go of my reliable teacher plans, even though I could see that the children weren’t inspired by them. And I have tons of empathy for anyone who, like me, feels uncertain about stepping into the world of responsive curriculum planning. I see you, friend, and I understand. https://responsivecurriculum.org/contact daily 0.75 2021-11-09 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1620109930393-YTLXUQKHQTSLA1XECZKZ/Screen+Shot+2021-05-03+at+11.27.29+PM.png Contact - Start the Conversation! I’d love to hear about your thoughts and responses to my website, your experiences with Responsive Curriculum, your questions and inspirations. If you’re interested in brainstorming possibilities for consultations, workshops and presentations, or writing and co-editing, let me know…I’m always interested in new friendships and professional partnerships. https://responsivecurriculum.org/diversions daily 0.75 2021-06-12 https://responsivecurriculum.org/diversions/family monthly 0.5 2021-06-11 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1623434081425-JFDDQZZW4XW3TSR29972/25652823637_37de28fe06_k.jpg Diversions - My Cool Family https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847421455-8JW2CPL3ZB56F2Z8ACLN/20140301_Trade-151_0124-copy.jpg Diversions - My Cool Family https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847422112-G7ETRT5C07KF9PHFAV96/20140301_Trade-151_0124-copy.jpg Diversions - My Cool Family https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847420762-AGPM8HHB51L8F01AAZN7/20140301_Trade-151_0124-copy.jpg Diversions - My Cool Family https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847420322-U8QPDYBOD6HXYRSL8QW0/20140301_Trade-151_0124-copy.jpg Diversions - My Cool Family https://responsivecurriculum.org/diversions/music monthly 0.5 2021-06-11 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1623433926030-9LBMIO5DPLGNOWNA5HWI/1063848_493647944038039_1167717272_o.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847419260-TLMPOGZEKRIR09EDXNAA/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847419968-YLRD4TYV9QU8K9LW04SP/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847418911-D6BSPWP8P3O9YAF5R3SO/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847418431-66X2HHF6ZNWKOC9VHLZI/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847417789-TGDSX064I3PZELTJI8Q1/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847417384-6R65UAAJW6EW4KUCUT6U/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847416982-R2067X6OPKY3MG304FSJ/20140301_Trade-151_0124-copy.jpg Diversions - Chamber Music https://responsivecurriculum.org/diversions/baking monthly 0.5 2021-06-11 https://images.squarespace-cdn.com/content/v1/604fb53c1da3df73906e577d/1623433757322-5UM4Z71XRGQE5NBVJD8F/lemon+scones+1.jpeg Diversions - Baking https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847905386-9EM9GLHE12726EXM68S4/image-asset.jpeg Diversions - Baking - Make it stand out. It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847906050-Q37PFW075QZ6YU9179YP/image-asset.jpeg Diversions - Baking - Make it stand out. It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847907929-YZFF0BD112Q9PF2G1BK6/image-asset.jpeg Diversions - Baking - Make it stand out. It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. 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