October 1, 2014
By Dean Kloss
When school started in early September, it marked my 26th first day as an elementary school teacher and my 12th year in in First Grade. I’m sure that everyone believes that their grade and their subject area is different from anyone else’s, but First Grade is the one truly unique grade in a student’s school career. After all, it’s their “first” year in grade school. A lot of new things are happening for these students. For many it will be the first time to do an inquiry. So, I needed to come up with a really good compelling question, not just to frame our study of a particular area, but to introduce these new experiences for my students.
All of the fundamental academic skills, which lead to success in years to come, are taught in First Grade. Reading, writing, measurement, telling time, reading a map, the basics of Science and Economics and Geography—all are touched on and expected to be understood at some basic level in First Grade. And the kids seem interested in it all! It is one of the few levels where a student’s enthusiasm and ability to learn match-up perfectly. They are interested in everything!
As young people grow, their abilities grow as well, but sometimes their enthusiasm wavers. What I love about First Grade is that my students —from the first day and for the 186 days to follow—will have just enough of both to cover all those subjects. They want to know about it all and they want me to tell them. This is my opportunity to foster their inquisitiveness and promote further questioning. This year, I’m starting with a question….
Having been introduced to the C3 Framework, I can see the power of that beginning, compelling question. There’s a lot in the C3 that might seem to be too hard for the primary grades: inquiries, tools, sources, informed action. But, with the right support, I think my students can do it. The challenge for us this year will be to find simple entry points for each of these more elevated concepts, where our students can get an introductory glimpse, a simplified, pared-down explanation of concepts that they will be learning and applying for many years to come.
I see a great opportunity to introduce my students to inquiry and the C3 universe. There’s a lot that we already do that I see fitting into that bigger picture. And not just with Social Studies; I see the inquiry model as one that I can use with my inquisitive six-year-olds in a number of disciplines.
On the first day, I answered a lot of questions about our classroom, what we do, when we do it, about rules, and a hundred other things. And, I’ll be telling them quite a lot during the year. Their journey is just beginning.
But I think, this year, I’ll start with a question…
