Our TLLP "Improving Reading Skills in a Play Based Classroom" meeting in January began with setting up some of the provocations we have tried in our own classrooms. We walked around making observations at each station, asking ourselves what kind of things we might anticipate from our students? We brainstormed everything from what we hoped would happen to what we might not want to see. This lead into a discussion about provocations;
We discussed that a provocation is an invitation for students in small groups to explore materials and/or activities set out. These can be presented as the follow up to a lesson, a story or furthering a skill.
We are still grappling with the purpose and expected outcomes of a provocation. Is it a provocation if we describe a task? Is it necessary that students do what we want them to do with the materials? What makes a rich provocation?
Looking through the curriculum we found;
• a provocation (e.g., a collection of different kinds of seeds) is provided to engage children’s thinking;
• children’s questions and theories about the provocation are considered in determining the direction in which their learning will go;
• prompts that continually encourage observation and inquiry are used, such as “What do you notice?”; “What do you think will happen?”; “How could we test your theory?”;
Pg 82 of the Kindergarten Curriculum Document
A couple of people you might be interested in following for provocations are:
Instagram @the_treasure_babes and @fairydusteaching