Concept books — picture books centering on ideas like numbers, letters, and colors — can be tricky. So many seem to possess as much complexity and charm as this humorous example from comedian, Brian Regan:
“For some reason, we seem as a culture to think that precocious counting is more important than cultivating habits of thought like attentiveness, wonder, and eagerness to engage with ideas.”
All that said, there are plenty that evoke more thought, joy, and emotion than your run-of-the-mill concept book. If you’ve been searching for some recommendations that you’ll actually enjoy reading with your kids, this is the list for you!
Z is For Moose by Kelly Bingham and Paul O. Zelinksy
I couldn’t believe that the same artist who gave us the exquisitely illustrated Rapunzel brought this book to life. The playful and hilarious illustrations absolutely make this alphabet, and will have you rooting for Moose long before you reach Z.
Once Upon An Alphabet: Short Stories for All the Letters by Oliver Jeffers
As you would expect from Oliver Jeffers, each story is full of delightfully silly and surprising twists (I especially love the repeated appearances from certain characters…).
Doggies by Sandra Boynton
This is a counting book our whole family loves to read and listen to again and again — we all have our own way of making all the different woofs (I still think my “nnn…nnn…nnn…” is the best), and it never fails to bring smiles all around.
Press Here by Hervé Tullet and Christopher Franceschelli
A delightful and interactive composition that shares colors with a more unique approach.
Hippopposites by Janik Coat
Graphic design meets concept book here in a way that will keep kids (and you) turning pages to find out how else the author can picture a hippo!
The Turn-Around, Upside-Down Alphabet Book by Lisa Campbell Earnst
Always a fun book to handle and look at letters with new perspective.
The Day the Crayons Quit by Drew Daywalt and Oliver Jeffers
This hilarious story brings new perspective to the experiences of each color — from a crayon’s experience.
Antics! An Alphabetical Anthology by Cathi Hepworth
Though kids will almost certain know their letters long before they comprehend the word “Antics,” this is still one even older kids love visiting again and again.
One by Kathryn Otoshi
This beautiful story goes much deeper than simple numbers — it’s a fabulous read into bullying, friendship, and unity.
Brown Bear, Brown Bear by Eric Carle
Is any list of concept books complete without Eric Carle? I don’t think my kids and I will ever tire from the bouncy rhythm of this book.
This is part of a series of inquiry-based provocations for essential elements of the PYP. For more, click here.
I remember receiving a box of laminated cut-outs to display in my classroom which were intended to help remind us about our goals as teachers and learners using the International Baccalaureate (IB) PYP Programme — specifically, the 5 Essential Elements of the PYP.
Use of these cutouts went about as well as my feeble attempts to use Key Concepts questions (read that story here — fortunately, it does have happy ending).
In retrospect, I realize that my mind was in such a frenzy trying to “get it together” as a new teacher, I never had the quiet time necessary to sit and process in its entirety this more subtle approach to teaching and learning.
As I’ve continued to reflect on my experiences at a PYP school, and on inquiry in general, I’ve come to better glimpse how and why all five of these elements truly are essential. This week’s provocation is intended as an investigation on where they come into play for learners. (I will also plan on designing additional provocations based on individual essential elements in the future!)
Resource #1: The Potter, video by Josh Burton
Resource #2: Soar by Alyce Tzue via The CGBros
Provocation Questions:
What is the connection between a growth mindset and these essential elements?
Why are concepts, skills, knowledge, attitudes, and action necessary for learning? What would happen if one element was missing?
This week, I had the privilege to volunteer at my old school as one of the trainers for professional development day. I was asked to focus one of the workshops on inquiry planning and concept-based instruction in science and social studies. But the more I prepared, the more I realized that when it comes to inquiry, it’s not so much WHAT we do, as much as HOW we APPROACH.
So instead of spending our hour discussing science/social studies-specific ideas, we started off with a personal inquiry inventory, adapted from a couple posts by Kath Murdoch.
click for Kath’s post from which this inventory mainly originated
Next, participants used their inventory responses to determine which area of inquiry they wanted to investigate more.
As participants researched, they were also on the hunt for a sentence-phrase-word that helped them determine the difference between the same science/social studies activity used in a traditional teacher-driven classroom vs. an inquiry, concept-driven classroom.
I loved hearing the conversations, and engaging with participants as their research prompted new wonderings.
As everyone shared their Sentence-Phrase-Words, it led to more fabulous, thought-provoking discussions, such as…
…the fact that it’s a sacred trust to protect and cultivate the natural curiosity of our young charges — to not allow “the game of school” to drain that from them.
…the fact that everyone is on a different trajectory when it comes to adopting an inquiry approach — it’s not so much about how much of your day is dedicated to an inquiry-based instruction, but rather how consistently.
But by far my favorite part of our workshop was finishing up with “I used to think…Now I know…” sticky notes.
In case you can’t quite read them all in the above photo, I’ll list out the content here, too:
I used to think that students need to be taught. Now I know that they need to be guided.
I used to think the teacher had to give all the instruction using books, videos, etc. to teach about other cultures and countries. Now I know we can connect with other places in the world and talk with REAL people about their culture and country through technology.
I used to think that giving students agency can be scary. Now I know that with the right tools, it isn’t.
I used to think that joining curriculum and student-driven inquiry was too difficult to join in the classroom. Now I know it’s possible here as it is anywhere & not as hard as we convince ourselves.
I used to think that inquiry was complicated. Now I know we are making it complicated.
I used to think that questions were used solely at the beginning of a unit to drive the inquiry. Now I know questions can be a result of the inquiry and lead to more exploration.
I used to think inquiry was more work on the teacher. Now I know I need to lend it over to the kids — let them be kids.
I used to think that you had to fit everything in your lessons. Now I know that student driven lessons are more effective and fun.
I used to think that I always had to have an answer. Now I know that I don’t. Students can discover their answers through their own research.
I should add that thanks to the discussion during this workshop, as well as my continued online learning with teachers around the world, I need to add my own:
I used to think that to be an inquiry teacher, we must have students directing the learning 100% of the time. Now I know that it’s more about working toward creating a culture of ownership and curiosity, which can be present even during explicit teacher instruction.
Here are the links to all the research I shared with participants. Thank you so much to the many educators who so freely share their thinking and learning. I learn so much every day because of you! Kath Murdoch, Edna Sackson, Taryn BondClegg, Richard Wells, Sonya Terborg, Aviva Dunsinger, Sam Sherratt, and more.
At long last, my youngest has started walking. Really, he seems to have started more in spite of his parents’ encouragement rather than because of it. But now that he’s at it, he simply radiates delight in this new ability.
There’s nothing quite like a newly-walking baby to get you pondering the concept of “CAN.” So in his honor, and for teachers and students everywhere whose sense of CAN might have become somewhat diminished, I’d like to share this provocation.
Resource #1: Samsung Galaxy: The Rest of Us
Resource #2: Ode to CAN
Resource #3: This Could Fail by John Spencer
Provocation Questions:
What are the different perspectives people hold when it comes to trying new things?
Why does discouragement happen?
What perspectives help people try again even when they fail?
What is our responsibility to tell ourselves and others “you can?”
Our family’s move from southern California to the mountains of central Idaho took place the night before a December blizzard. Going from sandals to snow boots was entirely foreign for me, but I bundled up in what I thought was “When in Rome” apparel and headed to my new middle school.
It didn’t take long before I heard the not-so-quiet snort of sarcasm as I walked by: “Nice vest!”
I tried not to take it too hard, but when you’re 13 years old and in a new state that may as well be a new country, let’s just say that I didn’t exactly let it roll off my back. I certainly never wore that vest again.
As teachers, we work to teach our students what bullying is and what it is not. But often, misunderstandings persist, and bullying evolves in sneaky ways not necessarily identified during our group discussions.
Resource #1: How To Top a Bully by Brooks Gibbs (stop at 2:10 to discuss what the students notice–the rest of the video is excellent as well but does more explaining).
Resource #2: A Sincere Compliment by HooplaHa
Resource #3: Picture Books
Each Kindness by Jacquelin WoodsonOne by Kathryn Otoshi
Provocation Questions:
How does the way we treat one another impact our schools? Communities? World?
What is bullying like?
What is bullying not like?
How does the way a person is treated affect the way they treat others?
In the face of bullying, what responsibility do resilience people have for people who are not yet as resilient?
You’d think that shortening my New Year’s Resolutions down to just one word would make it a piece of cake. Turns out, it’s not. It is, however, a worthwhile endeavor.
I wrote about my #OneWordGoal of Synthesis last January. I want to revisit it here both as a function of accountability, and to help me reflect on its impact.
The biggest takeaway thus-far is this: there’s more in my life that can complement rather than compete for my energy, time, and resources.
This has broken down into two distinct shifts in mindset:
#1: I used to think that getting “stuck” meant I just needed to dig deeper, work harder, and plow forward with grit.Now I know that most of the time, I simply need to draw from the other wells in my life for the inspiration, strength, or resources I need.
#2: I used to think that committing to even worthwhile opportunities would consume my time. Now I know that, while I still need to be judicious about commitments, the truly meaningful opportunities I engage in turn out to be an investment rather than a drain of my time.
Here are some examples where these shifts have come into play:
Time spent lingering to experiment with the microscope at the library → opportunity to practice letting go as I allowed my daughter to investigate figure out the instrument for herself → opportunity to be reminded of what exactly the wonder of inquiry and learning looks like → opportunity to build my relationship as a parent with my daughter.
investigating what the slick fabric of my jacket might look like
Time attending Jon Klassen & Mac Barnett’s book signing → opportunity to share insight with present and future students about what it’s really like to be an author and illustrator → opportunity for a great blog post (I’ll be blogging more about that fabulous experience soon!)
Time spent reading → opportunity to model to my kids important literacy habits → opportunity to broaden knowledge on quality children’s literature and current research on teaching practices → opportunity to have great conversations with teachers around the world through my PLN.
Focusing on synthesis hasn’t magically given me more time. But it has helped me become better at making connections, noticing opportunities, and applying my learning across all the spheres of my life. I’m looking forward to continuing to focus on this skill, and to start considering my #OneWord2018!
