Immersion Learning - examples:
Lump Learning™ Segment for the grades 1,2,3 class on “Rhythm”
The children experienced this concept in a variety of interesting ways. Through science we looked at the rhythm of the Solar System discussing the orbital speeds and circadian rhythms of the planets. Through language we looked at rhythm poems and onomatopoeia rhyme. The children learn to spell by clapping letters and through math, we looked at mathematical patterns and geometrical shapes. Through art, the class created colorful visual patterns specifically with quilts. Through music we sang and clapped rhythmical songs, through dance we explored tap rhythms and folk dance patterns.
Although we categorize the learning in this way to keep track of it, the learning in fact does not take place in the “box” of specific subjects. For example, we sing songs about the patterns of the solar system and the children do math when counting and adding steps in tap dancing. We learn about fractions when we are learning to read and write western rhythm notation.
Another example of a “rhythmic” task our class has been learning is knitting. This task is wonderful for teaching patience, perseverance, manual dexterity, number sense and of course the nature of repeated patterns.
During our visit to the textile museum, the class was admiring a quilt made in 1867. This opportunity was a history lesson, a math lesson on geometrical shapes, a language lesson in aural listening, visual acuity and cultural traditions. The children’s experience with rhythm in the classroom enabled them to see so much more than just a “quilt”.
Lump Learning™ Segment on “Directions”
A simple example of a multi-layered learning task the children encountered at the beginning of the year is learning Cardinal directions by learning “The Hustle” (a dance which turns 90 degrees to face a different direction with each repetition of steps.) The children actively engage in learning North, South, East and West as they call them out with each direction change. When first encountered, this task is an intellectual and physical challenge; it’s not easy to stay on the beat, remember where your feet go and remember what direction is coming up next. The children practice written language skills by writing out the names of the directions to pin on the appropriate walls. They practice math skills through learning rhythm, pattern and spatial sense. They are emotionally involved in working as a team and learn to work together to resolve conflicts in order to create a wonderful performance that they ( and others !) can enjoy.
The children experienced this concept in a variety of interesting ways. Through science we looked at the rhythm of the Solar System discussing the orbital speeds and circadian rhythms of the planets. Through language we looked at rhythm poems and onomatopoeia rhyme. The children learn to spell by clapping letters and through math, we looked at mathematical patterns and geometrical shapes. Through art, the class created colorful visual patterns specifically with quilts. Through music we sang and clapped rhythmical songs, through dance we explored tap rhythms and folk dance patterns.
Although we categorize the learning in this way to keep track of it, the learning in fact does not take place in the “box” of specific subjects. For example, we sing songs about the patterns of the solar system and the children do math when counting and adding steps in tap dancing. We learn about fractions when we are learning to read and write western rhythm notation.
Another example of a “rhythmic” task our class has been learning is knitting. This task is wonderful for teaching patience, perseverance, manual dexterity, number sense and of course the nature of repeated patterns.
During our visit to the textile museum, the class was admiring a quilt made in 1867. This opportunity was a history lesson, a math lesson on geometrical shapes, a language lesson in aural listening, visual acuity and cultural traditions. The children’s experience with rhythm in the classroom enabled them to see so much more than just a “quilt”.
Lump Learning™ Segment on “Directions”
A simple example of a multi-layered learning task the children encountered at the beginning of the year is learning Cardinal directions by learning “The Hustle” (a dance which turns 90 degrees to face a different direction with each repetition of steps.) The children actively engage in learning North, South, East and West as they call them out with each direction change. When first encountered, this task is an intellectual and physical challenge; it’s not easy to stay on the beat, remember where your feet go and remember what direction is coming up next. The children practice written language skills by writing out the names of the directions to pin on the appropriate walls. They practice math skills through learning rhythm, pattern and spatial sense. They are emotionally involved in working as a team and learn to work together to resolve conflicts in order to create a wonderful performance that they ( and others !) can enjoy.
