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Ann Pelo is a teacher educator, program consultant, and author whose primary work focuses on reflective pedagogical practice, social justice and ecological teaching and learning, and the art of mentoring. She worked as a teacher and teacher mentor for sixteen years at a full-day, not-for-profit childcare center in Seattle, Washington. Currently, Ann works with early childhood educators and administrators in North America, Australia, and New Zealand, thinking with them about inquiry-based teaching and learning, pedagogical leadership, and the necessary place of ecological identity in children's—and adults'— lives. Her work is anchored by a commitment to the right of educators to be intellectually, emotionally, and spiritually engaged by their work.
Looking Closely, Listening with Care: Creating a Culture of Inquiry
What is our work as educators? Our answer to that question sets our course and becomes our compass.
What if we understand that our work is to cultivate and sustain a culture of inquiry in our classrooms? When we shift our focus from instruction to inquiry—from teaching to thinking—we commit ourselves to the humility of listening, the rigor of researching, and to creating possibilities rather than pursuing predefined outcomes. We understand that curriculum is a complex and evolving dialogue among educators, children, and families.
Our planning is anchored by children's innovative, creative, and collaborative capacities, by our careful attention and thoughtful reflection, and by our willingness to be challenged and changed by our experiences with children and families. We create classrooms that are lively with the exchange of theories and questions, classrooms that sing with the pleasure of discovery.
During our day together, we will explore the skills, dispositions, and practices that help us grow a culture of inquiry in our classrooms. A particular emphasis of our day will be The Thinking Lens® for Learning with Children, a pedagogical framework for observation, study, and planning that supports the practice of inquiry and educator research. thinking with them about inquiry-based teaching and learning, pedagogical leadership, and the necessary place of ecological identity in children's—and adults'— lives. Her work is anchored by a commitment to the right of educators to be intellectually, emotionally, and spiritually engaged by their work.