tag:blogger.com,1999:blog-29754741481721853452024-03-18T20:13:45.139-07:00Through A Different LensThrough A Different Lens is a teacher led project sponsored by the Vancouver Foundation. This project involves teachers from K-12 who are focusing on alternative methods of instruction and assessment to help all students succeed.Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.comBlogger195125tag:blogger.com,1999:blog-2975474148172185345.post-35020112660208783142020-08-12T12:13:00.018-07:002020-08-12T14:29:04.301-07:00 Educators and Indigneous Partners developing relational accountability and co-constructing practices<p></p><p style="text-align: left;"><span style="text-align: left;">This year SD67 will be hosting a series called </span><b style="text-align: left;"><i><span style="color: #0b5394;">Welcoming Indigenous Ways of Knowing: Learning with and from the Okanagan/Syilx Nation.</span></i> </b><span style="text-align: left;">Dr. Leyton Schnellert (UBC) and Dr. Sara Florence Davidson (UFV) will be partnering with SD67 in this series. Leyton and Sara have both been on the planning committee, as well as Indigenous and non-Indigenous educators from SD67, and elders and educators from the Penticton Indian Band. We are excited to be offering this series. </span></p><p style="text-align: left;">This blog is a conversation with Dr. Leyton Schnellert and Dr. Sara Florence Davidson. </p><p></p>
<h3 style="text-align: left;"><b>Where we’ve been - Leyton</b></h3><p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1pZcORSyjZI-jdgjN61ax7PKRFUFB92Jcmdd1wV_kqQu6vqPoXAG4AK7b0zpJG_VCg2AbGZPo2tydFkVZi-IhGAAL___xQ_4P_Y9VEL25oA-fVDSftvddxvXPe7BpJ55oW221zwo1HeA/s190/1.+leyton.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="190" data-original-width="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1pZcORSyjZI-jdgjN61ax7PKRFUFB92Jcmdd1wV_kqQu6vqPoXAG4AK7b0zpJG_VCg2AbGZPo2tydFkVZi-IhGAAL___xQ_4P_Y9VEL25oA-fVDSftvddxvXPe7BpJ55oW221zwo1HeA/s0/1.+leyton.jpeg" /></a></div>It is difficult for me to put into words my gratitude for the opportunity to learn with and in SD67 and the Through a Different Lens (TADL) family. Guided by the quiet, determined, supportive leadership of Judith King, I have been able to participate as an educator-researcher. It has been soul-filling work. Thank you Judith for your incredible leadership supporting us to embrace our diverse learners and transform our practice based on what our students can teach us. I still cannot believe that you retired last month!<p></p><p style="text-align: left;">When TADL began, with funding from the Vancouver Foundation, SD67 consistently achieved an 80-85% six year school completion rate, but looking closer, the two most at-risk populations were students of Indigenous ancestry (50% completion rate), and students with behavioural challenges (40% completion rate). Recognizing that this was an indicator that we were not meeting these students’ needs, TADL was formed with SD67 teachers forming inquiry groups that were connected as a network. We committed to teaching and assessing in more innovative ways and tracking the results of these shifts in our practice and for our students. Teachers identified a student who they felt was at-risk of not completing school, and included them as a ‘case study’ throughout their inquiry. It has been powerful work interviewing and learning from our case study students, developing pathways for learning based on their strengths, interests and/or passions, and offering these approaches to all students in the class. TADL has helped us to develop a welcoming attitude towards students whose funds of knowledge and identity are different from our own.</p><p style="text-align: left;">Over the past two years we have stepped back to reflect on and evaluate our efforts (Schnellert, King, Manuel, Searcy, Moase, & Moore, 2020). We realized that something was and is missing. If we change our practices, but not the system, we fail to recognize the structures that are marginalizing our learners. By traditional standards, do we even understand what success is and means for Indigenous students and from Indigenous worldviews? We need to transform our practice - and education - in tandem. Last year we took our first steps to partner with Indigenous educators to talk about welcoming Indigneous knowledge and pedagogies into our classrooms - to begin to decolonize our spaces. This year we want to go deeper, partnering with educators from the SD67 Indigenous education department, educators and knowledge keepers from the Penticton Indian Band, and my good friend and colleague, scholar-practitioner Dr. Sara Florence Davidson.</p>
<h3 style="text-align: left;"><b>Sara</b></h3>
<p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgurUrLWx4Or2FnCUdf4x88WnzBm7y7OntB_RXbco2BAjDFQQHj6qxuKo7I3AmiruT-Pz7bkdxdyg8tE5cft-r912SMySwPoziE3EdpU_v6tuflDkc8Yc4G70qDUF6uKa2wV2oYgjyzjNc/s1024/2.+sara.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="682" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgurUrLWx4Or2FnCUdf4x88WnzBm7y7OntB_RXbco2BAjDFQQHj6qxuKo7I3AmiruT-Pz7bkdxdyg8tE5cft-r912SMySwPoziE3EdpU_v6tuflDkc8Yc4G70qDUF6uKa2wV2oYgjyzjNc/w111-h168/2.+sara.jpg" width="111" /></a></div>I was so excited to be invited to join this project. As a Haida/Settler teacher educator, I am very interested in the use of Indigenous education frameworks, such as the First Peoples Principles of Learning (BC Ministry of Education & FNESC, 2008) to guide classroom teaching. Through my collaboration with my father, Robert Davidson, on <i>Potlatch as Pedagogy: Learning through Ceremony</i>, I explored integrating local knowledges into mainstream educational contexts with the <i>Sk’ad’a</i> principles (Davidson & Davidson, 2018), so I am particularly eager to learn from the local communities about their approaches to education. I look forward to sharing what I have learned about Indigenous education and supporting Indigenous (and all) learners as well. <p></p><p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIYpDIeVTVXISCwzrhIJIWpxoQftd1IqJ_64XVZBCXpeVJXzTaPBnGmW_F0BY4-h2EHzaOAaDq9X0DQC6_avrQCbjDPScc3JpSLPxIQmGp1zm7z5cD_7etNQBSfEBOTsR-vkmp1BsG-GE/s255/3.++potlatch.jpeg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="255" data-original-width="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIYpDIeVTVXISCwzrhIJIWpxoQftd1IqJ_64XVZBCXpeVJXzTaPBnGmW_F0BY4-h2EHzaOAaDq9X0DQC6_avrQCbjDPScc3JpSLPxIQmGp1zm7z5cD_7etNQBSfEBOTsR-vkmp1BsG-GE/s0/3.++potlatch.jpeg" /></a></div>In one of our early conversations, Leyton and I began to speak about success and how that might look in the context of this project, as we did not want to reinforce narrow perceptions of success that did not reflect the priorities of Indigenous communities. The Canada Council on Learning (2009) indicates that key aspects of learning include the foundational role of Indigenous languages and cultures and connections to family, community, and Elders. Therefore we want our indicators to reflect these more holistic priorities such as maintaining cultural integrity, finding ways to engage in reciprocity by giving back to one’s community; and finding balance between intellectual, physical, spiritual, and emotional realms while also including mainstream understandings of academic success, such as coursework completion and a high GPA (Pidgeon, 2019). We see this as a starting place for learning more about broader measures of success that are meaningful to Indigenous and all students and their families and communities. <p></p><p></p>
<h3 style="text-align: left;"><b>A Call to Action</b></h3>
<p style="text-align: left;">In this work, we recognize that Indigenous communities and students have been marginalized by colonial practices, disproportionally referred to special education programs, and encounter systematic prejudice and discrimination in education systems that lack respect for their ways of knowing and being (Gravois & Rosenfield, 2006; Hare & Davidson, 2019; Hare & Pidgeon, 2011). Indigenous Peoples in Canada and throughout the world are experiencing tensions that emerge from being educated in a Eurocentric education system that dismisses their traditional knowledge systems (Battiste, 2013). Indigenous scholars point out that education for Indigenous students must be “viewed in the context of systemic barriers and inequalities inherent in the current education system that marginalize Indigenous knowledge systems and result in significant challenges to the educational success of Indigenous children and youth” (Hare & Davidson, 2019, p. 204). Therefore, reconciliation and educational and system transformation need to work in tandem if we are to disrupt hierarchical practices and structures that enact a hidden curriculum of privilege and racism. </p><p style="text-align: left;">Indigenous peoples have always honoured Indigenous knowledges in their pedagogical practices (e.g., Barnhardt & Kawagley, 2005; Hare & Davidson, 2019). A transformative approach to learning embraces “Indigenous knowledge, experience, and knowing while respecting mainstream knowledge and experience” (Battiste, 2013, p. 176). Following the release of the TRC Calls to Action (TRC, 2015a/b), many educators, school districts, and Ministries of Education are seeking ways to better support the needs of Indigenous students while recognizing that schools can reinforce colonial structures or be transformed into sites of change (Battiste, 2013). To meet Indigenous and all students’ needs, emerging research suggests the promise of collaboration between teachers and community partners (Canadian Council on Learning, 2009; Goulet & Goulet, 2014).</p>
<h3 style="text-align: left;"><b>Collaborative Learning</b></h3>
<p style="text-align: left;">We believe collaborations with Indigenous community partners within educational change networks (like TADL) will support pedagogical transformation and ultimately redefine student success. ECNs are professional learning networks that engage teachers as collaborative inquirers into their practice, and co-authors of situated innovation (Cochran-Smith & Lytle, 2009; Schnellert, Kozak & Moore, 2015). Promising findings suggest the capacity of change networks to improve educator engagement (Hadfield & Chapman, 2009; Schnellert, Fisher & Sanford, 2018) and ability to strategically and systemically disseminate innovative pedagogy (Hargreaves & Shirley, 2012; Stoll, 2009). However, questions about how change networks can best support teacher professional development that takes up Indigenous contributions remain. So, we will be seeking to learn more about how networks can support pedagogical innovation, seeking to take up Principle of Reconciliation 4, that requires engagement in “constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal peoples’ education” (TRCb, 2015, 3). As part of our work together this year, we are exploring the following question: How can education change networks, where educators and Indigenous community partners collaborate to decentre colonizing education practices, develop culturally responsive pedagogies?<br />In this project we come together to address the pressing need to engage with Indigenous communities differently brought to light by the Calls to Action (TRC, 2015a) and curriculum changes in British Columbia. Together our objective is to collaborate as a network working to integrate culturally responsive practices into our classrooms, take up local Indigenous ways of knowing and being, bring to life curriculum change, and ultimately enhance student success. We recognize that each of us bring different experiences and identities to the project. To engage with one another in a good way we embrace Shawn Wilson’s (2008) concept of relational accountability with our focus on respect, reciprocity, and responsibility in this community-based collaboration. We also seek guidance from Willie Ermine’s (2007) practice of the ethical space of engagement, which is described as “a venue to step out of our allegiances, to detach from the cages of our mental worlds and assume a position where human-to-human dialogue can occur” (p. 202). </p>
<h3 style="text-align: left;"><b>Making Meaning Together</b></h3>
<p style="text-align: left;">So Through a Different Lens has grown into <span style="color: #0b5394;"><i><b>Welcoming Indigenous Ways of Knowing: Learning with and from the Okanagan/Syilx Nation!</b></i> </span>Our 14 person planning team consists of Indigneous and non-Indigenous educators from SD67, the Penticton Indian Band, UBC, and the University of the Fraser Valley. Our commitment this year is to build on what we have learned from TADL over the past 8 years. This year’s series will involve collaborative inquiry with Indigenous community partners and researchers to foster culturally responsive practices that recognize more holistic notions and indicators of student success (CCL, 2009; Pidgeon, 2019). Together, based on feedback from this year’s series, we have developed some shared goals fo<i>r Welcoming Indigenous Ways of Knowing: Learning with and from the Okanagan/Syilx Nation</i>. Our shared intentions are to:<br />• increase understanding of Okanagan/Syilx ways of knowing and being, and an increased understanding of local protocols<br />• discover and explore of the impact of the First Peoples Principles of Learning on student voice and school connectedness for all members of our learning communities<br />• engage in respectful dialogue about the historical and current systematic racism towards Indigenous people in schools and reflect on our own areas of growth regarding anti-racism<br />• focus on actionable shifts in our beliefs, actions, and pedagogy<br />• take up the First People’s Principles of Learning to inform our teaching</p>
<p style="text-align: left;"><i><span style="color: #0b5394;"><b>Welcoming Indigenous Ways of Knowing: Learning with and from the Okanagan/Syilx Nation</b> </span></i>will involve shared learning in the morning of 3-4 professional development days<i> </i>and participation in a small inquiry group where educators delve deeper into a topic of interest. After each morning together with<i> </i>local and provincial presenters and facilitators, participants join their small fires inquiry group.<b> </b>Small Fires will meet throughout the year, include self-reflection on our practice in the area of Indigenous Education, and allow participants to delve into a topic of interest. </p><p style="text-align: left;">We are very excited for this project, the opportunity to work and learn with you, celebrating work that’s already underway in your schools and practice, and moving forward together!</p>
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<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px;"><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><br /></b></div><b>References</b><p></p>
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<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px;"> <span style="color: #444444;">Barnhardt, R., & Kawagley, A. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. <i>Anthropology & Education Quarterly, 36</i>(1), 8-23.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Battiste, M. (2013). <i>Decolonizing education: Nourishing the learning spirit.</i> Purich Publishing.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>BC Ministry of Education, & First Nations Education Steering Committee (2008). <i>English 12 First Peoples: IIntegrated Resource Package. </i><a href="https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/curriculum/english/english-language-arts">https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/curriculum/english/english-language-arts</a> </span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Canada Council on Learning. (2009). <i>The state of Aboriginal learning in Canada: A holistic approach to measuring success.</i></span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px;"><span style="color: #444444;"><span style="text-decoration: underline;"><a href="https://www.afn.ca/uploads/files/education2/state_of_aboriginal_learning_in_canadafinal_report%252C_ccl%252C_2009.pdf">https://www.afn.ca/uploads/files/education2/state_of_aboriginal_learning_in_canadafinal_report%2C_ccl%2C_2009.pdf</a></span>.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Cochran-Smith, M. & Lytle, S.L. (2009). <i>Inquiry as stance: Practitioner research in the next generation</i>. Teachers College Press.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Davidson, S. F., & Davidson, R. (2018). <i>Potlatch as pedagogy: Learning through ceremony</i>. Portage & Main Press.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Ermine, W. (2007). The ethical space of engagement.<i> Indigenous Law Journal, 6</i>(1), 193-203.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Goulet, L. M., & Goulet, K. N. (2014). <i>Teaching each other: Nehinuw concepts and Indigenous pedagogies. </i>UBC Press.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. <i>Remedial and Special Education, 27</i>(1), 42–52.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Hadfield, M. & Chapman, C. (2009). School based networking for educational change. <i>Second international handbook of educational change. Springer, Vol 23</i>(3).</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Hare, J., & Davidson, S. F. (2019). Learning from Indigenous knowledge in education. In G. Starblanket, & D. Long, (Eds.), <i>Visions of the heart: Canadian Aboriginal issues</i>, 5th Edition (pp. 203-219). Oxford University Press.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Hare, J., & Pidgeon, M. (2011). The way of the warrior: Indigenous youth navigating the challenges of schooling. <i>Canadian Journal of Education, 34</i>(2), 93-111.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Hargreaves, A., & Shirley, D. (2012). <i>The global fourth way: The quest for educational excellence.</i> Corwin.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Pidgeon, M. (2019). Contested spaces of Indigenization in Canadian higher education: Reciprocal relationships and institutional responsibilities. In H. Tomlins-Jahnke, S. Styres, S. Lilley, & D. Zinga (Eds.), <i>Indigenous education: New directions in theory and practice </i>(pp. 205-229). University of Alberta Press.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Schnellert, L., Fisher, & Sanford, K. (2018). Developing communities of pedagogical inquiry in British Columbia. In Poortman, C. & Brown, C., <i>Developing professional capital in professional learning networks </i>(pp. 56-74). Routledge.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Schnellert, L., King, J., Manuel, T., Searcy, N., Moase, J. & Moore, S. (2020, Apr) <i>Through a Different Lens: Increasing success for "at-risk" learners through situated, collaborative inquiry</i> [Conference Paper]. AERA Annual Meeting, San Francisco, CA <a href="https://www.academia.edu/43320583/Through_a_Different_Lens_Increasing_success_for_at-risk_learners_through_situated_collaborative_inquiry">https://www.academia.edu/43320583/Through_a_Different_Lens_Increasing_success_for_at-risk_learners_through_situated_collaborative_inquiry</a>.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Schnellert, L., Kozak, D. & Moore, S. (2015). Professional development that positions teachers as inquirers and possibilizers. <i>LEARNing Landscapes, 9</i>(1), 217-236.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Stoll, L. (2009). Connecting learning communities: Capacity building for systemic change. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), <i>Second international handbook of educational change </i>(pp. 469–484). Springer.</span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Truth and Reconciliation Commission of Canada. (2015a). Calls to action. <a href="http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf">http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf</a></span></p><p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Truth and Reconciliation Commission of Canada. (2015b). What we have learned: Principles of truth and reconciliation. <a href="http://publications.gc.ca/collections/collection_2015/trc/IR4-6-2015-eng.pdf">http://publications.gc.ca/collections/collection_2015/trc/IR4-6-2015-eng.pdf</a></span></p>
<p style="font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"><span style="color: #444444;"><span> </span>Wilson, S. (2008). <i>Research is ceremony</i>. Fernwood Publishing.</span></p>
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<p style="color: #191919; font-family: helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px; min-height: 14px;"> </p><div><br /></div>Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com2tag:blogger.com,1999:blog-2975474148172185345.post-10752191917336923162020-05-06T14:03:00.000-07:002020-05-19T11:12:42.277-07:00Harnessing Interests in Middle School Students: Learning at Home<div class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0cm 0cm 0.0001pt;">
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<span style="font-size: 11pt;">KVR Middle School in SD67 has launched a new website during these extraordinary times. The exploratory and non-enrolling team looked for ways they could connect with their students to support their well-being as they learned at home. They wanted to provide their students with an outlet to express their creativity, a way to harness their passions and interests, and a way to support their social and emotional well-being during a difficult time.<o:p></o:p></span></div>
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<span style="font-size: 11pt;">The educators landed on the concept of weekly challenges in each of the exploratory areas, as well as a “choose your own adventure” option that would allow students to explore their unique interests at home.<o:p></o:p></span></div>
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<span style="font-size: 11pt;">As they played with options, the website grew to include different areas, and a variety of resources for students to access. These areas included digital reading resources, physical and digital literacy, counselling and learning support resources. The team wanted the website to be a one stop shop while keeping it streamlined and purposeful.<o:p></o:p></span></div>
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<span style="font-family: "calibri" , sans-serif;"><span style="font-size: 11pt;">The website was released a few weeks ago and has received positive feedback from students, families and staff. </span><span style="font-size: 11pt;"> The team hopes that showcasing some of the student work will further grow their community.<o:p></o:p></span></span></div>
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<span style="font-size: 11pt;">This resource is open to anyone wanting some creative ideas for their students to do as they learn at home. </span><br />
<span style="font-size: 11pt;"><br /></span><a href="https://sites.google.com/sd67.bc.ca/exploringkvr/home?authuser=0" style="font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 16px;" target="_blank">https://sites.google.com/sd67.bc.ca/exploringkvr/home</a></div>
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<span style="background-color: white;"><span style="color: blue;">Explore the drop-down menus under each title.</span></span></h2>
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<b>Digital Library:</b> provides students with websites to find books of their choice<o:p></o:p></div>
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<b>Learning Showcase: </b>showcases<b> </b>student work from the weekly challenges. Students and families can see what others have created for the weekly challenges. Here is a sample of what the students have sent in from learning at home.<o:p></o:p></div>
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<b>Weekly Challenge:</b> students are offered a host of challenges in the exploratory areas each week. They can do as many or a few as they like - all in one area, or in as many areas as they choose. Currently, three weeks of challenges are available. Students/families can choose activities from any week and send in a picture or video to be showcased. <b>There are challenges in art, computers, home-ec., music, tech-ed or a choose your own adventure.<o:p></o:p></b></div>
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<b>Each week has a theme:</b></div>
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Weeks 1 and 2: Connection</div>
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Week 3: Kindness</div>
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<o:p> </o:p><b>PHE:</b> offers students daily physical activity calendar and digital citizenship</div>
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<b>More:</b> gives the students a way to contact resource teachers and counsellors and some additional information on staying well during this time.<o:p></o:p></div>
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This website offers so many choices to students and families for learning at home. The options are rich, engaging and full of learning opportunities. <o:p></o:p></div>
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<span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;">Thanks so much to the team who developed the website and are willingly to share it with others. </span><br />
<span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;"><span style="color: blue;">Thanks to:</span> Amanda Hooper, Amy Boef,</span><span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;"> </span><span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: x-small;"><span style="font-size: 16px;">Blake Palm, </span></span><span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;">Devin Burroughs, Fiona Bickell,</span><span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;"> </span><span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: x-small;"><span style="font-size: 16px;">Katie Naish, Natasha Stutz, </span></span><span style="font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;">Nick Korvin, Anna Blackwell, Janice Moase, Jeremy Sherburne, Steve DeVito.</span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com1tag:blogger.com,1999:blog-2975474148172185345.post-12280562404223579472020-04-19T14:30:00.001-07:002020-04-20T07:03:34.274-07:00Creative Ideas for Learning at Home<div align="center" class="MsoNormal" style="-webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); font-family: Calibri, sans-serif; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm 0cm 0.0001pt; text-align: center; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<b>Learning at home during a crisis - like a pandemic - is about learning in your environment with the things your family has, in a non-stressful way</b></div>
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In an article by Chris Corrigan called <i>“Learning with your kids at home: how we unschooled”</i> he suggests 4 things for parents to think about:<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Don’t try to replicate school at home<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Notice that you are all learning all the time<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Kids learn at different speeds<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Strewing and Conversation - flood your environment with interesting things, and then watch and be curious about what your kids are interested in.<o:p></o:p></div>
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http://www.chriscorrigan.com/parkinglot/learning-with-your-kids-at-home-how-we-unschooled/ <o:p></o:p></div>
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Learning at home is not the same as on-line learning or “doing school at home”.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3VC3DpWGcqYu1ezOKUKNuqreExtS3Tj7eftHJ1P_qLhyphenhyphendzxmaxv6lLZ-iBp33pXt7L3vF14LoMCrlISjmsrAkiwX3aLBboVu1Xdc2v492YqdWDz2SvM67uFR4IQrLO68NUPzU-G0FTEc/s1600/1+delight+wiens.jpeg" imageanchor="1" style="-webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); clear: right; color: black; float: right; font-family: Calibri, sans-serif; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; text-transform: none; white-space: normal; word-spacing: 0px;"><img border="0" data-original-height="695" data-original-width="1063" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3VC3DpWGcqYu1ezOKUKNuqreExtS3Tj7eftHJ1P_qLhyphenhyphendzxmaxv6lLZ-iBp33pXt7L3vF14LoMCrlISjmsrAkiwX3aLBboVu1Xdc2v492YqdWDz2SvM67uFR4IQrLO68NUPzU-G0FTEc/s400/1+delight+wiens.jpeg" width="400" /></a><span style="font-size: small;">I have had a few conversations with families this week and their comments have ranged from “there is not enough coming home that my child can do independently to there is way too much coming home”. I have also heard a great deal of thankfulness for everything that every teacher is attempting to do and a lot of grace given to all of us in general!</span></div>
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<span style="font-size: small;">One thing that was present in many of the conversations was there is too much screen time expected and too much on-line everything. <o:p></o:p></span></div>
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Some quotes from parents: <o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->On-line reading: where students are asked to read a story and do an on-line test: The question was <i>“Can’t my child just read a <b>rea</b>l book? And then say what she liked or didn’t like about it? Or draw the plot or anything but this on-line test?” <o:p></o:p></i></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><i>All math is on-line for all 3 of my children. <o:p></o:p></i></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><i>We only have one device at home and it’s difficult to meet the school requirements which are mainly on-line</i><o:p></o:p></div>
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<b>A “What If” challenge for K-8 Educators:<o:p></o:p></b></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->What if … I only used on-line for communicating with my kids and families and maybe <o:p></o:p></div>
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one or two links that could be used to give ideas or support? No actual work on-line? <o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->What if … I only sent home things to do that were … creative ideas, challenges or project-based learning using materials that students can find at home?<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->What if … I gave outdoor options for those students who are in an area where they can get out and explore? <o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->What if … I made sure there were a few choices that students can do totally independently?<o:p></o:p></div>
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<b style="background-color: white;"><span style="color: #0b5394;">CREATIVE OPTIONS:</span></b></h2>
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<b>Claire Tamang at Naramata Elementary School</b> created a website for her school that she is offering to anyone who would like to access it. It is <a href="http://jumpsingplay.com/" style="color: #954f72; text-decoration: underline;">http://j<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-size: 11.5pt;">umpsingplay.com</span></a><span style="background-color: white; color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<span style="background-color: white; color: #212121; font-size: 11.5pt;">On the website she has three sections: <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--> Arts Education: this includes 6 ideas for fine arts - found sounds, recycled instruments, nature weavings, nature mandellas, monster masks, cardboard city<o:p></o:p></div>
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<!--[if !supportLists]--><span style="color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Grade 4/5: this includes examples of projects - the first one is to “create a home or habitat for a creature”.<o:p></o:p></div>
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<!--[if !supportLists]--><span style="color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Student Gallery: where student creations are displayed<o:p></o:p></div>
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<b>Nature Mandellas:<o:p></o:p></b></div>
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Instructions: Geometry and Fine Arts - Get outside, collect some materials and get building. Work together or make your own. Stones, pinecones, flower petals, seeds - the sky is the limit. (And, hey, if you want to use lego on your bedroom floor - that counts too).<o:p></o:p></div>
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Some questions to ask ourselves:<i> What competencies live in this activity? Is it accessible to all? Is it engaging? Can some or part of this activity be done independently?</i><o:p></o:p></div>
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Student Examples in the Gallery: Kindergarten and grade 4</div>
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<b style="background-color: white;"><span style="color: #3d85c6;">GRADE 4/5 PROJECTS</span></b></h2>
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On the Grade 4/5 site on Claire’s website she has described a project to create a home or habitat for a real or imaginary creature. <o:p></o:p></div>
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<i>What competencies live in this activity? Is it accessible to all? Is it engaging? Can some or part of this activity be done independently?</i><o:p></o:p></div>
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<b>Grade 4/5 Project from Uplands Elementary</b><o:p></o:p></div>
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David has challenged his students to create a game that involves social distancing. They must think it through in terms of rules, materials, what to call it, and how they will package it for others. David has received back some very creative games from the students. They have represented their games in a word docs, power point and in video. </div>
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<span style="font-size: 9pt;">1. Invent a game with physical distancing 2. Invent means something new 3. 6’ apart & and can’t touch the same object.<o:p></o:p></span></div>
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<span style="font-size: 8pt;">4. catchy name. 5. List of rules for fair play. 6. Questions: inside/outside; number of people; equipment/materials; scoring; how long; when over.<o:p></o:p></span></div>
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<span style="font-family: Calibri, sans-serif; font-size: 8pt;">7. kind of game: board? Word? Math? Treasure hunt? Other? 8. What kind of sport? How far/close/times… 9. Display game - choices - pp/word/video/other</span></div>
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<i>What competencies live in this activity? Is it accessible to all? Is it engaging? Can some or part of this activity be done independently?</i><o:p></o:p></div>
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<b style="background-color: white;"><span style="color: #3d85c6;">Other creative and nature-based activities </span></b></h2>
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<b style="background-color: white;"><span style="color: #3d85c6;">that are great to share</span></b></h2>
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<i>Think about the competencies, engagement, accessibility and independence in each of these.</i><o:p></o:p></div>
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There is no doubt that we are living in a difficult time. </div>
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All of us are responding in different ways. All of that is okay. </div>
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As we move into this next week - let's remember to find JOY wherever we can</div>
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and give ourselves a lot of space and GRACE. </div>
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Thanks to: Claire, David, Shelley, Kirsten, Byng Elementary, Mill Bay Outdoor School</div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com2tag:blogger.com,1999:blog-2975474148172185345.post-80764512396085484122020-04-13T17:00:00.002-07:002020-04-20T11:14:30.546-07:00Teaching and Learning in a Crazy Time - Blog 2<div class="separator" style="clear: both; text-align: center;">
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I had to laugh when I saw this tweet from Shelley Moore about social isolation. I know many of us are feeling the effects of isolation but we just might not put it up on twitter quite like this! Isolation is hard - and learning to teach and learn in different ways is a challenge for all of us. Educators are life-long learners and we are working hard to embrace new possibilities, new ideas and to continue to share our learning in community with one another. </div>
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There have been some great stories this past week - some funny, some frustrating or sad, some overwhelming, and some with surprizing joy and delight. All have been trying to figure what it actually means to ‘teach from home’, and support kids and families virtually. </div>
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I loved this tweet from a teacher in New Jersey. <b>“What my students see vs reality”</b>. Educators who are teaching from home with young children of their own - <b>we all admire you</b>. Your days must be very long and very full.</div>
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<b>This week's blog looks at three areas:</b></div>
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1. <u>Learnings:</u> some learnings from our colleagues</div>
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2. <u>Connecting: </u> educators, students and families</div>
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3. <u>Sending Home:</u> a few more examples of what teachers are sending home - some structures and formats</div>
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SD67's <b>Guiding Principles that anchor our practice:</b></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;"><b>Sustainability:</b><o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• is it sustainable and realistic?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• not a burden to families<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• relevant and meaningful activities in a home environment<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;"><b>Equity:</b><o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• Can all students access the activities?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• Do the students have devices we are asking them to use?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• Are there access points for all students?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;"><b>Relationships:</b><o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• are we connecting with our students and families?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• Do we know how our students are doing? And how the family is doing? There are many stories we need to listen to and have empathy for - loss of jobs, financial difficulties, trauma, stress<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">Consistency:<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif; font-size: 10pt;">• Do we have a collaborative approach within and across schools? Shared expectations/understanding of how we are moving forward.</span></div>
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<span style="color: #3d85c6;">1. Learnings: some learnings from our colleagues</span></h2>
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<span style="font-family: "calibri" , sans-serif;">It has been a huge learning curve this past few weeks for us, the students, and the parents.</span><span style="font-family: "calibri" , sans-serif;"> </span><span style="font-family: "calibri" , sans-serif;"> </span><span style="font-family: "calibri" , sans-serif;">I was struck again by how open educators are to this new reality, expressing freely the kinds of things they are learning, grappling with, and continuing to figure out.</span><span style="font-family: "calibri" , sans-serif;"> </span><span style="font-family: "calibri" , sans-serif;"> </span><span style="font-family: "calibri" , sans-serif;"> </span></div>
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<b>• I feel like a brand new teacher and it has been very overwhelming.<o:p></o:p></b></div>
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<span style="background-color: white;"><span style="color: #3d85c6;"><span style="font-size: 11pt;">I feel like a brand new teacher and it has been very overwhelming.</span><span style="font-size: 11pt;"> </span></span></span><span style="background-color: white; color: #212121; font-size: 11pt;">I think about how overwhelmed I am and then I think of my students and the conversations that we have had this week and how they are also feeling overwhelmed and worried. . . <o:p></o:p></span></div>
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<b><span style="color: #212121;">• I am not comfortable with this manner of teaching, social-emotionally. <o:p></o:p></span></b></div>
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<span style="color: #212121; font-size: 11pt;">I was at school Tuesday and Wednesday handing out school supplies and food hampers to families.</span><span style="color: #212121; font-size: 11.5pt;"> </span><span style="color: #212121; font-size: 11pt;">I was very discombobulated and teary this week. </span><span style="color: #212121; font-family: "apple color emoji"; font-size: 11pt;">☹</span><span style="color: #212121; font-family: "cambria" , serif; font-size: 11pt;">.</span><span style="background-color: white; color: #0b5394;"><span style="font-family: "cambria" , serif; font-size: 11pt;"> </span><span style="font-size: 11pt;">I am not comfortable with this manner of teaching, social-emotionally.</span><span style="font-size: 11pt;"> </span></span><span style="color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<b><span style="background-color: white; color: #212121;">• I have learned how important it is that I continue on this path of supporting their overall well-being right now<o:p></o:p></span></b></div>
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<span style="font-size: 11pt;"><span style="background-color: white; color: #212121;">Through our conversations </span><span style="background-color: white; color: #3d85c6;">I have learned how important it is that I continue on this path of supporting their overall well-being right now </span><span style="background-color: white; color: #212121;">and that any learning that I offer really needs to be just an opportunity for learning ... <o:p></o:p></span></span></div>
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<b><span style="background-color: white;">• I am learning to move slowly<o:p></o:p></span></b></div>
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<span style="font-size: 11pt;"><span style="background-color: white;">I am thankful that I have spent so much time learning about the kids I teach. I am so glad that this is NOT the first time I am talking to families in person. <span style="color: #3d85c6;">I am learning to move slowly ...</span> </span></span><span style="background-color: white; font-size: 11pt;">I am giving myself permission to use my old house phone and calling my families to just say Hi!</span><span style="font-size: 11pt;"><o:p></o:p></span></div>
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<b><span style="color: #212121;">• Lately I have been thinking a lot about the idea; ‘when you change the rules you change the winners’. <o:p></o:p></span></b></div>
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<span style="background-color: white; color: #3d85c6; font-size: 11pt;">Lately I have been thinking a lot about the idea; ‘when you change the rules you change the winners’.</span><span style="font-size: 11pt;"><span style="background-color: white;"><span style="color: #3d85c6;"> </span></span><span style="color: #212121;"> </span></span><span style="color: #212121; font-size: 11pt;">I have been thinking about what it means to be ‘successful/winner’ in a traditional school setting and how our district does an incredible job of levelling the playing field so that all students (and teachers) are able to succeed. However, with our recent lifestyle changes and drastically altered learning environment I am wondering who are the new ‘winners’ in this situation.</span></div>
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<b><span style="color: #212121;">• I am so fortunate to have such an amazing team to work with, and we are in constant contact.<o:p></o:p></span></b></div>
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<span style="font-size: 11pt;"><span style="color: #212121;">The biggest message I would want to spread is this cannot be done alone</span><span style="background-color: white; color: #212121;">!! </span><span style="background-color: yellow; color: #3d85c6;"><span style="background-color: white;">I am so fortunate to have such an amazing team to work with, and we are in constant contact.</span></span><span style="background-color: white; color: #212121;"> </span><span style="color: #212121;"> A day does not go by that I do not video chat with at least 3 of my colleagues, and the support they give me is unbelievable!! Collaboration creates joy and wellness among us all!! <o:p></o:p></span></span></div>
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<b><span style="background-color: white; color: #212121;">• I learned that when I offer opportunities for the whole class to check in via a community circle that they ALL want to be a part of that, they miss connecting with each other.<o:p></o:p></span></b><br />
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<b><span style="background-color: white; color: #212121;">• I have been on a steep learning curve this week</span></b><b><span style="color: #212121;"><o:p></o:p></span></b></div>
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<span style="color: #3d85c6;">2. Connecting: educators, students and families<br />
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Over and over this week I heard how <b>connecting with the students in a multiplicity of ways was the highlight of the week, not just for the kids, but for the teachers - and in some cases the families</b>. It was also striking how creatively the gatherings took place.<o:p></o:p></div>
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<span style="font-family: "calibri" , sans-serif;">One</span><span style="font-family: "calibri" , sans-serif; font-size: 12pt;"> kindergarten teacher had a zoom party with her kindergarteners and their families. </span><br />
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<b><span style="background-color: white; color: #212121; font-size: 11pt;">We had a class Zoom Party last night and 16 of my kids and their families tuned in and it was just a riot! </span></b><span style="background-color: white; color: #212121; font-size: 11pt;">We chatted from 6:30 – 7:00ish last night. I put out a feeler on time earlier in the week and thought that since many families are still working that a quick check-in after dinner and before bed would be best. Families agreed. The kids absolutely loved it so I think we will build that in every week or two. <o:p></o:p></span></div>
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<b><span style="background-color: white; color: #212121; font-size: 11pt;">The kids said hello to each other,</span></b><span style="background-color: white; color: #212121; font-size: 11pt;"> repeatedly, for the first 5 minutes or so and then I asked families to mute their microphones and if they couldn’t figure it out I did it and then gave each kiddo a chance to share. They gave me a wave or held up a certain number of fingers or <a href="https://www.blogger.com/u/2/null">a certain letter in sign language</a></span><span class="MsoCommentReference"><span style="font-size: 8pt;"> </span></span><span style="background-color: white; color: #212121; font-size: 11pt;">(as we have a student who signs and we are learning with her) when they had something they wanted to share. There were a few technical difficulties but everyone hung in there pretty well. Then they said goodbye for another 5 minutes and we called it a night.<o:p></o:p></span></div>
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<span style="background-color: white; color: #212121; font-size: 11pt;">It was the highlight of my week just to get to see their faces and connect with them all. Highly recommend it!<o:p></o:p></span></div>
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<span style="color: #3d85c6;"><span style="background-color: white; font-size: 11pt;">A number of Middle School teachers met with their students </span><span style="background-color: white; font-size: 11pt;">individually and also as a group. </span></span></h2>
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Teacher 1:<o:p></o:p></div>
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<span style="color: #212121; font-size: 11pt;">Today, I did my first<b> virtual community circle</b>…I was not sure how it would go…but again<b>, to my surprise it went super well!!</b> <b>19/22 students attended and stayed for the entire meeting, which lasted an hour</b>. I ran it very much like I would in the classroom, and the kids were super respectful of each other. They were a little shy in the speaking part, but they had the option to pass, and only one student passed, everyone else shared </span><span style="color: #212121; font-family: "apple color emoji"; font-size: 11pt;">😊</span><span style="color: #212121; font-size: 11pt;">. My resource teachers all joined in, I thought it was great! Students had the opportunity to ask questions, and I was able to clarify my expectation for the upcoming weeks. </span><span style="color: #212121; font-size: 11.5pt;"><o:p></o:p></span></div>
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<span style="background-color: white; color: #212121; font-size: 11pt;">Our week went well. I got to <b>video chat with 22/23 kids in small group meetings</b> and was able to mirror my screen to show them where to find certain activities and resources on Teams. <b>They are very excited and it’s been so nice connecting with them. They’ve all been really lovely conversations</b>. They responded to the weekly question “where have you shown/seen courage” and their answers have been thoughtful and insightful.</span><o:p></o:p></div>
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Teacher 3:<o:p></o:p></div>
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<span style="background-color: white; color: #212121; font-size: 11pt;">Teacher 4: In this story the teacher had been buddying one of her grade 8 classes with a near-by senior’s residence. She is recognizing the need for the social connection not just for herself and her students, but also with the seniors.<o:p></o:p></span></div>
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<span style="background-color: white; color: #212121; font-size: 11pt;">Apart from my academic courses <b>I have been looking into resuming the senior buddy program through pen-pal letter writing and videos.</b> Ms. * and I are in the process of organizing this for Trinity Care and SLMS. I have also reached out to a contact at Southwoods Retirement home so that other colleagues can do this with their students as well. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "calibri" , sans-serif;"><span style="color: #0b5394;">3. Sending Home: a few more examples of what teachers are sending home - some structures and formats</span></span></h2>
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It is great to see what others are doing and how the weekly plan is changing as we understand more what works, and as we get feedback from students and families. Here are a few examples from this week.<br />
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<b>Kindergarten: </b>note again that the teacher invites families to choose from the activities. It is an invitation.<o:p></o:p></div>
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<b>Kindergarten</b> choice board: The teacher again invites families to do as many of the activities as they would like to do. She has included wellness, physical well-being, social and emotional wellbeing, literacy and number sense. </div>
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<b>Grade 1:</b> This teacher sent home ideas for the week in a choice board as well. She had suggestions for literacy, numeracy, and physical and emotional well-being. She is slowly introducing her families to both outdoor learning and also the <span style="color: #3d85c6;">heartmindonline.org </span>resources. </div>
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<span style="font-family: "calibri" , sans-serif;"><b>Grade 2/3: </b> </span><span style="background-color: white; color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;">This teacher has also displayed the learning opportunities in a choice board.</span><span style="background-color: white; color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"> </span><span style="background-color: white; color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"> </span><span style="background-color: white; color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;">Here the wonder is:</span><span style="background-color: white; color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"> </span><span style="background-color: white; color: #212121; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"> </span><i style="font-family: Calibri, sans-serif;"><span style="color: #3d85c6;"><span style="background-color: white; font-family: "tahoma" , sans-serif; font-size: 11.5pt;">What are some of your family traditions during Easter?</span><span style="background-color: white; font-family: "tahoma" , sans-serif; font-size: 11.5pt;"> </span> </span></i><br />
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<span style="color: #3d85c6;">Middle School</span></h3>
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<span style="background-color: white;"><span style="color: #212121; font-family: "tahoma" , sans-serif;"><span style="font-size: 11.5pt;">The Middle School examples are </span><span style="caret-color: rgb(33, 33, 33); font-size: 15.333333015441895px;">lengthy</span><span style="font-size: 11.5pt;"> to post in their entirety. Here a few pieces from a group of teachers working together at one middle school.<o:p></o:p></span></span></span></div>
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<i><span style="color: #212121; font-family: "comic sans ms";">Word of the week</span></i><span style="color: #212121; font-family: "comic sans ms";">: <b>COURAGE</b><o:p></o:p></span></div>
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<i><span style="color: #212121; font-family: "comic sans ms";">Wonders of the week</span></i><span style="color: #212121; font-family: "comic sans ms";">: <a href="https://www.blogger.com/u/2/null" name="_Hlk37188659">Where does courage come from? How do we find courage during difficult times? How have you shown courage and where have others in the community shown courage?</a><o:p></o:p></span></div>
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<span style="color: #212121; font-family: "comic sans ms";">Please join us for our community circles if you can:<o:p></o:p></span></div>
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<i><span style="color: #212121; font-family: "comic sans ms";">Opening Circle<b> </b></span></i><span style="color: #212121; font-family: "comic sans ms";">– Positive welcome into the week: Tuesday 9am <o:p></o:p></span></div>
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<span style="color: #212121; font-family: "comic sans ms";">What is something that you enjoyed about your long weekend? What is one goal that you have for this week? It could be around your learning opportunities or how you want to connect with your family and friends or maybe you want to make time to go outside every day. <o:p></o:p></span></div>
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<i><span style="color: #212121; font-family: "comic sans ms";">Closing Circle</span></i><span style="color: #212121; font-family: "comic sans ms";"> – Optimistic closing to our week: Friday 9am<o:p></o:p></span></div>
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<span style="color: #212121; font-family: "comic sans ms";">Thinking of our word of the week, what is one way that you have shown courage over the past month?<o:p></o:p></span></div>
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<span style="color: #212121;">The tasks are formatted under these headings:<o:p></o:p></span></div>
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<b><span style="color: #212121;">AREA Please Do Can do Could do<o:p></o:p></span></b></div>
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<span style="color: #212121;">Tasks are given in 4 areas: <b>Advisory, Literacy, Math and PHE<o:p></o:p></b></span></div>
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<span style="color: #212121;">The advisory and literacy tasks have to do with their key word Courage<o:p></o:p></span></div>
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<span style="color: #212121;">The Math has to do with graphing to do with the virus<o:p></o:p></span></div>
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<span style="color: #212121;">PHE tasks are all about health/well-being - exercise, cooking, and other ideas for well-being.<o:p></o:p></span></div>
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<span style="color: #212121;">Here is the journal description provided for the students.</span></div>
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<span style="color: black; font-family: "comic sans ms"; font-size: 13pt;">JOURNAL<o:p></o:p></span></div>
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<i><span style="color: black; font-family: "comic sans ms";">Journal theme</span></i><span style="color: black; font-family: "comic sans ms";">:</span><span style="color: black; font-family: "comic sans ms";"> What does courage mean to us? (The graphic organizer will be provided separately on Teams)<o:p></o:p></span></div>
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<i><span style="color: black; font-family: "comic sans ms";">Please do</span></i><span style="color: black; font-family: "comic sans ms";">:<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; mso-bidi-font-family: "Comic Sans MS"; mso-fareast-font-family: "Comic Sans MS";"><span style="mso-list: Ignore;">1.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; font-style: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "comic sans ms";">What does the word courage mean? Brainstorm all the ideas that you have for what this word could mean and write them in square 1<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; mso-bidi-font-family: "Comic Sans MS"; mso-fareast-font-family: "Comic Sans MS";"><span style="mso-list: Ignore;">2.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; font-style: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "comic sans ms";">Ask at least 3 other people what they think courage means, write down their thinking in squares 2-4<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; mso-bidi-font-family: "Comic Sans MS"; mso-fareast-font-family: "Comic Sans MS";"><span style="mso-list: Ignore;">3.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; font-style: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "comic sans ms";">In square 5 write any new thinking that you have after your conversations.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "comic sans ms"; mso-bidi-font-family: "Comic Sans MS"; mso-fareast-font-family: "Comic Sans MS";"><span style="mso-list: Ignore;">4.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; font-style: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "comic sans ms";">In square 6 come up with your own kid friendly definition for the word courage.<o:p></o:p></span></div>
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<i><span style="font-family: "comic sans ms";">If you’re up for more</span></i><span style="font-family: "comic sans ms";">:<o:p></o:p></span></div>
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<li class="MsoNormal" style="line-height: 107%; margin-bottom: 8.0pt; mso-list: l0 level1 lfo2;"><span style="font-family: "comic sans ms";">Make your creation visible to your community - post on your window, create something in your yard</span></li>
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<span style="color: #3d85c6;">Thanks to educators</span> in SD67, Oliver, West Vancouver and Maple Ridge <o:p></o:p></div>
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SD67: Sydney, Pam, Corrie, Janice, Allison, Julia, Anna, <o:p></o:p>Nicole, Kelsey, Melissa</div>
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Out of district: Melia, Jeanette, Sylvia<o:p></o:p></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com3tag:blogger.com,1999:blog-2975474148172185345.post-20606199161365251252020-04-04T15:20:00.002-07:002020-04-20T11:20:30.906-07:00Teaching in a Crazy Time<div align="center" class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm 0cm 0.0001pt; text-align: center;">
<span style="color: #212121; font-family: "segoe ui" , sans-serif; font-size: 11.5pt;">We don't want to be about 'how do we put schooling in the home;<o:p></o:p></span></div>
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<span style="color: #212121; font-family: "segoe ui" , sans-serif; font-size: 11.5pt;">The more interesting question is 'What kind of learning can we do in the home that provides a foundation so when students go back into school, we've prepared them in powerful ways and we've transformed schools’.<o:p></o:p></span></div>
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<i><span style="color: #212121; font-family: "segoe ui" , sans-serif; font-size: 11.5pt;">From Silver Lining for Learning</span></i><i><span style="color: #212121; font-family: "segoe ui" , sans-serif; font-size: 11.5pt;"><o:p></o:p></span></i></div>
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<span style="font-family: "cambria" , serif;">We are in an unusual time, and educators in our district and around the province are rising to the occasion to provide learning experiences for our children and support for our families. It is so important to do that. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUPa76KIKoSKtC8jcwoOKjWszsudrNKdpO2o3i52hpIuIj4BP1dGLN29g8l73oduOTVIvHPgYiZv61TuC_6vklkDGKVsU06W0KnilUOUDA_nesJbxGkYDofQCynwaMtDz1R-WvAKrJV8U/s1600/1a.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="616" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUPa76KIKoSKtC8jcwoOKjWszsudrNKdpO2o3i52hpIuIj4BP1dGLN29g8l73oduOTVIvHPgYiZv61TuC_6vklkDGKVsU06W0KnilUOUDA_nesJbxGkYDofQCynwaMtDz1R-WvAKrJV8U/s320/1a.png" width="308" /></a></div>
<span style="font-size: 12pt;">Equally important is our own sense of well-being. Where are we finding joy? What are we doing to help keep us balanced? How are we dealing with our own loss during this time? These are stories we want to also be telling. All of us have stories beyond the “working from home” … we have parents in care home, sickness, isolation, financial worries. How are we finding joy and hope and support?</span><span style="font-family: -webkit-standard;"></span></div>
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<span style="font-family: "cambria" , serif;">In SD67, Todd Manuel, our assistant superintendent laid out for us the <b>guiding principles</b> for planning how to best support learning opportunities for our students. </span></div>
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<span style="font-family: "cambria" , serif;">The first principle of sustainability speaks about not burdening our families, but also speaks to not burdening ourselves. Starting small, taking small steps, learning as we go, focusing on connecting and supporting rather than teaching and organizing. <o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">Sustainability:<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• is it sustainable and realistic?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• not a burden to families<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• relevant and meaningful activities in a home environment<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">Equity:<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• Can all students access the activities?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• Do the students have devices we are asking them to use?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• Are there access points for all students?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">Relationships:<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• are we connecting with our students and families?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• Do we know how our students are doing? And how the family is doing? There are many stories we need to listen to and have empathy for - loss of jobs, financial difficulties, trauma, stress<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">Consistency:<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• Do we have a collaborative approach within and across schools? Shared expectations/understanding of how we are moving forward.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjczkM27nxo9LDstuS7rqMEeUWm-1zklMnkuItewUG20BDAER93GJ2s3KRlwSG_N5QImjVvJMq2iWEi2hQQE9YB7Ahh9OWh4JK6Q93DwwT4SjLERJCZC_Yo8C19En695lfU-QEmLL6tHBc/s1600/1b+advice.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="1012" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjczkM27nxo9LDstuS7rqMEeUWm-1zklMnkuItewUG20BDAER93GJ2s3KRlwSG_N5QImjVvJMq2iWEi2hQQE9YB7Ahh9OWh4JK6Q93DwwT4SjLERJCZC_Yo8C19En695lfU-QEmLL6tHBc/s320/1b+advice.png" width="320" /></a><span style="font-family: "cambria" , serif;">These guiding principles have been said in different ways by people throughout the province (teachers, principals, superintendents, parents, students, BCTF, and the Ministry of Education). They are important to keep in mind as we begin on this exploration of how we support learning at home, and think about the kind of learning we can do in the home “that provides </span><span style="color: #212121; font-family: "cambria" , serif;">a foundation so when students go back into school, we've prepared them in powerful ways and we've transformed schools" </span><span style="color: #212121; font-family: "cambria" , serif;"> (Silver Lining for Learning).</span><span style="color: #212121; font-family: "cambria" , serif;"><o:p></o:p></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGMnyeeQu-90k24fMV_ct_QHV5L_2tMJAyF4qvUDgNN4sKiVRbBe4-p-BQYDsEOGrWc4K-trIpWc8We_fcE75_JBuAqkAITvAiPHEfrGkxD4yhwBJ8JK-i_s0Pr1RZFfvBx8JQ41MhUUc/s1600/2+shelley+etc.++.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1198" data-original-width="1306" height="585" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGMnyeeQu-90k24fMV_ct_QHV5L_2tMJAyF4qvUDgNN4sKiVRbBe4-p-BQYDsEOGrWc4K-trIpWc8We_fcE75_JBuAqkAITvAiPHEfrGkxD4yhwBJ8JK-i_s0Pr1RZFfvBx8JQ41MhUUc/s640/2+shelley+etc.++.png" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVE-Gs0VHpCPmRzC6ajLMcih8_75m93z4_TgdIP16ivrmq0TODr5f_lLzM_BzYFiZp9MaIdBW8X2Tq4JswIzBDgxiKPmImSKfICYrHAOWU2qxa3IoQiERy9D5gqihcvfVWfkat5iCv00s/s1600/bctf.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="648" data-original-width="800" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVE-Gs0VHpCPmRzC6ajLMcih8_75m93z4_TgdIP16ivrmq0TODr5f_lLzM_BzYFiZp9MaIdBW8X2Tq4JswIzBDgxiKPmImSKfICYrHAOWU2qxa3IoQiERy9D5gqihcvfVWfkat5iCv00s/s320/bctf.png" width="320" /></a></div>
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<b>Teri Mooring, BCTF</b></div>
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<b><span style="font-family: "cambria" , serif;">Collaboration and Support:<o:p></o:p></span></b></div>
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<span style="font-family: "cambria" , serif;">One thing I have noticed this past week is how we all want to connect. We want to collaborate. Educators, businesses, people in general are all sharing! Sharing products, ideas, and support. It is an amazing thing to watch. <o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">This week many educators from different districts have shared their ideas and plans freely as they have been working to create “learning at home” activities that fit with the guiding principles - meaningful and relevant, accessible for all, not too difficult or time consuming for kids and families, and beginning with well-being and relationships at the center. They want others to feel free to use their ideas - they want to support and learn with others. <o:p></o:p></span></div>
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<b><span style="font-family: "cambria" , serif;">Here are several examples from primary educators from SD 42 and 53:</span></b></h4>
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<span style="font-family: cambria, serif;">Example 1: The wonder: What does Learning at home look like?</span></div>
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<span style="font-family: "cambria" , serif;">*Note:<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">- this example could span over several weeks</span></div>
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<span style="font-family: "cambria" , serif;">- the instructions say "Choose what works for you and your family context. You can do some or all or some more than once. Have FUN!"</span></div>
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- this example could span over several weeks <o:p></o:p></div>
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- the first column is about WELLNESS<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQYBFISlOy76jQY_Omg9YEdeDTMepqHl9wLheT4X2EXkM3cSBGyc1pbWPPCpWri3fzlMd3pE9_TIz0khuqaXS_S3h0dS_f-pSMpJpOiatKmgEeXeDqdUsRWGE9cpHTw1rMEJlTx4s-Jlc/s1600/3+Salmon+Pod+Learning+.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1182" data-original-width="1022" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQYBFISlOy76jQY_Omg9YEdeDTMepqHl9wLheT4X2EXkM3cSBGyc1pbWPPCpWri3fzlMd3pE9_TIz0khuqaXS_S3h0dS_f-pSMpJpOiatKmgEeXeDqdUsRWGE9cpHTw1rMEJlTx4s-Jlc/s640/3+Salmon+Pod+Learning+.png" width="552" /></a></div>
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Example 2: The wonder: Kindness<o:p></o:p></div>
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<span style="font-size: 10pt;">*Note:<o:p></o:p></span></div>
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<span style="font-size: 10pt;">- the instructions: “you can do as many as you have time for”<o:p></o:p></span></div>
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<span style="font-size: 10pt;">- the activities are not on-line; they are about drawing and writing and going outside<o:p></o:p></span></div>
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<span style="font-size: 10pt;">- they will connect on-line through padlet<o:p></o:p></span></div>
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3. Example 3: Materials and Choice boards<o:p></o:p></div>
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<span style="font-family: "times new roman" , serif; font-size: 10pt;">- all the materials sent home are to help the child ‘grow’ and express themselves in a creative way: paints, sidewalk chalk, seeds, pencils, <o:p></o:p></span><span style="font-size: x-small;">play dough</span></div>
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<span style="font-size: 10pt;">- this package highlights the guiding principle of equity - does every child have what they need to learn at home?<o:p></o:p></span></div>
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<b><span style="color: #3d85c6; font-family: "cambria" , serif;">Here are several examples from middle school educators in SD67</span></b></h4>
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Yesterday I had the privilege of meeting with a group of middle school teachers who were planning for next week. Their main focus is on connecting with the students and families and making sure they are doing alright and asking for feedback as the days go on in terms of what is working and what is not. The conversation was rich and many ideas were shared. Here are a few examples and ideas that these educators are sharing with each other and their families.<o:p></o:p></div>
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<b>Here is an introduction to one of the letters home:</b><o:p></o:p></div>
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<i><span style="font-size: 10pt;">Note: the connection this teacher is making, how personal the letter is, how flexible she is in connecting with her students, how she is making herself available, and also asking for feedback from the students and parents</span><o:p></o:p></i></div>
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This group of teachers decided to based their weekly plan on specific words or themes. <b>Courage, connection, optimism and hope were some of the words shared.</b></div>
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<b><span style="color: #3d85c6;">Courage, connections, optimism and hope</span></b></h4>
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<span style="font-family: "cambria" , serif;">• The grade six group chose to focus on first on the word <b>Courage</b>. Courage in a pandemic. Some of the ideas shared were to look at: <o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">- what is courage</span></div>
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<span style="font-family: "cambria" , serif;">- what does it look like in a pandemic</span></div>
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<span style="font-family: "cambria" , serif;">- how does courage help?</span></div>
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<span style="font-family: "cambria" , serif;">- what examples of courage around us? in our own homes, in our city, in the country</span></div>
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<span style="font-family: "cambria" , serif;">- what kind of courage does it take to stay home? to learn at home? </span></div>
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<span style="font-family: "cambria" , serif; font-size: small; text-indent: -18pt;">*</span><span style="font-family: "cambria" , serif; font-size: 12pt; text-indent: -18pt;">Dr. Stan Kutcher, a Canadian Senator, but importantly well known in the area of SEL has put out a number of short video clip about the 3 things needed in a crisis like this:</span><span style="font-family: "cambria" , serif; font-size: 12pt; text-indent: -18pt;"> </span><span style="font-family: "cambria" , serif; font-size: 12pt; text-indent: -18pt;">leadership (government); knowledge of what to do (health authorities); and courage. You can find his clips on twitter @StanKutcher</span></div>
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<span style="color: black; font-family: "cambria" , serif;"><b>One grade 6 teacher chose to set it up like this:</b><o:p></o:p></span></div>
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<span style="color: black; font-family: "cambria" , serif;">This week we will be getting used to learning at home. That is a lot for one week. These are the things I would like you to focus on this week. All of them will take some kind of courage.<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;">• The grade seven educators chose to focus on <b>Connections</b> first. How to connect well in this unusual time?<o:p></o:p></span></div>
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<span style="font-family: "cambria" , serif;"><b>Here is a sample from one grade 7 teachers letter home:</b></span></div>
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The second section of the letter talks about connecting as a class and the third section really focuses on wellbeing. What brings you joy? what are you grateful for? How are you connecting to nature? </div>
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<span style="font-family: "cambria" , serif;"><span style="font-size: small;">Thanks to all the educators who shared so willingly: Melia, Melissa, Jeanette, Kelsey, Janice, Pam, Stacey, Anna, Natasha, Sydney, Nick, Julia, Melissa B., Janice B. and Carol.</span></span></div>
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<span style="font-family: "cambria" , serif;"><span style="font-size: small;">Let's continue to share ideas on this blog. </span></span></div>
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<span style="color: #3d85c6; font-family: "cambria" , serif; font-size: large;">TAKE CARE OF YOURSELVES - FIND JOY </span></h4>
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<span style="color: #3d85c6; font-family: "cambria" , serif; font-size: large;"><b>GO SLOWLY - GIVE YOURSELF LOTS OF GRACE</b></span></h4>
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</style>Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com2tag:blogger.com,1999:blog-2975474148172185345.post-8246925574508637352020-02-17T19:25:00.000-08:002020-02-17T19:25:26.394-08:00Making the right choice the only choice: teaching climate change to middle schoolers.<h3>
<span style="color: #212121;">This blog is about climate change, about aligning our values with our practice, and about student well-being and voice. Allison's blog is a challenge to us as adults, parents, educators, whole schools and as a district. She is challenging us to: 1. listen to our students; 2. give them a voice; 3. align our practices and values; 4. do our part. Thank you Allison.</span></h3>
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<span style="color: #212121;">Teaching climate change is hard . . . and complicated. </span>Although most adults can look back and relate to the high school experience, relatively few of us can relate to growing up during a time of climate change and environmental distress. The science behind climate change is simple. However, altering our behaviour to match our understanding is difficult, especially when the right choice isn’t the easy choice. Climate change has been embedded into the curricula of many courses; if your students haven’t yet learned about climate change, they will. This topic is sticky, and practices carried out in our schools (and community) don’t always align with our teachings. Schools need to be places where the environmentally responsible choice is the only choice. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDNrmhmoK-JwEFwxCGB14RuJZ_07CpowLQa9kOkPjIWVe1reX6sQ7kgF-xXSZVE0XQpv1wV1e08H1AYYZRV_E6j3uNstpwfrUNlkn6FO4Ro6zIFVoazhaK129L6M01BJ_UjmgQuNNQSa4/s1600/SLMS+Garden.jpg" imageanchor="1" style="clear: left; float: left; font-weight: normal; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDNrmhmoK-JwEFwxCGB14RuJZ_07CpowLQa9kOkPjIWVe1reX6sQ7kgF-xXSZVE0XQpv1wV1e08H1AYYZRV_E6j3uNstpwfrUNlkn6FO4Ro6zIFVoazhaK129L6M01BJ_UjmgQuNNQSa4/s320/SLMS+Garden.jpg" width="320" /></a><span style="color: black; font-weight: normal;">When teaching about climate change I take time to ask the students how they are feeling. Common emotions include helplessness, anxiety and frustration; understandable given the gravity of our collective situation. These emotions often stem from the incongruency between what we teach in the classroom and what we practice at the school. Students also report feeling helpless if their parents react with apathy or are unwilling to change unsustainable practices. </span><o:p></o:p></div>
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For example, when students learn that eating meat-free helps mitigate climate change, it is unfortunate that vegetarian meals aren’t status quo in school cafeterias. When students learn that composting prevents the release of methane (and reduces waste), it is upsetting when this option doesn’t exist in a school (or at home). If we truly care about our children, we’d exemplify practices that ensure they have a future to be successful in. When we shape the culture of our school, do we value and model environmentally responsible behaviour? Are we providing the infrastructure at our schools that empowers children to care for their environment?</div>
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<b>PRACTICES:</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-lqc0XnlDzpLFQMi77kAo4bD4Pp_y83wlInGbWNXd2vH-_oX-F_COlNs7DzrB1g8G9YEfKB6oDzQyjbyrapTH5SnxJwmamQsegSiA17aeRpCkQDhpAalkhMI6rOiVF1GMcMukBBOhpH8/s1600/Bonnie.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-lqc0XnlDzpLFQMi77kAo4bD4Pp_y83wlInGbWNXd2vH-_oX-F_COlNs7DzrB1g8G9YEfKB6oDzQyjbyrapTH5SnxJwmamQsegSiA17aeRpCkQDhpAalkhMI6rOiVF1GMcMukBBOhpH8/s320/Bonnie.jpg" width="240" /></a></div>
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One teacher humbly champions the environmental initiatives at our school. Bonnie Hatch is a Home Economics and English teacher at Skaha Lake Middle school. She lives by her values and authentically demonstrates environmental responsibility in all aspects of her work and daily life. School wide initiatives that Bonnie runs include: </div>
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<li><span style="font-family: "calibri" , sans-serif;">Ethical and sustainable fundraisers (Students raise money through local apple sales (in paper bags) and a used clothing drive) </span></li>
<li><span style="font-family: "calibri" , sans-serif;">Marker recycling program </span></li>
<li><span style="font-family: "calibri" , sans-serif;">School garden</span></li>
<li><span style="font-family: "calibri" , sans-serif;">Re-usable dishes for school events </span></li>
<li><span style="font-family: "calibri" , sans-serif;">Sourcing local and organic produce donations for Home Ec. classes and the SLMS Breakfast Club </span></li>
<li><span style="font-family: "calibri" , sans-serif;">Upcycling textile projects</span></li>
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<span style="color: black;">… Did I mention Bonnie drives an electric car?</span></div>
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At SLMS we are working hard to bring about positive change and build on the foundation Bonnie has established. It’s our shared responsibility to transition schools into the progressive places they ought to be. <b>Places where the right choice is the only choice.</b><br />
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Blog by Allison Dietrich, Skaha Lake Middle School</div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-62424954603797530732020-02-05T12:37:00.000-08:002020-02-05T12:37:08.433-08:00Fostering well-being and community at our school by starting with the adults in the building<div class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; line-height: 15.693333625793457px; margin: 0cm 0cm 8pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
<span style="font-size: 11pt; font-weight: normal;">What does it look like when we focus on creating and building healthy and positive relationships </span><span style="font-size: 11pt; font-weight: normal;">between staff members? Why is this important?</span></div>
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<span lang="EN-US">Community. This is a word that I value above all else in my practice. As an educator we take the time and we value building community in our classroom, with our students, but do we take the time to do the same with our colleagues? <o:p></o:p></span></div>
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<i><span lang="EN-US">“Having a sense of belonging and community in a workplace can significantly change the atmosphere. It is vital to the success and well-being of our staff and students.” -Siobhan Magness<o:p></o:p></span></i></div>
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<span lang="EN-US"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMsYPSTHlvf7ffDMyMf9a-o4V3cTN6uwQBuNO0OxURMCnqXVnqc6JlJT2a7Vh7nvJ49j_rwrdGUILnsdGhDNkhH6IrIw2bKzKDWgsGbeLpM5WCgVbO8eTA9SQbsa4YZS6kopJlUw2MogU/s1600/1.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMsYPSTHlvf7ffDMyMf9a-o4V3cTN6uwQBuNO0OxURMCnqXVnqc6JlJT2a7Vh7nvJ49j_rwrdGUILnsdGhDNkhH6IrIw2bKzKDWgsGbeLpM5WCgVbO8eTA9SQbsa4YZS6kopJlUw2MogU/s320/1.jpeg" width="320" /></a></span></div>
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<span lang="EN-US">At the start of the year, some teachers were curious about The RULER Approach and wanted to know more about how they could bring SEL into their classroom. Knowing what the research supports, we dove into the building of a staff charter and chose to focus on the well-being of the adults first. We know that when our well-being is taken care of, then we will be able to be more present to take care of the well-being of our students. We took the time during staff meetings to ask ourselves two questions: </span><br />
<span lang="EN-US">• How do we want to feel in our day to day interactions with each other? </span><br />
<span lang="EN-US">• How will we make this happen? </span><br />
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<span lang="EN-US">Conversations were rich and productive as we got to hear what was important to our colleagues. We discovered that as a staff we wanted to feel appreciated, supported, valued, balanced, included and inspired. </span><br />
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<span lang="EN-US" style="color: black;">We have been working on our staff charter since October and just finished it this week. There is still lots of work to be done as we put our SMART goals into practice. Here is KVR’s 2019/20 Charter:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY3x7JZ5iSOqp78c47SWkcS2yvfzMvOyx4XDdiwJypQDKX6JQEB0CnLMDpOay2my8sGbpGFkPIjBg0MDCN8bYI-j2mVxTWiC9QHlu2kcOvouT5EEti6tmXILPyrGT3wrSu9rSaDqRM4jc/s1600/3.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1186" data-original-width="622" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY3x7JZ5iSOqp78c47SWkcS2yvfzMvOyx4XDdiwJypQDKX6JQEB0CnLMDpOay2my8sGbpGFkPIjBg0MDCN8bYI-j2mVxTWiC9QHlu2kcOvouT5EEti6tmXILPyrGT3wrSu9rSaDqRM4jc/s400/3.jpeg" width="208" /></a><i><span lang="EN-US">“When our staff comes together to connect professionally and/or personally, you can FEEL it in the building: there is a climate of enthusiasm and warmth. We see the smiles, and hear the laughter and banter, and, of course, so do the students, parents and visitors.” – Michelle Glibbery <o:p></o:p></span></i></div>
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<span lang="EN-US">By being intentional, and explicit with those intentions, we are building a staff team that is connected and grounded in creating positive relationships with each other. By co-creating these norms, we are laying the groundwork for a staff community that is conscious and aware of our own and each other’s emotions. We are placing value on emotions and are going deeper into how those emotions might affect our day to day interactions with each other. As teachers, we know how important emotions are and how they drive our students behaviour but how often do we get to reflect on how they drive ours?<o:p></o:p></span></div>
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<i><span lang="EN-US">“By modelling healthy relationships with our colleagues, then students also see what positive, supportive relationships look like.” - Julia Jashke<o:p></o:p></span></i></div>
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<span lang="EN-US">Community. It is so important that we ALL feel a sense of community in our schools. I’m thankful that I get to work at a Middle School where we are purposeful about building that sense of community not only between our students but with each other as well. <o:p></o:p></span></div>
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<i><span lang="EN-US">“Increasing our social-emotional well-being through our connections with each other is an opportunity to build resilience to stressful situations to be able to support each other in both difficult situations and times of celebration. When the adults feel supported and honoured in their practice, they are more likely to be available and sensitive to the unique needs of their learners.” -Nick Korvin<o:p></o:p></span></i></div>
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<span lang="EN-US">Submitted by Melissa Burdock, KVR Middle School</span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-44649729424180288002020-01-26T08:21:00.000-08:002020-01-26T08:21:49.860-08:00How can I use simple poems to build community and respect in our classroom?<div class="MsoNormal" style="color: #00000a; font-family: "Liberation Serif", serif; margin: 0cm 0cm 0.0001pt;">
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<span lang="EN-US"> </span>I always begin the year by teaching poetry. We start with a simple simile, “I am as quiet as a feather landing on the grass.” We learn together about each other through the construction of a variety of personal poems.</h3>
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<span lang="EN-US"><b>First Peoples Principles of Learning, “Learning requires the exploration of one's identity.”</b></span></h3>
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<span lang="EN-US"><span lang="EN-US"><b>BUILDING COMMUNITY AND A SENSE OF IDENTITY</b></span></span></div>
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We have learned through our Learning Maps, our class composition of our strengths and our stretches. We know, as a class, before moving into this poetry unit who in our class needs support to write, to speak in front of everyone, to finish a task and to remain in class. We pledge together to support each other. We reflect on what support looks like, feels like and sounds like. We built a community of trust and compassion. We learn the Indigenous ways of listening with our hearts, minds, ears and body. We train together to keep our mouths shut when our opinions and our thoughts are not kind or necessary.<o:p></o:p></span><br />
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<span lang="EN-US">This year, Marcus wrote, “I am as brave as a tiger.” This short poem impacts our class community in several different ways<o:p></o:p></span></div>
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<span lang="EN-US">1) I know as a teacher that Marcus considers himself to be brave.<o:p></o:p></span></div>
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<span lang="EN-US">2) We are supporting an inclusive model as we complete our first assignment in our home class by working together to help one another. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWVUj9rC_EMgkyvjX7WrUWHh21mSfYY0ajlH9xyla_o-HushhlFHpbee01BaIvE9Vlq1vz82acj49QaT2AyEmo-xmUMrskHhZPnAyQtU2S8DIHyOjceqRZvtuE4bc5TDUy7AoGzl705nc/s1600/3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1218" data-original-width="654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWVUj9rC_EMgkyvjX7WrUWHh21mSfYY0ajlH9xyla_o-HushhlFHpbee01BaIvE9Vlq1vz82acj49QaT2AyEmo-xmUMrskHhZPnAyQtU2S8DIHyOjceqRZvtuE4bc5TDUy7AoGzl705nc/s320/3.png" width="171" /></a><span lang="EN-US">3) We are learning that we are all writers which supports the confidence that we require to continue writing for further assignments.<o:p></o:p></span></div>
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<span lang="EN-US">4) We support each other in spelling and grammar. <o:p></o:p></span></div>
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<span lang="EN-US">5) We encourage others to share their own work out loud. <o:p></o:p></span></div>
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<span lang="EN-US">6) We build the confidence to read our writing in a sharing circle. <o:p></o:p></span></div>
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<span lang="EN-US">7) We collect all of our poems from different genres and make a poetry book with a decorated title page. 8) Together we practice and prepare for our Poetry Cafe.<o:p></o:p></span></div>
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<span lang="EN-US"><b>POETRY CAFE</b></span></div>
<span style="color: #00000a; font-family: "liberation serif" , serif; text-align: center;">During an evening early in the school year, I book a cafe like the Craft Corner or the Nest and Nectar. I invite the grown-ups in our class to come to the cafe for an evening of poetry. As families arrive, I am able to meet them, learn their names, their family make up and hear some of their stories. The learners find seats for their families. They order tea, coffee and snacks and we listen to the learners as they go up to the stage one at a time and read their poems. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyPGlGJYQLkSWlppb3XoUrG8jXJn23PrcPF05DoGwTGMJddXvGpo2PZMZWJFF7gyVnKv-4nvY0xcLHq3kztmgH-3duXMAb08v2WvnEbED-7L_3wO9-GmpM-fjTVNN3cqX74NMIFzwGLU4/s1600/5.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1178" data-original-width="604" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyPGlGJYQLkSWlppb3XoUrG8jXJn23PrcPF05DoGwTGMJddXvGpo2PZMZWJFF7gyVnKv-4nvY0xcLHq3kztmgH-3duXMAb08v2WvnEbED-7L_3wO9-GmpM-fjTVNN3cqX74NMIFzwGLU4/s320/5.png" width="164" /></a><span lang="EN-US">At first there is always a reluctancy as it takes bravery, courage and a Growth Mindset to read what you have written out loud to others. I believe teaching a Growth Mindset is an essential component of building a personal identity and something that learners need to succeed in their education and their lives.<o:p></o:p></span></div>
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<span lang="EN-US">As learners begin to read their poems and encourage each other, bravery grows among our class. The more the bravery grows the more learners want to read and share their work. One year on our poetry stage, a couple of learners sang a song they had written, this year Jaiden said good-bye to his Grandfather who passed away early in the fall.</span></div>
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By the time the evening has concluded I have had the opportunity to meet and connect with each family member in our class. I have noticed interactions between family members, and I have learned who has siblings, grandparents and blended families.</div>
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<span lang="EN-US"><b>AFTER THE CAFE</b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEvpT6ck3wjiPn_bBDuVo8zfJ4r0LuWhABjfxB9tqu-1xvG44vVUJCdcmC2d0C1NdAxZOu3s5RM7i_x6nWkqZ4O5cMUU1dHF0yz1ln-e2Y-Vbwsg_8qRcanEccUlabBiw1KSrdIF-MqkE/s1600/4.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1314" data-original-width="872" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEvpT6ck3wjiPn_bBDuVo8zfJ4r0LuWhABjfxB9tqu-1xvG44vVUJCdcmC2d0C1NdAxZOu3s5RM7i_x6nWkqZ4O5cMUU1dHF0yz1ln-e2Y-Vbwsg_8qRcanEccUlabBiw1KSrdIF-MqkE/s200/4.png" width="132" /></a>Once we are back at our class, I use the cafe as an example of grit and perseverance. We have learned that some things we do at school are hard and that sometimes we have to try things we have never tried before. We have learned to support each other in our writing, our reading and through some of our fears. Together we have had a great deal of fun and accomplished a major task.</div>
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<span lang="EN-US">No marks are given for their 15 poems that we, including me, each write for our cafe. The marks are not the point. We have learned a great deal about one another, our families, our learning strengths, our stretches and like a well-oiled machine with all of the parts working as one, as a class, we have learned to become a team where no one is left behind. <o:p></o:p></span></div>
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<span lang="EN-US">Blog by: Corrie Goessman, Skaha Lake Middle School</span></div>
Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-77129646627671198202020-01-21T17:05:00.000-08:002020-01-21T17:46:23.278-08:00Including All Learners at Middle School - Practices that Make a Difference<div class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: normal; margin: 0cm 0cm 0.0001pt;">
<b><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">How can a Learning Support Teachers help classroom teachers include ALL learners at Middle School?<o:p></o:p></span></b></div>
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<b><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">What happens when we start with student’s strengths?</span></b><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrAfvetoQ6Vubz20TYZCwcrjAIGY_RlU6c4mIjKMpvRX_nb-1MqHCyVMySNZ3eLAcTNkmGju7_OgqvWyIAO4L7uMurhSq2R0V2NinrT7khvWndCvXNzAPx5aWbAyZmoxmnEPfTulrjdk4/s1600/a.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="430" data-original-width="824" height="166" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrAfvetoQ6Vubz20TYZCwcrjAIGY_RlU6c4mIjKMpvRX_nb-1MqHCyVMySNZ3eLAcTNkmGju7_OgqvWyIAO4L7uMurhSq2R0V2NinrT7khvWndCvXNzAPx5aWbAyZmoxmnEPfTulrjdk4/s320/a.png" width="320" /></a><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">I have been a Learning Support Teacher (LST) for over twenty years and have experienced a large shift in the educational community striving for full inclusion, which is the practice of including students with special needs in the regular classroom. </span><br />
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">In my current position as a Learning Support Teacher at Middle School, I support teachers in meaningfully including all students in the classroom. So much of my job entails embracing the diversity in our classrooms by building a culture and framework that supports a safe and inclusive school community. Often, our learners that are vulnerable experience inequity in the education system through barriers to their learning. With this in mind, strength-based practices offer a responsive approach to inclusion that reduces and removes barriers and ensures everyone has a sense of belonging, well-being, and access to learning in a safe and inclusive school community. </span><br />
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">Rather than removing individuals to special programs or segregated classrooms, we need to work on developing practices that connect those learners to the curriculum by addressing obstacles that might be impacting student learning and creating classrooms where students can use their strengths. Looking through our TADL data over the last 10 years, <span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">getting to know students and using their strengths in teaching and learning has made a big difference for kids. </span></span><b style="font-size: 11pt;"><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;"> </span></b><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">The belief is <span style="background-color: white;">EVERY child has strengths inside them and as educators it is our job to bring this out. It is important to keep the learner at the center of our work. Additionally, the more we know about our student's strengths and passions, the better equipped we are at building relationships and engaging our students. </span></span></div>
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">Here are some ideas for learning about student strengths that I have used in the past:</span><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></div>
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<span lang="EN-US" style="color: #333333; font-family: "arial" , sans-serif; font-size: 12pt;">1.<b> </b><span style="background-color: white; background-position: initial initial; background-repeat: initial initial;"><b>This is Me </b>is a great way for students to share information about their strengths and interests. (Schnellert and Brownlie)</span></span><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf4NaGvcQ18PzFI2uzftV4demXVr6xIf77_JLvwSwt4DiXGrRGflNWMUzRhjIgNL6G4zfls69VU1EeIWpXarwgF94nzyE7PpnhAOAKRfJWlvaVU48sfcu7bbPP6vvSQmKedQtUfsQDRXw/s1600/3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1184" data-original-width="1034" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf4NaGvcQ18PzFI2uzftV4demXVr6xIf77_JLvwSwt4DiXGrRGflNWMUzRhjIgNL6G4zfls69VU1EeIWpXarwgF94nzyE7PpnhAOAKRfJWlvaVU48sfcu7bbPP6vvSQmKedQtUfsQDRXw/s400/3.png" width="348" /></a><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">2. <b>Student Profile</b> - Shelley Moore also shared a one page student profile with our Inquiry Group. It is written from a strength based approach from the student perspective. I interview students that have IEP’s before his/her IEP meeting and the student shares this at the IEP meeting. If the student is struggling sharing, we share it together or I share it with permission. If a student is unable to provide this information, family members can also be interviewed. I found this approach to IEP’s helped inform the team about the supports a student would benefit from as well as gave student voice to the planning document. </span><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></div>
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<b><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">3. The Important Book </span></b><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">by Margaret Wise -</span><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;"><span lang="EN-US" style="font-size: 12pt; line-height: 17.1200008392334px;">The Important Book uses rhythmic words and vivid pictures to talk about what is most important about many familiar things -- like rain and wind, apples and daisies. Students can use this frame as a way share their passions and interests.</span><span style="font-family: -webkit-standard; font-size: small;"></span></span></div>
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">4. <b>Identity Pictures:</b> Here is some examples f of students writing or collaging their strengths and passions as an art project. The teacher took a picture of each student and photocopied them for students to use as an outline if they choose. Student strengths, passions and areas of interest fill their portrait. Students share their interests with each other as a way of connecting and getting to know each other.</span><span lang="EN-US" style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4gMbnSs0CSGszHgI2SuRIqMD4cjUwDXkWHYssGm46DERb7z2tgVDeDkmcCnLkg1bNGpvtxVps7Z8TUHL3DRKJal2ewg8xn2c2qKvvxiSwKvjf8dblIKT90E_K6Ff9dkIvD4kS4mQN_nA/s1600/5.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkOTv5Co1eZUPKH3a34kVKsIiD1WkrT_PR5UOnp11IaAuwZTeqeWhbehHdElY6vLYKHp4DF03WXji4KoW4j4JFfKlpt7wOzoiFNi0mfdaDFxrZjuEhBdreCYikK2ykwTzr5JxpYe8uuH0/s1600/11.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1256" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkOTv5Co1eZUPKH3a34kVKsIiD1WkrT_PR5UOnp11IaAuwZTeqeWhbehHdElY6vLYKHp4DF03WXji4KoW4j4JFfKlpt7wOzoiFNi0mfdaDFxrZjuEhBdreCYikK2ykwTzr5JxpYe8uuH0/s200/11.jpeg" width="155" /></a><img border="0" data-original-height="876" data-original-width="1296" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4gMbnSs0CSGszHgI2SuRIqMD4cjUwDXkWHYssGm46DERb7z2tgVDeDkmcCnLkg1bNGpvtxVps7Z8TUHL3DRKJal2ewg8xn2c2qKvvxiSwKvjf8dblIKT90E_K6Ff9dkIvD4kS4mQN_nA/s320/5.png" width="320" /></div>
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">Honouring</span><span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;"> how youth learn and creating an environment that promotes strengths values a child’s physical, emotional, intellectual and spiritual development in a way that creates an inclusive environment for all students.</span></div>
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<span lang="EN-US" style="font-family: "arial" , sans-serif; font-size: 12pt;">For more information listen to this TedTalk by Chris Wejr on Strength Based Learning. In this talk he tells about a some of his experiences early on in his career.</span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: x-small;"><span style="font-size: 11pt;"><a href="https://youtu.be/MtduVS9BSxw" target="_blank">https://youtu.be/MtduVS9BSxw</a> </span></span><br />
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Who Am I profile</div>
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Shelley’s Student Profile</div>
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<span style="color: #444444; font-family: , serif;"><span style="font-size: 15.333333015441895px;">Blog post by: Janice Moase, KVR School</span></span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-87484354751910554052019-06-24T13:18:00.002-07:002019-06-24T13:18:26.751-07:00THE INFRASTRUCTURE OF INCLUSION<h4>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv2QWwAXQBdON7I63HydKTs1Xe9EnU9r-w92Qv1wXOD585K-YL-_bBGCraJPLHuqMmhjoAdkSTDgKlII_KJvATPy9OOQnhaMIfmT6sbcpKBHzzNx-WJrgfYb0SMN_ekaLUJytlo4wIW4I/s1600/IMG_7715.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv2QWwAXQBdON7I63HydKTs1Xe9EnU9r-w92Qv1wXOD585K-YL-_bBGCraJPLHuqMmhjoAdkSTDgKlII_KJvATPy9OOQnhaMIfmT6sbcpKBHzzNx-WJrgfYb0SMN_ekaLUJytlo4wIW4I/s320/IMG_7715.JPG" width="240" /></a>All of us around BC are starting to realize that we never really know what is going to transpire when Shelley comes knocking on our door!</h4>
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This time in SD67, Shelley and two of our helping teachers, Janice Moase and Shona Becker, led two great days for educators. On Day 1 they planned with a group of intermediate teachers in the morning and taught the class in the afternoon, and on Day 2 they did some dreaming and planning around two kindergarten students who have complex needs.<br />
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Two things happened on Day 2 that were unexpected and quite delightful. First, the mother of one of the kids spent the entire day with us. She shared her ideas, knowledge and dreams with us, not just for her son but for all kids, the school community, and the larger community in which they live.<br />
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The second thing was at noon on Day 2, Shelley decided there was just enough time to do a podcast involving Suzanna (the mom), Janice Moase, and myself. And so we did it. The podcast is available with this link. It is called "The Infrastructure of Inclusion". Listening to a few Podcasts over the summer is a great way to spend some time!<br />
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https://fivemooreminutes.podbean.com/e/infrastructure-of-inclusion-suzanne-janice-judith/<br />
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How fortunate we are to work with educators in our district who are open and wanting to learn, parents who are knowledgeable, supportive and appreciative, and outside voices like Shelley to share and plan with us.<br />
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Great two days. <br />
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Blog by Judith KingDifferent Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com6tag:blogger.com,1999:blog-2975474148172185345.post-18734857768725520712019-05-29T13:26:00.002-07:002019-06-24T13:43:46.791-07:00Innovative Schools: School Growth Plans WITH our Students<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrZKvjK4nDb47yUVBLEmVn8SidxvPXrNxaVecsqxLIuER4UtedVXej1HYvr-nK9kPWpCyyR-n7qsA3tep_eky_5FQXY5C_ERVZifZTl05CqaCrrevaG_pwpV085Y-5oOonURdS4hz_E0I/s1600/03-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="580" data-original-width="1200" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrZKvjK4nDb47yUVBLEmVn8SidxvPXrNxaVecsqxLIuER4UtedVXej1HYvr-nK9kPWpCyyR-n7qsA3tep_eky_5FQXY5C_ERVZifZTl05CqaCrrevaG_pwpV085Y-5oOonURdS4hz_E0I/s320/03-1.jpg" width="320" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGKisqoCQgplMbHco-u_0R4W4gnN5W17NB2SvIbDyL1YYgqG-4xcOEX2hoqfn0JemciKIWpOVxKiiTM6efuk91iTAfef7RkxeBXsaPze_l0EVRbhUwvH4D6EDxzqKrPncvX6jWTUQaRrA/s1600/04.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="644" data-original-width="899" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGKisqoCQgplMbHco-u_0R4W4gnN5W17NB2SvIbDyL1YYgqG-4xcOEX2hoqfn0JemciKIWpOVxKiiTM6efuk91iTAfef7RkxeBXsaPze_l0EVRbhUwvH4D6EDxzqKrPncvX6jWTUQaRrA/s320/04.jpg" width="320" /></a><span style="font-family: "arial" , "helvetica" , sans-serif;">What a powerful evening at the final session of our Innovative School Series with school teams from SD67 and SD53. This year one of our <i>Through a Different Lens</i> inquiry series challenged school teams to engage with their diverse learners as informants, co-learners and ultimately transformation leaders in making school goals and activities meaningful for everyone. At our final evening of the series school teams shared how they used <b>student voice</b> to help them set goals, plan, take action, reflect on, and adapt their school growth plan - at the classroom and at the whole school level.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Throughout the series, schools offered ideas on ways they were listening to students - through interviews, daily work, surveys, forums, etc. We had a number of students come and share in a number of our sessions. But last night it just somehow all came together with both creative ideas and powerful stories.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB6X75RjiAj_6FF2z40qGtB-wuFG_W1cnkbFlHYdg96oXGOvkk5NedF6CJCYk3PDE6omod8gFmg0We6-YQefl5p6lCoGvYHBdoMcg5r458SdLcpxB_w4JSjVIxrzLTmR975lgpnaSRHxQ/s1600/02.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="619" data-original-width="959" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB6X75RjiAj_6FF2z40qGtB-wuFG_W1cnkbFlHYdg96oXGOvkk5NedF6CJCYk3PDE6omod8gFmg0We6-YQefl5p6lCoGvYHBdoMcg5r458SdLcpxB_w4JSjVIxrzLTmR975lgpnaSRHxQ/s320/02.jpg" width="320" /></a><span style="font-family: "arial" , "helvetica" , sans-serif;">We heard about 'passion profiles' at secondary where teachers can learn about the interests and passions of their students which allows them to begin conversations. We heard how important it is to <b>listen</b> to students who are in a place in their lives where school is <b>not</b> a priority because shelter, space, food, and love are, and how over time they become more interested in education and their future. We heard about students delving into topics such as cyber bullying and mental health issues, crafting questions for further inquiry, and then going out and interviewing their middle school peers about these issues and trying to understand what others are facing. Teams shared how they are conferencing with students to find evidence of the teachings they are exposing them to - risk taking, courage, and love - and how the responses they received helped them see students as knowledge keepers, not just knowledge receivers. We heard about kids not just having student voice but agency - participating in and planning activities and events important for their learning and that honoured and made a difference for others. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Overall the theme was so evident - <b>we learn</b> so much when we <b>stop and listen</b>, when we <b>plan and make space for students' insights,</b> and when we <b>change things once we have listened. </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The evening was powerful.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmkqIZwlshfEGyWqlO0kUCXvcG4HXFDBjQ9VwGTZBht2M9KGcNkj5IfRIOtV5g4ugG6eB55goATLPiOFyGXYEUwUf1vxSmjDSTN8EfJ0yNSwRVo1RWqkTlQe5fMasvIE_QjBzrdR8Q-aQ/s1600/06.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="899" data-original-width="1200" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmkqIZwlshfEGyWqlO0kUCXvcG4HXFDBjQ9VwGTZBht2M9KGcNkj5IfRIOtV5g4ugG6eB55goATLPiOFyGXYEUwUf1vxSmjDSTN8EfJ0yNSwRVo1RWqkTlQe5fMasvIE_QjBzrdR8Q-aQ/s320/06.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNozoVhNLGOgPTPZbmA7kfP8_w6xffT-bACipBVCyq1I8x8bnR03A3bHxgIwhzLY5jVP_W02OyP98fWTtySATG16mzbxCIe-NN1IHhz6NldX1ajGXnmjGuG37JCuxXWyhFX6dVuJLZZvg/s1600/05.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="729" data-original-width="1200" height="193" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNozoVhNLGOgPTPZbmA7kfP8_w6xffT-bACipBVCyq1I8x8bnR03A3bHxgIwhzLY5jVP_W02OyP98fWTtySATG16mzbxCIe-NN1IHhz6NldX1ajGXnmjGuG37JCuxXWyhFX6dVuJLZZvg/s320/05.jpg" width="320" /></a><span style="font-family: "arial" , "helvetica" , sans-serif;">Big thanks to all who participated in SD67 and SD53, and supreme thanks to<b> Dr. Leyton Schnellert</b> who with great enthusiasm and energy asks important questions, prods us on, shows fabulous examples from throughout BC where things are happening, and fills us with the confidence that we too can do great things with our kids! He reminds us that one of the most important things that we can do is nurture every student to speak on their own behalf, become experts in their own learning strengths, and develop the ability to communicate their insights. <b> It is our most diverse students who can help us transform education for all.</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Blog by Judith King who is thankful for the planning committee: Todd Manuel, Shona Becker, Marcus Toneatto, and Leyton Schnellert.</span><br />
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com1tag:blogger.com,1999:blog-2975474148172185345.post-76886707838288006832019-05-03T21:33:00.002-07:002019-05-03T21:33:23.470-07:00Something Magical: Intergenerational Learning<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioziXReZgm_2QQURi5Rco1FlkkfMpdFkJx6xJ1wi-EmUx9o40qDgmORly0CypR-hhE74LBTcCO4NB0re_O1lEfHwcdVUdJJR_DRU68yEapxf3xKxkojf5rONZBK15y8Iq-Jcrb9R9ZQ9c/s1600/Unknown-1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="206" data-original-width="206" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioziXReZgm_2QQURi5Rco1FlkkfMpdFkJx6xJ1wi-EmUx9o40qDgmORly0CypR-hhE74LBTcCO4NB0re_O1lEfHwcdVUdJJR_DRU68yEapxf3xKxkojf5rONZBK15y8Iq-Jcrb9R9ZQ9c/s200/Unknown-1.png" width="200" /></a></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">The following blog is
from a teacher at middle school who took a risk and tried something in a different way.<span style="mso-spacerun: yes;"> </span>Here, she highlights
communication as an important competency for her grade 8 students.<span style="mso-spacerun: yes;"> She also writes so clearly about the area of social and emotional competencies and the surprises she has seen in this area.</span></span></i></h3>
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<span style="font-family: Calibri;"><i>This learning opportunity is also a wonderful example of the incorporation of the First People's Principles of Learning highlighting especially 'Learning involves generational roles and responsibilities', 'Learning ultimately supports the well-being of self', and 'Learning is holistic, and relational'. </i></span></h3>
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<span style="font-family: Calibri;"><i><br /></i></span><span style="font-family: Calibri;"><i>The pictures of the students and the seniors really tell a story. </i></span></h3>
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<span style="font-family: Calibri;"><i><br /></i></span></div>
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<span style="font-family: Calibri;">Navigating social situations and developing interpersonal skills at
middle school is challenging, especially in an era when communication revolves
around cell phones, social media, and virtual connections. The
chaotic energy and amped emotions that dominate middle school hallways leave
little room for students to develop their face-to-face communication
skills. Meanwhile behavioural expectations in the classroom don’t
usually allow for practice of communication skills that resemble those seen in
a colloquial setting. To help develop these important interpersonal
skills our class partnered with some seniors from the Trinity Care Centre to
form a rather unconventional, but successful buddy program. </span></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">‘Who will hold the
door?’, ‘How do I roll a wheel chair over a curb?’, ‘How many wheelchairs can
fit in the elevator?’</span></i><span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">, were some of the questions tossed around as
students readied themselves for their first hosting
experience. Instead of following a traditional visitation approach
our class decided to host our seniors to a series of visits at our middle
school. Each visit took a different shape and varied in structure. However,
consistent throughout all visits was that the students were responsible for
planning and providing care to their senior buddy. The end result:
an amaze-show. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJLEDOamgup9dYlN_JRWEEM8q7UMnBTRoP1GHXgGAMzgJ9A1_NjvDFziRnN4Edfn4nqVS5twcCrSQOQtBpo95zhpUdWc97ujQzmARIZuDtZStG_W04H3mnb-EXdf8w5bzNYye14hGcOTg/s1600/IMG_9301.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1600" height="204" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJLEDOamgup9dYlN_JRWEEM8q7UMnBTRoP1GHXgGAMzgJ9A1_NjvDFziRnN4Edfn4nqVS5twcCrSQOQtBpo95zhpUdWc97ujQzmARIZuDtZStG_W04H3mnb-EXdf8w5bzNYye14hGcOTg/s320/IMG_9301.jpg" width="320" /></a><span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;"> </span></div>
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<span style="font-family: Calibri;">There is something magical that happens every time we bring the
seniors over to our school. It’s hard to explain the positive effect
they have over everyone in the building: students and adults
alike. For that one hour a month, when the seniors are in the
building, we all slow down. We get out of our heads and </span><i style="font-family: Calibri;">‘come down to the ground’</i><span style="font-family: Calibri;"> to connect
with them. We lock eyes for a little longer, smile a little wider, and for that
one hour…. we become the best version of ourselves. </span></div>
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<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">At the outset this partnership wasn’t intended to be more than a
couple of visits with the seniors. However, due to the overwhelmingly
positive response from the students we extended it until the end of the school
year. <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">Some unexpected outcomes of this partnership have included:<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">- Seeing students who don’t
participate in school come to life and fully engage <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">- Learning that both students and
seniors want to spend more time with each other despite initial feelings of
nervousness (for both parties) <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">- Shifting student attitudes and
perspectives to include a greater sense of appreciation and respect for the
fascinating lives our buddies have led. </span></div>
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<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">A big thank you to this teacher.</span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Calibri; mso-bidi-font-family: Calibri;">TADL 2019</span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com7tag:blogger.com,1999:blog-2975474148172185345.post-37925397013523078182019-02-19T13:56:00.002-08:002019-02-19T19:49:04.754-08:00Planning for InclusionEarlier this month I had the opportunity to sit in on a planning session with grade 4 and 5 teachers who wanted to plan a cross curricular unit on the human body. <br />
<br />
The session was led by Janice Moase and Shona Becker (helping teachers in our district) using some of the formats and planning sheets from Shelley Moore. To be honest, Shelley was supposed to be with us but was sick, so we set out on an adventure to see how we would do without her guidance. Janice has experience with the planning guides and Shona is an amazing science and math teacher, so we were in good hands.<br />
<br />
<h3>
Planning a Unit Accessible for ALL</h3>
<br />
The goal in these sessions is to build a unit that is <b>accessible to ALL.</b> That means choosing your content and curricular competencies goals and then finding the access point by looking at the students in your class - the starting point where EVERY SINGLE STUDENT can succeed. <br />
<b><br /></b>
<b>Everyone begins together. </b><br />
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There is a lot of power in beginning together. It involves thinking a bit differently and planning a unit starting with what everyone can do… Planning for ALL. Then looking at what is slightly more complex that MOST will do. Then looking at more complexity - what a FEW will do. It means planning for the kids you know - but not planning to keep those kids in any box. ALL options are open to ALL kids. Planning this way means you are not planning a unit and then retrofitting for those who need more support and more challenge. EVERYONE begins together - and while some kids continue to work on the initial goals, others move on to the next layer of complexity.<br />
<br />
It is different work - it means looking closely at the curriculum and your kids and then thinking creatively, trying to build an inclusive, interesting, creative, fun, motivating, engaging unit where everyone can participate - all learning the same content and using the same processes (competencies).<br />
<br />
The teachers decided to look at inquiry based learning to drive their unit. They created the following overarching question as their BIG idea: <br />
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<div style="text-align: center;">
<b>How can you use language in creative and playful ways </b></div>
<div style="text-align: center;">
<b>to show how body systems interact with each other?</b></div>
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The main content and curriculum competency goals:<br />
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And here is the ALL, MOST, FEW triangle where it was decided what ALL can do, more complexity for Most, and then even more complexity for FEW.<br />
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<h3>
First Lesson: the HOOK</h3>
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We planned all morning, then in the afternoon, Janice and Shona co-taught with the classroom teacher, Kristina. This first lesson was the HOOK for the unit. As a group, the students watched short video clips of hearts and lungs, diseased and healthy, and were asked to think about and comment on what they 'wondered' and what they 'noticed'. Following the video provocations and group discussion, there were six tables of invitations/provocations set up in the classroom. Students spent five minutes at each station with a short report out to their small group at the end of each station.<br />
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1. Observing a moose heart and bones. What do you notice?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggiia6__F3oyguchgUso7l5bvfPbXPo6yf-ka8hqdv2pKWAKz4RPOw7fzlmwLV85BsriYKoHR_mA8nxDD04GM4BoBJcmvqxJwlsOVwvrdANRwXZpwirJlwVwyL3WhMh0DLU46F1sLhLMs/s1600/moose+heart.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="984" data-original-width="1600" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggiia6__F3oyguchgUso7l5bvfPbXPo6yf-ka8hqdv2pKWAKz4RPOw7fzlmwLV85BsriYKoHR_mA8nxDD04GM4BoBJcmvqxJwlsOVwvrdANRwXZpwirJlwVwyL3WhMh0DLU46F1sLhLMs/s320/moose+heart.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPB7XWuueTVDM-U97qtWaL8BODXfAfCa29xstNqzovA_hI0hnIh4drwa6mRqLXUrEeyX0KwRvosJ0oJLuspReBGNLE9C8eD_kVxL8mZnzVneLhx_keG6jEKrknNuHyZOlvx_vU42Cqm8c/s1600/bones.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1448" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPB7XWuueTVDM-U97qtWaL8BODXfAfCa29xstNqzovA_hI0hnIh4drwa6mRqLXUrEeyX0KwRvosJ0oJLuspReBGNLE9C8eD_kVxL8mZnzVneLhx_keG6jEKrknNuHyZOlvx_vU42Cqm8c/s320/bones.jpg" width="288" /></a></div>
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2. Explore books to get an idea of what you will be learning about… what did you find? </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibD0Mkd6ygVH9Kb1W1_CppqArK6M9kk0BscfbABxv5GrxAz5gPXSJPK-3sOxREu3LG0vVfoiCsgBLR4-mg3tB828xJxBQFc_YUI93eWwHvE-0lNxvOWDVhbID_EA_66bPr-Zz7T3KsYYU/s1600/books.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibD0Mkd6ygVH9Kb1W1_CppqArK6M9kk0BscfbABxv5GrxAz5gPXSJPK-3sOxREu3LG0vVfoiCsgBLR4-mg3tB828xJxBQFc_YUI93eWwHvE-0lNxvOWDVhbID_EA_66bPr-Zz7T3KsYYU/s320/books.jpg" width="240" /></a></div>
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3. Maker: Build what you know about your digestive system</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2ZEhvHbsdV0ki9GaAGtxfJzG-W2JTjGsNj3CEj25ySsmEwaIr2X0xeNifrKcUwZx8mhip7pMxO-ozMxlw-78NZa89cXLjBlU_hAuMg3bqGwUPOQG1xcA8dV4DxuS2u1_8TNJzAUtDWMc/s1600/digest.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2ZEhvHbsdV0ki9GaAGtxfJzG-W2JTjGsNj3CEj25ySsmEwaIr2X0xeNifrKcUwZx8mhip7pMxO-ozMxlw-78NZa89cXLjBlU_hAuMg3bqGwUPOQG1xcA8dV4DxuS2u1_8TNJzAUtDWMc/s320/digest.jpg" width="240" /></a></div>
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4. Time your resting and active heart beat and record; or help someone record theirs.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNmxYBTybn6ClUbwe1MY9FzbNaTiJJ0Xy9T1HL005CCFsVNSJOqiVgN8S8xcnjjnMxPNEfdtMOFrwh0LY4GT-ftIVuweID7iuDrj87o1bAiX43XzmiQ_figGmNfFezLGXLBFRhpz65vFo/s1600/heart+beat+pulse.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1104" data-original-width="1600" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNmxYBTybn6ClUbwe1MY9FzbNaTiJJ0Xy9T1HL005CCFsVNSJOqiVgN8S8xcnjjnMxPNEfdtMOFrwh0LY4GT-ftIVuweID7iuDrj87o1bAiX43XzmiQ_figGmNfFezLGXLBFRhpz65vFo/s320/heart+beat+pulse.jpg" width="320" /></a></div>
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5. What systems can you find as you put together these images? What do you think they are?</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEistIyII3zJ4SvS6ROZxHSKBXUg6M9ZFJlkRkRpMyFoXd-QMs6by_ITug9OGP8UGs9fh-Of8UDhXYU6T0xHQOIoEZfoOL2V6lXdHAsnlGLdY2yCSw75fA0mG_dnPBKpqqNYpct6cHtqIrk/s1600/puzzles.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1199" data-original-width="1512" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEistIyII3zJ4SvS6ROZxHSKBXUg6M9ZFJlkRkRpMyFoXd-QMs6by_ITug9OGP8UGs9fh-Of8UDhXYU6T0xHQOIoEZfoOL2V6lXdHAsnlGLdY2yCSw75fA0mG_dnPBKpqqNYpct6cHtqIrk/s320/puzzles.jpg" width="320" /></a></div>
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6. Maker: Build what you know about your bones and muscles</div>
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This is the <span lang="EN-US" style="font-family: "cambria"; font-size: 12.0pt;">renewed curriculum, that has moved from
a standardized approach to a standards based approach.</span> ALL kids are learners. There is room for EVERYONE. </div>
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Thanks to teachers at Giant's Head and Janice and Shona for a great planning session, and to Shelley for her guidance over the past few years.</div>
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Submitted by Judith King</div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com1tag:blogger.com,1999:blog-2975474148172185345.post-26494103617333879382019-01-31T08:37:00.000-08:002019-01-31T08:37:39.384-08:00Image of the Child: Resilience<div class="separator" style="clear: both; text-align: center;">
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Over the past few years a number of primary teachers in SD67 and SD53 have been exploring the benefits of outdoor learning with their children. They have been looking at the effects on well-being, regulation, motivation, curiosity, culture, play . . . . In addition to outdoor learning, many of the same teachers have been looking at their practice through inquiry: "What are the assumptions I bring to teaching?" "How do those assumptions effect my view of the child?" "What is my image of the child?" "Do I really see them as capable and competent?" <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVnhYnv74lNLeW-fnLU_ZVlwcPg9gfEEuY2iESBKJbI_8lL5jZi5jBpEcwqS8OpzyYxHLVjM2TijVIS4ZMnOuHWSJIYIPNvooBQTXCCdIaweu5Hyz_SkGj3qHIC61BQrPiblJUiXyNxAk/s1600/Screen+Shot+2019-01-21+at+10.06.31+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="162" data-original-width="482" height="107" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVnhYnv74lNLeW-fnLU_ZVlwcPg9gfEEuY2iESBKJbI_8lL5jZi5jBpEcwqS8OpzyYxHLVjM2TijVIS4ZMnOuHWSJIYIPNvooBQTXCCdIaweu5Hyz_SkGj3qHIC61BQrPiblJUiXyNxAk/s320/Screen+Shot+2019-01-21+at+10.06.31+AM.png" width="320" /></a>There is so much joy in the discovery of yourself as a teacher. Nicola Korvin is a great example of a teacher who is not afraid to look at herself, laugh, and share what she discovers. She is constantly asking herself why she does what she does, and why she looks at children in certain ways; challenging herself to see them as protagonists of their own learning.<br />
<br />
Here is one of the documentations she sent home to the parents about her learning about her children's resilience.<br />
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<br />Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-84715462282056012062019-01-16T10:46:00.001-08:002019-01-16T10:49:41.572-08:00Inquiry Based Learning<div class="separator" style="clear: both; text-align: center;">
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<b>As I began this school year with the grade 6 teachers, we wondered, how can we nurture our children to develop a sense of wonder? How can we increase student engagement and provide access points for our diverse learners?</b></div>
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<span lang="EN-US"><span style="font-family: inherit;"><br /></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLC75MbmmEwp9N5e1-jAq7z6U3KWYrZAHrRNxSFKJvdRZtvM0k-zIU4zqQK1yTvnigyYzr7Rh2hqF81ly8llpLG2dcP6HiS1N_Fv4rwT0uP_-KOwB-CdEDwzaY6m2lx4RxEJKTIlk1qrQ/s1600/book.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="175" data-original-width="141" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLC75MbmmEwp9N5e1-jAq7z6U3KWYrZAHrRNxSFKJvdRZtvM0k-zIU4zqQK1yTvnigyYzr7Rh2hqF81ly8llpLG2dcP6HiS1N_Fv4rwT0uP_-KOwB-CdEDwzaY6m2lx4RxEJKTIlk1qrQ/s200/book.png" width="161" /></a><span lang="EN-US"><span style="font-family: inherit;">With this question in
mind, we decided to play with Inquiry based learning in a cross curricular unit
with Socials and English.<span style="mso-spacerun: yes;"> </span>I had recently
attended BCTELA conference entitled Inquiry, Identity and Inclusions:
Inspiring Learners into Action and I was excited to share my new learning
about inquiry. As teachers, we met for a half day and planned a sequence of
lessons for our unit.<span style="mso-spacerun: yes;"> </span>The essential
question the students would inquire about was “How are children being exploited
in the 21<sup>st</sup> century and what can we do about it?”<span style="mso-spacerun: yes;"> </span>Scholastics Issues 21 series was a great resource
for this topic, and also provided us with our essential question.<span style="mso-spacerun: yes;"> </span>We used this resource along with other texts
that our librarian purchased for us.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="mso-spacerun: yes;"><span style="font-family: inherit;"><br /></span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;">To guide us on our
journey, we used ideas from Trevor MacKenzie and Rebecca Bathhust-Hunt’s book <u>Inquiry
Mindset</u> as well as Jeffery Wilhelm’s book <u>Inquiring Minds: Learn to Read
and Write</u>.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<h3>
<span lang="EN-US"><span style="font-family: inherit;"><b>What is inquiry based learning?</b></span></span></h3>
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<span lang="EN-US"><span style="font-family: inherit;">Trevor<span style="mso-spacerun: yes;"> </span>MacKenzie defines inquiry-based learning as
“a process where students are involved in their learning, create essential
questions, investigate widely, and then build new understandings, meanings and
knowledge. That knowledge is new to the student and may be used to answer their
essential question, to develop a solution or to support a position or point of
view. The knowledge is usually presented to others in some sort of public
manner and may result in some sort of action.” – Alberta Focus on Inquiry, 2004<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">There are a few different
types of student inquiry, and we referred to Trevor’s pool graphic to decide on
what was the best fit for us and our students. <o:p></o:p></span></span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipFxs0nxugZ2jz_uM2fDD0I4SBh1e9E5teCTKlrwAvw4hiio0p_2m77F_KJidtZ9abElxfl1FrqxfBN_fUE8gZk0nYktqy-FEF7iRH9hYgal2XGu1mSaz641kr59Dk-CFt4RYUaAAjNmg/s1600/Screen+Shot+2019-01-16+at+10.13.31+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="452" data-original-width="608" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipFxs0nxugZ2jz_uM2fDD0I4SBh1e9E5teCTKlrwAvw4hiio0p_2m77F_KJidtZ9abElxfl1FrqxfBN_fUE8gZk0nYktqy-FEF7iRH9hYgal2XGu1mSaz641kr59Dk-CFt4RYUaAAjNmg/s400/Screen+Shot+2019-01-16+at+10.13.31+AM.png" width="400" /></a></div>
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<span lang="EN-US"><span style="font-family: inherit;"><br /></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;"><br /></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">We decided that a
controlled inquiry was the best fit for us and our students.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">
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<span lang="EN-US"><span style="font-family: inherit;">We then planned our unit
using backward design and decided on the sequence of activities that would
provide students with the background they needed to investigate this
topic.<span style="mso-spacerun: yes;"> </span>We also decided on which big
ideas, curricular competencies and content our unit would align with and
discussed the final project, which Trevor refers to as the Public Display of
Understanding.<o:p></o:p></span></span></div>
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<br /></div>
<h3>
<span lang="EN-US"><span style="font-family: inherit;"><b>Great ideas start with great questions!</b></span></span></h3>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;">Coming up with a great
overarching question for students to investigate is of utmost importance.<span style="mso-spacerun: yes;"> </span>When we were looking at topics for the
students to investigate, we considered what the students would be most
interested in, what was coming up in the news, what we were passionate about
teaching and having the students learn more about, and then we looked at how
these topics connected to our curriculum.<span style="mso-spacerun: yes;">
</span>We decided that looking at Children’s Rights would be engaging and
important for the students, while aligning with the big ideas in the renewed
curriculum.<span style="mso-spacerun: yes;"> </span>We chose the essential
question “How are children being exploited in the 21<sup>st</sup> century and
what can we do about it?”<span style="mso-spacerun: yes;"> </span>from the
Scholastics Issues 21 series as it allowed for students to choose different
areas to investigate.<span style="mso-spacerun: yes;"> </span>According to
Jeffery Wilhelm, an essential question will be successful if it is phrased in a
way that is interesting and compelling to students and if it gets at enduring
understandings from the discipline(s) being studied and this question met this
criteria.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: inherit;">Using backward design, we
thought about where we wanted the students to end up and then we planned our
sequences of lessons that would allow them to create a project that was
meaningful.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
<h3>
<span lang="EN-US"><span style="font-family: inherit;"><b>Sequence of activities:</b></span></span></h3>
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<span lang="EN-US"><span style="font-family: inherit;">“Frontloading is the most important thing you can do
to insure student success.<span style="mso-spacerun: yes;"> </span>Research
suggests that well over half of student comprehension problems can be
eliminated if teachers activate background knowledge students already possess
prior to reading.” – Jeff Wilhelm<o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: inherit;">Frontloading creates
engagement, activates background knowledge and builds background knowledge that
will be needed for the inquiry.<span style="mso-spacerun: yes;"> </span>Pre-reading,
pre-writing, anticipatory sets, and provocations are all examples of
frontloading strategies.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: inherit;">We started the unit off
with the Walk the Line activity.<span style="mso-spacerun: yes;"> </span>One end
of the line is “strongly disagree and the other end is “strongly agree”.<span style="mso-spacerun: yes;"> </span>The teacher poses a statement and students place
themselves on the line, depending on what they think.<span style="mso-spacerun: yes;"> </span>Students can partner share why they think
that, what evidence do they have, what background knowledge are they bringing
into their understanding, pair up with someone on the opposite side and share
their thinking (what is the same, different).<span style="mso-spacerun: yes;">
</span>Our statements were connected to the unit on Children’s Rights. This
could also be done as a four corners activity where students walk to corner –
“strongly agree, agree, strongly disagree, disagree.” <o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: inherit;">Next, we used the Smart
Learning tool GOSSIP.<span style="mso-spacerun: yes;"> </span>This tool is great
for activating background knowledge and understanding. We gave the students the
concept of Human Rights and they went out and selectively searched for
important points using the principles behind real gossip.<span style="mso-spacerun: yes;"> </span>Students first generate their own ideas, and
then start gathering ideas from partners to come up with their own definition
of Human Rights, using the collaborations from peers.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: inherit;"><span lang="EN-US">Following this lesson, we
showed this video on human rights </span><span lang="EN-US"><a href="http://www.humanrights.com/what-are-human-rights/brief-history/">http://www.humanrights.com/what-are-human-rights/brief-history/</a></span><span lang="EN-US"> to continue to build
background knowledge.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: inherit;">Provocation Tables – See,
Think, Wonder <o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: inherit;">To get the students
thinking about global issues, we put out thought provoking photos, books,
quotes and materials to build a deeper understanding of children’s issues
around the world.<span style="mso-spacerun: yes;"> </span>Students were in
groups that rotated around the stations and used “graffiti” to respond to the
prompts what do you see, think and wonder.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">After, students generated
their own questions about the topics they explored, trying to come up with as
many questions as they could.<span style="mso-spacerun: yes;"> </span>They
sorted the questions into quick questions (one right answer or answered with a
yes/no) and deep thinking questions<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">(open-ended with many
possible answers).<span style="mso-spacerun: yes;"> </span>Students then chose
the topic they wanted to go deeper with and explore over the next month and
refined their questions and choose their top 3-5 questions to investigate.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<br /></div>
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<span lang="EN-US"><o:p><span style="font-family: inherit;">
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<!--StartFragment-->
<!--EndFragment--></span></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;"><b>Students decided on using a web to record their
ideas and notes:</b><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;"><b><br /></b></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI9wew64A9COvgoys-UfAwkqQTEvNM_HwJCiAJ6d1SxxL3l-OAKW7bZRc6dF9HDdcLARjS6H0Clsw2eLLhG-i3UmJfYMWePrNgLNlD9ARi0yIctaZjjPAVMbxQogrWdRr4smW_-uzpp0k/s1600/Screen+Shot+2019-01-16+at+10.13.03+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="514" data-original-width="746" height="219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI9wew64A9COvgoys-UfAwkqQTEvNM_HwJCiAJ6d1SxxL3l-OAKW7bZRc6dF9HDdcLARjS6H0Clsw2eLLhG-i3UmJfYMWePrNgLNlD9ARi0yIctaZjjPAVMbxQogrWdRr4smW_-uzpp0k/s320/Screen+Shot+2019-01-16+at+10.13.03+AM.png" width="320" /></a></div>
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<span lang="EN-US"><span style="font-family: inherit;"><b><br /></b></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;"><b>Creating Accessibility:</b><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;">To support the diversity
in our classrooms, a variety of appropriate and accessible materials were made
available for students to use for research.<span style="mso-spacerun: yes;">
</span>Technology was also used for students to explore topics and represent
learning. Our computers teacher helped us teach the students windows photo
story as an option for students that wanted to use story and technology to
demonstrate their learning.<span style="mso-spacerun: yes;"> </span>Other
students chose to draw and paint and some built models or create museum
displays to demonstrate their understanding.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;"><b>Public Display of Understanding: <span style="mso-spacerun: yes;"> </span></b><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;"><b><span style="mso-spacerun: yes;"><br /></span></b></span></span></div>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;">Trevor McKenzie’s final
step in the inquiry process is the public display of understanding.<span style="mso-spacerun: yes;"> </span>We gave students the choice to draw, paint,
sculpt, build or use technology to share their learning with their peers. Here
are what some of the students created.<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje91-SqTfnkTpKV6TbOadigvf-nKbMjoE4jPV2Uuiifo-l3GJVa-sRhE_cNP4Md8k8GJY-V6snpJN_KgFyhYM4tvvLkZMj4MT9KZzC5erJQailTUSthbyyEXi6X3meA0aN-yhPit0-Xbw/s1600/Screen+Shot+2019-01-16+at+10.12.33+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="206" data-original-width="326" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje91-SqTfnkTpKV6TbOadigvf-nKbMjoE4jPV2Uuiifo-l3GJVa-sRhE_cNP4Md8k8GJY-V6snpJN_KgFyhYM4tvvLkZMj4MT9KZzC5erJQailTUSthbyyEXi6X3meA0aN-yhPit0-Xbw/s320/Screen+Shot+2019-01-16+at+10.12.33+AM.png" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd1zUJgs38j8b_Qx1jHQ8Ww6W6fStMdvmILCM4YKryBUvMU292b5AjhP5gTdaCcGrzLjcYCdCeylld4GhCACwGGD1FNXym2pfyK_MzJ0ngv2NV3F3sSgLvpRcW3THEfuxpHq_Pz9_nm2E/s1600/Screen+Shot+2019-01-16+at+10.12.40+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="249" data-original-width="179" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd1zUJgs38j8b_Qx1jHQ8Ww6W6fStMdvmILCM4YKryBUvMU292b5AjhP5gTdaCcGrzLjcYCdCeylld4GhCACwGGD1FNXym2pfyK_MzJ0ngv2NV3F3sSgLvpRcW3THEfuxpHq_Pz9_nm2E/s200/Screen+Shot+2019-01-16+at+10.12.40+AM.png" width="143" /></a><br />
<span lang="EN-US"><span style="font-family: inherit;"><span style="mso-spacerun: yes;"></span></span></span></div>
<br />
<span style="font-family: inherit;"> <o:p></o:p></span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US"><span style="font-family: inherit;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<h3>
<b style="font-family: inherit;">Student Voice: </b></h3>
<div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilbxkxqzGKCZJvZkGkCWqh_qHIUtM6-wdtmkBZ1i8W3aFf6yMp9OqwMy7-ywDiHVBt1ysctkf-YBS4l0lkt2ueMUwPJoefpfErdMh8BNSVmpX5gCIMSdHw7ENzqiJgJaXxJT47g09Nxr8/s1600/Screen+Shot+2019-01-16+at+10.12.05+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="385" data-original-width="316" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilbxkxqzGKCZJvZkGkCWqh_qHIUtM6-wdtmkBZ1i8W3aFf6yMp9OqwMy7-ywDiHVBt1ysctkf-YBS4l0lkt2ueMUwPJoefpfErdMh8BNSVmpX5gCIMSdHw7ENzqiJgJaXxJT47g09Nxr8/s320/Screen+Shot+2019-01-16+at+10.12.05+AM.png" width="262" /></a><b style="font-family: inherit;"><br /></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><b>What did you learn about
asking questions for an inquiry?</b></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i>I learned that by asking more and more questions to
make </i></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i>a bigger question and when I put it all together it would make the final
detials.<span style="mso-spacerun: yes;"> </span>AS<o:p></o:p></i></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i>Asking questions taught me that you can ask questions
to help you research, to find answers to bigger questions and to use smaller
questions and turn them into bigger and more powerful questions.<span style="mso-spacerun: yes;"> </span>MM</i><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: inherit;"><span lang="EN-US" style="mso-no-proof: yes;"><b>What did you learn about how
to research?</b></span><span lang="EN-US" style="mso-no-proof: yes;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i><span style="mso-spacerun: yes;"> </span>I learned by
gathering information from different sources I could make more than one big
question and I could add more smaller questions and add on to my big question.
AS</i><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
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<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><b>How did you come<span style="mso-spacerun: yes;"> </span>up with your idea for your presentation?</b><o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i>I was thinking about how much of the display will show
what I know, so that is why I chose a museum display.<span style="mso-spacerun: yes;"> </span></i></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<i style="font-family: inherit;">What inspired me was Ms. A from my old
school, who went to a Residential School and shared what had happened to her
and her siblings. – MM</i></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKzTOA_Qsr0jgpKnV5ZyMyywM5lxhRpMbRHk_rFzVr1AugAc1TKgGCFijF6M3gkT3OWmNzUprjpwejZv2JVzdpipckO-3M1-BfD7mBzQ8ERP4ksMYySFUCWhTQSMsSOK5nu03wlZ8LBhg/s1600/Screen+Shot+2019-01-16+at+10.11.47+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="388" data-original-width="753" height="164" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKzTOA_Qsr0jgpKnV5ZyMyywM5lxhRpMbRHk_rFzVr1AugAc1TKgGCFijF6M3gkT3OWmNzUprjpwejZv2JVzdpipckO-3M1-BfD7mBzQ8ERP4ksMYySFUCWhTQSMsSOK5nu03wlZ8LBhg/s320/Screen+Shot+2019-01-16+at+10.11.47+AM.png" width="320" /></a></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><b>How has your thinking changed
about the way chidlren are being exploited in the 21<sup>st</sup> century?</b><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWlyWnmYsGMtqbTUJwiWs7Fd72DtzpWJLSIM6Xk6dRrUHEw7ZilVP4hrPEWGEulQl6Yi4nJ3GsrBwomlv_uAq7gW_miCPlE0cX-Z_YIQMKjxHHUKi1JakrrLLNW269BhjcCXvFvXkhPqM/s1600/Screen+Shot+2019-01-16+at+10.12.21+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="421" data-original-width="428" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWlyWnmYsGMtqbTUJwiWs7Fd72DtzpWJLSIM6Xk6dRrUHEw7ZilVP4hrPEWGEulQl6Yi4nJ3GsrBwomlv_uAq7gW_miCPlE0cX-Z_YIQMKjxHHUKi1JakrrLLNW269BhjcCXvFvXkhPqM/s200/Screen+Shot+2019-01-16+at+10.12.21+AM.png" width="200" /></a><span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i>I did not know that kids were in war so almost all my
thinking changed. Something that really changed my thinking was reading about
someone who was actually in war when he was a kid and he escaped and made it
home.<span style="mso-spacerun: yes;"> </span>I also learned about residential
schools.<span style="mso-spacerun: yes;"> </span>When they went to school they
would be put to work.<span style="mso-spacerun: yes;"> </span>My thinking
changed because of the presentaion I heard from B. about resedential schools
and what happened. AS</i><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="font-family: inherit;"><i>I learned lots of things.<span style="mso-spacerun: yes;"> </span>Some people boil water on fire powered by
steam to have safe drinking water.<span style="mso-spacerun: yes;"> </span>I
also learned, still to this day child soldiers are being used and the weight of
residential schools are still on individuals.<span style="mso-spacerun: yes;">
</span>JW<o:p></o:p></i></span></span></div>
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<br /></div>
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</v:shape><![endif]--><!--[if !vml]--><!--[endif]--><span style="font-family: inherit;"><span lang="EN-US" style="mso-no-proof: yes;"><i>My thinking changed when I heard about the
way people treated Indigenous people and how we saw them as savages.<span style="mso-spacerun: yes;"> </span>My thinking also changed when I read about
The Royal Comission of Aboriginal Peoples because it made me wonder what made
the government’s thinking change to form the Royal Commission. I also found out
that people helped to stop Residential Schools by speaking out.<span style="mso-spacerun: yes;"> </span>I did not know people treated the kids so
poorly. <span style="mso-spacerun: yes;"> </span></i></span><span lang="EN-US"><i>MM</i><o:p></o:p></span></span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjswsnKm07n0Cdi6aZwZkR8YweYty_caWxn-a5Ve6a8C-ptARAG75w1R6gHh1AUUIwpOInvJclpRAusNkguk5iEnCpLQvFLVJ6v3LcYFeYE6ZGnZGU4tEtA2UUp2NDeMd9IMD_7I47FSsU/s1600/Screen+Shot+2019-01-16+at+10.11.21+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="305" data-original-width="404" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjswsnKm07n0Cdi6aZwZkR8YweYty_caWxn-a5Ve6a8C-ptARAG75w1R6gHh1AUUIwpOInvJclpRAusNkguk5iEnCpLQvFLVJ6v3LcYFeYE6ZGnZGU4tEtA2UUp2NDeMd9IMD_7I47FSsU/s320/Screen+Shot+2019-01-16+at+10.11.21+AM.png" width="320" /></a></div>
<h3>
<span lang="EN-US"><span style="font-family: inherit;"><b>Teacher Learning:</b></span></span></h3>
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<span lang="EN-US"><span style="font-family: inherit;"><br /></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">As teachers, we learned a
lot about using inquiry learning in our classroom. We noticed the importance of building student
curiosity and spending time building background knowledge. We were reminded of the importance of
responsive teaching and working together as a team to meet the needs of ALL our
students. We also appreciated the
support of our teacher librarian and computers teachers. </span><span style="font-family: Calibri-BoldItalic;"><o:p></o:p></span></span><br />
<span lang="EN-US"><span style="font-family: inherit;"><br /></span></span>
<span lang="EN-US"><span style="font-family: inherit;">Submitted by Janice Moase, KVR Middle School</span></span></div>
Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-32284929450764775692018-12-05T19:32:00.001-08:002018-12-05T19:32:30.646-08:00Wellness: Kindness<div aria-label="Conversation" autoid="_rp_2" role="list" style="background-color: white; font-family: 'Segoe UI', 'Segoe WP', 'Segoe UI WPC', Tahoma, Arial, sans-serif;" tabindex="-1">
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">This year SD67 has a focus on Well-being. We have a well-being series for educators in early learning, a series for educators K-5, and continuous work by our Health Promoting Schools Coordinator, Jenny Mitchell who works with students and staff. Every Wednesday, Jenny writes a Wellness Wednesday email and sends it out to all staff in Sd67. This week the Wellness Wednesday focused on <b><i>Kindness in December</i></b>. You might want to watch this video and try this with students or staff.</span></span></h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifoXrZh-GJShyx_z4O-_QEdeexVlcmZywoD9ZJUZ4h5l0IsTloKqhLTNIMe2KOWEplS0gZCBo587ugNxTwbjOz7bMCVN94HpxKkYl6No6e6alTV3If1c_clZNpHFRYsuKHaLVmIhNqU-A/s1600/image001.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="423" data-original-width="333" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifoXrZh-GJShyx_z4O-_QEdeexVlcmZywoD9ZJUZ4h5l0IsTloKqhLTNIMe2KOWEplS0gZCBo587ugNxTwbjOz7bMCVN94HpxKkYl6No6e6alTV3If1c_clZNpHFRYsuKHaLVmIhNqU-A/s320/image001.jpg" width="251" /></a></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">For the third year I gave out these blank calendars and challenged my high school classes to fill in each day. Truth be told, while some embraced the challenge, others moaned and a few chose to just repeat the same “Say Hi” for 21 days. One student questioned the validity of the assignment saying that if we are planning for a month of kind acts, they are not actually random act of kindness. Good point, but you still have to do the calendar.</span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">Every year when I hand out the calendar or do a kindness bulletin I find myself getting lost in these big dreams of what could happen. You know, like to the kind of life-changing activity where students embrace the kindness challenge and make grandiose gestures across the school. As I have not yet witnessed these grand actions, and often feel teenage resistance, I find myself wondering if it is all worth it? Today I realized I think the problem is me.</span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">As I keep looking for the BIG moments I miss all the many LITTLE moments that really matter. I miss the student that says hi to others for 25 days straight. I miss the student that opens the doors and searches out opportunities to give a compliment. I miss the student that says thank you after a class. I miss the student who picks up a dropped book after someone smiled at them. I miss the ripple effect. I miss all the little things that add up a culture of kindness.</span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">Perhaps this year I should start looking out for all those little moments and celebrate and appreciate the big difference it makes to everyone across our community.</span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">You can find printable kindness calendars for December (and every month) here: <a href="https://www.randomactsofkindness.org/printables" target="_blank">https://www.randomactsofkindness.org/printables</a><span style="color: #1f497d;"> </span></span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">OR here:<span style="color: #1f497d;"> </span><a href="http://www.actionforhappiness.org/calendars" target="_blank">http://www.actionforhappiness.org/calendars</a></span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">Enjoy this quick little video of why kindness matters:<a href="https://www.youtube.com/watch?v=O9UByLyOjBM" target="_blank">https://www.youtube.com/watch?v=O9UByLyOjBM</a></span></span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;"> Submitted by: </span></span><span style="font-family: Calibri, sans-serif; font-size: 11pt;">Jenny Mitchell</span></div>
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<span style="font-family: Calibri,sans-serif; font-size: x-small;"><span style="font-size: 11pt;">SD67 Health Promoting Schools Coordinator</span></span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-38637285861113403412018-11-29T18:59:00.001-08:002018-11-29T18:59:25.429-08:00Inclusion: 5 Moore Minutes<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKpqVdaIeudoJGx2NjYlPmrPF791VQhBIre54FhkQ01GGSatVkEnt-D0WXaTOsYph3BOiaRX_NixXg1wQqBQ4YeSbLCBO-gZFMp9-Qy1yboLPBDhfXi7nmM_XH8P1uwIyD9iw2QuDkCZA/s1600/Screen+Shot+2018-11-28+at+2.15.16+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="201" data-original-width="203" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKpqVdaIeudoJGx2NjYlPmrPF791VQhBIre54FhkQ01GGSatVkEnt-D0WXaTOsYph3BOiaRX_NixXg1wQqBQ4YeSbLCBO-gZFMp9-Qy1yboLPBDhfXi7nmM_XH8P1uwIyD9iw2QuDkCZA/s200/Screen+Shot+2018-11-28+at+2.15.16+PM.png" width="200" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig-FlaWUXcX33Pc2myj3DGehsoeRH63gMNCvZO2s9tmgGlFNss8rvvftX9q23jMRuzxkFJs2YkXacBv0572cf7PYu3p9ThzmF0W6dAd1rKyWtrgeB5PJuSZLsQ0YUteYqCW-AHdW1yCTY/s1600/Screen+Shot+2018-11-28+at+2.15.16+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="about:invalid#zClosurez" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>We have been so fortunate to have Shelley Moore work in our district the past few years. She will be with us again in the new year supporting educators that are wanting to explore their practice in inclusion more deeply. When Shelley comes to our district she usually does an after school session with dinner, and co-plans and co-teaches with a teacher during the day. Other teachers gather to be a part of both the planning and the teaching.<br />
<br />
This year, Janice Moase and Shona Becker, helping teachers, are leading a district inquiry on Inclusion. At their last session they showed one of the "5 Moore Minutes" and had the group "think and wonder" about the video. <br />
<br />
Here is an outline of what Shelley has created that can be used at staff meetings or during inquiry gatherings.<br />
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<span style="color: black; font-family: "-webkit-standard" , "serif";">TADL and
Five Moore Minutes!<o:p></o:p></span><br />
<span style="color: black; font-family: "-webkit-standard" , "serif";"><br /></span>
<span style="color: black; font-family: "-webkit-standard" , "serif";">Inspired by
a little<span class="apple-converted-space"> </span></span><a href="https://www.youtube.com/watch?v=RYtUlU8MjlY"><span style="font-family: "-webkit-standard" , "serif";">bowling video</span></a><span style="color: black; font-family: "-webkit-standard" , "serif";">...Five Moore Minutes is a website with
videos dedicated to empowering schools and classrooms to support ALL Learners!
A perfect fit for our ongoing work connected to Through a Different Lens!<o:p></o:p></span><br />
<span style="color: black; font-family: "-webkit-standard" , "serif";"><br /></span>
<span style="color: black; font-family: "-webkit-standard" , "serif";">Created by
Shelley Moore, Five Moore Minutes is designed with teacher teams in mind. As
educators, we don't always have a lot of time, so this website and video series
offers resources, research, professional development activities and inspiration
in manageable chunks over time. It is great inclusive content that can be woven
into ongoing TADL inquires targeting students in SD 67 classrooms!<o:p></o:p></span><br />
<span style="color: black; font-family: "-webkit-standard" , "serif";"><br /></span>
<br />
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Season
one of Five Moore Minutes will share monthly themed videos October through June.
A new video episode will be released the first Monday of the month, and each
episode will connect with one or more guiding questions of inclusion:<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: , serif;">What is inclusion?</span></b><br />
<span style="font-family: , serif;"><b><br /></b></span><b><span style="font-family: , serif;">Who are our learners?</span></b></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: , serif;"><b><br /></b></span><b><span style="font-family: , serif;">What are the goals?</span></b></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: , serif;"><b><br /></b></span><b><span style="font-family: , serif;">How can we teach ALL leaners?</span></b></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: , serif;"><b><br /></b></span><b><span style="font-family: , serif;">How can we support ALL learners?</span></b></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: , serif;"><b><br /></b></span><b><span style="font-family: , serif;">How can we assess and celebrate progress?</span></b></div>
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<span style="font-family: , serif;"><br /></span></div>
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<span style="font-family: , serif;">Following
each video episode, supplementary content will be released following this content
schedule:</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Week 1</span></b><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> – Monthly
Inclusive Themed Video (available on YouTube channel)<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Week 2</span></b><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> -
Podcast: Interviews & Conversations (available on iTunes, Podbean, Spotify
or YouTube channel)<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Week 3</span></b><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> – Inclusive
Video Strategy (available on YouTube channel)<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Week 4</span></b><span style="color: black; font-family: "-webkit-standard" , "serif"; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> -
Podcast: Stories from YOU! (available on iTunes, Podbean, Spotify or YouTube
channel)<o:p></o:p></span></div>
<span style="color: black; font-family: "-webkit-standard" , "serif";">The </span><a href="http://www.fivemooreminutes.com/"><span style="font-family: "-webkit-standard" , "serif";">www.fivemooreminutes.com</span></a><span style="color: black; font-family: "-webkit-standard" , "serif";"> website will also
link discussion questions, scripts, research & resources.<o:p></o:p></span><br />
<span style="color: black; font-family: "-webkit-standard" , "serif";"><br /></span>
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<span style="color: black; font-family: "-webkit-standard" , "serif";">It is a one
stop pro d shop for today's busy teachers! What to learn more? Click<span class="apple-converted-space"> </span></span><span style="font-family: "-webkit-standard" , "serif";"><a href="https://www.youtube.com/watch?v=Mmj5GyHEiPU">here</a> </span><span style="color: black; font-family: "-webkit-standard" , "serif";">to watch the project's video introduction!<o:p></o:p></span><br />
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-91135729157184531642018-10-24T13:26:00.000-07:002018-10-24T13:26:11.816-07:00Well-being in the Early Years<br />
<h2 style="text-align: center;">
"How we feel effects how we learn"</h2>
<div style="text-align: center;">
<b>Kim Schonert-Reichl</b></div>
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKrYA-c-8cwm8lVlYYLuMIp5kvedpKsQYweDjf6ZIQHE2ZaEaHbZU3tG44JDZNkR6mbp1Kgtk6pBpNS7t1i0E-vrSknh2N7vvU8T9S9ADjcjOvievc9KLlLXOFBioFhrxMkpR1QkL5qXs/s1600/Play.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: blue;"><img border="0" data-original-height="269" data-original-width="534" height="161" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKrYA-c-8cwm8lVlYYLuMIp5kvedpKsQYweDjf6ZIQHE2ZaEaHbZU3tG44JDZNkR6mbp1Kgtk6pBpNS7t1i0E-vrSknh2N7vvU8T9S9ADjcjOvievc9KLlLXOFBioFhrxMkpR1QkL5qXs/s320/Play.png" width="320" /></span></a>One of the areas of focus this year in <i>Through a Different Lens</i> is on Well-Being. We are working with educators in two different series: <i>Changing Results for Young Children</i> with early childhood, Strong Start and Kindergarten educators in SD67, SD53, SenPokChin, Outma Sqilx'w Cultural School and Little Paws; and a Well-being Series with educators from K- grade 5 in Sd67.<br />
<br />
We started both series with Dr. Jane Bertrand, the author of the new BC Resource on Play. She described how play is so important for well-being in children, youth and adults; and that play is important to children and they learn a great deal from it. <br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif8UJPq0ydGn04HL-mVg51IUnsmfULfY5KWi71oTQmdINuPqAJVWmL65HVWKd_-iR56O9l6M60cYiNzjeIz1Sji2aCu9RM6vfFIyuKzrSKfLPKCgVqAvjrupmjMPC5fGPqSuRKteo7JFg/s1600/graph.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="379" data-original-width="581" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif8UJPq0ydGn04HL-mVg51IUnsmfULfY5KWi71oTQmdINuPqAJVWmL65HVWKd_-iR56O9l6M60cYiNzjeIz1Sji2aCu9RM6vfFIyuKzrSKfLPKCgVqAvjrupmjMPC5fGPqSuRKteo7JFg/s320/graph.png" width="320" /></a>Mental Health issues over the past 50 years have increased, while free play has decreased. Though it is not cause-effect it is important to look at. Children no longer have the same kind of time they need to figure things out with peers, use their imagination, explore new territory, make up their own rules and structures. <br />
<div class="separator" style="clear: both; text-align: center;">
</div>
Dr. Jane Bertrand is an international researcher on the pedagogy of play <span lang="EN-US">which is explained in the new BC resource called
"Play Today: BC Handbook" which can be found on-line at </span><span lang="EN-US" style="font-family: Cambria;"><a href="https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework"><u><span style="color: #3f78cc; font-family: Calibri; text-decoration: none;">https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework</span></u></a></span><br />
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<div class="" style="clear: both; text-align: left;">
The pedagogy of play is important as we think about the opportunities we provide for children in our settings. Do we always organize the play? Do we have specific outcomes in mind? When we plan for free-play, what kinds of things do
we want to observe? How much are we providing for experiences that foster
child-directed play, educator guided and educator directed play?<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGF66RBZ3pO5-oHOclH5Kitbk3SXm6xd5l3ucYU0XsSoSooFOcod2xBNjWb19YvH2vALq9CpoL3S5k11Q4s_l9SaVFze0JnqJNxhYs5aK-EPVIVdw_p1j4FjYcXoK9s-JRNUwlhHLLubg/s1600/play+3.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="498" data-original-width="640" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGF66RBZ3pO5-oHOclH5Kitbk3SXm6xd5l3ucYU0XsSoSooFOcod2xBNjWb19YvH2vALq9CpoL3S5k11Q4s_l9SaVFze0JnqJNxhYs5aK-EPVIVdw_p1j4FjYcXoK9s-JRNUwlhHLLubg/s320/play+3.jpg" width="320" /></a>This summer I had the chance to watch our family's kids and grandkids (ages 3-7) play on the beach with wood that had drifted in when the water was high. I watched the wood be used for a fort one day, a store the next, then a boat, a fence, a kitchen, a playground … each day it transformed into something different depending whatever the group decided, or sometimes the child with the strongest views. It was intriguing and delightful. It went on some days for merely minutes, and hours on other days. This is free play; negotiations, hands-on, busy, active, fun, problem solving and child-directed.<br />
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Submitted by Judith King, SD67 </div>
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<br />Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-36795276259095849452018-09-26T21:55:00.000-07:002018-09-26T21:55:17.925-07:00Building Relationships with Our Students Makes a Difference<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnAn-7mK0tqTXS8IF-6CgRjykP4VI8a26mKEX2u70Cus6vBE5rt4FGEbCCFwNN9x7kDadoKlZKV82I1Kkl0xxJ2frQlHyY4ExlmFa1AUHZV4NUcYIyp3G_mqjDKM7bzW7oeXP_8xN4vVI/s1600/quote.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="348" data-original-width="324" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnAn-7mK0tqTXS8IF-6CgRjykP4VI8a26mKEX2u70Cus6vBE5rt4FGEbCCFwNN9x7kDadoKlZKV82I1Kkl0xxJ2frQlHyY4ExlmFa1AUHZV4NUcYIyp3G_mqjDKM7bzW7oeXP_8xN4vVI/s200/quote.png" width="185" /></a></div>
<i><span style="font-family: "arial"; font-size: 12pt; line-height: 115%;">Through
a</span><span style="font-family: "arial"; font-size: 12pt; line-height: 115%;"> </span></i><span style="font-family: "arial"; font-size: 12pt; line-height: 115%;"><i>Different Lens </i>encourages
educators to create environments where students can use their strengths to learn
and show what they know in alternative ways such as through technology,
filming, creating, building, comics, interviews, hands on learning etc. </span><br />
<span style="font-family: "arial"; font-size: 12pt; line-height: 115%;"><br /></span>
<span style="font-family: "arial"; font-size: 12pt; line-height: 115%;">Honouring how youth learn values physical, emotional, intellectual and spiritual
development in a way that creates an inclusive environment for all students and removes many barriers to student learning. </span><br />
<span style="font-family: "arial"; font-size: 12pt; line-height: 115%;"><br /></span>
<br />
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">After working with hundreds of teachers and students, and
taking an in-depth look at the work with over 150 students that teachers have
found challenging to engage, we can say with a great deal of certainty that <b>one
of the most significant strategies that engage our students as learners is a
positive relationship with the teacher.</b><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">We <b><i>know</i></b> that
relationships are important and there is no short cut to establishing them.
Judy Halbert and Linda Kaser in the <i>Spirals of Inquiry</i> impress
upon us that every child needs two adults that believe they will be a success
in life. We need to ensure all of our children and youth feel connected
with some of us in every school community. George Couros in his
book <i>The Innovators Mindset</i> tells us there is no point trying
out new strategies or new innovations, if we don't have positive relationships
with our students. We need to know them. We need to take the time.<o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">For the past seven years <i>Through a Different Lens</i> has looked closely at
teacher practice that makes the most difference for students who are at risk of
not completing school. Here are some strategies teachers have used to build a
relationships and a strong class community.</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">Strategies that support building relationships:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">1. <b style="mso-bidi-font-weight: normal;">The
2 X 10 Strategy:</b><span style="mso-spacerun: yes;"> </span>Choose the student
that you are most disconnected with.<span style="mso-spacerun: yes;">
</span>Spend 2 minutes of uninterrupted time with them for 10 days in a
row.<span style="mso-spacerun: yes;"> </span>Two minutes is a long time when
they don't engage with you.<span style="mso-spacerun: yes;">
</span>Persist.<span style="mso-spacerun: yes;"> </span>Tell them a little about
yourself.<span style="mso-spacerun: yes;"> </span>Ask questions.<span style="mso-spacerun: yes;"> </span>Listen to the muttering.<span style="mso-spacerun: yes;"> </span>Be patient.<span style="mso-spacerun: yes;">
</span>Smile.<span style="mso-spacerun: yes;"> </span>Show interest.<span style="mso-spacerun: yes;"> </span>See what happens over 10 days.<span style="mso-spacerun: yes;"> </span>Teachers who have tried this strategy have
found it to be astoundingly positive.<span style="mso-spacerun: yes;"> </span>We
would love to hear your stories.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">2.<span style="mso-spacerun: yes;">
</span><b style="mso-bidi-font-weight: normal;">Sharing or talking circles</b>:<span style="mso-spacerun: yes;"> </span>Sharing Circles reflect the First Peoples
Principles of Learning, and teachers who have used sharing circles to build
community have found that students are amazed with how much they learn about
each other, how much better they understand each other and support each other,
and how much they learn about themselves.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheKOwgWVV7pSTBwKy_Dn_W9keW9ma4yz6NkjNTYgz0qu0Xy5OrAllofDdBs3aIwRV2m2Ye52kFzkGYxMXjk23dqlu41NHkocdYPioFCZr18X_8A0XhNs9CgVTihmAOkrfN_GIEhCwepns/s1600/stack+of+books.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="299" data-original-width="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheKOwgWVV7pSTBwKy_Dn_W9keW9ma4yz6NkjNTYgz0qu0Xy5OrAllofDdBs3aIwRV2m2Ye52kFzkGYxMXjk23dqlu41NHkocdYPioFCZr18X_8A0XhNs9CgVTihmAOkrfN_GIEhCwepns/s1600/stack+of+books.png" /></a><span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">3, <b style="mso-bidi-font-weight: normal;">Taking
attendance using “would you rather?”:</b><span style="mso-spacerun: yes;">
</span>During attendance, pose questions in a “would you rather” format,
example, <i style="mso-bidi-font-style: normal;">“would you rather be an
astronaut or a deep sea diver?”</i> This is a great opportunity to connect with
students and get to know each other.<o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">4.<span style="mso-spacerun: yes;">
</span><b style="mso-bidi-font-weight: normal;">Class building challenges: </b><span style="mso-spacerun: yes;"> </span>Use class challenges as a way to engage
students and build class community.<span style="mso-spacerun: yes;"> </span>One
of my colleagues noticed one of the students that had difficulties in other
tasks such as reading and writing had a strength is this area.<span style="mso-spacerun: yes;"> </span>I had the opportunity to interview him about
his year and when I asked him what he remembered and enjoyed the most during
his year, he said the class challenges.<span style="mso-spacerun: yes;">
</span>He told me he enjoyed building things with his hands and working as a
team.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: black; font-family: "arial"; font-size: 12.0pt;">Activities such as design challenges (STEM)
also help students practice and reflect on their core competencies in the
areas of communication, critical thinking, personal and social responsibility
and creative thinking while building community and belonging. </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<u style="font-family: Arial; font-size: 12pt;">Here are some easy design challenges:</u></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: black; font-family: "arial"; font-size: 12.0pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "arial"; font-size: 12.0pt;">• <span style="color: black;">Work in groups of four to build a structure
within 30 minutes that would hold the most weight without collapsing.
Materials: 30 straws, 2 meters of masking tape and a small cup. </span><o:p></o:p></span></div>
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<span style="color: black; font-family: "arial"; font-size: 12.0pt;">• Build the tallest structure using 30 popsicle
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<span style="color: black; font-family: "arial"; font-size: 12.0pt;"><i>The picture above shows a design challenge that was to build the
strongest structure with interlocking blocks (courtesy of Pam Rutten,
grade 6, KVR Middle School).</i></span></div>
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<span style="color: black; font-family: "arial"; font-size: 12.0pt;"><u>Pompom Launcher</u></span><span style="font-family: "arial"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "arial"; font-size: 12.0pt;">(From the <i>Minds in Bloom</i> Blog by Rachel Lynette) </span><span style="font-family: "times new roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBcJH7TZORI9CbgJuHtR_LOF7OBqvr48Tm3eMO5ecRZnbLMo4a6-sI-wigBr7YLvikmlcqUr9fVB2kTCriVV9cVRdjoRfTLZojEAXPcMpF0rWKYQC2TPVYCCUnw7SeChaiV7fuCMAIWe8/s1600/pompom+launcher.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="279" data-original-width="371" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBcJH7TZORI9CbgJuHtR_LOF7OBqvr48Tm3eMO5ecRZnbLMo4a6-sI-wigBr7YLvikmlcqUr9fVB2kTCriVV9cVRdjoRfTLZojEAXPcMpF0rWKYQC2TPVYCCUnw7SeChaiV7fuCMAIWe8/s320/pompom+launcher.png" width="320" /></a><span style="color: black; font-family: "arial"; font-size: 12.0pt;">This is a great challenge for students! You can build this one after a
tower challenge and have your students try to knock their towers over with
pompom projectiles. </span><span style="font-family: "times new roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: black; font-family: "symbol"; font-size: 10.0pt;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b><span style="color: black; font-family: "arial"; font-size: 12.0pt;">Material:</span></b><span style="color: black; font-family: "arial"; font-size: 12.0pt;"> Paper towel rolls, binder clips,
rubber bands, plastic spoons, pipe cleaners, index paper, tape, paper clips,
and craft sticks are all useful.</span><span style="color: black; font-family: "noto sans symbols" , "serif"; font-size: 10.0pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: black; font-family: "symbol"; font-size: 10.0pt;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b><span style="color: black; font-family: "arial"; font-size: 12.0pt;">Test it:</span></b><span style="color: black; font-family: "arial"; font-size: 12.0pt;"> Have your students launch 10
pompoms and record how far they all went, and then either have your students
add up their three longest distances or find the average.</span><span style="color: black; font-family: "noto sans symbols" , "serif"; font-size: 10.0pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: black; font-family: "symbol"; font-size: 10.0pt;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b><span style="color: black; font-family: "arial"; font-size: 12.0pt;">Make it more challenging:</span></b><span style="color: black; font-family: "arial"; font-size: 12.0pt;"> Have a target that has to be hit,
such as a hula hoop or a paper cup, or use the paper cup towers from challenge
#1!</span><span style="color: black; font-family: "noto sans symbols" , "serif"; font-size: 10.0pt;"><o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: black; font-family: "arial"; font-size: 12.0pt;">Remember to <b>recognize your students not just for their final
designs</b> but for all aspects of a successful STEM challenge.
Which teams worked well together? Which students documented the steps in a
clear and detailed way? Who uniquely solved the problem, even if it didn’t work
as well in the end?</span><span style="color: black; font-family: "noto sans symbols" , "serif"; font-size: 10.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "arial"; font-size: 12.0pt;">Here are some more quick design challenges from PBS
kids.</span><span style="font-family: "arial"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 12.0pt;"><u>100 Block Building Challenges </u><o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 12.0pt;">Our tech ed teacher Devin Burroughs at KVR Middle
created these class challenges as a way of building community, fostering team work,
and developing grassroots engineering skills and problem solving.<span style="mso-spacerun: yes;"> </span>He credits his idea to: </span><a href="https://unprofessionaldevelopment.org/portfolio/100-brick-challenge-and-other-work-from-instructions/"><span style="font-family: "arial"; font-size: 12.0pt;">https://unprofessionaldevelopment.org/portfolio/100-brick-challenge-and-other-work-from-instructions/</span></a><span style="font-family: "arial"; font-size: 12.0pt;">.<span style="mso-spacerun: yes;"> </span>There are
lots of other great activities at this website as well.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">This is also a great opportunity to take students
outside!</span><!--EndFragment-->
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<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><u>Seven Mini Challenges Using 100 Blocks</u></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjru3xNt3RoMMKK0RAGR-OCiOtLc_upsHohzESBwOVUv25Iph1QuLlwbXw8zVZ4ZzQkFMHS4IdChdhk91xKKmieM70c-Z3UjAc09zzSuHdIhqvQ01w-QL6ac1rDTzvIakfP_SUZWzSjTdE/s1600/blocks.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="289" data-original-width="260" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjru3xNt3RoMMKK0RAGR-OCiOtLc_upsHohzESBwOVUv25Iph1QuLlwbXw8zVZ4ZzQkFMHS4IdChdhk91xKKmieM70c-Z3UjAc09zzSuHdIhqvQ01w-QL6ac1rDTzvIakfP_SUZWzSjTdE/s320/blocks.png" width="286" /></a><span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">- build the tallest structure possible using all 100 blocks</span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">- build a perfect circle in silence using exactly half your blocks. Your entire team must fit inside the circle and it must have more than one layer</span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">- build a pyramid using all the blocks</span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">- build a domino effect using all the blocks that will be able to push a golf ball at the end</span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">- build a symbol that represents each of the following concepts: love, community and action</span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">- group your blocks in 5 rows of 20</span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "arial"; font-size: 12.0pt; line-height: 115%;">There are also great design challenges on the Global Day of Design Website </span><span style="font-family: "arial"; font-size: 12pt;"> </span><span style="font-family: "arial"; font-size: 12pt;"><a href="http://globaldayofdesign.com/">http://globaldayofdesign.com/</a></span></div>
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<br /></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">5.<span style="mso-spacerun: yes;">
</span><b style="mso-bidi-font-weight: normal;">Use Humor:</b><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">6. <b style="mso-bidi-font-weight: normal;">Tea
Time:<span style="mso-spacerun: yes;"> </span></b>Get to know your kids over a
cup of tea.<span style="mso-spacerun: yes;"> </span>The more ‘familiarity’ you
have with each student, the less difficulties you may have when conflicts
arise. Bring in a tea kettle and cups and every day after lunch while the
students read they invite one or more students to have tea with you. This is a
time to sit and engage in an open-ended conversation meant to build
genuineness. It is a chance to really let the students voice be heard.
(Rutten, Cargin, Korvin, Moase, KVR)<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">7.<b>
Meet and Greet:</b></span><span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"> We all want to be
seen. Think about the difference it makes to you when someone greets you
by name as you enter the school in the morning or even just walking down the
hall. Now imagine the difference it would make to that student who feels
invisible and is struggling to feel connected.<o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">8.<span style="mso-spacerun: yes;">
</span>“<b style="mso-bidi-font-weight: normal;">This is Me”</b> is a great way
for students to share information about their strengths and interests.<span style="mso-spacerun: yes;"> </span>(Schnellert and Brownlie)</span></div>
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<br /></div>
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<a href="https://blogsomemoore.files.wordpress.com/2015/02/who-am-i-profile1.pdf"><span style="background: white; font-family: "arial"; font-size: 12.0pt; line-height: 115%;">https://blogsomemoore.files.wordpress.com/2015/02/who-am-i-profile1.pdf</span></a><span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"> - This Is Me! <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibyD7ZrKJh06VtazaNaLXL2fSi8RadLu2tPhNCPuVydeRs94FSe4OzK0bZdnTRDg5Bu9-pBZpprp0eiYrRcXIXbHlwxhI4ThSQjsTlnV52Mj9oRgiEjsz57Vbwl3OuX9-LRpettb74c2g/s1600/student+self+reports.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="386" data-original-width="522" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibyD7ZrKJh06VtazaNaLXL2fSi8RadLu2tPhNCPuVydeRs94FSe4OzK0bZdnTRDg5Bu9-pBZpprp0eiYrRcXIXbHlwxhI4ThSQjsTlnV52Mj9oRgiEjsz57Vbwl3OuX9-LRpettb74c2g/s320/student+self+reports.png" width="320" /></a></div>
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<span style="background: white; color: #333333; font-family: "arial"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "arial";"><span style="line-height: 18px;">Thank you to Janice Moase at KVR for compiling these strategies</span></span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com1tag:blogger.com,1999:blog-2975474148172185345.post-27259275104677757332018-09-21T16:09:00.000-07:002018-09-21T20:58:58.071-07:00Pedagogical Documentation<!--[if gte mso 9]><xml>
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<span lang="EN-US" style="font-size: 20.0pt;"><span style="color: #073763;">Would a two-day
retreat focused on pedagogical documentation and place conscious learning help
us understand documentation in a deeper way? </span><span style="color: #274e13;"> </span> </span></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiv73EUReuOKNSCBtWdLQN-hcsdD5FLJnJRe8oDTjshqD-CNa7z7tqtU45YrANTzEloH8BfN4xFDtvhDIkNZKfOjLRbaA2NQbKw5Xs5H945ZEQAD3eQ_K2ABWOVQ38wDFXR4XW8Vp34-Xc/s1600/quote+2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #274e13;"><img border="0" data-original-height="185" data-original-width="532" height="111" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiv73EUReuOKNSCBtWdLQN-hcsdD5FLJnJRe8oDTjshqD-CNa7z7tqtU45YrANTzEloH8BfN4xFDtvhDIkNZKfOjLRbaA2NQbKw5Xs5H945ZEQAD3eQ_K2ABWOVQ38wDFXR4XW8Vp34-Xc/s320/quote+2.png" width="320" /></span></a><span lang="EN-US">Last weekend Dr. Laurie Kocher, Maureen
Dockendorf and I (Judith King) held a retreat in Kaleden, B.C. where both
Maureen and I live, on Pedagogical Documentation.<span style="mso-spacerun: yes;"> </span>The retreat was mainly for SD67 and 53 but we
were delighted to welcome two educators from other BC districts.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">We started a journey with Laurie Kocher
last year when she visited our districts several times, talking with teachers,
visiting classrooms, and giving workshops; but the whole area of pedagogical
documentation seemed just out of reach to most of us – difficult, not really
understood, or maybe understood on some intellectual level but not practically.<span style="mso-spacerun: yes;"> </span>Most of us struggled with beginning.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">So we wondered <b>“Would a two day retreat
focused on pedagogical documentation and place conscious learning help us
understand documentation in a deeper way?<span style="mso-spacerun: yes;">
</span>Would spending time with a community of learners experiencing HOW to
document make a difference?<span style="mso-spacerun: yes;"> </span>If we
offered this experience would anyone come?”</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpFVzw5G21siG54tvFI7pCPTRerbyt3_37x8HXI0pyxCIQeEedbUFGwCW9ALBmQ75iY-X6gaT3A_CxMS9akPMueHBhVBfSGp6iI-rGYxsNaxYpm9hrqmCtxWNWRao8Fkbq1D-msuxEgps/s1600/skaha+shore.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpFVzw5G21siG54tvFI7pCPTRerbyt3_37x8HXI0pyxCIQeEedbUFGwCW9ALBmQ75iY-X6gaT3A_CxMS9akPMueHBhVBfSGp6iI-rGYxsNaxYpm9hrqmCtxWNWRao8Fkbq1D-msuxEgps/s320/skaha+shore.JPG" width="320" /></a><span lang="EN-US">We dreamed it up in May; the retreat
was full by the end of June, and there was a lovely anticipation happening
early in September:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;"><span style="color: #274e13;">• I am so looking forward to the weekend!<o:p></o:p></span></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;"><span style="color: #274e13;">• Thanks for including me<o:p></o:p></span></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;"><span style="color: #274e13;">• I can’t wait for the weekend<o:p></o:p></span></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;"><span style="color: #274e13;">• I forgot to send in my form.<span style="mso-spacerun: yes;"> </span></span></span></i><br />
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;"><span style="color: #274e13;">Am I still in?</span><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US">Our
intentions for the weekend were:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">Embracing
particularities of place<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">Nurturing
awareness<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">Fostering
dispositions<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">Becoming
storytellers<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">Building
a community of thinkers<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">The weekend itself far surpassed my
expectations.<span style="mso-spacerun: yes;"> </span>I wanted us all to be open
to learn about pedagogical documentation and about place conscious learning,
but it was much more than that as we:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• walked along the shores of Skaha Lake<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• walked the hills of Kaleden<o:p></o:p></span></i></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ3pozRPo3hdBa1dDEDenafVHdajuUKu68MOmccgZzzyH59iI0LrCnx16KDhCneh9V3prR8eHiZGWqHukCaLtNyc4T1OtyiGmg0B7GgC4JiEX2J4KKPU3JSv4gYzcCMZy3YW5_vredmU4/s1600/quote+1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="113" data-original-width="483" height="74" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ3pozRPo3hdBa1dDEDenafVHdajuUKu68MOmccgZzzyH59iI0LrCnx16KDhCneh9V3prR8eHiZGWqHukCaLtNyc4T1OtyiGmg0B7GgC4JiEX2J4KKPU3JSv4gYzcCMZy3YW5_vredmU4/s320/quote+1.png" width="320" /></a><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• read poetic quotes on the KVR trail<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• analyzed documentation<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• told stories around the fire<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• ate together<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• offered our gifts of teaching, listening, ceremony, cooking, friendships<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• wandered and reflected in Linden Gardens<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• noticed the plants, birds, bugs, water, fire, rain,
cold, wind<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• worked in groups to tell a story of significance
about the weekend<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• asked others to be our critical friends<o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-size: 10.0pt;">• bunked with friends <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">There was a lot of walking, eating,
laughing, talking, and tears.<span style="mso-spacerun: yes;"> </span>Stories
were shared about inadequacies, frustrations, belonging, sacred spaces,
learning, excitement, slowing down, noticing, gratitude, community, time spent
with kids, place, family, and culture.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
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<span lang="EN-US">The weekend was one of deep connections
with each other and this place.<span style="mso-spacerun: yes;"> </span>Some of
the stories told on the final day, and the tweets during and after the
retreat helped me see the deep learning and the way our intentions had been
met. <span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-US"><span style="mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><i><span style="color: #274e13;">R: “Being comfortable outside and curious, is
a powerful feeling </span></i></span></div>
<div class="MsoNormal">
<span lang="EN-US"><i><span style="color: #274e13;">that settles all that stirs or swirls within me.”<span style="mso-spacerun: yes;"> </span></span></i></span></div>
<br />
<div class="MsoNormal">
<span lang="EN-US"><i><span style="color: #274e13;">S: “I taste freedom, words on my tongue,
excitement – </span></i></span></div>
<div class="MsoNormal">
<span lang="EN-US"><i><span style="color: #274e13;">I have been waiting for this for ten years.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><i><span style="color: #274e13;">J: “Throughout this weekend of reflection, I
am astounded at how deep my roots run in this place.<span style="mso-spacerun: yes;"> </span>The stories that reemerged from connecting to
this land, my history, my family – my place!<span style="mso-spacerun: yes;">
</span>I was moved to tears many times.<span style="mso-spacerun: yes;">
</span>A very unexpected and profound Learning experience for me.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><i><span style="color: #274e13;">N: “We want children to tell their own stories
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<span lang="EN-US"><i><span style="color: #274e13;">that they will be interwined with the stories of others.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></span></div>
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<br /></div>
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<span lang="EN-US"><i><span style="color: #274e13;">
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<span lang="EN-US"><i><span style="color: #274e13;">J: “Full of gratitude for a profound weekend
of learning into pedagogical documentation.<span style="mso-spacerun: yes;"> </span></span></i></span></div>
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<span lang="EN-US"><i><span style="color: #274e13;">Generous abundance of opportunity, space, place and connection.”<span style="mso-spacerun: yes;"> </span></span></i><o:p></o:p></span><br />
<span lang="EN-US"><i><span style="color: #274e13;"><span style="mso-spacerun: yes;"><br /></span></span></i></span>
<span lang="EN-US">With deep gratitude for all those who gave up a weekend to learn together.</span><br />
<span lang="EN-US"><br /></span>
<span lang="EN-US">Submitted by Judith King</span></div>
Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-78582981897563646802018-04-02T17:29:00.000-07:002018-04-02T17:43:19.057-07:00Transformative Imagination: Our Wonder Students<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7_M3DSpBjYMR3BOpD0_FEwqsPs7dAcMgk3u_p7BDnluhjgeK2iChWCliclHUzrYG_2PHJCi30tlGrcwmdYn8T7Ap-nWU_BvZVETXRqOtBHULAexTqkCILSSZWVm918qDc6jbn-y02tBc/s1600/tranformational+imagination.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="335" data-original-width="581" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7_M3DSpBjYMR3BOpD0_FEwqsPs7dAcMgk3u_p7BDnluhjgeK2iChWCliclHUzrYG_2PHJCi30tlGrcwmdYn8T7Ap-nWU_BvZVETXRqOtBHULAexTqkCILSSZWVm918qDc6jbn-y02tBc/s400/tranformational+imagination.png" width="400" /></a></div>
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The photographer Josh Rossi is known for
his incredible use of transformative imagination. He has photographed young
children who are sick or who have physical disabilities and transformed them
into superheroes. His belief is that you can take your weaknesses, or your
perceived weaknesses, and turn them into strengths. The children he began
working with did not know that because having their legs amputated, rare cancers, or eye disease did
not feel like strengths to them or their parents, yet they began to see
themselves differently through the eyes of Josh Rossi and his camera.<br />
<br />
Watch this youtube video of what Josh Rossi believes is possible. There are other youtube videos of his work in this area. He is motivated to transform how kids can see themselves. <br />
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<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/H69gtaZquOA?rel=0" width="560"></iframe></div>
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<span style="font-family: "cambria";">As e</span>ducators we have the same opportunity. We work with all sorts of children who see themselves as 'less than', 'not good enough', etc. What could happen if we too used <b><i>Transformative Imagination</i></b> and helped them to see themselves through our eyes as capable and strong human beings who have a vast amount of potential and all sorts of super powers?<br />
<br />
In <i>Through a Different Lens</i> all of the educators in the project look at their own practice through the eyes of a student or two who we call 'wonder students' - students we spend a lot of time wondering about. How can we support them? Engage or empower them? Build a relationship with them? One way to support children is to use our Imaginative Powers to see them differently, and to see their ‘perceived weaknesses’ as a strength or as an opportunity for finding strength, and then help them see this as well. </div>
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<span lang="EN-US">When we help
our ‘wonder students’ see themselves as having all sorts of special powers and
abilities, they change their view of themselves. <o:p></o:p></span></div>
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<span lang="EN-US">If we use
<i><b>Transformative Imagination</b></i> with our students … what might they become?</span></div>
Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com1tag:blogger.com,1999:blog-2975474148172185345.post-85296187074676113092018-03-05T12:33:00.000-08:002018-03-05T22:26:46.064-08:00Resources for Text Sets<h2>
<span style="background-color: white; color: #666666; font-size: large; font-weight: normal;">Paul
Britton is a curriculum coordinator for grades 4 -9 in SD22 Vernon. Last month Paul was part of a working group
in our district. Paul shared some
interesting resources with us that we could use with our students, so of course we asked him if he would be our
next guest blogger! Here Paul outlines
some great resources for text sets that help support the work we do with
students who need more support or more challenge.</span></h2>
<div class="MsoNormal" style="line-height: normal; tab-stops: 0cm 1.0cm;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt;">Where do I
find text that meets the reading level of all my students? <o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt;"><br /></span></b></div>
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<span style="font-size: 12.0pt;">Reading ability has been, and continues to be one of
the limiting factors for student success and engagement in classrooms. This is
particularly true for students in grades 5-9. <span style="mso-spacerun: yes;"> </span>Finding resources that are current and meet
the diverse needs of learners is often a challenge for teachers. This is
particularly true in content areas. Here are 2 go-to websites that I frequently
use to support non-fiction literacy learning. Students find these sites super
engaging and high interest:<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqF9TJjjwcitog6L41bvlbAKiRNIGinK5GWnoK6Yom9Labo8czkZ8CCx5Bra_nw5TLHdeVYmyB-MBqCJsKhL4RqSUKl656uEvn_ki4-Lm_UgfPZBBWVeCqvcmIh5_eZ-nGz7AoeaZdqVM/s1600/news.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="112" data-original-width="451" height="49" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqF9TJjjwcitog6L41bvlbAKiRNIGinK5GWnoK6Yom9Labo8czkZ8CCx5Bra_nw5TLHdeVYmyB-MBqCJsKhL4RqSUKl656uEvn_ki4-Lm_UgfPZBBWVeCqvcmIh5_eZ-nGz7AoeaZdqVM/s200/news.png" width="200" /></a><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt;">Newsela</span></b><span style="font-size: 12.0pt;">: <a href="https://newsela.com/">Newsela.com</a> is a
resource out of the States that takes contemporary news articles from major news
outlets and rewrites them at multiple reading levels (some at grade 2). As if
that isn't helpful enough, you can also access text sets (collections of articles
on a topic) that students can then read online, in PDF, or print out.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;"><br /></span></div>
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<span style="font-size: 12.0pt;">My favourite strategy:<o:p></o:p></span></div>
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<ul>
<li><span style="font-size: 12pt;">Find a few articles on the topic you are currently
addressing in science.</span></li>
<li><span style="font-size: 12pt;">Print each of the articles (so they can be marked up
with all sorts of literacy strategies), making sure that you have an article
for the students who need the most support and one for those needing the most
challenge.</span></li>
<li><span style="font-size: 12pt;">Incorporate reading strategies: predict what the
article will be about based on the picture/title; identify the tricky words;
summarise the main idea and find supporting details using sticky notes...</span></li>
</ul>
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<span style="font-size: 12.0pt;">Draw backs:<o:p></o:p></span></div>
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</div>
<ul>
<li><span style="font-size: 12pt;">There is a lack of Canadian specific news- unless it
hits the world stage (eg. wildfires in Fort McMurray)</span></li>
<li><span style="font-size: 12pt;">Newsela has a "PRO" side and many of the
embedded features (eg. assessing students’ progress) are only available through
a paid account.</span></li>
</ul>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyND61i5QOjPr0MdY7Do-jO5X6zE2fVAjT0zdPqWyWbeDZGmm0-iQ2BQtEf0iT1H2PToCrFfKe6XBM3icv7bkyFvs9JgniPeuLJtdfOa6eY18eVdU7WhIyPTPlto7Z34WMBb6cljEcg9w/s1600/Unknown-1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="114" data-original-width="443" height="51" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyND61i5QOjPr0MdY7Do-jO5X6zE2fVAjT0zdPqWyWbeDZGmm0-iQ2BQtEf0iT1H2PToCrFfKe6XBM3icv7bkyFvs9JgniPeuLJtdfOa6eY18eVdU7WhIyPTPlto7Z34WMBb6cljEcg9w/s200/Unknown-1.png" width="200" /></a><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt;">Wonderopolis</span></b><span style="font-size: 12.0pt;">: <a href="https://wonderopolis.org/">Wonderopolis.org </a>is
a web based resource that has articles searchable by subject. This site is
nicely targeted at intermediate students with its ability to stretch into early
middle years. Some of the features that I really like are:<o:p></o:p></span></div>
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<ul>
<li><span style="font-size: 12pt;">Wonder words: highlighted words in text</span></li>
<li><span style="font-size: 12pt;">Simple read aloud: by highlighting text and clicking
the speaker icon that appears, students can hear that piece of text read to
them.</span></li>
<li><span style="font-size: 12pt;">Try it out: a section at the end of the text that asks
questions, suggests activities and explorations you can do that are related to
the article.</span></li>
</ul>
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<span style="font-size: 12.0pt;">Colleagues that use these sources regularly have been
able to have rich content specific conversations with students at all reading
levels, determine students’ needs and target areas for growth, and allow
students to build reading confidence at fluency levels that are targeted for
them. <span style="mso-spacerun: yes;"> </span>It would be great to share other
places, resources, and ideas you have to integrate literacy learning and
supports in your content areas. <o:p></o:p></span></div>
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*Thanks to Paul Britton (SD22, Vernon) for contributing to our <i>Through a Different Lens</i> Blog</div>
Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-72231695739088808292018-02-14T19:32:00.000-08:002018-02-14T19:32:17.133-08:00Involving Mentors <h3>
<span lang="EN-US" style="font-family: "helvetica"; font-weight: normal;">We are so pleased to publish our first GUEST BLOG. This blog is written by Kim Ondrik, one of the founders of Vernon Community School, and a long time friend and supporter of <i>Through a Different Lens</i>. The blog tells a story of the impact and richness of involving mentors in the lives of our students.</span></h3>
<div>
<span lang="EN-US" style="font-family: "helvetica"; font-weight: normal;"><br /></span></div>
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<h3>
<span lang="EN-US" style="font-family: "helvetica"; mso-bidi-font-family: Times; mso-bidi-font-weight: bold;"><b>One Story about Mentoring
at Vernon Community School</b></span></h3>
</div>
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<span lang="EN-US" style="font-family: "helvetica"; mso-bidi-font-family: Times;">I entered the circle late that morning and didn’t
even notice Brad. I found a vacant spot on the carpeted floor. He had buried
himself in the couches amongst these forty vibrant teens. And so his voice
caught me off guard - “I’m excited to be here today with you” - it was deep and
unfamiliar. He looked rugged with a toque and tattoos. I was intrigued. Who was
this mystery man?<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdeVC-H5aPHc8qu2a_hbvEB2404nQ0yenKWEqhHjTpExWxeRbgmzf2LsWvM9YqMy5LPROcvvPvSciqf0H5SQkvlt6FSSMM4wLfrmmVPTzTXhqUpiaxtm-fAWx1NA2hGDlieeKznOtlL28/s1600/kim1.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdeVC-H5aPHc8qu2a_hbvEB2404nQ0yenKWEqhHjTpExWxeRbgmzf2LsWvM9YqMy5LPROcvvPvSciqf0H5SQkvlt6FSSMM4wLfrmmVPTzTXhqUpiaxtm-fAWx1NA2hGDlieeKznOtlL28/s320/kim1.JPG" width="240" /></a></div>
<span style="font-family: "helvetica"; text-align: center;">Brad is a professional writer, interested in
teaching, who learned about Vernon Community School from one of our school’s
secretaries after moving to town. Like most mentors, he had contacted Murray
Sasges, a founding teacher of VCS, and they met for coffee at a local cafe.
After hearing Brad’s ideas, Murray extended an invitation to visit VCS and make
a pitch to the students - telling the story of his passions and what he was
willing to offer the students. Nothing is promised to mentors at this stage.
Students are invited </span><i style="font-family: Helvetica; text-align: center;">to take or leave </i><span style="font-family: "helvetica"; text-align: center;">the suggested engagements offered
by each mentor - our bias at VCS is respect understood as deep commitment not
as compliance or politeness. When a learner selects a mentor, they are making a
very important promise to learn from them for the entirety of the year (and
sometimes longer). Because each of the forty mentors we have enjoyed and
appreciated over the past 3 1/2 years - since the beginnings of VCS - are
volunteers, our slogan is ‘mentors trump all.’ We adapt our schedules and
agendas around each mentors - </span><i style="font-family: Helvetica; text-align: center;">no matter what. </i><span style="font-family: "helvetica"; text-align: center;">Sometimes assessments are
even rescheduled to respect mentor time constraints. This hospitable ecology
seems to have created sustainability - positive word of mouth stories in our
community and a steady flow of curious mentors. Since the genesis of the
school, we have probably had 10 mentors who have not connected to our students’
interests or passions, and although thanked for their time and effort, their
pitches were not </span><i style="font-family: Helvetica; text-align: center;">taken up. </i><span style="font-family: "helvetica"; text-align: center;">Some have returned with revised plans and
attracted students the second time - which also provides astonishing modelling
of persistence for our students </span><i style="font-family: Helvetica; text-align: center;">and teachers.</i><br />
<i style="font-family: Helvetica; text-align: center;"><br /></i>
<br />
<div class="MsoNormal" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: "helvetica"; mso-bidi-font-family: Times;">Brad’s pitch was very powerful. He spoke with
confidence and certainty - “I know what it’s like to earn a living writing.
Here are some magazines that have included my writing. I can help you become a
better writer.” To be honest, I thought his pitch would intimidate many of our
vulnerable learners. Busy with self- directed work, when the circle dissolved,
only Nick stayed behind to talk with Brad. My heart sunk as it always does for
those who come, pitch and don’t receive much attention. This young man had been
avoiding writing and really anything that led to vulnerable feelings for the
past 1 1/2 years, and I didn’t know how to reach him <i>yet - </i>nor had the
other teachers at VCS. Thankfully Brad had the morning to hang around, so he
asked Nick to show him any writing that he had done. Nick pulled out a story
that I didn’t know existed, and they spent all morning together chatting,
attending to the text, and chatting some more. It was heart warming. And
remarkable, when Brad informed me that Nick was a gifted writer. Nick became
alive in a way I had never seen before. I was humbled, and delighted.<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRf3RHNylAIqh7FIxgzAKqpY2pPfYcuakRP9md7lBgCY_kHrGY-3TK92HIxGu2KT9HWyZUX5KbAwhaY_Ol1wqqukc9ddAAm7P9DFVT_JTZIs97CeenPyA2pAuTuVGAxvcYW9GWpUUf848/s1600/kim2.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRf3RHNylAIqh7FIxgzAKqpY2pPfYcuakRP9md7lBgCY_kHrGY-3TK92HIxGu2KT9HWyZUX5KbAwhaY_Ol1wqqukc9ddAAm7P9DFVT_JTZIs97CeenPyA2pAuTuVGAxvcYW9GWpUUf848/s320/kim2.JPG" width="320" /></a></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: "helvetica"; mso-bidi-font-family: Times;">We have noticed that one of the unintended outcomes
of mentors at Vernon Community School is that students have the opportunity to
learn and interact with all kinds of diverse adults. Most teachers, like Murray
and I, are people who generally did well at school stuff. Mentors, on the other
hand, can be people who didn’t succeed in school, and have found success in the
world - who inspire students to reframe their potential. Mentors can be people
who are rough around the edges, and who mirror and affirm a child’s personality
or life experiences. And mentors can be people who through their passion give
time and attention to a child who needs this kind of care before they can
sustain interest in other academic challenges. Mentors bring the world into the
classroom - students lives are changed, and teachers no longer have to
represent all things to all students. Mentors too have reported that their bad
experiences in school have been transformed through their valued contributions
to VCS. Also significant have been the relationships developed and the
gratitude extended at our yearly student-led mentor appreciation dinner and
honouring. According to any data we have collected from students and mentors
over the past 3 1/2 years, it’s a win-win, reciprocal relationship.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: "helvetica"; mso-bidi-font-family: Times;">Nick’s relationship with Brad was observed by more
than me. Now, Brad has a weekly creative writing class where a committed group
of 20 - ages 12-17 - spend all morning working towards writing 30 pages by
spring break. Some are strong writers who are very anxious to share their
thoughts. Others have limitations which have made writing almost impossible in
the past who are pushing themselves far beyond my wildest expectations. And
finally there are those who think Brad is so dynamic and interesting that they
are willing to take up whatever challenge he presents to bask in his attention
and support. Brad demonstrates appreciative workshopping and reminds these
budding creatives that in <i>real life </i>it’s on the 8th draft that you worry
about spelling, punctuation and grammar - until then you work on telling a
gripping tale - which is hard work! Brad, on the other hand, now knows that
teaching is his passion, and is inspired by these interesting and diverse young
people. We are so grateful for him, and he can’t wait to return next Tuesday
…<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "helvetica";">Thanks Kim Ondrik, Vernon Community School</span></div>
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Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com2tag:blogger.com,1999:blog-2975474148172185345.post-71561922924126335302018-02-06T12:38:00.000-08:002018-02-06T12:40:25.525-08:00Problem-based Learning <div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">How fortunate we are in our district to have some new, young, enthusiastic, thoughtful teachers who really want to teach ALL kids well… who plan with the kids who need more support and the kids who need more challenge in mind, and who take risks and reflect on their practice. Ashley Aoki is one of those. Please enjoy her blog.</span></span></i></h3>
<h3>
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Reflections
from a third year teacher on her journey in math</span></span></i></h3>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I
used to:<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></b></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">- show little interest in math<o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">- rely heavily on textbooks, program, workbooks, notes, assigned
pages<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">- have little collaborative discussions, critical thinking or
relfection on strengths and struggles<o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">- allow math to be tedious<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Then I registered for a two part math workshop:</span></span></b></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The presenter engaged us (as his learners) in <i>open-ended problem solving</i> which we completed on <i>non-permanent vertical surfaces.</i> We
worked in <i>small groups,</i> each team
was tasked with the challenge of completing the assigned problem and
demonstrate our thinking both in <i>written
and oral formats.</i> Throughout the time, we (as the learners) were engaging
in <i>collaborative discussions, problem
solving, critically thinking, accessing background knowledge</i> (what
mathematical skillsets do we already know that can help us solve this problem),
and <i>learning from other groups.
</i>After engaging in the process, I knew this was something that I wanted to
include in my math program; the implementation began immediately. </span></span></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b>Now: </b> </span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="color: black;">I am beginning to implement</span><span lang="EN-US" style="color: black;"> </span>such
a process in my classroom with anticipation and excitement. The chalkboards and
whiteboards in my classroom were divided and numbered, and I began the lesson
by walking around the room with playing cards that matched the numbers on the
non-permanent surfaces asking my learners to select one card. Slightly thrown
off they began selecting their card and arranging themselves appropriately. I
then issued their first problem solving question orally</span></div>
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<b><span lang="EN-US" style="color: #ff6600; font-family: "arial"; font-size: 12.0pt;">How Many 7’s?</span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "times new roman"; font-size: 12.0pt;"><o:p></o:p></span></b></div>
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<b><span lang="EN-US" style="color: black; font-family: "arial"; mso-fareast-font-family: "Times New Roman";">If you write out
the numbers from 1 to 1000,</span></b></div>
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<b><span lang="EN-US" style="color: black; font-family: "arial"; mso-fareast-font-family: "Times New Roman";"> how many times will you write the number 7?</span></b><span lang="EN-US" style="font-family: "times new roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="EN-US" style="color: black; font-family: "arial"; mso-fareast-font-family: "Times New Roman";">[from Peter Lilijedahl, </span><span lang="EN-US"><a href="http://www.peterliljedahl.com/teachers/good-problem"><span style="color: #1155cc; font-family: "arial"; mso-fareast-font-family: "Times New Roman";">http://www.peterliljedahl.com/teachers/good-problem</span></a></span><span lang="EN-US" style="color: black; font-family: "arial"; mso-fareast-font-family: "Times New Roman";"> - December 2017]</span><span lang="EN-US" style="font-family: "times new roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKtwex_IyWzEevEYIEqWYGufjcnb1lcAeF9EmdGEVujkVdz924ib-yQu4uBtoT0o5HL70eDvbN9qC91xY7XT2Ux5JH6A8f92akzxbkzf2R6T47yMymdv4MUMtzOVREYAySzg8ypUutsBU/s1600/Screen+Shot+2018-01-13+at+11.48.40+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="338" data-original-width="296" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKtwex_IyWzEevEYIEqWYGufjcnb1lcAeF9EmdGEVujkVdz924ib-yQu4uBtoT0o5HL70eDvbN9qC91xY7XT2Ux5JH6A8f92akzxbkzf2R6T47yMymdv4MUMtzOVREYAySzg8ypUutsBU/s320/Screen+Shot+2018-01-13+at+11.48.40+AM.png" width="280" /></a><span lang="EN-US" style="color: black; font-family: "arial"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">and watched as student stood at their space both perplexed and confused by such a question. Then, the magic happened! My learners began writing numbers on the board, discussing with their teammates, erasing their original answers, adding to their new ones, and adjusting their work based on their teams combined knowledge. The classroom was filled with an electric energy as learners tried to complete a problem that didn’t have one “right way” to solve it. As the classroom teacher, I had the opportunity to circulate around the classroom noticing the progress being made and asking questions to continue probing deeper thinking such as “How do you know you’ve written every 7?” “Are you confident this is the answer? How do you know?” </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAO1n5ilIhMSahlONtlZE2RCYgRD3B4fZ2Eth3LDh4Mj7mP6ZXhD3hG5b_sw_axIJj-Db2TtYDG9FJYhHra3aGYNFUXwKLHS8O9FuMZ6Yvp1o3ygOcmM7fjkNv61TxZkecCNWL7Y8pdvA/s1600/Screen+Shot+2018-01-13+at+11.48.51+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="318" data-original-width="576" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAO1n5ilIhMSahlONtlZE2RCYgRD3B4fZ2Eth3LDh4Mj7mP6ZXhD3hG5b_sw_axIJj-Db2TtYDG9FJYhHra3aGYNFUXwKLHS8O9FuMZ6Yvp1o3ygOcmM7fjkNv61TxZkecCNWL7Y8pdvA/s320/Screen+Shot+2018-01-13+at+11.48.51+AM.png" width="320" /></a><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Possibly one of the most exciting components for
</span></span><span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">me was noting how long my learners took to wrestle with the problem (about 35
minutes), discuss possible answers with their peers, and engage in the math in
meaningful ways. Completing the work on non-permanent surfaces allowed several
opportunities for my learners to easily erase, replace, or completely try their
work again from scratch. After about 35 minutes we, as a classroom community,
gathered around one of the boards and invited the small group to explain their
thinking, process, and reasoned answer to their peers. We then reflected as a
large group on our learning answering questions such as: “What was the purpose
of the activity?” “What are we learning by engaging in this and using this
model?”. The answers ranged from “building our teamwork skills” “working on
math” “communicating with others” and “working with a different group of
people”. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">This purposeful activity has made its way into
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<div class="MsoNormal">
<span lang="EN-US" style="color: black;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Submitted by: Ashley Aoki, SD #67 Teacher</span><span style="font-family: "arial";"><o:p></o:p></span></span></div>
Different Lenshttp://www.blogger.com/profile/00407212491943037330noreply@blogger.com0tag:blogger.com,1999:blog-2975474148172185345.post-2186166490747720112018-01-21T20:08:00.001-08:002018-01-21T20:08:50.134-08:00We Showed Them Where to Look, but Not What to See<div class="MsoNormal">
<h3>
<span style="font-weight: normal;">Loving the outdoors, Kelly Maxwell (grade 3) and her teacher candidate Sydney Kemp explored the work of Andy Goldsworthy, a British sculptor, photographer and
environmentalist. </span><b>Andy Goldsworthy is known for creating beautiful non-permanent works of art
using nature.</b></h3>
Here is their blog on <span lang="EN-US">teaching students to</span> use Andy
Goldsworthy's work as a guide:</div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">To introduce students to works of art using
nature, students were shown a YouTube video that highlighted Andy Goldsworthy’s
work (<a href="https://www.youtube.com/watch?v=LP_-P7ZcWZU">https://www.youtube.com/watch?v=LP_-P7ZcWZU</a><span class="MsoHyperlink">).</span><span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN8By8kHiRtCJYVNS3X69y7JTf-AB91tvTuYJH4N9psQ7sI_DYkuzmugsyCRNckj1M3Xe4LxgUKJyClkrx0MflU1A85zhodoF7AncV2TFWXWawy2cYztczqdob7bcKkib_a8fPMEJqa3M/s1600/Screen+Shot+2018-01-10+at+9.46.19+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="227" data-original-width="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN8By8kHiRtCJYVNS3X69y7JTf-AB91tvTuYJH4N9psQ7sI_DYkuzmugsyCRNckj1M3Xe4LxgUKJyClkrx0MflU1A85zhodoF7AncV2TFWXWawy2cYztczqdob7bcKkib_a8fPMEJqa3M/s1600/Screen+Shot+2018-01-10+at+9.46.19+PM.png" /></a><span lang="EN-US"><span style="background-color: white;">Students were put
into groups and <b>used their bodies to create a piece of art.</b></span> They demonstrated
their art to their classmates and discussed how they came up with the idea and
how they felt when creating it. Some questions that were posed to the students
were: Could you hold the poses forever? How long could you hold it? Would it
change over time? <b> </b></span>This led to the introduction of the idea that <b>art does
not have to be permanent </b>by drawing attention to the fact that every pose was
different; no two art pieces are the same. Students were unable to hold
their pose for a long time, and each pose would change slightly over time and
eventually end. Learning intentions were
written on the board such as: I can recreate a story using different materials,
I can respect nature while using natural materials, and I can recognize and
recreate different shapes in nature.</div>
<div class="MsoNormal">
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAUsaV-dAAMHKjcTEueFbHT7MB-SwPkRcqV8T-JbNFShKgXHjJaLvH094reflARA5-5KYgd1w_iYSBgB62y4rIrG7A0NWnNIhtLGMoGORaKJYcdDFeFgKadV4FqM6958KT6RsqwkiodX4/s1600/Screen+Shot+2018-01-10+at+9.46.46+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="206" data-original-width="281" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAUsaV-dAAMHKjcTEueFbHT7MB-SwPkRcqV8T-JbNFShKgXHjJaLvH094reflARA5-5KYgd1w_iYSBgB62y4rIrG7A0NWnNIhtLGMoGORaKJYcdDFeFgKadV4FqM6958KT6RsqwkiodX4/s1600/Screen+Shot+2018-01-10+at+9.46.46+PM.png" /></a><span lang="EN-US">The story of Shi-shi-etko was then read to the
students as they looked for the <b>shapes and symmetry</b> in the book. <b>A provocation table using natural items </b>for students to create and explore different
patterns, symmetry, and sculptures was set up in the classroom and after the
story students were given an opportunity to use the provocation table and
explore different ways to create art using nature. After using the table, students
completed a See/Think/Wonder sheet to encourage “deeper thinking”.<o:p></o:p></span></div>
<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUWZTAF4RGlxh39_RRPXXu8QkgLqEt50YFMADYZdYps1tEQqQ5nQkLE2hY5mJlXMdi-dBTqBxWlrpVO70jKX-NgTV6b9tLZsMmyZ1FXbhuqXZrTJNWIFRDpXPHuLCDE1vgNHI9AOxb40w/s1600/Screen+Shot+2018-01-10+at+9.46.35+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="304" data-original-width="229" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUWZTAF4RGlxh39_RRPXXu8QkgLqEt50YFMADYZdYps1tEQqQ5nQkLE2hY5mJlXMdi-dBTqBxWlrpVO70jKX-NgTV6b9tLZsMmyZ1FXbhuqXZrTJNWIFRDpXPHuLCDE1vgNHI9AOxb40w/s320/Screen+Shot+2018-01-10+at+9.46.35+PM.png" width="240" /></a><span style="text-indent: 36pt;">Then we took their learning outside!
Students were put into small groups and given the instructions to work
together, </span><b style="text-indent: 36pt;">find natural (only) materials and create a piece of art.</b><span style="text-indent: 36pt;"> Students
were reminded of the Core Competencies of Communication and Creative
Thinking. The pieces they came up with
were not only unique but thoughtful. Students had specific reasons for not only
creating what they did, but for why they used specific materials. Students were
then given time to </span><b style="text-indent: 36pt;">write a Nature Journal entry </b><span style="text-indent: 36pt;">to explain their “masterpiece”
and their feelings around it.</span><br />
<b style="text-indent: 36pt;"><span lang="EN-US"><o:p><br /></o:p></span></b>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1S3bdF8mrvM54FjpAEaMB7GHsWacVuK7b4zQIRqqK-41k8lsuSuZBU7XuFu0JdJRGZOrpEaSdnYfqTHHk3jt74ItTHtg-oRoUEhXkk-eLQVRkhMgxT8WWjejMBpFoBhBrUxM9k_drvis/s1600/Screen+Shot+2018-01-10+at+9.46.54+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="308" data-original-width="236" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1S3bdF8mrvM54FjpAEaMB7GHsWacVuK7b4zQIRqqK-41k8lsuSuZBU7XuFu0JdJRGZOrpEaSdnYfqTHHk3jt74ItTHtg-oRoUEhXkk-eLQVRkhMgxT8WWjejMBpFoBhBrUxM9k_drvis/s320/Screen+Shot+2018-01-10+at+9.46.54+PM.png" width="244" /></a><span style="text-indent: 36pt;"><span lang="EN-US"><o:p><b>An extension: </b>We are planning to give the students </o:p></span></span><span style="text-indent: 36pt;">time to create individual art pieces using nature and then exploring
photography. Students will look for “Nature Art” that was created with no human
help and photograph it. </span><span style="text-indent: 36pt;"> </span><span style="text-indent: 36pt;">They will write
about why they chose to take a picture of that specific piece of nature and
what feelings they experience.</span><span style="text-indent: 36pt;"> In the
end, they will have a piece of learning that they can show (a photo), without
disturbing nature. Essentially they will
take something nonpermanent and have a permanent reminder.</span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Thanks to Kelly Maxwell (grade 3 teacher)
and Sydney Kemp (teacher candidate) for this blog post.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN-US"><o:p></o:p></span></div>
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