Arianna Lambert Celebrating Success, Constant Learning, Inspiring Teachers

Broadening Learning Space in Education

In my new role I’ve had the privilege of working with educators in different parts of North America. Through this work, I’ve been inspired by educators who are excited about transforming education so that student learning is engaging and prepares them for an ever changing future. In conversations with these educators, I’m amazed by the great work being done in pockets throughout however, I have started to ponder: how we can move forward in even greater ways? How do we “build capacity” (a term that I’ve often heard), not just within our own schools, districts or provinces but beyond that to ensure that great learning is happening for students throughout? What are ways in which we can support and inspire each other to continue the great work? How do we highlight inspirational stories in education on a large scale?

I’ve used social media – Blogs, Twitter, Facebook, Google + – and in-person meet-ups through conferences and events. Inevitably I run into the same people at conferences and online and while they inspire me and push me further in my thinking as an educator, how do we connect all of the little pockets that are out there? In this post, I’m sharing a few ways in which I have connected with others and am hoping to start a conversation on how to take things even further.

Twitter

I actually love Twitter! Three and a half years ago when a former principal suggested that hop on to join a chat that he was having at a conference, I had no idea how my world would change. Little did I know the great impact it would have on my teaching and the many connections over time. From co-creating #tdsbEd to following education hashtags, it’s become my daily dose of inspiration on-the-go. I’m fortunate to have found fantastic people to follow and have had the opportunity to meet and learn from many of them. In what ways have you used Twitter to connect with others? Are there specific hashtags or handles that you follow because they have helped you grow as an educator or sparked an interest? Please share!

Facebook

Alright…I know that it’s 2018 but I am new to Facebook. It’s taken me years to finally jump on and it’s been an interesting experience. On the FDS Facebook page, there are amazing posts that we share related to trends in education and I’m hoping to use this educator group as an online community where people can ask questions, share ideas and even get feedback on some of the innovative approaches used to engage students in classrooms.

ETFO Events

Do you find that face-to-face interactions are more appealing? ETFO always has amazing events for members. I’ve attended many in the past and find that they create a great environment for networking. I have lasting friendships resulting from a couple of events. Many of these events center around current and relevant issues in education with a lens on equity. Every event has allowed me to walk away feeling empowered and at the same time reflecting on myself and my interactions with others. I’m grateful to have had the opportunity to attend events and highly recommend them to every educator. Potentially, you’ll gain a new network of critical friends who might call you to go further in your own learning.

These are just some of the learning spaces that I’ve been a part of. I know that many, many more exist. How do we expand them even further? Have another innovative space where amazing learning is being showcased? Please share them!

Kim Cousin Building Inclusion, Celebrating Success, Constant Learning, Curriculum Planning, Differentiated Instruction, Flexible Classroom, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Math, Science, Students as Teachers, Technology in school, Women at Work

Coding for all

hourofcode.com 

This has become an annual event across the nations.  In Canada, 200,000 technology jobs will not be filled in the year 2020. Hour of Code is a great way to teach about some of the opportunities available to students. December 3 – 7 is also known as Computer Science Education Week and Canada Learning Code Week. I will have students participate in a variety of activities relating to these coding activities.  This is a way to introduce and enrich the learning of students from all grades.

 

Hackergals Hackathon

Hackathon has also become an annual event. December 12th schools from across Canada will participate in an event which they have been learning and practicing for this past few months. Hackergals vision is to empower young girls across Canada to explore the possibilities in coding. Women are under represented in technology and this event strives to expose many girls to computer science in the classroom.

 

First Lego League(FLL)-

www.firstinspires.org is another activity that students eagerly participate in.  It does have an extra cost unlike the Hourofcode and Hackergals which are both free.  FLL is an event that instills many skills and abilities to all who participate.  It is a team building, code learning, exciting journey for all who participate.  Lego League has many different avenues for all grade levels.  December is the competition time where students will participate in a Qualifying Tournament to determine who will move to the next level of play. Involvement of the community provides much success for may teams.

 

I have enrolled teams in all three of these events.  These individuals grow in many ways and often take leadership roles in next steps.  I encourage anyone who has the support of staff and community to become actively involved in any of these activities.

Will Gourley Challenging Topics, Constant Learning, Differentiated Instruction, General, Making a Difference Through Education, Mental Health, Special Education

Behind the behaviour – seeing our students

I see you.
I see you trying.
I see you fidgeting.
I see you working hard.
I see you fighting the floor.
I see you being a peace maker.
I see you standing up to bullies.
I see you waiting for snack time.
I see your random acts of kindness.
I see you struggling to pay attention.

I see you trying to find the space where you fit in.
I see you when you haven’t had a good night’s sleep.
I see you watching the seconds slowly tick as time crawls.
I see you throwing things because words have escaped you.
I see you searching for representation in the books you read.
I see you when you are trying to make the distractions vanish.
I see you walking off your school bus with an emotionless face.
I see you when you arrive to school without warm winter wear.
I see you taking extra long water fountain and bathroom breaks.
I see you when you come to school without having a morning meal.

I see you working to make your classroom and school a better place.
I see your desire to move about, doodle or make things with your hands.
I see you looking around the room for something else to do. Anything else.
I see you in your worst in best moments as you learn and grow as a learner.
I see you trying to understand that one student who just doesn’t fit in. Yet.
I see you avoiding difficult things because of a fear of having the wrong answers.
I see you writing notes to comfort someone who is feeling down and needs a friend.
I see you getting frustrated when things don’t go as well as you thought they would at first.
I see you when you come to school exhausted after a previous night’s music, sports or tutoring.

I see you because you matter to me.
I see you because it matters to be seen.
I see the potential in you even when you don’t.
And if I see it, so do others. Now you matter to all of us.
We see you.

Love your teacher(s).

Kelly.McLaughlin Assessment, Constant Learning, Inquiry, Inspiring Teachers, Modern Learning, Professional Learning and Growth, Questioning, self reflection

Innovation Collaborative Inquiry

I am currently starting a really exciting journey which involves myself and a group of 10 teachers. We are choosing a topic that interests us and going on a year long journey to discover the answers to this question. We are currently thinking about our question having to do with student led learning and how can we get students to take the lead with their learning and how to make meaningful tasks that will inspire action.

We are meeting 3.5 days this year and we are able to work alongside these other teachers to discuss our findings and see how we can put this plan into action in the classroom.

The first meeting involved getting to know all the teachers. We did this by mingling with the crowd based on which card in the deck we had (all sixes went together, the tens went together..) and then we met up with the same suit cards and then we had a few different challenges after that. When we met with our random groups, we answered the question how have we seen or used innovation in our classroom. It was amazing the chats that we had when this question was posed to us. I felt happy explaining my students current inquiry projects where they research a question of their choice which they will then present to the group it relates to. I also shared about selecting meaningful projects that will somehow create change or an action in our school. We discussed all of our innovation ideas and then we were asked to go back to our seats.

A teacher across the room shared about something that someone had said to her that will change and solve all problems involving math: going gradeless. She mentioned there would be various levels in math like when children go to swimming lessons and they wouldn’t be able to move onto math level two until they finish level one. In a way it sounds like an IEP but it would be in place for all students.

The rest of the morning we had to find a group of people that had a common area of focus as us and that is how I ended up in the student led learning group where students guide themselves to tasks that they find to be meaningful and essentially are 21st century learning tasks. This group will meet next week to discuss our plans.

After going to this exciting learning opportunity, I went back to my class and made a self reflection for our drama haunted house that the students had just finished planning, creating, presenting and then cleaning up. I had them assess themselves using four words: not engaged, somewhat engaged, engaged and very engaged. I told them to circle which word best described their involvement before, during and after the haunted house. It was incredible to see that the word they had circled lined up with the way I would assess them. If they had done this same self assessment and I had put marks or levels on the page, I am not so sure they would have been as successful with their assessment.

I am excited to continue learning with my inquiry group and keep trying out things that we learn as a group. The gradeless self assessment was just one small thing that I know will come of this exciting learning opportunity. It is very fun being apart of a group of like minded people that are really hoping to see a positive change in our classrooms.

More to come!

Michelle Fenn Combined Grade Classes, Constant Learning, Genius Hour, Learning About Your Students, Learning in a Real Life Context, Math, Modern Learning, Professional Learning and Growth, Technology in school, The Global Competencies, Use of Technology

Introducing Coding without Robots

A few years ago when I started hearing about teachers doing coding and robotics in the classroom I dismissed it as a fad.  I didn’t understand the value of coding nor could I see how it tied to the curriculum.  However, I recognize as a professional learner my initial reaction to something radically new can sometimes be resistance.  I think that this is because I can’t see myself fitting “one more thing” into my classroom practice. I always have to give myself time to process, research, find the value and then finally accept it.  After I have tried a new practice with students and see the beneficial outcomes, I endorse it and then begin to share it widely with colleagues.

When I began the journey with coding and looked at code.org I tried it on my own and admittedly, understood very little. I went to more workshops and conferences but avoided the coding and robotics thinking that it just wasn’t my bag.  Then I had a colleague that dragged me in to the world of coding and robotics.  We worked together.  I’ve since become convinced that we need to teach all students how to code.  I have also figured out that you don’t need any robots to do it.  In fact, when you start-you don’t even need a computer.

coding 4         coding 2

 

The above picture is a coding game that I used recently with a grade one and two class.  Students placed their obstacles (rocks) on a grid.  They placed their “gemstone” or finish on a spot on the board and their “robot” (animal)  on another spot.  They wrote their code on a sticky note using arrows and then had their partner take their robot through the code to test it for “bugs”.  A big part of coding is knowing your left from your right and being able to write instructions that someone else can follow.  We started out the day coding one another to walk in a square using only: “forward” “turn left” and “turn right”.  It was amazing to see how much problem solving took place.  They were using positional language, procedural writing, clear communication, visualization and proportional reasoning.  Their thinking was exploding! The students were engaged in the learning and well on their way to being able to code something online.  From there we explored the Scratch Jr. app.  After a short look together at what the different “buttons/blocks” meant they were able to code independently.  As teachers we sometimes get bogged down in the fact that we don’t have the money to purchase the technology and shy away from trying things based on the fact that we don’t have “the stuff”.  However, laying the groundwork before introducing the technology piece to students is key.  We need to always consider the pedagogy before the technology.

 

Arianna Lambert Constant Learning, Learning in a Real Life Context, Modern Learning

Creative Confidence

Lately, I’ve been thinking a lot about the concept of creative confidence. At its core it’s about believing in your ideas and that you hold the ability to have a positive impact on the world.

I share with people all the time that I’m always amazed by kindergarten students. Whenever faced with a challenge, they somehow jump right in and offer solutions that they truly believe will work. They eagerly share solutions to everyday challenges without censoring themselves or second-guessing their ability to actually be a part of a change for the better. But what happens with these eager students as they move into higher grades? At what point do they start to censor themselves and display that creative confidence in a muted way? I’ve had students as young as those in grades 4 and 5 who no longer believed in their ideas and genuinely didn’t know what steps to take in order to solve a problem “in the right way”. How did they get there? How do we get them back? I wonder if the following elements that exist in Kindergarten classrooms might be key in answering these questions.

Play

If I haven’t mentioned it before, I have the two most amazing nephews in the entire world! I genuinely love watching them play. Sometimes in role as others or even just as themselves, they interact and problem solve on the fly. Issues come up when the other character doesn’t quite respond in the way one expects and they have to come up with a solution so that the game or activity continues. There’s the freedom to play anything and to try anything. The idea that you have to be good at playing just doesn’t exist. They just do it at home and at school. I wonder if we adopted the same idea for older students as they entered the classroom, what might the learning be like? What if tools were given and they were asked to interact with them in a way similar to play? What if there was no association with being good at something but the idea of just jumping in and trying it was valued. Would students engage more and worry less about the outcome? Would they embrace failure and try again, ultimately learning as they try again? How would our classrooms be different if this concept or idea was valued well after kindergarten?

Design

Kindergarten students are forever designing something for someone or something. They build homes for their figurines with blocks and use craft materials to build homes for animals. They also draw pictures to bring a smile to a loved-one’s face and some use tech to create. How might we keep this going as they age? It’s no secret that I’m going to say…dig deep into Design Thinking! It’s a creative framework that can be used in any discipline to allow students to hone their creativity as they work towards creating unique and innovative solutions for real-world problems. Consider the learning goals that you are working towards, connect them to a real-world problem and let students engage in the process. The more that they see themselves as creators of meaningful change in the world, the greater their creative confidence will be!  

Interdisciplinary Learning

I can’t help but be inspired by the interdisciplinary learning that happens in kindergarten. This reminds me of the learning that happens as adults. I joke that I don’t just do Math between 10:30 and 11:30 and often wonder why this is the case for our students. What if we were able to integrate subjects? What if students saw connections between the work that they were doing in Language and in Math? Or Social Studies and Science? Would they learn more easily learn the transferability of skills? I know that it’s a challenge when we have a specific number of minutes or hours of a specific course that have to be completed and even more so in Secondary Schools where subjects are taught by specialists. In what ways might we make a shift so that learning isn’t so siloed? I don’t have an answer but I wonder if when students see the connections between subjects, if they might just become more excited about approaching something new because they realize that they have a tool-kit from a variety of subject areas that can be meshed together to them as they go.

I’m working on my own creative confidence by playing more, designing new things at Future Design School and thinking about how I might be able to help others with interdisciplinary planning and learning for students. I’ll keep you posted on how things go!

Will Gourley Building Inclusion, Challenging Topics, Classroom Management, Constant Learning, Differentiated Instruction, Equity, Feedback, Inspiring Students, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education

Both feet

https://pixabay.com/en/summer-swim-pond-landscape-austria-2209393/
https://pixabay.com/en/summer-swim-pond-landscape-austria-2209393/

Have you ever jumped into a body of water and been able to stop part way? If you have, can you show me how because to this point of my existence it has been impossible when I try? So far.

Defying all of the laws of Physics may not part of our human skillsets, yet. Perhaps with the aid of some bungee cords and a team of riggers, it is possible, but since most times when we take a leap(intellectual or otherwise), we do so without a team to save us.

Oddly enough, the leaps are often contrary to conventional wisdom and traditional thinking/practice. Society loves its non-conformists. As long as there are not non-comforming in their schools. Is it therefore heresy, innovation, boredom with the status quo, egotism, creativity in action, insight or indictment to break the status quo, take chances, or challenge authority/colleagues? Where does it fit in with your practice and pedagogy?

With or without a safety crew, I have always jumped into something with both feet. Knowing there is no way to stop once I’m in the air. Yes, I’ve climbed out and jumped somewhere else when the landing hurt. No, I did not land on anyone either.

Sometimes, I bounced out, unable to fit in with a particular ideology or methodology. What never changes as I try and stretch, and a leap and fall, and land/crash, is the need to keep looking for new places from which to jump with all the excitement and uncertainty that leaping, change and learning provide. A sort of educational thrill seeking if you will.

This is how I see my teaching style and I’m inviting other educators to step out onto the dock and take some leaps of their own. So often, the risk taker in all of us has been hushed by comfort, complacency, or fear. Trying new things is hard. What if no one likes it? What if I fail? How are your students supposed to take chances when you are clothed in bubble wrap yourself.

Our classrooms have to be shaped into an ultra-soft space for students to take their intellectual and emotional leaps with both feet without worrying about the landing or bouncing off the walls from time to time. It doesn’t mean they don’t feel a thud once in a while. It means that they will have a place to discover the limitless potential of their learning not the limit.

How do you see yours? When was the last time you felt free and safe enough to jump in with both feet not knowing how deep the waters?

How did  it feel?
Dangerous? Perhaps.
Exhillarating? Always.
Always successful? Not yet.
Staying put? Never!

We owe it to our students to show how much there is to gain from trying new things, taking leaps into new spaces, and from thinking about how, when, and where we are going to land.

Over the next month, I challenge you to try something new in your classroom and share it with us.
Tag me on Twitter @willgourley and try to encourage others to do the same. Thank you for reading and happy landings.

 Extra Reading for keeners

16 Reasons Why You Should get out of Your Comfort Zone

Why Taking Risks Pays off for Students and Teachers

Kim Cousin Behaviour Management, Classroom Management, Constant Learning, Flexible Classroom, General, Health & Safety, Inspiring Students, Learning in a Real Life Context, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, Teacher Wellness, wellness, wellness, Wellness

Mindful Pause, with or without Technology?

Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.

As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.

When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.

Links-
https://www.psychguides.com/guides/computerinternet-addiction-symptoms-causes-and-effects/

https://www.psychologytoday.com/us/blog/virtual-addictions/201710/tips-mindful-technology-use

http://meditationscience.weebly.com/what-is-mindfulness-meditation.html

Mindfulness Meditation: Guided Practices

Kim Cousin Assessment, Constant Learning, Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, Inquiry, Inspiring Students, Learning in a Real Life Context, Math, Planning, Professional Learning and Growth

Education Acronyms

PLC, IEP, TPA,…. Just a few acronyms in the world of Ontario education. I managed to complete the expectations of those three letter words, this month.

WOW! Some may say, “What are you talking about?”, others may say,” HOW?!”

As a person who is a futuristic thinker, I am continuously planning, creating lists and maximizing my energy.  I plan each weekend to complete a portion of the upcoming expectations for the month. This past month, I spent time creating unit plans to ensure a smooth sail through the four Junior and intermediate Math classes I teach.  While knowing that IEP’s (Individual Education Plans), are due in early October and help me understand my students. I reviewed and updated these a few at a time.

Yes of course this is my TPA (Teacher Performance Appraisal) year. Things have changed since I graduated from Teachers College.  I was just as nervous as my first evaluation.  This one was much different because I have learned many new teaching strategies, and ways to interact with all the people we come in contact within our profession.  I look at each year with a lens of the time. October, pumpkins are in season.  Pumpkins are a great way to create a hands on unit in Math for all grades. If you are still learning about making the many connections to the Big Ideas, there are many units on the web.  This is a perfect topic to bring excitement into the class, being aware of all the variables from cleanliness, to the use of sharp objects, and social skill development for group work.  This TPA in my umpteenth year of teaching was successful. After I reviewed my assessment, I realized some things still need work.  I need to clearly connect to daily learning goals to guide the directions of my students and their exploration. I also want to find a way to create easily displayed information charts/word walls that can travel from class to class? Keeping abreast of recent research and data helps.  A specific focus is important  so ideas don’t become lost in the many theories of our closely connected world (www).

This year I’ve noticed my board is using Monthly meetings and PD (Professional Development) days to facilitate PLC’s (Professional Learning Communities).  To my advantage, our focus is on math.  The discussion and connections for all help create a purposeful direction in our teaching and learning.  The superintendents and lead teachers carefully create PD to learn from and directly effect board and school goals. As a team, we have each other to support our teaching and direction.  If communication is continuously supported in meetings, this assists in sharing and supporting each other and the growth of our students and programs. Some of my observations from these meetings are: Don’t get rid of the old…some strategies are still good. Things are changing quickly. It’s admirable to see colleagues rise to new and connected positions while keeping valuable connections.

At the beginning of the month, I was apprehensive about completing these monthly tasks.  Tah Dah…another successful month as an educator.

Links:

Learning for All: http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

Planning for Learning: 

http://www.etfo.ca/SupportingMembers/Resources/ForTeachersDocuments/Planning%20for%20Student%20Learning.pdf

TPA: http://www.edu.gov.on.ca/eng/teacher/pdfs/TPA_Manual_English_september2010l.pdffbclid=IwAR3rtRjDQ50iFr81Lb45e9SXuzhXJebIzEdjFhzqIFTNqtvnw_IMaGV-V3kspecific links

http://www.etfo.ca/SupportingMembers/Professionals/Pages/ALP.aspx

Pumpkin Unit Ideas:

Ultimate Collection of Pumpkin Math Ideas for K-12

Arianna Lambert Constant Learning, Making a Difference Through Education

New Year, New Role

Education has always had a huge place in my heart. On several occasions, my mom has recounted stories of me teaching my stuffed animals as a young child. This was even before my starting school and getting a taste of what being a part of the education system would be like. Although my path to the big question of what I want to be when I grow up – by the way, I’m still figuring that all out – veered in different directions, I find myself today in a place that I am truly enjoying within education.

A couple of years ago, I remember being asked the question of what I would do next in education and I always thought that I would never leave the classroom. I was excited to work with students on a daily basis. Discovery and laughter were two things that I could guarantee would happen daily. Over the past 9 years, my students have been the one thing that motivated me to become a better educator. Not merely for the sake of saying that I am a good educator but with a desire to take the time to grow in order to better meet the needs of the students that I had the privilege of serving. Never in a million years did I think that when presented with an opportunity to try something new, that I would start to consider it.

This past June I decided to take a leave and a leap with an amazing team at Future Design School. In August, I started my new role as an Education Lead and it’s been an amazing experience. Having the opportunity to work with educators across North America on creating exceptional learning experiences for students that empowers them to develop Future-Ready skills, is truly powerful.

So far in my new role, I’ve learned 3 things:

  • Enjoy the new learning
  • Learners are learners, whether they are children or adults
  • Take time to reflect

Enjoy The New Learning

I think this is the first time that I’ve taken such a big leap and jumped into something totally new. In the process of supporting educators in a variety of ways, I myself find it fulfilling to also be on my own journey of education on many levels. I love that there is always something new to uncover and that I have an opportunity to be apart of something fantastic that I too get to have an opportunity to help grow. I’m inspired daily to be part of a team who is passionate about transforming education and willing to share what they know with others. While I have worked with students around Design Thinking in the past, I’m understanding on a deeper level the “why” and reason for so much of the process. It’s amazing, the more I learn, the more I discover how much more growth there is to experience.

Learners Are Learners, Whether They Are Children Or Adults

I’m learning that scaffolding of any new learning is important for children AND adults. I know that this should be a simple concept for me to have realized a while ago but it has now become very clear. The definition of learning – the acquisition of knowledge or skills through experience, study, or by being taught – remains the same no matter the age of the individual. Being clear and explicit doesn’t change because of age. Nor does involving the learner in the learning change simply because of the demographic. Adults enjoy getting up in sessions and having the opportunity to talk through ideas with others. They love sharing their thoughts and experiences when designing learning experiences for their students. As educators we’re moving away from being the “sage on the stage” to the “guide on the side” and the same holds true when working with adults. I’m still learning about working with adult learners and know that best practices in the classroom are also keys to that work.

Take Time To Reflect

I think that I have always been a reflective person but I’m making the time to journal and reflect on my experiences even more. As a kinetic learner, I know that I learn best by actively doing, succeeding or failing and having opportunities to reflect, ask questions of others, and trying again. One thing that I am going to be working on this year is not being afraid of asking questions. I’m pretty confident in asking when I don’t understand something, however, I know that there are times when I am unsure and during these moments I’m a little more hesitant and sometimes like to figure things out. My goal this year is to learn as much as I can and I know that this requires that I be reflective and vulnerable in asking questions.

It’s a new year and a new role for me and I am really embracing it. Are you in a new role this year? If so, I would love to hear what you have been up to and your thoughts around starting something new. What prompted the change? What are your learning? Don’t be left out if you’re not in a brand new role, there’s always an opportunity to experience something new in education. Let’s start a conversation as we work towards growing as educators.