Will Gourley Anti-Racism, Black Lives Matter, Building Inclusion, Challenging Topics, Differentiated Instruction, General, Inclusion, Mental Health, Professional Learning and Growth, social emotional learning, Wellbeing

read a little bell before the bell

I love to read. It wasn’t always like that though. After taking a literature heavy course load through high school and university, I swore off the printed word for a spell.

It wasn’t absolute avoidance or aversion. I did read the paper from time to time, although selectively. When I took a job in broadcasting during the early 90s, my self imposed reading embargo was over as a boatload of reading came with my job as newsreader, DJ, and local reporter. Even though reading was a key part of those workdays, there was not much desire to do so outside of work.

Fast forward to 2007. 

I’m back in university trying to finish a degree that started in 1984. The interweb had become the main source for reams of digital texts and other content from online libraries and newly prescribed course materials. Once again reading became more like work rather than a daily getaway and reward. I struggled to read anything more than what was required. 

As such, it took some time to find a genuine motivation. About 2 months in, it began to change when by some bit of fortune, the text(s) started became so much more relevant to my life as a 40 something adult. I’d like to call this my mid-life renaissance, but fear it maybe considered a bit to melodramatic. Whether it was a personal essayist, scientist, or philosopher it was as if reading no longer felt like assigned work, but rather as tools  intended to strengthen my heart and mind as an educator. It’s 2022 and my reading game is still going strong. 

Teaching Community by bell hooksThis leads me to my most recent read Teaching Community – A Pedagogy of Hope by iconic educator bell hooks.  Although it took me a bit of penny pinching to add to my collection, it is worth every dollar. I can’t wait to share this text with others who, like me, are on a journey to create inclusive communities in their classrooms.

Please note: I am not naive enough to think that one book could be the lever that moves all barriers and mountains, but I truly believe that the ideas in this text can be leveraged to make a difference when and where they are applied in our classrooms. Be advised that this book contains much “thought fuel” and plenty of feelings too. 

The greatest feelings I had throughout reading this text were this strange sense of acknowledgement and validation. I may have thought and felt many of the ideas shared, but hooks has organized and articulated them so perfectly and has gifted us with an opportunity to reflect, respond, and put community into action. 

I guess what spoke the loudest across the chapters was an emphasis on disrupting the status quo through compassion and community in education. Reading Teaching Community encapsulated my goals as an educator in a personal and professional manner. I love how hooks puts it,
“…the most powerful learning experience we can offer students…is the opportunity to be fully and compassionately engaged with learning.” Creating this space requires 3 things; commitment, courage, and compassion. None will work unless combined with the others. Notice how curriculum wasn’t mentioned? As @callmemrmorris often reminds us via Twitter. “We teach students not curriculum.”

hooks continues, “Refusing to make a place for emotional feelings in the classroom does not change the reality that their presence overdetermines the conditions where learning can occur.” We have to see our students where they are and not in the spaces we want them to fit within. We have to acknowledge that everyday comes with a raft of emotions that rise and fall. Teachers need to be prepared to accept the highs and lows that happen at the speed of learning. Whether a student is sad, anxious, joyful, angry or a combination they are showing us that they do not feel emotionally safe in that moment and will struggle to be truly present as a result. How we choose to respond to them in those moments will determine whether they feel seen and a part of the community or like an outsider looking in. 

hooks also shares, “To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination.” This is probably the hardest space to occupy as educators. We were conditioned through past experiences and pedagogy to be the centre of our classrooms in the past. However, what was thought to have worked back in the day, was really only a means of perpetuating dominant culture in order to maintain power over students rather than respecting and sharing power with them and empowering them as learners. 

Can you tell that I love this book? hooks also discusses the intersectionality of identity and identity in academia. She writes with clarity and candour that challenged my perspectives while affirming them at the same time. This is why I share that everyone should read a little bell before the bell and I know this will be one of those texts to read over and over as my career continues. 

Happy page turning.

Melissa Turnbull Advocacy for public education, General, Inclusion, Inspiring Students, Inspiring Teachers, Kindergarten, Making a Difference Through Education, Occasional Teachers, Occasional Teaching, Professional Learning and Growth

The Butterfly Conservatory

A few years ago, I visited a butterfly conservatory. It wasn’t my first ever visit, but it was my first visit through the lens of an educator as I was a teacher candidate at the time. I left the conservatory in absolute awe. Of course, the butterflies were beautiful, but I couldn’t stop thinking about the facility that housed the butterflies and the dedicated and knowledgable staff members that kept the butterflies safe and content.

I like to think of butterfly conservatories as an analogy for classrooms.

The focus in the conservatory is on the butterflies and giving them exactly what they need to thrive. Not all the butterflies got the same treatment, but an equitable environment was maintained by giving each species of butterfly what was required to meet its needs. Much like equity in our classrooms, students do not all need the same resources or supports to be successful, but they are all given equal opportunity to succeed by receiving individualized supports.

The butterflies can co-exist peacefully in the same space. Despite the creatures being of different species, different colours, or from different parts of the word, they live harmoniously. I like to think that within the core of all humans is a desire to co-exist peacefully with other humans. For some learners, this may take practice, repetition and patience, but the human need for connection and feelings of safety and belonging are innate and essential.

Lastly, this butterfly facility does not run itself and it is not run by just anyone. There is so much “behind the scenes” work that happens at places such as this, to ensure the butterflies and their visitors have an unforgettable experience. There were many tests being done to ensure air quality, temperature and humidity were remaining at optimal levels to accommodate for each different butterfly species present. The butterfly staff were not only knowledgable and had received training on how to care for the butterflies, but they were also passionate and proud to share the butterflies with the incoming visitors. Similarly, school staff are the backbone of the education system and put in invaluable time and effort “behind the scenes” to create optimal learning conditions and plentiful opportunities for students.

My analogy sticks with me and comes to mind often. Maybe this is something you’ve thought of before, maybe you have a more applicable analogy for classrooms, or maybe you’re now creating your own analogy for the first time.

Either way, one thing is true…

An ecosystem like the butterfly conservatory is delicate. It’s fragile. It can be damaged. What are the butterflies to do if their environment becomes destroyed or the homeostasis is disrupted?

Unlike the butterflies, we don’t fly away. ETFO members and education workers stand together in solidarity.

Though we may not be “living” in optimal conditions like the butterflies, we continue to advocate for public education, safe learning environments for staff and students, and equitable learning opportunities for all.

Gary Stewart 21st Century Learning, Advocacy for change, alternative curriculum, Flexible Classroom, Inclusion, Learning in a Real Life Context, Mental Health, Modern Learning, Outdoor Education, Outdoor Learning, physically active, Play-Based Learning, social emotional learning, Student wellbeing

Outdoor Education

I love learning outdoors! To me, the outdoors is an extension of the learning that happens in the four corners of the classroom, except there are no walls and no  barriers to one’s imagination in the outdoors. I believe learning occurs everywhere and at all times; what better way to show students the art of experiential learning than through outdoor education. 

 

What are the benefits of outdoor education?

From all of my experiences as an educator, a physical education specialist, and from all that I have learned and read about the art of teaching and learning, there is no doubt in my mind about the positive benefits of outdoor education. From the development of physical skills, mental health, spatial awareness, self-esteem, problem solving and communication skills (just to name a few) to the love, appreciation and respect for nature and all living things, outdoor education transforms lives and student learning to a whole new level beyond the classroom. I find that, though important in student’s overall growth and development, traditional curriculum tends to focus on test-based learning, leaving less emphasis on experiential, play-based outdoor learning. When students are engaged in outdoor education, their academic performance increases, their focus and attention increase, their mental and social health increase and they develop a deeper connection with, and respect for, the environment. 

 

How can schools/teachers incorporate outdoor education into their teaching practices? 

  • You can always take the lesson and/or activity outside (snow, rain or shine). As long as you prepare for the weather conditions and student safety, many activities, with some minor adjustments, can be accomplished in an outdoor setting. 
  • Consider taking part in the OPAL outdoor play education program. Schools are supplied with equipment and resources that students use in various innovative and explorative ways through free play. For example, students can build forts, balance on large wood spools, swing from tire swings and engage in pool-noodle sword play (just to name a few).  For more information, check out Outdoor Play Canada
  • I have also come across many articles that talk about the benefits of outdoor education and outdoor play in many subject areas: the arts, health and physical education, but also including literacy and numeracy. There are also many resources and organizations that are able to support teachers in building strategies to incorporate outdoor education into their teaching practices. I have used resources from Right to Play and OPHEA teaching tools and found them to be very practical and engaging for students.

If you are new to the idea of outdoor education, my suggestion would be to do a little research of your own, talk with other colleagues and/or your administrators and engage your students in a discussion about outdoor education. Another suggestion would be to start small by focusing on one subject/concept at a time and maybe just doing one activity with students. From there, you can set specific goals and measure success through feedback from participants, looking at improvements in academic performance as well as students’ emotional and social well-being. Overall, the benefits of outdoor education speak volume, in terms of student success, student development, and student mental health and well-being. Outdoor education is beneficial to every child in every school community, and it’s a strategy that I hope will one day be commonplace in all school communities across the province.

Melissa Turnbull 21st Century Learning, Advocacy for change, Building Inclusion, Inclusion, Kindergarten, Occasional Teachers, Occasional Teaching

E is for Equity (part 2)

I am back again for part 2.

I hope you enjoyed (or planned to enjoy) some of the books from part 1 of E is for Equity.

After reading And Tango Makes Three (by: Justin Richardson and Peter Parnell) to my Kindergarten class very recently, I need everyone to stop what they’re doing and read about the immediate reactions my young learners had to the story.

The story is about 2 penguins in the Central Park Zoo that fall in love and hatch an egg together. This story is so fun and exciting for the listeners as they watch Silo and Roy become the proud penguin parents that they always wanted to be. The penguins Silo and Roy are both boy penguins.

My students burning questions at the end of the story:

  • “What do penguins eat?”
  • “Do penguins eat polar bears?”
  • “I went to the zoo once!”
  • “Can I go to the bathroom?”

N – The Name Jar 

Written & Illustrated by: Yangsook Choi

O – One Love

Adapted by: Cedella Marley

Illustrated by: Brantley Newton

P – The Proudest Blue 

Written by: Ibtihaj Muhammad, &S.K. Ali

Illustrated by: Hatem Aly

Q – Lubaya’s Quiet Roar

Written by: Marilyn Nelson

Paintings by: Philemona Williamson

R – R.J Palacio (Author & Illustrator)

We’re all Wonders

S – Sulwe

Written by: Lupita Nyong’o 

Illustrated by: Vashti Harrison 

T – And Tango Makes Three

Written by: Justin Richardson and Peter Parnell 

Illustrated by: Henry Cole

U – Under My Hijab 

Written by: Hena Khan

Illustrated by: Aaliya Jaleel

V – Susan Verde (Author)

I am Human

Illustrated by: Peter H. Reynolds

W – When We are Kind

Written by: Monique Gray Smith

Illustrated by: Nicole Neidhardt

X – Except When They Don’t

Written by: Laura Gehl

Illustrated by: Joshua Heinsz

Y – Be You!

Written & Illustrated by: Peter H Reynolds 

Z – Zahra’s Blessing: A Ramadan Story

Written by: Shirin Shamsi

Illustrated by: Manal Mirza

Will Gourley #hybridhurtskids, Building Inclusion, Constant Learning, Design, General, Inclusion, Inspiring Students, Learning About Your Students, Mental Health, Mindfulness, Modern Learning, Music, self reflection, social emotional learning, The Arts

sounds

I love walking around and peeking into classrooms – especially at my own school. As a SERT, it does not seem as weird when I show up unannounced in the middle of a lesson or work time since I am always in and out over the course of a day. In the spirit of transparency, my curiosity has found me marveling in rooms at other schools too. There is so much to see each time the opportunity presents itself. Long before ever becoming an educator, I was wont to wander off the tour when given the chance – still do.  Now that I am, it would be great if we all had more time to visit each other’s amazing learning environments. 

Each of my visits offer informative insights into these incredibly and creatively constructed spaces. I’ve even made some friends along the way as a happy coincidence when my curiosity leads to conversations after compliments. I think every educator wants to check out what is going on in other classrooms, but we are given little opportunity to do so while siloed in our own schools. Wouldn’t it be fun to swap places with a teacher of the same grade for a week to experience what they do and vice versa?

Admittedly, that wonder and awe comes with a hint of professional jealousy as well. I think of the time, effort, thought, and sweat it takes to make learning come alive within them. It is a gift to work among so many talented and caring educators. Each trip to another educator’s classroom is guaranteed to give me a boost of energy and inspiration. Now imagine what would happen if we all had the time outside of our own walls?  

This has occured to some small extent during family of schools events or one-off PD sessions that happen occasionally. I always love it when another educator visits my classroom. It is validation. It definitely keeps me on my toes and, like watching a movie with your own children, you notice things that you might not sans visitor(s). 

I know that when folx come by my room, they do so with an open invitation to my classroom. Over the years I have welcomed delegations from Brazil, Denmark, and Sri Lanka. Not to mention system admin types from time to time. I always wonder what they must feel like to be back in the classroom? What do they remember from “their days” pacing the rows and teaching. What did it look like? What did it sound like? 

For me, their is this constant soundtrack playing in the classroom. Each day it constructs itself out of the rythym and melody of which we all play our part.

Now, I bet you thought it was something like a cross between Brazilian Thrash Metal, Opera, and Worldbeat and it kind of is however the beautiful noise that gets made is more of a melodic cacophony to accompany the magic that happens wherever and whenever students are being taught. If you listen close enough, you here the soundtrack that accompanies a live rocket launch or cornerstone being laid. It could come in the form of a question or a response and the a “Wait! No, I meant…” followed by an answer and mini-exhale. It could sound like 26 pistons each firing perfectly to accomplish a task or like the timed pops of fireworks at 10 pm on a summer holiday (all safety precautions observed, of course). These are the sounds that reverberate off of pastel painted cinderblock walls. 

Sure I could put on some Lo-Fi Hip Hop or share my Productivity Workflow playlist from Spotify, but they could never compare to the intersection of lives and learning going on each day. 

Like our students, the sounds we hear in class have their own rhythms. Believe it or not, there is such a thing as productive noise. It can be unnerving to new teachers who enter the classroom still holding on to their own experiences as learners, but now nearly a decade past those carefree days from K to 8. At risk is losing the energy in a room when order is the only expectation. Teachers each need to work out and manage their “acceptable noise” levels with students. We must also be willing to renegotiate these terms from time to time. Setting routines and irreducible minimum expectations starts in September, but must be consistent from then to June. 

This might require a few changes to be achieved. With the sun burning brightly and birds chirping, the energy/noise levels in classrooms seem to be set to 11 out of 10. As such, a little more outside and movement time built into the day has helped. I am also adding in more time to productively self-direct or collaborate. My recent art classes saw us touring the school and then partnering up to co-create something. Through all of this, the room was filled with creative conversation with only a few moments of chaos.

I wonder whether someone else would hear it that way if they visited? I guess there is only one way to find out. 

 

Gary Stewart 2SLGBTQ+, Advocacy for change, Curriculum Documents, Education Funding, Gender Equity, Inclusion

Supporting 2SLGBTQ+ Students and Families

In today’s current climate, most would agree that there has been a significant increase in the number of incidents being reported that are motivated by hate over the past few years. Our classrooms and school communities have not been spared. Many schools across the province have reported a rise in hate-based incidents. Many school boards are addressing these issues by  implementing action plans to combat anti-racism within their school communities. In the many schools that I have worked in, I seldom see strategies that specifically address 2SLGBTQ+ issues in our school community. I wonder why that is so?  What barriers might exist that impede the opportunity for students to learn about the 2SLGBTQ+ community? How can schools equitably teach and support 2SLGBTQ+ students and their families so that they too feel safe and welcomed in our schools? 

From my understanding, it seems that 2SLGBTQ+ families are one of the fastest, if not the fastest, growing type of family structure in Canada, especially in our major cities across the province. These families are looking to us, as educators, to ensure that our classrooms and schools are welcoming spaces for their children. As such, I think that it’s important that 2SLGBTQ+ students see themselves reflected in the school environment and the curriculum.

In fact, teachers don’t need to wait for explicit curriculum expectations to teach about 2SLGBTQ+ realities in their classrooms. As educators, we have a moral and ethical obligation to do so.  Many school boards across the province are implementing strategies to support 2SLGBTQ+ students and families. However, more needs to be done to ensure consistency, accountability and equitable access to support, services and resources across the province. I feel it would be helpful to have clearer expectations embedded in the curriculum that address 2SLGBTQ+ issues and the lived realities that individuals who identify as 2SLGBTQ face in the community. With funding to support this, there would greater equity across the province when it comes to having access to resources and support for teachers, students and families. This is a matter of accountability and responsibility in providing quality, inclusive education for all students. I think 2SLGBTQ+ students and families deserve better from their education system, and better must come.

ETFO has put together 2SLGBTQ+ learning materials and resources for all grades to support teachers in the classroom. These materials and resources are geared towards helping teachers address issues of homophobia, transphobia and biphobia and create a safe and inclusive learning environment for all. 

ETFO 2SLGBTQ+ resources

ETFO has also created a brochure to support members that includes curriculum links, resources, useful language, and communication tips.

2SLGBTQ+ families brochure

The Ontario Human Rights Commission (OHRC) has a statement on the Ontario’s Health and Physical Education Curriculum that connects strongly with my post. Here is the link for your reference:

OHRC Statement: 2019 Health and Physical Education Curriculum | Ontario Human Rights Commission

Melissa Turnbull 21st Century Learning, Building Inclusion, Inclusion, Kindergarten, Literacy, Occasional Teachers, Occasional Teaching

E is for Equity (part 1)

I’m a new teacher.

I’m always looking for books to add to my library that support the inclusive, equitable and culturally responsive environment I strive to achieve in my classroom. This school year, I have been investing in books that celebrate diversity to ensure that all students see themselves reflected within the Kindergarten program. I have been in search of stories by BIPOC authors, stories that celebrate differences, and stories that share messages of inclusion to add to my collection. I decided to create an A-Z list of stories that I love. This list is far from exhaustive and there are MANY amazing books I could have added. The stories below from A-M are stories that were appropriate for my Kindergarten class, but could definitely be read to students beyond Kindergarten as well.

If you are a new teacher looking to begin your picture book collection, this one’s for you!

A – Alma and How She Got Her Name

By: Juana Martinez-Neal 

B – Black is a Rainbow Colour

By: Angela Joy

Illustrated by: Ekua Holmes

C -Bilal Cooks Daal

By: Aisha Saeed

Illustrated by: Anoosha Syed

D – Don’t Touch My Hair

By: Sharee Miller

E – Eyes That Kiss in the Corners

By: Joanna Ho

Illustrated by: Dung Ho

F – Forty-Seven Strings: Tessa’s Special Code

By: Becky Carey

Illustrated by: Bonnie Leick

G – The Gift of Ramadan

By: Rabiah York Lumbard

Illustrated by: Laura K. Horton

H – Hair Love

By: Matthew A. Cherry

Illustrated by: Vashti Harrison

I – I am Enough

By: Grace Byers

Illustrated by: Keturah A. Bobo

J – Just Ask! Be Different, Be Brave, Be You

By: Sonia Sotomayor

Illustrated by: Rafael Lopez

K -Suki’s Kimono

By: Chieri Uegaki

Illustrated by: Stéphane Jorisch

L – Love Makes a Family

By: Sophie Beer

M – My Heart Fills with Happiness

By: Monique Gray Smith

Illustrated by: Julie Flett

Melissa Turnbull 21st Century Learning, Constant Learning, Curriculum Planning, Engaging students with online learning, Inclusion, Inquiry, Inspiring Students, Inspiring Teachers, Kindergarten, Learning in a Real Life Context, Play-Based Learning, Students as Teachers

Students as Teachers: a Culture of Inquiry and Learning

“I am just going to check in on everyone and see how they’re doing” – one of my Kindergarten students said as she led her peers through a step-by-step challenge where they created a DIY ‘marble run’ out of paper tubes and tape. 

My DECE partner and I were blown away by her kindness, patience and commitment to the success of her classmates during this process. 

We have been trying to keep an open invite for all students in our class to have the opportunity to be the “teacher” or the expert on a topic of their choice. Through online learning, fewer natural moments of teaching happen from student to student like they would in a physical classroom. Hands on collaboration between students virtually can be tricky, as they lack the opportunity to share space and materials. We decided it would be more equitable to schedule these student-led activities ahead of time, in order to allow all students time to prepare the proper materials. As I move to in person learning in the fall, it is my goal to continue this practice as a means of supporting students belonging and contributing in respect to the Kindergarten program. It is my hope to further explore the benefits of fostering students confidence as teachers in the classroom as I continue to learn from my competent and capable young learners. Here are my initial thoughts:

The classroom community

  • Inviting students as teachers creates a culture of learning, respect and curiosity
  • Students teaching their peers builds community and invites students to be vulnerable and make mistakes

Through the lens of a child

  • When our students stepped into the role of educators, it provided my DECE partner and I a unique opportunity: to see the world through their eyes. Through their ideas, descriptions and step-by-step processes we were able to develop a deep understanding of the way they view the world, the way they solve problems and the way they persevere through challenges. 
  • Many children enrolled in Kindergarten programs are immersed in their first experiences of formal schooling. For some of my students, my DECE partner and I are their very first examples of educators. The way that children go about giving instructions, gaining the attention of others and providing words of encouragement can be reflective of what they see. It can be very powerful to listen to a student recite an encouraging phrase verbatim, such as “You are a problem solver!”.

Benefits for students

  • Teaching their peers provides students with the space to take risks while gaining confidence in their own ideas and abilities 
  • For the students involved in this practice as the learner, it allows them to explore new ideas or approach learned concepts from a different perspective than my own or that of my DECE partner. 

Inviting students to perform a new role as a teacher is inclusionary, culturally responsive, relevant and meaningful – which is the basis of everything I hope to cultivate in Kindergarten. 

Kelly.McLaughlin Celebrating Success, Classroom Layouts, Inclusion, Mental Health, Student wellbeing, Wellbeing

The Power of Groups

It has been a full two years without student desk groupings and I had completely forgotten about all the benefits it brings to the classroom. Not only does it brighten student morale, but it provides so many rich learning opportunities. I wanted to dedicate this post to the celebration of being back in groups!

Last year as we all know, (even though we did group work) students had to sit on their own due to COVID regulations. Since I taught online last year, I did not get to witness many group work settings as my students who worked in breakout rooms chose to keep their microphones and cameras off. I was able to witness group chats but nothing is better than in-person group work.

As restrictions are lifting, students are able to get back to some of the simple things they could enjoy pre-COVID, one of them physically sitting beside their peers. ** I created groups in my classroom last week and I cannot express how much of a change it has brought into the classroom. Just having a peer nearby has brought so many students to life, some who have been putting their head down and not participating this year. Now that they are sitting directly beside a group of people, they have no other choice but to become involved in the conversations and the learning around them. They do not seem frustrated at this, rather they are thankful for this new opportunity. This peer support has really helped a lot of my students. I was starting to think that some of my students would never regain the ability to socialize with others but the proximity of their peers has really helped them grow out of that discomfort. About six students decided they wanted to continue sitting on their own, but after a few days of seeing how exciting the prospect of sitting in a group was, they merged groups with nearby friends. These group settings have created new friendships that couldn’t have started without the new group settings.

Having students working nearby each other has also allowed for many group work activities. Some of the ones we have enjoyed in the past two weeks have been:

  • Solving complex math problems, drawing off the ideas of their peers to contribute to their answer
  • Brainstorming about topics such as the forms of bullying, landforms and types of mixtures
  • Solving hands on tasks that involve building structures or mechanisms
  • Students getting help from a friend with spelling (before they had to travel out of their seat to ask for this assistance which wasn’t allowed)
  • Confidence when solving independent problems by comparing end solutions
  • Sharing devices to research as we only have two iPads in our classroom
  • Being involved in conversations which otherwise would have had to take place across the room
  • Continuing to improve collaboration skills which have been on pause
  • Allowing for differentiated instruction opportunities that have been on pause since 2020

I know that groups can pose a classroom management issue such as breaking up group conversations. I am actually thankful for these conversations as before, it was challenging to get anyone to speak to each other. Attempting to chat with someone across the room was actually more disruptive than it is with the group settings. I continue to work on classroom management techniques as I have not had the practice with managing physical groupings since 2020.

I look forward to continuing to look at new and exciting group work activities as we are able to provide these for our students again. We are currently learning about hydraulics in our grade eight science unit so I am looking forward to students creating their own hydraulic machines together. I am also extremely thankful for the new friendships that have formed, especially with it being so close to the end of the year.

I know these successes are small and it may seem silly, but the power of physically grouping students has really changed things in my classroom and I cannot wait to see what happens next.

If you have any exciting new group work activities you have tried, I would love to hear them as it has been a while since I have done some fun team building activities. 

**Note: All of my students that sit in groups wear masks (their personal and preferred choice).**

ETFO’s recent media release related to masking can be found here.

PLEASE NOTE: ETFO’S POSITION ON IN-PERSON LEARNING REMAINS UNCHANGED. THE UNION FIRMLY BELIEVES THAT THE DAILY, IN-PERSON MODEL OF INSTRUCTION AND SUPPORT BEST MEETS THE EDUCATIONAL, DEVELOPMENTAL AND SOCIAL NEEDS OF STUDENTS, PROVIDES THE BEST EXPERIENCE FOR SUPPORT, AND IS THE MOST EQUITABLE LEARNING MODEL FOR ALL STUDENTS.
ETFO’S EXPECTATION IS THAT ELEMENTARY VIRTUAL LEARNING IN ANY CAPACITY, INCLUDING THROUGH HYBRID MODELS OF INSTRUCTION, WILL END ONCE THE PANDEMIC ENDS.

 

Melissa Turnbull 21st Century Learning, Engaging students with online learning, Inclusion, Kindergarten, Literacy, Math, Play-Based Learning, Remote Learning

S.T.E.L.M.

STELM: Science, Technology, Engineering (Literacy?!) and Math 

STEM activities are unmatched in our virtual Kindergarten class this year. STEM challenges are the perfect storm for beginning conversations, exploring inquiries, answering questions and challenging new ideas. In addition to the academic learning happening through these challenges, students also have opportunities to practice patience, persistence, problem-solving strategies and critical thinking skills while engaging meaningfully within their classroom community. 

Recently, I have been on my own exploration. I have been investigating how to purposefully incorporate literacy connections into STEM activities. Here are some of our literacy inspired “STELM” challenges students have worked through: 

10 on the Sled – by: Kim Norman, illustrated by: Liza Woodruff

STELM Challenge: Create a sled that can hold ten animals.

Our students were so excited for this challenge. They used materials that they could find around their homes to build a sled and found objects of their choice to represent the ten animals. Students engaged in conversations about the number 10 and how they could group the seats for all the passengers to fit on the sled. In the picture above, the student wrote themselves into the story and shared they would also like to ride on the sled. They shared that now there would be 11 seats because “10+1=11”.

Not a Box – by: Antoinette Portis

STELM Challenge: What can you make your box into?

This one feels like a classic. So simple, but so open-ended and thought provoking. The experience of creating something from “nothing” seems to come so naturally to Kindergarten students. No matter how many groups of students I do this activity with, I am always learning from them. I feel like this challenge gives me a window into student’s imaginations and undoubtedly strengthen’s my view of them as competent and capable learners full of wonder.

The Most Magnificent Thing – by: Ashley Spires

STELM Challenge: What is the most magnificent thing you can make?

Similarly to the challenge of creating something from a box, students thoughts and ideas were not limited to using a box. We did however, challenge them to use recycled materials found at home. Before beginning the process, we listened to the story ‘The Most Magnificent Thing’ by Ashley Spires and asked students to draw a plan before beginning construction. Students entered this activity at their own level. Their plans consisted of pictures, words and symbols to represent their ideas. Not all of their plans matched their finished products – but this was part of the process. The changes and challenges students faced while building their magnificent ‘things’ were a springboard for conversations about different ways to solve problems. One of my favourite moments of learning that happened during this task occurred after I shared my own frustration with my tape that “just would not come off the roll in one piece”. “That’s ok Ms. Turnbull” one of our students shared, “That happened to me once too”, “me too!” other students exclaimed, as we talked about different ways to solve this problem effectively.

The Very Cranky Bear – by: Nick Bland

STELM Challenge: Design a bed for the cranky bear to get some rest in.

We have all experienced the feeling of being tired, cranky, upset or frustrated. So many wonderful conversations of empathy and understanding came from this challenge. Students amazed us with their kind words towards this cranky bear as they constructed cozy beds. They were excited to test out their beds made from LEGO, Play-Doh, blocks and more by using their stuffed animals or dolls. They began acting out the story, snoring and roaring like the bear.

The Mitten – by: Jan Brett

STELM Challenge: How many ‘animals’ can you fit inside a mitten or sock?

The story ‘The Mitten’ by Jan Brett has endless possibilities in regard to follow up activities. For our group of Kindergarten students, we challenged them to think about capacity after listening to this story. We asked them to find something to use as ‘animals’ (with some of the top choices being LEGO or toy animals), and a sock or mitten to put them in. Students explored concepts of counting, spatial sense, and sequencing while they created their own versions of the story.

I am excited to continue thinking about ways to provide my students with meaningful and literacy rich learning opportunities while they engage in hands on experiences that challenge their thinking.

In what ways are literacy experiences imbedded into your STEM activities?

Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.

ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.