Deb Weston Curriculum Planning, Integration

What is Integrated Curriculum/Studies?

Integrated Curriculum crayons

As an elementary teacher, I have always integrated curriculum. The first reason to integrate is to cover a myriad of curriculum expectations; the second reason is that some curriculum just naturally flow together. Integrated curriculum programs show high levels of student engagement and academic performance (Clausen & Drake, 2010). Some curriculum natural fits include Science/Geography, History/English, and Mathematics/Science. Some Arts subjects, such as Drama and Visual Arts, make a multilayered approached to lessons and assessments as they add an additional venue to show learning. In middle school, I have had great success teaching the combined subjects of Math/Science (4 years in grade 8) and Language/Social Studies (4 years in grade 7).

In my master’s thesis work, I explored the concept of using Drama to teach Science. I developed many engaging lessons to act out Science concepts. As I implemented these lessons, I noticed that Science concepts were being well covered but, Drama concepts were not. In the lessons, Science was the main course and Drama was the side dish. As a PhD student, I taught a pre-service course in integrated studies at Brock University. The Intermediate/Senior pre-service teachers had challenges implementing the concepts into their practice, especially given the curriculum content requirements for secondary school credit courses.

Through my 18 years teaching at the elementary level (grades 2 to 8), I have come to realized that trying to integrate every subject into a unit or assessment is fruitless as one subject is always dominant (or the main course). For example, Mathematics always needs to be the main course because as a side dish, it is not covered to the depth in which is needed. As the middle school grades get into the depth of the curriculum content, it gets harder for teachers to cover a particular subjects well because the curriculum expectations are more extensive . Due to this, core subjects such as  Mathematics and Science are taught separately in grades 9 to 12 at the secondary school level.

Project-based instruction (Boss & Krauss, 2007) relies on the idea of integrated curriculum/studies. It is an interesting concept but as a researcher, I have found little peer-reviewed documentation stating it was sustainable in all school settings and at all grade levels. In addition, there are many versions of models (Drake, 2007) that may or may not fit into schools’ organizational or physical structures. For example, teaching integrated curriculum units requires teachers to share  equipment and other resources at the same time. In addition, teachers must be provided with additional planning time to accommodate the increased planning and collaboration needed so teachers can work together (Boss & Krauss, 2007).

Integrated curriculum models can vary greatly. Some models are curriculum driven and some are timetable driven. Timetable driven models present some challenges as there is always one class that gets a missmash of teachers teaching parts of various content areas. Based on my own anecdotal evidence, I have seen timetables where teachers are sharing Math strands with one teacher teaching Data Management/Probability and the other teaching all other Math strands. I have known of homeroom classes to have up to 5 teachers teaching the core curriculum content while other classes just have their homeroom teacher teaching these subjects. Given this model, I wonder how equitable and inclusive this particular timetable is for all students.

As a teacher with experience teaching grades 2 to 8, I find curriculum integration works well up to grade 6. After grade 6, the content curriculum is too deep for teachers to plan and teach all strands. I find it is also very taxing for teachers to deal with the complexity of curriculum integration and in addition, have to face the challenges of having many students with Special Education, English language learning, and behaviour needs. Further, the amount of content knowledge teachers need to teach these subjects is great. In Ontario, intermediate teachers need only two teachable subjects. In integrated curriculum models, teachers are expected to be generalists instead of specialists. This is especially challenging when some teachers do not have university Math credits or Math qualifications.

Project-based instruction is set in a collaborative-driven collegial framework.”Planning for integrated curriculum is a collaborative venture [where] educators use a backward design approach” (Wiggings & McTighe, 2005). “Teachers begin by exploring expectations to determine the most important to know, do, and be, on how to assess student outcomes” (Drake & Reid, 2010). Project-based curriculum integration texts, such as Reinventing Project-Based Learning (Boss & Krauss, 2007) provide teachers with the “what to do” but not always the “how to do it”. Nor do these texts (usually US based), account for the accountability of teachers to cover the curriculum required by their ministry or board. These texts do not account for the extra time teachers need to collaborate as timetables may not free up extra time for joint meetings within the instructional day. Teacher collaboration can have its own challenges as it can be hindered by competition and individualism amongst colleagues (Fullan & Hargreaves, 2012; Hargreaves, 1994; Weston, 2015).

The idea of integrated studies/curriculum, can be done well, but not at a full-blown, “teaching with all subjects” together model. Some curriculum subjects, especially Math, need to be the main dish and need to be at the main focus of lessons and assessments. Further, schools need to re-structure their time tables to allow teachers to collaborate to develop integrated lessons and assessments. And I believe that when working collaboratively, teachers are better together.

Integrated curriculum/studies can be a very striking way to engage students, especially since it reflects multi-disciplined real life world. But the “all-or-nothing” integrated curriculum exhausts teachers, teaching everything, and leaves many subjects taught as second thought, side dishes.

Collaboratively Yours,

Deb Weston

References

Boss, S., & Krauss, J. (2007). Reinventing project-based learning. Your field guide to real-world projects in the digital age. International Society for Technology in Education, Washington, DC.

Clausen, K. W., & Drake, S. M. (2010). Interdisciplinary Practices in Ontario: Past, Present, and Future. Issues in integrative studies, 28, 69-108. Downloaded at https://eric.ed.gov/?id=EJ1101101

Drake, S. & Reid, J. (2010)., Integrated Curriculum, What works? Research into practice Series, Government of Ontario. Downloaded at http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Integrated_Curriculum.pdf

Drake, S. M. (2007). Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction. Corwin Press, A SAGE Publications Company. 2455 Teller Road, Thousand Oaks, CA 91320.

Fullan, M., & Hargreaves, A. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Teachers College Press.

Weston, D. (2015). Investigating the relationships between teacher identity norms and collaboration. PhD Thesis, Brock University, St. Catharines, ON. Downloaded at http://dr.library.brocku.ca/handle/10

Kelly.McLaughlin Combined Grade Classes, Constant Learning, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Making a Difference Through Education, Resources, Students as Teachers, Use of Technology

Tech Talk

I would like to share a new initiative my class is starting at our school Ancaster Meadow.

Our class realized the large need for technology in the classroom. We noticed that students are sometimes unfamiliar with apps that are available for completing work and for presenting learning. We are starting a new program called “Tech Talk” where as a class we travel to classrooms and instead of “Reading Buddies” we will assist the class one on one with apps of the teacher’s choice. We came up with a benchmark of five:

  1. Explain Everything
  2. Kahoot
  3. Weebly
  4. Pic Collage
  5. Prezi

These apps will be explored in detail by my class so when we visit our first class after the break, the break off sessions will be smooth and very productive. We will offer this program to grades two-five and speak to teachers before regarding sign up. Students will be able to explore the apps, prepare a small task and then share it with the whole class. The sessions will be fifty minutes long as that is how long a period is in our school. We hope that students will learn from each other and that everyone will be able to use these apps in the new future. I hope it will be a meaningful experience for my class to teach younger students skills that they already have. I cannot wait for our first trial after the break. I encourage everyone to try this  “Tech Buddies” program and share your experiences as well.

Tisha Nelson Celebrating Success, Combined Grade Classes, English Language Learners (ELLs), General, Inspiring Students, Inspiring Teachers, Integration, Math

The Music of Math

I secretly want to be a conductor of a large musical ensemble. My visits to the Toronto Symphony Orchestra always reignites my passion for music and I will always catch myself using my hands and body to dance with the beautiful arrangements of the melodious notes. However, one small obstacle has barred me from realizing this dream: I have not yet been able to master any instruments much less lead a body of musicians. Sigh! Nonetheless, being a teacher gives me the opportunity to integrate many of my passions into my classroom practice. As such, my love of teaching and my dream of conducting an orchestra have a place to collide. My class call signal – teacher: “Bah dah bump bah dah dah…” students: “Hey!” – can seem to go on for hours as I engage my students in various melodious versions of the common tune. Needless to say, I can totally get lost in the call and response clap patterns that allow me to use my hands as if they were conducting an orchestra, pulling out the very beat of each note value as students respond with the exact arrangement of claps. Each time I am left invigorated and excited and my students love it. These sessions often end up with smiles and laughter in our classroom, opposite to the quiet tone I originally was trying to achieve.

This year I teach math to Primary, Junior and Intermediate students. Math and music have long enjoyed a harmonious marriage with the plethora of interconnected concepts that can be explored simultaneously. This year in my Grade 3/4 math class, we had the opportunity to embrace this fusion. We have been exploring geometry concepts by naming, sorting and identifying characteristics of polygons. This aspect of geometry is extremely language-rich and I needed a way to solidify the students’ conceptual understanding of the principles of geometry while not losing my students in the barrage of its discourse. So we decided to accent our learning by capturing it in a song.

I invited my class to decide on a familiar tune that we could arrange our lyrics to fit. Hot Line Bling and Watch Me (Whip/Nae Nae) were among the tunes that were suggested, but didn’t make the cut. We opted to use the infamous Mary Had A Little Lamb as our melody base since it offered a simple structure for the type of song that we wanted to construct. We then brainstormed all of the ideas we had learned up to that point in our polygon journey. These were written on the board and were the ‘meat and potatoes’ of our song. Then the creative juices began to flow. Each aspect of our learning was written as a verse in our song. We had to be creative with our word choices and syncopation, as we had more to say than the structure of our tune would allow. So once the lyrics were written, the music teacher and I collaborated to hash out the note values of our song. Ta-dah! Music literally met math. Coupled with this, Mary Had A Little Lamb just happened to be the song that my students just finished learning to play on their recorders. Bazinga! Music met math again. And guess who got to direct this beautiful masterpiece?… ME!

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So what’s my point? Learning is awesome! No really – when a passion for teaching meets willingness to embrace creativity, amazingness happens. Children learn and teachers have fun. Being authentically excited about what you do is an important ingredient to any meaningful experience and the polygon song is such an experience which I hope my students will never forget. Because of this, neither will the concepts be lost. As for me, my dream will continue to grow. Who knows what else I might try? I’ve secretly wanted to be an opera singer…

Tisha Nelson Combined Grade Classes, Communication Tools, General, Integration, Math

Number Lines: A Game Changer in Math Class

This year, as in times past, planning my math program was filled with the usual excitement of clustering expectations and imagining ways in which I could creatively address the curriculum. Teaching a grade 3/4 combined grade for the first time, I was eager to be on top of my planning and ensure that I was creating parallel learning experiences by simultaneously addressing the curriculum expectations for both grades.

When planning the learning experiences, I colour code the strands, cut out each expectation and cluster them according to big ideas. This results in cross-strand learning experiences.

For my first series of learning experiences, I really wanted to invite my scholars to engage with number lines as a model that would help to make their thinking visible, but also as a tool for exploring many math concepts such as quantity and measurement. A number line is a line segment that can either be vertical or horizontal that represent a series of numbers that are marked at intervals. Re(introducing) number lines to my scholars early on in the year was important for me because I view number lines as an invaluable math model. Every day numbers lines are used to measure time – a clock; distance – a ruler; capacity – a measuring cup; temperature – a thermometer and mass – a scale. Number lines also allow students to model the strategies they use when adding and subtracting, as well as composing and decomposing numbers. Starting with the exploration of number lines proved to be an important first learning for my grade 3/4 math class.

Students were able to identify a variety of tools that have number lines embedded in their function.

Beginning the year this way was exciting but it was even more invigorating when I realized how many authentic, cross-strand connections that actually took place by centring the learning around investigating the use of a simple tool. The following are a few reflections from the journey:

1. Once the orientation of a number line was solidified, scholars were able to make connections between the number line drawn on the board with the number lines embedded in everyday objects.
The most prominent feature in my class at the start of the school year were the quantity number lines hanging from my classroom ceiling. These were made by cutting pool noodles into two-inch disk and placing them on rope. One was counting by twos (two-coloured pool noodles) and grouped by twenties to hang on the ceiling. The other was counting by fives with alternating colours and grouped by 25s. Students were invited to inquire about the quantity of pool noodles, the groupings, the skip counting, etc. and this became the introduction to number lines for the year. Using the quantity number line along with an actual number line that marked the perimeter of the front of my class, we explored the nuances of number lines by describing their directionality of increasing and decreasing quantity. We also explore the ways in which intervals could be marked on an open number line so that users didn’t necessarily have to always count by ones, but skip counting was made possible by using appropriate quantity intervals. We then named all the number lines that were present in the classroom. They noticed the clock on the wall to be a circular number line and the “How Much are Your Growing” height chart as a vertical number line. Excitement bubbled as scholars scrutinized the number lines we named by the elements of number lines that we had previously defined. They were set and ready to continue their investigation of how number lines could truly enhance their learning experiences as young mathematicians.

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Quantity number lines hanging from the ceiling of my classroom.

2. Counting on a number line allowed number patterns and relationships to jump out at scholars.
Once scholars were comfortable describing the orientation and use of number lines, we began exploring quantity by representing skip counting on an open number line. We counted forward by tens by modeling jumps of +10 on an open number line and then later by nines. Scholars were able to name the relationships between counting by tens and nines by creating expressions that named the pattern (i.e. 10-1). We then explored counting forward by 100s, 50s, 20, and 11 to explore the other number patterns and relationships. Once scholars we comfortable counting forwards, we then counted backwards. They noticed relationships around place value, odd, and even numbers, what happens when counting by numbers with specific digits, and the nuances of increasing and decreasing values. The grade 4 scholars were then invited to apply their understanding of skip counting by whole numbers and moved deeper into counting by fractional amounts and decimal numbers up to tenths. Students were taught to use the number line to keep track of their thinking by using it as a thinking tool and not a picture. Hence, numbers and jumps were added in sequence as the counting progressed and not merely by drawing the elements of the number line and labelling them afterwards.

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Counting forward by 9 using a quantity number line. Student notice and described patterns.

3. Using number lines as a tool for measurement invited scholars to apply their understanding of number concepts.
Measuring mass using a triple balance scale, capacity with graduated cylinders and time with a clock were all the more meaningful when scholars were able to apply their understandings of using number lines as a tool for mathematical thinking. This is how our Number Sense learning experiences married Measurement. When scholars measured mass using the triple balance scales, they applied their understanding of decomposing numbers into place value (including tenths for grade 4s) in order to calculate the mass of the item they were measuring. Similarly, when measuring capacity using a graduated cylinder, scholars needed to apply their understanding of skip counting in order to accurately represent the capacity using a variety of differently shaped and sized graduated cylinders that each increased by differently valued intervals. Given their prior knowledge of skip counting, and composing and decomposing numbers using number line, measurement became a context to continue to expand their understanding of quantity.

4. Counting on a number line open up the way to modelling mental math strategies for addition and subtraction.
Once scholars were comfortable skip counting, composing numbers and measuring different units of measure using number lines, adding and subtracting was a natural next step and application of their previous understanding. Using addition and subtraction strings (intentionally crafted equations to be solved using mental math strategies), I modelled scholars’ mental math strategies visibly on a number line. Scholars articulated strategies such as adding on, counting, back, compensation and even decomposing numbers in order to add and subtract. The application went through the roof when grade 4 scholars were able to demonstrate their understanding of elapsed time using these same strategies. This was especially helpful because scholars could be fluid with the units of time they were adding or subtracting (i.e. hours and minutes) and could avoid the complexities of the base-60 system of time (i.e. 60 seconds in 1 minute, 60 minutes in 1 hour) when it came to calculating time that involved “regrouping” which uses a base-10 number system.

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Students articulated mental strategies while I modelled them on an open number line.


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Student calculating elapsed time using strategies for addition and subtraction.  

During these first months of school,not only was I able to introduce scholars to an invaluable learning tool, the number line, but I was also able to seamlessly integrate two strands of math and a multiplicity of essential number concepts. The number line has truly been a game changer in my class. I am already seeing the connections for moving forward with experiences that explore data management (scales on a graph) and geometry (side length attributes of polygons). …the journey continues…

Mike Beetham Assessment, Before School Starts, Combined Grade Classes, Differentiated Instruction, Diverse Learning Needs, Integration, Learning About Your Students

Tortoise Brained Learning and Students

In my last post I focussed on the philosophical belief that quality vs quantity of professional learning is a more effective way of enhancing pedagogical practice. What does that mean for my classroom instruction? As I grow to understand the presence of different learning styles in my class, the presence of multiple intelligences and the wide variety of learning rates it forces me to re-examine both the long term and short term planning that I set up.

In the earlier part of my career my long-range plans were reflective of an efficient way to ensure that all of the curricula was covered. This I now refer to as curriculum planning and not student centred planning. As my understanding of differentiated learning and assessment grew, so did the need to adjust the way my planning unfolded. What I had experienced was a short-term understanding of content and when that topic was revisited months later there seemed to be a regression in the level of understanding of my students. That forced me to ask myself as to how well they had really learned the content in the first place.

Through years of experimenting with both my long range planning and unit design there arose two aha moments for me. The first was the need to revisit big ideas (overall expectations) through a spiralling curriculum. This means that I would chunk the content into more manageable pieces and revisit the content several times over the course of the year (quality vs quantity).

The second profound understanding was in time management and how do I accomplish the ability to revisit overall expectations with so many demands on the school day. Thus came the desire to increase my skill set in integrating learning across a variety of curricula. The following is a direct reference from the 2006 Ontario Language Curriculum:

In cross-curricular learning, students are provided with opportunities to learn and use related content and/or skills in two or more subjects. For example, teachers can use social studies reading material in their language lessons, and incorporate instruction in how to read non-fiction materials into their social studies lessons. In mathematics, students learn to identify the relevant information in a word problem in order to clarify what is being asked. In science and technology, they build subject-specific vocabulary, interpret diagrams and charts, and read instructions relating to investigations and procedures. All subjects require that students communicate what they have learned, orally and in writing. Their studies in the different subject areas help students develop their language skills, providing them with authentic purposes for reading, writing, listening, speaking, viewing, and representing.

Needless to say, this is a spiralling learning experience for me as I continue to help my students consolidate the learning that they are a part of each and every day.

Tisha Nelson Building Inclusion, Communication with Parents and Guardians, Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Equity, General, Integration, Literacy, Math, Use of Technology

Suggestions for Making Your Classroom ELL Friendly

This year I have the opportunity to serve my school as an English as Second Language (ESL) teacher for the first time. This privilege allows me to support students in Primary, Junior and Intermediate grades as they navigate the landscape of school and English language acquisition. But to be honest, I have alway been an ESL teacher. Since my very first year of teaching, my classes have always had students for whom English was not their first language. In this way, we are all ESL teachers regardless of if we have the designation or not. Similarly, if we take the notion of learning English literally, all of our students are English Language learners because they are constantly being introduced to new vocabulary and are learning the nuances of academic language for oral communication, reading and writing. In Ontario, however, the term English Language Learner or ELL, is defined as a student “born in Canada or newcomers whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools” (Many Roots, p. 51). Knowing this, how might classroom teachers tweak their practice to make their classrooms ELL friendly? I offer 4 easy teacher practices that will support ELLs in any classroom.

1. Keep expectations developmentally appropriate.
The ways we view our students determines the kind of learning we invite them to. This sentiment is particularly important to understand when designing programs that address the learning needs of students for whom English is a new language. Learning a new language, by any account, is a task of both perseverance and determination. As such, we need to be mindful that our English language learners have a multitasked learning situation. Focusing on the skills they bring from their native language as opposed to the limitations they have as they acquire English nurtures an asset based approach to engaging students as capable learners. When we embrace this mindset towards teaching English language learners, we can maintain high expectations for all students. Valuing the prior learning of all students, including ELLs in imperative in building upward to new understandings. Inviting students to share what they already know about a topic is always a great starting point for learning. Students who are English language learners have prior knowledge and this knowledge may or may not exist in their native Language. Regardless, valuing students’ prior knowledge solidifies the difference between cognition and language acquisition as two separate and distinct processes. For the most part, English language learners are developmentally ready for the learning that their peers are engaged in – they simply need to acquire the English skills to make the thinking that is already taking place in their minds visible in English.

2. Value students’ first language.
Nurturing an inclusive classroom community lets students know that they are both valued and respected as learners. Inviting students to continue to use and develop their native language is another way not only to accommodate ELLs but also to keep the learning expectations high. When students are able to use their native language to demonstrate their understanding and thinking in tasks that invite cognitive demand, the transition to English does not lower the expectation but rather accommodate the student’s opportunity for engaging deeply with ideas. The English language is further acquired when students translate their thoughts into English rather than the other way around. Valuing students’ first language can also be demonstrated by creating dual language or multilingual learning resources. With the partnership of students who are also native speakers of additional languages, parent volunteers, colleges and community partnerships, teachers can prepare translated learning resources for all students to use.

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Students are invited to participate in collaborative learning experiences by expressing their  ideas using their first language

    
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Dual Language posters translated in traditional Chinese to support English Language learners in my class.

3. Develop new vocabulary in context with the help of online resources.
When students are invited to continue to use and development their fluency of their native languages, teachers can employ many new technologies that can support English acquisition while yet maintaining native language fluency. Using tools such as Google Translate can serve as a bridge between a student’s first language and English. Similarly, introducing new vocabulary in context makes both social academic learning more meaningful in English. An idea or word may not be unfamiliar to a student learning English in that they may already have an understanding of the concept in their native language. When this happens, using tools such as Google Images and YouTube can serve as a bridge to comprehension of and acquiring English words. Word walls are also useful resources for students in all grade levels and for all subject areas. It is a tool to support students as they acquire new vocabulary in the context of their learning. In this way, all students can be viewed as English language learners as they engage in expanding their academic vocabulary. The inclusion of students’ native language on word walls is a simple accommodation that goes a long way to supporting student learning. The gesture speaks to the value for the student’s native language and a respect for the process of learning English. Native English speakers can also benefit from the dual language approach in that they can be exposed to the languages of the world and additional ways of knowing.

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I asked my students to add Chinese translations to our Math word wall. This highlighted the relationships between numbers, as the ideas of addition and multiplication are embedded in the ways Chinese numerals are written.

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This is a screenshot of what a Grade 2 student, a stage 1 ELL, wrote as she was communicating an idea with me. I used Google Translate to take a picture of her writing and was able to translate and further communicate with her.

4. Embrace inclusive practices when communicating with parents.
When a student is an English language learner, it is important to also be aware of their parent or guardian’s experience with English as well. Whenever possible, supporting parents in the journey of their child’s language acquisition should be considered. Using resources mentioned above in addition to school-board translators and parent volunteers when communicating with parents is also crucial when English is also being acquired by parents. Ensuring that partnerships between students, teachers and parents is essential for the success of all children. We should be mindful to support parents who are English language learners in the context of the kind of communication that goes home, the necessary accommodations in place for parent-teacher meetings and the information needed for navigating the Ontario school system are essential in order to leverage the playing field for success.

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The first page of a presentation to the parents of my students during Curriculum Night.

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An assessment report sent home as communication to parents about student achievement.

Teachers in Ontario school are all ESL teachers and our students all, English language learners. Designing classroom spaces and learning opportunities with the principles of universal design will support English language learners but also enhance the learning experience of native English speakers. Keeping learning expectations high for all students, valuing students native languages and inviting parents as partners are essential ingredients to providing an enriched learning experience for English language learners. For more information check out the ministry document Many Roots Many Voices:Supporting English Language Learners in Every Classroom A Practical Guide for Ontario Educators https://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf.

Alison.Board Assessment, Classroom Management, Differentiated Instruction, Integration, Planning, Report Cards, Use of Technology

Starting Over

 

 

January can feel like September. It is an opportunity to initiate new routines and expectations or inject something new into your current program. For many teachers, the last weeks of school in December before the break is challenging. Students are excited about the anticipated break; programs are interrupted with practices for concerts and special assemblies; and teachers are hanging on as they maintain or try to maintain a normal environment.

With the much needed break, students and teachers return to school refreshed. Many will not admit it, but look forward to the return of a regular routine. Take this opportunity to get your students quickly involved in new learning that may have been hard to tackle in December. There are at least three weeks of school before the cut-off for term one reporting. Assigning projects the first week back will focus the students directly, and provide you with assessments needed at the end of January.

Over the holidays, I have prepared an outline for the Biodiversity Infographic that I will be assigning my Grade 6 students the first week back. It will provide assessment both in Science and Media Literacy. I have also been considering an autobiography or biography project for my class. I am still working on the outline but I am thinking about a booklet that will include entries in writing and art. To differentiate to all levels for both projects, I will provide graphic organizers, allow choice of topics, and encourage students to create their works in print or with technology.

Take something that has inspired you over the holidays, (travel, nature, art, movies) and find a way to bring that interest to the classroom. It is surprising the connections you will make to the curriculum and the enthusiasm that you will share with your students.

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Erin.Grewar General, Integration, Questioning, Year End Activities

Keeping the Wheels Turning As the Year Winds Down – Detective Stories

Yes, it’s that time of year again – summer vacation on the horizon but before getting there, you must survive the last few weeks of French with the Grade 8s.  In case you’re not familiar with that scenario, getting them to do any work can be “a most frustratingly futile experience which sees your heart rate and blood pressure soar.” And that’s putting it politely. Although I agree with Mike about the need to have the students working on something that motivates and engages them, the challenge with seeing your students for one period a day is that there is little continuity at this time of year with it being a time of constant disruptions. What I’ve more or less resorted to by the last two weeks of school is mini activities that span a range of 1 to 3 classes. One that I’ve found they’ve enjoyed is the Murder Mystery activities. There is nothing more enjoyable than seeing your students thinking, debating and collaborating during this time when the most energy they seem to be able to muster is devoted to them repeatedly asking you why you’re still making them do work. Although I started off this post talking about Grade 8s, this is actually an activity that could work with a rannge of grade levels. I found  a couple of online sites suited for students which had a variety of mysteries (and even magic tricks as a bonus). Two that were particularly are listed below. I also found the Schoastic website helpful for ideas to develop a whole unit (ideas for next year…)  As for finding material in French, I was not overly successful. There was one site Polar FLE that seemed to be fairly good but again as a Core French teacher, you’ll probably find that you will need to translate and adapt the material so that your students can easily follow along. Happy sleuthing!

www.kidsmysterynet.com

www.42explore.com

 

Alison.Board Differentiated Instruction, Diverse Learning Needs, Integration, Use of Technology

Integrating Learning with Technology

 

 

 

  “Some teachers feel technology is being pushed on them, especially those who struggle with it. They might start using technology just for the sake of using it. This has shown to be an ineffective method for both tech-savvy and tech-challenged teachers. There is a big difference between using technology to teach and the successful integration of technology into lesson plans.“(http://www.edutopia.org/blog/help-teachers-struggling-with-technology-josh-work)


Here are some suggestions to integrate technology in a meaningful way that connects to curriculum:
  • in primary grades, use programs like Kidpix to have students create 2-D representations to demonstrate understanding for Science (Life Systems, Structures and Mechanisms)
  • watch videos of dance performances, (YouTube) and have students respond
  • have students select nature/architecture photo from images or take a photo with iPad and write poem to accompany photo/image
  • using spoken word poetry in the classroom https://www.youtube.com/playlist?list=PLC5PJtWBigV2f4TM4Gx7IlPe1ummqg5jt
Also, don’t feel that you have to be an expert before you “teach” the technology to your students. Think of yourself as a facilitator of a technological opportunity! You can and will learn along with your students.
Photo of Alison Board
Alison.Board General, Inquiry, Integration, Planning

Big Idea of Balancing Needs

Back in October, I wrote about the 4 big questions we would use as a lens to consider our curriculum. I had noted that the first question, How do we balance our needs with the needs of others? was presented in September, but students were cautious. It was as though they weren’t sure what the right answer was, or how to form their own opinions based on their own experiences and the information they were learning in class. A bulletin board in the classroom was set-up dedicated for items we may collect that would contribute to our understanding as we worked to answer this question. When I taught grade 1/2s, they enjoyed adding information or images to our research board and watching the accumulation of ideas as the board filled.

In the grade 5/6 class this year, the concept of collecting representations of related ideas was difficult for them to either grasp or see as worthwhile. So as we discussed new books or issues, I would add something to our Inquiry Research board. Needless to say, it was more sparse than the research boards I was used to seeing in the younger grades. One of the first additions to the board was to add their initial responses to the question. This provides a good starting point. So, when asked How do we balance our needs with others?, the students responded with:

  • “Be kind and friendly.”
  • “Cooperate with others.”
  • “Eat healthy.”
  • “Some people in some countries don’t have food to eat, so don’t let your food go to waste.”
  • “Treat others the way you want to be treated, for example, if you’re mean to your brother he will be too.”
When I reviewed the responses I had to ask myself if the students understood what needs were and if they were providing answers they thought were “right.” The answers seemed like stock answers for a variety of questions, but not the question that I had asked of them. I realized we needed to backtrack and look at needs and understand them by definition. We considered what needs are (physical, emotional, and group needs).
Then, to understand the meaning of the balance between individuals or groups, we used books such as “The Encounter” and “Sees Behind Trees” to deepen through read-alouds and discussions. I was surprised that a visual of a scale was what really worked to help them grasp the concept. We then used that image to look at the curriculum to consider:
  • needs of First Nations vs. European explorers
  • needs of Space Explorers
  • needs of residents in areas of development (Fracking for gas extraction) – a topic that emerged from our look at matter.
At the end of our inquiry, students provided responses that showed a better understanding of needs and some were able to use specific examples from their learning:
“The Europeans wanted to change First Nations’ culture but what they didn’t know was that First Nations already had a culture – Nature was their god but the Europeans didn’t know that.”
 
“Balancing your needs is how you manage things in your life. The needs of the First Nations didn’t matter (to the Europeans). Nobody cared about their religion. They felt useless.”
 
“Some people need more than others.”
 
“I don’t think that they balanced their needs with First Nations when they took their children to schools far away so they can forget their culture and their language.”
 
Now in class, students continue to make connections about needs. They also consider their own needs as something that requires balance with those around them like their family, and especially other students. Going through the first Big Idea required more scaffolding than I planned, however it was necessary for the students to understand how to consider their knowledge in the context of bigger idea or question. We are now moving on to another question/lens, “How do people overcome challenges?” I am predicting richer responses from the initial question and the culminating task.