Learning in a Real Life Context

June 6, 2012June 19, 2012 Erin.Grewar Celebrating Success, Learning in a Real Life Context, Planning, Year End Activities

Summer’s Here! Oh yeah, it’s only the beginning of June (Part 2)

Pen Pals – Corresponding with Other Teachers and Students

Pen pals (via actual paper!! or computer) is a great way to link up with other students and teachers. This is something that is wonderful to do throughout the course of the entire school year but it’s also a fun thing to end off with as well. You have a couple options – actual correspondence with francophone students or even writing back and forth to your colleague’s classes at a different school. I’ve found that the yearbook page is a perfect lead in to this activity since students basically have already created their profile in French and can choose to alter it as they wish.

If you’re starting this activity in June, chances are, you’ll only have the time for one exchange but it is still worth it since students will naturally anticipate getting a reply to their letter. Something to consider is also meeting up with the other class and having some kind of event (café/speed meeting, etc) where they can meet and have a personal discussion in French. This exchange can be continued next year when students can continue to build a relationship through correspondence and even future meetings. Not only is this a great opportunity for the students, it also naturally provides a chance for teachers to collaborate with colleagues (much more rare for Core French teachers) on projects and even field trips.

Out of the Mouths of …..Former Students – Serious Words of Advice

Not to give the impression that the entire month of June is a time-filler but between class parties, field excursions, awards assemblies, tournaments, end of the year trips, graduation, etc, there are many days where you need a short/bridge activity. I stumbled across this particular idea entirely by accident when I bumped into four former students in the hallway. With an assembly that unexpectedly ended 40 minutes early and with no energy to entertain the hordes with another French game, I more or less coerced them to come into my class and give a short, impromptu talk about life in high school, and of course, their experience with secondary French.

Tiring of the oft repeated and unheeded “You’re going to need this in Grade 9…,” I figured it would provide my class with real-life renditions of high school experiences and dispel some commonly-held beliefs (or jaded accounts by ill-intentioned older siblings). What resulted was a spontaneous, dynamic discussion that covered a range of topics – challenges, differences with elementary school, preparedness, things they would have done differently, etc.

If you really wanted to play up the French part, it would be a good idea to invite those students who pursued French through high school and to discuss international travel opportunities and future studies/career choices. Somehow, it made a real difference having this frank, open discussion with former peers. They were engaged and because of their familiarity, took their advice seriously. In fact, it was so successful, they willingly agreed to stay and talk to my next class as well. From that year onwards, I always made a point to invite former students back for the same type of discussion. Not only was it beneficial to my grade 8s, it was also an empowering experience for my guest speakers as well.

May 25, 2012May 25, 2012 Carmen.Oliveira Celebrating Success, Learning in a Real Life Context

Students as Teachers: the Power of Modelling

Our school organized the annual “Jump Rope for Heart” play day to raise funds and awareness of the importance of heart health. Since our Grade 5/6 classes are quite responsible, it was decided that the Grade 6s run the events, the Grade 5s act as team leaders and teachers simply supervise to make sure things ran smoothly. What I witnessed that afternoon was nothing short of pure pride and astonishment at watching “mini” teachers at their best!

Team leaders would arrive at the stations and immediately count to make sure they had every child (JK-Gr4) accounted for. They would then make sure that the children were sitting and paying attention to the station supervisors. I was thoroughly impressed as I listened to the way they spoke with the younger children. “You’ll get to have fun right after we find out how to play this game. Remember that listening carefully makes it easier to understand what you need to do. We’ll be asking you to repeat the instructions so make sure you listen.” Wow. I took out a camera to film and photograph these meaningful moments. The team leaders then proceeded to explain and model each step. They divided the children into those who felt comfortable with the activity and those that needed extra help. As each group worked on their skipping skills, a leader continued to support them and modify steps so each child was successful! “It seems like this may be challenging for you and that’s ok because you’re just starting to learn this. You’re doing really well. I’ll modify it for you to make it easier, then we can try going faster.” Did she just say “modify?” One of my favourite moments was watching them celebrate each students’ success. High-fives were shared, cheers were abundant, and positive encouragement such as, “You did it! You’re amazing! I knew you could do it!” was given to everyone. I simply sat back with a huge smile across my face as other teachers noticed the same thing.

Afterward, I showed them the video and let them know how amazed I was at what I saw that afternoon. My students were proud, of course, but they reminded me that in our classroom that’s how we talk and act (most of the time). “We’re doing what you do Mrs. O!”

The truth is that our actions are much more powerful than our words and if we want to teach children how to behave, learn, think critically, etc. the best way to do so is to model it in our daily classroom experiences. I cannot stress enough the power of good modelling, self-reflection, and the celebration of success as we try to teach our students to become independent, motivated, self-confident individuals.

April 26, 2012 Erin.Grewar Assessment, Diverse Learning Needs, Learning in a Real Life Context, Professional Learning and Growth

Communicative Approach – On y parle!

In my recent blog, I commented on the latest approach ripping through the world of Core French like an F5 tornado. In all honesty, it might not be all that avant-garde since many of you are probably already covering some of the basics. What makes the communicative approach interesting to both students and teachers alike is that it is quite practical and offers kids an opportunity to actually speak French. I say “actually” because having students speak in French can sometimes seems achingly futile when, once dialogue scripts are removed, they seem not to be able to say much of anything. However, based on some suggestions from the workshop I attended and feedback from my students, we came up with a summative task that was quite successful for all.

For the past month, we had been working on a music-related theme and focusing largely on the grammatical concepts of adverbs, making comparisons and opinion-based statements. For our speaking assessment then, I proposed 3 options for having them create a natural, authentic dialogue between two/more people discussing their musical tastes:

(A) meeting in a music store
(B) calling in to a radio station and debating between two newly released songs
(C) scenario of their choice.

After handing them all a sample dialogue, I had them find and highlight the grammatical concepts (e.g., find and underline all the adverbs) to draw their attention to familiar elements. I find that always handing out an exemplar is fundamental in establishing your expectations and getting them to use vocabulary and language structures taught in class instead of ending up with a bad Google translation. What I did a little differently after that was ask the class what could be incorporated to make the dialogue sound more realistic and authentic. At that point, we brainstormed a bunch of expressions and inserted them appropriately and by the end, had come up with a great conversation.

Lastly, here are two suggestions that I have also found to greatly improve the quality of work (to be used also with written assignments). Make sure to continuously reference anchor charts posted around the room which for me, included how to structure a comparison, adverbs that add meaning, phrases related to expressing an opinion and brainstormed vocabulary. Finally, as a daily shared speaking activity, have four to five students answer various questions orally that could relate to the dialogue to get them accustomed to spontaneously speaking in French. Take a sample level 3 answer, write it on the board, and then modeling the use of anchor charts, insert expressions to demonstrate how to construct a level 4 reply. By the time of the dialogue, students will feel more at ease with the vocabulary/pronunciation and they will independently be able to add more complexity to their speaking. Bonne chance!

April 11, 2012April 11, 2012 Alison.Board Communication with Parents and Guardians, Learning in a Real Life Context, Planning

Excursions

When I taught Kindergarten last year, it was a half-day program. This was challenging for excursions, since we only had a two and half hour window to go somewhere and get back to the school so the children could meet their day-care providers for pick-up. This year, with my Grade 1/2 class, I have enjoyed many class trips. Most of them I organized or booked back in September to support the learning of our “big ideas.” A couple of trips were more spontaneous, like a trip to hear an orchestra, which was organized by the school.

On one of the trips, a parent volunteer that joined us for the day asked, ” Why do some classes in the school have more trips than others?” She thought that the trips were arranged by the school (administration?) for each particular class. This surprised me, but I explained that it was the discretion of the teacher. Years ago, my mentor suggested taking students on a trip once a month. I remembered this, and tried it out this year.

The places we visited were connected to our big ideas. I found the excursions worthwhile as it engaged the students, affirmed our sense of community as we ventured out of the school together, and provided alternative contexts for the students to create new connections and understanding. We visited a variety of facilities ranging from museums to conservation parks, which offered a range of indoor and outdoor experiences appealing to the many learning styles of the students.

Taking photos on the trip is a great way to document the learning. These photos can be shared with parents on a website as a form of communication or presented back to the students to promote more questions and thoughts. I often asked the students the same question when we returned, “What did you notice?” And it always amazed me how this open-ended question elicited observations that I never expected. We then recorded the observations of the students and used them for further investigation or discussion.

Class trips are like family vacations, you may not recall day to day events, but you often remember the big trips with happy memories.

Our class gets a guided tour at the zoo.

April 1, 2012April 2, 2012 Alison.Board Assessment, Diverse Learning Needs, General, Learning About Your Students, Learning in a Real Life Context, Planning, Professional Learning and Growth, Resources

Big Ideas as Themes

I enjoyed reading Sangeeta’s blog and the meaningful themes that her students are learning about in her classroom. When she says, “there are some conflicting opinions about the use of themes in teaching” it is more likely the use of themes that lack relevance, scope, and purpose, such as a theme devoted entirely to apples or penguins. The themes that Sangeeta have chosen are meaningful to her students and it is evident that she has selected them as the needs of her students have emerged throughout the year.

In my Grade 1 and 2 class we are learning the curriculum using similar themes, though we call them big ideas. These big ideas are umbrellas for the various subjects and strands that we are working on. The big idea provides a lens to consider our world. I used a question format for the students, asking them “What is hope?” at the beginning of the 2 month inquiry, then again at the end.

Here are my reflections on the first big idea that we embarked on back in September:

By recording the children’s responses I could see that the children had similar ideas of hope as wanting or wishing, such as “I hope I get a new toy.” Only one comment (made by L.) seemed to differ in that it touched on worry or care for others. The children need an opportunity to consider hope in a deeper context. I looked at the sub-questions developed in connection to the Science and Social Studies curriculum, Why is hope important to our community? How is hope different for other communities around the world? How do the sun, air, and water (as energy/life source) give hope to people in our community and other communities around the world?

I needed to find rich texts to read aloud that would provide the opportunity to discuss the idea of hope in relation to our own community and communities elsewhere in the world.

The following four texts became the foundation for our inquiry that were not in the original long range plan:

Poor Fish (local and global environment)	Listen to the Wind (Korphe, Pakistan)
Lila and the Secret of Rain (Africa)	The Whispering Cloth (Thailand)

In my long range plans, I had outlined the culminating task as a fabric picture, using a variety of textiles to represent their understanding of hope in the context of their local community (grade one) or another community in the world (grade two). Part of our learning included a class trip to the Textile Museum of Canada. This trip provided us with information about the symbolism and purpose of clothing in African cultures. It also gave the students an opportunity to explore textiles, wool, and weaving in a hands-on area.

After our trip to the Museum of Textiles, extended “inquiry time” in the class to pursue topics and interests at various centers, and discussions around our four foundation books, the children started to make their own observations and connections. Integrating the science curriculum for both grades, which included focus on the sun’s energy (grade 1) and the need for air and water (grade 2) contributed to their understanding of the texts. I asked the children again “What is hope?”

M.: To keep the environment clean.

L.: To build a school.

A.: For rain to cool down the land, fill the wells so people will not die.

M.: To live in a new country; to have a home.

K.: To go to school.

The children’s responses are reflecting their understanding of hope in other contexts. I see them making connections between the books that we read. They are also showing interest in locating the various countries that are the settings for the texts. When we were in the computer lab many of the children searched their country of interest on Google Earth. Some students were surprised to see the snow covered mountainous terrain of Korph, Pakistan. What a difference when they compared the region to their own street where they live.

L. takes her chair to work by the map where she is working on locating Korphe, Pakistan and describing its climate.

When it came time for the culminating project, I doubted my decision to rely on the fabric representation for assessment. So, I created a graphic organizer or template for the children to complete first.

Grade 2 student, L.,uses detailed drawings to represent her knowledge when comparing her community with a community in Pakistan. Note the curly lines in the mountains representing the effects of the air as wind in the higher altitude of Korphe.

L.’s fabric representation shows the altitude of the Korphe community, the challenge of the water that was previously crossed using a wire pulley and a box to sit in, as well as the wise man who slipped. Their need for a bridge to connect them to building supplies and resources is more clearly needed before planning for a school.

A Grade 2 student, uses fabric to effectively demonstrate her understanding of the dry African landscape. She has also shown perspective with a home and person in the background on the horizontal line, skills that were explored during instruction of the visual arts curriculum.

At the end of the inquiry, I asked the students if their ideas had changed about hope;

K.: Hope is more about needing something, like a place to live, food or water to survive.

L.: We pretty much have everything we need.

In addition to the observations, recorded conservations, and demonstrations of understanding through their independent works – their final responses to the question “What is hope” showed how much they had learned from the first day we considered this big idea.

March 29, 2012March 30, 2012 Sangeeta.McAuley Building Inclusion, Learning About Your Students, Learning in a Real Life Context, Planning, Social Justice, Use of Technology

Themes As the Driving Force

While there are some conflicting opinions about the use of themes in teaching, I have found that they are extremely powerful tools we can use to help our students connect their world to curriculum subjects.

I began my school year with the theme of Identity, so my Grade 4 students could know more about who they are as individuals. We examined factors like religion, gender, family, and media and how they play a role in shaping our identities. I was particularly excited to zero in on gender, in an attempt to work on one of the UN Millennium goals:

Goal #3 – Promote Gender Equality and Empower Women (http://www.un.org/millenniumgoals/)

This led us to discuss stereotypes that can exist for males and females and through drama, visual arts and writing, my students reflected on their experiences and how stereotypes can lead to exclusion. We read personal stories and viewed clips from the site, “Because I Am A Girl” (http://becauseiamagirl.ca/) and they mapped places in the world where these stories came from and looked for patterns. At the end, students wrote about themselves and their learning in a blown-up version of their individual fingerprints.

Over the course of working within this theme, I began to see the challenges my students had with the concept of Choice and realized I had found my next theme to explore with them.

Goal #1 – End Poverty and Hunger

Goal #2 – Achieve Universal Education

My students made puppet shows on iPads to illustrate a time when they had to make a difficult choice and we studied persuasive writing and how their voices can have an impact on the choices others make. Closer to the holiday season, we planned a fundraiser and I shared Unicef’s website and the survival gifts program (www.unicef.ca/). They convinced me that we should raise money to send a child to school because that would decrease the chances of this child living in poverty. So, we sold popcorn throughout our school, in the hopes of raising $75 to send a child to school. My students designed posters, they went to each class in the school and shared our idea, they counted and tracked the money that came in with the orders and to our surprise, we raised $300 and were able to send 4 children to school. Their one condition before I made the donation: can you please make sure that it is 2 boys and 2 girls?

Over the holidays, I contemplated how relatively quiet my mind was because I wasn’t hearing the daily concerns: he’s not sharing the soccer ball, I can’t find a teacher to help me outside, no one will play with me. In order to help my students with some of these issues, I needed to move to Power and its role in relationships and specifically on the playground. My students took post-its notes outside to record when they heard power being used and we studied about power in science through light and sound. They wrote articles for a class newspaper that outlined powerful people in our school and my personal favourite, we discussed imbalance in power, which led to yoga during our gym periods.

As I move into my last theme of the year, Agents of Change, Mission Impossible music plays in the background while my students are designing badges and creating surveys which will provide them with the data they need to make changes within our school.

Goal #7 – Ensure Environmental Sustainability

When my colleagues ask me how I find time to teach the curriculum, I say: The themes are my curriculum, they are what drive me to make connections for my students.

March 21, 2012 Erin.Grewar Learning in a Real Life Context, Professional Learning and Growth

Communicating (OMG) in French – A New Approach

I know that it can be a real struggle to get your students to communicate in French. Although initially enthusiastic in grade 4, by the time they hit grades 7 and 8, they are reluctant at best. I recently went to a workshop regarding the communicative approach which made me evaluate (apart from being forced to during the course of the session with those reflection activities) my current teaching practices. It’s always rewarding and energizing to be presented with a challenge and new ideas to try out. For those of you who might not have had the chance to attend any PD on the new philosophy rocking the world of FSL, I thought I’d sum up a few things to take into consideration when planning your next oral activity.

choose a reasonable task that reflects student interests and abilities
prepare students thoroughly by planning a progression of short activities that incorporate increasing degrees of communication
with your students, establish a list of expressions that they will need to use during the activity and have it displayed for reference
MAKE them communicate in French but in a way that is meaningful and authentic

Now that you hopefully have some food for thought, I’ll update you in my future blogs as to which activities I’ve created and tried out. In the meantime, loosen up, collaborate with your students for some ideas, be creative and have fun!

March 19, 2012March 19, 2012 Samantha.Perrin Assessment, Building Inclusion, Learning in a Real Life Context, Occasional Teaching

Saying Goodbye…

Last week, my Long Term Occasional assignment ended. Leaving a classroom three quarters into the year creates some mixed reactions from both students and me, their teacher. Part of me feels a little bit of sadness, knowing that I will miss my students, new colleagues and familiarity of the school I worked at, but I also feel a sense of a renewed resolve, to continue getting to know new schools, and developing other collegial connections that could lead to a permanent contract. Mindful of the upcoming ‘goodbye’ and end of my contract, I did my best to prepare my students for the transition of me leaving and make it a meaningful and positive experience for them.

Throughout the school year, I collected pieces of student work and filed them away. During the last month of my contract, I was hard at work afterschool and evenings, glue-stick in hand, creating a scrapbook of each student’s work. These pieces consisted of writing pieces, crafts, drawings, photographs, math activities that showed the students’ progress. I can’t say that I loved the hours of sorting and sticky fingers that were associated with the task, but I knew that the end result would be worth it. The final addition to their scrapbook was a photograph of me with each student and a ‘goodbye’ poem.

On my last day with the students, and before we had our ‘goodbye’ party, I settled the students and spoke to them about ‘reflecting on our learning’. I encouraged them to recall how some of them struggled with spelling their names at the beginning of the year, and many didn’t know how to read yet or spell many words. I reminded them of the many hours we had spent together at school, how they persevered and had accomplished so much. I then sent the students off with their scrapbook to look at and reflect on the learning and fun that we had done throughout the year. It was interesting to hear some students share their reflections: “Look, Ms. Perrin, in September I didn’t know that my R’s were facing in the wrong direction”. “Why didn’t I finish a lot of my work? Oh yeah, I wasn’t good at focusing so well then”.

Many of them were excited to see a personalized photo of themselves with me, and I was happy to have given them something that demonstrated their learning, and something that they could reflect upon and remember me by. I believe that I have given my students a meaningful ‘goodbye’ as demonstrated by the enormous hugs I received, thoughtful cards and requests to come back and visit. I am grateful to have had the opportunity to have touched my student’s lives in some way, and am equally grateful to have learned so much about Grade 1, from my students.

I’m certain that my next step of daily occasional teaching will bring forth different stirrings of emotions and experiences and it will be inevitable: a lot of learning will take place. Wish me luck!

March 4, 2012 Carmen.Oliveira Assessment, Communication Tools, Diverse Learning Needs, Learning in a Real Life Context, Resources, Use of Technology

Engaging and Supporting Kids Through Technology

One of my favourite moments to take in during a school day is watching kids as they become completely engaged in their learning. I love to see their eyes light up, their facial expressions full of curiosity, and the buzz of interested voices in deep conversation. It’s what teaching and learning should be all about.

In our classroom, this experience often happens when kids build on and explore topics and concepts through the use of technology. We are fortunate to have a SMART board and a set of laptops which we use on a regular basis to support our lessons. It’s quite interesting to see the difference between how the students view and use technology now and how they did in the beginning, when everything was a novelty. Through guided lessons on how to use technology to support our learning in constructive and meaningful ways, students moved away from simply wanting to play games to using it as a tool for research, independent reading, organizing their work, communicating with myself and their classmates, presenting projects and assignments in various creative formats, but of course, playing educational games is always an added treat!

Last week we had a metric conversion competition between each group by using an online game. You would have thought you were watching the final of the World Cup of soccer with the cheering and excitement in the classroom. Watching the teams work together to solve the metric conversions was a delight (they got extra points for demonstrating their cooperation skills) and I used it as an opportunity to assess their learning of the math concepts.

Using computers and laptops is just another way to add to the learning experience and it works when students become responsible for using technology at appropriate times and for appropriate reasons. It’s not that I think we must have technology to teach engaging lessons and keep kids interested in their learning but in the reality we face today as educators, it sure is a very helpful tool!

Students use a laptop to read a newspaper story and discuss their ideas and opinions through guiding questions.

Students testing their knowledge of energy conservation by "living" in an online home and applying their learning.

A group uses recess time (their decision!) to work on a project involving the presentation of a PSA and brochure.

February 28, 2012February 29, 2012 Alison.Board Assessment, Diverse Learning Needs, Learning About Your Students, Learning in a Real Life Context, Planning

Opportunities Beyond the Classroom

This week is our school’s Speech Arts Competition. It was introduced at a staff meeting with the hopes that all classes would participate. Some teachers are enthusiastic, some are not participating, while others (like myself) are using it as an opportunity to focus on oral language skills. I am presenting it to the students more as an opportunity than a “have-to”. There are kids who are thrilled to create or memorize a poem, add dramatic flair and share it with the class. There are others that are anxious about selecting a poem, being able to memorize it, and having to present in front of their peers. Despite emails of worry from concerned parents of the anxious children, I continue to remain calm and relaxed about the process. It is the process that I want the children to learn from. If a few of the students are too nervous, they can recite their piece to me quietly when students are working independently. This option has eased their worry, however I am sure that when the time comes they will be fine, as a sense of community and support already exists within the group.

There are so many opportunities at our school for those who are confident expressing themselves in writing, visual art, or sports. I think that the Speech Arts Contest will appeal to those students who have abilities in oral language and drama. There are so many forms of expression, yet children are often presented with the same options. As teachers, we need to look for opportunities to explore other options and to provide students with a multitude of languages for self-expression, whether it is sculpture, nature, music, or math. I have one student who is often invisible in group discussions. Yet, if I play music or show a video with music, her face lights up, she moves to the beat, and she becomes the most visible.

With over 30 teachers and 500 students, our school buzzes with activity and events. It can be overwhelming for some (like myself) to participate in all the opportunities that are created by various staff members, such as growing seeds and tending our school garden, attending the Toronto Symphony Orchestra, participating in food drives, or sending Valentine’s to the Senior’s home, in addition to your own class trips and activities. However, I have realized that these are opportunities for the students to experience forms of expression beyond what I may provide in the classroom. If you can connect these opportunities with your own plans (such as graphing for Data Management during the food drives), the learning and the experience becomes authentic.