Wild About Vancouver

Wild About Vancouver is a celebration of the outdoors being held from April 18-25, 2018.  Activities are planned by individuals, schools, sports organizations and community groups and centres.  All activities planned during the week are free to participants.   The goal for the week is to generate lots of energy, ideas and momentum for participation in outdoor learning, activities and fun that continues well beyond the week long celebration.  There are lots of opportunities to participate.

  1. Get ideas and register on the Wild About Vancouver  website. Tweet out lesson ideas, activities, events and blog links.  Be sure to include @WildAboutVan so we can retweet and generate some excitement!

Hashtags #getoutside #getoutdoors #outdoorlearning #outdoorclassroom #natureschool 

3.  Email blog posts to banack@ubc.ca

4.  Encourage a friend to participate in an outdoor activity.

  • Ideas from University Hill Elementary School for the 2018 Wild About Vancouver
    • scheduled weekly nature school / outdoor learning experiences
    • Hatch butterflies in the classroom
    • Create a butterfly garden for them to live in when they are released
    • Create an Outdoor Classroom
    • Start a leadership group to teach playground games
    • Plant Potatoes.
    • Start Worm Composting
    • Raise salmon fry  and release them into the wild
    • Read Gillian Judson’s new book, A Walking Curriculum with your staff or community group and try out a few of the walks or ALL 60!
    • Host an Earth Day Barbeque

#GetOutside  #HaveFun

For those interested outdoor enthusiasts outside the Lower Mainland of Vancouver, British Columbia, consider of the continuing the movement in your community!

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PechaKucha Meets Ignite Meets Edvent

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PechaKucha, Ignite and Edvent presentations have various rules to govern the format. They have one basic elements in common, to engage the audience and communicate a message within a fast paced presentation.

PechaKucha Nights (PKNs) are a Japanese innovation to allow presentations from multiple presenters throughout the night.  20 slides are shown for 20 seconds each (6 minutes and 40 seconds in total) hence the name “PechaKucha” or “chitchat”.  How To Make a Petcha Kutcha is a YouTube “meta-kutcha” created by Marcus Weaver Hightower from The University of North Dakota.  He goes through all of the essential elements to consider, including slide show suggestions in the preparation.   Rosa Fazio @collabtime used Spark Video for her Ignite at The British Columbia Principals’ Vice Principals’ Association Friday Forum which was very powerful.

Ignite sessions are similar.  20 slides are advanced at intervals of 15 seconds for a total 5 minute presentations.  The 1st Ignite took place in Seattle in 2006 and the presentation format has spread exponentially to cities all over the world to multiple disciplines.

EDvents are less formal in form for educators coming together to “chitchat” about educational issues.  The inspirational quality of the 5 minute is presentation is at a premium to stimulate educational discourse between speakers at the event.  There could be one slide,  There could be props.  There could be an adherence to pechakucha or ignite format.  There could be a theme.  I presented on a “Menu for Meaningful Learning” in keeping with the food theme at EDvent 2017 in Burnaby, British Columbia.

The challenge of all of these formats is to remove all of the extraneous detail, to make the message succinct and content engaging.  My first “EDvent” was extremely stressful.  My ability to ad lib by reading the audience was stripped away by the need to follow a well-practiced script to ensure my presentation was coordinated with the timed slides.  It was different from any other presentation I had done, albeit not quite as stressful as my 9th Grade oral report on the tomato plant.  Fortunately I was surrounded by like-minded educators who were proud of me for being brave enough to take the risk.

I have been asked to do another ignite and I’m starting to think about how to improve on my last performance.  I’ve gone to two respected colleagues who have taken the “edvent” to an art form.  Gillian Judson @perfinker responded that a good ignite session “comes from a position of engagement and connects with the heart of the listener.”  Rosa Fazio @collabtime also shared similar wisdom:  “When I write an ignite, my goal is to make a connection between the head and the heart.”   There you have it!  The aspiration to connect and inspire the listener is what dictates the power of the presentation.

On April 17th, I will be attending another Edvent 2018 #tunEDin organized by Gabriel Pillay @GabrielPillay1 with the effervescent enthusiasm of his sister, Rose Pillay @RosePillay1 aka CandyBarQueen.   I am looking forward to connecting with other colleagues in Education, being inspired by the signature EDvent format and to glean helpful hints for my next ignite session.  I hope to see you there.

 

 

Holiday Reading Extravaganza

The holiday season invites a celebration.  Just before holidays, Grade 3 – 7 students at Tecumseh headed to the gym for the 3rd Reading Extravaganza of the year.  Kids were excited and clutching books in their hands.  Some of the books were from classroom collections.  Some were from the library.  Some books were from home and being brought to trade for some new books to add to personal libraries at home.  The common element was that all of the kids were VERY excited about going to the gym to read for an hour.  It begs the question, what are the things that have allowed the act of reading to generate such excitement?  There is no real magic in creating readers.

  1.  Create opportunities for positive memories of reading.
  2. Teach the skills for children to decode and understand text.
  3. Provide access to engaging fiction and non-fiction text to pique interest.

Students come to school with a variety of experiences with text.  Fortunately sharing stories with children has become a regular part of primary classrooms and many intermediate classrooms.  It has become a way to get to know students  and stimulate curiosity, as well as to teach reading comprehension skills.  In many schools such as ours, we have programs such as One To One Readers, which allow children to develop emergent skills and relationships with volunteers who are there because they love books and the kids they are working with.  Reading becomes an enjoyable venture where you can learn about things or characters that you care about and share a laugh or two.

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Children are also encouraged to read throughout the school for a variety of purposes and in a variety of spaces.  The lawn chairs by the Christmas tree were much sought after this season as a place to read.  At the Reading Extravaganza, gymnastics and yoga mats were pulled out and all children carefully removed their shoes before getting cozy on the mats. Benches pulled into shapes, lawn chairs and blankets were equally captivating spaces to read.

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With 350 students reading in a gym, it may surprise you that students actually engaged in reading.  We did have some conversation about what reading behaviours look like.  There was some good discussion around the differences of what people want when they read.  The desire to share a good part or laugh out loud, means that the environment is not going to be silent.  However we also discussed how we could be respectful to those readers not wanting to be interrupted.

The trade a book opportunity happened first with students surrendering the books they wanted to trade for popsicle sticks and then trading in their popsicle books for new books. Some children brought books to give away too.  I was also giving away many of the bookmarks and freebies from conferences and much of my classroom collection due to my impending move to another school.  Students demonstrating the reading behaviours we discussed were given popsicle sticks by the adults in the room to go pick a book or other reading item.   Most of our students have learned to self select books that interest them, but the students shopping for selections helped each other with favorite picks.  In some cases, students were choosing books they wanted to give to siblings or cousins or friends for Christmas.img_0319

As a reader and an educator, my heart warms to see kids engaged and enjoying reading. Give them books and opportunities to read and they will come and have fun!

 

 

Superheroes Champion Syrian Refugees via CBC Podcast

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1947 This suitcase carried belongings of mother and her four young children to Canada to start a new chapter of life

It all started with a suitcase on Human Rights Day on December 10, 2015.  Tecumseh students were first asked to reflect on the Syrian Refugee crisis.  Students wrote letters to Prime Minister Justin Trudeau expressing their desire for Syrian boys and girls to live in a place without war where they could go to school in safety.  They wrote heartwarming notes to Syrian refugees so they would know that Canada is a country that values human right and was welcoming to people wanting to start new chapters of their lives.

This project captured the mind and heart of Grade 5/6 teacher Marion Collins, who worked tirelessly to provide learning opportunities for teachers and students throughout the year in the spirit of the redesigned curriculum in British Columbia.  With the help of a grant from Promoting a Culture of Peace for Children Society, the suitcase became a symbol of the refugee experience and a work of art welcoming individuals to add their individual voice to the multicultural expression of Canada.  With the help of a grant from ReadingBC (the BC council of the International Reading Association), the writing component of the project grew to include stories and photos of the journey to Canada of Tecumseh students, clothing with messages to Syrian refugees to go in the suitcase, reflections of what students would grab if they needed to leave home in a hurry like refugees.

Last week, Science World hosted the Digital Fair of the Vancouver School Board.  Grade 5/6 students presented their Graphic Novels inspired by CBC podcasts.  Graphic novels featured student created Refugee Superheroes to equip Syrian refugees with the skills to cope with the experience of settling in a new Canadian home.  They use captions, time labels, sounds and speech bubble to demonstrate their innovative, creative and unique style.  Most of all, they continue on the spirit of welcoming that comes from children who understand the challenges and difficulties that accompany leaving your home to start a new chapter of life in another country.


Curriculum Learning at Gr.6 Camp

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Last week was the annual Grade 6 Camp Elphinstone experience.  For students on the South Slope of Vancouver, it is a game changer.  Most of the children come to camp and experience a plethora of “Firsts”.  This year some of those “firsts” included:

  • taking a ferry
  • staying in a cabin with friends
  • sighting a baby bear
  • watching a river otter poop
  • canoeing
  • kayaking
  • archery
  • catching a fish
  • swimming in the ocean
  • attempting to hit the bell at the top of the climbing wall
  • Meal time and Campfire ritual of songs and chants and debates
  • counting the seconds between the forked lightning and thunder
  • eating Mexican sushi (actually scrambled egg breakfast wraps)
  • setting the table, serving food, and cleaning up

The team building opportunity presented by the camp experience creates a  perfect opportunity to develop the essentials of social and emotional learning.  This results in a sense of belonging and a wonderful tone going into their final Grade 7 year of elementary school for Tecumseh students.  The YMCA has years of providing high quality programming for young people and has all of the elements of the camp experience down to perfection.  The camp rituals of family style food service and traditional campfire songs and activities challenge students to take risks, engage in experiential learning and explore their identity.  The young counsellors from Canada, New Zealand and Australia are able to keep up with the pace of energetic Grade 6 students and facilitate safe and memorable learning experiences.  Our Junior counsellors from David Thompson Secondary and sponsor teachers came together to ensure the best experience possible for our campers.

If you talk to our students, they will tell you they are on a holiday from school.  In actual fact, they have simply entered the outdoor classroom to engage in experiential learning masked as fun.  The learning is not in just one experience but many experiences in nature and with peers over time.  If you have the time and inclination, you may want to open up the redesigned curriculum in British Columbia-Grade 6.  The three-day camp experience touched on many big ideas, all of the core competencies and a meaty chunk of curriculum.  The social emotional learning is pervasive throughout all of the activities and experiences and indigenous ways of knowing are infused throughout the experience.

Meal time and camp fire included  action songs, chants, listening games and debates for students to hone their powers of persuasion.  Shelter building required teamwork to come up with a plan to build a shelter from materials on the forest floor that could withstand both the earthquake and water test.  Canoeing, kayaking, hiking, the climbing wall and archery challenged students to take risks, learn a new skill and took the development of flexibility, strength and endurance to new levels.  The range of games such Running Pictionary, Capture the Flag, Camouflage tag and Wink, Wink, Murder necessitate safety rules, game rules, social interaction, spatial awareness and verbal and non-verbal communication skills.

Upon reflection, the camp experience opens a myriad of possibilities for more intentional curriculum learning.  I am not proposing duo-tangs filled with photocopied worksheets.  I am proposing that we consider the aspects of curriculum that can be incorporated into the camp experience.  Place based Aboriginal perspectives and ways of knowing as outlined in the First People’s Principles of Learning could be clearly articulated.  The opportunity to directly teach social emotional skills to allow students to develop coping skills for dealing with stress and for dealing with conflict effectively are present throughout the daily schedule.  The consideration of opportunities for direct instruction in mindfulness by tapping into nature and social interaction are plentiful.  It means people with background knowledge about the solar system, constellations, local flora, fauna and primary resources become invaluable.  Materials such as compasses, Write in the Rain notebooks and field handbooks may need to be purchased. The camp experience may be re-imagined, not as an “extra” but as a vital pathway to develop and incorporate big ideas, core competencies and curriculum knowledge for our students in a meaningful way.

#WelcomeSyrianRefugees

imageOn December 10th, 2015, Tecumseh Elementary School paused to celebrate Human Rights Day and to consider the plight of Syrian refugees.  If you had a chance to read the Welcoming Syrian Refugees blog (Dec. 2015), you will remember that Marion Collins was reading Hannah’s Suitcase with her students and we had the idea to create peace art with the old wooden suitcase that my paternal Grandmother brought to Canada in 1947 to start a new chapter of life with her four young children.   With the help of the grant from Promoting a Culture of Peace for Children Society, the suitcase has become an inspiration for representing ideas through art, reading, writing, listening, speaking and caring.

One side of the suitcase is decorated with messages of welcome to the Syrian refugees. The other sides are decorated with Jackson Pollock inspired art by Grade 3 students. Each colour represents each individual in Canada with all of our similarities and differences.  The finished masterpiece is the representation of all of us coming together to create something beautiful.  Tanya Conley’s students also made flags of the countries of origin of Tecumseh students and of the suitcase.  A local artist, Larkyn Froese, came into help the Grade 3’s with applying the flags on the project.  Grade 6 students wrote messages of welcome on fabric squares and sewed them on items of clothing to be displayed coming out of the suitcase.

The artwork became a catalyst for more questions and an inspiration for the reading and writing of Tecumseh students.  With the help of a grant from ReadingBC (The British Columbia chapter of the International Literacy Association –ILA), Ms. Collins continued to expand the project to include a literacy component with the entire school.   The experience of leaving home and family behind is a difficult experience as an immigrant and as a refugee. Many of the parents in our school community have given up good jobs in their home country and work hard, often with more than one job, to provide better opportunities for their children in Canada.  Ms. Collins spearheaded a writing project with intermediate students to interview their parents and discover family stories of hardship and triumph.  Several albums have been filled with the interviews and photographs for display with the suitcase.

This same family history vein was pursued by Ms. Conley’s HumanEYES art based initiative that celebrates the diverse life experiences of young people throughout the Vancouver, Coast Salish ancestral lands.  This project documented inter-generational and inter-cultural storytelling and celebrates the importance of family and maintaining cultural roots.  The project culminated with an intergenerational cookbook filled with recipes, art and family photographs of her 4th graders that has been included in the suitcase as well.

Ms. Collins, her enthusiasm and the desire of staff to get involved resulted in almost all of the classrooms in the school taking part in the project.  Several classes stopped to consider the notion of taking flight in war-torn areas with very few belongings.  They learned many refugees leave home with a house key in the hope their home will survive the war or as a memory of what was.  Several intermediate classes of students designed hamsa handsan old and still popular amulet for magical protection from the envious or evil eye in many Middle East and North African cultures.  They created keychains with the hasma hand, a key and a fimo sculpture of what they pack if they needed to leave home in a hurry.  Primary students wrote and drew about what they would bring and have created albums of their ideas for inclusion in the suitcase as well.

The #WelcomeSyrianRefugees project was first featured at the United Way luncheon for Syrian Refugees that was hosted at Tecumseh Elementary school this Spring.  The most common reaction from the adults viewing the project has been tears.  In the barrage of negatives on mainstream media and social media, there is comfort that Canadian children are welcoming their Syrian children with open arms.  There is also the hope that there are many Canadian adults who are doing exactly the same thing.

Note:  The title #WelcomeSyrianRefugees came from the Twitter handle of the same name that expresses messages of welcome not just to Syrian refugees.  This project will be on display at the Vancouver School Board during July and August 2016.  Our goal is for it to be displayed at a variety of venues as a way to warmly welcome refugees as they begin a new chapter of their lives in Canada.

 

Wild About Vancouver

HumpDayHighlight:  This featured blog post is intended to explore classroom practices and possibilities, including books and units of study.

Hump Day Highlight #3:  Wild About Vancouver

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As I reported in an earlier blog post on Outdoor Learning (Dec. 2015), Dr. Hart Banack, Department of Curriculum and Pedagogy at UBC, has been heading up  Wild About Vancouver in an effort to encourage teachers and students to take advantage of the opportunities to participate in the outdoor classroom.  UBC students prepared a document for our school detailing green spaces in the community and several possible outdoor learning activities and connections with the redesigned curriculum.

Our Tecumseh team  is growing in numbers and enthusiasm.   To date it includes John Mullan, David Thompson- Community (CST) team coordinator, Tara Perkins -CST Programmer, Aman Akilari – UBC volunteer, CST volunteers from David Thompson, Division 11 students, Division 1 students, Mrs. Jang- Grade 3 teacher, Ms. Pearce – Grade 7 teacher and myself.  Wild About Vancouver is scheduled for April 16-22, 2016 and will provide dozens of free, outdoor-focused activities around Earth Day 2016.  Our team is working together to provide two, or possibly three events during Earth Week.  The idea is to share our learning with others.  Hopefully this will result in the recipients creating their own idea to share with others within their school community and perhaps even during Wild About Vancouver 2017.  The diffusion model works best when learners are engaged in their learning so we are working hard to create learning activities that will be fun as well as educational.

imageJohn Mullan has a well developed collection of outdoor learning books.  Sharing Nature: Nature Awareness Activities for All Ages by Joseph Cornell has been particularly helpful in designing activities using the flow learning sequence: Stage 1 – Awaken enthusiasm; Stage 2 – Focus Attention;  Offer Direct Experience;  Stage 4 – Share inspiration.  The Vancouver Kidsbooks team also have a plethora of good books that can be purchased. International Literacy Association Members on staff also secured a grant to integrate literacy activities in the outdoor classroom through ReadingBC (BC chapter of the International Literacy Association).  This money allowed us to purchase some resources, compasses, tarps, buggy cords, rope and waterproof notebooks from Mountainimage Equipment Coop.  Great things to do Outside 365 Awesome Outdoor Activities has lots of ideas to pursue in the classroom, during after school programs and during home time.  Ideas are percolating and we are excited about the possibilities for our Wild About Vancouver sessions.  Students and adults are busy brainstorming.

If you are interested in the outdoor classroom, check out the link to Wild About Vancouver and design your own activity to share or attend.  We live in Vancouver – filled with sand, sea, mountains, lakes and plenty of liquid sunshine to guarantee green spaces!  It’s guaranteed to be wild!

The Best Version of Ourselves

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This year I have read a plethora of reasons NOT to participate in the tradition of New Year’s resolutions:  “If you can’t love yourself at 185 lbs., you can’t love yourself at 150 lbs.”  “Embrace who you are.”  “Be gentle with yourself.”  I am a believer in self care and proactive, positive change but these loud and prolific proclamations evoke the images of Mr. Scrooge and his “Humbug” response to considering the notion of goodwill toward all people during the Christmas season.

Part of family tradition with my mother included annual New Year’s Resolutions.  The pens and erasers and note paper from stockings were put to good use.  My mother, my older sister and later my sister-cousin, would compile lists of things that we were going to do in the following year.  It was a time of dreaming big and thinking through all of the possibilities.  I did learn to ski, snowboard, water ski, drive, finish a 10 km run, do a mini-triathalon, finish my MA, take the kids to the park rather than clean the house, entertain, travel and rotate between personal and professional reads.

Yes, I have also been a chronic breaker of New Year’s resolutions.  My eating habits slip and so does my exercise regime.  My love affair with diet coke re-ignites.  I don’t sleep enough and work too late.  I don’t invest enough time into human rights work.  I don’t do all of the wild and wonderful things I had planned for the new year.  But the possibility remains that I will and if I do, I will be proud of my accomplishment.

I still heartily believe that I can be a better version of myself. And so I am in the process of making both personal and professional goals for the upcoming year.  This will be the year I unfriend diet coke, eat less junk, take more stairs, stretch before I exercise, get enough sleep and maximize engagement in relationships and in online possibilities.  And yes, I believe I can do it.  At least some of it.  Hope still burns!  And in my wake of enthusiasm, I will encourage my relatives, friends, colleagues and students to join me in the pursuit of being the very best version of ourselves.  Good luck with your New Year’s resolve and accomplishments big or small along the way! Continue reading “The Best Version of Ourselves”

Learning Outdoors

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Embracing the outdoors as an avenue for learning in not always easy sell when you live in a temperate rainforest.  The sun, the sand and the sea are celebrated in Vancouver and our claim to being “the very best” place to live is assumed.  Last week I was heading outside with a group of students for DPA- the 30 minutes minimum of daily physical activity at schools in British Columbia.  An indignant 8 year Amy, popped her hand in the air and responded with “Ms. Froese, don’t you know it’s cold out there?”

The challenge in some schools is ensuring that students are dressed appropriately for the weather.  Perhaps the bigger challenge is the notion that we need to somehow escape the weather.  How do we help our students to embrace the notion of the outdoor classroom at all times of the year?

Dr. Hart Banack, Department of Curriculum and Pedagogy at UBC, has been heading up  Wild About Vancouver in an effort to encourage teachers and students to take advantage of the opportunities to participate in outdoor learning.  This year Wild About Vancouver is scheduled for April 16-22, 2016 and will provide dozens of free, outdoor-focused activities.  Last week educators from seven schools came together in Vancouver.  In exchange for agreeing to host a Wild About Vancouver event (big or small), Hart Banack worked with his students at the University of British Columbia to develop plans tailored to each school to support outdoor learning in the school community.  The area was surveyed for parks and other opportunities and activities to incorporate outdoor learning into curriculum using a thematic approach to integrating outdoor education into the “big ideas” of the new curriculum and provincial learning outcomes.  Administrators and teachers from public and private elementary sites were excited to see the plans and share about the things happening at their schools.  We heard about “outdoor Kindergarten” and whole day expeditions to  Jericho Beach Park, rain or shine, where students adopted a square meter to observe changes or made footprints using overhead film to consider the impact of a “step”.

I walked away anxious to share some of the ideas with my staff and Community School Team members.  Tara Perkins, CST Programmer, and John Mullan, CST Coordinator, from the David Thompson Community School Team  have been working with me on ways to include outdoor learning into after school programs at our school.  The student volunteers from David Thompson Secondary worked with Tara to include the “Outdoor Einsteins” in our programming this fall.  I came back excited to discuss ways we could continue the program throughout the winter programming.  The current program is culminating this Friday with students going outside to actually try out the fire starter kits they have made.  This is a learning opportunity often reserved for students participating in the Scouting and Girl Guiding organizations.  And yes, that brings up another aspect of outdoor learning:  What are the risks worth taking?

Throughout my career, I have coached sports, sponsored the ski/snowboard club, taken kids to camp with swimming and canoeing, on biking fieldtrips to Steveston and to the beach.  The reality is that these activities do not provide the same protected environment as the classroom.  However many students do not have these experiences unless they do them at school.  These activities are frequently game changers for our students.  You can see it in kids eyes when there world has just expanded to include a whole new range of options for learning and living.  It brings me right back to that Christmas in Grade 3 when I got the lime green bike with the daisy banana seat and the monkey bar handles.  The world expanded.  I was empowered.  To be a child of the 70’s with a new freedom to explore possibilities 🙂

For Amy, the game changer was going outside and realizing that on that cold, crisp day, the sun was in the eastern part of the sky and the moon was in the western part of the sky and that it wasn’t such a bad idea to go out after all.

 

Making iMovie Magic

Thanks to SD38 and their SummerTech Institute at Westwind Elementary School, I’m inspired and ready to start to another year of tech learning with Tecumseh students.  In my role as Vice Principal, I am enrolling a Grade 3 class and teaching computer skills to Grade 5-7 students this year.  Last year I dipped my toe into using iMovie on the iPad with students. Students in Grade 3 and 4 had no difficulty learning to take and edit photos, plan video clips, insert audio clips, airdrop and use templates to make their movies more effective.  We made movies for a variety of purposes:

  • A way of showcasing Remembrance Day art in the school to the Last Post

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  • Highlighting some of the items not always easy to share during student led conferences such as friends in class,

gymnastics skills and presenting practised, low pressure oral readings of text to parents.

  • Event sharing including student interviews about using BookCreator for content area projects and presenting at the                          Celebration of Learning

Video Jedi, Dylan, from the Apple store did a great session on making iMovies in Richmond last week.  3 steps to make a movie

1.  Import

2.  Create

3.  Share

Sounds pretty basic.  I do find the process is easier on the iPad than on the computer but that could be because I’m more familiar with it.  Dylan’s best advice was to BE ORGANIZED.  The events folder is a good idea to hold content such as pictures, videos, voice-overs and other audio clips.  The entire Apple team was very helpful and invaluable for their trouble shooting.

A fantastic online discovery has been the iMovie Trailer Planners.  It provides the structure to help students storyboard their movies with fillable PDF’s for all 14 trailer templates that are included in iMovie for iPad, iPhone and the iPod touch.  The planning sheet helps students to decide the appropriate trailer for the content and mood of the material being shared.  The results are very professional looking and the limited amount of text requires careful selection of images.  The sample of The Giver demonstrates how effectively the trailers can be used to demonstrate understanding of texts.  Certainly a more engaging project than the book reports that I did in school.  Virginia Bowden used the narrative trailer to have her gifted students to do autobiographies last year.  Even the 4th graders came up with impressive results.

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I am looking forward to sharing this material with VSB Teacher Librarians at their Kick-off/ Orientation / Speed Geeking event.  It’s exciting that so many teacher librarians in the Vancouver School Board are enthusiastic about using technology to engage Kindergarten to Grade 12 students.  I’m also excited about continuing the learning and discovery of possibilities with students and colleagues this year.