School in the Wake of COVID-19

Spring break is almost over in Vancouver, British Columbia.  On Monday, March 30th, for the first time in my life, the doors of the school will not open to welcome students back.  The doors of the school will remain locked.  Students will not return to in-class schooling as per the direction of BC Health officials.  This is completely new terrain for educators, families and students.  Fortunately, we had the luxury of Spring Break.  No one is falling behind. We had the gift of two weeks to consider how we will approach this challenge.  Although educators have been on a regularly scheduled holiday, I know the work ethic of my colleagues.  I’m willing to guarantee that more than one educator is already dreaming about kids, thinking about the days ahead, and creating a things to do list.  Teachers are dedicated individuals who go into the profession because they want to enrich the lives of children.  At this point in the school year, teachers know their students personally and have a good understanding of their individual learning needs.  Teachers will be participating in conversations and online meetings on Monday and Tuesday and contacting parents in the coming week.  Administrators have been participating in online meetings with district staff and dealing with a barrage of email to prepare to meet the most immediate needs.  Our superintendent is communicating online with staff, being interviewed and creating YouTube videos to reassure people that we’ve got this.  At home, there are some basic things that families may find helpful to support their child(ren) in learning at home.

The new curriculum in British Columbia has garnered worldwide attention because it has effectively incorporated current research about learning.  This involves looking at learning through a different lens than what most adults grew up with.  Learning has never been something that happens between the hours of 9 – 3 pm.  The redesigned British Columbia curriculum tries to capitalize on the curiosity of a typical 5-year-old entering kindergarten and put the supports and structures in place for that same curiosity to continue to exist in the typical 17-year-old student in secondary school.  It capitalizes on the role of student interest, self-regulation, and benchmarks to signal a need to loop back for more repetition and practice, or to move on to the next phase of learning.  Learning may be happening for all of the waking hours but “school time” allows for the time for deep thinking and the front-end loading for skill development.  It is not intended to be painful, but it is intended to be deliberate.  Although not all parents are educators, all parents educate their children in one way or another through-out their lives.  Here are some things you can do with your children to facilitate learning at home.

Set up a workspace for school times.

Support kids in setting up a workspace for 9 am to 3 pm.  Currently at home I am taking  up the entire dining room.  Pencils, paper, journal, iPad, plug in.  Have your child make a list of things required.  They are best at “doing school”.  I would encourage one notebook designated for questions.  Questions might be for teachers or for future inquiry projects.  Let the teacher know if there are things you require when you are contacted.

Set up a daily routine for “school”.

Sit down and create a daily schedule with your child.  In my classroom, it was always called The Shape of the Day.  Kids will recognize this process as it is done in one form or another in most classrooms.  Showering, getting dressed, eating breakfast and brushing teeth happen before the start of the school day.  Be sure to build in “recess” and “lunch” breaks.  Be on time.  You could be teaching your child the structure so they can have a successful home-based business in the future.

9:00 am – Review daily schedule.

Make any necessary changes to incorporate Skype calls to interview Grandma, chats with friends about books they are reading, or interesting programming that fit in with student learning.

9:15 am – Online yoga or physical activity to stretch and exercise.

9:30 am – Literacy Time

Children get better at reading by reading.  This may involve taking turns reading with a parent.  It could involve listening to a parent read and stopping to discuss issues and interpretations.  It could be listening to an audiobook and following up with discussion with peers via messenger or illustrating while listening or writing a journal entry afterwards.  It could be writing a personal blog or a story.

10:30 -11:00 am – recess break / Snack preparation by the child and free choice play

Snack preparation is another opportunity for developing literacy and numeracy skills as well as teaching about nutrition and independence.   Let your child participate.  Opportunity for more physical activity.

11:00 am – Numeracy Activities

The type of activities done during numeracy time may involve some skill and drill practice of basic facts, playing store that involves pricing items, paying for them with real money and making change, budgeting for future trip planning.  There are also a number of online options to develop numeracy skills.

12:00 pm – lunch break / lunch preparation by the child and free choice play

Again, children should be involved in the preparation and clean-up of lunch. Go outside for a break while practicing physical distancing of at least 2 metres.

1:00 pm – Project Based Learning

Supporting students in asking questions and developing a plan to find answers is at the heart of Project Based Learning.  Hard questions make for interesting projects.  My children learned early on that they would not be as likely to get in trouble for making a mess if it was done in the name of “Doing Science”.  The question can be as easy as “What kind of bird is that?”  Spring in Vancouver guarantees that kids can look out any window or go for a walk and see several species to make close observations with field notes that include dates, times, drawings, notations, comparisons, and questions to pursue.

Generally big questions cross many different disciplines of subjects which should be encouraged.  Successful learners in adult life are divergent thinkers.  This is to be encouraged.  At this point in history, it is not possible to master all of the relevant content because new content is generated at such a high rate.  We are teaching kids to think about the application of content to answer new questions.

This time can also include outdoor physical activity, as long as there is attention to physical distancing recommendations of two meters from others.  There are also a number of online opportunities to sign up for or follow along on television.

2:45 pm – Make a schedule for the following day and clean up.

In many families, a student workspace may also be a family living space.  Clean it up.  The learning may continue but school is over.

3:00 pm – Home Time

I encourage you to draw lines around “school time’.  My caution is that if ALL time is designated school time, I anticipate you will get considerable pushback from your child(ren).  Take the time to play games together and let your children make personal choices. Limiting screen time will undoubtedly be necessary but brainstorming a list of possibilities is helpful.

Teachers will be in contact with families in the coming week to provide more information.  Teacher communication with families has taken many forms this year.  Some teachers communicate using the online platform My Blueprint or Fresh Grade, while others communicate via a class newsletter and email.

I encourage you to begin with the structure of learning at home on Monday.  The content of work times will change over time with teacher input, but the routine of school will create a predictable structure that will be reassuring to students.  The goal is to minimize the struggles that often emerge during assigned homework times.  If daily school at home is not successful, we have more work to do with our students to enlist their engagement and support.

I can guarantee as educators, we will not have all the answers this week.  I can also tell you that I was emailing a question to a colleague on Friday night at 9:05 pm and getting an instant reply.  Educators are on high alert and doing their best.  They may have pressing issues to deal with immediately and they will have a myriad of concerns that you will not know or understand.  Currently I am waking up in the middle of the night thinking about the welfare of the little salmon that are part of the Salmon Enhancement Program at school.  For some this is a relatively small concern in a myriad of more pressing matters.  For me it matters because my response to my students demonstrates my investment in their questions and concerns.  At the end of the day, we are all directly accountable to our kids.  Our collective task is for “school at home” to be another way to go about learning in the midst of a significant pivot.  It will be an exercise in teaching our kids to be resilient.  I hope we will be working together with our kids to meet their needs as learners and as young people experiencing a historical first. We are all writing our own story. Let’s make it one of creative thinking, collaboration, and victories – big and small.

COVID-19 Distancing

Social Distancing at Spanish Banks
“We can chat from cars!”

We are social animals.  A range of cultural and social institutions, as well as businesses have been organized around this premise.  COVID 19 strikes.  The World Health Organization responds with 5 basic rules for us to follow.

Do the Five by WHO
5 things to prevent the spread of Covid19 #DoThe5 #Covid19

The first two imperatives are under our direct control on a regular basis and have been implemented to varying degrees over the course of the last several years.  Kids in public school are familiar with repetitive reminders to wash their hands and the mantra – “Cough into your elbow, away from people”.  The success in NOT touching the face depends  largely on how successful people have been in conquering the habit of nose picking.  Unfortunately the adult nose picker driving a car demonstrates this is an ingrained habit in as many adults as children.  To obliterate this habit could be the one upside of the global pandemic.

People have clearly taken the recommendation to stay home if they are sick.  I have heard a few sneezes but none of the coughing that is usually quite apparent at this time of year.  The last time I heard someone coughing in a public place was at a yoga class before Prime Minister Trudeau appeared on television and the level of concern and vigilance increased exponentially.  The obviously sick person had a big box of kleenex on her mat and evoked a fair amount of angst in the group.  I’m not certain if she returned to class while sick but it was enough to have me to take an extended break from yoga class and for the studio to close their doors within days.  I have heard the occasional sneeze escape in a grocery store or outdoors, followed by a plethora of apologies or explanations of allergies.  Sick people are self isolating due to the directive or reaction of the general public.

Maintaining a distance of at least one metre between people is the most challenging of the directives to implement.  Even though many people are trying, habit is again the culprit.  The hand goes out to shake.  The hug to say thanks.  The high five to recognize.  Fortunately Star Trek has given us the “Vulcan handshake” along with the very appropriate “live long and prosper tagline.  For long time trekkies, it also is guaranteed to evoke a smile.  Better to avoid  the physical proximity of the elbow or toe tap.

The direction to stay at home to prevent the spread of COVID-19 has met with good timing with the two week Spring break in British Columbia.  Yet, the wild card has been the Vancouver sunshine.  As every Vancouverite understands, sunshine screams, “Get outdoors now”.  Life in a temperate rainforest has taught us that rain is often just around the corner.  A pause in quickly getting outside to relish the sun is perceived as a lost opportunity.  Certainly by me.  What better place to socially distance than to be in the great outdoors?  This is the case in many places.  NOT in city parks of Italy or Lower Mainland of Vancouver where scenic parks are magnets for people to convene.

Living in Kitsilano, the most beautiful and accessible places to head are the beaches, parks, bike/ walking routes west from Kits Beach to Spanish Banks and east around Granville Island and the Stanley Park seawall.  As the week of stay at home lockdown has been self inflicted to prevent the spread of COVID-19, all these scenic places and routes have become much busier and hundreds of people are congregating to have a coffee, chat and watch the children play at the beach and in the parks.   Apparently this is also the case at Rocky Point Park in Port Moody and the White Rock boardwalk.

Social Distancing is possible.

There are some valiant efforts to establish the  recommended 1 -2 metre distance between people.   Many people have jumped on their bikes to do this.  In too many cases they are too difficult for some to sustain or not taken seriously.  Certainly that has been the case on the playgrounds.  Yesterday there were some new signs reminding people to maintain a 1-2 metre distance at Kits Beach but the sheer quantity of people made that difficult in high traffic areas.  My husband wanted to go for a walk, rather than a bike ride and we were unable to consistently maintain the recommended barrier when passing people at Kits Beach or along the Granville Island walking route.   What healthy people do not understand in their risk as carriers.  Clearly on the beach and in the parks, there are also some people who believe their own physical health will protect them.   They don’t understand their role in exponential numbers of other people getting sick and the implications of the stress on the elderly, the vulnerable, medical system and the economy until we emerge out of flu season.

It does seem that we need to exercise our own judgement about how to monitor the physical proximity of ourselves to others.  I feel grateful to have my husband in stay at home lockdown.  Yes, partially for the chores around the house I’ve wanted to get done for some time, but mostly because we have fun being together.  We still want to get daily exercise outdoors, however we will be more discerning about how, when and where to do that. We will choose less busy places to walk and ride.  My pivot has been to bike the Arbutus Greenway, continuing along through the quiet Kerrisdale neighbourhood bike route to UBC, and staying on the road in the busiest sections of Spanish Banks.

If we are not making good decisions to avoid contact during a pandemic, then we are inviting government to make those decisions for us in order to protect the population.  Then again, the inevitable Vancouver rain seems poised to grace us and it will assume the responsibility for enforcing social distancing as more people are more inclined to stay inside.  Then those of us who love the smell of rain will be free to venture to the beach routes for our daily exercise without risk of close contact with others.  In the meantime, #DoThe5 and stay healthy.  Books, Netflix and binge watching all beckon.

Afternoon Update March 22, 2020 – Metro Vancouver cities have closed outdoor sports areas.  Parking lots for popular beaches and parks have been closed.  Prime Minister Trudeau adopts language indicative of further measures to ensure people people are practicing required social distancing.

Continue reading “COVID-19 Distancing”

Perspective is Everything

 

Rock Dove or Winged Rat?

Friday morning, I saw a fleeting reference to pigeons as “winged rats” as I was scrolling through Twitter.  On the drive home, I finally paused to consider why I found this so irritating.  The common pigeon, which apparently, we don’t all know and love, is also known as a rock pigeon or rock dove.  The reference to being a dove evokes a completely different persona than that of a rat.  How could this respect worthy bird be reduced to the stature of a rat, spreader of the bubonic plague?

Pigeons have a special place in my childhood.  I liked the cooing sound they made.  I liked that they made their nests in places you might not expect.  I liked that they had better manners than seagulls or Canadian geese.  I always assumed when I heard the song, “Feed the Birds” from Mary Poppins, it was the appropriate was to treat pigeons.  My Grandpa Derksen (my father’s stepfather) adored pigeons and kept them in the backyard along with the chickens, a rooster, and a peacock, long after they sold the farm and moved to an Abbotsford house.  He loved the pigeons and he loved me.  I loved him and it was my duty to love his pigeons.

I also grew up with stories from my paternal Grandmother, who kept her four kids together in the midst of WWII in Germany before making her way to Canada in 1948.  One of the stories that stood out in my mind was that of the rats.  In the large warehouses where they sometimes found shelter, she would stay awake at night to shoo away the rats that would move closer in the dark night to nibble on the exposed body parts of her huddled family.  My cousin, Kevin, who was never thrilled with his much younger cousin tagging along to the “forbidden without adult supervision” beach across the road on Sundays, added to my horror of rats.

His words have always stuck with me. “You better be careful.  If you fall between those rocks, the rats will bite your foot off.  They we’ll all be in trouble!”  I was very careful.

I went home and searched for the Twitter post.  It turns out, @BirdNoteRadio was just employing a good attention-grabbing introduction to their post.  Phew!  We could agree on the merits of the common rock pigeon.  I followed them on Twitter.  Common agreement makes relationships so easy.

When I was living in the suburbs, one of my fellow Amnesty International group members, first introduced me to the fact that some people love rats.  She had many at home and would bring her favourite rat to Amnesty meetings and let it run around a sling on her neck.  It shouldn’t have been such a leap for me to embrace this practice.  I had loved other rodents – my cousin’s white mouse, my childhood gerbils, rabbits at my grand-parents, and my classroom guinea pigs.  Yet, old biases die hard.  I didn’t embrace rats along with my other rodent friends.

One night someone set fire to one of the portables of the school I was teaching at in Clearbrook.  I arrived to find a sopping wet, rat sitting in a puddle of water in his cage.  Ethical dilemma.  This was not a spreader of the bubonic plague but a well-loved classroom pet.  Contrary to every instinct in my body to walk away, I didn’t.  I changed the bedding.  Dried the rat.  Put him in a warm spot.  I cringed the entire time.

It is hard to change a perspective.  Dismissing other ideas is the path of least resistance.  Most often the “eureka” moment does not wipe away our entrenched understandings to be replaced by inspiration after the instantaneous flash of understanding.  Our background experiences  are often hard-wire and impact our responses long after the dawning of emerging understanding.  To formulate a new perspective, we may need to challenge an emotional response or challenge ideas that we have accepted unconditionally many times over.  The change requires an effort to want to be open to other possibilities.  An unwillingness to consider options frequently results in justifications and entrenchment.   There is still a bristling or cringing, but it comes from being incensed by the  audacity of having our ideas and motives questioned.  The greater the emotional investment in our own perspective, the greater the angst at hearing another perspective presented.  The corollary is an absence of critical thought and the absence of personal growth.

At the end of the day, the conversations that are the most memorable come from diverse perspectives.  Not just disagreement for  the entertainment of playing the role of the devil’s advocate.  Not just to be entertained by the novel response of someone intent on changing your mind with any tools of derision or insult at hand.  But the disagreement that comes from a well thought-out and a well-intentioned perspective of trying to create understanding.  This is the type of conversation that precipitates thought and is considered long after the initial conversation.  It is also the willingness to emerge beyond the “Yeah, but” that proliferates many of our conversations.  The possibility is a greater capacity for empathy and understanding.

The Joy of Reading Report Cards

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No, the title is not a joke.  MANY years ago, my principal walked into my office, with coffee in hand, and deposited a relatively small pile of report cards on the desk of his beleaguered VP during report card time.  Stressed parents.  Stressed teachers.  Stressed Admin staff.  Stress kids.  Hundreds of report cards to read, give feedback, and sign.  Yet with a smile on his face, a coffee in hand and the lion’s share of the report cards, off he went to his office.  Being that beleaguered VP, I set to work to return the report cards with suggestions on post it notes, or signature and appreciative comments on a thank you notes back to teachers ASAP so we could all “get on with it”.  I feverishly finished and went to announce victory to my principal and thank him for the taking the biggest pile to review and sign.  There he was sitting with the student photo book from the school photographer in hand, the class lists in front of him, reading report cards – still with a smile on his face.  “Hey, listen to this…”

It was at that point, I learned about how to read report cards.  It was not an addition to my already heavy workload but the real work – getting to know the kids better so I could support their learning.  It has now become for me, what it is for parents – additional insight into what they already know about the child and his/her/their learning.  Sitting down with the photo book allows me to match the name with the child, if I haven’t already done so.  It makes me smile.  It gives me a new piece of the puzzle or confirms my suspicions.  Classroom visits and meetings with parents and teachers, give me some insight into the individual children.  Interaction on the playground gives me another perspective.  Teachers provide another.  Student voice in the report card provides yet another.

With the roll out of new curriculum in British Columbia, there has been a new spotlight on student understanding of his/her/their learning.  Student voice in report cards has been included in many well written report cards over the years.  However, with the new curriculum in British Columbia, student voice has become a focus.  Our very own, Judy Halbert and Linda Kaser, of Spirals of Inquiry fame, have given us the structure to facilitate this within our own learning and classroom instruction:

  • What are you learning and why is it important?
  • How is it going?
  • What next?

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As students experience answering these questions, and posing them on their own, student voice finds its way into assessment and reporting practices.  This is where the true joy emerges for me as a reader of report cards.  There is incredible promise when students are empowered to take control of their own learning.  The ability to identify learning strengths, areas that require more repetition and practice, and strategies for further learning,  the ceiling is removed from what our children are able to achieve.   It develops the metacognitive skills required for children to think about their own thinking and learning, then develop a plan to move forward.

I’m hoping the practice of paying students for being good at something at report card time is replaced with good conversations about celebration of successes, as well as plans for future efforts.  As a little girl, my daughter swam with the Coquitlam Sharks and was repeatedly disqualified  (DQ’d) at swim meets during the dreaded butterfly stroke.  So much that we regularly went to the DQ to eat ice cream and shake it off after swim meets.  The first meet that Larkyn wasn’t DQ’d, our family went crazy.  We hooted.  We hollered.  We hugged. We cheered with enthusiasm and apparently volume!  The dad beside me leaned in and said, “You know your kid didn’t win, right?”  However, Larkyn conquering the “butterfly stroke” was the biggest win of our swim club experience and is entrenched in family lore.  My hope is that is what report card time can be just like that for all families.  Reading strength-based report cards that are honest about achievement, clear about areas requiring more focused attention and delineate a plan to move forward, give me hope.  It is possible for report cards to bring joy.  These are the opportunities to create enduring family stories.

 

 

Creativity Through Cookbooks

 

Creativity finds a multitude of outlets.  With the burgeoning of foodies in our midst, one of these outlets is not just in the places we go to eat out and the tantalizing of taste buds, but the communication of ingredients, recipes, places, spaces and recipes.

I was sitting in St. Paul’s Hospital waiting for my son’s broken leg to be assessed.  My compatriot with the bannock recipe on her bag, was waiting for her Mom. We both needed a diversion from our worry.  Our conversation was not so much about how to make bannock, but our experiences of eating bannock. Her stories were those of childhood, laughter and community while cooking with aunties and friends.  My stories were those of learning and participation in Indigenous culture. The conversation and camaraderie stimulated by the sharing of a recipe.  

At our meeting of the British Columbia Literacy Council just prior to the winter break, our treasurer, Garth Brooks (the literacy guy, not the country singer), presented each council member with their particularly perfect card and the winter edition of Lindt; The Season Celebrating with Chocolate.  What followed was a particularly animated discussion of cookbooks.  Memories stimulated by smells and tastes. The experience of watching family members cook or the shared experiences of cooking with others.  Grand successes like the Yorkshire pudding rising. Abysmal failures like the cheesecake with the brown rubber skin that I made for my friend Dee Kroeker’s birthday.  Party planning with endless discussions of recipes and favorites that emerged year after year, like the toxic blue jello to create the water for the jello boats my kids adored.

The conversation took a turn to the discussion of cookbooks.  Not just finding recipes but the process of the recording of oral and cultural traditions with both adults and children.  The integration of photographs of ingredients, finished creations, places, and people in the process of preparing and enjoying food.  And hence a literacy event for educators emerged.

The conversation will continue on Wednesday, January 22nd at 4:15pm in the Point Grey Secondary School Library.  Kelly Patrick, the school librarian is a grand fan of cookbooks and will be sharing not only her cookbook collection but sharing her process of writing cookbooks.  Other literacy educators will be sharing the process of writing cookbooks with children, connections between travel and cooking, supporting students with accessible text, and inviting your participation in the discussion. 

Please follow the link if you live in the Lower Mainland of Vancouver, British Columbia and would like to join us.

Poster: https://docs.google.com/CreativityThroughCookbooks

Free Registration: https://www.eventbrite.com/e/creativity-through-cookbooks-tickets-86211445755

The New Face of Solitude

I’m sitting in Joe’s Coffee house with my funky, red hat pulled down over my unruly hair

I’d rather be back at the cabin,

Surrounded by forest,

With the rain hitting the tin roof

And the fire cracking.

All by myself.

In serene solitude

But I’m Sitting in Joe’s Coffee with my funky, red hat pulled down over my unruly hair,

Looking out the window at the rain,

Past the parking lot into the forest.

My back to any activity in an attempt at alone.

Apparently my solitude requires wifi today,

So I’m sitting in Joe’s Coffee with my funky, red hat pulled down over my unruly hair.

Why Blog?

Although I have not always thought of myself as a writer, I have always been one.  I have Holly Hobby diaries recording the events of my life – who I liked, where I had ridden my bike, what Nanny Keenan had cooked for Sunday dinner, what my older sister and cousin said, and who had made me mad.  My Hobbit journal details all of the food I ate, provides detailed descriptions of places, people and events as I traveled through Europe after graduating from high school.  There are many diaries and variations through-out  the years. I wrote letters to my best friends about my siblings, the chores I had to do, and how sick of watching Days of Our Lives EVERYDAY with my step-mother during bright and sunny California days.  I detailed my life for my Mom when I was away and wrote of my aspirations.

 

I understood the power of the written word at an early age.  I have letters and cards with words of love and affirmation.  My father used to write me letters from the hotel he was staying at when he was presenting at Neurosurgery conferences.  I would formulate future travel plans based on the postcards I liked best.  I have letters dripping with anger and mean-spirited intent – the dark underbelly of the acrimonious divorce of my parents.

 

As I got older, writing became a vehicle to explore my feelings and my thoughts.  In many cases, it became a coping strategy.  In the midst of family conflict, I would go sit on Ventura Beach or in The Sierras and write until long after the sun had disappeared.  I would also sit at a log on Jericho Beach or Spanish Banks and detail the gloriousness of life.  It continued to be a mechanism to facilitate coping as a wife, a mother, and a daughter watching the denouement of my parents lives.

 

An opportunity to teach practising Chinese teachers at The Fuyang Bureau of Education came up right after my Mom died.  I gave my family a gift and went off to China to document life.  I had no interest in exploring my very raw emotion.  I started my first travel blog.  I got two pieces of feedback immediately.  One came from my step-mother noting how embarrassed I must be having spelt the word “massage” wrong – an “e” rather “a” and I learned about the downside of autocorrect. The other feedback came from my good friend, Jan Wells.  She commented that she loved reading about my adventures in China, and she loved my style and skill at writing.  In fact, she kept it on her desk top and read it with the newspaper every morning.

 

As with children, a little encouragement goes a long way.  I became a diehard blogger.  Travel blogs.  Food blogs.  Blog posts instead of newsletters for parents in my schools.  And then I roomed with Rosa Fazio @Collabtime at the Vancouver Elementary Principal / Vice Principal Association Conference co-sponsored with the VSB.  Rosa introduced me to the Twittersphere.  This was my advent into connecting with like-minded professionals online.  The retweet grew into participation in TwitterChats and then developing online relationships.  Then reading articles from the people I connected with online, replaced subscriptions to professional journals.  Recommendations for professional books to read came from my online professional learning committee.  Like-minded educators in the Lower Mainland would come together at Edvents and other face to face meetings of the mind.  The desire to chew on the ideas, formulate an understanding and engage others in the conversation emerged.  I wanted a Book Club online.  This was my advent in to the professional blog.  It precipitated a different type of writing that incorporated aspects of writing for my thesis and other university course along with all of the other writing I had been doing over the course of my life .

 

Writing a professional blog may have similarities with Book Club, but there are no like-minded friends to finish the sentence for you.  You have to write down your ideas with enough context for the reader to understand your thought processes.  It requires a grasp of your topic and that you’ve had enough reflection time to fully formulate your ideas.   You need to develop the skills to consider who your audience is, and strategies of how to engage them.   Blogging also forces you to rely less on spell-check and to develop your editorial skills.  Or just come to terms with being less than perfect!

 

Many of my colleagues tell me they don’t have time to blog.  To quote Adrienne Maree Brown: “There’s always time for the right work.” Certainly not all people are writers or readers or talkers.  I am all three so for me it is the right work. Blogging allows me to reflect of what I reading, living, thinking and talking about.  It pushes the card on considering things from a different angle.  Best case scenario, someone responds with a comment, a question, or a conversation.  We all do what works for us!  Blogging makes me better.

Exploring Educational Change with Educators in Vancouver, British Columbia

Educational change is an exciting topic with he promise of many pro-active, positive changes in educational systems around the world.  I am working with secondary teachers at Royal Bridge Education Group in Coquitlam today.  We will be engaging in learning about educational change and responding to the ideas using strategies and tools to engage learners in other contexts.  I will be encouraging participants to set up a Twitter Account and respond to the ideas and the strategies and tools on a Twitterchat @CarrieFroese #edchat #edchange #bcedchat with a corresponding A(nswer)1 if a Q(uestion)1 is asked.   It would be great if interested blog readers also participated.

I will be providing front-end loading about educational change, in both global and British Columbia contexts.

Enter provide your feedback in our TwitterChat @CarrieFroese #edchange #edchat

In our discussions of educational change, I will be focusing on the following thinkers and content from a number of sources.  The following links provide some extension materials to supplement materials presented in class and to provoke deep thinking. 

BC Ministry of Education

Explore Educational Change in British Columbia: 

■BC Ministry of Education Website   https://curriculum.gov.bc.ca/

■Content Area Material K-12   https://curriculum.gov.bc.ca/curriculum/

■Existing and New Curriculum Comparison https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum-comparison-guide.pdf

I love this Search Tool – Big Ideas / Content/ Curricular Competencies / Subjects / Integration  Take some time to explore the possibilities

https://curriculum.gov.bc.ca/curriculum/search

Carol Dweck – Mindset

Michael Fullan

Judy Halbert and Linda Kaser / NOIIE_BC

Spiral of Learning by Judy Halbert and Linda Kaser

Judy and Linda speaking from Barcelona.  A great overview and discussion in 20-30 minutes.

http://www.debats.cat/en/debates/spiral-inquiry-tool-educational-transformation

Laura Tait 

First Nations Principles of Learning

Inquire2Empower  The Indigenous Voice carriefroese.wordpress.com

 

John Hattie and Helen Timperley

Making learning visible with John Hattie – Know Thy Impact

The Research of John Hattie

In 2009 Professor John Hattie published Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. This groundbreaking book synthesized the findings from 800 meta-analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.

Since then, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest dataset synthesizes more than 1,600 meta-analyses of more than 95,000 studies involving more than 300 million students. This is the world’s largest evidence base into what works best in schools to improve learning.

Download the full 250+ Influences Chart here.

https://www.visiblelearningplus.com/content/research-john-hattie

Feedback: The communication of praise, criticism, and advice with an article about ‘Feedback in schools’.

The Power of Feedback – A PowToon explaining the ideas of John Hattie and Helen Timperley with respect to providing feedback to learners.

 

David Istance /The OECD – The 7 Principles of Learning

OECD – Centre for Educational Research and Innovation – The Nature of Learning (2010) – Using Research to Inspire Practice, Edited by Hanna Dumont, David Istance and Francisco Benavides / Practitioner’s Guide (2012)

http://www.oecd.org/education/ceri/50300814.pdf

7+3 Chart

http://www.educationalleaders.govt.nz/content/download/80599/660652/file/Seven%20le

Sherri Stephens-Carter – The Five Whys

A variety of strategies, processes and tools will be used to prompt learner engagement with the materials and support collaborative practices in class.  They may include the following.  We will be discussing the possible teaching applications for these strategies, tools, and processes.   All ideas are welcomed @CarrieFroese #edchat #edchange

#Blogging

#Carousel

Checklist for #VisibleLearning Inside

#GalleryWalk

#InfinityLearningMap  Infinity Learning Maps  are a practical in-road into the science of learning-how-to-learn. The approach provides a tool for teachers to support students to draw a picture of how they see the interactions surrounding their learning.  http://infinitylearn.org/infinity-maps-2/

#Jigsaw

#Kahoot

#KWL – Know Wonder Learn – Donna Ogle – 1986

#PetchaKutcha

#Sli.do

#SpiralsofInquiry

#TenMinuteWrite

#TheFiveWhys – Japanese tool

#ThinkPairShare – a collaborative teaching strategy developed by Frank Lyman of the University of Maryland in 1981

#ThreeStepProcessforChange #Fullan

#Twitter

#TwitterChat

Eating Marigolds

When I was eight years old, I got my first dog.  My sister had gone down to California to live with my father and I was very lost and all alone.  A family friend convinced my mother that the answer was a puppy.  Scamper was a little, black, curly haired cock-a-poo.  She was an amazing playmate and helped me rediscover joy in my life. 

Joy came to Scamper particularly easily.  One of her greatest joys was in late spring when my mother planted rows of yellow marigold flowers and bright red salvias.  Scamper would promptly get to work biting off the marigold flowers.  She was not a particularly well trained little dog.  She would throw the flowers in the air.  Catch them.  Run in circles with them in her mouth. Roll in them.  And finally she would eat them.  We were left with long rows of green marigold plants with no flowers.  My mother did not find any joy in this.  My dog could not contain her joy.  We all find our moments of joy in different ways.

The big joys come from the relationships that develop with the people who are there for us over the long haul.  The people that let us know that we matter and that we are special.  We don’t even need to see these people frequently.  These are the kindred spirits that help to sustain us through the hard times and celebrate the good times.  Then there are the people who we cross paths with and we develop relationships that are situational.  They are fun and filled with laughter and open us to other ways of being and doing.  Often as the context shifts , the relationships fade into the background.  They are fun while then last.

As the complexity of life and the demands of work and home increase, joy can get lost.  People are not always kind and do not always give you the benefit of the doubt or struggle to find joy themselves.  Demands can feel insurmountable in a 24 hour period. 

For me, the answer is to go on a deliberate quest to find joy on a daily basis.  The beautiful thing  about working in a school is that it is filled with kids.  Joy is always close at hand.  Stories.  Smiles.  Questions. Explanations. Pondering. Witnessing joy in accomplishments.

I ran into a colleague not too long ago.  She said “Yeah, I was thinking about your joy thing.  I tried it.  I like it.  It actually works.”  I love being known for my “joy thing”.  I am looking forward to summer joy.  In summer, I don’t have to go looking for joy.  It finds me.  Beaches. Books.  Lakes.  Laughter. Friends.  Family.  Biking.  Golf.  I’ve even discovered that marigolds are actually edible and will definitely order a salad with marigold flowers in it.  Who knew, Scamper was on to something! The things you can learn from your dog!  Joy in eating marigolds.

The Indigenous Voice

I grew up living, learning and playing in Vancouver, British Columbia, on the ancestral and unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations.  I saw Indigenous people but I did not hear their voices.  In school we learned about a culture that was part of our past.  Not our present. Definitely not our future.  Yesterday on National Indigenous Peoples Day, the first day of summer on June 21, 2019, that had changed.  And to quote an expert on joy, Chief Dan George, ”And my heart soars”.

Raising of Indigenous poles at the VSB – proud moment in our quest for human rights in Canada

In the Summer 2019 edition of the Montecristo magazine, Robert Davidson talks about when he erected a totem in Masset in 1969.  It was the first one that had been raised since the 1880’s.  “…it opened the door for the elders to pass the incredible knowledge that was muted…Before the totem pole was raised we had no idea of their knowledge.  I had no idea that art was so important.”  I think Vancouver educators are hopeful that the poles raised at the VSB this week to advance reconciliation with Indigenous people and celebrated on National Indigenous Peoples Day with 1000 plus people to bear witness to the event, will be part of many positive and productive learning conversations.  I am deeply grateful that Akemi Eddy took her Grade 1 students to see the carvers in process and brought back wood shavings. Angie Goetz was able to support students in transforming the shavings into their own beautiful art.  Akemi also took three of our students with Indigenous heritage down to the VSB ceremony with our ever-supportive PAC parent, Kathleen Leung- Delorme.  These students were able to bear witness to the smudge at the beginning of the day in the presence of Judy Wilson-Raybould and Joyce Perrault.

I was fortunate to meet Joyce Perrault when I was the vice-principal at Norma Rose Point K-8 school in Vancouver.  It was one of the many schools that she was working as an Indigenous Education Enhancement Worker.  Not only was she able to establish a strong rapport with students in the relatively short weekly assignment at the school, but she was a sweet and gentle soul with a plethora of ideas to empower Indigenous students in finding their own voices, and to support non-Indigenous students in applying Indigenous teachings to explore their own pathways.  The hallway displays were inspired, interactive and collaborative ventures created with the Indigenous students she was working with.  She had put together a flipbook of the Medicine Wheel Teachings from her Anishinaabe/ Ojibwe heritage that she had implemented with students over the years.  She was looking for a publisher.  I had no doubt it would be published.  She thought the publisher would use her text and drawings.  I thought that the publisher would use the text and assign an artist to market it as a hardcopy version that could be used in libraries and on coffee tables, as well as a soft cover for use by individual kids.

The publisher smart enough to pick up the book was Peppermint Toast Publishing.  It is a small publisher in New Westminster that publishes one book per year.  They made a wise choice.  Joyce Perrault’s first book, All Creation Represented:  A Child’s Guide to the Medicine Wheel, was published in 2017 with Terra Mar’s amazing illustrations.  The Vancouver School Board alone has purchased 250 copies.  Her second publication is in process to support educators in teaching Indigenous ways of knowing through Medicine Wheel teachings.

This year, as principal of University Hill Elementary School, I did not have the number of Indigenous students, to warrant the assignment of an Indigenous Education Enhancement worker. However in Vancouver, it is mandatory for all public schools to have an Indigenous goal to support the quest to decolonize education. At University Hill Elementary, our Indigenous goal is: To increase knowledge, acceptance, empathy, awareness and appreciation of Indigenous histories, traditions, cultures and contributions among all students in an authentic way.

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Learning to Powwow dance with Shyama Priya

Our teachers took on this goal with enthusiasm.  When I arrived at the school, Melody Ludski, had already taken the lead in having a spindal whorl commissioned by Musqueam carver, Richard Campbell.  He came to unveil his amazing carving with his daughter shortly after the Truth and Reconciliation walk in 2017.  I was talking about how impressed I had been with the fluency of the young woman speaking Musqueam on the stage at the end of the Truth and Reconciliation Walk, only to discover that she was Richard Campbell’s daughter.  And she was standing in front of me.  Bonus! We had amazing teaching that day and our students were able to hear the welcome in the Musqueam language from Richard’s daughter, Vanessa Campbell .  Richard Campbell also shared the process of his carving, from the inspiration in the selection of wood to the finished product.  He also shared that he was a survivor of the residential school system.  Students, educators and parents in the audience witnessed first-hand the pain of the experience and the incredible support in the father-daughter relationship.

Many of our teachers have been engaged in personal, professional development around Indigenous teachings via VSB supported inquiry studies, school based professional development, book clubs and university coursework.  Our students have been the winners.  Delta authored materials published by Strong Nation Publishing have been implemented by primary teachers to teach core competencies. Ideas have been implemented from Jennifer Katz book, Ensouling Our Schools – A Universally designed framework for mental health, well-being, and reconciliation.

Staff got together to plan an outdoor learning space once the portables were removed from our site.  A large circle of twelve large rocks that were big enough to seat 30 students were installed to facilitate outdoor learning.  Some teachers wanted twelve rocks to teach time.  Many agreed one needed to be placed to indicate true north and all of the compass directions.  Some of us were excited with the possibilities for use as a talking / listening circle, as practiced in many of our classrooms, as well as integration of other Indigenous teachings.  The Musqueam have gifted the VSB with the word, Nə́ caʔmat ct, which means “We Are One”, as part of our move towards reconciliation.  I personally love thinking about it that way and calling it that as a way of honouring that our school is on Musqueam ancestral lands and demonstrating our openness to learning.

The intermediate curriculum benfited with the success of The Human Rights Internet Grant (www.hri.ca) for $1900.00 to implement new curriculum with Grade 4/5 students with a human rights lens on our Indigenous people.  Students learned about the United Nations Declaration of Rights and Freedoms which was adopted by Canada in 1959 and the implications of these rights for our Indigenous people.   It allowed us to show honour and respect by inviting Indigenous speakers to share Indigenous teachings with our students.  Intermediate students had inspirational drumming and storytelling sessions with Alec Dan and teachings about indigenous plants by Martin Sparrow in the Pacific Spirit Park.  This Human Rights Internet Grant also enabled UHill Elementary students to share their outdoor learning with students from Norma Rose Point during the Wild About Vancouver Celebration in April.  It also allowed us to invite Indigenous speakers to share their teachings with the entire school including: Debra Sparrow to talk about the replica of one of the MOA (Museum of Anthropology) weavings by her and her sister Robyn Sparrow that we recently purchased and display in our foyer; Shyama Priya to share her Powwow dancing, including participatory opportunities for our students; Martin Sparrow doing the Indigenous Acknowledgement and sharing his teachings at the 2nd Annual University Hill Elementary Multi-cultural Fair; Martin Sparrow sharing bannock and salmon pate at our Earth Day BBQ.  Joyce Perrault was also willing and able to request some of her teaching time allotment to come and share her book with our Grade 3 students and her process of writing it with our aspiring UHill Elementary authors.

Joyce Perrault in conversation with Vincente Regis about Indigenous teachings.

Vincente Regis, a new PAC member, came forward with an idea for a school community Arts Festival at a PAC Meeting this Spring.  He spoke passionately about the Arts Festivals he had implemented in Brazil as an educator.  With enthusiastic support from PAC, we  started meeting shortly after the PAC meeting to begin the planning for the first UHill Elementary Arts Festival.  He very much wanted it to unfold before the end of the school year while momentum was high.  When we decided on the date when we weren’t building the playground, and when I could access staging and tables for the event, Vincente immediately understood the significance of the Arts Festival taking place on Indigenous Peoples Day and the opportunity to honour the Indigenous voice and the contribution to Indigenous people in all aspects of the arts.  He promptly began planning to incorporate an Indigenous song from Brazil with our students.  I went to work to find an Indigenous artist willing and available to open with the Indigenous acknowledgement and put a spotlight on the Indigenous contribution in the arts.

The British Columbia Literacy Council of the International Literacy Association (BCLCILA) is currently going through a period of revitalization and relocation to Vancouver, British Columbia.  Due to the BCLCILA  / International Literacy Association membership of two UHill Elementary staff members and the support of BCLCILA, we were able to invite Joyce Perrault to not only facilitate an after-school session with educators in May, but also participate in the school community event on Indigenous Peoples Day, June 21, 2019 from 3:30 – 6:30 pm.  She graciously accepted even though her morning started with her participation in the VSB ceremony to honour the raising of the 13-metre pole carved by James Harry of the Squamish Nation, and his father Xwalack-tun, a master carver with 50 years’ experience, as well as the male and female welcome poles by Musqueam carvers, William Dan and his family and his siblings Chrystal and Chris Sparrow.  Big day!

Laura Tait, respected Indigenous educator, and current Assistant Superintendent at Nanaimo Ladysmith Public Schools (SD 68) has been cited to have said “If you want to know about Indigenous culture, make an Indigenous friend.”  That has been the basis of trying to provide opportunities for developing community with our Indigenous neighbours.  I have now participated with Joyce as she has engaged in learning conversations with students, educators, and parents.  Her pride in her Ojibwe / Metis heritage has remained constant.  Her voice has grown along with the number of people wanting to hear her story …”And my heart soars.” And more importantly, so does hers.  Our path to reconciliation needs to include more of these spaces for the development of Indigenous voice and friendships.