Beyond Routine

I have never been a creature of habit.  When things get to be too predictable, I get an anxious feeling that life is passing me by.  Perhaps this is the reason that eduction has been such a good fit for me.  Change and new learning are always afoot!  Meeting new people, changing grade levels, attending professional development and navigating through the politics of the time provide food for thought and a landscape to navigate that takes all of my personal and professional resources.  The quest for me is to maintain a larger perspective of what really matters and not get sucked into the vortex of ever increasing demands.


I work hard and play hard.  A good friend of mine use to marvel that one hot tub after I arrived at “The Secret Garden”, her B&B on Bowen Island, and I had geared down from “10” to a happy “2”.   This Spring Break, my play opportunity, aka Spring Break, has taken me to Vietnam for a much anticipated visit with my darling daughter.  We have escaped the humidity of Hanoi and are now settled in a little piece of tropical paradise in Phu Quoc.  One day on our secluded little beach with hammocks, a few kayaks for our use and a good book and I have officially geared down to a “2”.  I suspect the relaxation speed corresponds directly with the lush greenery surrounding us.  All that O2!  Although I must confess I pulled my hammock away from those green coconuts overhead on the beach with a remaining vestige of control.


My daughter, Larkyn, and her boyfriend, Justin, are both teaching in Vietnam at ILA, International Language Academy.  It has a carefully delineated program to ensure standardization in English language instruction in institutions around the world.  Yesterday Justin started to tell me about this new thing, PBL, that was being introduced into the courses with the higher level students.   The Project Based Learning is technology based and facilitates collaboration, communication and problem solving between students.  Students for the first time have the power to choose interest areas to pursue and develop vocabulary around those interests.

I taught practicing teachers at the Bureau of Education in Fuyang for two summer sessions in 2008 and 2009.  I worked with four other educators from Coquitlam, British Columbia, teaching educators English and ways to engage students in learning.  It was an amazing opportunity for personal learning.  I gained a much better understanding of my students from China and the challenges facing the educators in China trying to implement practices that were bringing such strong results in the Western World.  Rote learning was not just a philosophical position but a way to manage behaviour  and safety in classes of 50 or more students.  Teaching students how to write tests determined their ability to further their education, access opportunities and care for family.

Project based learning is an exciting possibility for implementing change in school systems.  My principal, Rosa Fazio, is off to China this Spring Break, to inspire educators with the ways teachers are using technology and student interest to inspire profound learning at the Kindergarten to Grade 8 level at Norma Rose Point.  There is part of me that is excited to go back to school after break to discuss what we have learned over the holidays.  Yes, I’m sitting with my coffee in  a little piece of paradise feeling very grateful to be an educator.

 

 

 

Exploring in the Digital Media Studio

I had the opportunity to spend the morning in the Digital Lab at Norma Rose Point School with middle school students yesterday.  There are just those days when just being in a buzzing room of completely engaged students fills my heart with an amazing sense of how much of a privilege it is to be an educator in this time and place in history.  We are part of unprecedented change and possibility in the school system.

Adrienne Wood is our Digital Media specialist.  Middle School students come to her for a three month rotation in the Digital Media Studio for 3 periods per week.  At this time they are exposed to a variety of applications on the computers / iPads and Maker Space using Raspberry Pi.  The teacher provides a link with the goals and expectations of this exploratory class. Students are required to complete ten projects in groups of three.  Each project is done with different group members to give students experience collaborating with a variety of people with a variety of approaches to the project work.

Yesterday students entered the Studio with a clear sense of what they needed to accomplish.  Students quickly broke off into groups to focus on completing their projects using:

3D design using Ignite

Raspberry Pi


Coding using Scratch or Codecademy

Ignition to learn about Digital Literacy and Responsibility

Comic Life

Stop Motion

Challenges included a broken wire on the Raspberry Pi, connectivity issues and the inability to edit existing work for the 3D designs but…  the kids had a plan of what needed to happen next.  They used a variety of strategies to problem solve, including the people in the room and online help. It was not enough to break anyone’s stride.  I think of my response when learning new technologies and the exasperation.  In some cases, students experiencing insurmountable issues shifted their attention to helping other students in the group with the realization that specific things would need to happen before they could get on with the project.  The only prompt from the teacher required was a reminder to save their work to OneDrive before the end of the class.

A room full of Grade 6 students are well on their way to establishing the skills that will be an integral part of their lives.  They will have a variety of ways to pursue their own interests and a full toolbox to pursue job opportunities.  The opportunities provided in this class have been orchestrated by a curious educator who is willing to take risks in her own learning to enable her students to engage with technology in purposeful learning.

The energy in the room is palpable.

 

 

 

Spaces to Think

In January, I was transferred to Norma Rose Point School, located beside The University of British Columbia.  My route to work now takes me along the same path I trekked along 4th Avenue with my older sister and the neighbourhood kids to Queen Mary Elementary School.  The one day that I biked to NRP, confirmed that my perception as a five year old was correct in assessing that it was a REALLY big hill to get to Queen Mary Elementary School.  The daily drive along memory lane has also precipitated reflections on my early school memories in the Kindergarten house at Queen Mary.

Mrs. Hicks “lived” in the very welcoming Kindergarten house, an outbuilding of Queen Mary Elementary School and was immune to the dominant “cells and bells” of the Ford model of design.  It had big spaces to gather, a piano with a big oval rug for singing time, a cuckoo clock to ponder the notion of time and lots of stations to build, create and experience integrated learning.  I clearly remember mastering tying on the Fisher Price big shoe with laces and being able to predict how many times the bird would say cuckoo before it hit the hour.   Outside the ocean was close by and the forest provided endless building materials for recess and lunch projects, although it may have “officially” been out of bounds.  I do remember a hole in the fence.   It was a safe and happy place to explore that had some of the comforts of home and the collaborative possibility of friends.

 

Norma Rose Point is a rebuild on the site where University Hill Secondary School use to be.  The only thing that remains from the original school is the gym, which was impressive back in the day.  The visioning process for Rose Point School was led by FNI (Fielding Nair International)  and they consulted with the design architects,  Think Space.   It has allowed for a collaborative, iterative experience and celebrates that the school is on Musqueam ancestral lands and a perfect conduit to facilitate understanding of indigenous ways of knowing.  The building itself embodies the shift in school design.  For me it has pushed the question – How does site design impact learning opportunities?

When you walk into Rose Point School, the welcoming and friendly tone of the school is evident.  While it is delightful, it is something I have experienced in several schools in the three districts I have worked in as an educator.  It directly correlates with the strength of the relationships that the caring adults in the building have developed with the students.  What is unique in the school, is  the wide open spaces, natural light and beauty and the variety of spaces and places and ways that students are engaged in learning and their willingness to talk about it.  The school mantra of “learners at the centre” is clearly understood by the students.  They understand that teachers are their to support them in their learning journey rather than to simply rank them on what they are able to memorize and regurgitate on a test.


In his book Blueprint for Tomorrow:  Redesigning Schools for Student-Centered Learning (2014), Prakash Nair shares the ethos that well-designed school buildings can be a catalyst for pedagogical change.   I suspect that when educators have embraced a child centered pedagogy which capitalizes on social learning practices and integration across disciplines, the site allows the collaborative practice and the learning to flourish.  That being said, there is no doubt that the brilliance of architectural design companies like ThinkSpace and FNI has been the willingness to identify current educational priorities and allow them to take form in amazing educational facilities. NRI has designed educational buildings in 47 countries across 6 continents, which speaks to the reach of the profound global shifts in education which are responsive to the needs of the learner.

Norma Rose Point School is in the enviable position of having both the educators and site which represent the same vision for learners.  Rosa Fazio, the principal of the school, frames the vision with the OECD’s Principles of Innovative Learning.  As you move through the building, you are able to see students working in several different configurations.  Sometimes they are in small groups or independently developing fluency in basic literacy and numeracy skills. Sometimes they are in collaborative groups developing a project concept or problem solving around an issue.  Nair outlines 20 Modalities of learning, and you can identify all of them as you move through both the K-5 and middle (6-8) school wings of the school on any given day.


As a 5 year old, I experienced an environment with comfortable and diversified spaces for taking risks in my learning.  My kindergarten teacher, Mrs. Hicks, understood the importance of creating a welcoming environment and planning for diversified opportunities, places and groupings to facilitate student learning.  Perhaps everything I needed to know I did learn in Kindergarten.  So glad this philosophy has permeated not only mainstream educational philosophy but also school design.

NOTE:  The Language of School Design:  Design Patterns for 21st Century School by Nair, Fielding and Lackney (2013) was also excellent reading to clarify current thinking around school design.

Challenging “Alternative Truths”

“Honesty is the best policy” is an adage that has been kicked to the curb openly of late.  The “alternative truth” is the actually emerging as “a thing”.   I was brought up with several “alternative truths,” but even as a young child I identified them as nothing more than lies.  I also knew that championing the truth was futile in some cases.  It was better not to ask questions.  However the question “why” didn’t disappear.  The people that I most trusted and respected were the people who told me the truth.

The ability of the “alternative truth” to survive, depends largely on the power of the person or institution serving it up as the truth, and how desperately they strive to sustain it.  However the quest for truth  is an long established practice.  The imagery of light is also used to explore the notion of truth, throughout many religions and social justice groups.  If something can bear scrutiny, we can hopefully re-emerge better – more just, more empathetic, more inclusive, more willing to identify similarities and more willing to value differences.

The study of history and political science in university taught me how to adopt a position, create an argument and then switch sides.  The facts and arguments you chose to expound or omit, allowed you to take both sides.  Yet, sometimes the facts were significant enough to define the truth or reality of that time in history.  There is no alternative truth.  Sometimes there are just fears and insecurities that allow people in power to manipulate with Machiavellian intent.  Our minds easily shift to south of the border, pre-World War II Germany or apartheid in South Africa.  Our minds don’t as easily shift to our reality as Canadians.  The Chinese Head Tax, the internment of the Japanese and treatment of our Indigenous people are all examples of that same Machiavellian policy that grew out of fears and insecurities.  Yet, if we never explore our history, we can never understand our current realities or a path to move forward based on understanding rather than ignorance.


I had an amazing week of professional learning this week thanks to Brad Baker and his team of inspired educators from the North Vancouver School District.  My friend, Latash (Maurice) Nahanee, was the first person to ever help me begin to understand the legacy of residential schools and other forms of institutionalized racism.  The Truth and Reconciliation Commission of Canada brought the conversation into mainstream.  People such as Martin Brokenleg, DeeDee DeRose and Don Fiddler  have done an amazing job of helping us to understand why Aboriginal Education is necessary for us to understand our own history and the importance of changing our relationship with Aboriginal families.

On Wednesday night, Brad Baker presented at a PDK dinner meeting for instructional leaders.  He explored some of the ways how we can move beyond tokenism and engage in meaningful Aboriginal education for all of our students throughout the year.  This can be a basic as including an acknowledgement that we live, work and learn on Aboriginal lands.  Yes, this does mean that we need to find out who were the Aboriginal people that first lived on the lands we now inhabit.  Although I grew up in Vancouver and studied history, I learned relatively recently that I grew up on the ancestral lands of the Musqueam, Squamish and Tsleil-Waututh.

On Friday at the Professional Learning Rep Assembly for BCPVPA (British Columbia Principal and Vice Principal’s Association), I participated in the Blanket Activity for a second time.  This activity is very powerful and includes excerpts from government documents and statements from Aboriginal people.  Participants begin standing on blankets that represent Turtle Island in Ontario.  Blankets are manipulated or removed as the story unfolds, as are the people on them.

I participated in this activity for the first time as part of district professional development.  I read passages both times, that reflected Aboriginal voice.  This made both experiences very personal.  However the first time I participated, I was removed from the group relatively early when land was encroached upon and my blanket was removed.  From outside the circle, it became more of a cerebral experience.  On Friday, I was never removed from the circle.  I watched as others were lost to disease, residential schools, placed on reserves or lost status because they left the reserve.  The experience remained very personal and the feeling of waiting for “my turn” ever present.  I can’t imagine anyone participating in this activity and not empathizing with the fate of these participants in our collective history.

Brad Baker emphasizes when he speaks that goal of Aboriginal Education is not to inspire guilt but understanding.  Laura Tait’s video about The Principles of Learning is on my repeated watch list to focus my attention on looking at the world through an Indigenous lens. The inclusion on these principles in the new BC curriculum provides a meaningful way to engage students in learning that has taken place over thousands of years.  There is no “alternative truth” to what happened in our history.  Let’s participate in Jan Hare’s MOOC at UBC – Reconciliation Through Indigenous Education , keep talking and and learning, and step away from judgments and thinking that obscure a respectful path forward.  Most of all, to quote Brad Baker – “Go Forward with Courage!”

 

 

 

 

 

 

Smart Resolutions Revisited

Years of writing New Years Resolutions and in 2017,  I just stopped.  Bad idea.  I never have a lack of things I want to do and learn and be.  I do have a hard time finding the time and the energy.  Years of goal setting with staff and children has given me a healthy appreciation of SMART goals. The biggest mistake is giving up on the aspiration and pursuit of “better”.

I personally have two windows of opportunity for pausing and making goals that boldly strike out in new and sometimes the same ways – New Years and summer holidays (once I’ve had some R&R time).  I missed the mark this year. I was just going to strive for balance.  Hasn’t worked.  It has resulted in complacency.

My answer is New Years Resolutions – one month late.  I am going back to creating with my smart goals with a focus on carving out time for socializing, fitness, travel, reading, fun, new learning in the midst of work priorities.  And yes I’m building in all kinds of extraneous rewards and competitive aspects to motivate me.  And I feel revitalized with the prospect of moving forward.  Hope springs eternal!

Teaching that “Feminist” is NOT a Bad Word

Madonna recently accepted an award as Woman of the Year at the Billboard Awards .  I don’t express myself in the same blatantly sexualized way as Madonna, but I do understand her quest to represent all aspects of what it is to be female.  Madonna was part of my empowerment as a young woman.  In elementary school, I loved Henry, Beezus and Ramona the Pest books, but the very specific gender roles irritated me, even as a little girl.  They just weren’t true in my life.  Trixie Belden Mysteries were the closest I could find to me.  Trixie did things, had adventures, got into trouble and was smart.  Madonna has consistently challenged things that she has identified as just not true in her experience.  She has expressed her perspective and been idolized or vilified for it.

My mother was my first feminist role model.  She invested her hopes and dreams for the future in a marriage to a man she was hopelessly in love with as an 18 year old.  Five years later, she packed up her infant daughter and her preschooler and left my father,  disillusioned with love but with the intact belief that she deserved to be treated with respect.  She struggled, worked hard, made lots of Mac N’Cheese and survived.  My sister and I grew up understanding the importance of being able to support ourselves, rely on our own intelligence and pull ourselves up when we fell.  Interestingly enough, my mother vehemently denied that she was a feminist.  She believed in bras, would not consider burning hers, religiously wore lipstick, had coiffed hair and had a well-developed sense of propriety.  Apparently these were irreconcilable with feminism in her mind.

I couldn’t wait until I was strong enough to push the mower.  My preference was to do chores outside rather than inside.  My self esteem grew with the things I could conquer like changing fuses, doing a 10 km run and eating alone in a restaurant.  Escaping the long blonde ringlets and emphasis on being what others wanted me to be, has been a lifelong endeavor.  I braved expressing my many opinions, although they often got me into trouble. Apparently strong opinions are still distasteful in a woman.  Women Who Run With The Wolves by Clarissa Pinkola Estes was an awe-inspiring revelation for me.  My red lipstick and an adherence to fashion were incomprehensible to my die-hard feminist friends but I had many circles of friends so I was free to be.   Scathing judgement and vindictiveness has come from women, but there are many other women who are kindred spirits and I have the good fortune to call friends.  Like my mother, I fell hopelessly in love when I was young but I defined a relationship very different from my parents.  I refused to promise to obey when I walked down the aisle and my husband knew that respect in the relationship was a non-negotiable.

My daughter grew up in the suburbs with a feminist mother.  In high school, I took her to a feminist art show at the Vancouver Art Gallery.  Her biggest revelation was there were other women who actually had the same ideas as me.  Apparently there were not many people in the suburbs defining themselves as feminists.  By her second year of university, she was beginning to become more reflective of her own experience of being a woman.  Her writing, her art and her adventures are focused very much on her personal journey of being a competitive, athletic, intelligent female with long blonde hair and big blue eyes.  Yet, there is a defiance of expectation and judgment and compliance to the status quo.  She avoids those who she feels judge her with annoyance but not hurt.  She invests her energy into reciprocal relationships.  She is learning through new experiences and reaches out to others with kindness.

There continues to be expectations of what women should or should not be or do or believe.  Madonna has challenged expectations for compliance and made it blatantly apparent that women are multi-dimensional human being with diverse opinions and ways of being.  She has articulated her opinions loudly in the face of disagreement.   Her call for women to support women is a worthy one, even those with opinions that run contrary to the rest of the group.  For our female students and daughters, I hope we can welcome them to live out loud, risk failure, explore new ideas and ways of being, and to look for something they like in the girl who walks in the door.  For our male students and sons, I hope we continue to teach empathy, to value strength in women, and the importance of treating the women in their lives with respect.  For all people who teach, I very much hope we are teaching that “feminist” is not a bad word but a logical step towards equality.

The Science of Art

Dana Mulder, one of the Tecumseh staff members, gave us the opportunity to experience the Science of Art last week.  She has developed a considerable amount of background knowledge through her work providing programs at Van Dusen Gardens and provided an after school session for interested staff members on dyeing wool from natural materials.  My experience to date with dyeing anything has been Rit dyes out of a package.  It felt like a whole new world was introduced.

Dana not only taught us about the natural dyes used historically but also the stories and collection of the plants and insects that they were derived from.  The Brilliant History of Color in Art by Victoria Finlay, Wild Color  and Quilt History also provide a plethora of information for further exploration.  We learned there are three types of natural dyes derived from three different sources.  There are natural dyes obtained from plants (indigo), those obtained from animals (cochineal), and those obtained from minerals (ocher).

We used ALUM as the mordant to facilitate the chemical reaction that takes place between the dye and the fiber so that the dye is absorbed and brightens the colour slightly.  Other common mordants are: IRON (or copperas) which saddens or darken colors, bringing out green shades; TIN to brightens colors, especially reds, oranges and yellows; BLUE VITRIOL which saddens colors and brings out greens and TANNIC ACID used for tans and browns.  Some dyes like walnut hulls and lichens do not require mordants.

I chose the cochineal dye, not for the smell, but for the story and for the rich, red colour.  Historically cochineal was a valuable commodity, only beat out in trading popularity in Europe by silver and gold.  These dead insects, hence the smell, are ground with the mortar and pestle into a fine powder that is mixed with the alum for a beautiful colourfast dye.

As a child I spent a lot of time with my grandmothers.  Knitting, crochet and embroidery projects were clearly enjoyable but also had a specific utilitarian purpose.  Creating clothing, decorating pillow cases and saving money were a driving force.  I learned to appreciate these endeavors and continued to pursue them and teach them to students as hobbies.  Dana’s session provided us the opportunity to consider the cross curricular connections implicit in the craft. Her dyes included crushed marigolds, dandelions, leaves and the cochineal insect.  Dana also provided information on respectful harvesting, although I have grand aspirations of our students stripping the ground of all traces of dandelions in spring to deal with this pernicious weed on our school grounds and use them for something purposeful!

The new curriculum in British Columbia gives educators the opportunity to consider the things that we do in schools through a new lense.  Dyeing wool no longer belongs solely in the realm of arts and crafts.  It becomes part of science, the stories of history and Indigenous practices, as well as outdoor education.  It also provides a high level of engagement that was able to keep educators at school after a week of parent-teacher conferences and preparing for professional development sessions the following day.  It continues to hold our attention as we shake our jars daily to distribute the colour and imagine the final outcome.  Special thanks to Dana for opening our eyes.  My Nanny Keenan would be thrilled .  She had fond memories of this long-haired sheep on the farm in Brandon, Manitoba.  I can only imagine what she could have done with these dyes!

 

Coding 4 Learning

When I googled Harvey Mudd, just the thought of doing an online course at a specialty College in Math, Science and Engineering in Los Angeles intimidated me.  I started the Programming in Scratch HarveyMuddX CS002X course because the Minister of Education announced in Spring that students would be learning coding in school.  I teach computer technology with several classes and enrol a Grade 3 class on Mondays and Tuesdays.  Although I have done a good job teaching online safety, digital citizenship and navigating the internet for a variety of purposes and creating digital portfolios, as have many of the teachers in my school.  To date not many have  waded into the CODING terrain.  As an instructional leader in the school, I realized that I needed more background information to be able to expose kids to this new horizon and engage in the conversation with staff.

My personal inclination is more of a Social Science rather than Math / Science bent.  Given a fiction novel or an interesting math problem to consider, I’ll take the novel every time.  I completed the first module of the course in June and then promptly back- burnered it.  Although I thought about getting to work on the course in summer, I used all of my very best developed procrastination skills to avoid it.   My saving grace was that I had promised kids that we would do coding in the fall and wanted to support the teachers delving into this new terrain.  I knew that I was committed and there was no chance that they’d forget my intended risk taking venture.  I plodded through the assignments and hated it until I was 3/4 of the way through the course.  At that point, I was creating some pretty cool things that I could get excited about.  I was also starting to feel more able to control the outcome in a myriad of ways.  The computer was no longer the problem.  It was up to me to figure out what I had missed in the code to direct the computer.  The locus of control was with me, not the computer.  My biggest problem was to STOP working on my final project.  I went way beyond the expectations of the assignment because my own vision took over.  You’ll laugh if you check out the link.  The game is basic but the learning was profound!

Try me!
Try me!

I was also able to appreciate that I had developed a new way of thinking.  My global / holistic orientation to life had to be traded in for a very logical, sequential approach in order to complete the assignments.  Although in earlier assignments, I was able to complete the task, it was not always the best way that could be used as the course became increasingly complex.

I have been married for many years to a Systems Analyst with a passion for computer programming.  My spontaneous approach to exploring what life has to offer has always been counterbalanced with his end game approach to life.  I now have a much better understanding of the orientation.  In computer science the definition of the final product and what you want it to accomplish dictates how it is approached.  No wonder getting off the vaporetti into the circuitous streets of Venice that were not at all map friendly  stressed him out so much!

Another benefit of teaching coding to students is the complexity of the thinking required to accomplish a task.  Although it has frustrated me over the years that my husband has trouble stepping away from the computer, I can now appreciate the need to hold  several threads of thought in your head in order to navigate through the “If… then”, “if… else”, “repeat” command frequently nested in another command.  The need for complete accuracy forces you to concentrate on the task until completion.  Many nights I looked up and it was 4 am and the time had just slipped away.  In this day of high jolt entertainment, learning to focus on one task for an extended period of time is extremely beneficial and rewarding.

The level of analysis required for programming is also prevalent.  In order to debug a program, you need to follow each step of the program to determine where the error is occurring.  The bugs that initially stumped me were not the commands that were incorrectly executed but the ones that executed so quickly that you couldn’t see them.  The code not the observation of the program was what revealed the mystery.  Programs like Scratch lend themselves to being remixed.  This is when chunks of the program are borrowed to use in your own program.  A high level of analysis is required to read the code to determine the best block of code to select, and the best and most efficient way to use it in your own programs.

As you may have surmised by now, I have become a big believer in the merits of coding with children.  Recently I discovered the Usborne Lift-the-flip Computers and Coding book.  I recently used it to introduce coding to Grade three students.  The layout of the book supports the conceptual understanding of complex ideas.  The follow up was the introduction to Scratch Jr. on the iPads.  Although I carefully thought through how I would sequence the instruction, by the end of one session, some students had managed to open four stages with four different sprites that were interacting with each other.  The desire to complete specific tasks had spawned “teachers” all over the room which was buzzing.  All of the students in the room were highly engaged in mentoring and creating.

Social Media Breaks

Another perfect day at the lake!
Another perfect day at the lake!

This summer I took a deliberate online hiatus from social media.  This was facilitated by some key events.

  1. I wondered if I could.
  2. Our cabin in the Sierra Nevadas does not have internet access.
  3. I didn’t want to get sand in my iPad or computer.

Engaging with social media is a habit.  Like Pavlov’s dog, the ping or even a lapse of time, brings the strong impulse “to check”.  In many instances, it evokes a smile with a quick update or joke or pic from a friend or relative.  It may bring reassurance that the kids are okay.  It may allow for the impromptu bike ride, golf game, or tea time.   It brings a connection with people connected with common interests and reminders of that upcoming dentist’s appointment.

 

By all accounts, a break from social media is viewed to be a very positive thing.   The downside of “the ping” is when it signals that you are still at work with things to tend to.  It is easy to fall into the trap of, “Better to do it now, rather than adding it to the never ending things to do list”.  I’ve looked at many emails and texts that come with an expectation of immediate response, even very late at night and very early in the morning.  The NOT working 24/7 is the quest implicit in the technology break.

 

I LOVE Twitter as a tool for professional development.  Disengaging from posting and responding to other posts brings a disconnection with “friends” or “followers”.  If the numbers game is an important goal, then the break is not a healthy thing.  If you have cultivated connections online, then you know where to find them and how to re-engage when you’re ready.  One of the best things of presenting in Boston at the International Literacy Association this summer, was connecting with some of the people I’ve connected with online.  We’d look at each others nametag and react as old friends.  As a tool to develop your Professional Learning Community, I think Twitter is brilliant.  Although the 140 characters of text do not provide enough depth to be profound, the links to blogs and articles and other professional development stimulate the thought and connections to facilitate professional growth.  I frequently use Twitter as a way to take notes and involve people inside and outside the room in thinking about the topic being discussed during professional development sessions.  I did miss the conversation over the summer.

 

A close colleague and I frequently laugh about our treatment of books.  We are both prolific readers.  She sits in one place, does not bend the pages and places them back on the shelf in order by author’s last name.  I take a collection of books with me everywhere I go.  They show evidence of the beach, the bathtub, red wine, coffee and many bends in the corners.  This is probably why e-readers have never worked for me.  Professional books are marked with highlighters, stickee tabs and underlining.   They go back on a shelf if I get them back from whoever last borrowed it.  That did not change this summer but the blogging piece did change how I interacted with the books.  Blogging pushes the reflection of text to a deeper level.  When ideas are being expressed to an audience, it is necessary to refine your thinking and fine tune how your ideas are expressed.  I think I read more this summer without blogging but I thought about what I had read less.  Blogging facilitates the reflection which makes the reading more personally meaningful.  I continued to register a plethora of questions to ask and ideas to blog about LATER.

 

After the initial break from technology, it became easier and easier not to reach for my phone or get up early in the am to blog.  I didn’t realize was how hard it would be to get back into the habit of engaging in social media.  As with anything, engaging with technology isn’t something that some people are predisposed to do.  It is a clear choice that it is important and therefore the time and energy must be carved out to engage in it.  So now I am forced with the challenge of getting back to the gym AND getting back to engaging with technology.  Fortunately I can read my phone on the stationary bike 🙂

Superheroes Champion Syrian Refugees via CBC Podcast

image
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.