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

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Who’s Invited?

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My mantra as an Elementary School Principal in British Columbia, Canada is “Everyone’s Invited to the Party”.  We register the students who live in the defined school catchment or there is space in the school to allow for a cross boundary permit.  There is no requisite testing or evaluation of “fit” in the school community.  As a student of history, I ascribe firmly to the notion that the state of democracy in a country can be judged by the state of the public-school system.  In British Columbia, we are in good shape.  Our curriculum is progressive and focused on student learning.  We do well on international testing of student achievement and have been acknowledged for the strength of the system.  That doesn’t mean that there is no room for improvement, particularly when it comes to students who enter the public system with social and/or learning differences.

Both my maternal and paternal grandmothers were matriarchs who held their families together.  They both experienced a considerable amount of adversity in their lives and it made them resilient and appreciative of family bonds.  They actively stayed in touch with each of their four children, their grandchildren and great-grandchildren.  They shared family news and ritual gatherings helped all of us step past petty grievances and hurt feelings with laughter and shared memories.   Newcomers to the family were welcomed with open arms and celebrated.  My grand-mothers thought less of themselves and more of the family members they sought to embrace.  They provided the ultimate example of inclusion.

With the deaths of my grandmothers, the bonds loosened and the context of family changed.  This change seems to be reflected in society generally.  A huge focus on the individual and their losses, happiness, divorces, and boundaries has weakened the concept of family.  Bullying by exclusion takes root in this context. The concept of family and the requirements to maintain inclusion in the life and fabric of family changes to one of judgment, preference or arbitrary measures in all too many cases.

There is no doubt that setting boundaries in cases of abuse are required for the safety of individuals involved.  However, all relationships are hard because people are not perfect, have expectations, and they keep changing.  We can learn about the importance of investing in these relationships from our grandmothers.  Blood connections are not required.  An investment in time, effort and empathy is required.  We are included in the family because we fit into the web or relationships through blood or affiliation.  Our shared experiences are instrumental in defining who we are.  Strong families create spaces for all members to be loved and celebrated.  There is also scaffolding to navigate through difficult situations so that the family is able to remain intact.  The longevity of the relationship brings depth because of the shared experiences.

In his book my grandmother asked me to tell you she’s sorry (2015), Fredrik Backman does a masterful job of illustrating the insecurity of 7- almost 8- year old Elsa in finding her place in her two new families, after the divorce of her parents.  Her father’s wife has two of her own children and her concern is that she upsets the family dynamic, as she has read on the internet, so they don’t want her around.  Her mother and her step-father are going to have a new baby and her concern is that they will love the new baby more because he belongs to both of them.  Fortunately, in this case, both parents and their partners are very focused on the child’s needs and respecting the other parent. They fully invest in including Elsa in both of the families she belongs too.  In this situation, everyone wins.

On Twitter this week, @MrsHankinsClass was sharing how her students said “Welcome to the family” when the new student said “Hi”.  This is a concept of family in the very best of ways.  Day One that new student knew he was welcome and he was in a safe place therefore in a position to start learning.  There is an expectation that differences will exist, problems will be encountered and there will be a will a respectful problem-solving process.  This is what inclusion is supposed to look like.  You walk into a classroom where it is just fine to be yourself.  Perfection is neither expected nor required.  In the midst of challenges and poor choices, the expectation is that you calm down, then problem solve and then repair relationships.  Tomorrow is always another opportunity to be your best self.  Growth is the valued currency. 

I’m excited about the beginning of a new school year and it isn’t restricted to the new post it note colours and shapes and the smell of new notebooks.  I’m in a new school and there is another opportunity to work with a new staff to welcome our students to a school where they want to come each day.  Fredrik Backman defines the most important human right as the right to be different.  Yes, everyone is invited to the party!

 

 

 

 

 

 

 

 

 

 

 

 

Who are “Breakaway Learners”?

Sometimes, happenstance or serendipity, or whatever you want to call it, just happens.

Subject line in my overly full email inbox reads:  A seemingly out of the blue email from a children’ book author based in US and living at UBC
The text:   Long story short, I am a visiting scholar at UBC through March 5th and passed your school many times.  I write children’s books — which I have read to thousands of children of all ages and stages (ideal range is 2nd — 5th grades)… Seeing and being in schools and working with children of all ages and stages is what I do — and having been a university president and senior advisor to the US Department of Education, I am ever of the view that the most important education is that which occurs early…  And, for the record, I attach a photo of myself and a short bio so you can see I am legit.  

My Response:   Is there a cost attached to this great offer?

The beginning of another beautiful relationship that started online!  Karen Gross did come to University Hill Elementary School to share her stories with our students.  She captivated both teachers and students alike.  She was aware of our outdoor school and environmental focus and arrived with her newest children’s book, Lady Lucy’s Dragon Quest, a story about droughts and saving land and crops with a strong female protagonist with a collaborative approach to problem solving.  Our Korean students were thrilled that Korean students were the illustrators, who are now in college and who continue to illustrate.
2.  plasticity references the permanent change that occurs in the institution itself in response to required changes
3.  pivoting right references supporting students in their ability to make short and long term decisions that will bring abut the most favourable outcome
4.  reciprocity  that extends beyond student willingness to share ideas and commit to agreements with staff listening and responding, to institutions being responsive to the ideas and needs of their changing populations
5.  belief in self by teachers and institutions stepping away from a deficit model of education to one that builds on strengths

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.

 

 

The Thrill of Change

We hear a lot about the difficulty of change.  The stress of change.  The reluctance of people to change.  However I think change in under-rated.  There is an excitement and a promise of possibility that can also accompany change.  Quite frankly, I love it!   Change is learning.  Every time we venture out of the house, challenge our mind or talk to someone, we are stepping into the possibility of changing our experiences, our feelings, our thoughts or our life path.  Perhaps that is why I like to travel, to read, to write and to talk, yes even ramble, to friends and relatives and even to strangers.


I am on the precipice of a change in job.  I officially start as the principal of University Hill Elementary School on August 1st.  I unofficially started moving in, learning, organizing and exploring at the beginning of July.  I’ve had a chance to get to know the engineering staff, learn about the award winning UHill Kinderclub, School Aged Daycare and Preschool from the amazing staff, walk down the Salish trail and discover an immediate left turn takes you to Wreck Beach (yikes!).  I have figured out how to change the sign with moveable letters at the front of the school and found the cheapest pots big enough to let the amazing plants in the entrance ways continue to flourish.  I have unpacked my still excessive number of boxes of books, manipulatives (yes, I still have the bins of lego and wooden blocks from my own kids) and other treasures (yes, including my rocks).   I am thrilled to have a huge old, oak desk in a huge office with three different views and windows that open.


I had a chance to meet staff, students and parents and heard about amazing outdoor learning programs, arts performances and work around Indigenous ways of knowing and technology in June.    I can’t wait to get to know the people better and to discover the ways I can support them in their work.  Change brings with it the possibility of continuing to grow and develop in ways we have yet to imagine.  Yes, big change = big thrill.  I love it!

Brave Enough To Try

Over many of years as an educator, I have presented to many audiences in many capacities.  I’ve presented to students from Kindergarten to secondary, students at the university level, educators on staff and at professional development events, parents at PAC meetings or on school tours.  I have informed and entertained individuals to large groups.  I can throw a good party where everyone is invited.  I can fill in uncomfortable silences and make my guests feel welcome.


I was invited by Gabe Pillay to present at EDvent2017.  An event framed around the words of Cicero, “Learning is a kind of natural food for the mind”, promised an entertaining and thought provoking event.  The ideas came fast and furious.  What makes a fabulous restaurant experience?  What makes an optimal learning experience?

I had 5 minutes to quickly enlighten and inspire my audience.  The challenge from my friend and SFU colleague, Linda Klassen, was to try the Ignite format based on the Japanese PechaKucha .  Twenty slides advancing with a timer.  She did warn me about the challenge of maintaining the timing with the slides and the talk but assured me I was up to the challenge.

I loved the thinking around the idea of a menu for meaningful learning.  On Spring Break, the ideas came together on the beach in Vietnam.  Choosing the slides was fun. The big challenge for me  was being concise.  As I’ve told many of you, when my Auntie Myrna said “What’s your story, Morning Glory?”,  I included a well developed plot with all of the details.  Words had to be cut right, left and center.  Every word that was uttered, mattered.  Of course, it didn’t help that the slides and timing were submitted long before I finished changing the script.  If only I had followed the advice frequently given to my students to leave lots of time to practice.  I stopped scripting talks long ago because I thought it made me sound stilted when I talked.  In this format, I needed to relearn the art.  Scripting was imperative to maintain the timing. My Grandmother singing Rambling Rose was in the forefront of my mind.  I needed to focus.  To be specific yet still…inspiring…entertaining.

With every risk comes the chance of failure.  When self doubt triggers, it multiplies exponentially.  I am a big picture thinker with imagination which in cases like this does not help.  I am on the slate of presenters who I respect. I step up to the podium with a real sense of regret I hadn’t finalized in enough time to memorize the talk.  Why am I doing this again?  I scan the room and consider the worst case scenario.  Yes, I was that nervous.

In 5 minutes, it is all over and I am free to truly enjoy the rest of the event complete with inspiring speakers, yummy appies, hilarious Iron-EDU-Chef challenges and the infamous Candy Bar.  This risk taking endeavor has perhaps not been as inspirational as I had hoped for but has allowed for a connection with the audience and an experience to reflect on.

As school leaders we welcome, encourage and prompt our staff to take the risk to try something new on a regular basis.  The new curriculum in B.C. commands not only new ways of approaching established curriculum  but new ways of thinking.  Yet, it is easy to forget the range of emotions engaged by the process of taking risks.   It is an act of courage to try something different.  It is an act of bravery to do it repetitively.  Every now and then I think we all need to try something that scares us enough to remember the extent of that bravery!  Kudos to our teachers who do it everyday!

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.