City Life in a Temperate Rainforest

This blog post is intended for families in the school community to help get students prepared for the rainy season.

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I understand that in the far north, the Inuit people have many words for snow and ice.  Each word indicates an overt or sometimes subtle difference in the snow and ice.  It could reflect the conditions or qualities within the ice and snow.  As a Vancouverite, we see snow as fluffy which translates into not good for snowballs but very pretty.  There is “perfect snowball” weather which translates into good for building snow people, forts and snowballs.  Then there is wet snow which is horrific for driving in and is generally a wet, soggy mess.  There is slippy ice we can see and black ice that forms a slick surface and is hazardous on foot and in the car.  Our vocabulary around ice and snow is pretty basic.

Vancouver is an amazing place to live and is a popular tourist destination because of the oceans, the rivers, the lakes, the mountains and the green.   Basically it is amazing because of the water.  It provides an astounding range of things to do and a diversity of plants and animals in our own backyards.  It is a place that beckons us to “Get Outside”.  The reality is this amazing city exists because we live in a temperate rainforest.  The temperature remains mild throughout most of the year.  We don’t have snow and ice very often so we don’t really see the nuanced differences.  What we know is rain.  Throughout the year, it sprinkles, floats down water, drizzles, mists, showers, rains, rains cats and dogs, pours, and sleets.  I challenge you to add to the list of words and expressions to describe our plentiful precipitation.

The question that always comes up is what to do when it rains.  One option is to just stay inside.  I must admit, I love a rainy day when I can curl up with a good book and a pot of tea.  However this is just not a feasible everyday option.  Life goes on, even on a rainy day.  We have places to go and a body that requires activity to be healthy.  I believe there are three understandings to be ready for the rain.

Number 1:  Wardrobe Matters  If you are warm and dry, you are ready for anything.

The standards include:

A waterproof coat, preferably with a hood.  This allows maximum flexibility to do stuff.

Boots.  There will be puddles.

An umbrella.  I have purchased many and have left them all over the city.   I worked at Lost Property for Metro Transit when I was in university and there were hundreds of umbrellas of every size and colour left on busses.  Guess what the most common colour was abandoned in the Lost Property Department?

 Number 2:  Attitude Matters  Regardless of how miserably you complain, it will rain.

 If you choose to be miserable because it is raining, you are committing yourself to a lot of bad days.  When you frown at the world, it frowns back.  Smile and make a rainy day plan.

 Number 3:  Observe Rainy Day Life  Life in the rain is different.  Not better or worse, just different.

 Just after my daughter’s 6th birthday, we went traveling in Italy.  A torrential downpour hit one evening in Venice.  People ran for cover.  Our family was the only one strolling down the street and delighted with the break from the perpetual heat.  My daughter looked up at me and said “Oh, Mommy.  It smells like home.”

It did.  And it was glorious!

Perspective is everything.  Expect rain.  When it comes, dress appropriately and venture outdoors.  Adapt your activities to accommodate the changes.  Running on wet concrete can be a problem.  Find another option.  Going for a walk under a big umbrella is a good option.  Open your eyes and look for changes.  One of the first songs I learned in kindergarten at Queen Mary Elementary School from Mrs. Hicks was “Robin in the Rain.”  There is a reason there is a song about it.  Look how the plants and animals respond with joy to the rain.  Close your eyes and take a big breath and try to describe it.  Look up and notice how the clouds change.

Expect that almost every day will be an outdoor day.  And smile about it 🙂

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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

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!

 

 

 

 

 

 

 

 

 

 

 

 

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.

Universal Design in Learning

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I was privileged to attend Jennifer Katz’s session on Curriculum Implementation Day in Vancouver recently.  She did what only a skilled professional development speaker is able to do.  She breathed life and passion and renewed energy for the work we do.  I love professional development days and curriculum implementation days for just this reason.  It is not teacher preparation time where the focus is on the myriad of daily tasks to be accomplished before going to bed.  It is reflecting on the big picture of what really matters in what we do during the days we spend with our students.  What are the things that our students will remember well into their adult lives?

One aspect of my professional growth plan this year includes working with staff to further implement universal design for learning into the school community.  As Jennifer Katz explains, Universal Design is a term borrowed from architectural design.  It came into vogue in the early 80’s when government was mandating wheelchair accessibility for public buildings.  This was a very expensive process after the fact but it was welcomed by not only people in wheelchairs but also by people pushing strollers or wheeling bags or carts or bikes into buildings.  Buildings and spaces started to be designed to meet mandatory building codes but also provide choices and elements for a wide range of users.

The “L” was added to create the term “UDL” for Universal Design for Learning and emerged as a lens or worldview to physically, emotionally, academically and socially accommodate all of our learners.   The shift allows educators to design the learning environment and programming with diversity in mind.   The original model for UDL was created by CAST at Harvard with a distinctly American context.  Katz has been working with them collaboratively in a Canadian context.  Shelley Moore has provided us with the meaningful graphic of the bowling pins and the reminder that if you want all of the pins to go down, you aim for the edges.  In our lesson design, our planning for those students on the “edges” will allow us to also target those students in the middle.  John Hattie’s well cited research on effect size, bodes well for UDL.  An unusually high effect size of 2.8 is assigned for using the UDL 3 Block Model with struggling readers due to the synthesis of multiple measures.

Ensouling Our Schools – A Universally Designed Framework for Mental Health, Well-being, and Reconciliation by Jennifer Katz is a great read, a wonderful way to invite conversations and an implementation handbook.   It has provided a blueprint for possibilities and her pro-d sessions throughout the district have scaffolded the various options for implementation.  Flexible learning spaces are in place.  Supports and spaces have been designed to assist students to self regulate.  Two types of activity paths are in the halls.  Standing desks and wobbly chairs are physically present.  Many classes provide daily supports such as “Spirit Buddies” to create a welcoming context.  Many lessons are structured to accommodate the wide diversity of learning strengths and needs.  However social and academic inclusion represents an ambitious goal.  Doug Matear, Principal of Student Support Services in the Vancouver School Board, provides a solid goalpost of what we’re aiming for:  “Universal Design for Learning allows all learners to be successful and included in all our lessons.  It provides learning adaptations for all that choose to use them and applies Assessments for Learning principles to foster meaningful and relevant meaning making.”  Cleary this is a process rather than an event.  Fortunately, it is a goal that is supported by the implementation of the new curriculum and assessment in British Columbia, with the emphasis on collaboration and the development of core competencies.

After my very inspiring professional development session with Jennifer Katz, I attended a more utilitarian session and refreshed my learning of the computer system required for ordering and managing inventory.  I got to know a colleague far better in this session as we supported each other.  The instructors of the session anticipated that each person would walk in the door with a different level of comfort with computers and proficiency with the program.  It was designed for everyone in the session to be successful.  Additional staff was available to scaffold participants not on track with the main presentation.   Visuals and hands on opportunities to practice were planned with varying degrees of support.  As a result, everyone walked out the door having learned something at the session.  Nice UDL lesson design!

Next my new buddy from this session and I headed to the annual after-hours mixer with retired colleagues.  To my delight, I was able to visit with my Grade 1 teacher from Queen Mary Elementary School.  When our paths crossed 10 years ago at a function for current and retired administrators, I recognized her eyes instantly.  More amazingly, she recognized my eyes as well, and went on to ask about my mother, Barbara.  In those days, Queen Mary had students who attended from the duplexes for rent by beach, the army barracks and the real estate had not yet sky rocked in the immediate vicinity.  What I remember from Grade 1 is that my teacher had kind and smiling eyes.  Single mothers were few and far between at that time but she also had the same kind and smiling eyes for my mother.  Universal design was not yet in vogue, but she created a learning community where everyone was welcome.  That’s what I remember.

A Learning Tour at University Hill Elementary

Welcome.  As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam) Coast Salish peoples.  We are fortunate to be nestled in the Pacific Spirit Park and in walking distance of the beach.  Teachers and students are able to explore how learning indoors can be consolidated through outdoor learning experiences, and also how learning experiences outdoors can be consolidated indoors.    Questions generated are authentic and the learning is vibrant.

Our school currently welcomes 330 students from Kindergarten (5 years old prior to Dec. 31, 2018) to Grade 5 (10 and 11 year olds) in 15 classrooms.  Our student tour leaders are delighted to be able to show you around our school and encourage you to ask lots of questions.  The following challenges are to help you engage with our students and staff to understand some of the priorities at our University Hill Elementary School.  The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous teaching and breaking down the barrier between learning outdoors and learning indoors.

Parents of students in British Columbia sign a media release if they consent to their child’s picture being taken for the school website or blogs.  We understand that photos allow you to remember many good ideas that you will be seeing today.  Please be respectful and do not include student faces in your photos.

The following challenges have been designed to help you better understand the British Columbia Curriculum and it’s implementation at our school.  Information to meet these challenges can be derived during your school tour and visits to the classroom.  Some organizational information:

  1.  Please divide yourselves into five groups for your school tour.  Students leaders have prepared tours for small groups.
  2. Most classrooms are open for visitors.  If it is not a good day, please respect the sign that says “No Visitors today, please.”
  3. A maximum of 3-5 visitors are welcome into classroom at one time.
  4. Several teachers will be joining you at lunch to tell you about their programs, the learning community and answer any questions you may have about our school.

Challenge 1 – Look for evidence of the 7 principles during your observation.  It may be helpful to use the 7 Principles of Learning Chart.

The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them.  At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning.  The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.

The OECD’s work on innovative learning environments was led by Hanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning”  identified seven principles of learning:

  1. Learners at the centre
  2. The social nature of learning
  3. Emotions are central to learning
  4. Recognizing individual differences
  5. Stretching all students
  6. Assessment for learning
  7. Building horizontal connections

Challenge 2 – Engage in a conversation surrounding the Spirals questions. 

Dale Chihuly Glass Art – Palm Springs Art Museum

The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff.  Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives.  Many staff are involved in inquiry projects to explore their professional questions.  Vice principals and principals in the VSB are using these questions to guide their professional growth plans.

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

Challenge 3:  Note the development of core competencies in the classroom.  The New Curriculum:  You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:

  1. Communication
  2. Creative and Critical Thinking Skills
  3. Personal and Social skills

Challenge 4:  Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment.  Students are encouraged to identify their starting point and formulate a plan for growth.  The focus has shifted from a deficit model to “I Can” statements.  Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.

Challenge 5:  The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.

Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.”  Authentic reconciliation happens when people develop relationships with one another.

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Challenge 5:  Identify several different types of learning spaces and the types of competencies being developed in those spaces. 

We have several options for student learning at UHill Elementary School.  Supervision is required in all spaces.  Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.

  • The Classroom – indoor and outdoor spaces
  • Outside Learning Spaces
    • The Readers Writing Garden (outside)
    • The We Are One Rock Circle (outside)
    • The Soccer Fields or basketball court (outside)
    • The Buddy Bench (outside)
    • Sidewalk games
  • Resource Rooms
  • The Gym
  • Collaboration Spaces outside classrooms
    • Foyer in the main entrance
    • The Starry Night Room / Room painted yellow
    • The Garden Room – currently the in residence program, Project Chef, is in this room
    • The Main Foyer
    • Library
    • The Learning Lab / Maker Space Room
    • Gym
  • Active Learning Room (ALR) / room painted white
    • Ready Bodies Learning Minds
    • Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
  • Places to Self Calm, work quietly independently, with a partner or small group
    • Peace Pod / room painted blue and decorated with saris
    • The Think Space – in the Office area

Challenge 6:  Breaking Down the Barriers:  Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.

The places where we live and grow impact our experiences and our perceptions.  Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.

I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese

We hope you enjoyed your visit!

Ms. Carrie Froese

Principal University Hill Elementary School

Vancouver School Board, British Columbia, Canada

Inquire2Empower Blog carriefroese.wordpress.com

Welcome to Our School

We are proud of our school and happy to welcome visitors into the conversation about learning.

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As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh (Tsleil Waututh) andsḵwx̱wú7mesh (Squamish) Coast Salish peoples.

We are delighted to be able to show you around and encourage you to ask lots of questions.  The following challenges are to help you engage with our students and staff and understand some of the priorities at our school.  The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous ways of knowing and breaking down the barrier between learning outdoors and learning indoors.

Challenge 1 – Look for evidence of the 7 principles during your observation.  It may be helpful to use the 7 Principles of Learning Chart.

The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them.  At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning.  The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.

The OECD’s work on innovative learning environments was led by Hanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning”  identified seven principles of learning:

  1. Learners at the centre
  2. The social nature of learning
  3. Emotions are central to learning
  4. Recognizing individual differences
  5. Stretching all students
  6. Assessment for learning
  7. Building horizontal connections

Challenge 2 – Engage in a conversation surrounding the Spirals questions. 

The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff.  Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives.  Many staff are involved in inquiry projects to explore their professional questions.  Vice principals and principals in the VSB are using these questions to guide their professional growth plans.

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

Challenge 3:  Note the development of core competencies in the classroom.The New Curriculum:  You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:

  1. Communication
  2. Creative and Critical Thinking Skills
  3. Personal and Social skills

Challenge 4:  Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment.  Students are encouraged to identify their starting point and formulate a plan for growth.  The focus has shifted from a deficit model to “I Can” statements.  Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.

Challenge 5:  The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.

Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.”  Authentic reconciliation happens when people develop relationships with one another.

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Challenge 5:  Identify several different types of learning spaces and the types of competencies being developed in those spaces. 

We have several options for student learning at UHill Elementary School.  Supervision is required in all spaces.  Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.

  • The Classroom – indoor and outdoor spaces
  • Outside Learning Spaces
    • The Readers Writing Garden (outside)
    • The We Are One Rock Circle (outside)
    • The Soccer Fields or basketball court (outside)
    • The Buddy Bench (outside)
    • Sidewalk games
  • Resource Rooms
  • The Gym
  • Collaboration Spaces outside classrooms
    • Foyer in the main entrance
    • The Starry Night Room / Room painted yellow
    • The Garden Room – currently the in residence program, Project Chef, is in this room
    • The Main Foyer
    • Library
    • The Learning Lab / Maker Space Room
    • Gym
  • Active Learning Room (ALR) / room painted white
    • Ready Bodies Learning Minds
    • Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
  • Places to Self Calm, work quietly independently, with a partner or small group
    • Peace Pod / room painted blue and decorated with saris
    • The Think Space – in the Office area

Challenge 6:  Breaking Down the Barriers:  Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.

The places where we live and grow impact our experiences and our perceptions.  Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.

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I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese

We hope you enjoyed your visit!

Ms. Carrie Froese @CFroese

Principal University Hill Elementary School

Vancouver School Board, British Columbia, Canada

Inquire2Empower Blog carriefroese.wordpress.com

Learning from Wab Kinew

I’m getting ready for Wab Kinew’s visit organized by Vancouver Kidsbooks this Wednesday.  I finally read his book The Reason You Walk (2017 edition) from the stack beside my bed.  This book brings to life the negative impact of residential schools on the parenting of the children who attended. It is a very personal story of Wab’s relationship with a father suffering from his years in residential school.  I will never understand what overtakes people that allow themselves to treat human beings with such cruelty, let alone the most vulnerable. Repeatedly.  This is one of the dark stains on Canada’s reputation as a country that champions human rights.

Many of us have witnessed the apology for residential schools to Indigenous People in Canada by Stephen Harper when he was Prime Minister in 2008. The question that lingered was “What now?”  Certainly the first step was acknowledging what had happened and why it happened.  The attempt to “Kill the Indian in the Child” can only be understood in the context of cultural genocide.  As a country, we have a long way to come back from decisions that were made in our infancy as a country but sustained for way too many years after.

Wab Kinew has written a book that is truly a book about acknowledging what has happened but also moving beyond the atrocity of residential schools.   Wab Kinew (pg 211) tells us: “Reconciliation is realized when two people come together and understand that what they share unites them and that what is different about them needs to be respected.” That is an achievable goal to strive towards. And I am inspired.

The title of the book, The reason you walk or “Ningosha anishaa wenjii-bimoseyan” comes from the lyrics of an Anishinaabe travelling song. Wab Kinew’s dad, Ndedeiban, passed on the teaching to him: The words are interpreted as a direct message from the Creator aka God (The Reason You Walk, pg. 252):

  • “I am the reason you walk. I created you so that you might walk on this earth.
  • I am the reason you walk. I gave you motivation so you would continue to walk even when the path became difficult, even seemingly impossible.
  • I am the reason you walk. I animate you with that driving force called love, which compelled you to help others who had forgotten they were brothers and sisters to take steps back toward one another.
  • And, now my son, as that journey comes to an end, I am the reason you walk, for I am calling you home. Walk to me on that everlasting road.”

This book is as much about a father-son relationship as it is about larger political issues. It helped me to better understand my own mother’s long lingering journey towards death. And the all too soon deaths of my aunt and brother.  This book is testament to the fact that different faith traditions can speak universal truths that cross religion denominations.  As human beings, we are all on the same journey of joys, defeats, celebrations and sorrows.  The end goal is to allow people to define their own journey and support each other along the way.

Wild About Vancouver

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

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

Hashtags #getoutside #getoutdoors #outdoorlearning #outdoorclassroom #natureschool 

3.  Email blog posts to banack@ubc.ca

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

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

#GetOutside  #HaveFun

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

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.