School in the Wake of COVID-19

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

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

Set up a workspace for school times.

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

Set up a daily routine for “school”.

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

9:00 am – Review daily schedule.

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

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

9:30 am – Literacy Time

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

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

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

11:00 am – Numeracy Activities

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

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

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

1:00 pm – Project Based Learning

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

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

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

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

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

3:00 pm – Home Time

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

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

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

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

The Joy of Reading Report Cards

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

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

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

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

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

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

 

 

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

Shining A Light on Reading

Continue reading “Shining A Light on Reading”

Curriculum Learning at Gr.6 Camp

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

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

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

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

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

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

Wild About Vancouver

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

Hump Day Highlight #3:  Wild About Vancouver

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

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

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

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