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

Wild About Vancouver and More…

I am on the Steering Committee of a group called Wild About Vancouver, brainchild of our fearless leader, Dr. Hart Banack, UBC.  This is a particularly good opportunity because I get together with people who experience the concept of #GetOutdoors on so many different levels.  Our conversation started with a goal of organizing an outdoor festival to get people of all ages out as participants and stewards of our amazing city, Vancouver, British Columbia.  Yes, Canada for those of you familiar with another Vancouver, south of our border.   Vancouver in itself provides many opportunities for outdoor activity and is widely known for the active lifestyle of it’s residents.  The outdoors provides many possibilities to enhance mental health, physical well-being, environment awareness and action, as well as curricular instruction.

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I am writing this blog on the deck of my father’s cabin in the Eastern Sierras at the doorstep of Yosemite.  Just like my first visit at 9 years old and ever after, I am awake before anyone else.  This was one of my favorite places to be when I was a little girl on visits with my older sister down south to see my father, step-mother, and later younger siblings.  I could get up and out.  No burglar alarm to be dis-armed.  There were discoveries to be made and other early risers in the world.  And I had energy to expend.  Lots and lots of energy.  Cabin life allowed for that to be a natural part of life.  We hiked beyond the waterfall.  Rowed.  Played “Kick the Can” endlessly with the other cabin kids.  Tried to steer the motor boat clear of the dangers of pipes hidden in reeds, sand bars and trees in the lake and on the “jungle cruise” aka stream.  Fishing was a challenge for me unless we were casting and then reeling those rainbow trout in.  I was a high activity kid.  As an educator and a Mom, I had a personally tested strategy of using the outdoors as a way to increase focus in the classroom and to get kids to sleep at night.

I carried the habit of running, biking, hiking, and physically challenging myself into adulthood.  I learned as an adult that no one actually cared how you did at something.  Sometimes just trying was a victory.  I did my first Terry Fox 10 km Run for Cancer Research at the urging of my husband.  I believed passionately in the cause.  I watched Terry run on the nightly news and my Mom had already suffered her first bout of breast cancer.  I hit the 9 km mark and thought I was going to have to stop when a volunteer on the sideline yelled “good form”.  That carried me to the finish line with renewed energy, through many Sun Runs, My First and only Triathlon at Cultus Lake, and getting back to running after pregnancies and injuries.  Experiences skiing during my high school years, made learning to snowboard achievable.  Familiarity on my bike made the bike trip through the Prince Edward Island a glorious adventure.   A willingness to try some new physical challenge frequently ended with an increased sense of pride.  When that didn’t happen, it resulted in a good story, frequently filled with laughter.

When I graduated from the University of British Columbia, it was the 80’s and very difficult to get a teaching job in Vancouver.  I did another year at UBC to get a diploma in English Education while continuing to worked in a daycare / out of school care centre.  My quest “to teach” was infused with my supervision responsibilities.  I got my Class 4 driver’s license and we took those pre-schoolers all over the lower mainland of Vancouver to explore.  School aged kids were welcomed to Sparetime Fun Centre after school and organized into clubs.  We went outside to collect materials for arts and crafts.  We ran. We danced.  We played.  We learned.  By the time I got a full-time job at 22, learning through play indoors and outdoors was a well-established part of my understanding of how you establish rapport and create bridges between experience and curriculum.

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I did my mandatory “out of town” practicum in Abbotsford, British Columbia, because I could stay for free with my paternal grand-parents.  When I had my son, I wanted to be closer to home  and started working in Coquitlam, where we had purchased our first home.  When our youngest daughter went off to Queen’s University, my husband and I promptly moved back to Vancouver where I grew up and both of us lived, prior to kids.   The place I was teaching, determined how I went about teaching the curriculum.  In Abbotsford, background experience of students included experiences with gardens, cows, berry picking, farms and the ever-present smell of manure from spring to fall.  In Coquitlam, salmon spawning in streams, raccoons in garbage, bear awareness when hiking or running in the park, and deer wandering on roads was common place.  In Vancouver, walking and biking as a preferred mode of transportation, many local mountains for skiing and snowboarding, beaches, seagulls, crows and ethnic cuisine permeates life.  This awareness of place has increasingly become part of education as we have reflected on how we incorporate understandings that are implicit in the Indigenous cultures that were present long before Canada emerged as a country.

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The location of the school in British Columbia impacts how many Indigenous students attend.  This sometimes provides a block for staffs trying to authentically incorporate Indigenous teachings into the curriculum.  However, the sense of place provides an entry point for all students to gain insight into Indigenous ways of knowing.  Examining how the place we live impacts our experiences, lends itself to going outdoors and considering our present and historical context.  Many things in life cannot be anticipated or guaranteed with confidence.  If you live in Vancouver, I can guarantee that it will rain and I can even tell you what that smells like.  As a 6-year-old in Venice, my daughter looked up at me and smiled and said “It smells like home, Mummy”, when it started to rain.  These understandings over time are the things we can learn from the stories from our local Indigenous people. Medicine Wheel teachings that have been incorporated into many Indigenous cultures have much to teach about how we make decisions, resolve conflict and achieve mental health.

My mother was in the hospital awaiting a procedure when I was called into the room to calm her down.

My response, “Breathe, Mum…No.  Not like that.  Into your abdomen…  You know…Yoga, breathing.  No.  Not like that.”

My mother’s exasperated response:  “You mean I’ve been breathing wrong my whole life?”

The poor nurses came running when we both burst out in uncontrollable laughter with tears running down our faces.  They thought they had lost us both.  However, there is a reason that the Japanese have taken the world by storm with “Shrin-yoko” or “forest bathing” since the 1980’s, yoga practices have become common place for people of all religions, and Indigenous teachings to improve physical and mental health are being considered.  They teach contemplative practices and breathing that is very much centred on experience in nature.  As a special education teacher and school principal, much of my work has been teaching students how to self-calm BEFORE problem solving.  The first step is always to slow down breathing and learn what strategies work for you.  My first go to strategy is physical activity but all of my students can tell you that a pot of Earl Grey tea works wonders for me.  The trick is to have more than one strategy that works for you.

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We have many amazing educators on the Wild About Vancouver Steering Committee.  Although I have many years of experience in education from kindergarten to the university level, as a classroom teacher, administrator and university instructor, I am constantly learning from our committee members who come with varied experiences and approaches to how they get children to pay attention to the nature around them.  Although I can’t prioritize what is most important about experiences outdoors, I strongly believe it is our success in getting children to pay attention that has the most significant impact on teaching curriculum.  When we closely consider something, we come up with the best questions.  The best questions result in the deepest learning and meaningful discovery.  Engaging with nature is a catalyst for curiosity and the learning that comes with it.

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Wild About Vancouver Committee members have all come together because we love Vancouver and want to fully engage people of all ages outdoors in all our city that has so much to offer.  What we believe is most important varies with who you are talking to on the Steering Committee or what participant.  Our ideas and suggestions are very contextual in that we are sharing what we know as Vancouverites.  We have a one week long Wild About Vancouver Festival every year with a grand WAV event in the city.  However, the learning and the application of this learning is relevant in any context.  I have learned so much from participating in twitter chats and blogs originating in England and Germany.  I have also taken from Reggio Emilia early education teachings with roots in Italy by doing lots of reading and visiting the Opal School in Portland, Oregon.  And I’m pondering Wild About Vancouver at my Silver Lake playground in the East Sierras on the California – Nevada border.  This model of celebration of outdoor activity takes place in many cities.  The Wild About Vancouver model takes it one step further by incorporating a celebration of the outdoors with a striving to deepen the learning we take from nature in all aspects of our lives.

Please include us in your you tweets about Outdoor learning @WildAboutVan and tag us with #getoutdoors and #outdoorlearning in all social media posts.  For you Vancouverites, we are always looking for participants and Steering Committee members if you are so inclined.  Check us out at https://www.wildaboutvancouver.com/

Enjoy the day and #getoutdoors

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

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

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!

Have a Hyggelig Day

I inadvertently learned a new word today.  I was following the array of posts and articles on happiness and gratitude.  Long ago, my husband noted that he had never met anyone who worked so hard at being happy.  It was a hard-fought learning from my childhood that has become as natural as breathing, albeit sometimes breathing with a harsh chest cold.  The morning reading included yet another article on how the Danish have a long standing record as being the happiest people in the world.  Hence the new word – hygge (hue-gah).

The Little Book of Hygge: Danish Secrets to Happy Living by Meik Wiking, CEO of The Happiness Research Institute, is one of the bibles of this Danish word.  Yet, another internet discovery.  I was taken through a you tube walk through the homes of both a self acclaimed 100% Danish expert returning from a hard day at work and Scottish Diane in Denmark who is married into the expertise.  Apparently life’s simple pleasures really are the best.  Wiking lists 10 things that can be found in the typical Danish home to create the comfy, cozy context to induce this relaxed sense of security and contentment.  It includes everything from candles (or a fireplace), lamps, blankets, books, hot beverages, to wood furniture, comfy clothes and thick, wooly socks.  Apparently I am well on my way to developing my own hygge expertise.  I am certainly committed to doing the research.

7 Habits +1 to Empower

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Betty Boult was the keeper of the knowledge when it came to Stephen Covey and The 7 Habits of Highly Effective People when I first started teaching in Abbotsford.  She had done the facilitators training and she facilitated with flair.  We had animated discussions and were committed to engaging with the ideas and doing the work to complete the workbook meticulously.  I can still play out some conversations that resonated and remember my queries around some of the habits.  Those were the days when “sharpening the saw” was just a part of daily life and took much less deliberate effort.   Saying “no” was not yet part of my repertoire and everything was a priority.   These were the days before children and my husband was working just as hard to start his business.  The advantage of professional development in Abbotsford was that it was a small enough district that we all did pro-d together.  Therefore, the things we learned and ideas we were thinking about, were discussed in the staffroom, as staff socials and the ideas frequently referenced.  I think in this way, many of the ideas were incorporated into who I was.

I recently finished reading Stephen Covey’s (2008)  The Leader in Me:  How Schools and Parents Around the World Are Inspiring Greatness, One Child at a Time.  In this book, the learning is focused on children in K-5, middle and secondary schools, in the United States (the main focus), Singapore, Canada and Japan.  The power is that it that the ideas are introduced and developed with entire school populations.  Students are taught public speaking and acknowledged for their strengths and encouraged to assume responsibility for leadership tasks within the school.

I remember shortly after my Covey training, I was asked to do the goodbye tribute to my mentor, Joan Fuller, at her retirement function.  Public speaking had never been in my comfort zone.  Memories of tomato seeds bouncing out of my hand during my 9th grade oral report haunted me.  Boring topic.  Questionable choice to be holding the smallest of all seeds for an oral report in front of the class.  Terrifying teacher who was known to roll her eyes. Nothing good came out of it and I carried a lingering fear of public speaking.  However, I loved Joan and had a vested interest in making her retirement special.  I was terrified.  I was over prepared and tripped over my words.  I was glued to my cue cards.  My vocal chords constricted.  My legs shook.  I blushed.  And yet, I lived through it.  Everyone clapped and smiled.  Joan was delighted and cried.  And there were no tomato seeds.  I drank the Kool-Aid and was excessively proactive and had a passion for professional development.  I found myself more and more speaking in front of audiences,  in both my professional life and involvement in personal passions.  Yes, I was one of the lives that was changed because I had come to understand I had something worthwhile to say.

Covey is frequently referenced but I wonder how many people really understand the ideas and have integrated them into their lives and then regularly revisited.  There is a tremendous amount to be learned that directly correlates with empowering, not only adults but children too.

For those of you who need a quick recap of the habits:

  • Habit 1:  Be Proactive
    • Take initiative
  • Habit 2:  Begin with the End in Mind
    • Set goals
  • Habit 3:  Put First Things First
    • Prioritize and only do the most important things
  • Habit 4:  Think Win-Win
    • Getting what you want while considering others
  • Habit 5:  Seek First to Understand, Then to Be Understood
  • Habit 6:  Synergize
    • work well with others to accomplish a task
  • Habit 7:  Sharpen the Saw
    • Eat well, exercise, get enough sleep
  • Habit 8 (added in 2004):  Find Your Voice and Help Others Find Theirs –
    • Identify gifts.  Optimize them.  Develop them.

Peaceful Playgrounds

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I recently read a publication in the NY Times Sunday Review called My Kid’s First Lesson in Realpolitik.   Annie Pfeifer is a parent bemoaning the need for our children to stand up to bullies.  There is recognition of the fact that “helicopter parents” swoop in with speed and  vehemence to deal with any conflict, big or small, that his / her child may encounter.   The alternative presented is to let kids fight it out, like on the playgrounds in Switzerland, so they learn how to deal with conflict.  It is my position that both of these options fail to provide our children with the confidence or skills to deal with conflict.  Our kids need educators and families to work together to provide the guidance and mentoring to teach kids how to resolve conflict.

Playgrounds serve to be a microcosm of the world where our kids learn important lessons.  They are filled with students who are human.  Perfection may not be possible but the aspiration to create a peaceful playground is paramount.  We want our future generation to accept that everyone is invited to the party and we all need to learn to co-exist peacefully to create a better reality.  A playground is a relatively small fishbowl and a good place to learn about kindness, acceptance, tolerance and to develop problem solving skills.

Peaceful playground require:

  • kindness
  • communication skills
  • compassion
  • empathy
  • inclusivity
  • compromise
  • sharing space, equipment and friends
  • an ability to express feelings, while considering other people’s feelings
  • an ability to understand when you need to self calm and practice those skills
  • problem solving skills
  • ability to follow safety rules and game rules

Of course the list could go on.  We have a number of programs and theories to help us navigate this course.  School Codes of Conduct are mandatory in schools in British Columbia and are widely published on school websites.  Articles and tweets about the topic of self regulation has become common.  @Stuart Shanker has committed to tweeting a daily quote #SelfReg to encourage us to pursue and gain a greater understanding of root causes of our feelings and how to deal with them.  .

I particularly like The Zones of Regulation program developed by Leah Kuypers, to teach kids that feeling emotions is never a bad thing but we require strategies to deal with them in ways that keep others and ourselves safe.  If you are very angry and in the “Red Zone”, your job is to self calm before you try to problem solve.  Kids are fascinated to learn that “yoga” or slow breathing actually causes your brain to calm your body.  Science at work!

The Peaceful Playgrounds Program is another program that I really like.  Basic messages are framed in a way for kids to easily remember and apply on the playground.  It also includes a plethora of ideas of things to keep kids active and problem solving on the playground.  Problem solving strategies that you probably remember from your own childhood.

  • Talk
  • Walk
  • Rock, Papers, Scissors ( Yes, you commit on 3 – agreed upon rule! )  In several of my other schools, this was know as Ching, Chang, Push, apparently a well established strategy in China too!

War Toys To Peace Art is a group established to fund art projects by peace loving groups of children.  The Friendship Bench is one way for kids to find their way into playground activity if they need some additional support.  A bench is designated as a space for kids to demonstrate kindness by inviting kids looking for a friend looking for someone to play with.  Programs like Jump Rope for Heart give kids a focus and the equipment to get involved in healthy playground activity.

Kids are human and sometimes they will need help resolving conflicts face to face AFTER they have calmed down.  When kids don’t make good choices, they need the opportunity to own them.  Kids need to be able to express how they are feeling and what they didn’t like in face to face conversations.  They also need to learn to listen to other opinions, how the choices he / she made impacted the other person and to develop strategies for how to repair relationships.  They also need to learn to move forward after they have dealt with the problem.   Adults are there to support kids in dealing with the problems.  The goal is for kids to develop the skills to problem solve and the confidence that they can.  Adults are involved in the process to ensure that name calling and bullying (physical and emotional )  do not become an accepted norm.

 

 

 

 

 

 

 

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.

Taking learning and purposeful play outside, rain or shine

imageInvestigating Our Practice Conference in the Faculty of Education on Saturday, May 14th.  The day was filled with poster presentations, talks and interactive experiences by undergraduates, grad students, faculty and alumni.  It was particularly exciting to see the level of engagement of the student giving up their very sunny Vancouver Saturday to consider a range of ideas and questions.  For those of you who are not Vancouverites, when the sun comes out in full glory, we go outside – never quite certain how long it will be around.

I had the pleasure of presenting The Outdoor Classroom:  Taking learning and purposeful play outside, rain or shine with Claire Rushton, Alli Tufaro and Ali Nasato.        We were pulled together by a common interest in the opportunity provided by outdoor learning.  This one interest was able to pull together so many elements that have been embraced as key ideas in the Redesigned Curriculum in British Columbia, such as:

  • The social emotional benefits of engaging with nature
  • The natural way in which we can engage students in practicing and understanding the First Nations Principles of Learning, including:
    • experiential learning
    • patience and time required for learning
    • exploring one’s identity
    • everyone and everything has a story
    • history matters
    • there are consequences to our actions
  • Ways to engage students in cross curricular learning opportunities
  • Connecting classroom lessons to the larger world
  • Using resources in the classroom to answer our questions about observations made outdoors
  • Reporting back about the things we care about to authentic audiences

Of course, the list goes on.  Another interesting aspect of our collaborative group was the power of inquiry in developing our professional practice as educators throughout different stages of our careers.  Both student teachers have found a way to focus their  professional learning throughout the practicum experience.  Claire Rushton, as the coordinator of the Social Emotional Learning cohort has used the outdoors to bring  Richard Louv’s work to life and introduce the power of “nature … as a healing balm for the emotional hardships in a child’s life..” by integrating the experiences in nature to frame discussions of social – emotional learning. I have engaged in a personal inquiry of how to use iPad APPS  (photos, Drawing Pad, Book Creator, Twitter) as a way to access information, document and share outdoor learning.  I’ve also been able to support the staff I interact with on a regular basis in their own inquiries.  Inquiry, as framed by Judy Halbert and Linda Kaser in Spirals of Inquiry, has provided a framework for beginning teachers as well as a school administrator and university instructor.  The learning has fuelled more questions and future inquiries.

 

I very much hope our collaboration continues…perhaps after the frenetic pace of the end of practicum, final observations and reports and end of year demands and celebrations!