Walking in downtown Charlottetown is like being part of those Murder Mystery board game where everyone dresses up and assumes a role. Actors dressed in period costumes assume the roles of the a Fathers of Confederation and Victorian women and wander around The Province House area where the notion of a Canadian Dominion was conceived in 1864. The Historic Queen Square walking tour was well worth the $5.00 and the young actress playing the daughter of George Coles, the 1st Premier of P.E.I., gave a good sense of the politics of the day. She also took us into the Confederation House Art Gallery to see the historic 1765 map of P.E.I. on loan from England.
The surveyor-general of North America at the time, Samuel Holland, made the map from his base camp at Observation Cove and a boat travelling around the island which matches the satellite images today. So very difficult to fathom.
I also loved the follow up film in the Confederation a House. The dramatization credits the inspiration and vision of Sir John A. Macdonald in Upper Canada and Sir Etienne Cartier in Lower Canada in being able to broker a deal for a unified Canada in what started as a conversation about a union of Maritime provinces. It also acknowledges the problematic absence of the voice of Aboriginal people and woman. Overall a great model of how we can tell the stories of our past in a way which fuels the imagination. Last year we celebrated Sir John A Macdonald’s 150th birthday at our school. This year I have several ideas bubbling!
Written by Linda Bailey
Illustrated by David Huyck
Linda Bailey has created another fun book to engage young readers in reading and writing. Just like the Stanley series, it pulled my students into using their imagination. Linda Bailey has played with rhyme. We used the Draw and Tell app on the iPad minis to speculate about exactly what students would do if they ruled the world. Each child saved their pictures into the Draw and Tell App. They had some great ideas:
If Kids Ruled the World…
It would rain $50.00 bills.
Everyone would get to go to the beach everyday.
It would REALLY rain cats and dogs.
Everyone could have All You Can Eat instant noodles for breakfast. lunch and dinner.
Crustaceans would be pets.
Four teachers at Tecumseh Elementary committed to working together on PILOT. Our job was to engage in an inquiry using technology with our students. We were provided with an iPad cart with 20 iPads for class use, 3 iPads for use of Resource teachers, 5 desktop computers in the library and Apple TV.
Students and parents in all of the classes were taught about iPad care and signed a use agreement. For much of the term, teachers explored the technology with their classes with a focus on the tools. We had general discussions about developing writing and thinking skills but specific definition of an inquiry question was vague and the focus was how do you…
It was once we started to share what we were doing that our learning intentions became more defined. On teacher had started writing a Seasons Book with her Kindergarten students using Book Creator. Marion Collins started working with her Grade 6 students using keynote and Book Creator.
Virginia Bowden continued the work she had started with Kidblog with the Gifted students attending pull out Gifted programming in the district, used iMovie to have students create trailers on themselves and Prezi to develop research skills.
I continued the word I was doing with the Gifted students (in the district Multi-age Cluster class) during computer prep to develop their own blog on Kidblog and focused on having my Gr 3/4 class use Raz-Kids to support home reading and Book Creator to develop writing skills and explored search engines to answer questions.
Initially the focus was on learning how to use the tools and it looked like each of us were taking some very different directions. We narrowed the common elements down to the focus that each of us had taken in developing literacy skills.
Our discussion and questions were great:
- How can we develop fluency in writing?
- Adding pages encourages younger or less proficient writers to extend their writing. What about older and more proficient writers?
- Does a lack of a keyboard limit the amount that students write?
- Are templates available for report writing in Book Creator?
- Is Book Creator more conducive to writing picture or poetry books?
- Is the best way to teach note taking still having students write phrases with facts on paper; outlining / sort facts into groups, and creating their own paragraphs?
- Are library books still the best way to match ELL students with reading material at their own level?
- How can we get students to question the source of the information they read online? Hear on media or read in books?
- Does using iPads break down gender barriers in oral communication?
- Does adding sound clips lend itself to developing expressive reading skills?
Our inquiry question is still broad enough to let us pursue our individual interests but narrow enough to focus our discussion on how we are using the tools to support the language development of our English Language learners. Our intention is to make observations and reflect on the ways that technology is being used in our classrooms to develop oral language skills, reading skills, writing skills and the ability to represent ideas in visual formats. We have a general direction. The thinking and focusing continues. We’ll keep you posted.