Day 62: Taking Risks

Recently, Kit Luce and I had the opportunity to spend time with intermediate teachers at Worsley Elementary School in Wasaga Beach.  A number of important ideas came out of our learning with the teachers and students.  One particular overarching theme that existed throughout the week centred around “Taking Risks”.  

Going into schools classrooms and planning lessons for students we do not know can seem risky.  We could only make educated guesses about whether we would be meeting their needs.  There may be a perception that we have the answers...when, in reality, we are coming in with questions and just as eager to learn with the classroom teachers and with the students.

The teachers take risks also.  They invite us into their rooms and we are grateful for that.  We get to see varied classroom setups, amazing approaches to teaching and it gives us the opportunity to learn from and WITH the teachers.

Lastly, we saw risk taking by the grade 7 and 8 students in how they responded to having us in their learning space. The students were incredibly kind and gracious with us.  We know very little about them and they gave us their time and attention and shared their thinking with us.  We recognized that they extended the trust they have in their teachers to us. We appreciate that and do not take it lightly.

Another conclusion we came to was the importance of Consolidation in math lessons. Our focus was to show how we could meet the needs of diverse learners in the classroom through the use of manipulatives and open and parallel tasks. Varied representations of algebraic expressions provided for multiple entry points for student understanding.

The task:

Roll a number cube twice to fill in the blanks in this pattern rule:  Start at ____, increase by ____

(no snake eyes)

• represent this pattern using manipulatives, creating the first 4 terms
• on your white board,  represent this pattern visually, using a table of values, numerically, graphically?

What would be 10th term?

Challenge? What would be the 100th term?

                   How can you determine an algebraic expression for your pattern?

When we looked at the patterns created we focused on the connections between the visual representations and the table of values in order to develop the algebraic expression.

  

What we recognized was that consolidating conceptual understanding is essential everyday, even if the concept is revisited the next day.  The consolidation phase is where we remove the context from the activity.  This deconstruction provides students with the understanding and, hopefully, the confidence to practice and grasp the learning goal.

Thank you to Mrs. Campbell, Mrs. Hamilton, Mr. Ferris, Mr. Pike, Mr. McLean and Mr. Kemp at Worsley Elementary School for your professionalism, enthusiasm and guidance.

Day 29: Blue Jays Fever is Alive and Well in Grade 5

We have all been swept up in the excitement of our Jays' success!!  Game 5 of the series between the Toronto Blue Jays and the Texas Rangers sent many of us to the edge of our seats.  As fans, we were rewarded with a victory and we are now onto the next round! 

Today, I had the privilege of visiting a grade 5 classroom where the student inquiry of the day focused on baseball success.  The over-arching inquiry question presented to the students was "How does a team make it to the World Series?"

Student groups were lead through a series of questions, group inquiries, and research opportunities to find evidence as to how a MLB team could win the World Series.  They learned how the rules varied between American and National leagues, the various divisions within a league, the post-season match-ups, strategies, etc.  

What Dave Billark (grade 5 teacher at Orchard Park PS) discovered is that the more the students inquired, the more questions they had!  Students were motivated to engage in a current, real-life approach to learning.  He recognized that when the students were invested in the learning and genuinely cared about the questions they asked, they would persevere in finding the answers to their questions.  

The real teaching moments came from the student research. Guiding students in how to critically determine and analyze what they were reading and interpreting was the big challenge!  The reward?  Student-led inquiry that was meaningful for them! The grade 5's gained insight, research skills and relevant information about a current event.

I suspect even "Joey Bats" would be impressed!!

Thank you, Dave Billark at Orchard Park PS for the invitation into your class to see your students' amazing work!

               

Day 11: Entrepreneurial Thinking and Learning

Today we had the privilege of spending time with intermediate students (and teachers Marci Hunter and Jason Fishpool) at Ardtrea-Cumberland Beach Public School, as two classes were engaged in a range of technology-enabled activities lead by Tyler Cave.  His passion for entrepreneurial thinking and problem solving through technology was evident in every challenge he offered the students.

   

In one classroom (as well as an outdoor space), students had opportunities to experiment with a carousel of learning with Makey Makey, littleBits, Reality Goggles, Dash and Dot Robots, Sparkfun Inventor's Kits, a Roominate Building Kit, a Snap Circuits Rover, Cubelets Robot Blocks, a Vex Robotics IQ kit, an Arduino kit, a Logics Bumble Bee, among others. Students customized their own learning in a digitally rich environment.  

           

In another classroom, students were navigated through discussions that developed an understanding of role collaboration, design thinking, construction and evaluation.  They were given kits that included a wide range of materials to develop a Hovercraft.  The groups were given time to plan, design and build!  Were all groups successful on their first attempt?  No.  But they went back to the original design, assessed the model, made modifications, and tried again!
What came out of this valuable experience was a great deal of student choice and voice, meaningful discussions, and collaborative learning.  What was most inspiring was the perseverance and determination these students demonstrated.  For this group, "giving up" was not an option!  
Ardtrea students discovered, experimented, constructed and created throughout their day, with few limitations and minimal guidance.  In short, the students found constructive, fun ways to LEARN!  

Thank you to Marci Hunter and Jason Fishpool for inviting us into your amazing classrooms. Thank you to Tyler Cave for taking student engagement and innovation to a new level!

"Think left and think right and think low and think high.  Oh, the thinks you can think, if only you try!" ~ Dr. Seuss

Marci, Jill, and Paulyne

Day 8: Student Voice and Choice

The last couple of days I have been in a number of classrooms and spoken with many students. One of the things that made me very excited was seeing the intentional creation of opportunities for student voice and choice to be heard. 

I saw a variety of seating options. Not only choice for students to choose where they sit, but when and how. There was no assigned seating, and multi-levels of seating choices. Students made decisions based on the work they were doing and how they felt at certain times of the day. One student told me that in the morning the choice was to be at a standing level table away from other students. This helped the student wake up. Later in the day, this same student chose to sit on the floor with a group of peers to discuss the problem they were solving. This choice was extended to students even when they gathered as a whole group. Some students sat on the carpet, some stood along the shelving, some sat at tables at the edge of the carpet. All students were engaged and participating in the lesson, and there was minimal fidgeting and squirming. The classroom had spaces for quiet work and group work. It was lovely to see.

                           

Students told me that they loved being able to choose where to sit and who to sit with, because sometimes they liked to sit with friends but other times they needed to sit with different people or by themselves in order to learn better. I heard comments like "standing helps me do my math because I can jiggle my feet"  and "I like to be in a corner and lean back when I am reading a really interesting book" and "I like standing when we come to the carpet because when I used to sit I would need to move and wiggle and I would distract other people" and "I like sitting at a round table with my group so we can all reach the paper". Thanks to Mrs. Lalonde's and Mrs. Kowalyk's class for welcoming me and letting me join in their learning.  http://kowalyk.edublogs.org/   Our Thoughtful Threes @MrsKowalyksroom