tag:blogger.com,1999:blog-29589750645792376862024-03-14T08:14:06.578-07:00Judith's Blogsearcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-2958975064579237686.post-44586462331864373682015-11-03T11:57:00.000-08:002015-11-03T11:57:24.649-08:00There is no power greater than a community discovering what it cares about…<em>There is no power greater than a community discovering what it cares about… </em><span style="font-family: "cambria" , "serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I am not sure who wrote this
quote but I noticed it at one of our inquiry meetings and I thought a lot about
it since.<span style="mso-spacerun: yes;"> </span>I agree.<span style="mso-spacerun: yes;"> </span>When we work together and move in the same
direction we are so much more powerful than when we walk alone.<span style="mso-spacerun: yes;"> </span>I have had three different experiences this
fall that bring that quote alive.<o:p></o:p></span><br />
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<span style="font-family: "cambria" , "serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">INQUIRY:<span style="mso-spacerun: yes;"> </span>Inquiry is a very powerful tool for moving us
forward and helping us discover what we care about.<span style="mso-spacerun: yes;"> </span>At the Indigenous Perspective Inquiry supper
meeting last week, teachers talked about WHY it is important that all of us and
all of our students learn more about Aboriginal culture and perspectives.<span style="mso-spacerun: yes;"> </span>We talked about the history that we know so
little about, about raising empathetic and knowledgeable students, about giving
our kids “patience and time” in learning (Principles of Learning), and about providing
culturally relevant curriculum that students can connect with. <span style="mso-spacerun: yes;"> </span>As a group we are moving forward through
questions and discussion, and through supporting each other as we learn more.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglAWJd3NfqA6Bi7sTK5BKPZIEaDe_LX720DZ2prvEqi7MwHXgkc1fhpJiiW1s6kUUGA4btEK3mYALJaqxPbTyp5kirMYfCBoVDo4yHhkn3_OB5OLDC6fbDLVauAG7WCWoI8iKmo7GnjyA0/s1600/Capture.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglAWJd3NfqA6Bi7sTK5BKPZIEaDe_LX720DZ2prvEqi7MwHXgkc1fhpJiiW1s6kUUGA4btEK3mYALJaqxPbTyp5kirMYfCBoVDo4yHhkn3_OB5OLDC6fbDLVauAG7WCWoI8iKmo7GnjyA0/s320/Capture.PNG" width="241" /></a><span style="font-family: "cambria" , "serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">ABORIGINAL BOOK CLUB:<span style="mso-spacerun: yes;"> </span>Based on some fabulous advice from Laura Tait
(Nanaimo school district) and other provincial leaders in Aboriginal Education,
we started an Aboriginal Book and Video Club three years ago.<span style="mso-spacerun: yes;"> </span>Last week thirty of us met to discuss our
seventh book “April Raintree”.<span style="mso-spacerun: yes;"> </span>First we
listened to an educator from our district share her story and bring the novel
alive by making personal connections, then we shared our own responses.<span style="mso-spacerun: yes;"> </span>This book club has opened conversation
throughout the district, it has created a safe place to talk, and it has helped
us as a community discover not just what we care about, but some first steps in
what to do about it.<o:p></o:p></span></div>
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<span style="font-family: "cambria" , "serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">VISION SETTING:<span style="mso-spacerun: yes;"> </span>I have had the chance to work with two
schools this fall as they have looked at their goals and vision for the next 5
years; and then as they have made a plan to bring the vision
alive.<span style="mso-spacerun: yes;"> </span>When we are given the opportunity
to dream collectively – there is a great deal of positive energy that is
focused on goodness. It tends to bring out HOPE, optimism and a clearer picture
of what we collectively care about.<o:p></o:p></span></div>
searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-66249614661863226132014-06-11T11:26:00.001-07:002014-06-11T11:26:30.943-07:00We deserve education - Penticton Herald: Opinion<a href="http://www.pentictonherald.ca/opinion/article_16151be8-f10e-11e3-8d7f-0017a43b2370.html#.U5ifJXwbwy4.blogger">We deserve education - Penticton Herald: Opinion</a>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-64295422706454299542014-02-22T11:23:00.000-08:002014-02-22T11:23:07.757-08:00Changing Up Reflection At the beginning of almost every inquiry meeting, we all spend a few minutes thinking and writing about the Through a Different Lens Project, things that we have tried, questions we have, thoughts about what is working or not working for our students, etc.<br />
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Last Thursday, instead of writing we used play-doh as the way to represent what was on our minds. It was an interesting way of trying to encapsulate the ideas that we were thinking about. Here is a sample of what we were thinking: <br />
<i>- the first picture represents the feelings of not having enough time to go into depth on some of the concepts that this teacher would like to pursue with her students... time gets</i><i> disrupted and disjointed and this teacher wished for more time to pursue the ideas her kids are interested in.</i><br />
<i>- how grateful this teacher was that she had another pair of hands in the classroom to draw a few of her students out</i><br />
<i>- the table with 3 legs represented thoughts about one student who the teacher worries needs more social involvement, so the table is wobbly</i><br />
<i>- the forth picture represents thinking about strength based approaches; all the ways to help kids find their passions / interests and strengths</i><br />
<i>- and the last picture represents science fair and this teachers thoughts about her students who don't have the home support to pursue the project.</i><br />
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It is good to try out new approaches with kids and adults - it exposes us to different ways of doing things, and different ways of thinking about teaching/learning. By doing this we might even help some kids find a new strength or passion. <br />
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As part of the process of planning I had the opportunity to have short interviews with 8 SD67 staff about the book club, and 8 students about English First Peoples. I left the week feeling unusually optimistic about the future and the bridges we are making. <br />
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The Book and Video Club appears to have taken us as a collective of educators a step forward in a number of ways -- it has exposed those of us who are not of Aboriginal ancestry to literature, ideas, stories, we might never have been exposed to. It has given us a tiny bit of understanding and a thirst for more. It has given us an appreciation of First Nation culture and a desire to make our schools better places for our students of Aboriginal ancestry. I heard all these things in the interviews. It is an exciting place for us to be. I also heard from educators who are of Aboriginal ancestry that they are thankful for the journey we are on together. That the more we all work together, understand the history and culture ... the better our schools will be. We all seem to be thankful, not just for the books and the authors who have visited - but for the chance to talk honestly with each other, ask questions, and think quietly about where we have been and where we can go. It is surprizingly energizing to be on this journey, and I am so thankful for it personally.<br />
<br />
Some of the ideas I heard this week that connect with the book club are:<br />
- one principal bought every staff member a book by a First Nations author<br />
- one S.S. teacher has all his kids reading Indian Horse, and is thinking of how to organize an entire S.S. class around literature<br />
- a number of people are buying books by First Nations authors as gifts for Christmas. <br />
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In addition to the book club, I had the chance to talk with students who are taking First People's English. I talked with students who are of Aboriginal ancestry and students who are not. I was so interested in what they told me. Everyone in some way talked about building a community of understanding, or feeling so open to learning, or of feeling challenged to think differently. One girl talked about learning so many things that were preparing her for life -- what being educated is really all about; how it was changing her perspective. I was shocked at the reflectiveness of kids in grade 10 -- and wondered if I was anywhere near as reflective as they were at that age!<br />
<br />
Recently in the BCTF magazine there was an article called "Raising the profile of First Nation courses". Here is a quote "40,537 students completed English 12 compared to only 184 students for English First Peoples 12". Provincially so few of our students are being exposed to English First Peoples. In 2013-2014, we have three courses being offered here at Princess Margaret. We have 30 students in grade 10, and 60 in grade 12 being exposed to materials, experiences, field trips and culture of our First Nations people. All eight of the grade 10 students said that FOR SURE they were going to take First Peoples English 12.<br />
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We are on a journey in SD67.<br />
Judith<br />
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<br />searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-28280690230401483472013-12-08T16:47:00.000-08:002013-12-08T16:47:50.986-08:00Ideas for ENGLISH in Through A Different Lens
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<br />
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A few weeks ago we met as a group of English teachers that
work in <i>Through A Different Lens</i> to
share ideas and learn from each other.
There were 10 teachers in middle and secondary school that shared ideas
on topics such as teaching novels, parody, characters, ethics, and parts of
speech. There were far too many ideas to
share in this blog but there are a few short ones that I’ll write here.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
BUILDING CHARACTER:<o:p></o:p></div>
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One teacher
shared a strategy she uses for building character. This can be used for pre-writing or just as
beginning to understand who the character in the novel is. Students can focus on different characters in
the same book, or a character in their own book. This strategy can also be used as a
pre-speech idea if the students are talking about themselves. <o:p></o:p></div>
<div class="MsoNormal">
Students
collect 10 items important to their character – this can be pictures or it can
be 3D objects, a class assignment or a homework assignment. This teacher used the website <a href="http://www.burninghouse/">www.theburninghouse</a> <i>What are 10 items you would
want to take with you if your house burned down? What are 10 items that your character would
want to take with them? Why are those
items important to them? What are the
connections?</i> She suggested the items be
put on a white board and then they could write brief explanations about each
item. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here are examples from the
website:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmTyxf7Gh9-bcWIsd99pUQb_Pmkhbo9IhWU3ieKLcbDKDwDxHM7RaqwqoiKvQ5shcZEJaLlD9WZtXoNYGH7RZ_Foejv6pDBYVdQHAcJk_FsVDenPkxtvye2AxDdK2fWynkdvUS2bVGyWJO/s1600/tumblr_mx340hx6EE1qjfqe4o1_1280.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmTyxf7Gh9-bcWIsd99pUQb_Pmkhbo9IhWU3ieKLcbDKDwDxHM7RaqwqoiKvQ5shcZEJaLlD9WZtXoNYGH7RZ_Foejv6pDBYVdQHAcJk_FsVDenPkxtvye2AxDdK2fWynkdvUS2bVGyWJO/s320/tumblr_mx340hx6EE1qjfqe4o1_1280.jpg" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB4ossUrQHUnlXOSNPe4VlRREE-N1GQvICQ25kXO1uMfKAbGo3XkiAjX-Uiqh1EXXGeZMwC4VA4cZBifW2g62PoSTnjySseoqpeuPfurpDbJkkjOQQZvQlkkdUGbMjDtvLxHK3kZBh_2Js/s1600/tumblr_mml3qc8Ukl1qjfqe4o1_1280.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="157" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB4ossUrQHUnlXOSNPe4VlRREE-N1GQvICQ25kXO1uMfKAbGo3XkiAjX-Uiqh1EXXGeZMwC4VA4cZBifW2g62PoSTnjySseoqpeuPfurpDbJkkjOQQZvQlkkdUGbMjDtvLxHK3kZBh_2Js/s200/tumblr_mml3qc8Ukl1qjfqe4o1_1280.jpg" width="200" /></a></div>
<br />
<br />
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
VALUE LINES<o:p></o:p></div>
<div class="MsoNormal">
A number of
teachers talked about the use of a value line in class discussions, and how it
is interesting to do value lines both pre- and post-. Pre- helps kids think about the topic, but
they may be quite unsure what they think about it at that point. Post- helps them think about how their
thinking might have changed by learning about the topic.<o:p></o:p></div>
<div class="MsoNormal">
An
adaptation to the value line if students are not quite ready to commit to the
whole class, is to put the students in groups of 4 and put a piece of masking
tape down on the desk and then use different coloured poker chips. Students place their poker chip on the line
and have an opportunity to talk with others about why they placed it in that
spot.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
REST IN PEACE<o:p></o:p></div>
<div class="MsoNormal">
How do you
get students to stop using low-level words in their writing? One teacher had them list the low level words
around a gravestone and then they could refer to it when writing to be sure
they did not use those words.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
TRADING CARDS<o:p></o:p></div>
<div class="MsoNormal">
There is a
great website called readwritethink.org where you can get templates for making
trading cards. These can be used for
developing cards on characters in novels, or non-fiction people in content area
subjects, or organisms in science. <a href="http://www.readwritethink.org/">www.readwritethink.org</a> card creator<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
OTHER IDEAS:<o:p></o:p></div>
<div class="MsoNormal">
Classroom
weeblys, twitter in the classroom, using Padlet.com as a wall for classroom
conversations, developing units around interests such as zombies, or playing games
such as avalanche when teaching skills.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
SD71 WEBSITE<o:p></o:p></div>
<div class="MsoNormal">
Comox
School District has put together an amazing website with many ideas for reading
and writing. Have a look. It is filled with ideas. Go to Comox School website and look under
resources for Literacy.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It was a great morning. Thanks to all for sharing your ideas so freely.</div>
<div class="MsoNormal">
Judith</div>
<!--EndFragment-->searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-62315867711604231082013-10-15T18:14:00.002-07:002013-10-15T18:16:32.715-07:00A Learning Place<!--[if gte mso 9]><xml>
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<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmxLgbP_aQCGNaa70vxKqHD1-1dfH8yqeUhL4hFHgaw8MwBXptESE2Rz0gbtJGAtljKGwgbwI4Y1QugJy31ebElmWy4FBWOKg1EGL5x4o1VAOsQNxD_7HCkzkhDg4RerQlK3JiuTkSZ4bG/s1600/IMGP0016.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmxLgbP_aQCGNaa70vxKqHD1-1dfH8yqeUhL4hFHgaw8MwBXptESE2Rz0gbtJGAtljKGwgbwI4Y1QugJy31ebElmWy4FBWOKg1EGL5x4o1VAOsQNxD_7HCkzkhDg4RerQlK3JiuTkSZ4bG/s320/IMGP0016.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;">Entrance to the school</span></td></tr>
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Sometimes it is good to go away and see what others are
doing. It helps to see things from
others perspectives. It kind of
jolts you into rethinking or thinking differently. This past week I was fortunate to go to Haida Gwaii (the
joys of working part time). I got
to walk on the beach and through the forest, go to art galleries and
museums. I got to soak in the
beauty and the culture. I also had
the opportunity to visit a school in Skidegate and sit in on a teacher meeting
about reading for the CR4YRs project (Changing Results for Young Readers). </div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This elementary school was both beautiful and unique, and
what I was struck with was the obvious presence of the Haida culture. The school itself had natural light,
and a lot of natural wood – beams and carvings, nooks and crannies, places to
sit and think, murals on the walls with sayings about nature, slanted walls in
places … and there was also a great deal of the Haida language present, and
art, drums and painted paddles. There
were photos of elders who speak the traditional language in the foyer of the
school. The teachers explained that the children take classes in the Haida
language – Haida immersion they called it.</div>
<div class="MsoNormal">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3whZFLnsUFRWUq87Gf0oPEKlilVDD79i3IqIntbucz8pT5FRUBHG8l9emFmOX4OiU4SwfHDG8VWSR_-WAg9z2jHB-ymOzQBpByN7kaWd0dPBwAvAUFy7STTO00K6l0ye9z6qr6QKE6y0S/s1600/IMGP0021.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3whZFLnsUFRWUq87Gf0oPEKlilVDD79i3IqIntbucz8pT5FRUBHG8l9emFmOX4OiU4SwfHDG8VWSR_-WAg9z2jHB-ymOzQBpByN7kaWd0dPBwAvAUFy7STTO00K6l0ye9z6qr6QKE6y0S/s320/IMGP0021.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;">Looking down one hallway</span></td></tr>
</tbody></table>
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I was struck by how beautiful and rich the school felt, and
how welcoming and special it was.
Even the classrooms were different, not square boxes … just a little bit
different. A few slanted walls, a different kind of entrance way, a padded
bench here and there. I loved
being there with natural light coming through the ceiling around the beams. School … an interesting learning place.</div>
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<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcvDDdn9YI70W6sH_b_1-72K31sPoIJsjfXYFK1MZQQFDOhhJQiMuhCsKCjeHYFMUF1tGxiT2A8yDd3W0EXhoXx5fPWiPbI5qTreLZg97lchlz2L5_mO4lZkVazzL_c49_Xvz5DcdZdTP7/s1600/IMGP0025.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcvDDdn9YI70W6sH_b_1-72K31sPoIJsjfXYFK1MZQQFDOhhJQiMuhCsKCjeHYFMUF1tGxiT2A8yDd3W0EXhoXx5fPWiPbI5qTreLZg97lchlz2L5_mO4lZkVazzL_c49_Xvz5DcdZdTP7/s320/IMGP0025.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;">Student Art</span></td></tr>
</tbody></table>
<div class="MsoNormal">
If I was a child of Haida ancestry, I think I would come to
school knowing that my culture and language were appreciated and
respected. And if I wasn’t of
Haida ancestry, I would be so curious about the culture and attracted to it. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It made me think of our schools. How inviting are they to kids and parents of various
cultures, especially our students of Aboriginal ancestry? What could we do to show appreciation
and respect for their culture? How
can we make our schools a place
where all kids can more easily belong and connect?</div>
<div class="MsoNormal">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKDqrTHthdgkO-H_UZGxMwrUC1QYMtVQ52jescSIKNzELpqTk3hgaZkHaLWBx9R2AvsH6YyiXEk6bZ62oZSXbXbmoFLjR7gry2hyphenhyphen4W49CtDQ0qWlQuMBeS1DCE1SMfKZNnZWDtkgLGZ7bw/s1600/IMGP0024.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKDqrTHthdgkO-H_UZGxMwrUC1QYMtVQ52jescSIKNzELpqTk3hgaZkHaLWBx9R2AvsH6YyiXEk6bZ62oZSXbXbmoFLjR7gry2hyphenhyphen4W49CtDQ0qWlQuMBeS1DCE1SMfKZNnZWDtkgLGZ7bw/s320/IMGP0024.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;">Language Posted</span><br />
<span style="font-size: small;"><br /></span>
<br />
<div style="text-align: left;">
<div style="text-align: right;">
<span style="font-size: small;">by Judith King</span></div>
</div>
</td></tr>
</tbody></table>
<!--EndFragment-->searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-60827885068966660872013-02-18T13:06:00.001-08:002013-02-18T13:06:25.721-08:00Bumper Stickers Year 2: Secondary Teachers<h2>
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<span class="Apple-style-span" style="font-weight: normal;"><span class="Apple-style-span" style="font-size: small;">Twenty secondary teachers met a few weeks ago to write their
semester one case studies. There were teachers in English, S.S., Science, Math,
Spanish, French, Psychology, First Nations, Art, PE, Counseling, Learning
Assistance. There were teachers in the
first 5 years of their teaching career, and a few in their last 5 years, male
and female. Though they are a divergent
group in many ways, they have some important things in common. They are a group of remarkably committed
professionals, who are willing to try things and share their thinking with
others.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-weight: normal;"><span class="Apple-style-span" style="font-size: small;">What has
struck me over and over about this group is that they don’t judge each other –
or it seems, themselves.<span style="mso-spacerun: yes;"> </span>They share
freely both their small steps and their grandiose ideas.<span style="mso-spacerun: yes;"> </span>They laugh, they tease, they encourage, and
they work.<span style="mso-spacerun: yes;"> </span>One teacher remarked how
great it was to be able to work “with such progressive minded educators and
share ideas, strategies and plans to engage at-risk learners”.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-weight: normal;"><span class="Apple-style-span" style="font-size: small;"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-weight: normal;"><span class="Apple-style-span" style="font-size: small;">At our session, along with their case study we asked the teachers to write a
bumper sticker about one or more of the big ideas they gained from doing the
case studies. Here are some of the things they said: <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;"><span style="font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">With certain students, extreme circumstances<o:p></o:p></span></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;"><span style="font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><span style="mso-spacerun: yes;"> </span>call for extreme measures.<o:p></o:p></span></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Academy Engraved LET'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: cyan;">Peer interaction and support can play an invaluable role in the lives of
vulnerable students</span><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Big Caslon'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">Create
situations where<o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Big Caslon'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"> student’s strengths are showcased</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Bordeaux Roman Bold LET'; font-weight: normal;"><span class="Apple-style-span" style="font-size: x-large;">Talking with students about their interests is always appreciated</span><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Braggadocio; font-weight: normal;"><span class="Apple-style-span" style="color: orange; font-size: small;">It is
worth it <o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Braggadocio; font-weight: normal;"><span class="Apple-style-span" style="font-size: small;"><span class="Apple-style-span" style="color: orange;">even
if you only help one!</span><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Didot; font-weight: normal;"><span class="Apple-style-span" style="font-size: small;">Alternate
forms of assessment during tests allows different students to succeed<o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Futura; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">Change to
habits is a process<o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: orange; font-family: 'Trebuchet MS', sans-serif;"><i>Connections with kids = win win!</i></span><span class="Apple-style-span" style="font-family: 'BlairMdITC TT-Medium';"><o:p></o:p></span></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Bradley Hand ITC TT-Bold'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">Connect curriculum to lives<o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Franklin Gothic Medium'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: cyan;">Connect, Connect, Connect</span><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Futura; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><i>Validate
each student -<o:p></o:p></i></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Futura; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><i>let them
know they are worthwhile</i><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: orange; font-family: Times, 'Times New Roman', serif;">Connect and encourage student learning</span><span class="Apple-style-span" style="font-family: 'BlairMdITC TT-Medium';"><o:p></o:p></span></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Didot; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">Physical
Engagement is a starting point<o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Cooper Black'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">Choose
Choice<o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Apple Casual'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: orange;">Give
choice of hands-on activities to synthesize learning</span><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Bradley Hand ITC TT-Bold'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;">CARE CONNECTS</span></span><span style="font-family: "Bradley Hand ITC TT-Bold"; font-size: 24.0pt;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Bradley Hand ITC TT-Bold'; font-weight: normal;"><span class="Apple-style-span" style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: 'Bradley Hand ITC TT-Bold'; font-weight: normal;"><span class="Apple-style-span" style="font-size: x-small;">posted by Judith</span></span></div>
<!--EndFragment--></h2>
searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-85578959754222505432013-02-18T12:56:00.000-08:002013-02-18T12:56:15.884-08:00Elevator Stories - Year 2: Secondary Teachers
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<br />
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Along with the bumper stickers, this year we asked the
teachers to write in 25 words or less, why they thought the project “through a
different lens” is different than anything else they have been involved in …
There were too many to write here, but here is a sampling of the different
ideas:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvZaFuz8b0BVUdW-IMSpkIYKh603S1ksGP81_Tff1hXuNT0b7SmHNP1_wJNGwYtqqfpQ6Ngg69-MlFHM-ENvE0wR2PQJFdY2mw2eh9-PNIlUJIdmwQQj5MxiVhvlO3BHlxWLsOijrRFHMR/s1600/DSCF0161.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvZaFuz8b0BVUdW-IMSpkIYKh603S1ksGP81_Tff1hXuNT0b7SmHNP1_wJNGwYtqqfpQ6Ngg69-MlFHM-ENvE0wR2PQJFdY2mw2eh9-PNIlUJIdmwQQj5MxiVhvlO3BHlxWLsOijrRFHMR/s200/DSCF0161.JPG" width="200" /></a></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I think the “Through a Different Lens” project allows you to
examine your teaching style, broaden your teaching and assessment strategies, and
enables you to<span style="mso-spacerun: yes;"> </span>learn from your
colleagues.<span style="mso-spacerun: yes;"> </span>I think it forces you to do
something different (change is good) and ultimately makes you a better teacher.<o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Sometimes feel as though I am the only one
who struggles to come up with strategies and ideas of how to engage and connect
with kids. When we go into the sessions I feel part of a “team” that has a
wealth of knowledge and experience. I always leave with ideas of simple things
to try with kids and with more energy to do it. I feel engaged and willing to
try new things and experiment in my classroom. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This project involves collaboration with other teachers (which
doesn’t happen as often at the high school level) and support from
facilitators. The exchange of ideas is priceless and there is a high level of
commitment to reflect and to continue whether or not you are successful. I
think that the connections that the teachers at our school are making with the
students are life changing!<o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Because it is a consistent, reoccurring event
it provides sustainability to my practice - it makes my practice current,
engaging and excites me.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;">This project also helped me see that
sometimes “success” is not just defined by marks or credits or grad rates.
Sometimes keeping students in the building and making them feel valued as human
beings is true success. Not all teachers (or administrators) agree with this,
but the people in the TADL project do!<o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;">TADL allows me to
develop my practice without defining (limiting me to) one strategy or program
while ensuring a focus on student learning.<span style="mso-spacerun: yes;">
</span>The focus on one learner (who I chose as at-risk in my class) ensures
accountability to myself - and will also ensure an impact on my entire class.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Focussing on at risk students but the strategies used work for the
majority of learners.<span style="mso-spacerun: yes;"> </span>The
inter-disciplinary sharing is invaluable.<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;">The Different Lens
project truly pushes me to reflect on who my students are in the class and what
I have tried (specific strategies) to try and improve the success of those
students. I must then carefully evaluate the actual result of the changes I
have made (for specific students and the class as a whole).<span style="mso-spacerun: yes;"> </span>I have never been involved in any
professional development that makes me reflect on the results of my practice in
such depth.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;"><span style="mso-spacerun: yes;"> </span>This project has provided me with the moral support
to keep working with our most difficult students. The importance of
encouragement from a fellow staff member to “keep up the good fight” cannot be
understated when sometimes we want to give up. There were numerous times this
semester when I needed the support of others for ideas and to remind me that
what I was doing was making a difference.<o:p></o:p></span></i></div>
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<br /></div>
<!--EndFragment-->searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-39630148223821041722013-02-04T14:05:00.001-08:002013-02-04T14:05:44.482-08:00The Power of Language
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<!--StartFragment-->
<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;">The difference between the right word and the almost right word<o:p></o:p></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span>is the difference between<o:p></o:p></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span>lightening and the lightening
bug.</i><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Mark Twain<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Help!<span style="mso-spacerun: yes;"> </span>We need a
conversation about language.<span style="mso-spacerun: yes;"> </span>We have
come so far in so many ways but we still go back to language that really
doesn’t describe our kids, or our intentions.<span style="mso-spacerun: yes;">
</span>Instead of hip replacements, we need language replacements.<span style="mso-spacerun: yes;"> </span>We are teaching kids differently, we are
seeing great things happen… and then we fall back on language that does not
fit.<span style="mso-spacerun: yes;"> </span>I have been thinking about this a
lot, and reading some articles about labeling, about hurting, about keeping people
in boxes.<span style="mso-spacerun: yes;"> </span>I know none of us want to do
that.<span style="mso-spacerun: yes;"> </span>But we need to find new
language.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> <i> </i></span><span style="font-family: "Bradley Hand ITC TT-Bold";"><i>So that is my challenge to
everyone… what language do we want to use?</i><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here is an example.<span style="mso-spacerun: yes;">
</span>What does low mean?<span style="mso-spacerun: yes;"> </span>I hear it
quite often, I am sure you do too.<span style="mso-spacerun: yes;"> </span>“I
have a low class this year”.<span style="mso-spacerun: yes;"> </span>“I mix up
my groups so I have lows working with highs”, “I have a low group” or a “low
student”.<span style="mso-spacerun: yes;"> </span>Really?<span style="mso-spacerun: yes;"> </span>According to what?<span style="mso-spacerun: yes;"> </span>What makes someone low all over?<span style="mso-spacerun: yes;"> </span>Okay, I understand that some kids struggle in
reading, math or writing, maybe in art or PE, or making friends.<span style="mso-spacerun: yes;"> </span>Which of these makes them a “low all over
student?”<span style="mso-spacerun: yes;"> </span>I know actually, it’s a
rhetorical question.<span style="mso-spacerun: yes;"> </span>I have never heard
any of us describe a student who has difficulty drawing as a low student … but
I have heard it a lot when it comes to academics.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Bradley Hand ITC TT-Bold";"><i>Is that really what we
mean?<span style="mso-spacerun: yes;"> </span>I don’t think so.</i><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Language is so incredibly important.<span style="mso-spacerun: yes;"> </span>If we wouldn’t say to the child “You are low”
then do we want to be describing the child to anyone else that way?<span style="mso-spacerun: yes;"> Maybe t</span>hat is kind of the rule of thumb.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Some of the Canadian groups for children and adults with
disabilities have put forward “People First Language”.<span style="mso-spacerun: yes;"> </span>People first language puts the person before
the disability, it describes what a person has, not what a person is.<span style="mso-spacerun: yes;"> </span>For example, Johnny has a learning disability,
not Johnny IS learning disabled; or Faizal has autism, not Faizal IS
autistic.<span style="mso-spacerun: yes;"> </span>Or instead of “I have 3
learning disabled kids and 4 behaviour kids in my class” it would be “I have
three kids with learning disabilities, and four kids with behavioural issues in
my class”. It goes into things like “He receives special education services” vs
“He is IN special education.”<span style="mso-spacerun: yes;"> </span>“She uses
a wheelchair” vs “She is wheelchair bound”.<span style="mso-spacerun: yes;">
</span>And so on and so on.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Bradley Hand ITC TT-Bold";"><i>Does that sound picky?<span style="mso-spacerun: yes;"> </span>Ask anyone with some kind of a disabilities…
and guess what? It isn’t picky to them.<span style="mso-spacerun: yes;">
</span>People first.<span style="mso-spacerun: yes;"> </span>In fact, if you
want to get serious about this, you find alternatives to the word disability,
because it really isn’t, <o:p></o:p></i></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Bradley Hand ITC TT-Bold";"><i>it’s just different.</i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I remember years ago when the Performance Standards first
came out in BC.<span style="mso-spacerun: yes;"> </span>Sharon Jeroski (author
of the BCPS) warned us all to be so very careful with the language:<span style="mso-spacerun: yes;"> </span>not yet meeting, minimally meeting, meeting
and exceeding.<span style="mso-spacerun: yes;"> </span>She warned us to be sure
that we always said, “the child’s <b style="mso-bidi-font-weight: normal;">reading</b>
is minimally meeting”, not “the child is minimally meeting”.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>No
child is minimally meeting, just their skill of reading or writing etc.<span style="mso-spacerun: yes;"> </span>But again, we get sloppy, and out the words
come.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So here is our struggle in this project.<span style="mso-spacerun: yes;"> </span>We are working so hard to make better
conditions for kids who have traditionally struggled in school – we need
language to describe what we are doing.<span style="mso-spacerun: yes;">
</span>Here is some of the language we are using to describe who we are talking
about:<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>- students
who are at-risk of not completing school<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>- students
who are doing average work<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>- students
who are doing strong academic work<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Bradley Hand ITC TT-Bold";"><i>Is there better language?<span style="mso-spacerun: yes;"> </span>Can we do better than this?</i><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
Richard Allington, says any kid who struggles is a
“curriculum casualty”.<span style="mso-spacerun: yes;"> </span>What else is out
there?<span style="mso-spacerun: yes;"> </span>Any ideas or suggestions?<span style="mso-spacerun: yes;"> </span>Please write if you have some.<span style="mso-spacerun: yes;"> </span>We want to learn.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Bradley Hand ITC TT-Bold";"><i>P.S. what is a mixed ability
group?</i><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: #383431; font-family: Arial; mso-fareast-language: JA;">Words hold power.</span><o:p></o:p></div>
<!--EndFragment-->searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-47639550616173113722013-01-28T21:07:00.000-08:002013-01-28T21:55:28.132-08:00Start Somewhere and Move Forward: Learning about First Nations<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> <w:UseFELayout/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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Last week I had the opportunity to listen to a group of six First Nations educators who work in various districts around the province, with the Ministry of Education, and at the VIU.<span style="mso-spacerun: yes;"> </span>They were speaking to a group of teachers involved in the Provincial Reading Project “Changing Results for Young Readers”.<span style="mso-spacerun: yes;"> </span>The question they were addressing was <i style="mso-bidi-font-style: normal;">“Many of us are wanting to make our classrooms, schools, and districts more inviting to our Aboriginal students.<span style="mso-spacerun: yes;"> </span>We want to make our teaching more relevant and connected to their lives.<span style="mso-spacerun: yes;"> </span>But … we really don’t know what to do.<span style="mso-spacerun: yes;"> </span>Can you help us?”</i><span style="mso-spacerun: yes;"> </span>Some of us in our project “Through a Different Lens” have been asking this very question.<span style="mso-spacerun: yes;"> </span>We are losing too many of our Aboriginal students from our schools.<span style="mso-spacerun: yes;"> </span>We are trying to make a difference but there are big gaps in our knowledge – and many of us don’t know what to do.<o:p></o:p></div>
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Here are 8 things they talked about:<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">1.<span style="mso-spacerun: yes;"> </span><u>Acknowledge traditional territory around the province.</u></b><span style="mso-spacerun: yes;"> </span>Put up a map of BC that shows the territories and have students in the classroom talk about the territory they were born in, the territory they currently live in, and any other territories they have lived in.<span style="mso-spacerun: yes;"> </span>Imagine if all of our students knew even that much.<span style="mso-spacerun: yes;"> </span>The Ministry of Education has a poster map that can be ordered on line.<span style="mso-spacerun: yes;"> </span>I have just ordered 15 copies for any teachers in the project who would like to have one in their classroom. <i><span style="font-family: "Times New Roman";">(Suggestion: Ask someone from your local First Nation Community, or one of our Aboriginal Support Teachers how to do a proper acknowledgement of the local territory. For an example see SD61 website, or an example on the Changing Results for Young Readers website – see “resources” and then “Indigenous Principles of Learning”.)</span></i></div>
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<b style="mso-bidi-font-weight: normal;">2.<span style="mso-spacerun: yes;"> </span><u>Love Reading:</u></b><span style="mso-spacerun: yes;"> </span>Read texts as an adult.<span style="mso-spacerun: yes;"> </span>Read them to learn.<span style="mso-spacerun: yes;"> </span>Have book clubs so that more educators begin to understand the issues, thoughts, feelings… become more aware.<span style="mso-spacerun: yes;"> </span>Here are a few texts you might begin with:<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>- The truth about Stories – Thomas King<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>- Three Day Road – Joseph Boyden<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>- The Absolutely True Diary of a Part-Time Indian - Sherman Alexie<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>- Smoke Signals – Screenplay / film:<span style="mso-spacerun: yes;"> </span>Sherman Alexie<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>- Indian Horse – Richard Wagamese<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">3.<span style="mso-spacerun: yes;"> </span><u>Model Reading using Picture Books with First Nations texts</u></b><u>.</u><span style="mso-spacerun: yes;"> </span>Use First Nations text for reading strategies and think alouds in class.<span style="mso-spacerun: yes;"> </span>See FNESC k-3 and K-7 for authentic First People’s texts.<o:p></o:p><br />
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<b>4. <u>Watch 8<sup>th</sup> Fire</u></b>. It is said that it takes 7 generations to heal from trauma. 8<sup>th</sup> Fire is a four part series produced by CBC. It “is a provocative, high-energy journey through Aboriginal country showing you why we need to fix Canada’s 500 year-old relationship with Indigenous peoples; a relationship mired in colonialism, conflict and denial.” The four episodes are called: Indigenous in the City; It’s Time!; Whose Land is It Anyway?; At the Crossroads. It is being aired on Sunday mornings at 11:00, and began on January 13. For more information google “8<sup>th</sup> Fire”. <i> (This originally aired in 2011; all 4 episodes are available on line).</i></div>
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<b style="mso-bidi-font-weight: normal;">5.<span style="mso-spacerun: yes;"> </span><u>Strong Nations</u></b> (<a href="http://www.strongnations.com/">www.strongnations.com</a>) is a website that you can go to find resources.<span style="mso-spacerun: yes;"> </span>Terry Mack, who began Strong Nations, vetos Aboriginal resources so that people who go to the website will know which materials are good resources for teachers and classrooms.<span style="mso-spacerun: yes;"> </span>There are resources for young children, teens and adults.<span style="mso-spacerun: yes;"> </span>It is a great website.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">6.<span style="mso-spacerun: yes;"> </span><u>Bring Aboriginal people into your classroom</u>.<span style="mso-spacerun: yes;"> </span></b>Many schools are now asking elders to be present in their schools.<span style="mso-spacerun: yes;"> </span>Invite people in.<span style="mso-spacerun: yes;"> <i><span class="Apple-style-span" style="color: orange;"> </span></i></span><i>(Check with your local community or member of the district Aboriginal staff for guest speaker protocol.)</i><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;">7.<span style="mso-spacerun: yes;"> </span><u>Build relationships with Aboriginal students and families.</u></b><span style="mso-spacerun: yes;"> </span>Building relationships with our students and families is a given.<span style="mso-spacerun: yes;"> </span>We know how important this is.<span style="mso-spacerun: yes;"> </span>But these women went on to suggest that you build relationships with Aboriginal people who you can ask questions to, who can help you understand.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b>8.<span style="mso-spacerun: yes;"> <u> </u></span><u>Learn about First Nations.</u></b> Learn more through the organization called “FNESC” <span class="Apple-style-span" style="font-size: x-small;"><o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: orange; font-size: 14.0pt;"><b>Start somewhere and move forward:<o:p></o:p></b></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-size: 14.0pt;"><span class="Apple-style-span" style="color: orange;"><b>The Time is Now</b></span><o:p></o:p></span></i></div>
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<o:p>Thanks to Anne Tenning and Dustin Hyde for reading this blog and giving feedback. More to come! </o:p></div>
<!--EndFragment-->searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-63468613090392604412013-01-27T17:06:00.000-08:002013-01-27T17:06:01.719-08:00BUILDING RELATIONSHIPS 2011-12
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<br />
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<span style="font-family: Arial; font-size: 13pt;"><span class="Apple-style-span" style="background-color: black; color: #eeeeee;">There is a lot of research that tells us
that every child needs an adult in their school that cares about them.
Dr. Brokenleg talks about the need to belong as the greatest need for all
of us, students need adults that help them belong, and need to be surrounded
and supported by schools and students that respect and care for them. Dr.
Gordon Neufeld talks about attachment and how kids need to feel that their
teacher is there for them. We know this, but it has always been a
struggle in school to build a relationship with every student who comes through
the door.</span><span class="Apple-style-span" style="color: #222222;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigW0HjGTShLbV29RO7CEi5nHZlSx2-2-KHwkUmX3Xv180R6eZDSsL_n8VSi5aVYw85c0JjsUxw2O-o0fOjgQeUTvRki6pZ9NEQc-Lz67knLfnO58rsSC_niqH7yjdw10JuKiU13GnJ1Cxr/s1600/5040.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigW0HjGTShLbV29RO7CEi5nHZlSx2-2-KHwkUmX3Xv180R6eZDSsL_n8VSi5aVYw85c0JjsUxw2O-o0fOjgQeUTvRki6pZ9NEQc-Lz67knLfnO58rsSC_niqH7yjdw10JuKiU13GnJ1Cxr/s320/5040.jpg" width="320" /></a></div>
<div align="center" class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;">
<span class="Apple-style-span" style="color: #1a88bd; font-family: Arial;"><span class="Apple-style-span" style="font-size: 17px;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial; font-size: 13pt;"><span class="Apple-style-span" style="color: #eeeeee;">One of the most interesting things we
found in the data in this project from the 2011-12 year was that students who
were in classes where the teachers were working hard to provide choice, look at
the students strengths, support them, and teach in more interactive ways - felt
cared about. When we looked at the surveys both pre- and post-, we noted
a big change in the number of students who felt they had a positive
relationship with their teacher. <b>In the pre-survey, 107 of the 561
students disagreed or strongly disagreed that they had a good relationship with
their teacher. That is 19%. Nineteen percent of the students said
they did not have a good relationship with their teacher. In the
post-survey only 34 students said they did not have a good relationship (6%).
That is a big difference. </b></span><span class="Apple-style-span" style="color: #222222;"><o:p></o:p></span></span></div>
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<br /></div>
<div align="center" class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;">
<span class="Apple-style-span" style="color: #1a88bd; font-family: Arial;"><span class="Apple-style-span" style="font-size: 17px;"></span></span></div>
<div>
<span class="Apple-style-span" style="color: #1a88bd; font-family: Arial;"><br /></span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEged7iJWVi2n0HZ_J8RzBJ93MK_W1eb27WuPEK9DiVdSL8qXx1MJvmdgb5OTJs5VawQ45tlVrpL2xk9nVUeHozhRJCVc02JNDj3GO_pDPPVAbkuLgT-jUCSqCMXGV2zMwNRPkAwgDrbrMA_/s1600/DSC05499.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEged7iJWVi2n0HZ_J8RzBJ93MK_W1eb27WuPEK9DiVdSL8qXx1MJvmdgb5OTJs5VawQ45tlVrpL2xk9nVUeHozhRJCVc02JNDj3GO_pDPPVAbkuLgT-jUCSqCMXGV2zMwNRPkAwgDrbrMA_/s320/DSC05499.jpg" width="320" /></a></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial; font-size: 13pt;"><span class="Apple-style-span" style="color: #eeeeee;">There were a number of things the
teachers did explicitly to build relationships, especially with their students
at risk.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial; font-size: 13pt;"><span class="Apple-style-span" style="color: #eeeeee;">• Some used the "2 x 10"
strategy, where the teacher spends 2 minutes of uninterrupted class time with a
student they were concerned about for 10 consecutive classes. <i>"I
felt like I had to earn her trust, so I spent time early in the term trying to
connect with her. I tried the 2 x 10 strategy, which I felt was very
effective. I took extra time with her when she asked for help. As a
result she seemed to ask for help more often and responded positively when it
was provided." (gr 12)</i><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span class="Apple-style-span" style="color: #eeeeee;"><i><span style="font-family: Arial; font-size: 13pt;">• S</span></i><span style="font-family: Arial; font-size: 13pt;">ome teachers
greeted the student each day and talked informally with them. <i>"When
he first came into the classroom he had his head down, his hat down, and a big
cloud around him. When I would say hello in the morning he would just nod
and go to the back of the class with his buddies, or he would proceed to swear,
fight with his friends... in a joking way but still be quite aggressive... Over
the course of the first month, I did the meet and greet, and every day when he
walked in the classroom I would say "hello, how are you?" and ask him
one or two things about his day. And it started off with grunts and
groans and very little acknowledgement. By the end of September, he would
at least say 'Hello'. In October I learned a strategy called "2 x
10" where you spend 2 minutes 10 consecutive classes... I think that was a
bit of a turning point. ... He started to put his head up, started to
smile a bit more... and was becoming more engaged." (gr. 10)</i><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span class="Apple-style-span" style="color: #eeeeee;"><i><span style="font-family: Arial; font-size: 13pt;">• </span></i><span style="font-family: Arial; font-size: 13pt;">Some teachers
found out what the students passion / interest was and then went out of their
way to learn about it so they could converse about it, and in some cases bring
it into the course material. Sometimes it was an interest like
"zoombies" or a computer games. In one case it was the teacher
taking an interest in the students stories of her culture. The student
felt listened to and acknowledged by the teacher.</span></span></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 18.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial; font-size: 13pt;"><span class="Apple-style-span" style="color: #eeeeee;">These were some of the explicit efforts
on the part of the teacher to get to know their student and help them feel part
of the classroom culture. However, other factors seemed to come forward
in both teacher and student comments. Positive relationships seemed to
grow out building a culture where strengths were honoured and choice was given.
Teachers and students were regularly having discussions about work ...
ways to differentiate, ideas on how to represent their knowledge, how much was
needed to show their understanding. Some students felt better about school,
their classroom community and their teacher when they were seen as having
something to offer to others - their artistic talent, their verbal abilities,
their interests in technology, acting skills, or their abilities to be
creative. Some students began to take risks because the teacher was building
safe conditions in the classroom. </span><span class="Apple-style-span" style="color: #222222;"><o:p></o:p></span></span></div>
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<br /></div>
<!--EndFragment-->searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-73008433686845988682012-12-16T10:22:00.002-08:002012-12-16T10:22:20.425-08:00Results from 2011-2012 (Academically Strong Students)<br />
A few weeks ago a question was raised about our students who are doing well at school. The question was, "In this project if we focus on the students at risk, then what are we doing for the students who are strong academically and socially? Are we letting them down?"<br />
<br />
This project was designed with all of our students in mind. The purpose was to try to make school more engaging and meaningful for all kids, and so we collected data from all of our students hoping to gain feedback about what we were doing well, and what we needed to work on. In addition to collecting data on all students, we compared data from three smaller groups: Students who were academically and socially strong, students who were doing average work, and students at-risk of not completing school. We watched our students at-risk closely, but all students were involved in the classroom based strategies where teachers attempted to make the curriculum more meaningful and connected to students' lives. Students were given choice, challenged to use their strengths, and were involved in interactive classroom activities.<br />
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We surveyed all the students both pre- and post- in order to see how we were doing. We surveyed them with questions in four areas: academic confidence (how confident and competent do they feel at school), social engagement (how well they work with others and the teacher), knowledge of their strengths and how to use those strengths in school to help them succeed, and academic engagement (how engaged are they with the learning tasks).<br />
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<u>The results in a nutshell:</u><br />
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• the mean score for ALL students went up from pre- to post-<br />
• when comparing the results of the survey for three groups of students, (students who are strong academically and socially, students who are doing average work, and students at-risk of not completing school), the mean score for the students who are strong academically and socially improved the most; followed by the mean score for students at-risk, and then students doing average work.<br />
• the students who were strong both academically and socially showed an increase in 15/16 questions, one question stayed the same. Of the 15 questions, there was a .3 or more increase in the mean score for eight questions: I felt confident and competent, I felt smart, I had a good relationship with my teacher, I had a choice in showing what I know, My strengths and talents were recognized, My strengths and talents helped me perform better in this class, I saw other student’s unique talents and strengths, There was a t least one adult in the school I could talk to.<br />
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<u>In summary:</u><br />
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The changes that teachers are making to engage more students, and to have students deal with the content in multiple ways rather than only pen and paper, is having a positive impact on all our students. The surveys show this, and the interviews with students make it even more apparent as they talk about it being more meaningful, more connected to their lives, easier to remember, more engaging and interactive, and more fun. In a number of interviews with students who are strong academically and socially, they confided that while these strategies really work for them, they were pretty sure they might even work for kids who are struggling. <br />
searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-12519277206729320292012-12-15T09:02:00.000-08:002012-12-16T10:22:43.865-08:00What Happened in Year 1 of the Project?<br />
The project this year has taken off and there has been lots to do to get all the groups started. Lately I have been thinking a great deal about why we are doing this project at all -- who are the students we are focusing on and why, and the benefits to all of our students. It is true that when we look closely at our practice through the lens of one or two students we learn a lot, and all of our kids can benefit from that learning. <br />
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In June and then during the summer, I wrote the final report for Year 1. Though I sent out the report to the teachers that participated last year, I have been neglectful in summarizing it here, and highlighting some key learnings. So to start with, I am attaching a summary from the full report written in the summer for Year 1. What I’d like to do is follow this blog up with more specific information about student growth and teacher reflections. What happened for the kids? And what kind of learning happened for us as well.<br />
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Here is the summary of the official report on the data collected last year:<br />
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<i><b> </b><span style="font-size: x-small;"> The purpose of the Through a Different Lens project was to see if we could remove some</span></i><br />
<i><span style="font-size: x-small;">of the barriers to learning that our vulnerable students face, particularly our Aboriginal students</span></i><br />
<i><span style="font-size: x-small;">and students with behavioural difficulties. Teachers in the project made a commitment to teach</span></i><br />
<i><span style="font-size: x-small;">and assess in alternate ways in order to capitalize on students’ interests, talents and strengths. </span></i><br />
<i><span style="font-size: x-small;">Each teacher recorded the strategies that they used and the students’ response to those strategies,</span></i><br />
<i><span style="font-size: x-small;">with a focus on one or two students at-risk in their classrooms. This was not an easy task, as</span></i><br />
<i><span style="font-size: x-small;">many of the students that they focused on had difficulties in both academic and social areas –</span></i><br />
<i><span style="font-size: x-small;">behavioural issues, emotional issues, attendance problems, drug and alcohol involvement and</span></i><br />
<i><span style="font-size: x-small;">poverty.</span></i><br />
<i><span style="font-size: x-small;"> Case studies completed in January, April and June 2012 on 36 students showed the power</span></i><br />
<i><span style="font-size: x-small;">of this work. Thirty-four of the 36 students successfully completed their course or grade level. In</span></i><br />
<i><span style="font-size: x-small;">all cases, the teachers observed their students at-risk engaging in the content to a greater degree,</span></i><br />
<i><span style="font-size: x-small;">participating in class, and interacting with both the teacher and the other students more often and</span></i><br />
<i><span style="font-size: x-small;">more successfully. In addition, these students who do not normally feel that they are</span></i><br />
<i><span style="font-size: x-small;">academically capable began to demonstrate their strengths and talents in the classroom. Student</span></i><br />
<i><span style="font-size: x-small;">interviews with students who are academically successful, and students at-risk, showed how</span></i><br />
<i><span style="font-size: x-small;">students positively respond to being taught and assessed in more interesting, hands-on and</span></i><br />
<i><span style="font-size: x-small;">creative ways (see ‘student voice’ on our blog http://differentlensblog.blogspot.com/, and how they </span></i><br />
<i><span style="font-size: x-small;">appreciate having choices in their learning.</span></i><br />
<i><span style="font-size: x-small;"> Student surveys reinforced what was learned in the case studies and interviews. Students</span></i><br />
<i><span style="font-size: x-small;">felt more academically confident, more socially engaged and amore aware that they had strengths</span></i><br />
<i><span style="font-size: x-small;">and talents that could help them and others in the classroom. The biggest change overall was that</span></i><br />
<i><span style="font-size: x-small;">students felt they had more positive relationships with the classroom teacher, and had an adult in</span></i><br />
<i><span style="font-size: x-small;">the building they could talk to.</span></i><br />
<i><span style="font-size: x-small;"> Strategies that the teachers found most successful included: teaching and assessing in a</span></i><br />
<i><span style="font-size: x-small;">variety of ways and connecting with student strengths and passions; building a positive and</span></i><br />
<i><span style="font-size: x-small;">supportive relationship with the student; being flexible and creative when adapting curriculum for</span></i><br />
<i><span style="font-size: x-small;">student needs; scaffolding student work so that they understood the steps involved; partnering</span></i><br />
<i><span style="font-size: x-small;">students thoughtfully and working with students to monitor their own behaviour.</span></i><br />
<i><span style="font-size: x-small;"> Teachers in the project grew professionally as they met regularly and shared ideas with</span></i><br />
<i><span style="font-size: x-small;">colleagues, observed students, planned with their students at-risk in mind, and worked diligently</span></i><br />
<i><span style="font-size: x-small;">to establish positive relationships with the students. These teachers made a huge commitment to</span></i><br />
<i><span style="font-size: x-small;">their students and to the project, and experienced some powerful successes with some of our most</span></i><br />
<i><span style="font-size: x-small;">vulnerable students.</span></i><br />
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searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-76022862410272766082012-11-02T06:02:00.001-07:002012-11-04T16:49:32.804-08:00Self Regulated Learning-What is it?<span style="background-color: black; color: #cccccc; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">It seems that one of the buzzes around the province these days is around "self regulated learning". I have been fascinated listening to the conversations and though I have heard speakers talk about it, and have read some of Shanker's work, I never seem to quite get the whole picture.</span><br />
<span style="background-color: black; color: #cccccc;"><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;" />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">This week, I had the opportunity to talk with a professor, </span><em style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Dr. Nancy Perry, from UBC</em><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - her area of expertise is Self Regulated Learning. She has a very straight forward approach that I could absolutely understand! She prepared a handout that is adapted from an article she wrote in the</span><em style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Reading Teacher</em><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">. This is her summary: </span></span><br />
<span style="background-color: black; color: #cccccc;"><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;" />
<strong style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Self-regulated learners are:</strong></span><br />
<span style="background-color: black; color: #cccccc;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">1. </span><u style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Metacognitive</u><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - they are aware of their strengths and weaknesses as a learner, they are aware of the task demands, and they are aware of strategies that they can use to solve problems and cope with difficult tasks.</span></span><br />
<span style="background-color: black; color: #cccccc;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">2. </span><u style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Motivated for learning</u><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - they engage in learning, they focus on deep understanding and personal progress, they are willing to try new challenges, they persist and they view errors as an opportunity to learn.</span></span><br />
<span style="background-color: black; color: #cccccc;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">3. </span><u style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Strategic</u><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - they have a repertoire of strategies, and they know when to use them.</span></span><br />
<span style="background-color: black; color: #cccccc;"><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;" />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Wow! This is great. Much of this is what we are working on in </span><em style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Through a Different Lens</em><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> ... without knowing it! We are looking at helping students become more confident learners... how? through understanding their strengths, through becoming motivated and engaged, and through thinking about how to apply what they know to different academic and social tasks. There are many blogs on our </span><em style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Different Lens blog</em><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> that illustrate teachers using strategies to help kids become more aware.</span></span><br />
<span style="background-color: black; color: #cccccc;"><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;" />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Dr. Nancy Perry goes on to say that </span><strong style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">self-regulated learning occurs in classrooms where:</strong></span><br />
<span style="background-color: black; color: #cccccc;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">1. <u>S</u></span><u style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">tudents have a lot of autonomy</u><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - choices, control over challenges, opportunities to collaborate and responsibility for evaluating their own work. </span></span><br />
<span style="background-color: black; color: #cccccc;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">2. <u>T</u></span><u style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">eachers provide instrumental support</u><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - through establishing routines and consistent participation structures, where they teach and model learning and problem solving, where they guide students thinking and performing, and where they guide student choices, provide information, feedback and encouragement, and where they talk about learning and self regulated learning</span></span><br />
<span style="background-color: black; color: #cccccc;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">3. <u>T</u></span><u style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">eachers engage in non-threatening evaluation practices</u><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> - where evaluation is on-going and embedded, where it is a process not just a product, where it focuses on personal progress, and where it encourages learners to participation in the evaluation. </span></span><br />
<span style="background-color: black; color: #cccccc;"><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;" />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">Again... I see so much of what we are trying to do embedded in her words. Giving students choice and opportunities to work with others, providing support and modeling learning, and using alternate ways to evaluate progress. </span></span>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-78989378814782580952012-04-09T19:35:00.001-07:002012-04-09T19:35:44.068-07:00How Lucky Am I?<br />
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What great people I get to work with. We had a meeting at Maggie on Tuesday where the teachers talked about the work they are doing, and the kids they are focusing on. I so appreciate their commitment and the trust that has built in the group. What a great group! I learn something at every meeting.</div>
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The consensus of the group is to carry on next year, with the same kind of commitment and focus, but to broaden the group and let it grow if others are interested.</div>
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The report written for the Vancouver Foundation really shows how powerful the work is.</div>
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<br /></div>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-55711911611611457942012-04-01T18:20:00.002-07:002012-04-01T18:27:59.293-07:00FIRST SEMESTER DATA: The Story<span class="Apple-style-span" style="background-color: black; color: white;"><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">At the end of semester 1, all of the secondary teachers in the project got together to work on their case studies. There were 12 case studies of students who had completed term 1 courses. There was also pre and post surveys for the 7 completed secondary classes.</span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> </span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">It took a great deal of time to work through the data and try to make sense of it. The survey data was complicated and I was very fortunate to be able to work with Sharon Jeroski. Sharon helped me look at the survey data in many different ways and then find the ways that best tell our story.</span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">The case studies were fascinating and I read them over and over looking for themes. The themes soon became very evident. And so... the writing began. The report itself is 13 pages long and I hope to figure out how to attach it to the blog. But for now I will attach the final summary.</span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><br /></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">When I read this summary again -- I am really struck by the hard work, the creativity and the commitment of the teachers involved in this project. All of them tried new ideas, focused on students that desperately needed their attention and care, and shared their excitement and insights with all of us. I can say for sure that the kids benefited from being involved -- and I am quite sure that all of us adults did as well.</span></span><br />
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<span class="Apple-style-span" style="color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"><b style="background-color: black;">In Summary:<o:p></o:p></b></span></div>
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<span class="Apple-style-span" style="background-color: black; color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> The purpose of the <i>Through A Different Lens</i> project was to see if we could remove some of the barriers to learning that our vulnerable students face, particularly our Aboriginal students and students with behavioural difficulties. Teachers in the project made a commitment to teach and assess in alternate ways in order to capitalize on students’ interests, talents and strengths. Each teacher recorded the strategies that they used and the students’ response to those strategies, with a focus on one or two students at-risk in their classrooms. This was not an easy task, as many of the students that they focused on had difficulties in both academic and social areas – behavioral issues, emotional issues, attendance problems, drug and alcohol dependencies, and unstable home lives.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="background-color: black; color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> Case studies completed in January 2012 on the twelve students from seven semestered academic secondary classrooms showed the power of this work. Eleven of the 12 students successfully completed the course by January, with only one student continuing to work on completion. In all cases, the teachers observed their student(s) at-risk engaging in the content to a greater degree, participating in class, and interacting with both the teacher and the other students more often and more successfully. In addition, these students who do not normally feel that they are academically capable began to demonstrate their strengths and talents in the classroom. Student interviews with both students who are academically successful, and with our students at-risk, showed how students positively respond to being taught and assessed in more interesting, hands-on and creative ways (see “student voice” on through a different lens blog, <a href="http://differentlensblog.blogspot.ca/p/student-voices.html" style="text-decoration: none;" target="_blank">http://differentlensblog.blogspot.ca/p/student-voices.html</a>), and how they appreciate having choices in their learning.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="background-color: black; color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> Student surveys reinforced what was learned in the case studies and interviews. All students felt more academically confident, more socially engaged (positive relationships with teacher and peers), and more aware that they had strengths and talents that could help them and others in the class learn.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="background-color: black; color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> Strategies that the teachers found most successful with these 12 students included: Connecting with the students strengths and interests; establishing a positive relationship with the student; partnering students with other students depending on the need; teaching using a variety of creative, hands-on, interesting and ‘fun’ ways; and scaffolding the learning.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="background-color: black; color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> Teachers in the project grew professionally as they shared ideas with colleagues, observed students, planned with their student at-risk in mind, and worked diligently to establish positive relationships with the students. These teachers made a huge commitment to their students and to the project, and experienced some powerful successes with some of our most vulnerable students. <o:p></o:p></span></div>
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</div>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-28227103052035825882012-02-09T21:57:00.001-08:002012-02-09T21:57:40.765-08:00Play Dough...a little bit of fun...is that all it is?<br />
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<span class="Apple-style-span" style="color: white;">This is my second blog about Glasser’s 1990 book on <i>The Quality School</i>. I keep finding quotes that seem so relevant to this project. In this set of quotes Glasser talks about how students perceive "good teachers":</span></div>
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<i><span class="Apple-style-span" style="color: white;">“Students tell me that a good teacher is deeply interested in the students and in the material being taught. They also say that such a teacher frequently conducts class discussions and does not lecture very much. Almost all of them say that a good teacher relates to them on their level; the teacher does not place herself above them, and they are comfortable talking with her” (p.66).</span></i></div>
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<span class="Apple-style-span" style="color: white;"> <i>“Students also tell me that they appreciate teachers who make an effort to be entertaining. To maintain student interest month after month in potentially boring courses, good teachers try to inject humor, variety, and drama into the lessons. How to be entertaining cannot be taught: Each teacher must work it out in his or her own way, but it is another way to gain admission into students’ quality worlds. … <b>the desirability that a teacher be entertaining is a further indication of how difficult it is to be an effective teacher” </b>(p. 67).<b></b></i></span></div>
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<span class="Apple-style-span" style="color: white;">Glasser continues to say that in many schools to be “entertaining” is frowned upon… there is a belief in “no pain/no gain”. People don’t understand that “boredom is the enemy of quality”. He says that <b>we must “nurture teachers as they struggle to put fun and interest into their work”.</b></span></div>
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<span class="Apple-style-span" style="color: white;">I must say I think Glasser was talking about what we are doing – we know the relationship piece for sure, we also know about the important of being passionate about the content… and some teachers in this project are really trying to add the novelty, the variety, choice, and some fun; finding what fits for them. Glasser believes <stockticker>FUN</stockticker> is a real need. One that we have underutilized in school for many years… to play with ideas and concepts, to work together with others, to have fun – these are relevant and meaningful ways to learn.</span></div>
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<span class="Apple-style-span" style="color: white;">Glasser is not alone, Albert Einstein said <i>“Games are the most elevated form of investigation”;</i>Pat Kane, author of The Play Ethic says <i>“Play will be to the 21<sup>st</sup> century what work was to the last 300 years of industrial society—our dominant way of knowing, doing and creating value;</i>and Brian Sutton-Smith, professor of Education at the U of Pennsylvania <i>“The opposite of play isn’t work. It’s depression.”</i> <i></i></span></div>
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<span class="Apple-style-span" style="color: white;">Thus… the <b>Play Dough challenge</b> for the month of February. Along with all the other creative and interesting things you are trying... try some playdough and think outside of the box! Successful or not -- that is okay. Just let us know where it really works. Let’s have a little fun and share our ideas with each others… in this way we will do what Glasser suggests about nurturing each other as we attempt to put some fun and interest into our work.</span></div>
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</div>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com1tag:blogger.com,1999:blog-2958975064579237686.post-80400981612780796282012-01-21T18:22:00.001-08:002012-02-09T21:59:31.898-08:00Our Project: Links to Restorative Practices<span class="Apple-style-span" style="color: white;"><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;">Over the past few months Dave Kroschinsky and I have been offering a series on Restorative Practices. The group has been reading the book “The Quality School: Managing Students without Coercion”. One of the main topics of our conversation is on</span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"> </span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"><i>Quality World</i></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;">. </span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"> </span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"><i>Quality World</i></span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"> </span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;">is basically the photo album of pictures (or perceptions) you have in your mind that represent what you best enjoy in your life (p.59). Your photo album is full of pictures of your family and friends, things you like to do, places you have fun, fulfilling jobs -- all the people and things you find need-fulfilling.</span><span class="Apple-style-span" style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"><br /></span></span><br />
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<span class="Apple-style-span" style="color: white;">The interesting thing is how <i>Quality World</i> fits with our project. Kids that are disengaged from school have basically removed ‘school’ from their Quality World as a need-fulfilling place. They have removed ‘school’ and most teachers from their picture of what satisfies their needs. <o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: white;">The big question is <i>What can we do to facilitate these kids putting school back into their Quality World?</i> because if they don’t – then they will continue to be disengaged <i>in</i> school or they will physically drop out of school. <o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: white;">Guess what? This is exactly what we are looking at in our project. What are the two biggest ways to facilitate kids putting school back in their quality world, or for that matter, facilitating all our kids keeping school in their quality world?<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: white;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>relationships – helping kids feel they belong with us, in our classrooms, and in our school.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: white;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>engaging students through their interests, strengths, and helping them connect their work to their world…. meaningful work. <o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: white;">So why do strategies like 2 x 10 work? Why do kids attend our classes more than other classes when we are open to their strengths? Why are they more interested when there is novelty, fun, interesting assignments? Because you have been actively facilitating students keeping school in their quality world, you are helping them get their needs met, giving them some power over their work through choices and interest, and providing places where they at least see the potential for meaningful work.<span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></div>
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<span style="color: white;">Glasser, W. (1990). <i>The Quality School: Managing Students Without Coercion.</i> New York: Harper and Row Publishing.</span></div>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-67787154376490599112011-12-08T20:40:00.000-08:002011-12-08T20:41:05.464-08:00Bumper Stickers<div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">At our last professional development session we made “bumper stickers” to sum up the main points of our learning about assessment – a strategy that can be used in content areas to help kids remember the main kernels of information, or to take the information to a deeper level, by playing with it in some way.</p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Over the past couple of weeks in our monthly meetings at schools I have been listening for the kernels of what the teachers are saying, to see what they are thinking, observing, and wondering about their students, and their teaching / assessment practices.</p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Here are a few things that I have heard:</p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">Partner thoughtfully for success<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-size: 10pt; font-family:Calibri;">(The way we partner up our kids makes a huge difference -- </span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-size: 10pt; font-family:Calibri;">especially </span><span class="Apple-style-span" style="font-size: 13px; font-family:Calibri;">those kids who are struggling)</span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">Social engagement … first step to achievement?<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">(<span style="font-size: 10pt; font-family:Calibri;">Social engagement doesn’t necessarily mean the kids learn more – however, they are there (and wanting to be there), attending, and participating… which means there is more potential that they will learn)<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">Community Matters<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">Teaching differently is energizing<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-size: 10pt; font-family:Calibri;">(Yes it is exhausting too, but more fun for the teacher as well as the students. <o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-size: 10pt; font-family:Calibri;">One teacher said she is tired and trying to cut back on the planning<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-size: 10pt; font-family:Calibri;">but when she goes back to an old lesson “it’s just too boring” for both her and the kids)<o:p></o:p></span></p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Some of the messages that teachers think are getting through to our kids at risk are:</p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">Somebody cares<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">I believe you can do this<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">You are worth my time<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family:'Arial Black';">You CAN learn<o:p></o:p></span></p></div><div align="center" class="MsoNormal" style="text-align: center; font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><br /></p></div><div class="MsoNormal" style="font-family: Times; font-size: medium; "><p style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">I am learning so much from the conversations each month at each school, and am so thankful for the honest discussions, the questions, and the thoughtful approach that each person is taking. The diversity in grade levels, subject areas, and experience of teachers has added such richness to this project.</p></div>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com1tag:blogger.com,1999:blog-2958975064579237686.post-80485261188949113912011-12-05T22:18:00.000-08:002011-12-05T22:19:13.336-08:00Fixed or Growth MindsetsCarol Dweck is a researcher who has done some interesting studies in “mindsets”. She says “the view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you commit to and accomplish the things you value.” It is all about whether or not you have a “fixed mindset” or a “growth mindset”.<br /><br />A fixed mindset is “believing that your qualities are carved in stone”. People with fixed mindsets tend to spend their life trying to prove to others that they are intelligent. They evaluate every situation on whether they will look stupid or smart, be accepted or rejected, feel like a winner or a loser. They don’t take risks because they may look stupid in front of others. We all have kids like this in our classrooms… they may be at risk, or they may be very successful – but they spent a lot of energy protecting themselves.<br /><br />A growth mindset is when you believe you were given certain traits – but these traits are merely a jumping off point in your life. You believe you can grow and change through effort. It is effort rather than intelligence that moves you forward. You believe your true potential is unknown and that you can achieve many things in your life if you try hard enough or have enough passion. We have these kids in our class too. Kids who accomplish things through sheer effort – who take risks and grow and change right in front of us. <br /><br />Fixed mindsets stop us from growing... we ask questions like “Are you sure you can do this?” “Maybe I don’t’ have the talent”, What if I fail? “People will laugh at me if I am wrong”. With a Growth mindsets we say “I am not sure if I can do it, but I think I can learn if I try”, “Lots of successful people have failures along the way”, “Basketball was hard for Michael Jordan… but with passion and hard work he succeeded”.<br /><br />I don’t know about you but I have seen lots of kids and adults that stand out in my mind as examples of both of these mindsets. I have seen very successful students with fixed mindsets – who leave high school and drop out of college because it’s too hard and they just aren’t used to putting in that much effort. I have also seen kids who are at-risk with fixed mindsets… “It’s too hard”, “I can’t do it”, “I’m stupid”. Dweck says this is because they are not equipped with to deal with challenges. “When they hit more difficult work… they begin to doubt their intelligence, they withdraw their effort, and their performance suffers. We have seen this happen with successful students … they lose their confidence, their liking for school, and their determination to do well." <br /><br />On the other hand, I have seen kids who work hard in their classes or sports believing that they can succeed if they put in lots of effort, who are curious, take risks in class in order to learn, who fail things and are concerned but not devastated that it makes them “stupid”, saying things like “I didn’t study hard enough”. In fact, Dweck says that these students are the ones who “see the more difficult schoolwork as a challenge to be mastered through hard work, and they are determined to do what it takes to meet these new challenges."<br /><br />The interesting part of all of this is that Dweck says we can teach kids (at school or home) to have a growth mindset. “Teachers should help students value effort. Too many students think effort is only for the inept. Yet sustained effort over time is the key to outstanding achievement. In a related vein, teachers should teach students to relish a challenge. Rather than praising students for doing well on easy tasks, they should transmit the joy of confronting a challenge and of struggling to find strategies that work.” <br /><br />“Students who view that intelligence is a potential that they can develop do fare better when faced with challenge.” I believe that is what we are trying to accomplish in this project. We are trying to teach our kids in many different ways that they can learn, grow and be successful – through effort -- and through changing their mindset about themselves. <br /><br />-google "Carol Dweck" for articles and interviews on mindsets.searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-25910018910068010402011-11-13T18:16:00.001-08:002011-11-23T09:11:17.024-08:00Surveys<span style="LINE-HEIGHT: 18px; COLOR: rgb(34,34,34)font-family:Arial, Tahoma, Helvetica, FreeSans, sans-serif;font-size:13;" class="Apple-style-span" >As of today I have input the results of the surveys from 10 classrooms. It is time consuming but quite interesting. At first I just typed numbers in but then of course I couldn't help but see patterns - patterns within a class, and patterns across the district. I have ended up making up some little summary sheets for each teacher just to point out some of the patterns.<br /><br />So here are a couple of interesting things. I have put in the data for 10 classes -- 6 secondary and 4 middle school. I started to look at questions in each classroom where at least a quarter of the kids rated a 1 or 2. I have only eye balled things so far, not run the numbers through anything official but here are some of the interesting things.<br /><br />1. Question 10: <i>My strengths and talents were recognized in ____ or last year</i>. Over a quarter of the kids in <u>9 of the 10 classrooms</u> rated it is strongly disagree or disagree.<br />2. Question 5: <i>I was comfortable working with anyone in my classroom.</i> Over a quarter of the kids in <u>7</u> classrooms rated this as strongly disagree or disagree -- which really influences feelings of community!<br />3. Questions 11 and 12... <i>my strengths and talents helped me perform, and I saw other students strengths and talents recognized..</i>.. Over a quarter of the kids in <u>5 of the 6 secondary classrooms</u> rated it as strongly disagree or disagree.<br />4. And in question 15: <i>I was so excited/interested in some classroom assignments that I spent a long time working on them</i>... 6 of the 10 classrooms had more than a quarter of the kids rate as strongly disagree or disagree.<br /><br />We have lots of kids feeling confident and competent ... and able to learn new concepts successfully. We also have lots of kids with positive relationships with their teachers. How good is that? Overall, the survey ended up being much more interesting than I would have thought. The ones that are hard to input are the ones that fill their page with ones and twos -- and ending with a 1 or 2 for "There was at least one adult in the school that I could talk to." These are kids we are targeting. Hopefully with the work the teachers are doing in the project those kids will feel both more confident and more cared about.</span>searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com1tag:blogger.com,1999:blog-2958975064579237686.post-51455783658154196912011-10-24T16:27:00.000-07:002011-10-24T16:40:36.784-07:0027 teachersThere are now 27 teachers in our district involved in this project. I met with a primary team today... grades 1,2, and 3. Oh what fun it is going to be to see how this all applies at such an early age! Even comparing the survey for grade 1 to the one at secondary is pretty cool. <br /><br />What is going to be so interesting for me is the focus on the kids at risk... and what that looks like in grade 1 compared to grade 10 or 12. Who are these kids, what is working, what is not? <br /><br />We are adapting and changing things at each grade level in this project, but the main premise is the same - are we teaching so that kids can learn, and are we getting a good picture of what they really know? Do our kids that we are worried about even know that they have strengths?searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0tag:blogger.com,1999:blog-2958975064579237686.post-20547618435657271542011-10-03T19:09:00.000-07:002011-10-03T19:12:52.934-07:00EngagementOctober 3, 2011<br />I have been reading the Maggie blogs regularly and have been so interested reading about the things the teachers are trying, things they are thinking, and observations they are making about their four case studies. I have opened up my blog to write at least 4 times and then I sit there wondering which part of this study I should be reflecting on in the blog. What I am noticing in all the schools? What I am figuring out in terms of data collection? What my conversations are with Jeff and Naryn and teachers involved in the project?<br /><br />So tonight I am going to write about a few things I have been reading to help inform me in the whole data collection area, and in the project itself. There is a website called “What did you do in school today?” and it is written by the Canadian Education Association (CEA) – and some of the writers are people that I have heard of, or heard speak at different times. It is a very interesting site. This group of people have been doing research on education using students’ feedback for awhile now. I was particularly interested in the area of engagement. Through a questionnaire they have used over the past few years with thousands of Canadian students from grades 6-12 – they have determined a few things about engagement. They are breaking engagement into 3 areas:<br />1. Social engagement – belonging / participation / acceptance<br />2. Academic engagement – attendance <br />3. Intellectual engagement – investment in learning, higher order thinking…<br /><br />What they found is that about 69% of kids responding are both socially and academically engaged… but only 37% are intellectually engaged… lower than that at secondary (30%) compared with elementary and middle. They go on to explain a whole lot of things to do with instructional challenge (keeping things challenging for the students) vs skills (within the students skill levels) and how you have to have the right balance so as not to cause anxiety, or apathy or boredom. What you want is “flow”… engagement in something worthwhile.<br /><br />But what it has made me do is think about this project more. We are looking at engagement as one of our factors. In that factor we are looking for “deeper learning”. How do we engage students to make important connections between what they are learning and their life? How do we help them delve deeper into questions and become interested in the learning? How do we get them to do thoughtful, authentic work that captures their interest? There is a very interesting rubric on their website called “Effective Teaching Practices” and it is divided into 5 principles: 1. Teachers are designers of learning; 2. Work students undertake is worthwhile; 3. Assessment practices improve student learning and guide teaching; 4. Strong relationships exist; <br />5. Teachers improve their practice in the company of their peers. <br />The rubric has some really interesting descriptors – some of them we may want to use in discussions throughout the project. <br />And that concludes... my first blog.searcyhttp://www.blogger.com/profile/03466752300152634804noreply@blogger.com0