As LiD comes to a close this year, I look forward to the “depth” of next year!

As Learning in Depth comes to a close in many schools in Delta this year, I can’t help but wonder what’s going to happen next year. I’m so excited to see these students finally start to get into the “depth” part of Learning in Depth.

We’ve seen these kids just start to scratch the surface of what learning in depth intends. Students have been answering the Who, What, Where, and When type questions with posters and power points of facts that relate to their topic’s main idea. But now, with this foundation just starting, I’m hoping to see students start asking the How and Why questions that I feel is the basis of all inquiry. Here’s where I’m hoping to see some interesting stuff!

This is why I would urge those schools that are choosing to change topics – not to! It defeats the purpose of depth! A year may seem like a long time and there are worries that students are going to hit walls and become stuck but please, let them! They need to hit bottom and work their way out of it. The struggle will be good for them. And you’ll be so happy to have let them struggle because the development of their knowledge tools, their thinking and questioning will benefit!

We’re just at the beginning stages of the LiD process and we should really see where this type of learning could lead. I’m still excited and I’m even excited to talk to students about what it means to be stumped on something you’re an ‘expert’ on. I’m also excited to hear from those who have been working on this project for an entire year but still don’t know a whole lot about their topic.

Maybe this will jumpstart those students into trying harder and taking it more seriously. Maybe it will be a little overwhelming feeling like you don’t know anything about something you’ve spent a whole year learning. But theres an awesome quote I love about this “I don’t know much about it.. I only started learning about it decades ago” 

So please! Keep the same topics and encourage deeper learning, deeper questioning, and something a little deeper than poster making! Have I mentioned depth and deep learning enough in this post?

Advertisements

When Teachers Blog/Tweet it Shows Students They Care

I’ve been preparing myself for my Volunteer trip to Kenya where I’ll be teaching in Children’s Centres in Mombasa for 6 weeks. To do this I’ve been doing the pre-departure course work from Global Vision International on Teaching English as a Foreign Language and I’ve picked up a few resource books myself. One in particular, “The ESL/ELL Teacher’s Survival Guide,” seemed appropriate not only for my trip but for my own career at home as ELL students are numerous in the schools that I have worked at.

The authors of this book, Larry Ferlazzo and Katie Hull Sypnieski, start off this guide by outlining the three R’s that make up a positive and effective learning environment. Relationships, Resources and Routines. What I failed to notice, and what these authors pointed out to me, was that blogging is an easy and effective way to show students you care about them inside and outside the classroom.

“In today’s world, many teachers already blog and write about their teaching experiences. However, they may not take the extra step of sharing this writing with their students. This can be powerful on a number of levels, but in terms of relationship building, it shows students that the teacher things of them outside of the classroom.”

They are so right. Whenever students would ask me about Twitter I would usually say, “Yes I have Twitter and even a blog, feel free to follow me but I tweet and write about education/teacher stuff – you might not be interested.” But, students should see you on Twitter and your blog posts because it shows students how methodological you are in how, what, where and why you teach and how you learn. 

I did have students come up to me one day and say they found me on Twitter and that I tweeted a picture of my water bottle from class (students put a post it note on it reminding me to drink more water and not just coffee).  I explained to them how happy that post it made me, because even within our short two weeks together we had a community started where we took care of each other and got to know each other. I thought it was wonderful.

I now realize that this twitter-verse and blog-overse is not just for me to develop and network with other teaching professionals. But is also a way to show how connected we are with our students and that we are very focused on doing our very best to provide our students with classrooms we feel they deserve. 

“Taking a few minutes to write about the class (whether it is a simple reflection on how a lesson went, how a student demonstrated an exceptional insight, or sharing a few success and challenges from the week) and then sharing this writing with the class can increase trust and respect between the teacher and the students.”

So I’m urging teachers! Please, if you don’t have time to blog – because yes, it does become something of another job on its own, please tweet! Share your thoughts, your learning moments, things that inspire you and ways to change our classrooms for the better! Use hashtags to join the conversation!

There’s a great twitter cheat sheet to help you out found here: http://www.learningunlimitedllc.com/wp-content/uploads/2012/12/Twitter-Cheat-Sheet-Tool-4-Learning-Unlimited-by-Kimberly-Tyson.pdf As well, some Districts have their own hashtags that are very helpful to guide the conversation to be specifically about their Schools. For Delta: #sd37 #deltaschools #deltalearns. Non district hashtags but helpful ones for my purposes: #inqBC #LiD #LiDinaction #BClearns

Here’s a reminder though, Hashtags are only as effective if they are being used! They can be great promotional tools for an upcoming school wide event, a district initiative, or if theres a topic you want to really learn/chat about with other professionals about. This is why some districts, like Surrey, can be so connected on Twitter because they seem to have agreed upon hashtags for their district that they use: #sd36learn #surreylearns #sd36 #edcamp36

So, If you can’t blog, tweet! Even 150 characters can go a long way to show that you are connected, learning, and caring about your students and your school. Adding a hashtag in between those 150 characters will help your thoughts be found and connected with in a much more efficient way too!

“Celebration of Inquiry” a Showcase of Delta’s Inquiry Progress

Delta School District had their “Celebration of Inquiry” Day today where Schools could set up examples of how their inquiry questions/projects worked in their schools. This was a way to share ideas, examples, some good food and great conversations. As … Continue reading

The iPad Crate Experience at Heath Traditional

An iPad Crate was delivered to Heath Traditional Elementary in the Delta School District earlier this month under the care of Sherrie Bennett. Because technology and inquiry are the hot button topics in this District’s ‘Big Bold Vision,’ these mini iPads had to pack a big enough punch to fill these heightened expectations. Boy, did they deliver!

“I always thought my students were engaged, but since the iPads entered the classroom – it’s spiked 3000 percent!”
– Sherrie Bennett

iPads provide an accessibility and a convenience very hard to come by in other educational tools. Without the wait time for other devices or the headaches of compatability issues, the iPads have given students at Heath Traditional a chance to create and showcase their learning in an exciting way. Engagement in Bennett’s classroom has taken off into directions that has her buzzing with excitement. Her energy about how these students are learning is contagious.

Student reflections on the iPad experience

Student reflections on the iPad experience

Bennett understands that iPads can only be successful in the classroom if they are implemented with a carefully thought out objective and lesson design. For each of her assignments she has set out a criteria that includes student choice, clear purpose, and just the right amount of structure to focus learning; but not so much as to overwhelm and stunt her students creativity. The rubrics she has created and assessment formats she follows provides accountability from her students. Even those students who seem to inherently struggle in regular classroom tasks were excited by the iPads and were willingly (and without teacher prompting) following criteria. This attention to detail is missing in most of their school work and is a delight to see here in moments of creation and learning.

Some of the most exciting and heartwarming iPad moments have been with students who struggle throughout almost (if not) all of their core subjects finding success with these iPads. These students have been able to shine and take ownership of their own learning. They now have something that they can be proud of and that they can teach others how to do instead of being the one always asking for help. A welcomed change for all of these students and teachers.

Student reflections on the iPad experience

Student reflections on the iPad experience

When a Gr. 3 student, whom has an abundance of one-on-one learning support time for basic literacy, was able to use the iPad to prove her competency – it brought happy tears to their classroom teacher’s eyes. Throughout the year it was believed that this student wasn’t able to read on their own and always needed assistance. With the simple recording button on the iPads camera, this student was able to record themselves reading. Their classroom teacher upon hearing their small voice read words they’ve struggled so long to read, she broke down in tears. Here was audible proof of their achievement. This moment was captured on the iPad and now they have proof of the ability they believed for so long they didn’t have.

Engagement in learning does not come with just handing a student an iPad and saying ‘here, go and learn!’ Often I am at schools where iPads and apps are being used in a way that I find misses the point of this technology. It’s meant to help students create and learn – not be a digitized, glorified worksheet keeper. But even with these apps that mimic worksheets, the students will be very excited at first with the novelty of the iPad, but then boredom will inevitably follow.

Instead, Bennett has picked out apps and focused students on creation. For each of her subjects she has found ways to have creation be the focus of student learning. What follows is a breif overview of the assignments she has had her students do.

Mathematics:

Students used the iPads camera to snap photos of Math found in our everyday lives to prove that “Math is everywhere.” Instead of having students just complete drill activities on these devices, she had students thinking of how Math fits and functions in our everyday life. Sure a clock is Math – but how! A definite question that leads into inquiry based learning – and in Math at that!

Reading:

Students were to create their own books on ‘inferring’ via the app, Book Creator. Here students are finding images to explain how they infer what is happening in the image. Because of the iPads useability, this eliminates the issues of connecting to a printer (which is always an issue), saves paper, no cut and paste (huge time saver), and no poster board that no one wants at the end of the year (less waste). The iPad gets all of those details to move out of the way for the main purpose – creation, creativity and learning.

Students are to find images (or take ones) they can infer about – which means they’re scouring google for that perfect one they want. By default, these students are inferring with all the other images they come across.  Here the thinking of inferring is the focus and not just definition and matching.

Science:

Because this is a Gr. 7 class, she had her students have free reign of choice on apps for their assignment (There are 4 experiments, choose 2). They had a day to play around with apps and find one that is inspiring to them. But, upon spending some buddy time with the Grade 2’s who shared how book creator works and all the things they’ve been able to do with it, the Gr.7’s were inspired. They knew then that they wanted to use the app shown to them by the little ones for their own assignments. An indication that some apps when used for specific purposes are engaging for all ages.

Student reflections on the iPad experience

Student reflections on the iPad experience

Their experiments involved the concept of ‘density’ and because of the ability to video record and the neatness of the experiments they had more reason to be engaged. They dove right into the ‘science’ part of it by wearing lab coats and being very thorough with their experiments. Because of the recording, they were very “involved in the moment” as Bennett explains. “Because they were able to view their experiments over and over again and show others, there wasn’t just the idea of follow instructions and do this and that and get it over with. Instead they were being very careful and detailed in their experiments. They were almost like mini Bill Nye’s while explaining their experiments! It was fabulous!”

Reflections and Feedbacks:

Students were required to complete a reflection as well as a self evaluation of their learning. The bulk of the reflection asks studetns to think about their learning, challenges, problem solving, purposes and future changes in their process.

As well, Bennett was able to give students consistent feedback on their projects. She was able to do this because the iPads are handed in to the crate after every class. Because of the ease of access to the charging crate, it was easy for her to go through assignments and give quality feedback. This is much harder to do with laptop carts used for multiple classes. The ‘instant on’ capability and app consistency among these iPads is a definite time saver. These iPads have helped Bennett use her time more efficently and effectively. I feel that these iPads are only this effective when they are a set for an individual class as this access would be much more difficult to achieve if they are a school set to be shared amongst all divisions.

The experience Bennett and these students have had with these iPads has been a refreshingly positive one. From having struggling, discouraged students find their forté with technology, enabling students with a way to show their progress, to having students create their learning instead of going through the motions has me excited thinking of what more they can do given the time and freedom to do so! I even had a chance today to see these students at work and to see their bright, beaming faces when they figured out a neat trick they could do or when they showed off their tech-savvy projects.

It really is wonderful to see kids proud of their learning, especially when it’s coming from those who have struggled for so long. I look forward to seeing what comes of this school next year with their tech grant and how these students will find more successes in their learning. It’s exciting to imagine what would happen with class sets of iPads and a more thorough use of them – since this was only a brief but meaningful dip into all that technology can offer.