CBE 182
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#CBE182 Day 117: Chris Coomber, Learning Leader, Louis Riel School

3/16/2017

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“Quiet on the set.” “Roll Camera.”
“Camera Rolling”
“Sound”
“Rolling”  
“Mark it.”
“Grade 2 TV Scene 1 Take 1”
“Action”

Scene 1: UNIVERSITY OF CALGARY

It’s clearly a nerve-racking experience for the teacher as he marches a large group of eight year olds through the MacEwan Hall cafeteria during a busy lunch hour.  He quickly understands what is meant by “encounters with public.”  Making their way to the third level, the grade 2 students arrive at New University Television (NUTV).  Today, these budding filmmakers will get a behind the scenes look at the equipment and people that go into making a TV show. They will even get to perform with a green screen!
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Scene 2: LOUIS RIEL SCHOOL 

The students return to school inspired! Now that they’ve worked with the experts it’s time to launch their own TV station.  After much debate, the name G2TV is chosen and a logo is designed.  Grade 8s teach them how to digitize the logo.  Scripts for commercials, current events and weather broadcasts are created. 

After much practice the filming day finally arrives! Each group has a director, cameraperson, sound, production assistant(s) and actor(s).  Filming will take place in the CTF lab, where “the big kids hang out.” The PAs setup the lights, tripod and camera, while the director prepares the actors.  Once the cameraperson and sound are in place the Director calls, “quiet on the set,” and just like that the first live recording of Grade 2 TV has begun!
Chris Coomber collaborates with his colleagues at Louis Riel School to create discipline based inquiry tasks. Follow along: @WeAreLouisCBE
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#CBE182: Day 110, Michelle Chastko & Jenn Owens , Aboriginal Learning Leader & AP, Catherine Nichols Gunn School

3/8/2017

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​It’s January 19 at 5:00pm and students and families are beginning to arrive for the Indigenous Family Feast and Literacy Event held at Catherine Nichols Gunn School. Laughter and talking can be heard and more tables need to be brought in to accommodate the ever-growing number of families walking through the door. Students are practicing their hoop dancing and drums are being brought in. Indigenous puppets, a tipi, leather bracelets and a storytelling station are being set up in the four directions of the gym. The aroma of bannock being made in our kitchen by local moms and grandmas as well as stew made by culinary arts students at a local high school is making its way down the hallways and into the gym.
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Events like this, the Resiliency Workshop held in Kananaskis for our grades 4 to 6 Indigenous students just a week later and classroom sharing circles are helping the students feel a sense of belonging to our school and a connection to their culture.

At Catherine Nichols Gunn school we are actively applying the CBE Indigenous Education Strategy (Three Year Education Plan, 2016-19) and have it come alive in our school. In particular, we have looked carefully at how we engage with families and communities to support student learning. Our work began with reimagining the ways in which we cultivate a balanced and respectful relationship between our students’ home and our school, which honour the work we do as partners in learning. We needed to know our families, so we began talking with and learning from them. We heard their stories and the ways in which we could support and engage their children. From here, we found the way we approached things in the past could and should look different. We worked to be responsive to our families’ stories and therefore began to develop new ways of knowing and new ways of communicating. For example, seeking ways to support our students in developing a deeper understanding of their culture, creating opportunities for families to celebrate our school and their child’s education, and taking an empathetic approach in supporting our families and students to succeed with their learning.  
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Engaging our families and understanding their stories has a great impact on our relationships with our students and helps to guide our work going forward. 
​

Jennifer Owens, Aboriginal Education Learning Leader, Catherine Nichols Gunn School
Michelle Chastko, Assistant Principal, Catherine Nichols Gunn School
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#CBE182 Day 110: Tracy Evans, Teacher, Sundance School

3/7/2017

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Open Minds: Under the Prairie Sk​

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"The truth about stories is that's all we are." - Thomas Kin
My students came into the Open Minds “Under the Prairie Sky” project in September, reading books, asking questions that were sometimes met with readiness to tell the story and sometimes with a sharp response not to ask that question in particular, and seeking information as we begin to tell the story of Sundance
"Museums collect stories." Adrian Wolfle
My goal was to help students see themselves as storytellers and to find the magic in being collectors of stories. Inquiry helped the students lose themselves in stories and to find themselves there too.
"How do we know the world? Through our senses. How do we know each other? Through the stories we tell." Roberta Ree
Through the Open Minds experience, we spent five days, connecting  to people, places, and things, curating stories of who we were, are, and who we might be; every day literally gasping as students discovered and connected. On day three, while observing a damaged pair of slippers a student noted:
"If you repair the damage you change the story." Grade 3 student
That's the moment I had my personal "aha". This is just the very beginning of how this story goes as we work to build our knowledge out for the rest of our staff and students and hope to engage them in inquiry that further leverages the work already done. Our work, as a community of learners is to know ourselves and come to know our community, to tell our story.


Tracy teaches Grade 3 French Immersion at Sundance School. Her passion is for inquiry in second-language classrooms. @evans306
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#CBE182 Day107: Kendle Butterworth & Dr. Gina Cherkowski, Stem Learning Lab

3/2/2017

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Over the past year, STEM Learning Lab has partnered with the CBE to deliver an innovative new program called STEAM Artists-in-Schools. In this program, we have had the privilege of working with ten inspiring educators who are exploring what it means to develop and sustain a STEAM pedagogy that privileges all subjects and embraces new technologies and mindsets.
Since September, the STEAM Artists-in-Schools participants have visited three innovative locations for our STEAM PD sessions to become immersed in real-world STEAM in industry and the professional world. Throughout these off-site experiences, we have learned how innovation and the design process can empower teaching and learning and how they live in the world beyond the classroom. We started this journey by asking, “Who are we designing for?” and have moved to a place where we can now delve deeper into our classrooms and design for sustained learning that inspires creativity and ignites passion using a STEAM pedagogy
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The STEAM Artists-in-Schools have used the Design Thinking approach to the classroom by putting students’ needs and wonders at the center of instructional design. One STEAM Artist is having his students think about the learning needs of their peers, design the ideal classroom for these needs, and then 3D print the design components for a classroom model which they will present to the class. Sound inspiring? Join us in the 2017-2018 school year. For more information please email Kendle Butterworth at kendle@stemlearninglab.com. 


Kendle Butterworth, Director of Professional Development at STEM Learning Lab, loves theatre, traveling, nature and anything creative! 

Gina Cherkowski (@learningstem, @gcherkowski) is founder and CEO of STEM Learning Lab. 

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