CBE 182
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#CBE182 Day 14: Jeffrey Belcher, Assistant Principal, Guy Weadick School

9/26/2016

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Broadcasting Student Voice at Guy Weadick School 140 Characters at a Time

In elementary school we often hold celebrations of learning; events or snapshots in time where we showcase the learning of our students.  This is a common practice and it helps make learning visible to our parents, our colleagues, and other stakeholders in our schools.  A popular social media tool, Twitter, has become a “disruptive” technology this year for Guy Weadick School as it has transformed our understanding of celebrations of learning from beyond a scheduled evening event, to everyday occurrences.

At the onset of this school year every teacher in our school committed to the idea of broadcasting student voice through Twitter.  It was a simple vision with the goal of increasing the multiple ways we communicate with parents by giving them glimpses (tweets) of day-to-day happenings in their child's classroom and although it has met this goal, an unexpected benefit emerged: These ongoing tweets have impacted our staff and school culture in a positive way.  Only three weeks into the school year and we are witnessing and living the power this tool has had on the way we as teachers are interacting with one another. It has impacted how we collaborate, care for, and celebrate together as colleagues!

I would suggest that for this reason alone educators should WANT to get on Twitter to celebrate and broadcast student voice. When teachers make public what is going on in their classrooms as well as have the opportunity to see what their colleagues are doing, on an ongoing basis, it brings down the walls within the school. As a result they are celebrating together daily. It is not uncommon at Guy Weadick School for ideas to grow and blossom between classrooms all because a teacher (and classroom) saw something on Twitter that was happening in another classroom on another grade team on the opposite side of the school. Because it is happening in real time it has, in turn, sparked the need to get involved, to talk to that teacher, and to collaborate and join in on the learning, bringing the classrooms and students together. Recently one class tweeted that they discovered a sickly tree in our school yard. They were concerned and started to openly wonder through tweets what they could do for this tree. This simple action quickly got the attention of two other classrooms from two different grade groups. These tweets became the initial spark for coming together to solve this real world dilemma right in our own school yard!  No longer is the scheduled “buddy reading” bringing the classes together at our school, it is now the ongoing, 140 character, celebrations of learning that is creating this need in authentic ways, something we couldn't have imagined when we set out on this Twitter adventure.

In conclusion, readers might expect me to say “follow us” as an appeal to increase our Twitter presence, but I'm not going to do that. Instead I'm going to say that all educators should be creating these Twitter connections within their own learning communities so that all schools can experience this “disruptive” technology within their classrooms and schools. 


Jeff Belcher (@JeffBelcher) (@GWSBelcher) is the Assistant Principal at Guy Weadick School. Making learning real, whole, accessible, visible, and meaningful for all students is what Mr. Belcher strives for on a daily basis.
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#CBE182 Day 13: Julie Quennell, Teacher, Tuscany School

9/22/2016

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This was the first year that my school participated in Beakerhead and it was such a huge success. Having an authentic design challenge in the first week of school provided so much insight into my students. Each class had the task of creating something that would make a specific sound. These sounds were then used to create a school wide soundscape book coordinated by our Learning Commons Learning Leaders. Grade 4 students were tasked with ‘City Sounds’. After our initial brainstorming, we chose to focus on buskers and more specifically, percussion and string sounds. From the initial plans in their visual journals, to building and rebuilding their prototypes, and finally to reflective writing, I felt like this one learning task provided so much information about my new students. It also helped to foster a sense of community as we engaged in this challenge together.


Here are a few of their reflective thoughts:

“The hard part was that I got through seven ideas before it worked.”
“I want to know more about how I can internally reinforce it.”
“The hard part of making my prototype was securing everything. THIS WAS EPIC!”
“I learned that you have to be creative to succeed.”
“My prototype does look like my plans but it is not as easy as it looks!”
“I have two questions… Is Beakerhead next year? If so what will we be making?”
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Julie Quennell (@juliequennell) is a lifelong learner who is passionate about technology, maker space and design thinking.  She teaches grade four at Tuscany School.
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#CBE182 Day 12: Robin Phillips, Teacher, Guy Weadick School

9/21/2016

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This past spring I participated in an learning opportunity with the Area III Aboriginal Education Team. I entered the room ready for a learning journey and open to the new knowledge I would gain, but I was unprepared for the significant impact that this learning would have on my heart and subsequently the hearts of my students and colleagues.

We were offered many teachings from Tsuu T’ina Wellness and Knowledge Keeper, Hal Eagletail and Cree Metis Elder Kerrie Moore. We learned how to make a hand drum and how the drum could foster empathy and understanding between people as well has deepen our connection to the planet. We learned that the drum is the heartbeat of Mother Earth and how the sound and vibration can have a healing effect. We were also gifted songs to bring back to our school community.

I returned to my classroom after the workshop filled with excitement and ready to share my new learning with my grade two students. I showed them the video of the Cree morning song; “Waniska”. https://www.youtube.com/watch?v=UPfe7jjQ9Zs

The students watched with wide eyes; curious and captivated. They asked to watch it again, and again and again. I asked the students why they wanted to hear the song again and they shared profound answers. My teaching partner had the wisdom to record the students’ answers: “The song feels like it fixes my brain,” “The song makes me feel good, because it isn’t in my language, but it still feels good to my heart,” and “ The song gives me hope and energy.”

This song had value and purpose for all of the students in our class, while at the same time allowing us to intentionally create a space for Indigenous perspectives in our classroom.

From that day forward, Waniska has taken root in the halls and classrooms of Guy Weadick School. Growing each day as more voices learn the song and the accompanying teachings. It is sung to start the day, it is sung to the trees, it is sung in the garden, it is sung in our hearts. Will you sing with us too?
Robin Phillips is a teacher at Guy Weadick School. Before that she taught for 9 years with the Toronto District School Board. She loves learning along side of her students. @GWMsPhillips
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#CBE182 Day 11: Brianne O’Sullivan, Grade 6 Generalist, Langevin Science School

9/20/2016

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Inspired by the joy that filled a room of adult learners during the CBE summer literacy sessions, I knew the monsters would make their way into my classroom. And so, the first day of school with my grade six students began with a picture book and monster comic strips.​

I led students through the process of drawing lines and shapes and watched and listened as they joyfully created their own monsters. They wrote a list of five things they were excited about and five things they were nervous about for grade six. Items from these lists then became captions for their monsters. During a silent gallery walk, students starred any monsters whose captions echoed their own sources of excitement and anxiety. In reflecting afterwards, students learned that they were not alone in their feelings. A sense of belonging emerged; we had made connections within our first hour together.

The surprise for me came when I read through their lists and admired their monsters. I understood things about them that would normally take me days or weeks to learn. I knew who was hesitant about math or writing, who was worried about finding friends or being bullied and who was nervous about report cards and P.A.T.s. I knew what they perceived to be their strengths and also what their passions were. I realized that joyful literacy not only engages the hearts and minds of my students, it also brings us together in community and helps us come to know one another.



@brianne_o – Learner, Teacher, Explorer, Wonderer. Passionate about joyful literacy and building a democratic learning community that honours student voice
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#CBE182 Day 10: Aimee Fury and Judson Innes, Teacher, Olympic Heights School

9/19/2016

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For teachers, the first few days of school are all about getting to know our new students, building relationships, and establishing routines and expectations.  This year we thought Robotics would be an amazing way to do this.  So on Day 2 of Grade Five we brought out the Lego Mindstorms Robotics Kits.

What have we learned so far?

  • We have been able to discover so much about our students – How they collaborate with each other and what skills and talents they bring to our learning community.

  • All 59 students have been completely engaged in ‘hard fun’ every day!  In the first weeks of school students are talking about measurement referents, using protractors to measure angles, estimating values, and solving perimeter and area problems.

  • We are so grateful to the previous teachers who laid this strong foundation for us – Education is such a team effort. Our students came to us knowing how to effectively work in groups and with a knowledge of design thinking mindsets.  As well, many of our students built and programmed the robots in Grade Four, which allowed them to jump right into challenging tasks.

  • Our students are amazing!  When we asked them about the skills and mindsets they needed to be successful during Robotics they spoke of being flexible and open-minded, having patience and perseverance, and leaning on each other to solve problems. We were so happy to hear this, as these are the skills we want to promote and foster throughout all of our learning experiences this year.
Aimee Furey (@furey_aimee) and Jusdon Innes team teach Grade Five at Olympic Heights School.
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#CBE182 Day 9, Stephanie Bartlett, Specialist, Curriculum and Pathways

9/16/2016

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In my role as Specialist, I had an opportunity to help Copperfield School use their Learning Commons for the first time. Planning conversations with the staff centered around questions like “What are the mindsets we want students to have when they work in this space?” “How might we begin to teach students the process of design thinking?”  The grade fours opened by talking about how cool it was to be in a brand new school and that they were the first kids to use this bright, open space.
 
We read The Most Magnificent Thing by Ashley Spires to introduce students to the idea of learning from failure and prototyping. We moved into an interview for empathy as students began to design the Most Magnificent Thing for a friend.
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After asking questions, students ideated by drawing a few different design plans of how they could make their friend’s favourite thing to do even BETTER.
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During a feedback protocol, they shared design plans, listened carefully and adjusted ideas based on feedback
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Moving to rapid prototyping, students used low tech materials to put thought to form. We made a very creative mess!
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When students shared their creation with their partner, some of the feedback was that they felt special, honoured and surprised at the effort that went into designing something to help a friend.  An engaging 90 minute experience helped give students some important mindsets that will help determine how they interact together and use the Learning Commons. I felt special and honoured to be a part of the group.


Stephanie Bartlett, learner, teacher, CBE Specialist…always working towards outcome unknown.
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#CBE182 Day 8, Alexia S, Student

9/15/2016

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 I  Love Science. Harry Potter nerd extraordinaire. Love performing arts&reporting about cool events in YYC.
Learning about our brain is fascinating. That's what I'm learning in Science now. Our brain is the most complex organ in our body. Science is awesome and one day I want to be a scientist. 

Thank you,
Alexia S
@jr_reporteryyc Grade 6 student.
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#CBE182 Day 7: Donna Gimbel and Lisa Hanson, Douglasdale School

9/14/2016

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​Having attended Shift Lab at the Telus Spark this summer we decided to use the design thinking process (DTP) to have our grade 3 students design their own learning space instead of setting it up ourselves. This was a leap for both of us (one more than the other) as we like to be organized. We were comfortably uncomfortable!
Furniture on one side, empty on the other.
Learning the DTP through RIG
Planning with Loose Parts
Iteration #1
Input for next iteration
What did we learn?
  • Letting children live in a space for a while without organization lets them figure out what they need (students started pulling out chairs and tables to work on, the bean bag chairs were quickly found and utilized)
  • Using a RIG (Rapid Idea Generation) to familiarise the students with the design thinking cycle made them aware of the process they were going to use.
  • The power of Twitter is tremendous as a networking tool and resource as we picked up the idea to use #looseparts to represent furniture in the room. It was a valuable way for students to learn how to orient, scale and understand the idea of symmetry (we have two rooms that are mirror image).
  • It’s REALLY hard to combine 20 plans into 1 room! (we need to work on that)
  • It’s a work in progress!

*How funny is it that this follows Heather’s story!

Donna Gimbel (@wicked_chaser) and Lisa Hanson – innovation enthusiasts, risk takers, design thinkers and “work wives”.
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#CBE182 Day 6: Heather McKay, Specialist, Research & Strategy

9/13/2016

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​When we work within a large school board such as the Calgary Board of Education, it can be challenging to see how we are all connected. As I begin this school year, outside of the classroom, I feel privileged to be able to learn with many amazing educators. I am curious about how to support our collective impact and what becomes possible when we make our work visible to each other.
 
As part of professional learning at CBE’s summer literacy sessions and at various schools, I had many opportunities to dialogue with colleagues and consider:  How are we designing learning spaces to amplify literacy learning? Using loose parts teachers explored the ‘Cave, Campfire, and Watering Hole Theory’ to prototype classroom spaces and engage in conversation about how we might use space to impact student learning. 
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​At Fish Creek School, teams of teachers wandered through classrooms as they discussed what they were willing to let go of to make room for new ideas. Some teachers reimagined the allocation of their space to increase student real estate and decrease ‘teacher only’ space. Spaces to come together as a large group, or ‘campfires’, were moved from the traditional Smartboard location to include new focal points such as book collections or Wonder Windows.
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​With the return of students to classrooms, I read tweets where students shared their ideas about what they needed their classroom spaces to include. Giving our students’ voice and choice in their learning is an important component of personalized learning. 
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​I admit, I was a Twitter fan before but now I am even more convinced of the power this tool has to connect learners and make thinking visible. What did I learn today? I learned that while I cannot always see the continuation and impact of professional learning face-to-face, digital spaces offer great opportunities to build community, invite collaboration, and accelerate our collective impact.
 
@HeatherMMckay – Learner, Teacher, CBE Specialist (K-12 Literacy Strategy)
I’m wondering how might 'Everything I need to know... I learned in Kindergarten' bring more joy to all classrooms?

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CBE182 Day 5: Nadya Schewczyk, ELL and CTS Teacher, James Fowler High School

9/12/2016

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Let’s Break out!

Don’t we all want to make the first day of school ultra-engaging, memorable and igniting! Yes! Since I didn’t just want to take one of these cheesy “off the shelf” ice breakers, my brain went through a real “storm” of ideas on how to realize my ambitious goal. Through my PLN, I stumbled over Breakout EDU games that got me thrilled immediately. Breakout in a nut shell – You as a facilitator of the game prepare boxes that are locked with lockers. Students have to solve engaging problems to unlock the box to reveal the content. I started to design my own challenges tailored to ELL Canadian Studies learners. It’s a fair amount of work if you create your own boxes and challenges but it’s absolutely worth it! You can read more about the whole concept on their website. I started to buy five lockable boxes. Then, I equipped each box with a key lock and a number lock that you can buy cheaply at the Dollarstore. I filled the boxes with candy and locked them up. One’s you have the hardware ready, I designed my challenges which include a crossword puzzle about Canada and an activity where students had to find a bag of paper shredding hidden in the classroom. In each bag, I placed paper slips with words on it. Students had to put them together in order to get a motivational quote.

Crazily excited, I introduced the game to my students, finally seeing how this will turn out. Sometimes it is tricky to get high school students hooked. However, the classroom was filled with anticipation, excitement and the readiness to unlock the box. Groups of two to three received one box, I started the timer and the game started. An incredible amount of team-work, problem-solving and fun started to evolve. An incredibly rewarding moment for me and an exciting game-based learning experience for the students. I was able to set the tone for the rest of the year, that learning about Canadian Studies will be that much fun!

​

Nadya Schewczyk (on TPT alias Miss Tinker): Teacher, Maker, Design Thinker, enthusiastic videographer, chocoholic and loves sparkling water.
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