School Name: Brackendale Elementary School
School District: SD#48 Sea to Sky
Inquiry Team Members:Beth Smith: bsmith@sd8.bc.ca
Inquiry Team Contact Email: bsmith@sd48.bc.ca
Type of Inquiry: NOIIE
Grade Levels: Primary (K-3), Intermediate (4-7)
Curricular Area(s): Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Social Studies
Focus Addressed: Aboriginal understandings (for example, Traditional Knowledge, oral history, reconciliation), Core competencies (for example, critical thinking, communication, problem solving), First Peoples Principles of Learning, Growth mindset, Inclusion and inclusive instructional strategies, Social and emotional learning
In one sentence, what was your focus for the year? The focus for the year was to support students in finding connections with others and develop a deeper sense of self.
Scanning: When talking with students it became evident that they did not see many connections between themselves and their new class mates. I wondered how I could increase student connections within the classroom and also the building. When thinking about how students could share knowledge and information about themselves I was curious about how to provide an entry point for all learners as well as being able to reach a wider audience.
Focus: I selected this area of inquiry as I wanted to help my students build supportive and safe connections with their peers. I hoped that learning more about themselves would help them to see connections with others. While working with and talking to my students I could also see the difficulties they are facing when trying to share their knowledge and learning. There are a wide range of abilities when looking at the skill to create written output. However the students who find writing difficult also have a lot of knowledge and information to share. I wanted to find engaging ways to support all learners to share their learning.
Hunch: I believe that students should be provided with a range of ways to share their knowledge. Traditional learning strategies do not work for all and they are impacting our students. The access to technology should be put to good use as a tool to support learners when necessary. Also Students should be provided with opportunities to lead the learning and become the teacher of others.
New Professional Learning: Researching technology hard ware and soft ware to support all learners. Growth mindset. Collaboration skills for students. Self and peer assessment strategies to support learning. UBD/project based learning to connect a variety of subject areas. Powerful Understandings by Adrienne Gear.
Taking Action: Summary of Key Learning Events and Instruction
School start up:
The invisible Boy. (friend ship) – positive relationships, empathy, community building in class, questioning
Circle
Term one:
LA: The Best Part of Me. – Descriptive writing, photography, nouns, verbs, adjectives
We’re all wonders. (The best part of me you cannot see) – The brain, growth mindset, critical thinking,
Scardy Squirrel, Top 10 list of thing I am scared of. (Hidden Challenges) – goal setting
Math: Bentwood boxes – nets, shapes – used to store what makes you unique writing, pictures etc.
Place value, addition, subtraction, shape
Science: Matter – Materials can be changed through physical and chemical processes. https://thesciencepenguin.com/2014/07/time-to-teach-properties-of-matter.html
Forces – Forces influence the motion of an object. http://www.thediscoveryapple.com/2016/12/20/10-awesome-force-and-motion-activities-plus-resources/
Social Studies: People from diverse cultures and societies share some common experiences and aspects of life. (build a community) Interconnections of cultural and technological innovations of global and local indigenous peoples, relationship between humans and their environment
Term two:
LA: I am Canada. (I am Squamish) – poetry, nouns, verbs, adjectives, connect, visualize, Barbara Reid – plasticine art
The Snurtch, Collaborative Sewing Project, Monsters. – Term 2 and 3 Story writing, comic strips, planning, drafts and editing.
– Designing and creating positive/helpful monsters
– K/1 draw and design their monsters on their own – big buddies provide peer critique, two stars and a wish
– K/1 what makes your monster unique? Writing on their own
– Big buddies – story writing, plan together with little buddies then write on their own – buddies illustrate together (possibly get big buddies from Don Ross to teach story writing to 2/3’s)
– STEM challenges – build a bed, chair, home etc. for the monster
– Big Buddies make the monster as a surprise for little buddies by end of school year.
– Build picture frames for monster portraits.
Math: multiplication, division, measure
Science: Matter – Materials can be changed through physical and chemical processes, Forces – Forces influence the motion of an object.
Social Studies: People from diverse cultures and societies share some common experiences and aspects of life. (build a community) Interconnections of cultural and technological innovations of global and local indigenous peoples, relationship between humans and their environment
Term three:
Only One You – paint rocks to create unique fishes (linked to the garden)
My Dog is as Smelly as Dirty Socks – similes, connect , visualize, mother’s day/father’s day art, stop motion creating the image
My Best Friend is as Sharp as a Pencil – similes, connect , visualize, mother’s day/father’s day art, stop motion creating the image
Math: Garden project – veggies for helping hands etc.
area, shape, multiplication, fractions, money
Science: Matter – Materials can be changed through physical and chemical processes, Forces – Forces influence the motion of an object.
Social Studies: People from diverse cultures and societies share some common experiences and aspects of life. (build a community) Interconnections of cultural and technological innovations of global and local indigenous peoples, relationship between humans and their environment
As a class we used the technology to share with others (peers and adults) what makes us unique, find connections with others through identifying our individual characteristics, identify our strengths and potential, and celebrate our efforts and accomplishments. This project involved our class – 24 grade 3 and 4 students.
PROJECT GOALS and ANTICIPATED OUTCOMES:
a) Students will be able to use digital tools to record information related to their individual characteristics and cultural identity.
b) students will be able to use digital tools to create and share information about themselves and our school community with peers and parents in a safe learning environment.
c) Student engagement and access to learning will increase as they exercise voice and choice.
d) Students ability to read and interpret information will increase through the use of digital supports.
e) Students ability to write/record information will increase through sharing information gathered in their own words.
TECHNOLOGY USED:
We used ipads to gather, create and share information about ourselves. The apps and online programs we used were:
a) Book Creator
b) Puppet EDU
c) Do Ink Green Screen
d) Parrot Teleprompter
e) Camera Tool
f) Google Drive
g) Google Classroom
The students learned how to use the accessibility features of the ipad such as text to speech and speech to text.
We also used a pad caster unit which includes a tripod, ipad case, teleprompter, lighting and several microphones and laptops to publish writing using “Word” at the beginning of the school year.
Checking: Challenges, successes and recommendations!
Challenges – When entering into a project involving this level of technology there can be several challenges to face.
1) Students entering with different levels of knowledge and experience – use the students as teachers, it helps.
2) Wifi issues – district issue that you can’t do anything about.
3) New apps to learn about – can be scary but keep trying, learn with your students.
4) Managing the iPads – can be time consuming, make a plan for 2 to 3 times a year to up date and clean up.
5) Finding a balance between the use of tech and hands on learning – offer options to students, give them voice and choice.
Successes – These can come in a variety of different sizes and even small successes should be recognized and celebrated.
1) Students were given a more level playing field when they had access to technology that supported their learning needs. Students that face difficulties with written output, reading abilities and fine motor skills had increased engagement and success across all subject areas.
2) Students were able to focus on the core competencies of creative thinking, critical thinking, communication and collaboration while working through different parts of this project. They were able to identify and give examples of work that showed their strengths and stretches in each of these areas.
3) The growth in student independence was amazing this year. Revisiting the same apps allowed students to independently produce amazing pieces of work.
4) I am so proud of all my students, their growth, their accomplishments and their determination.
Reflections/Advice: Recommendations –
1) Our students come with a lot of technology knowledge but need to be shown that tech is a tool and not always for play.
2) When choosing the apps you want to use pick a few and use them often in different subject areas so that students have time to get confident with them.
3) Remember that it is OK to learn along side your students, it is OK to tell them you don’t know how to do something yet.
4) A growth mindset is key.
5) Remember to celebrate the small stuff and share your knowledge and experience with others.