Blog has moved, redirecting... ...

Student Insights into the Educational Potential of the Flipped Classroom

David Scott and Jason Publack ~ Grade 9 Humanities

Over the last few years there has been increasing talk within educational circles around the potential of the flipped classroom to enhance learning. Historically, and this is confirmed by a great deal of research, classrooms have been places where students spend a great deal of their time listening to teachers talk. Whether teachers are lecturing or explaining a particular concept, this has meant students have relatively limited class time to apply the concepts or ideas they learn from the lecture and must therefore do this at home for homework. This has meant that during the most difficult part of the learning process when they might need aid and support, they are left to their own resources when they are having difficulties or need extra help.

Cross Authority Teacher Planning Institutes

We started the school year looking for new ways to collaborate beyond the walls of our building. We investigated the opportunity with the Rocky View School DivisionAcknowledging that collaboration is more than linking people through curriculum, Darrell Lonsberry, and Dan McWilliam met with Josh Hill from RVSD and identified 3 stages or levels of collaboration for a Cross Authority AISI project.  As described by Ivy Waite, "Collaboration is more than just sharing ideas, but the process of working together to achieve a common goal. True collaboration is a process in which two or more people co-conceive, design, execute and reflect upon teaching and learning. It is this process that ensures our students are engaged in meaningful, authentic, engaging, inquiry based learning."

Inquiry in PE

Student Teachers Josh Stanley and Matthew Maccagno with Tammy Berry and Dean Schmeichel ~Physical Education grade 4-9

What could an inquiry unit in PE look like? At CSS, we challenged all 600 students from grade 4 to grade 9 to explore the question, “To what extent does training affect performance?” Each student was given the opportunity to choose a sport or activity that they were interested in, and then create a plan to improve a specific skill in that sport or activity. How the students chose to use their time over the course of the unit was entirely up to them. They had access to all the resources that CSS has for physical activity.

The rubric was created collaboratively between teachers and all the students in the school over the first two days of the unit.

Here’s what it looked like daily while students were working on their individual project:

On Light, Shadows and Experience

Deirdre Bailey and Jenna Callaghan

We began a recent investigation into Light and Shadows in Grade 4 by posing the question “What is Light?” to our students. Before beginning the conversation, we reminded students that the world is not nearly as concrete or easily-understood as over-simplified statements of "fact" might often imply. We talked about how scientists are by nature inquisitive, always open to possibility and a reinvention of old ideas. We suggested that throughout our inquiry, they too might have the potential to share a completely new perspective, contribute to making new discoveries and either support or disprove current thoughts. With two of us in the classroom, we were able to capture some of our students’ opening ideas about 'Light' and have embedded them below.

Grade 5 Electricity Collaboration

Kathryn Desrochers ~ Grade 5 Math/Science Student Teacher University of Lethbridge

Just before spring break, our grade 5 students (and teachers) had an opportunity to learn from an expert. Emily Marasco is a University of Calgary student working on her Graduate Degree in Electrical

Engineering. As part of her Master’s research, Emily has gone around to various schools conducting a set of electricity modules for project based learning. This turned out to be a wonderful partnership, in which Emily could conduct her research with 100 willing students and our school community benefited from her expertise, enthusiasm and hands on approach.

 All of the modules were well thought out and aimed at building understanding of concepts related to electricity through hands on exploration. Emily used STEM - Science, Technology, Engineering and Math with a focus on helping students understand what Engineers really do. Students were engaged in various learning experiences with curricular links extending beyond science and into technology, art and social studies and language arts.

Family Artifact Inquiry- Grade 7

Rick Fawcett and Jared McKenzie~ Grade 7 Humanities.

This project was designed as a way to share the personal connection the students have to Canadian history and to engage them in the process of curating a historical narrative of their own family's history.