Click here to read the entire post and to see her stunning photography.
Preparation for Camp Sweet = Increased Chance of a Safe and Fun Experience
Parent Guest Blogger Denise Kitagawa
Click here to read the entire post and to see her stunning photography.
One of the many amazing things about the Calgary Science School is the fact that students go on two overnight Outdoor Education trips each school year. One trip is to Camp Sweet (about 90 minutes outside of Calgary), where the students sleep in tents and spend a few days camping and exploring the woods and fields – including some free time splashing in the river if it’s warm enough. The other trip is grade dependent. This year, five out of six grades (500 students) are going to Camp Sweet between mid-August and the end of September (the grade 9 fall trip was to the Bamfield Marine Station on Vancouver Island).
Click here to read the entire post and to see her stunning photography.
Student Blogs "The Bamfield Diaries"
As a way to create an audience for their work, recently the grade 9 classes have begun blogging. As part of this process, students were asked to recount an experience they had during their week long adventure at Bamfield Marine Centre on the west coast of Vancouver Island. Here are some samples of their work along with their blog address.
Students love when people visit their blog (we are keeping a class tally for the blogs with the most posts). Please visit their site and feel free to leave a comment.
Grade 8 Writing Activity- Show Don't Tell
Jaime Groeller
"It was a crisp morning, but this fall is beautiful! I wish I was a poet or a photographer in order to capture it myself."
We were outside, silent for 15 minutes, in 8.3 despite the coolness. I had them choose a spot to start, then had them move to a second spot, all in silence.
Seriously awesome conversation between two students once we came inside:
Student 1: "How about, like, that the wind "digs its fingers" into you?"
Student 2: "Hmmm, not really. That's not quite it."
"It was a crisp morning, but this fall is beautiful! I wish I was a poet or a photographer in order to capture it myself."
We were outside, silent for 15 minutes, in 8.3 despite the coolness. I had them choose a spot to start, then had them move to a second spot, all in silence.
Seriously awesome conversation between two students once we came inside:
Student 1: "How about, like, that the wind "digs its fingers" into you?"
Student 2: "Hmmm, not really. That's not quite it."
Math & Science Inquiry Projects
CSS Math & Science Inquiry Projects Database
Our Math and Science Team has created a Google Doc to house a database of inquiry projects that they will use throughout the year. The goal of this database is to provide a place where teachers within the school and ultimately, teachers from outside the school, can see how we foster inquiry within our own classrooms.
If you would like to learn more about one of the projects or have a question please add a comment below.
Click here to visit the Project Database:
CSS Math and Science Inquiry Project Database
If you would like to learn more about one of the projects or have a question please add a comment below.
Click here to visit the Project Database:
CSS Math and Science Inquiry Project Database
Students Teaching the Student Teachers
On September 11, 2012 eight of our grade 8 students walked to Mount Royal University to assist with an Google Apps orientation for new Education students. We were contacted by Dr. Norm Vaughn, who sits on the Calgary Science School board, to come and help his students in using the different applications that our students as so familiar with. Our students not only worked with individual university students, but took to the lectern to share some of their examples from class.Calgary Science School Parent, Student and Staff Interviews
Calgary Science School Parent, Student and Staff Interviews Executive Summary
Garry McKinnon-June 25, 2012
The annual superintendent interviews of parents, students and staff members were conducted over several weeks in the Spring of 2012 as a component of the ongoing school evaluation process. On March 8 and 9 during student-led conferences, 48 parents were interviewed. In May and June, grade 4 to 9 students as class groups (approximately 600) were interviewed. As well, teaching and support staff members (36 participants) were interviewed. The feedback generated through the two questions (without any prompting) "What causes you to believe that the Calgary Science School is a very good school and what suggestions for improvement would you like to offer?",
Garry McKinnon-June 25, 2012
The annual superintendent interviews of parents, students and staff members were conducted over several weeks in the Spring of 2012 as a component of the ongoing school evaluation process. On March 8 and 9 during student-led conferences, 48 parents were interviewed. In May and June, grade 4 to 9 students as class groups (approximately 600) were interviewed. As well, teaching and support staff members (36 participants) were interviewed. The feedback generated through the two questions (without any prompting) "What causes you to believe that the Calgary Science School is a very good school and what suggestions for improvement would you like to offer?", 
Collaboration: The Art of Strengthening
[Investigating the truth of opinions] consists not in trying to discover the weakness of what is said, but in bringing out its real strength. It is not the art of arguing but the art of thinking... the art of strengthening.
(Gadamer, 1975)
Abstract
Although there is substantial research supporting collaborative practices in school environments, definitions of the term vary widely. Most often, collaboration in schools remains limited to sharing resources or co-planning. A significantly prohibitive factor in allowing teachers to achieve mutually valuable, collaborative relationships are the perceived or established imbalances of power. Traditionally, collaborative arrangements implicitly assign authority to one member of a team or partnership over another (Awaya et al., 2003; Hellsten, Prytula, Ebanks, & Lai, 2009). Our journey this year has painted a picture of how re-thinking this historic relationship has the potential to allow for a more powerful collaborative relationship to develop, transforming teaching and learning in the classroom.
Instructional Leadership - Challenges and Opportunities
-by Garry McKinnon, Superintendent
In my first blog on instructional leadership, I described the ultimate goal of positively impacting the quality of teaching and the learning experiences of the students. I also observed that to be effective as an instructional leader one needs to have a clear idea of what it looks like. I suggested that in addition to making reference to the Alberta Teaching Quality Standard knowledge, skills and attributes of effective teaching, it is highly desirable for the members of the school community (teachers, students, parents and school administrators) to engage in a process of articulating descriptors of exemplary teaching.
Learning Coaches Networking Day: Creating Pedagogical Partnerships
On August 31, 2012 the Calgary Science School hosted a networking/PD event for Learning Coaches. The purpose of the session was to bring together Learning Coaches and Instructional Leaders from a variety of schools and districts to discuss the role and explore best practices and skills as we strive to support enhanced teacher learning. We also hope to build a supportive network of learning leaders in Calgary, and the surrounding area, who can develop materials, structures, and supports for the role.Bringing Beavers Back to the Cross Conservation Area - Grade 7 Interactions and Ecosystems Field Study
-by Denise Kitagawa (Guest Parent Blogger)
Earlier this month I had the privilege and pleasure of accompanying fifty grade 7 students from the Calgary Science School as they headed into the field to collect some baseline observations prior to the reintroduction of beavers to the Pine Creek watershed at the Ann and Sandy Cross Conservation Area.
Earlier this month I had the privilege and pleasure of accompanying fifty grade 7 students from the Calgary Science School as they headed into the field to collect some baseline observations prior to the reintroduction of beavers to the Pine Creek watershed at the Ann and Sandy Cross Conservation Area.Opening Up a New Frontier of Exemplary Instructional Leadership
-by Phil Butterfield, Assistant Principal
Instructional leadership has been getting a lot of buzz in educational circles these days. It seems challenging enough to gain consensus on a definition for the role of an instructional leader without venturing into the potential minefield of strict adherence to a set of guiding principles designed to provide a framework for exemplary instructional leadership. Well…strap on your helmets and forge boldly ahead for a few minutes as we take the first tentative steps toward finding alignment between the seven Professional Practice Competencies for School Leaders and the frameworks for exemplary teaching and learning that have been developed at the Calgary Science School.
Instructional leadership has been getting a lot of buzz in educational circles these days. It seems challenging enough to gain consensus on a definition for the role of an instructional leader without venturing into the potential minefield of strict adherence to a set of guiding principles designed to provide a framework for exemplary instructional leadership. Well…strap on your helmets and forge boldly ahead for a few minutes as we take the first tentative steps toward finding alignment between the seven Professional Practice Competencies for School Leaders and the frameworks for exemplary teaching and learning that have been developed at the Calgary Science School.
Significant Historical Events using Capzles and Augmented Reality
-by Jody Pereverzoff and Dan McWilliam, Grade 7 Humanities
In the final inquiry for the year, students examined significant themes in Canadian history by studying specific events, people, and places that have had an impact on the development of Canada. Students, using one of the major themes, created a monument or structure using Augmented Reality in our school field that showcased their understanding of the most significant event and its impact on Canadian history and our world today.
Learning Coaches - One Year Later...
-by Erin Couillard, Professional Development and Collaboration Coordinator
We have reached the end of our first year with designated learning coaches within the school. Last fall, two Math/Science learning coaches and two Humanities learning coaches were selected from teachers who applied for the positions through a letter of intent process. For more information on the impetus for learning coaches at the Calgary Science School, read the blog post I wrote at the beginning of this project. Midway through the year, an inclusive practices learning coach was added to the team in a part-time capacity. This coach specifically worked with teachers on ensuring that the learning needs of all students were being met.
Grade 6 Science: Evidence and Investigation
-by Carolyn Armstrong
When we, my teaching partner Candice Shaw and I, began to plan our “Evidence and Investigation Unit” we thought it would be fun to do it around a crime scene. We used the GEM: “Mystery Festival” to quick-start our story. From there we took artistic license to create our own series of events leading up to the tragic demise of “Felix Navidad”. It was suggested, by one of our teachers, to use actors as our unfortunate victim and “Persons of Interest” in our case. The students loved this.
When we, my teaching partner Candice Shaw and I, began to plan our “Evidence and Investigation Unit” we thought it would be fun to do it around a crime scene. We used the GEM: “Mystery Festival” to quick-start our story. From there we took artistic license to create our own series of events leading up to the tragic demise of “Felix Navidad”. It was suggested, by one of our teachers, to use actors as our unfortunate victim and “Persons of Interest” in our case. The students loved this. Action Research: The Model Method in Solving Word Problems
-by Kevin Sonico
“Show me your ‘thinking’.” “Explain your process.” These are two statements that are often used to encourage students to communicate their strategies in solving a word problem. In my experience, what is often produced, written, and described are algorithms, equations, and other symbolic representations. Rarely have students submitted strategies that comprised of visual methods. Because of this, I set out to see if there is an effect of explicitly teaching a visual strategy, namely the model method, in helping students solve problems. Through the use of models, students worked on word problems around the concepts of fractions, decimals, percent, and ratios. Described here are three examples of the many problems posed in class.
“Show me your ‘thinking’.” “Explain your process.” These are two statements that are often used to encourage students to communicate their strategies in solving a word problem. In my experience, what is often produced, written, and described are algorithms, equations, and other symbolic representations. Rarely have students submitted strategies that comprised of visual methods. Because of this, I set out to see if there is an effect of explicitly teaching a visual strategy, namely the model method, in helping students solve problems. Through the use of models, students worked on word problems around the concepts of fractions, decimals, percent, and ratios. Described here are three examples of the many problems posed in class.
Where do iPads fit? A Reflection...
Near the start of this year, our Grade 7 team began a research project about using iPads in the classroom: Through a variety of sub-questions, we hoped to address the larger question, “Where do iPads fit in Education?” Using real projects, student exemplars, and parent feedback, we would explore where and how iPads fit into teacher practice.
This post is a reflection of some of the major findings we had throughout the project.
School Library or Learning Commons: What's in a Name?
-by Donna Alden, Teacher-Librarian
What’s the difference between a school library and a school learning commons, and does the name make a difference? The Alberta School Library Association, which is informed by a larger Canadian and American field of school library studies, offers this:
What’s the difference between a school library and a school learning commons, and does the name make a difference? The Alberta School Library Association, which is informed by a larger Canadian and American field of school library studies, offers this:
Traditional school libraries are seen as quiet places full of printed books, people reading and librarians ‘shushing’. A Learning Commons takes school libraries into the 21st century. Yes, we still have printed text, and there are still people reading, and there is still a librarian, however the Learning Commons has so much more! There is a hum of activity with students talking, learning, searching for information on a variety of devices, focusing on content creation and synthesizing of information. The Learning Commons becomes the hub and the heart of the school; a place for teachers and teacher-librarians to collaborate to build inquiry learning and critical thinking skills in students; a place for technology integration and experimentation; a place that is ‘owned’ by students and staff alike.
Google just keeps killing it.
by Deirdre Bailey,
I work at an innovative and creative institution. Perhaps it is because of the freedom we have to explore possibilities that we are often unaware of the depth to many of the simplest resources that are available. It is also without a doubt hard to be constantly adapting one's practice to ever-updating technology applications. Certainly, in this day and age, the sheer volume of resources available in education can be overwhelming. Navigating options and rating their relative value is always intimidating, particularly on the heels of a full 7 hours in front of students. But google docs is so worth it. In the last 9 months, it has become one of the most valuable learning tools for me as I continue to inquire into teaching and learning and I am constantly excited by the facility with which google docs allows me to guide student collaboration, research and writing while tracking their progress, providing feedback and involving parents. And while my presence on twitter often gives me the impression that all educators are connected, deeply familiar with technological resources and employing them in their every day practice; it occurred to me, after a conversation I had today that this might not be representative of all cases.
I work at an innovative and creative institution. Perhaps it is because of the freedom we have to explore possibilities that we are often unaware of the depth to many of the simplest resources that are available. It is also without a doubt hard to be constantly adapting one's practice to ever-updating technology applications. Certainly, in this day and age, the sheer volume of resources available in education can be overwhelming. Navigating options and rating their relative value is always intimidating, particularly on the heels of a full 7 hours in front of students. But google docs is so worth it. In the last 9 months, it has become one of the most valuable learning tools for me as I continue to inquire into teaching and learning and I am constantly excited by the facility with which google docs allows me to guide student collaboration, research and writing while tracking their progress, providing feedback and involving parents. And while my presence on twitter often gives me the impression that all educators are connected, deeply familiar with technological resources and employing them in their every day practice; it occurred to me, after a conversation I had today that this might not be representative of all cases.
E-Books or "Real" Books?
-by Donna Alden, Teacher Librarian
It seems to me there is no one answer.
For nonfiction, research activities, if given the choice, hands down I'll choose an online search for information, as opposed to searching through books. Is that an exclusive choice? Do I always recommend that to students? No, and no. But as a preference, an online search for information just makes sense, for a number of reasons.
It seems to me there is no one answer.
For nonfiction, research activities, if given the choice, hands down I'll choose an online search for information, as opposed to searching through books. Is that an exclusive choice? Do I always recommend that to students? No, and no. But as a preference, an online search for information just makes sense, for a number of reasons.