Grade 7 Canadian History: Post 2

Jody Pereverzoff and Chris Dittman - Grade 7 Humanities

In our last blog post, we described the genesis of our Grade 7 Humanities project focusing on early Canadian (pre-confederation) history. We left off with students having just determined the most historically significant event in their debate group, each of which consisted of 4-5 students, each seeking to prove the historical significance of their specific event.  

We were left around 5 events in each of the 4 classes. Our focus now was to return to our original inquiry question; Why do so many Canadians know and care so little about our nation’s history?  We returned to our original class brainstorm around the importance (or lack of) of knowing Canadian history.  Specifically, we drew students’ attention to the reasons they gave for a lack of interest.  These included:

• History is boring
• People have studied events in history, but often forget
• Events are not relevant
  
  

A Principal's Perspective: Back to Basics

Darrell Lonsberry - Connect Charter School Principal

It seems as though the pendulum is swinging once again, this time motivated by some people who are espousing a back to basics approach to mathematics education, in large part as a response to the most recent PISA results. I don't want to remain mute on this, as mathematics education is near and dear to my heart. One of the difficulties in using results from standardized tests such as PISA, TIMSS or PIRLS to compare nations on the quality of their educational systems, and even in determining change over time within a single system, is that these tests often do not measure those things that teachers would say are most important. While some may purport to measure these things, I haven't yet run into a standardized tests that adequately and appropriately measures a student’s ability to think creatively, to persevere in a challenging task (these international tests are all timed), to collaborate through a problem, to use research strategies to find missing information, to share their learning in novel and effective ways, to access expertise when it is required, etc. I don't want to come across as trying to justify lower results by blaming the test, but in considering the results we must also look at what students are actually being asked to do.

Grade 7 Canadian History

Jody Pereverzoff and Chris Dittmann- Grade 7 Humanities

We invited David Scott, a former CSS teacher, to collaborate on a unit to engage students in early Canadian history and provide students an opportunity to wrestle with why we learn history and whether history is important to understand. We asked ourselves what most Canadians think of history in general, and Canadian history specifically. We came upon the government’s Heritage Minister lamenting the fact that Canadians do not know our own history. He went so far as to call this current situation a future threat to Canada as a country. We read this article as a class and students offered their reactions to it: http://www.huffingtonpost.ca/2013/06/11/country-in-jeopardy-if-ca_n_3422683.html.

Professional Networking Day for Outdoor Education teachers

Deirdre Bailey (Connect Charter), Jason Lindsay (Calgary Arts Academy) and David Manning (Westmount Charter)

“Passion is lifted from the earth itself by the muddy hands of the young; it travels along grass-stained sleeves to the heart. If we are going to save environmentalism and the environment, we must also save an endangered indicator species: the child in nature.” 

Richard Louv -  Last Child in the Woods

In collaboration with Outdoor Education specialists from the Calgary Arts Academy and Westmount Charter, Connect Charter School (formerly the Calgary Science School) is hosting a Professional Networking Day for Outdoor Education teachers on Monday, February 3, 2014. The intent to provide an opportunity and location for Calgary and area based Outdoor Educators to connect, share their unique approach to OE programming, and extend their professional community of practice. The primary purpose of the day is to allow attendees to share elements of their practice and in return, leave the day with new resources and contacts. Our goal is to allow for collaboration and feedback from a wide range of colleagues and mentors and to allow OE teachers to broaden their professional network in order to improve practice and advance the learning of colleagues.

Grade 9 Identity Poetry Anthology

WHO AM I?: Identity Poetry Anthology Version 2.0 
Jaime Groeller and Ivy Waite- Grade 9 Humanities

Ivy and I are very excited to once again be team teaching grade 9 Humanities this year. We taught this curriculum in our first year together, went back down to grade 8 for our second, then looped back into grade 9 with the same students for the 2013-2014 school year. We went back to our year plan from our first time through grade 9, looked through the projects we created and adapted, and in doing so decided to begin the year once again with a poetry unit on “identity”, an important guiding concept in the grade 9 social studies curriculum. We love this project because it also allows us to meet some ELA objectives and have the students interact with poetry beyond merely “analyzing.” Armed with our detailed reflections from last time, we worked to adapt the activities and projects we used before to meet the needs of our current group of students, and also to improve upon certain aspects of the inquiry. The assignment sheet and graphic organizer look very similar to last time, but we did make some significant changes to how we approached this study, as well as the organization of the anthology itself.

Evolution of Inclusive Practices at Connect Charter School

Abby Saadeh ~ Inclusive Practices Coach

When starting the position of the Inclusive Practices Coach at Connect Charter School in 2012, I was
asked time and time again, “What does Inclusive Practices mean exactly?” And to be honest, at first
there was a struggle to give it a definition. After months of work in this position I have realized that this is a field that is constantly evolving and adapting to respond to the needs of our school.

Some of the things that I learned over the past few years are that it is not only about making sure that every student has an opportunity to learn, it is a proactive process with the intention of valuing and motivating learners while fostering and advocating for their independence in an environment where everyone can feel safe and accepted. How we do this, starts with understanding who our students are. We do this through Learner Profiles, relationship building, Student Resource Group Meetings, past history, student and parent interviews, STAR reading assessments etc. Then, partnered with students and parents, we mutually agree on goals, and come up with an implementation plan that is tailored to the individual student’s learning style.

Grade 5 Genius Hour

Calgary Science School
Grade 5 Team

Framework for Student Learning Graphic

The Grade 5s are excited to be starting Genius Hour this year! Every day 3 we will be dedicating 80 minutes to Genius Hour work, providing students with a voice in what they want to learn, promoting their passions and encouraging creativity. Students will be expected to be prepared and to use this time effectively.

Genius Hour is tightly linked with objectives outlined by Alberta Education in their document Framework for Student Learning:

Genius Hour will help develop life skills such as planning, teamwork, meeting timelines, and following through on commitments. This experience will inspire self-direction, pride and responsibility in each student.

Celebrating Connect Charter School

Dr. Garry McKinnon - Connect Charter School Superintendent

New Year's Day 2014 will have special significance as Connect Charter School officially replaces Calgary Science School as the name of our school. This will be the third time the name of the school has been changed and the name change reflects its ongoing evolution. Originally when the charter school received approval in 1999, through an application by the Science Alberta Foundation, the school was known as the Science Alberta School. The belief by the founding members was that there was a need for a charter school which fostered cross-curricular learning with an emphasis on the scientific method, research, inquiry and the enhancement of learning and teaching through the use of technology.

Girl Rising Documentary - Monday, December 16th, 7:00pm

On December 16th, Calgary Science School is please to host a screening of the film Girl Rising. Girl Rising is a groundbreaking feature film about the strength of the human spirit and the power of education to transform societies. The film presents the remarkable stories of nine girls around the world, told by celebrated writers and voiced by renowned actors.

Girl Rising is a grassroots global action campaign for girls’ education, powered by girls, women, boys and men around the world who stand for equality. Millions have seen the film and are spreading its message across campuses and communities of all kinds - raising both awareness and funds. Girl Rising partners with established nonprofit organizations that drive donations to programs that help girls get in school and stay in school.

After the film there will be a Q&A/Panel Discussion with Donna Kennedy-Glans (MLA for Calgary Varsity, Founder of Bridges Social Development, first female VP of Nexen, advocates for female eduction in Arab and African countries), Shirley Steinberg (Chair and Director, The Werklund Foundation Centre for Youth Leadership Education, Professor, Youth Studies) Karen Cuthbertson (founder of HANDS: Helping Across Nepal Development Society) and Calgary Science School students.

The screening will take place on December 16th at 7pm at the Calgary Science School. Along with the screening there will be a Craft Market with proceeds going to the Calgary Drop-In Centre and Alberta Animal Rescue Crew Society. Doors open at 6pm.

Spatial Reasoning

Heather Melville- Grade 4 Math and Science

In July 2013, I had the privilege to work with students, teachers, Galileo Network experts and researchers at the University of Calgary. (Brent Davis – Professor and chair of mathematics education, Krista Francis Poscente – IOSTEM Director). We met in May to discuss the research portion of the spatial reasoning project. In that one day in May I discovered the importance of spatial reasoning as I went through my own testing and problem solving activities. I learned very quickly that this is a skill that needs to be taught and explored throughout our education. We cannot assume that everyone will be in an environment that allows for this particular skill to be enhanced. I am a believer in providing students with every opportunity to reach for goals that may potentially transpire into future careers. In discussion with the researchers and their knowledge, it was apparent that the careers people choose are based in part by what their spatial reasoning capabilities are.

Innovate West Update

We are thrilled to be announcing the first annual Innovate West conference to be held at Connect Charter School, May 23-25, 2014. This conference will be a gathering of forward thinking educators in western Canada and will be an opportunity to share, collaborate and reflect. We are looking forward to reconnecting and learning with our own professional learning network which consists of many schools and school boards in Alberta and British Columbia with whom we have worked with over the past decade.

If you have attended ConnectED Canada here in 2012 or 2013, the format will be familiar. Friday is an instructional day where conference attendees have the opportunity to visit classrooms and talk to students and teachers about their learning. Tour guides consist of grade 4 to 9 students who have a lot to say and will tell you all about learning in an inquiry setting and what that means to them.

Inspiring Change Through Teacher Development

The Spirit of Inquiry: Inspiring Change Through Teacher Development

Maikala Harris~ University of Calgary Student Teacher

As a pre-service teacher at the Werklund School of Education I realize how fortunate I have been to take a glimpse into the Calgary Science School (CSS) for my first field practicum. With a capped student wait list, this charter school is rooted in inquiry and clearly on course with establishing an ecological model of education. Instead of starting with the curriculum, teaching the subject matter, and allowing time only at the end of class for inquiry, at CSS teachers start with and build upon inquiry relevant to student interests and the curriculum.

Alberta Education’s new Student Act signed in May 2013 has initiated curricular redesign that emphasizes inquiry-based, student centered, and collaborative environments. There has been a large debate on how to best incorporate these aspects into an already busy school schedule. Although my time at the CSS has been brief, I have observed an administration that invests in teacher inquiry and collaboration, a procedure that promotes these activities throughout the entire school.

Inquiry, Assessment and Term 1 Video Report Cards in Physical Education

Deirdre Bailey ~ Physical Education
https://twitter.com/deirdrebailey

This important information bulletin provides details on our new term 1 report card assessments in physical education at CSS. As we hope many parents are aware, this year has provided us with the opportunity to re-think our approach to inquiry-based physical education (see Connect! blog post) as well as our approach to end of semester assessments in PE. 

Earlier this term we shared our proposal for physical education assessment reform with our CSS parent council. The council were in support of this new approach to reporting with the suggestion that we share both our rationale and process with parents via the PE website.

We've put together some information about our program, changes in assessment, and a how to access your child's video on Edmodo video, all of which are included below. We are both very happy to meet with parents during first term interviews next week in order to discuss our program and assessment practices further. We would also welcome any questions via email at deirdre.b@calgaryscienceschool.com or dean.s@calgaryscienceschool.com

Professional Development with Buffalo Trail Public Schools

A focus of our external collaboration strategy this year is to not only track and maintain our social capital metrics, but to promote deeper collaborations with the school boards, post secondary institutions and educators in our evolving network. After a school tour with teachers and administrators from Buffalo Trail Public Schools in the 2012/2013 school year we reflected with Assistant Superintendent Lisa Blackstock about the visit and how we could broaden the experience. We hosted a group of teachers and administrators again this school year for a school tour and a full day of facilitated planning with Learning Coaches and teachers from Calgary Science School.

Re-thinking Inquiry-Based Practice in Physical Education

Deirdre Bailey ~ Physical Education

While conventional education is often criticized for either segmenting learning into smaller pieces without ever giving kids the whole picture, or for letting kids read all about something without ever having an opportunity to engage in the process or "play the whole game" as Harvard School of Education Professor writes in his book Making Learning Whole, physical education does not often suffer the same criticisms.  Kids play the whole game all the time - PE teachers might argue, whether it be basketball, volleyball, baseball, badminton or floor hockey.

My challenge to "traditional" PE programs however, would be that the games they are playing are the wrong ones. If the purpose of "playing the whole game" is that students are able to engage in real work

Plant Growth and Changes

Flower Pounding in Grade 4
Marla Paxton~ Grade 4 Math and Science

Prep Time - A weekend (with breaks) to treat and prepare fabric
Lesson - Approximately 4-5 classes.

My partner teacher Heather Melville and I wanted to look at the way we took up Plant Growth & Change this year so the grade 4‘s made a lot of noise exploring the parts of a flower.  It all started with a picture book by Dianna Hutts Aston & Sylvia Long, A Seed is Sleepy.  Students looked at how seeds were sleepy, secretive, fruitful, adventurous, inventive, generous, ancient, thirsty, hungry, clever, and even sometimes naked!

Grade 5 Classroom Chemistry

BECOMING A CHEMIST! 

Igniting Curiosity through the power of observation.

Jocelyn Monteith ~ Grade 5 Math/Science

Last week students spent time in the science lab testing a variety of materials (salt, sand, oil, and an Alka-Seltzer tablet) to see what happens when they are mixed with water: what dissolves, what reacts and what remains unaffected.

Students hypothesized what they thought would happen based on what they already knew about each of the materials. While conducting each test, students captured their observations in words, images and videos. As you could imagine, the lab was buzzing with excitement, students eagerly calling their teacher over, wanting to share what they had observed, attempting to explain the science behind what happened.

Co-Constructing Criteria in Mathematics

Erin Couillard and Carolyn Armstrong
Grade 6 Math/Science

Not two weeks into this school year, my math teaching partner, Carolyn Armstrong, and I were lamenting the disarray and disorganization of student math journals. We commented to each other that the work that some of the students were producing was very disorganized, diagrams were drawn without rulers, answers were buried deep within the work and we were finding it hard to get a good sense of the student’s overall understanding of the problem.

I had the good fortune of attending a two-day Anne Davies workshop in Canmore last week and she reinforced the importance of co-constructing criteria with students. I came back very excited to do this with Carolyn and our students around “what counts in an organized math notebook”.

Grade 5 Math Problem

Valerie Barnes and Jocelyn Monteith
Grade 5 Math/Science

Grade 5 students were recently given the following math problem. The assignment, feedback, submission and assessment steps are taking place in Edmodo. It has been great to see the comments on the assignment page where students are offering feedback, asking questions, and assisting with technical support. Assignments are due this week may the force be with them.

Science Mentorship with Telus Spark and RVSD

Our grade 8 students and teachers are very fortunate to be working with Telus Spark and schools from the Rocky View School Division in the Science Communication Mentorship Program. Our students will be working with Telus Spark Exhibit Developers, members of APEGA, and Telus Spark Facilitators in creating exhibits for a public celebration of learning at Telus Spark on December 4, 2013.

Our RIG "You be the Wires" 

Teachers from the two divisions met at Telus Spark on August 30, 2013 to discuss the project and participate in a RIG process (Random Idea Generator) in their prototype lab. The Calgary Science School grade 8's will be visiting Spark on October 1, 2013 to work with exhibit developers to begin the process of creating their own Spark exhibits. We are looking into the possibility of creating our own prototype lab at the school with the support of Telus Spark to support the planning phase of the project.