One of the goals I set out for myself this year was to be more purposeful in my blogging. I don't think I have been too successful! It always seems that this is the last thing on my overflowing plate. But, I am going to try! Really try to be more diligent in my attempts to reflect on my teaching craft.
Over the past couple of weeks, I have been engaged in an on-line course through the International Baccalaureate Organization about Inquriy. None of the topics are new to me, but I am investigating them from a new perspective. This has been a really good exercice. I have been able to make connections to the work I am currently doing with the literature and research that is either new to me or I've read before. I am really enjoying reading the work of Kathy Short from the University of Arizona. I have finally been able to make sense of some parts of our Primary Years Planner (PYP) that have been causing me consternation. It's refreshing!
This past weekend, I attended the Association Canadienne des Professeurs d'Immersion (ACPI) conference in Calgary. It was a great conference! The theme was RESEARCH and its impact on FI. One of the most interestning and provocative topics was the use of first languages (L1) in the learning of a second language in an immersive setting. The one common thread of all the research presented is it is extremely important that the language model in the classroom use the target language AT ALL TIMES! The use of the L1should be purposeful and moving the understanding of concepts forward. It should also be negociated with students so they know when it is appropriate to use their first language in class. Lots of food for thought!
I left the conference with my head spinning with new ideas of how I could make the work better for students, both in my classroom and in our school. Now, I just need to find the time to create and impliment these new ideas!
Sunday, 27 October 2013
Inquiring into phonics and grammar
Spelling is always a challenge in a French Immersion classroom. It is very important to take the time to do some direct teaching of spelling patterns and phonetic combinations in both languages. BUT, how might we incorporate inquiry into spelling and phonics?
Well, this past week my student did just that. It might not be the most impressive inquiry, but hopefully they will have gained some ownership of the concept of spelling patterns for 2 very complex sounds in French [é] and [è]. Here's what we did:
Well, this past week my student did just that. It might not be the most impressive inquiry, but hopefully they will have gained some ownership of the concept of spelling patterns for 2 very complex sounds in French [é] and [è]. Here's what we did:
- I loaded 2 videos from www.imagier.net on our 5 au quotidien page. These videos simply list words that contain different sounds. The words appear and are pronounced by a native speaker. Simple!
- My students watched the videos several times. Many of them repeated the words as they listened. This was somewhat surreal, as it created a sort of bizzar choral piece. Imagine several children, all wearing headsets, saying different words containing the same sounds.
- After they had listened to the words, we generated a list of different words they had heard and remembered.
- We then read each word to determine if it contained [é] or [è]. Here we added a kinesthetic element. Every time we heard [é] in a word, we used our left arms to make the accent aïgu. We used our right arms to create the accent grave for words containing [è]. This was very popular and we repeated it several times with words from around the classroom and others that popped into our heads.
- Once we had determined which words contained which sounds, the students examined the words to see if they could determine the letters that made up each sound.
- We created an anchor chart for both sounds.
Tuesday, 3 September 2013
New beginnings and collaborations
It is always an amazing mix of excitement, anxiety, hope and fear as I begin to build relationships with a new group of students. I am excited to begin a new journey of discovery with fresh eyes (taking licence with Proust!). I am anxious to get to know my students in deep ways. I am hopeful we will become comfortable with each other quickly so as to build the trust necessary for our work to be truly meaningful. And, I am fearful that someone will slip through a crack I cannot see. What if I cannot meet their needs?
Many questions ran through my head as I greeted each child at the door. What ideas will intrigue this group of kids? How far will they go with their thoughts? Who will challenge me to go more deeply myself? Who will steal my heart?...They all end up marking our hearts, but some just make that mark more deeply. Will they be able to follow my concrete-random ways?
Today we started a new collaboration with another class in another part of the province. While I have no idea where this collaboration will take us, I am excited to try new things and explore different idea with grade 4s whose world might be very different from ours.
My brother (the other teacher in this endeavor) and I do not teach in the same language. His class works only in English and mine is French Immersion. We do not teach in the same ways because our teaching and learning experiences are very different. I have a feeling this will make for a fabulous collaboration. Only time will tell.
Friday, 18 May 2012
The Big Picture...
Today our Superintendent, Greg Bass, came to speak with us about the "big picture" for our school division. I am very glad he did for a couple of reasons.
It was good to hear the rationale behind some of the directional decisions that are made at the School Board level. Having previously played a part in rolling out some of these decisions, it was good for me to 're-hear' the why behind the what. I recognize in myself the need to know the big picture ideas before I get caught up in the details and I am beginning to realize that sometimes I can lose sight of the forest when the trees threaten to overwhelm me. I need to be more mindful of the big picture as I grapple with the details.
As Mr. Bass was speaking, I pondered the need to continually revisit our long-term educational goals, as outlined in the School Education Plan (SEP). While I know that I should be able to speak to this document, I realize I have not spent enough quality time with it or discussed it enough so that it makes sense to me and plays a part in the instructional decisions I make on a daily basis. The onus is, of course, on me as a professional to ensure that I have read and understand the direction and goals of my school. However, I also need the opportunity to discuss these ideas in both formal and informal ways. We learn best when we think about and discuss big ideas with others. Some of the best professional learning takes place in the hallway when we stand together and talk about what we are doing in our classrooms.
It was also affirming to hear that my thinking and work with creativity is worth the struggle. As educational thinking attempts to move away for knowing the facts to remixing information and experiences so I can DO something with these facts, it is important for me to continue discussing these ideas with my colleagues. (The idea that we construct our own knowledge of the world is not new and had the political will of the day followed Progressive Education's rationale instead of rejecting it, we might be in a very different place in education.)
Hearing the big picture vision for our school division also made me reflect on some of the habits I have fallen back into because my trees are interfering with the forest! It was humbling to realize that I have, in some ways, let myself back-slide into what was easy and worked in the past when things get busy. However, what worked with my last group of students (which was 5 years ago!) is perhaps not what is best for the children who are in my classroom today. My teaching needs to adjust to them and not the other way round.
It was good to hear the rationale behind some of the directional decisions that are made at the School Board level. Having previously played a part in rolling out some of these decisions, it was good for me to 're-hear' the why behind the what. I recognize in myself the need to know the big picture ideas before I get caught up in the details and I am beginning to realize that sometimes I can lose sight of the forest when the trees threaten to overwhelm me. I need to be more mindful of the big picture as I grapple with the details.
As Mr. Bass was speaking, I pondered the need to continually revisit our long-term educational goals, as outlined in the School Education Plan (SEP). While I know that I should be able to speak to this document, I realize I have not spent enough quality time with it or discussed it enough so that it makes sense to me and plays a part in the instructional decisions I make on a daily basis. The onus is, of course, on me as a professional to ensure that I have read and understand the direction and goals of my school. However, I also need the opportunity to discuss these ideas in both formal and informal ways. We learn best when we think about and discuss big ideas with others. Some of the best professional learning takes place in the hallway when we stand together and talk about what we are doing in our classrooms.
It was also affirming to hear that my thinking and work with creativity is worth the struggle. As educational thinking attempts to move away for knowing the facts to remixing information and experiences so I can DO something with these facts, it is important for me to continue discussing these ideas with my colleagues. (The idea that we construct our own knowledge of the world is not new and had the political will of the day followed Progressive Education's rationale instead of rejecting it, we might be in a very different place in education.)
Hearing the big picture vision for our school division also made me reflect on some of the habits I have fallen back into because my trees are interfering with the forest! It was humbling to realize that I have, in some ways, let myself back-slide into what was easy and worked in the past when things get busy. However, what worked with my last group of students (which was 5 years ago!) is perhaps not what is best for the children who are in my classroom today. My teaching needs to adjust to them and not the other way round.
Monday, 14 May 2012
Please Explain...
Today I did something I never thought I would. I emailed the Premier of Alberta.
Why?
Well, it seems to me that Alberta Education is engaging in very unsound assessment practices. I refer, of course, to our Provincial Achievement Tests (PAT). Now, I do not really have an issue with the tests. I understand their purpose and agree that we can glean some good information from the data they provide. I do take issue with the removal of all writing resources during Part A of the ELA PAT.
Next time you have to write anything that is to be submitted for evaluation (a report, a proposal), please do not use spell check, do not consult a dictionary or a thesaurus, or your neighbour, or any other tool you might have. Seems silly, doesn't it? Well, that is exactly what Alberta Education wants our students to do when they write.
My grade 3 students have many different strategies to help them during independent writing. These strategies have been gathered over time and are used EVERY TIME we sit down to write something.
1. They know that they can look up words in a commercially produced dictionary. They admittedly choose this as their last option because they find this to be an onerous task... seeing as they're not always sure how the word begins, so looking it up in a dictionary...I'm sure you've heard it before.
2. They also have a personal dictionary in which they have been collecting "good" words all year. Words they have needed in the past and might like to use again.
3. We also have a very extensive word wall, which encompasses high-frequency words, adjective lists, strong verb lists and other juicy words that help us write. These lists have been generated by the students and posted for all to see. This is their favourite writing tool. They own these words because they are words they know how to say, but not necessarily how to spell.
4. They know that if they can say it, they can spell it. We call this "bubble gum spelling". It is an effective strategy, but one still fraught with errors as we continue to learn how the English language is put together.
Tomorrow they will write their first PAT--a daunting task for any 8-year old. They must do so without ANY of the tools they have learned to use and depend on to help their writing make sense. I really need someone to explain to me why this must be done without any of the resources we use on a regular basis. I just don't understand how this is good assessment.
We teach our students that when it counts they should use all the tools at their disposal to do their best work. Well, does the PAT not count? If not, why are we bothering to do them?
So, I decided that the Premier needed to know. I wrote her in an attempt to vent some of my frustration and, hopefully, have her ask similar questions to the Assessment Branch.
Why?
Well, it seems to me that Alberta Education is engaging in very unsound assessment practices. I refer, of course, to our Provincial Achievement Tests (PAT). Now, I do not really have an issue with the tests. I understand their purpose and agree that we can glean some good information from the data they provide. I do take issue with the removal of all writing resources during Part A of the ELA PAT.
Next time you have to write anything that is to be submitted for evaluation (a report, a proposal), please do not use spell check, do not consult a dictionary or a thesaurus, or your neighbour, or any other tool you might have. Seems silly, doesn't it? Well, that is exactly what Alberta Education wants our students to do when they write.
My grade 3 students have many different strategies to help them during independent writing. These strategies have been gathered over time and are used EVERY TIME we sit down to write something.
1. They know that they can look up words in a commercially produced dictionary. They admittedly choose this as their last option because they find this to be an onerous task... seeing as they're not always sure how the word begins, so looking it up in a dictionary...I'm sure you've heard it before.
2. They also have a personal dictionary in which they have been collecting "good" words all year. Words they have needed in the past and might like to use again.
3. We also have a very extensive word wall, which encompasses high-frequency words, adjective lists, strong verb lists and other juicy words that help us write. These lists have been generated by the students and posted for all to see. This is their favourite writing tool. They own these words because they are words they know how to say, but not necessarily how to spell.
4. They know that if they can say it, they can spell it. We call this "bubble gum spelling". It is an effective strategy, but one still fraught with errors as we continue to learn how the English language is put together.
Tomorrow they will write their first PAT--a daunting task for any 8-year old. They must do so without ANY of the tools they have learned to use and depend on to help their writing make sense. I really need someone to explain to me why this must be done without any of the resources we use on a regular basis. I just don't understand how this is good assessment.
We teach our students that when it counts they should use all the tools at their disposal to do their best work. Well, does the PAT not count? If not, why are we bothering to do them?
So, I decided that the Premier needed to know. I wrote her in an attempt to vent some of my frustration and, hopefully, have her ask similar questions to the Assessment Branch.
Friday, 26 August 2011
Putting PROFESSIONAL into our learning
I just finished a great week of learning with Math Solutions. The topic for the week was Math For All: Differentiating Instruction. Having done a significant amount of thinking and learning about this topic, the ideas were not new to me, but I did find lots of gems and kernels that pushed my thinking to new places. This, for me, is the sign of really good professional development. I always think that a PL event is a success if I walk away with one new idea to adopt or adapt for my class. After a full week of learning, I have LOTS of things to try.
The fact that I walked away with new learning on a topic I am fairly versed in, is not the point of this entry. This is: The lack of professionalism exhibited by some teachers when it comes to professional learning events. This is one of my pet peeves: Teachers who feel they do not need to act as learners when attending professional learning events; Teachers who feel they do not need to engage in the learning tasks put before us by the facilitators. Why were they there? Why were they wasting our time? It stuns me is this lack of professionalism.
In some ways I wish I had collected some data by doing a head count at the beginning and end of each day. Then again, maybe I really don't want to know how many of my peers feel they do not need to fully attend sessions that they probably haven't personally paid to attend. I did, however, notice that, in most instances, it was the same people who gave themselves permission to leave early. They must not know that some of the best learning occurs during the 'wrap-up' at the end of the day.
It is also extremely disrespectful. Our actions send a much more powerful message than our words. Those who leave early and don't participate fully are telling the facilitators (who work very hard to make the learning relevant and interesting) that their message isn't all that important and isn't worthy of time and effort. I often wonder how these teachers view this attitude in their students.
I know I will never be able to convince this particular sub-set of my peers that they are acting in a less than professional manner. After all, they are adult learners who can make decisions for themselves, are they not? But, with monies for professional learning becoming less and less, why are they taking the spot of someone who would actually attend, reflect and change their practice for the better? Why are they not being held accountable for their learning, just as our students are?
I am not tarring everyone with the same brush. Many of the people who attended this event were "there" in every sense of the word. They took the learning seriously and will undoubtedly adopt many of the ideas and strategies we discussed and discovered over the week. Some have been asked to present what they have learned to their colleagues upon their return to school.
My main message: If you are going to ask your school to pay $600 to send you to exceptional professional learning, the least you can do to honour this investment in you is to show up, participate fully--which means being there from start to finish of the day--and really listen to the ideas being presented. As an adult learner you always have the choice to adopt, adapt, or reject the ideas. But, when you choose to act as you do, it is no wonder teachers are not seen as professionals.
The fact that I walked away with new learning on a topic I am fairly versed in, is not the point of this entry. This is: The lack of professionalism exhibited by some teachers when it comes to professional learning events. This is one of my pet peeves: Teachers who feel they do not need to act as learners when attending professional learning events; Teachers who feel they do not need to engage in the learning tasks put before us by the facilitators. Why were they there? Why were they wasting our time? It stuns me is this lack of professionalism.
In some ways I wish I had collected some data by doing a head count at the beginning and end of each day. Then again, maybe I really don't want to know how many of my peers feel they do not need to fully attend sessions that they probably haven't personally paid to attend. I did, however, notice that, in most instances, it was the same people who gave themselves permission to leave early. They must not know that some of the best learning occurs during the 'wrap-up' at the end of the day.
It is also extremely disrespectful. Our actions send a much more powerful message than our words. Those who leave early and don't participate fully are telling the facilitators (who work very hard to make the learning relevant and interesting) that their message isn't all that important and isn't worthy of time and effort. I often wonder how these teachers view this attitude in their students.
I know I will never be able to convince this particular sub-set of my peers that they are acting in a less than professional manner. After all, they are adult learners who can make decisions for themselves, are they not? But, with monies for professional learning becoming less and less, why are they taking the spot of someone who would actually attend, reflect and change their practice for the better? Why are they not being held accountable for their learning, just as our students are?
I am not tarring everyone with the same brush. Many of the people who attended this event were "there" in every sense of the word. They took the learning seriously and will undoubtedly adopt many of the ideas and strategies we discussed and discovered over the week. Some have been asked to present what they have learned to their colleagues upon their return to school.
My main message: If you are going to ask your school to pay $600 to send you to exceptional professional learning, the least you can do to honour this investment in you is to show up, participate fully--which means being there from start to finish of the day--and really listen to the ideas being presented. As an adult learner you always have the choice to adopt, adapt, or reject the ideas. But, when you choose to act as you do, it is no wonder teachers are not seen as professionals.
Saturday, 23 July 2011
A sense of accomplishment
I am an avid cycling fan, so every chance I get I watch the races as they unfold. I am especially enamoured of Le Tour de France, which has to be the most epic of all sporting events. Imagine riding over 3 000 kilometres over the space of 3 weeks with only 2 rest days, oh and add in multiple trips up the mountains of the Pyrenees and the Alps. It boggles the mind!
Today I sat glued to the penultimate stage--a 42km time trial (man against clock). The team I follow most closely, Léopard Trek, had a realistic chance to win the whole tour. All Andy Schleck had to do was ride the best time trial of his life and hope that Cadel Evans, a far superior TT rider and only 58 seconds behind Schleck, had an average day. Alas, it was not to be. Evans had the TT of his life and ended up well over a minute ahead of Schleck, who now settles for his third consecutive second place at the Tour.
As I perused the various news reports of the day, I was struck by the tone of failure in which many portrayed Andy Schleck. This is a young man (he's 26) who for three years has managed to out distance about 197 other riders. Schleck is not a great time trialist; he freely admits it is his weakest element. Today, he managed to place 17th on the stage. That's 17th out of over 160 other riders. He placed ahead of the time trial champions of many nations. And yet, this tone of failure from the media. Oh yeah, did I mention the fact that Léopard Trek had four riders in the top 20 on the stage and that Andy's brother, Fränk, is in third overall?
I wonder why society has to accentuate the negative. Why can't we simply acknowledge the effort and skill of those who achieve amazing feats--even when they do not finish in first place! Why does it always come down to winners and losers? Why do we feel the need to 'put down' a second, third, or even last place?
Léopard Trek has also managed to bring all nine members of its team safely to Paris. This too is an accomplishment. This is a team who works as a team. They sacrifice for each other. They support and encourage one another. I hope when Andy and Fränk step on to the second and third place steps of the podium in Paris tomorrow they will feel a sense of accomplishment. This is history. For the first time in the over 100 year history of La Grande Boucle a team will have two of its members on the podium. The fact that they are brothers, makes this story even more special.
Today I sat glued to the penultimate stage--a 42km time trial (man against clock). The team I follow most closely, Léopard Trek, had a realistic chance to win the whole tour. All Andy Schleck had to do was ride the best time trial of his life and hope that Cadel Evans, a far superior TT rider and only 58 seconds behind Schleck, had an average day. Alas, it was not to be. Evans had the TT of his life and ended up well over a minute ahead of Schleck, who now settles for his third consecutive second place at the Tour.
As I perused the various news reports of the day, I was struck by the tone of failure in which many portrayed Andy Schleck. This is a young man (he's 26) who for three years has managed to out distance about 197 other riders. Schleck is not a great time trialist; he freely admits it is his weakest element. Today, he managed to place 17th on the stage. That's 17th out of over 160 other riders. He placed ahead of the time trial champions of many nations. And yet, this tone of failure from the media. Oh yeah, did I mention the fact that Léopard Trek had four riders in the top 20 on the stage and that Andy's brother, Fränk, is in third overall?
I wonder why society has to accentuate the negative. Why can't we simply acknowledge the effort and skill of those who achieve amazing feats--even when they do not finish in first place! Why does it always come down to winners and losers? Why do we feel the need to 'put down' a second, third, or even last place?
Léopard Trek has also managed to bring all nine members of its team safely to Paris. This too is an accomplishment. This is a team who works as a team. They sacrifice for each other. They support and encourage one another. I hope when Andy and Fränk step on to the second and third place steps of the podium in Paris tomorrow they will feel a sense of accomplishment. This is history. For the first time in the over 100 year history of La Grande Boucle a team will have two of its members on the podium. The fact that they are brothers, makes this story even more special.
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