Catalyst of Curiosity

Ever wonder how ideas move from a tiny germ to something purposefully actionable? It starts with curiosity, or maybe perhaps a niggle or a conversation walking down a hallway. The trick is to balance what we’ve come to understand through experience and the notion of “what if…”. One needs curiosity to activate our “what if…” For some, this may be uncomfortable as it implies a lack of knowledge. However, I would suggest that this might be a catalyst for exciting new discoveries in learning. And perhaps discoveries about oneself along the way. When faced with a process that involve technology, what if I didn’t start my thinking by saying “I’m not very techie”. When faced with a group of students who haven’t had a lot of practice in self reflection, what if I embraced the opportunity to create small steps and recorded my efforts. When I hear someone doing something extraordinarily different, what if I asked to be invited into a collaborative conversation. And in the midst of the current process of reviewing assessment and reporting practices, perhaps one might also invite curiosity as a step towards openly dabbling in alternatives. The beauty of this process is in reflecting to move forward. Each opportunity can be a catalyst of the next steps. 

Please feel free to email us if you would like some support along the learning. 

September – A New Year

View from Stanley Park

Welcome back! It’s great to still have summer weather around as we ease into another year of discovery, exploration and thinking deeply. 

You’ll notice that we have a PROJECTS IDEA button on the sidebar. This takes you to the Projects page where we’ve listed stories to spark ideas and opportunities to learn from your colleagues. These illustrations are from our Design Teams. 

 

SOME OPPORTUNITIES TO SPARK CONNECTIONS

  • Create a web presence where you can share your curriculum, thoughts on your assessment practices and what you believe, dialogue with students (giving them authentic practice in digital citizenship), inform parents. These can all be done using our sd41 class blogs. Click on FORMS/APPLY to get started on your journey. 
  • Use O365 to enhance and organize your lessons with your class (Secondary). Go to Learn Portal for resources to start your journey. (*Intermediates – stay tuned)
  • Documenting learning – strengthen processes in communicating student learning. These support using a variety of tools  to engage in reflective process.  (*Interested in student blogfolios? Click on FORMS/APPLY to get started or to continue your journey.)
  • Pop Up Make Writing Studio – The process of making creates inclusive opportunities for supporting voice and the writing process. This new flip merges writing with ADST, core competencies, communicating student learning and collaboration. Be prepared for fun and interactive parts. 
  • Need students to gain added skills practice in Literacy or Math? We have licenses for Skoolbo Canada – Click on FORMS/APPLY to get a class account that you can manage. 
  • ADST – our multi centers kit with focus on core competencies are bookable for a term. Stay tuned for additional experiences with this curriculum.
  • Check out our TOP SUGGESTED iPAD APPS for schools. 

Other projects surface as the year progresses. Do you have a burning idea at your school that you would like to discuss? Contact us – we’re always available for a chat. 

Authors & Voice – Using Google Classroom/GAFE

Storytelling is about discovery; discovery of oneself, discovery of our relationship with the world, discovery of questions within ourselves. Purposefully and intentionally immersing technologies that are simple to grasp, amplifies the discovery allowing the power of voice to lift off.

This year’s joint project between Learning Technologies and Literacy accessed the collaborative nature of Google Classroom to strengthen writing, voice, and empowerment in every student. The simplicity of the environment made it the best alternative to focus on writing communication, not learning the tool. Pre-assessment set the groundwork in maintaining the focus. Activities ranged from heart maps, personalization to self-reflection of goals. All classes learned and accessed the many tools embedded to support inclusion (eg. audio, voice-to-text (sometimes it’s easier to speak and watch it flow out on a page), dictionary with images, integrated web research (no leaving your page), auto translation (ELL inclusion from day one), text-to-speech, word prediction…). Again, these were done purposefully when need arose and all students engaged when they felt the need or wish. Immediate timely support through teacher and student comments provided opportunities to focus on growing the writers voice. The values of core competencies were evidenced throughout their writing process. 

These stories of learning are captured in the words of students and teachers.

 

More stories are on their way and will be posted as our project teams round off the year.