tag:blogger.com,1999:blog-13192188865121602352024-03-27T16:53:25.743-07:00Kindergarten DivaDevon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.comBlogger142125tag:blogger.com,1999:blog-1319218886512160235.post-17053269726319669482021-12-14T08:41:00.001-08:002021-12-14T08:42:38.228-08:00K-8 Social Studies Resources <p>I've had a great term teaching Social Studies Methods to pre-service teachers at Brandon University. One of my goals as a university instructor is to engage my students in assignments that are useful and relevant to their future teaching practices. This year, one of our assignments was to create a collaborative collection of K-8 social studies teaching resources. My students sourced a ton of great resources, and I'm excited to share the document with you <a href="https://docs.google.com/document/d/e/2PACX-1vRir3h0fQHlDQzYuBxuY3RX_BRP96vatnpQdw2pqtjmOzhcgCMD0gVZQlTaeUSgNL0XXWFJjqjdjuLy/pub" target="_blank">here</a>. </p><p><br /></p>
<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com3tag:blogger.com,1999:blog-1319218886512160235.post-24684039599715772462021-12-12T11:26:00.006-08:002021-12-12T11:42:27.763-08:00The Museum Hack <p> In January 2018, I enrolled in Advanced Research Methodologies at University of Victoria with professor <a href="https://www.uvic.ca/education/curriculum/faculty-staff/faculty/about/experts/sanford/index.php" target="_blank">Dr. Kathy Sanford</a>. Kathy is a feminist and post-structural researcher in the Department of Curriculum and Instruction as well as the graduate advisor there. I learned a lot from Kathy, and perhaps one of the most interesting things she shared with us was her work in museums. Together with colleagues <a href="https://oaj.fupress.net/index.php/sdd/article/view/7433" target="_blank">Dr. Darlene Clover and Dr. Nancy Taber</a>, they developed the feminist museum hack--a pedagogical and methodological approach that encourages museum visitors to examine exhibits through a critical feminist lens. This disruptive practice challenges the museum as an authority on history and promotes the inclusion of different perspectives, diverse groups, and seldom-heard narratives. Museum hacking can also act as a form of resistance against gender oppression and injustice. Kathy took our class to the <a href="https://royalbcmuseum.bc.ca/?gclid=Cj0KCQiA2NaNBhDvARIsAEw55hgzNqJvKpLHyUBvuYIvrNfXZkaD1qgT-0kMqqACMbgfxjF-Qyf7C9oaAgH9EALw_wcB" target="_blank">Royal BC Museum </a>where we had the fascinating experience of "hacking" the exhibits. </p><p>This experience stayed with me, and when I found myself teaching Social Studies Methods at Brandon University in 2020 and 2021, I wanted to expose my students to this pedagogical approach. With Daly House Museum only a short walk away, it seemed like the perfect learning experience to accomplish a number of outcomes: i) demonstrate the role of museums in the teaching of social studies; ii) strengthen my students' understanding of experiential learning approaches; iii) develop their ability to examine museum exhibits and curatorial statements; and iv) give them the knowledge and experience to hack museums with their future students as part of social studies teaching. </p><p>To build knowledge of the approach, we connected with Dr. Sanford and asked if she would be willing to talk to our class via video call. To prepare for the call, we read one of Dr. Sanford's articles on <a href="https://dspace.library.uvic.ca/bitstream/handle/1828/12088/Clover-Dzulkifli-Gelderman-Sanford-Feminist-Adult-Educators-Guide_2020.pdf?sequence=1&isAllowed=y">curatorial statements</a> (available here on p. 190) and listened to a <a href="https://soundcloud.com/user-739684169/museum-hacks-with-darlene-clover" target="_blank">podcast interview</a> with Dr. Clover. I also pulled out some resources from Silvia Tolisano (2011) on <a href="http://langwitches.org/blog/2011/02/06/framing-a-skype-learning-experience/" target="_blank">how to turn a Skype call into a learning call</a>. As it often is when teaching pre-service teachers, my purpose was two-fold. I wanted to demonstrate for them how to maximize the learning surrounding a video call so they could do this with their own students AND I wanted to make this a rich learning experience for them. We began by searching Dr. Sanford online and used Google Maps to see where she was located. We confirmed the time zone and season there. Using a shared Google Doc as a planning tool, my students assumed a variety of roles: greeting Kathy, providing a territorial acknowledgement, asking questions (added to the Google Doc before and during the call), sharing our learning via Twitter, and thanking Kathy. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSYBICQmyWC9d2YpgKoCMZAa0hQtXJxM7R6TGNfaS5txTAHKnRL059L8fg-vxplOkzYADyf4H0QTbac5Bh8vjOnzrviukm3Jr7OmRh3DpwAEYBxI80uRBHnh2g1t1OjR7JPx_oY9YV4LhV/s2048/20211201_175156946_iOS.heic" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSYBICQmyWC9d2YpgKoCMZAa0hQtXJxM7R6TGNfaS5txTAHKnRL059L8fg-vxplOkzYADyf4H0QTbac5Bh8vjOnzrviukm3Jr7OmRh3DpwAEYBxI80uRBHnh2g1t1OjR7JPx_oY9YV4LhV/s320/20211201_175156946_iOS.heic" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Samantha shared a Treaty 2 territorial acknowledgement. </td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutQaZGSnVtCBkNAL_VebgT86Bs1QsFnbgYJL16c5jzCpHR2pTgH3XpV8kkSfQs2lxdFsPGKGtnD4O8dzy0rcFWHGv3qEZScEqU53LMDQYAXIkFzPcESeqEuX4FyH4hP2150kHtUadRzPU/s2048/20211201_175139961_iOS.heic" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutQaZGSnVtCBkNAL_VebgT86Bs1QsFnbgYJL16c5jzCpHR2pTgH3XpV8kkSfQs2lxdFsPGKGtnD4O8dzy0rcFWHGv3qEZScEqU53LMDQYAXIkFzPcESeqEuX4FyH4hP2150kHtUadRzPU/s320/20211201_175139961_iOS.heic" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Cassandra welcomed Dr. Sanford to Brandon University and our class. <br /><br /></td></tr></tbody></table>Dr. Sanford shared a presentation with us for about 25 minutes, and then the students asked her many, many questions about her work and the museum hack approach. It was a fascinating 45 minutes of learning and sharing. <div><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimDZJKP-bN-oiqNuKFPdcfqN1qnhc1cXDGuwiuRCNAclNruiy9jrYwDbSYtcTibXh_EOcyYZzlAzBdmOeJ_e9wuP_rN-PnJ7fwVa1ziRr2ztQCLVFg0fiQmn4un1wiH84tGCBDoO-MALkw/s2048/IMG_7329.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimDZJKP-bN-oiqNuKFPdcfqN1qnhc1cXDGuwiuRCNAclNruiy9jrYwDbSYtcTibXh_EOcyYZzlAzBdmOeJ_e9wuP_rN-PnJ7fwVa1ziRr2ztQCLVFg0fiQmn4un1wiH84tGCBDoO-MALkw/s320/IMG_7329.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Dr. Kathy Sanford presented on her work with museums and the museum hack approach. </td></tr></tbody></table><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs2ggpX9DuDTlyyVD7IQLsuep3tEd5lEeuM_MvSlZSthIdgCZmOnj8VP9sV5Z29zAUAw2-H20wV6PE8rGOAYaCYsGWI90lEB-wSLXD6Qj5Qm_85tiYDcJV6BPnjc5Mo6nwcAzXBckdZoaM/s2048/IMG_7331.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs2ggpX9DuDTlyyVD7IQLsuep3tEd5lEeuM_MvSlZSthIdgCZmOnj8VP9sV5Z29zAUAw2-H20wV6PE8rGOAYaCYsGWI90lEB-wSLXD6Qj5Qm_85tiYDcJV6BPnjc5Mo6nwcAzXBckdZoaM/s320/IMG_7331.jpg" width="240" /></a></div><div><br /></div>Take a look at some of my students' takeaways here.</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dz23IJmHIr27dY_AlMYiAhm91a1asg5Al8qm_Vdnq2nEk0qTQOABIeYxNfPzla_mFTx1UaHrtxq3OzgsAmEgw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div><p>Our next task was to decide how we would approach hacking the Daly House Museum. Kathy had shared a variety of ideas, such as leaving sticky-note suggestions and questions on exhibits, re-writing curatorial statements, and redesigning exhibits to make them more inclusive and representative. First of all, we wanted to look at all the exhibits and match them to Manitoba curricular outcomes for K-8 social studies. For the actual museum hack, my students came up with their own approach based on the book snaps we had created earlier in the course. They decided to photograph exhibits, then use text-over-image tools to annotate the pictures with their questions, criticisms, and suggestions to improve the exhibits. The images were then shared via Twitter using the hashtags #ssmethods and #museumhack. Take a look at the students' visit to the museum here.
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font-family: Arial, sans-serif; font-size: 14px; font-style: normal; font-weight: 550; line-height: 18px;">View this post on Instagram</div></div><div style="padding: 12.5% 0px;"></div> <div style="align-items: center; display: flex; flex-direction: row; margin-bottom: 14px;"><div> <div style="background-color: #f4f4f4; border-radius: 50%; height: 12.5px; transform: translateX(0px) translateY(7px); width: 12.5px;"></div> <div style="background-color: #f4f4f4; flex-grow: 0; height: 12.5px; margin-left: 2px; margin-right: 14px; transform: rotate(-45deg) translateX(3px) translateY(1px); width: 12.5px;"></div> <div style="background-color: #f4f4f4; border-radius: 50%; height: 12.5px; transform: translateX(9px) translateY(-18px); width: 12.5px;"></div></div><div style="margin-left: 8px;"> <div style="background-color: #f4f4f4; border-radius: 50%; flex-grow: 0; height: 20px; width: 20px;"></div> <div style="border-bottom: 2px solid transparent; border-left: 6px solid rgb(244, 244, 244); border-top: 2px solid transparent; 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line-height: 17px; margin-bottom: 0px; margin-top: 8px; overflow: hidden; padding: 8px 0px 7px; text-align: center; text-overflow: ellipsis; white-space: nowrap;"><a href="https://www.instagram.com/reel/CXRzQykoiBM/?utm_source=ig_embed&utm_campaign=loading" style="color: #c9c8cd; font-family: Arial, sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none;" target="_blank">A post shared by Leah Obach + Devon Caldwell (@kgeducation.ca)</a></p></div></blockquote> <script async="" src="//www.instagram.com/embed.js"></script>And check out my students' museum hacks:</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQUNhZx_NychmrwO17ZqKTxZ1JITZu1tdBu7wTHF4cXWxBlu84w6mCSS_u4CzYz31mxf64memgL5E-TWnef5myc_yNszUElXBdF0lRQ3dyCjOdN1Xgiif758KkI6vVoT7E2g28OiW_r_5u/s1011/264416219_595315625105700_6883567980082455400_n.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1011" data-original-width="828" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQUNhZx_NychmrwO17ZqKTxZ1JITZu1tdBu7wTHF4cXWxBlu84w6mCSS_u4CzYz31mxf64memgL5E-TWnef5myc_yNszUElXBdF0lRQ3dyCjOdN1Xgiif758KkI6vVoT7E2g28OiW_r_5u/s320/264416219_595315625105700_6883567980082455400_n.jpg" width="262" /></a></div><br /><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="1018" data-original-width="828" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrNKDNRKPSHBt0O3tG-APPxbkPbrfFgcX4YmKYTKXrxWv_o_davyEpmq8ItKoYrAvaoz9M50tEHMbLAoBbHTNcGveN1vkDBQLKlfHA4pCAu-i83Mt3U6SNMfeSPZzksrtKVOpEMtXuFS21/s320/265750552_916272602413194_1005151609620022845_n.jpg" width="260" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnS9UlxfkqCFoTGTAYx9hAFq42yg_Yc-NxOYXaWnx545siC_y7zAwywa_hLU0pX158C3TY82AGDTR-dHflBfRyuOCXqdea3wtbsmEp1IVzUfTJjrVMg6RIIcFzJ8Ogu7EkQgaGkWBTaUfp/s916/265924199_2704723289833045_8544346265104872426_n.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="916" data-original-width="828" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnS9UlxfkqCFoTGTAYx9hAFq42yg_Yc-NxOYXaWnx545siC_y7zAwywa_hLU0pX158C3TY82AGDTR-dHflBfRyuOCXqdea3wtbsmEp1IVzUfTJjrVMg6RIIcFzJ8Ogu7EkQgaGkWBTaUfp/s320/265924199_2704723289833045_8544346265104872426_n.jpg" width="289" /></a></div><br />This was a powerful learning experience and my students' feedback was very positive. We loved getting out of the classroom (which seems to happen rarely during COVID) and we really enjoyed examining the exhibits with a critical, contemporary lens. It made for a more engaging and relevant museum visit that had true purpose. Are you interested in trying the museum hack with your students? You can apply this strategy to in-person or virtual museum visits as well as online exhibits. Learn more here:<p></p><ul style="text-align: left;"><li>listen to a <a href="https://soundcloud.com/user-739684169/museum-hacks-with-darlene-clover" target="_blank">podcast interview</a> with Darlene Clover on the museum hack (also available on Apple Podcasts)</li><li>read the <a href="https://dspace.library.uvic.ca/bitstream/handle/1828/12088/Clover-Dzulkifli-Gelderman-Sanford-Feminist-Adult-Educators-Guide_2020.pdf?sequence=1&isAllowed=y" target="_blank">Feminist Adult Educators' Guide to Aesthetic, Creative, and Disruptive Strategies in Museums and Community</a> (edited by Clover, Dzulkifli, Gelderman, & Sanford, 2020)</li></ul>Access online exhibits and virtual tours here:<p></p></div><div><ul style="text-align: left;"><li><a href="https://artsandculture.google.com/" target="_blank">Google Arts and Culture</a></li><li><a href="https://www.expedia.ca/travelblog/virtual-tours-canadian-museums/" target="_blank">8 Virtual Tours of Canadian Museums </a></li></ul></div>Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-61713187727128316702021-04-11T13:28:00.008-07:002021-04-11T13:40:34.132-07:009 Online Teaching Strategies and Tools...and a Kindergarten Diva Update!<p>Hey everyone! So it's been a hot minute since I added a new blog post to Kindergarten Diva...and although my husband and family will tell you that I'll always be a diva, I'm no longer a kindergarten one đ˘ I concluded my kindergarten classroom practice last June when I made the decision to move to a resource/inclusive learning support position. Why? Well, a few factors informed my decision:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPVi66Cfvh1rXvS3B9ldd50MGhoG0976ytcQYMhexpkEqqJMXpXru2wuoSZsfr5MD5OICKQ9GgqQe_IwB8JzzVD1Bof7fEd8pJ8XFJA4w9R_3Fw-VGhSMrqh-Z5JmjqAhq_NR-xqWPQhMX/s1104/172241782_456148109036592_4860267596937423556_n.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1104" data-original-width="828" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPVi66Cfvh1rXvS3B9ldd50MGhoG0976ytcQYMhexpkEqqJMXpXru2wuoSZsfr5MD5OICKQ9GgqQe_IwB8JzzVD1Bof7fEd8pJ8XFJA4w9R_3Fw-VGhSMrqh-Z5JmjqAhq_NR-xqWPQhMX/s320/172241782_456148109036592_4860267596937423556_n.jpg" /></a></div><p></p><ul style="text-align: left;"><li>I have a Master of Education degree in Special/Inclusive Education, and when I lived in Victoria, I worked nearly exclusively in special education. I absolutely loved it. </li><li>the pandemic wasn't going anywhere, and I had no desire to EVER teach kindergarten online again. And, I was really concerned about how the pandemic would impact my pedagogical approaches to in-person teaching. </li><li>there was a very small number of K students coming in, which meant that it would be a K/1 multi-age class. Since I'm only 0.50, that meant a job/class share situation--zero interest in that! </li><li>I knew that I'd be collecting data for my PhD dissertation research for the 2020-21 school year. A resource position just seemed like a better fit with the busy-ness of data collection. And it really has been.</li></ul>So how has my school year gone so far? Well, I think I made the best possible decision moving to resource. Although I miss teaching kindergarten (and project-based learning, and the students, and all the fun) SO much, I knew myself well enough to know that pandemic teaching and job sharing was not for me. My principal has allowed me to work full alternate days, so some weeks are Monday, Wednesday, Friday, and other weeks are only Tuesday and Thursday (my absolute favourite of course)! The rest of my time is filled with:<p></p><p></p><ul style="text-align: left;"><li>data collection (I'm currently conducting a mixed-methods multiple-case study in one rural and one urban school division). More info coming soon--this definitely requires its own post. </li><li>teaching online at Brandon University in the Faculty of Education. In January, I taught an Evaluation and Assessment course, and now I'm teaching Teacher Identity in PENT (Program for the Education of Northern Teachers) at Brandon University.</li><li>working with my teacher best friend Leah Obach at <a href="https://kgeducation.ca/" target="_blank">KG Education</a>. Although our in-person learning retreats are on hiatus, we're having lots of fun blending wellness and professional learning through different online offerings. We have our online signature course, <a href="https://courses.kgeducation.ca/courses/cultivating-connection" target="_blank">Cultivating Connection</a>, a podcast by the same name (just search Cultivating Connection on Spotify or Apple podcasts), a <a href="https://kgeducation.ca/springintowellness21/?utm_source=rss&utm_medium=rss&utm_campaign=springintowellness21" target="_blank">wellness challenge</a>, and we're currently launching another session of our <a href="http://kgeducation.ca/bookclub" target="_blank">online book club</a>. </li><li>I'm the secretary of ManACE (not a super busy position of course)</li><li>acting as the teacher professional development chair in Fort La Bosse School Division. My main activities are hosting/organizing our monthly podcast, <a href="https://open.spotify.com/show/2K1g0be3m1YNSjvPRv7mOP" target="_blank">Teach like a Bosse</a>, designing monthly Potty PD posters for school staff bathrooms, and facilitating an online professional learning book club for FLBSD teachers. We just read Wab Kinew's book, The Reason You Walk, and it was so good!</li><li>teaching yoga online from my home yoga studio. Online yoga has gone really well, and after a year of this, I've definitely got the technology figured out (this probably deserves its own post too). Find out what I'm offering with yoga <a href="https://devoncaldwell.com/" target="_blank">here</a>. </li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQvV-l94WAqsBaNcElsc_gWvzyjmPGkLyf3ZaM5xuqlM9B8ugZ1FlQM9PijRPVnk4zxcPxf-sr9xcqWmaok3N_oqlsD0wZD5PjAl1WK6Xzbi0GiYgDNZmGiq2JK9teiVFfd6NeTS7jl60q/s1104/172064139_500536454472746_7986161315497353727_n.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1104" data-original-width="828" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQvV-l94WAqsBaNcElsc_gWvzyjmPGkLyf3ZaM5xuqlM9B8ugZ1FlQM9PijRPVnk4zxcPxf-sr9xcqWmaok3N_oqlsD0wZD5PjAl1WK6Xzbi0GiYgDNZmGiq2JK9teiVFfd6NeTS7jl60q/s320/172064139_500536454472746_7986161315497353727_n.jpg" /></a></div>Moving forward, what can you expect from this blog and a Kindergarten Diva who is no longer teaching kindergarten? I'll continue to share about my teaching and learning activities as well as my PhD research. My interests haven't changed--I'm still passionate about project-based learning, play-based learning, technology integration, and wellness. With that in mind, here's my favourite NINE online teaching and learning tools and strategies. I shared them on <a href="https://www.instagram.com/manacemanace/?hl=en" target="_blank">ManACE's Instagram</a> account this week, and thought that teachers in this audience might benefit from this information too. <br /><div class="separator" style="clear: both; text-align: center;"><br /></div><p style="text-align: center;"><b>9 Tools and Strategies for Teaching and Learning Online </b></p><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đŚ" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/tc1/1/16/1f4a6.png" style="border: 0px;" width="16" /></span>Waterfall questions: students type their response to a question into group chat but don't hit send until the instructor gives the signal. Questions cascade into the chat window all at once. Great for formative assessment, activating prior knowledge, and building community. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đ¤ˇđžââď¸" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/ta1/1/16/1f937_1f3fe_200d_2640.png" style="border: 0px;" width="16" /></span>Would you rather: students are presented with two choices (can be just for fun or related to course content). Students share their response aloud or in the chat--excellent for building community, formative assessment, and activating prior knowledge. I'd also recommend applying this activity to numeracy--there's a wonderful site called <a href="https://www.wouldyourathermath.com/" target="_blank">Would You Rather Math</a> that has so many great activities ready to go and free to use! </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="â" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/t4c/1/16/2753.png" style="border: 0px;" width="16" /></span>Socrative: free online quiz platform with multiple choice, true/false, short answer, and entrance/exit slips. This formative assessment tool is web and app-based and suitable for kids in Grade 4 and up. Find out more <a href="https://www.socrative.com/">here</a>. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đ" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/t42/1/16/1f50e.png" style="border: 0px;" width="16" /></span><a href="https://www.goosechase.com/" target="_blank">GooseChase:</a> create a virtual or in-person scavenger hunt using this free app. I use it to give students an overview of websites, curricular documents, or policies. Challenges include taking pictures, answering questions, and creating videos. Teams compete against each other in real time and it's lots of fun! </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đ" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/t3c/1/16/1f34e.png" style="border: 0px;" width="16" /></span><a href="https://web.seesaw.me/" target="_blank">Seesaw</a>: online learning platform that's perfect for sharing materials, submitting assignments, and creating a portfolio. Seesaw worked well for me in kindergarten and I love using it with pre-service teachers too. Listen to a podcast interview with a Seesaw ambassador <a href="https://open.spotify.com/episode/2xo3BxeFkgAMPQwW3O71N9" target="_blank">here</a>. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đ" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/tff/1/16/1f4c6.png" style="border: 0px;" width="16" /></span>Calendly: students/families can schedule meetings with you online and a video conference link is auto-generated and emailed out. It integrates with Google calendar and many other tools. This year, I used it to schedule online parent-teacher interviews for our entire school as well as for booking podcast interviews, one-on-one meetings with students to begin a new university course, and online office hours. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đ" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/tcc/1/16/1f4dd.png" style="border: 0px;" width="16" /></span><a href="https://padlet.com/dashboard" target="_blank">Padlet</a>: an online bulletin board that works well for discussion questions and collaborative brainstorming/sharing. It's web and app-based, although I greatly prefer the web-based interface. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="âŹ" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/teb/1/16/2b1c.png" style="border: 0px;" width="16" /></span>Four Corners: four different activities in four different breakout rooms--basically digital centres! Students stay with their group and collaboratively complete each activity. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><span class="pq6dq46d tbxw36s4 knj5qynh kvgmc6g5 ditlmg2l oygrvhab nvdbi5me sf5mxxl7 gl3lb2sf hhz5lgdu" style="display: inline-flex; font-family: inherit; height: 16px; margin: 0px 1px; vertical-align: middle; width: 16px;"><img alt="đ§Š" elementtiming="1" height="16" referrerpolicy="origin-when-cross-origin" src="https://static.xx.fbcdn.net/images/emoji.php/v9/t5/1/16/1f9e9.png" style="border: 0px;" width="16" /></span>Jigsaw: using PDF annotation (<a href="https://www.luminpdf.com/" target="_blank">Lumin</a>), I split articles into four sections. Students begin in a "home" breakout room, choose what section they'll read, then I move them to their expert groups where they read and discuss the same section. Students return to their home breakout room to teach their group members about their section. </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;">These are some of my favourite strategies and tools that I've used in my role as an online university instructor at Brandon University. Of course there are many more--what are your go-to tools and strategies? Comment on this blog post or connect with me on social media--I'd love to hear from you! </div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></div><div dir="auto" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; white-space: pre-wrap;">Instagram <a href="https://www.instagram.com/devoncaldwellyoga/" target="_blank">@devoncaldwellyoga</a> or <a href="https://www.instagram.com/kgeducation.ca/" target="_blank">@kgeducation</a>, Twitter <a href="https://twitter.com/india0309" target="_blank">@india0309</a>. </div>Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com2tag:blogger.com,1999:blog-1319218886512160235.post-87206230996830902682020-01-07T19:47:00.003-08:002020-01-07T19:47:49.342-08:00Inside the Classroom with Kindergarten Diva, Episode 1: Exploring Feelings and Setting Intentions <div class="separator" style="clear: both; text-align: left;">
I'm diving into the world of vlogging! It seems like I never have time to draft a full blog post, so I'm experimenting with recording short videos to share my classroom practice. Let me know what you think! This week's episode explains how I kicked off 2020 in my classroom by exploring feelings to set intentions for a brand-new calendar year. </div>
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/kNWKEo7BD9A/0.jpg" src="https://www.youtube.com/embed/kNWKEo7BD9A?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
Mentioned in the video...<br />
<a href="https://www.facebook.com/groups/1926428174304324/" target="_blank">Kindergarten Connections Facebook Group </a><br />
<br />
<a href="https://www.amazon.ca/OK-Book-Amy-Krouse-Rosenthal/dp/0061152552/ref=sr_1_1?keywords=the+ok+book&qid=1578455215&sr=8-1" target="_blank">The OK Book</a>Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com3tag:blogger.com,1999:blog-1319218886512160235.post-34375918569571693162019-09-15T07:39:00.001-07:002019-09-15T07:39:30.215-07:00You Asked, Kindergarten Diva Answers: Four Practices to Save Your Sanity at the Start of the Year <i>"I feel like I'm expecting too much of my new Kindergarten class and I'm having them sit too long. Things feel really chaotic. Any suggestions?"</i><br />
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September in a Kindergarten classroom is a time like no other. One of my good K teacher friends always used to say, "Kindergarten is yucky until after Halloween" and there is definitely some truth to those words! Any Kindergarten teacher will tell you that introducing first-time students to the school setting is challenging! It's an incredibly important time for you and your littles--starting the year off on the right foot will set all of you up for ten months of rich and productive learning experiences. I find that too often, teachers are worried about academic outcomes from the first week of school (and no wonder...lots of pressure to boost literacy and numeracy achievement). Instead, I believe that time invested in developing strong routines, procedures, and classroom community will pay huge dividends down the road in your classroom.<br />
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Here are a few suggestions for setting appropriate expectations, keeping your little ones moving, and creating a calm and happy classroom atmosphere.<br />
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<b>1)</b> <b>Frequent movement breaks:</b> at the start of the year, I maintain that a Kindergarten child should be able to sit and focus for five minutes (one minute per year of age). I'm not sure where I got this notion from, but it generally seems to hold true. So when planning activities, don't require your children to sit and be still for longer than five minutes at a time. If they seem engaged, you can begin to stretch it out, but watch closely for signs of fatigue and restlessness. What do we do for movement breaks?<br />
<ul>
<li>action songs/games: sing them yourself or play them on Spotify or YouTube. Below I've included a Spotify playlist with some of my favourites. Of course <a href="https://www.gonoodle.com/" target="_blank">Go Noodle</a> is always a great option too...however I find that sometimes I lose my class while I'm logging back into the computer and finding the activity I want. Action songs need to be quick and easy...usually I just sing them myself. A quick game of The Farmer in the Dell or Ring Around the Rosie works well for a fun movement break too. </li>
</ul>
<iframe allow="encrypted-media" allowtransparency="true" frameborder="0" height="380" src="https://open.spotify.com/embed/playlist/2BP9lkp4ik5Dqw7i3TLzAs" width="300"></iframe>
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<ul>
<li>yoga: grab yourself a set of <a href="https://www.amazon.ca/Go-Yogi-Card-Set-Everyday/dp/184819370X/ref=sr_1_23?keywords=kids+yoga+cards&qid=1568556346&sr=8-23" target="_blank">yoga cards</a> and keep them nearby! Depending on the length of the movement break, every child can choose a card or maybe the special helper picks five. Go through the deck and eliminate the cards you don't want to do in your K classroom (headstand...not a good idea). Hold up the card, demonstrate the pose, and let everyone give it a try. Yoga is non-competitive and promotes balance, strength, and calm. </li>
<li>action counting: jump 5 times as you count out loud, march 10 times, pat your knees 3 times... you get the idea. </li>
<li>move around the classroom: I have two instructional areas set up in my classroom, one at the SMART Board and the other one at the circle. We also have our table spots. Throughout the day, we move frequently from one area to the next for quick and easy movement breaks. I cover my eyes and challenge them to move so quietly that I can't hear them, then I make a big fuss that they mustn't be listening because I can't hear a thing. They love it, and it provides excellent practice for moving around the classroom quietly. </li>
<li>math games: I post the numerals 0-10 around the classroom in random places. For a quick movement break, I'll give each child a ten frame/dot pattern card and they have to find the numeral it matches and stand in front of it. A few rounds of this strengthens number recognition and provides some much needed movement.</li>
</ul>
<b>2) Visual schedule:</b> consider setting up a visual schedule in your classroom to bring order and strengthen routines. Not only is this a recommended practice for supporting students with exceptionalities, it is incredibly helpful for many learners. A visual schedule uses pictures/symbols to order the events that are happening in the classroom that day, and after each activity is completed, you take it out of the chart or move the arrow to the next activity. My students rely on it and reference it throughout the day to see when a favourite activity is scheduled. If you have a speech language pathologist who is willing to help, they are a great resource for developing visual schedules in Boardmaker. Otherwise, photograph activities and use real pictures, source copyright-free clipart off the Internet, or use your Bitmoji (get the <a href="https://chrome.google.com/webstore/detail/bitmoji/bfgdeiadkckfbkeigkoncpdieiiefpig?hl=en" target="_blank">Chrome browser extension</a>) to make a visual schedule. You can use velcro to attach them to the wall or a pocket chart works well too. I build the visual schedule before the children arrive, and we review it at morning circle.<br />
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It can also be really useful to just hold up the picture for the activity that is happening next. Instead of talking, walking silently around the room and showing a picture can be very effective. I find that this practice is helpful for students with special needs as it limits the opportunities for arguing and minimizes language.<br />
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<b>3) Develop a calm classroom atmosphere:</b> Kindergarten classrooms can be busy, noisy places (as they should be), but calm and quiet times are needed too. How to accomplish this?<br />
<ul>
<li>Insist on quiet before instruction: there are countless ways to prepare students to listen (1-2-3 eyes on me, 1-2 eyes on you) or my personal favourite (criss cross applesauce, hands in lap, gingersnap, lips zipped, Cool Whip), so find one or two that work for you and your students. Take the time to practice what good listening behavior looks like and why it is important. Offer lots of praise! </li>
<li>Breath work: to help regulate our bodies and emotions, we take part in different breathing activities throughout the day. Breath work can be as simple as a few deep breaths in through the nose and out through the mouth, and both you and your students will feel more relaxed after. In fact, I always maintain that breath work in the classroom is more for me than my students! Check out this <a href="https://www.youtube.com/watch?v=7n-3A7HSXhw&t=3s" target="_blank">video</a> for some ideas or grab this <a href="https://www.amazon.ca/Breathe-Like-Bear-Mindful-Anywhere/dp/1623368839/ref=sr_1_1?keywords=breath+like+a+bear&qid=1568556285&sr=8-1" target="_blank">book</a> from Amazon. </li>
<li>Minimize classroom clutter: cover your shelves with fabric, turn off the fluorescent lights and add some mini lights or lamps, and get rid of the glaring primary colours everywhere. I haven't thoroughly looked into the research on this, but I know that my room feels calmer and more soothing since I made these changes (with more to come). Take a look at my classroom <a href="https://www.facebook.com/kgeducation.ca/videos/379640856048676/" target="_blank">here</a>. </li>
<li>Soothing music: while we engage in quiet activities, we listen to soothing background music. Here's our favourite playlist at the moment. </li>
</ul>
<iframe allow="encrypted-media" allowtransparency="true" frameborder="0" height="380" src="https://open.spotify.com/embed/playlist/1nKiNQhGw2Fc3v55DVqGMN" width="300"></iframe>
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<ul>
<li>Diffuse essential oils: as long as families are supportive and you are compliant with school policies, consider diffusing calming essential oils such as lavender or <a href="http://www.smiledrop.com/india0309" target="_blank">Young Living</a> Stress Away. My kiddos love having a diffuser in the classroom and are so interested in the different oils and why we use them. </li>
</ul>
<b>4) Schedule lots of play and small group activities: </b> we begin and end our day with play (if you need to justify this, the <a href="https://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-learning_statement_EN.pdf" target="_blank">Council of Ministers of Education of Canada</a> recommend 60 minutes per day). It's a fun and easy way to start the day, and children separate more easily from their family members when they can take part in a preferred activity with their friends. We play for 30 minutes in the morning, and 40 minutes at the end of the day. In September, my little ones are so exhausted that play is about the only thing that keeps them going until the end of the day. I integrate lots of small group activities throughout the day as well such as:<div>
<ul>
<li>math games: simple dice games are easy to teach and fun to play. They provide an opportunity to strengthen skills such as subitizing, one-to-one correspondence, number recognition, and turn-taking. Here's a couple of my <a href="https://kinderdiva.blogspot.com/2012/09/on-roll-with-dice-games.html" target="_blank">favourite games</a>! </li>
<li>fine motor activities: developing fine motor skills and strengthening little hands is an important pre-cursor to more formal printing activities. That's why we do lots of fun centre-style activities in the first term of Kindergarten. Students love these activities, and often I integrate literacy, numeracy, and science outcomes as students develop their pincer grasp and increase hand strength. Learn more <a href="https://kinderdiva.blogspot.com/2015/03/developing-fine-motor-skills-through.html" target="_blank">here</a>! </li>
</ul>
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What are your suggestions for starting the year off right in Kindergarten? How do you keep busy four and five-year olds engaged as they learn the routines of school? Comment below or reach out to me on social media--I'd love to hear from you! </div>
Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com4tag:blogger.com,1999:blog-1319218886512160235.post-31615911361843310662019-07-22T13:03:00.003-07:002019-07-22T21:02:11.536-07:00Project-Based Learning Goes Post-Secondary: Educators' Voices and Visions for the Future For the past four weeks, I've been teaching 02:210 Teacher Identity in Brandon University's PENT (Program for the Education of Native Teachers) program. I had 37 students from all over Manitoba--everywhere from nearby Sioux Valley to Oxford House and Gillam in northern Manitoba. It's been an amazing experience, one that has confirmed for me yet again that I love teaching big kids as much as little kids. And as always, my students have taught me more than I could ever hope to teach them.<br />
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When I teach pre-service teachers, I strive to explore the course content while introducing teaching strategies and approaches that my students can use in their own classrooms. For those of who you follow my work, you'll already know that project-based learning is one of my preferred pedagogical approaches regardless of the age of my learners. In Teacher Identity, one of the outcomes is to gain insight into the nature of teaching as a profession. I decided that an educator panel would be the perfect way to talk to real educators while participating in an authentic project-based learning experience. My goal for this project was for my students to inquire into the teaching profession, construct new knowledge, and gain experience in designing and implementing a project-based learning experience. Throughout the project, I wanted to explain the teaching opportunities and links to K-12 curricula as well as how students of diverse needs might be included.<br />
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When I presented this idea to my students, they were enthusiastic about an educator panel, but many had little to no knowledge of project-based learning. As a result, I shared a presentation with them that <a href="https://twitter.com/LeahO77" target="_blank">Leah Obach</a> and I had developed to share at conferences. We examined the history of project-based learning back to the days of John Dewey and reviewed the relevant literature from the field. Exploring resources from the <a href="https://www.pblworks.org/" target="_blank">Buck Institute for Education PBL Works</a> and projects from Kindergarten-Grade 12 gave students a clearer vision of project-based learning (PBL). With this deeper understanding, we were more prepared to plan and implement an educator panel using a project-based learning model.<br />
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<b>Steps in Planning and Implementation: Educators' Voices and Visions for the Future Panel </b></div>
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<b>Setting goals: </b>enthusiasm was running high, so we jumped right into developing a to-do list for our educator panel. We were floundering a bit until one student suggested that we needed to examine what we hoped to achieve from the panel. We took a step back and had a group discussion about our goals for the educator panel. We decided that we wanted to gain knowledge of the different roles and positions within the education sector as well as the role of the Manitoba Teachers' Society. This was the perfect time to highlight the emergent nature of project-based learning, the importance of student voice, and the role of the teacher as the facilitator.<br />
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<b>To-do list: </b>with our goals more clearly defined, it was possible to develop a to-do list to structure the project. As always, the to-do list grew and evolved throughout the project and structured our daily activities until the educator panel took place.<br />
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<b>Student roles: </b>once we developed our to-do list, we decided to form student committees that would be in charge of a group of tasks. After much discussion we decided that the following committees were needed:<br />
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Our committees evolved throughout the project. Originally, we had a hospitality committee, but when some of the students decided to create handmade cards, they split into two groups. One group decided to handle the refreshments while the other group focused on the cards. This was a perfect example of how project-based learning continually evolves and how students and teachers need to be flexible.<br />
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Students signed up for the committees that appealed to them. In a K-12 classroom, I might have made rules about how many students could be on each committee--and you can see that the committees were not balanced. However, I decided it was more important that my adult learners had choice--and I was delighted to see them solve problems and negotiate who should work on what committee.<br />
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<b>Panel guest list:</b> all students had the opportunity to provide suggestions for potential panel guests, then our invitation committee made the final decisions and contacted them. Our invitation committee was committed to a balanced and representative committee, paying close attention to factors such as gender, Indigenous/non-Indigenous, years of experience, and role/position. Even the panel members themselves commented on the broad representation and balance of the group of speakers!<br />
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Panelists included Donna Prince (Manitoba First Nations Education Resource Centre literacy consultant), Noella Eagle (Assistant Professor, Brandon University), Rob Tomlinson (principal, Earl Oxford School), Steven Kaskiw (resource teacher, Strathclair Community School), and Adam Grabowski (Park West School Division local MTS president and teacher). </div>
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Panelist Donna Prince with her daughter Jocelyn Prince, one of my students </div>
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Panelist Noella Eagle with her niece Jillian Chalmers, another student in Teacher Identity </div>
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<b>Questions and event hosting: </b>three students worked together to develop a list of questions for the panelists. They also developed a form to solicit questions from other students, giving them the option to ask the question themselves. These students liaised with the panel guest committee, sharing information so that our panelists were emailed the list of questions in advance. This was an excellent opportunity to discuss the interdependent nature of project-based learning, as well as some of the important ELA lessons that might be taught to support this portion of the project. </div>
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Stacy Desjardins welcomed the panelists to our event, and Nicole Friesen posed questions and guided discussion. Questions focused on student diversity (cultural, English language leaners, and special needs), the role of the Manitoba Teachers' Society, the panelists' reflections on their careers, and advice for our students.<br />
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Trevor McIntyre asked his question from the audience. </div>
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Kyle McIvor shared closing remarks and thanked the panelists for their time and advice. </div>
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<b>Location, setup, audio/video: </b>before we could choose a location, we had to decide if the event was open to other classes and/or the public. The students decided to keep the event limited to our class, John Minshull (director of PENT), and Dr. Heather Duncan (Dean of Education). Live-streaming the event seemed like the perfect way to keep the atmosphere small and intimate while sharing the panel with a larger audience. One student approached the education office to find out if they would be willing to let us advertise and live-stream the even through their Facebook page, and they agreed to help us with setup and filming.<br />
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Setting up our Facebook live-streamed event, which has had 662 views so far! Watch the recorded event<a href="https://www.facebook.com/BUeducation/videos/341581390097888/?epa=SEARCH_BOX" target="_blank"> here</a>. </div>
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We requested permission to use the Little Theatre across from our classroom. We discussed how this would be an excellent lesson for children on capacity/area/perimeter when choosing an event location. Since there weren't enough microphones available, we conducted sound tests to find out if a non-amplified voice could be easily heard. The Little Theatre's acoustics proved excellent, and the students and I remarked that this project would fit in well with the science outcomes on sound. </div>
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<b>Thank you cards and gift certificates: </b>four students took on the task of creating beautiful handmade thank you cards. We held a class vote to decide on gift cards for our panelists, concluding that Chapters/Coles gift cards would be the best choice.<br />
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<b>Refreshments:</b> the students felt strongly that we needed to offer our guests refreshments and have a "meet and greet" after the panel. The refreshment committee approached the director of PENT and asked for funding to cover the costs of refreshments and gift cards. I was thrilled when Mr. Minshull asked the students to draft a letter outlining their requests and submit a budget. As a class, we discussed these fantastic teaching and learning opportunities--numeracy, learning how to develop a budget, letter writing, and persuasive writing.<br />
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Mr. Minshull agreed to support our project and the students had the great idea of comparing prices between Tim Horton's and <a href="https://www.facebook.com/BUForbiddenFlavours/" target="_blank">Forbidden Flavours</a> for coffee and tea. Forbidden Flavours was only $1 more with the added bonuses of setting up and taking away the coffee for us (as well as being a local business), so we decided to go with them. Fruit, dainties, and bottles of water for the speakers were the other items on the menu. Delicious treats from another local business, <a href="https://chezangela.ca/" target="_blank">Chez Angela</a>, seemed perfect for our event.<br />
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Jocelyn Prince, Jamie Mousseau, and Lori Campbell checking out the refreshments following the panel </div>
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Donna Prince (panelist) and Delilah Bruce chatting after the panel<br />
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<b>Dress code:</b> I made the suggestion that students might want to dress up as they would be meeting some well-known educators from the field who could influence their future careers. We discussed how Brandon University logo wear was a great option to dress clothes. On the day of the event, our class looked sharp!<br />
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Christina Cochrane Monroy and Nicole Friesen visiting with panelists Steven Kaskiw and Adam Grabowski following the panel.<br />
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<b>Social media:</b> as part of our course, all the students set up Twitter accounts and learned how to use hashtags to participate in Twitter chats and back channels. We decided to stay off our devices as we wanted to be present and focused during the panel, but we did want someone to share on social media as the event was happening. Kyle McIvor agreed to be our official tweeter, taking on the role of paraphrasing and sharing important information from the panel using the hashtag <a href="https://twitter.com/hashtag/pentteacheridentity?f=tweets&vertical=default&src=hash" target="_blank">#PENTteacheridentity.</a><br />
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<b>Reflection: </b> the day of the education panel was quickly over, and due to the students' strong planning and execution, it proceeded perfectly! The next day we spent time reviewing our social media feeds and photographs as well as debriefing, discussing favourite moments and what went well. We were delighted with all the nuggets of wisdom shared by our panelists and how prepared they were. We congratulated our classmates for their hard work and the great job they did fulfilling their various roles. We spent some time discussing how project-based learning resulted in authentic learning that made a real impact in the world, and how it felt to complete a project that made a difference. Many students expressed how much they learned about the education profession and their interest in trying this pedagogical approach in their future classroom practice and communities.<br />
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As always, following a project-based learning experience, I came away feeling amazed with my students' abilities and the amount of learning that had taken place--as well as incredibly grateful for the opportunity to guide a wonderful group of future teachers.<br />
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Interested in trying project-based learning? Find out more here:<br />
<a href="http://kinderdiva.blogspot.com/2018/11/count-on-project-based-learning.html" target="_blank">Strengthening Students' Numeracy Skills Through PBL </a><br />
<a href="https://kinderdiva.blogspot.com/2013/09/project-based-learning-road-map-for.html" target="_blank">A Road Map for Success in Early Years: Project-Based Learning </a><br />
<a href="https://kinderdiva.blogspot.com/2017/03/walking-for-polar-bears-part-1-when.html" target="_blank">Walking for Polar Bears </a><br />
<a href="https://kinderdiva.blogspot.com/2016/12/reindeer-rescue-project-based-learning.html" target="_blank">Reindeer Rescue: Project-Based Learning in Junior Kindergarten</a><br />
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-81160848779176270512019-04-28T15:50:00.001-07:002019-04-28T16:30:44.005-07:00Leader of the Day: 10 Steps to Strengthening Oral Language and Early Writing Skills Last year, I had the pleasure (most days anyway) of teaching on-call in Greater Victoria School District while attending University of Victoria. It was tough for the first month or two, but then I built up a collection of fantastic schools that I taught in regularly and I began to love the variety of classrooms, children, and assignments. A favourite classroom of mine to teach in was Karen Higginbotham's Kindergarten/Grade 1 classroom at View Royal Elementary. A day spent in Karen's classroom (and many of the others I taught in) provided wonderful professional learning and a wealth of fantastic ideas that I was itching to try out in my own classroom. This blog post is dedicated to one of my favourite activities from Karen's K/1 program and how I've adapted it to my Kindergarten practice at Oak Lake Community School: Leader of the Day.<br />
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Leader of the Day is a terrific ELA activity for helping children get to know their peers, so I decided to introduce it at the start of the year. As well as strengthening the classroom community, this learning activity promotes oral language skills, numeracy skills, and early writing skills. How did Leader of the Day look in Kindergarten at the start of the year?<br />
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1) Choose a leader of the day: our leader of the day was also our special helper (line leader, handing out papers, leading activities, etc) and was selected as part of morning calendar. I like to use SMART Notebook's random word selector programmed with all the students' names to randomly choose a student.<br />
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2) Name recognition: the leader of the day printed their name on a special SMART Notebook slide and we named each letter. Using the magnetic letters tool in SMART Notebook, the student spelled their name a second time.<br />
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3) Developing questioning skills: Little people have a difficult time telling the difference between a question and a comment, so this was our first challenge to overcome. Once my students understood how to ask the leader of the day a question, we worked hard on formulating interesting questions rather than the standard favourite colour, favourite toy, and food. I encouraged the students to ask questions with a numeracy focus, such as: how many people are in your family? How old are you?<br />
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4) Developing a concept map about the leader of the day: the leader of the day sat at the front of the room and called on students to answer their questions. As the we found out new facts about the leader of the day, I recorded this information in a concept map using SMART Notebook. I tried to include a visual with each fact to assist students in "reading" the information later.<br />
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5) Paying attention to details: after the concept map was completed, the leader of the day stood up on one of my wooden stump chairs and we studied their physical appearance. We talked about hair colour, eye colour, and the clothing the student was wearing. I emphasized how important it was to observe the student closely so they could create an accurate picture.<br />
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6) Setting criteria: we created a list of what made a great picture. Criteria included relevant body parts (such as head, neck, ears, arms. hands/fingers, legs, feet, etc) and using the correct colours. We talked about how our pictures needed to be big (take up the page), bold (use at least three different colours), and beautiful (include many details).<br />
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7) Drawing the student: we used a template to draw a picture of the leader of the day with a large space for the picture, with room for writing below. Once the picture was completed, I encouraged students to print any relevant words, including the leader's name and their own name.<br />
<img height="400" src="https://canadaeast1-mediap.svc.ms/transform/thumbnail?provider=spo&inputFormat=jpg&cs=fFNQTw&docid=https%3A%2F%2Fflb365-my.sharepoint.com%3A443%2F_api%2Fv2.0%2Fdrives%2Fb!81D4eCJn3Euzl7i-uF0vG8AskZCxFKBDg_qRtU4vjxaV1SpRDgvbRoDGD1nwTJiQ%2Fitems%2F01W7CD3RZDMIK23EAQ3FDYV66CBDOPBLBZ%3Fversion%3DPublished&access_token=eyJ0eXAiOiJKV1QiLCJhbGciOiJub25lIn0.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.KzVKVEVVL0pJV01NSW9QdFcvZDJtRW8zNjVoZllDTEozZ0Jmb0xqUXdPcz0&encodeFailures=1&width=463&height=617&srcWidth=2890&srcHeight=3854" width="300" /><img height="400" src="https://canadaeast1-mediap.svc.ms/transform/thumbnail?provider=spo&inputFormat=jpg&cs=fFNQTw&docid=https%3A%2F%2Fflb365-my.sharepoint.com%3A443%2F_api%2Fv2.0%2Fdrives%2Fb!81D4eCJn3Euzl7i-uF0vG8AskZCxFKBDg_qRtU4vjxaV1SpRDgvbRoDGD1nwTJiQ%2Fitems%2F01W7CD3R43DKOH2GREZVBZUGQMSAWLZYVN%3Fversion%3DPublished&access_token=eyJ0eXAiOiJKV1QiLCJhbGciOiJub25lIn0.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.KzVKVEVVL0pJV01NSW9QdFcvZDJtRW8zNjVoZllDTEozZ0Jmb0xqUXdPcz0&encodeFailures=1&width=463&height=617&srcWidth=3024&srcHeight=4032" width="300" /><br />
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8) Editing as a group: once the pictures were finished, we came together as a group and looked at everyone's pictures. Referring to our criteria, I modelled providing feedback to peers as I held up each picture. I'd say things like, "Did you notice how Sam drew Gabe's eyes and coloured them the perfect shade of blue?" or "I noticed that Grayson doesn't have any fingers. Next time, make sure you give Grayson five fingers on each hand." After we reviewed all the pictures, I returned them to students and encouraged them to add or make changes.<br />
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Peer editing: after a couple of weeks, students were familiar with how to give and receive feedback. We started working in partners to give feedback to each other and make changes to our art work. I shared the idea of "Two Stars and a Wish" (two things that your friend has done really well and one thing that they might add or change) and it worked beautifully. I noticed huge growth in the students' art work and observation skills.<br />
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9) Portfolios: once students were happy with their pictures of the leader of the day, we photographed them and uploaded them to their Seesaw accounts. Parents were really responsive and commented frequently!<br />
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10) Book creation: Each leader of the day received their own stapled booklet of all the drawings of them with the concept map as the cover sheet. Students loved to look at all their friends' drawings of them and share with their families at home. Pictures could also be photographed and included in a digital book, using a tool such as <a href="http://v/" target="_blank">Book Creator</a>.<br />
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This first cycle of leader of the day lasted about two months in our classroom, and during this time I noticed tremendous improvement in students' abilities to ask "good" questions, draw accurate and detailed pictures, print names and words, and provide and receive feedback. Leader of the Day was an excellent activity for the start of the year, and I plan to revisit it for the last two months of Kindergarten--won't it be fun to compare the concept maps from the beginning and end of the year for each student? This time, in addition to drawing pictures, we will focus more heavily on printing words and sentences about the leader of the day. To give this activity a new twist, I'm considering using Skype to include leaders of the day who aren't in our building. Wouldn't it be exciting for students to have the opportunity to ask questions to someone they admire and create a final product to share with them via technology?<br />
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In Karen Higginbotham's K/1 classroom, her Grade 1 students wrote paragraphs about the leader of the day and drew a picture as well. Additionally, she included other adults in the school as leaders of the day, such as the principal and custodian. The principal was the leader of the day when I was teaching, and it was such a wonderful way for the students to get to know him better.<br />
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Leader of the Day is a fun and simple activity that can be adapted to suit your students' age and learning needs. If you decide to try it out, I'd love to hear how it went!Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-91429218142923714552018-11-19T20:29:00.000-08:002018-11-20T21:22:40.428-08:00Count on Project-Based Learning: Strengthening Students' Numeracy Skills Through PBLProject-based learning. You've probably heard about it...but is project-based learning an appropriate pedagogical approach for developing numeracy skills in young learners? That is the topic I tackled last month when I spent the morning presenting at Manitoba Association of Math Teachers' MTS PD Day Conference, <a href="http://www.mbteach.org/mtscms/2017/01/23/mamt-pd-day-2018/" target="_blank">Rolling the Dice on Change</a>. For more than ten years, project-based learning has been my favourite tool for investigating student-initiated, real-world topics with young learners. I was excited to dive deeper into the existing research and unpack how this pedagogical approach can strengthen numeracy skills in young children.<br />
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<b>First of all...what is project-based learning? </b>This <a href="https://www.youtube.com/watch?v=LMCZvGesRz8&feature=youtu.be" target="_blank">video </a>has been around for quite a few years, but it was developed by the<a href="http://www.bie.org/" target="_blank"> Buck Institute for Education</a> (an excellent resource for K-12 teachers implementing project-based learning) and does a nice job of explaining the approach. In my own experience, I have found project-based learning to be a cyclical approach that uses student interests and real-world issues and problems as the curriculum of the classroom. Usually, project-based learning is interdisciplinary and facilitated (rather than led) by the teacher, who teaches relevant mini-lessons and weaves in curricular outcomes to move the learning projects forward. Sometimes, project-based learning is collaborative as partnerships are formed with other classrooms and organizations. A few examples from my classroom practice are detailed here:<br />
<a href="https://kinderdiva.blogspot.com/2017/03/walking-for-polar-bears-part-1-when.html" target="_blank">Walking for Polar Bears</a><br />
<a href="https://kinderdiva.blogspot.com/2016/08/making-maker-faireand-yoga-festival-too.html" target="_blank">MakerFaire and Yoga Festival </a><br />
<a href="https://kinderdiva.blogspot.com/2015/06/love-family-adoption-party.html" target="_blank">Love Family Adoption Party </a><br />
<a href="https://kinderdiva.blogspot.com/2016/12/reindeer-rescue-project-based-learning.html" target="_blank">Reindeer Rescue</a><br />
<a href="https://kinderdiva.blogspot.com/2016/02/baby-love-return-of-project-based.html" target="_blank">Baby Love Baby Shower</a><br />
<a href="https://kinderdiva.blogspot.com/2015/02/warming-up-to-project-based-learning.html" target="_blank">National Sweater Day</a><br />
<a href="https://kinderdiva.blogspot.com/2016/05/connected-wellness-global-yoga-challenge_25.html" target="_blank">Connected Wellness Global Yoga Challenge </a><br />
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<b>What does the research say?</b><br />
<span style="font-family: inherit;">-project-based learning has been defined as an active,
child-centred teaching and learning approach
that uses student interests as the impetus for building knowledge and
implementing authentic learning in real world settings (Kokotsaki,
Menzies, & Wiggins, 2016).</span><br />
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<span style="font-family: inherit;"><span style="text-indent: -0.43in;"><span style="font-family: "tw cen mt";">-a</span></span><span style="text-indent: -0.43in;"> project-based curriculum âpromotes
</span><span style="text-indent: -0.43in;">children's intellectual development by engaging their minds in observation and
investigation of selected aspects of their experience and environmentâ (Katz
& Chard, 2000, p. 2). </span></span></div>
<div style="text-indent: 0px;">
<span style="font-family: inherit; text-indent: -0.43in;">-project-based learning is not an extra
activity in the classroom; instead it is the curriculum itself, integrating
provincial outcomes and fostering literacy and numeracy (Bell, 2010). </span></div>
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<span style="font-family: inherit;"><span style="text-indent: -0.43in;">-children build subject area knowledge and
collaborative skills while displaying motivation and positive peer relations
(Kaldi, </span><span style="text-indent: -0.43in;">Filippatou</span><span style="text-indent: -0.43in;">, and
</span><span style="text-indent: -0.43in;">Govaris</span><span style="text-indent: -0.43in;">,
2011). </span></span></div>
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<span style="font-family: inherit;"><span style="text-indent: -0.43in;">-educators should challenge young children
to solve real-world problems to spark creativity and innovation (</span><span style="text-indent: -0.43in;">Pramling</span><span style="text-indent: -0.43in;">
Samuelsson, 2011). </span></span></div>
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<span style="font-family: inherit; text-indent: -0.43in;"><br /></span></div>
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<span style="font-family: inherit; text-indent: -0.43in;"><b>What numeracy skills may be developed through project-based learning?</b></span></div>
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<span style="font-family: inherit; text-indent: -0.43in;">Researchers have highlighted the importance of young children becoming proficient in subitizing (ability to recognize small exact quantities), comparison of the sizes of numbers, estimation, where numbers fit on a number line, and procedural and conceptual counting (Martin, Cirino, Sharp, & Barnes, 2014; Whyte & Bull, 2008). </span><span style="text-indent: -41.28px;">The specific numeracy skills that arise out of project-based learning may vary depending on the learning project. However, I have found that the numeracy skills identified by researchers occur in nearly every project-based learning opportunity in my early years classroom. Depending on the project and the learning needs of my students, I may choose to focus more strongly on certain numeracy skills. For example, if my Kindergarten students are struggling with teen numbers, I may spend a few days teaching mini-lessons and really examining and using teen numbers within the context of the project topic. Here are some examples from project-based learning experiences undertaken in my classroom and in collaboration with my teaching partner and friend <a href="https://twitter.com/leaho77?lang=en" target="_blank">Leah Obach</a>.</span></div>
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<b>Counting</b></div>
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In every learning project, counting happens on a daily basis. We count objects, people, votes/survey results, money, and materials. We have many opportunities to match one-to-one as we count and compare quantities. We count by ones, forwards and backwards, and sometimes we need to skip count. What I believe is most important is that we are counting for a real purpose and the success of our project is linked to our ability to count accurately and quickly. </div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd8orhZv9SNVHb0fN5E3A29fP4-HijaHajSqtWI5EKLrY0nWcCJMJZvqb2Q-N4BNQGezrUxXYZMb9Kxd-gkRGMAbQypmXJrkSnMQSGcoO9eusC-4_7IJwL0qvpoBnEkKq7AdRl3U42drEV/s1600/counting.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="333" data-original-width="369" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd8orhZv9SNVHb0fN5E3A29fP4-HijaHajSqtWI5EKLrY0nWcCJMJZvqb2Q-N4BNQGezrUxXYZMb9Kxd-gkRGMAbQypmXJrkSnMQSGcoO9eusC-4_7IJwL0qvpoBnEkKq7AdRl3U42drEV/s320/counting.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Counting loonies and toonies from our Timbits sale and polar bear white ribbon campaign provided an excellent opportunity to strengthen our ability to count by ones and twos. I encouraged students to set the price at $2 to facilitate these counting experiences.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU46IPLnySwk4S-OshAJ74fJBvfia_I6c-NRJWabttk0jyu-5x0qyNiIdZPsSzEpZnU52lHt4tYK7PYI8WaZs8UEneBh7_1OH_s93hJFWHfgGlqKP7xiPxLryPbbMpAt4gQhtK_4IY3Fgv/s1600/counting+bills.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="655" data-original-width="787" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU46IPLnySwk4S-OshAJ74fJBvfia_I6c-NRJWabttk0jyu-5x0qyNiIdZPsSzEpZnU52lHt4tYK7PYI8WaZs8UEneBh7_1OH_s93hJFWHfgGlqKP7xiPxLryPbbMpAt4gQhtK_4IY3Fgv/s320/counting+bills.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Visuals on the interactive whiteboard and base ten blocks can help young children count larger quantities of money. </td></tr>
</tbody></table>
<b>Number Operations and Problem-Solving</b><br />
<div>
<span style="text-align: center;">There are many opportunities to use addition, subtraction, multiplication, and division to solve problems key to the success of the learning project. When working with larger numbers, tools such as hundred charts, Power of Ten cards, and base ten blocks are invaluable supports in solving these problems. </span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgunDpoB3c9uviQZC7yCb2wDbhtfE9BvLoGjwivm9rFqhP9IymVUiUlFAWe7oNJrJBTKxjME0Wcoqej3umkZqVktM6oTFN3dQKIeXwct93MpbQD503ep70a7TsmAsb9ZhUUWZE7P6rSLlM5/s1600/ten+frames.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="558" data-original-width="610" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgunDpoB3c9uviQZC7yCb2wDbhtfE9BvLoGjwivm9rFqhP9IymVUiUlFAWe7oNJrJBTKxjME0Wcoqej3umkZqVktM6oTFN3dQKIeXwct93MpbQD503ep70a7TsmAsb9ZhUUWZE7P6rSLlM5/s320/ten+frames.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students used large ten frames to investigate teen numbers and adding ten as they counted cups for hot chocolate for our National Sweater Day project.<br />
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<span style="font-family: inherit; font-size: small;"><b>Printing Numerals</b></span></div>
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<span style="font-family: inherit; font-size: small;">Throughout our learning projects, we are frequently required to print numerals for a variety of tasks. A sense of urgency is created as students are faced with recording numerals to keep track of results, recording and sharing new facts they have discovered, and creating and labelling materials. Suddenly it matters that they can print numbers quickly and correctly. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSImOZyAwnrsVTdUBp2VyWCJk0P1vDrApVYLh-Q2m6EZ8O8QKXSBa_p8BL8GlRUmw0p0AojYoyf9R_bkpnyJihBEdcoMekTB6xiSnL_q_wQAVLTAk0vccE_lScAp3xB1xbhUWsb8WNYWhh/s1600/printing+numbers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSImOZyAwnrsVTdUBp2VyWCJk0P1vDrApVYLh-Q2m6EZ8O8QKXSBa_p8BL8GlRUmw0p0AojYoyf9R_bkpnyJihBEdcoMekTB6xiSnL_q_wQAVLTAk0vccE_lScAp3xB1xbhUWsb8WNYWhh/s320/printing+numbers.jpg" width="240" /></a></div>
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<span style="font-size: x-small;">This student printed numbers to record how many students were in each class as his class prepared to hand out flyers advertsing a Timbits and white ribbon sale to support polar bears. Students printed more numbers as they labelled the notes for each classroom. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9LfFCPKYNP3iNEHWEhZkfjJcbpUVL5dezaYKUB2g9zHOf4zQFpt9WWn15DGmQQ-tJcJTX-phdpsyHTzOLz2jhFHslQWzrIqHwTJivVWISR5AEL2LPOoDiw4LizKRDFOjSaf6tcS_Df1rX/s1600/tally+marks.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="784" data-original-width="587" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9LfFCPKYNP3iNEHWEhZkfjJcbpUVL5dezaYKUB2g9zHOf4zQFpt9WWn15DGmQQ-tJcJTX-phdpsyHTzOLz2jhFHslQWzrIqHwTJivVWISR5AEL2LPOoDiw4LizKRDFOjSaf6tcS_Df1rX/s320/tally+marks.jpg" width="239" /></a></div>
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<span style="font-size: x-small;">Students reviewed their guest list for their MakerFaire and yoga festival, using tally marks to determine how many invitations would be delivered by mail, division mail, by hand, and email. </span></div>
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<span style="font-family: inherit; font-size: small;"><b>Working with Data and Making Data-Informed Decision</b>s</span></div>
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<span style="font-family: inherit; font-size: small;">When students are deciding how they will tackle an issue or how they will work to make a difference, differing opinions are often raised in the classroom. Votes and surveys are essential for making fair decisions that reflect what the majority of students would like to do. Additionally, we have polled our school and local community to determine the most popular cookies and beverages when planning events and sales. Students have been excited to personally survey people in our school and to work with me to create online surveys using Microsoft Forms or Survey Monkey. The results from our surveys have allowed us to move forward in our projects and base our decisions on real data, not just on our opinions and personal preferences. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpAugtlVGhicqqhet05WOlxCGtk3KxLyucBKJ9dHHO00qJy4npTP66djuOPA_RHL74DWbT2FxH8h6z2H4ACpWUC2EW84J7wTUsU5zPnH504TdtYwQVHKEZwCMfr9-rjKuoMvQkPKL7Eiok/s1600/survey.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="510" data-original-width="635" height="257" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpAugtlVGhicqqhet05WOlxCGtk3KxLyucBKJ9dHHO00qJy4npTP66djuOPA_RHL74DWbT2FxH8h6z2H4ACpWUC2EW84J7wTUsU5zPnH504TdtYwQVHKEZwCMfr9-rjKuoMvQkPKL7Eiok/s320/survey.png" width="320" /></a></div>
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We used Survey Monkey to find out how much people would be willing to pay for greeting cards that we created with our Instagram photographs. This project arose out of the students' interest in creating, editing, and captioning beautiful images for Instagram and a desire to support the new early learning centre that some of them and their siblings attended. </div>
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<span style="font-size: small;"><b>Estimation</b></span></div>
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<span style="font-size: small;">Sometimes using an estimation jar gets old and lacks authenticity. Through learning experiences such as these ones, we have opportunities to develop important estimation skills to move forward with our projects. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjJvEPUgcJZTSQ2rlyO-9-He7XW0od_Ei43jQB1aIPZeqgnovlSXnxMMMOCPot_SCB4Qas1D6W1VdQYATnkKzht7sp1sHLgD08xWm3E98Pi7nYtSD5J8UNIsZszEKfBrET9oGLzRyFSAI2/s1600/graph.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="782" data-original-width="627" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjJvEPUgcJZTSQ2rlyO-9-He7XW0od_Ei43jQB1aIPZeqgnovlSXnxMMMOCPot_SCB4Qas1D6W1VdQYATnkKzht7sp1sHLgD08xWm3E98Pi7nYtSD5J8UNIsZszEKfBrET9oGLzRyFSAI2/s320/graph.jpg" width="256" /></a></div>
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<span style="font-size: x-small;">After experimenting with the capacity of glasses and jugs, we estimated how many glasses we would get from one batch of homemade iced tea.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf5j1I61eKrkhnDPHIhWe-hScx-0F0_PrXSz1pqguEL1y7nog2Gf88Qoft02EMMgEaI1ZOCZZ-VVBUchQZ2yUGL1DVqi52DECiqFxK3RFpcBvr8moCl8VZ-Xt0pcwX3GdioEoXS2crbHGD/s1600/cookies.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="432" data-original-width="576" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf5j1I61eKrkhnDPHIhWe-hScx-0F0_PrXSz1pqguEL1y7nog2Gf88Qoft02EMMgEaI1ZOCZZ-VVBUchQZ2yUGL1DVqi52DECiqFxK3RFpcBvr8moCl8VZ-Xt0pcwX3GdioEoXS2crbHGD/s320/cookies.jpg" width="320" /></a></div>
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<span style="font-size: x-small;">We estimated how many cookies would fit on a plate for our bake sale. We sold homemade iced tea and cookies to raise money for sick kids and the endangered Oregon spotted frog. </span></div>
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<span style="font-size: small;"><b>Measurement</b></span></div>
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<span style="font-size: small;">Depending on what the project calls for, we usually have opportunities to measure objects and physical spaces. In keeping with curricular outcomes, we usually rely on non-standard measurement. Occasionally, it is necessary to use standard units when comparing distances and mass. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrpFKsHh6a9EPRpM2oUaGFiidh1LiMILgDBsWAWUQSzo_zqBg1oM8j8YJmB0uclZ-BQUIMO94lI-5g5g-JWIEkRHt2SrApIJ9IQ4IXKEsjOZTkOWg4uxa7vgaJYAjxHDmLhnpYTqc2ABUv/s1600/gym.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="889" data-original-width="823" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrpFKsHh6a9EPRpM2oUaGFiidh1LiMILgDBsWAWUQSzo_zqBg1oM8j8YJmB0uclZ-BQUIMO94lI-5g5g-JWIEkRHt2SrApIJ9IQ4IXKEsjOZTkOWg4uxa7vgaJYAjxHDmLhnpYTqc2ABUv/s320/gym.jpg" width="296" /></a></div>
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We planned and hosted a yoga festival for Internatonal Day of Yoga. It was important to plan how we would design the physical layout of the space in the gym. We used steps to measure the length and width of the gym, then created a sort-of-to-scale map on the SMART Board.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv_yFdT_E34ipQU9nFAa-EA6bLX_4kc1HF0Uq0i7rYTrj9yCoklA9t4RZrcV2CUB0PSkQOPWbqk0NDF8NYt8bi8fG6LpimnPwCY9MwNnNYKT9V-ed8z357h_8p0OfBYAb52ZYxIC722OSV/s1600/white+ribbon.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="708" data-original-width="707" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv_yFdT_E34ipQU9nFAa-EA6bLX_4kc1HF0Uq0i7rYTrj9yCoklA9t4RZrcV2CUB0PSkQOPWbqk0NDF8NYt8bi8fG6LpimnPwCY9MwNnNYKT9V-ed8z357h_8p0OfBYAb52ZYxIC722OSV/s320/white+ribbon.jpg" width="319" /></a></div>
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We decided to hold a Timbits and white ribbon sale to raise awareness and funds for how climate change affects polar bears. We made the perfect white ribbon pin, then measured it with cubes. We used cubes to measure 100 lengths of ribbon--lots of great lessons about measuring accurately!</div>
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<span style="font-size: small;"><b>Final Thoughts</b></span></div>
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<span style="font-size: small;">Implementing project-based learning in your early years classroom will provide many opportunities for developing numeracy skills in authentic, real-world contexts. This pedagogical approach creates an urgency for counting, comparing quantities, representing numbers, solving problems, estimating, and measuring--students begin to understand why these skills are important and how they are used in the real world. </span></div>
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<span style="font-size: small;"><b>Keep your eye on the curriculum.</b> It is crucial that the teacher has a strong understanding of the provincial curriculum and acts as a facilitator to connect the students' interests with learning outcomes. Based on observation and the demands of the project, the teacher must provide timely mini-lessons to support students as they build knowledge and develop and apply solutions. It's all about the teachable moment...be prepared to go where students lead you and don't worry if the skill they need to develop (or at least develop familiarity with) isn't in the curriculum until Grades 3 or 4. Exposure won't hurt your students, and some will get a lot out of it. </span><span style="font-size: small;">Additionally, it is important for the teacher to be mindful of what outcomes have been addressed through project-based learning and what outcomes need to be developed in future learning experiences. </span></div>
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<span style="font-size: small;"><b>Don't try to fit a square peg in a round hole.</b> Not all project-based learning experiences will teach all numeracy outcomes, so don't try to force it. Embrace what works naturally with the project, spend more time on the skills that need to be strengthened in your students, and develop other skills in future projects or lessons. </span></div>
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<span style="font-size: small;"><b>Document and share learning. </b>During project-based learning, I constantly capture our learning through photographs, videos, and voice notes that are organized in <a href="http://www.onenote.com/?404&public=1" target="_blank">Microsoft OneNote</a> in a section for each child. This evidence allows me to determine if students are meeting learning outcomes and provides valuable information for reporting. For content that I'd like to share with parents, I upload images, videos, and work samples to <a href="https://web.seesaw.me/" target="_blank">Seesaw</a> and our classroom Facebook page. </span><span style="font-size: small;">Sharing student learning with families allows them to see how their children are developing important numeracy skills through project-based learning. </span></div>
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<span style="font-size: small;"><b>And remember...project-based learning isn't "dessert". </b>Don't wait until the end of the year when the curriculum has been "covered" to implement project-based learning. This pedagogical approach isn't an add-on, an extra, or a reward for completing traditional learning activities. Instead it is an important vehicle for capitalizing on student interests, engaging students in hands-on, real world learning, and developing important numeracy skills. </span></div>
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<span style="font-size: small;">Presentation slides and references available <a href="https://flb365-my.sharepoint.com/personal/dcaldwell_flbsd_mb_ca/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fdcaldwell_flbsd_mb_ca%2FDocuments%2FPresentations%2FMAMT%202018%2FCount%20on%20PBL%20MAMT%20Participant%20Copy%2Epdf&parent=%2Fpersonal%2Fdcaldwell_flbsd_mb_ca%2FDocuments%2FPresentations%2FMAMT%202018&slrid=ff18a49e-e0f8-7000-5eee-d0f9d0a5449c" target="_blank">here</a>.</span></div>
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Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-1722693992911421872018-10-25T20:37:00.000-07:002018-12-01T11:52:47.626-08:00Words to Live By<div class="separator" style="clear: both; text-align: center;">
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I think it's only natural that as a lifelong reader, special quotations and readings have become an important part of my daily life and yoga practice. Since I started teaching yoga, I've shared readings throughout the classes I guide. I find these readings and quotations helpful in cultivating a theme for a class, encouraging students to set an intention, providing something to reflect on during long yin and restorative poses, and imparting something to take home at the conclusion of a practice.<br />
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In my daily life, my iPhone lock screen is usually a quotation that I've selected to remind myself of my current goal or intention. I've been known to stick Post-It notes with important quotations to the dash of my vehicle, and I frequently share quotations on my <a href="https://www.instagram.com/devoncaldwellyoga/" target="_blank">Devon Caldwell Yoga</a> Instagram account. I find that quotations and readings often give me the boost I need to persevere or try something new. Sometimes quotations are motivating, thought-provoking, or comforting. My favourite quotations resonate strongly and say something in a way that I never could. </div>
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When I share quotations (such as the one below), I usually use a photograph I've taken (or a standard purple background like on my Instagram account) and add text using an app on my iPhone. Favourite apps include <a href="http://wordswag.co/" target="_blank">Word Swag</a> and <a href="https://www.rhonnadesigns.com/" target="_blank">Rhonna Designs</a>. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUyGReXiR_KCe705nFEsfITsBlp8DD3I86zW-4UTi_cc9jmQpeP5KxQ_ymql22MVJftZLEOM2jh_m-bh_k3-FJ3cMX9Tt47OifeBA-2uoX9x1xAxY7Dinkw_WwBHgTPResYIxYnbu6agkI/s1600/21641102_483212615383033_7268778105513229477_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUyGReXiR_KCe705nFEsfITsBlp8DD3I86zW-4UTi_cc9jmQpeP5KxQ_ymql22MVJftZLEOM2jh_m-bh_k3-FJ3cMX9Tt47OifeBA-2uoX9x1xAxY7Dinkw_WwBHgTPResYIxYnbu6agkI/s320/21641102_483212615383033_7268778105513229477_o.jpg" width="320" /></a></div>
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Lately I've been asked a lot about the readings I've been sharing in my yoga classes. Here's where you can learn more about my current favourites:</div>
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1) <a href="https://www.amazon.ca/gp/product/1501177346/ref=as_li_tl?ie=UTF8&tag=devoncaldwell-20&camp=15121&creative=330641&linkCode=as2&creativeASIN=1501177346&linkId=6702beac80453009139e23048124d97d" target="_blank">Heart Talk: Poetic Wisdom for a Better Life, by Cleo Wade</a></div>
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2) Prayers of Honoring, by Pixie Lighthorse<br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="//rcm-na.amazon-adsystem.com/e/cm?ref=tf_til&t=devoncaldwell-20&m=amazon&o=15&p=8&l=as1&IS1=1&asins=0692675361&linkId=bd6889400c95dddbea3122981e5e1d1c&bc1=FFFFFF&lt1=_top&fc1=333333&lc1=0066C0&bg1=FFFFFF&f=ifr" style="height: 240px; width: 120px;">
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3) Brave Enough, by Cheryl Strayed<br />
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4) Worlds of You: Poetry and Prose, by Beau Taplin </div>
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="//rcm-na.amazon-adsystem.com/e/cm?ref=tf_til&t=devoncaldwell-20&m=amazon&o=15&p=8&l=as1&IS1=1&asins=1449495494&linkId=9d9d652782c96ffe98b18815d4145e39&bc1=FFFFFF&lt1=_top&fc1=333333&lc1=0066C0&bg1=FFFFFF&f=ifr" style="height: 240px; width: 120px;">
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Additionally, please check out my Pinterest boards where I pin short readings and quotations for both my personal life and yoga teachings. </div>
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<a href="https://www.pinterest.ca/india0309/yoga-inspiration/" target="_blank">Yoga Inspiration </a></div>
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<a href="https://www.pinterest.ca/india0309/words-to-live-by/" target="_blank">Words to Live By</a></div>
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<a href="https://www.pinterest.ca/india0309/words-for-wanderlust/" target="_blank">Words for Wanderlust</a> (Travel Quotations)</div>
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What are your favourite books of poetry and prose? I'd love to hear your suggestions!</div>
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Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-69349755518301195392018-07-15T16:37:00.002-07:002018-07-16T11:29:31.239-07:00PhD Studies and Candidacy: Is There Life After Coursework? On June 28, I completed the final course of my PhD program. Every institution and every department within an institution has their own unique requirements for coursework and the candidacy process, and I've learned that the next step isn't revealed until I'm almost done the previous one. So what have I been up to lately and what is happening next? Lots of people have been asking, so I thought I'd dedicate a post to explaining the candidacy process in Curriculum and Instruction at University of Victoria!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGz7DUV8PCRmM2msbRMPX6m8nSzvU0XhaS7GjpCWGBOZ23OryGgqCronWgq7gbIumeFgVeCiQWNHhyypDOqcatt-4ldEoNgCmm1AnhsRp8kJXWjU33dh6r5v6Ktqjb7DeUe1NRob-ldjAV/s1600/IMG_8632.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGz7DUV8PCRmM2msbRMPX6m8nSzvU0XhaS7GjpCWGBOZ23OryGgqCronWgq7gbIumeFgVeCiQWNHhyypDOqcatt-4ldEoNgCmm1AnhsRp8kJXWjU33dh6r5v6Ktqjb7DeUe1NRob-ldjAV/s320/IMG_8632.JPG" width="320" /></a></div>
First of all, doctoral students in Curriculum and Instruction are required to take four courses: two required (Discourses of Education and Advanced Research Methodologies) and two electives that can be outside the department and even the faculty. My supervisor completed her PhD at UBC where the course requirements are a lot heavier, and she believed that I would be more successful with a broader knowledge base. And she was totally correct--I feel like I lost a lot between my Master's degree and my doctoral program, AND I pay the same tuition if I take two courses or four courses at a time! As a result, I completed seven courses instead of four: Theoretical and Historical Perspectives of Child and Youth Care, Curriculum as Discourse, Global Education, a cross-departmental research internship, Gender and Leadership, plus the two required courses.<br />
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So while I was taking my courses, I was a PhD or doctoral student. Now that my courses have come to an end, I have started candidacy exams to hopefully embark on the next stage of my program. If I am successful, I will become a PhD candidate who has demonstrated the theoretical knowledge and research skills necessary to begin my own program of research. So what does candidacy involve? If you follow me on social media, you probably saw my exhausted and overwhelmed posts from the library, coffeehouses, and my little apartment in the last couple of weeks. I pretty much lived on popcorn and wore my fuzzy robe all the time...except when I went to yoga or the left the house. Candidacy is the hardest thing that I've ever done in my life...here's the breakdown:<br />
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1) First step is to form a committee: a committee consists of your supervisor, another faculty member from the same department, and someone from a different department or faculty at UVic. I have three people on my committee at the moment, and the third member is from the psychology department. I believe that a fourth member will be added down the road who will serve as my external examiner when I defend my dissertation.<br />
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2) Submit a candidacy proposal: this is a 5-10 page paper that outlines the direction of my future research. It includes an introduction, rationale, significance of my research, theoretical framework, research design, and review of the literature. It is really hard to fit all of that into ten pages, but we are encouraged to be succinct at the PhD level, or "parsimonious" as the Dean of Education says! My candidacy proposal was hugely challenging. All year I had planned to research community and family experiences of project-based learning in early years. but my supervisor felt that this might be limiting for my future prospects...and it wasn't aligned with the funding priorities for Canada's big research council that funds research. I knew that she was totally right of course, but it meant a switch in topics this spring. I'd spent the whole year amassing literature on project-based learning and diving deep into the topic. When we decided to change my topic, it was like starting from the beginning a month before candidacy started. My new topic investigates how technology is being used with young children in rural and urban Manitoba as well as teacher purpose for using technology. This area is another huge passion of mine and I have a lot of practical experience, but I had no idea about the body of research out there.<br />
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3) Present the candidacy proposal: I submitted my candidacy proposal on June 25 and my committee had about ten days to review it. On July 5, I met with the three members of my committee. I gave an informal presentation about my proposal that lasted about 25 minutes, then they asked me questions for another 25 minutes. Answering questions from three experienced researchers was very intimidating; however, I really felt like all my years of teaching and presenting had prepared me for this moment. Based on my proposal, they decided that I was ready to begin the candidacy process. I really wasn't sure if they would accept my proposal or not, because it just seemed so last minute and thrown together--although I worked really hard on it, I felt like I didn't have a handle on my new topic or the research design. But as my supervisor reassured me after the meeting, everyone feels exactly like that (or else she's just really nice).<br />
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4) The first question: after I left, my committee met and decided on two questions for me. One question is about research design and the other one focuses on theory and a literature review. I received my first question on Friday, July 6, which meant I had exactly one week to write and submit a 20-25 page paper answering my question. My supervisor is no longer allowed to help me as now is the time for me to demonstrate strong and independent academic work.<br />
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My first question focused on my research design (case study). So for an entire week I immersed myself in case study research design. And, I couldn't just write about my thoughts and opinions...every idea needed to be substantiated by existing research or the writings of case study scholars. Unfortunately case study is kind of airy-fairy (Is it a methodology or a method or none of the above? Oh wait, maybe it's all of the above?!) with lots of opinions about how it should be done, so it was really difficult to figure it all out for myself. I actually thought about case study nearly every moment of every day and I dreamed about it too. I researched all weekend and Monday, then started writing on Tuesday. On Thursday night, I wrote until nearly 3 am, then got up the next morning, finished the paper, and edited it. Academic writing requires a particular style--in education, I have to write and cite references in APA format which is the pickiest, fussiest thing in the world. For my final proofread, I read all 23 pages out loud and actually started crying when I got to the conclusion (dramatic, sleep-deprived, super stressed out...all of the above).<br />
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I submitted my paper just in time for happy hour on Friday. Now my committee has two weeks to review it, and I will either pass and be given my second question, or I might be required to edit it and re-submit it, or I just might fail if they decide that I don't demonstrate a thorough enough understanding of case study. I don't know what will happen. All I know is that I did my absolute best work and that I couldn't have worked harder. If it's not good enough, it's not good enough. If I pass this question, I will receive my second question in two weeks and I'll have another week to produce a 20-25 page paper that I anticipate focuses on theory and the relevant literature.<br />
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So what am I doing for the next two weeks? Hanging out on the beach and doing lots of yoga? Well, I'll probably go to yoga everyday, but I have a new task right now. I'm applying for a research grant from SSHRCC (Social Sciences and Humanities Research Council of Canada) which is a big process...it's unlikely that I will receive one as a first-year PhD student, but it's worth a try I guess.<br />
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If I pass both questions, I will defend my candidacy in a formal presentation and question session. If I make it through that, I will officially be a PhD candidate! It seems like a long way away, and I'm not confident in my ability to make it through all these challenges. I'm trying hard to only think about my current task, otherwise it just seems really overwhelming. When I move back to Manitoba, I'm returning to Oak Lake Community School to teach Senior Kindergarten every other day. The rest of my time will hopefully be dedicated to writing my ethics application and research proposal.<br />
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This first year has been a time of huge growth both professionally and personally (read more about my first term <a href="http://kinderdiva.blogspot.com/2017/10/my-phd-journey-begins-living-and.html" target="_blank">here </a>and <a href="http://kinderdiva.blogspot.com/2017/12/what-ive-learned-in-first-term-of-phd.html" target="_blank">here</a>), and it's far from over. I'm looking at another year to get ready to conduct research, a year to collect data, and then at least another year or two of data analysis and dissertation-writing and editing. Stay tuned--with some luck and a lot of hard work, I hope to be planning a huge graduation party in about four years!<br />
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com1tag:blogger.com,1999:blog-1319218886512160235.post-77457186287111085132018-07-03T13:54:00.000-07:002018-07-04T10:42:03.106-07:00Gender: What Teachers and School Leaders of Young Children Need to Know Since I began a class on gender and leadership with Dr. Catherine McGregor, I realized that I knew very little about gender development in young children. Our discussions, readings, and guest speakers encouraged me to examine my kindergarten classroom practice, and I realized that I was not creating a truly gender-inclusive learning environment for my little people. When we were given the opportunity to do a choice project for our final assignment, I knew that investigating gender in young children was really important for me. This past year, I have spent a lot of time in early years classrooms around Victoria, and it is clear to me that I'm not the only teacher who is uninformed. With a desire to share research, statistics, and resources and ideas for wise practices, I chose to develop a presentation, podcast, and this blog post for teachers and school leaders of young children.<br />
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Since I am still learning about gender in young children and exploring the literature and resources, this presentation (available upon request), blog post, and podcast are far from complete. I'm sure that I've made some mistakes and missed out important information and ideas. Please accept my apologies if anything I've said or written is offensive as that was never my intent. Instead, this is my effort to begin a conversation, pique other educators' interest, and make changes to classroom practice to improve education for ALL children.<br />
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<b>Kindergarten Diva Podcast</b><br />
Take 20 minutes to get a quick overview of what you need to know and what you can start doing now to create a gender-inclusive classroom! This podcast is available on iTunes and Google Play, or you can listen right here.<br />
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<b>Manitoba Government Resources</b><br />
Manitoba Education and Training document, <a href="http://www.edu.gov.mb.ca/k12/docs/support/transgender/full_doc.pdf" target="_blank">Supporting Transgender and Gender Diverse Students in Manitoba Schools </a><br />
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<b>Reports</b><br />
<a href="http://www.mbteach.org/pdfs/hb/HB-EveryTeacherProject_FinalReport.pdf" target="_blank">The Every Teacher Project on LGBTQ-Inclusive Education in Canada's K-12 Schools </a><br />
-see pages 3-8 for a glossary of important terms<br />
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<a href="http://transpulseproject.ca/wp-content/uploads/2015/06/Trans-PULSE-Statistics-Relevant-for-Human-Rights-Policy-June-2015.pdf" target="_blank">Transgender People in Ontario, Canada: Statistics from the Trans PULSE Project to Inform Human Rights Policy </a><br />
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<a href="http://saravyc.sites.olt.ubc.ca/files/2015/05/SARAVYC_Trans-Youth-Health-Report_EN_Final_Print.pdf" target="_blank">BEING SAFE, BEING ME:Results of the CanadianTrans Youth Health Survey </a><br />
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<b>Resources</b><br />
<a href="https://www.caringforkids.cps.ca/handouts/gender-identity" target="_blank">Gender Identity and Young Children: Information from the Canadian Paediatric Society </a><br />
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<a href="https://depts.washington.edu/dbpeds/healthy-gender-development.pdf" target="_blank">Healthy Gender Development and Young Children</a>: A Guide for Early Childhood Programs and Professionals<br />
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<a href="http://www.welcomingschools.org/resources/challenging-questions/" target="_blank">Responding to Children's Questions on LGBTQ Topics </a><br />
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Building a library of anti-bias children's books<br />
<a href="http://www.readbrightly.com/8-books-that-teach-kids-about-the-fluidity-of-gender-and-the-importance-of-acceptance/" target="_blank">Ideas from Brightly</a><br />
<a href="https://www.huffingtonpost.ca/2015/05/04/books-for-kids-fantastic-gender-positive-books_n_7063940.html#gallery/559897/1" target="_blank">Ideas from Huffington Post</a><br />
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<a href="https://humaneeducation.org/blog/2018/boys-that-3-activities-exploring-gender-roles-young-children/" target="_blank">Institute for Humane Education</a> and <a href="http://www.welcomingschools.org/resources/lesson-plans/transgender-youth/transgender-with-books/" target="_blank">Welcoming Schools</a>: ideas for lessons/learning experiences<br />
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<a href="http://gendercreativekids.ca/" target="_blank">Gender Creative Kids of Canada</a>: a wealth of information and resources, as well as opportunities to connect with other families and service providers<br />
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-31625249645221675022018-05-22T07:26:00.000-07:002018-05-22T15:30:01.835-07:00Coffee House Chronicles, Part 1: Victoria's Best Cafes for Working and Studying <div class="separator" style="clear: both; text-align: center;">
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Until last fall, I was the girl who ran into Starbucks, grabbed my mobile order, and continued on in my busy day. Unless I was travelling, I seldom worked in coffee shops or paid close attention to the atmosphere and amenities. That all changed when I moved to Victoria and became a PhD student living in a tiny studio apartment...with a piano player on the floor above me. Suddenly, it became imperative to find that perfect coffee house with delicious lattes, a cool vibe, and a great work space. This series of blog posts features some of my work/study picks from Victoria's buzzing coffee house scene. I've evaluated each cafe on appearance and atmosphere, work space, and coffee/food. Hopefully this guide will lead you to your new mobile office...a place where the latte art is creative, the wifi is strong, and you feel productive and inspired!<br />
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<b>Hide and Seek Coffee, 2207 Oak Bay Avenue, Victoria</b><br />
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<tr><td class="tr-caption" style="text-align: center;">Oak Bay is such a charming neighbourhood!</td></tr>
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<span style="text-align: center;"><i>Appearance and Atmosphere </i></span><br />
Located in a brick building with high ceilings and large windows, Hide and Seek Coffee packs a big aesthetic appeal. The decor is minimalist with lots of white and light wood, accented with artistically arranged shelving with coffee and various merchandise for sale. The coffee bar is long and white and everything looks sparkling clean. Music selections were great--singer-songwriter, folk-inspired, and some 1960s Beatles-sounding tunes added to the ambiance. And when you throw in that this coffee house is located in the incredibly charming Oak Bay neighbourhood, you have a winner for sure.<br />
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<tr><td class="tr-caption" style="text-align: center;">Beautifully arranged merchandise</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Barista Kelsey behind the long coffee bar</td></tr>
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<i>Work Space</i><br />
There are a variety of tables and seating options available, with power outlets located under some of the tables. Natural light floods the space, and wifi is available. This intimate yet uncrowded coffee house is definitely a pleasant space to work!<br />
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<tr><td class="tr-caption" style="text-align: center;">Lots of natural light here</td></tr>
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<i>Coffee and Food</i></div>
I wasn't hungry, but I did notice that they have homemade pop-tarts and vegan/gluten-free selections. My latte was excellent, made with non-fat milk and house-made vanilla syrup, which was their only flavour. It was served in a nice cup with terrific latte art. Worthy of noting: although they don't roast their own beans, they serve coffee from local roasters such as Fantastico and Fernwood.<br />
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<i>Overall Impression</i><br />
I'll definitely return here--it's near my apartment and meets all my requirements for a great work space. The barista who served me (Kelsey) was super friendly and took time to explain where they source their coffee, provided recommendations for other coffee houses to visit, and encouraged me to return on Sunday for their famous waffle features. The only negatives were the lack of latte flavours and limited outdoor seating (only a bench and a couple of stools, no tables).<br />
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<b>Habit Coffee (The Atrium), 808 Yates Street, Victoria</b><br />
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<i>Appearance and Atmosphere</i><br />
Habit Coffee is big on visual impact, and I was impressed from the moment I spied their Yates Street location. Massive curving windows flood the space with natural light and provide a panoramic view of the bustling action on busy Yates Street. There's also a sunny patio with flowers and numerous tables, as well as a fantastic courtyard space available for customers' use. Wow!<br />
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The decor includes natural wood, rugged stainless steel, exposed concrete, and chalkboard menus, giving a chic industrial look. Music selections added to the ambiance. Habit Coffee rates high on appearance and atmosphere!<br />
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<tr><td class="tr-caption" style="text-align: center;">Open, airy, and lots of natural light </td></tr>
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<tr><td class="tr-caption" style="text-align: center;">This adjacent courtyard is beautiful! Wow! </td></tr>
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<i>Work Space</i><br />
The abundance of natural light and different seating options lend themselves nicely to a productive work space. This is a great place to pass the time with a book or a sip a coffee and watch the world go by. Unfortunately it is not well-suited to anyone who requires wifi or power outlets, as there is a dearth of both. I'm drafting this post tethered to my iPhone. Definitely a disappointment....but now that I know this, I would choose Habit for tasks not requiring wifi (or get access from one of the other businesses nearby). And sometimes not having internet access keeps me more focused on the task at hand!<br />
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<tr><td class="tr-caption" style="text-align: center;">Great views and many seating options, but NO WIFI! </td></tr>
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<i>Coffee and Food</i><br />
Similar to Hide and Seek, the only flavoured latte available was a vanilla latte. My latte was beautifully crafted with terrific latte art, and served in a clear glass with no handle, evoking memories of Europe. It was a delicious latte and reasonably priced at $4.50. Habit Coffee brews Bow and Arrow products from a local roaster and stocks Phillips' sodas as well. There was a tempting selection of food, and the lemon-lavender muffin definitely caught my eye--something to look forward to on a future visit.<br />
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<i>Overall Impression</i><br />
This place is big and beautiful with huge aesthetic appeal, and the sunny patio is a nice bonus. I would definitely return, but having to pay for street parking and no wifi or power outlets are disadvantages that would impact my decision to work here. All in all, Habit Coffee is highlight of the Victoria coffee scene!<br />
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<b>Tre Fantastico at Parkside Hotel and Spa, 810 Humboldt Street, Victoria</b><br />
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<i>Appearance and Atmosphere</i><br />
Located in Parkside Hotel and Spa, Tre Fantastico is a coffee house on steroids...a cafe as well as a lounge with great eats. The actual interior space is quite small--the main room contains the coffee bar where you order and a handful of tables, connected to a second room by a hallway. There are more seating options in here with some cool modern art on the walls. All of this is quite nice, but the decor isn't the reason I'm obsessed with this place--it's the fantastic outdoor patio and the hotel lobby and conservatory area that patrons can access. The patio is shaded with beautiful greenery, and I love looking up from my screen or book to rest my eyes on the historic St. Ann's Convent in the distance.<br />
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<tr><td class="tr-caption" style="text-align: center;">A great spot to take a break from studying </td></tr>
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The hotel lobby is incredibly inviting, with a variety of seating options, including a glassed-in conservatory space. When I'm craving warmth and natural light on cooler days, it is so pleasant to work in here under the mini lights by the fish pond. Lastly, there are really nice bathrooms to use with high-end hand soap and lotion. What I did learn was that you CAN'T take your wine into the lobby area, but non-alcoholic drinks are allowed!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjErCAuvi1aLYfjhpCQMjUWRP_DBBONiaCUVfMJUQfoLv0xtnYiE2-ZyFpJWMuQ0_QpngMd5-4mWMNrKZ-SRXe5nrC1W_U3S-VmpvRNzuL8o1o8-CdaWyPFDfc0NExo8X9e_hkKBTQdFeV9/s1600/20180522_020240932_iOS.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjErCAuvi1aLYfjhpCQMjUWRP_DBBONiaCUVfMJUQfoLv0xtnYiE2-ZyFpJWMuQ0_QpngMd5-4mWMNrKZ-SRXe5nrC1W_U3S-VmpvRNzuL8o1o8-CdaWyPFDfc0NExo8X9e_hkKBTQdFeV9/s320/20180522_020240932_iOS.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A nice variety of seating options in the hotel lobby </td></tr>
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<tr><td class="tr-caption" style="text-align: center;">A fish pond...such a tranquil spot to read </td></tr>
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<i style="text-align: center;">Work Space</i><br />
Tre Fantastico (the cafe space) is a lovely spot to read or work on a laptop. The wifi is strong, and you can work on your laptop outside if you choose a shaded spot. The only disadvantage is a lack of power outlets--I only found one on a quick inspection, so make sure your devices are fully charged before you arrive. The hotel lobby and conservatory is better suited to reading, as there are no tables (other than coffee tables) to put your device on, and they are the wrong height for computer work. I have happily worked here for hours, and I always found it a functional space and enjoyable experience.<br />
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<i>Coffee and Food</i><br />
There are three Cafe Fantastico locations in the city, and Fantastico has been sourcing and roasting their own coffee beans for 25 years (according to the friendly barista). The caramel lattes are excellent here with lovely latte art, and so is the food. I love their Morning Glory muffins, and the cookies and scones look great too. For heartier fare, I've only ever had the breakfast sandwich (which was delicious) but the food I've seen around me has looked very tempting too.<br />
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<tr><td class="tr-caption" style="text-align: center;">Caramel latte and a Morning Glory muffin...mmmm!</td></tr>
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For later in the day (or not....), alcoholic beverages are a really nice option. Victoria craft beers, BC wines, and a variety of spirits are available, and there is a twice-daily happy hour (5-6 pm and 8-9 pm) with discounted prices.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqLZd9pveiY2kSjzDQS_50Oa3tKIcA6FW5uRbQDr8G7N7SvUtHHBKKS5UIkZ3inSwsIc2D3H5-0uqiYKZB_At_c_QhAdLa4whgzU1PHGNOmLFxBruWw_-F4sBjcw0IRH2cPAiev5Rrocou/s1600/20180522_012942335_iOS.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqLZd9pveiY2kSjzDQS_50Oa3tKIcA6FW5uRbQDr8G7N7SvUtHHBKKS5UIkZ3inSwsIc2D3H5-0uqiYKZB_At_c_QhAdLa4whgzU1PHGNOmLFxBruWw_-F4sBjcw0IRH2cPAiev5Rrocou/s320/20180522_012942335_iOS.jpg" width="240" /></a></div>
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<i>Overall Impression</i><br />
Tre Fantastico packs a big punch with the combination of great food and drinks and gorgeous physical spaces. This is one of my favourite places to work and study in Victoria, made even nicer by the fact that I can stroll through St. Ann's to Beacon Hill Park for a break whenever I need one!<br />
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And there you have it...my first three reviews of some of Victoria's best coffee houses. Stay tuned for another post in this series, and I'd love your feedback on where I should visit next. Please share your ideas in the comments. Thanks for reading!<br />
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-61667195312209533672018-05-09T10:59:00.002-07:002018-05-09T16:52:07.301-07:00Simple Ideas for a Successful Junior Kindergarten Program Lucky you! You get to teach Junior Kindergarten! Four year-olds are so much fun, and not that much different from five year-olds. If you are teaching a multi-age Junior and Senior Kindergarten program, you'll find that most four and five-year olds fit together beautifully. I've taught Senior Kindergarten since 2008, and variations of stand-alone and combined Junior and Senior Kindergarten since 2010, and I absolutely love it. Here's what I've learned along the way about routines, resources, and activities to develop your program!<br />
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<tr><td class="tr-caption" style="text-align: center;">Four year-olds are so much fun!</td></tr>
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<b>Arrival</b><br />
Developing smooth arrival procedures makes everyone's day better. I photograph all the steps in arriving in the classroom and create a PowerPoint presentation which we review on a daily basis. As the different slides appear, students complete that task if they haven't done so. I also photograph all the students in the classroom and make a second PowerPoint where we practice our friends' names every morning. Within a couple of weeks, most students are secure in routines and know their friends' names.<br />
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To ease separation anxiety (which can be a reality for four year-olds), I recommend a fun and engaging activity at drop-off/arrival time. Encourage parents to say a quick goodbye, as lingering only delays the inevitable tears. I suggest starting your day (or afternoon) with free play in the classroom or discovery learning activities--that way your kiddos are immediately immersed in something they love.<br />
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<tr><td class="tr-caption" style="text-align: center;">Who can resist spray-painting snow?</td></tr>
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<b style="background-color: white; color: #333333; font-family: "coming soon"; font-size: 14.85px;">How to Start the Day with Discovery Learning </b><br />
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Begin by teaching the routine of hanging up coat and backpack, handing in clipboard/agenda, putting on indoor shoes, then going to a table to explore and interact with the materials. Discovery learning can target literacy, numeracy, art exploration, as well as science and social studies concepts. Some teachers try to have one tub/tray from each curricular area each week for a total of 4-5 tubs/trays. Discovery learning is play-based, hands on, and promotes inquiry. Learn more <a href="http://kinderdiva.blogspot.ca/2014/04/discovering-discovery-bins.html" target="_blank">here</a> and check out these fantastic ideas on <a href="https://www.pinterest.com/conniejlowe/discovery-bins/" style="color: #77abee; text-decoration-line: none;" target="_blank">Pinterest</a>.<o:p></o:p></div>
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The start of the year is a great time to begin discovery learning with simple fine motor activities to strengthen the hand skills of your learnersâvery important for the increasing demands for printing we place on Grade 1 students. See this <a href="http://kinderdiva.blogspot.co.uk/2015/03/developing-fine-motor-skills-through.html" style="color: #77abee; text-decoration-line: none;" target="_blank">post</a> to learn more about fine motor activities that are open-ended and encourage exploration. Make time to develop Junior Kindergarten students' fine motor skills--it's a priority at this age. <o:p></o:p><br />
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<tr><td class="tr-caption" style="text-align: center;">Developing fine motor skills as well as an understanding of how secondary colours are created</td></tr>
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Once a discovery learning routine is established, activities can become more complex. As a teacher, you can spend the time observing students, capturing evidence of learning through photographs and voice recordings, and taking anecdotal notes. You might choose to position yourself at one discovery tray or roam around the room. I highly recommend <a href="http://www.onenote.com/" style="color: #77abee;" target="_blank">Microsoft OneNote </a>to organize all that informationâcreate a page for each student, and youâll have a wealth of data by report card time. Microsoft OneNote is available across platforms (app and web-based). </div>
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<b>Play</b><br />
It is imperative that four and five year-olds have an uninterrupted block of free play. In my classroom, we end the day with nearly 60 minutes of playtime (as recommended by the Council of Ministers of Education of Canada...check out this <a href="https://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-learning_statement_EN.pdf" target="_blank">statement</a>). It is everyone's favourite time of the day. The students and I co-create a variety of play activities based on their interests and I provide literacy and numeracy materials to support the play. Based on what I observe during play time, I teach relevant mini-lessons to move the play forward and develop important new skills. I often pick one student to observe during play, taking notes and capturing images. This yields a wealth of assessment data! Here's an <a href="http://kinderdiva.blogspot.ca/2014/09/lets-get-party-started-in-junior.html" target="_blank">example</a> of what play-based learning might look like in Junior Kindergarten.<br />
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<tr><td class="tr-caption" style="text-align: center;">Simple materials such as these plastic cups are a popular activity during free play.</td></tr>
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<b>Curriculum and Program Development</b><br />
Don't be alarmed, but there is no formal curriculum for Junior Kindergarten in Manitoba, as JK is not a provincially recognized program. Let me explain my way of thinking about teaching and learning in JK.<br />
-I use the provincial Kindergarten curriculum to guide my instruction in JK with the idea that four year-olds have two years to become proficient in the outcomes<br />
-the recent provincial Kindergarten support document, <a href="http://www.edu.gov.mb.ca/k12/childhood/time_for_joy/full_doc.pdf" target="_blank">A Time for Learning, A Time for Joy</a>, is an excellent resource to plan your program<br />
-these <a href="https://www.gov.mb.ca/fs/childcare/students_workforce/best_practices_behaviour/index.html" target="_blank">documents</a> are also great resources for guiding children's behavior and program development<br />
-opportunities for play-based, inquiry-based, and project-based learning are vitally important and should focus on the students' interests. This has replaced teacher-developed themes in my classroom.<br />
-Kindergarten students (JK/SK) should spend a <b>very</b> limited amount of time on worksheets/workbooks. I include a little bit in my program to strengthen hand skills and prepare them for Grade 1.<br />
-since there are no provincial outcomes for JK students, I regard it as a year to "get what they can". The goal of my JK program is to develop <b>early literacy, numeracy, social, and motor skills</b>. If you are teaching a multi-age JK/SK program, all students participate in all whole-class learning experiences with different activities for learners depending on their level. We are one learning community.<br />
-I work closely with my speech-language pathologist (co-teaching if we can) to strengthen phonological awareness--so important for early literacy!<br />
-just like SK, children come to us at all different points, and it is our job to help them move forward on their learning journey. Some kids will leave Junior Kindergarten knowing all their letters and sounds, others will leave knowing just a few--and both cases are completely acceptable!<br />
-however, that child with very emergent skills will certainly be on my radar very early in the year when he/she begins Senior Kindergarten. And, if I think there is a deeper issue, I will refer to clinical services as soon as possible in Junior Kindergarten.<br />
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<tr><td class="tr-caption" style="text-align: center;">Connecting with another classroom via Skype as part of a project-based learning experience </td></tr>
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<b>Sample Schedule</b><br />
8:20-8:25: arrival<br />
8:25-8:45: breakfast snack and discovery learning materials are available, children eat at the circle if they are interested. Discovery learning activities focus on sensory and fine motor development at the start of the year and gradually include literacy, numeracy, and science.<br />
8:45-9 am: morning meeting (reviewing routines and students' names/attendance, counting, songs/poems)<br />
9-9:55 am: whole class learning time (inquiry or project-based, relevant mini-lessons based on play, etc).<br />
-we spend 15 minutes doing Letterland or phonological awareness activities during this block.<br />
-Handwriting Without Tears activities once a week<br />
9:55-10:10: outdoor recess with entire school<br />
10:10-10:30: story time and snack<br />
10:30-11:20: free play, often with an art activity available for students who are interested<br />
-if the gym is available, we might play in the gym for 15 minutes<br />
-we might play outdoors, weather conditions permitting<br />
11:20-11:30: clean up, goodbye song at circle, home time<br />
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<tr><td class="tr-caption" style="text-align: center;">Creating a menu for the classroom restaurant </td></tr>
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<b>Assessing and Reporting</b><br />
There are no formal reporting requirements in JK. However, I maintain frequent communication with families through texting, face-to-face conversations, and social media. Since our JK students only attend 0.25, I feel that it is premature to write a report card in November. I invite families to join me for a conference if they are interested or if I have concerns. Otherwise, I write a <a href="https://flb365-my.sharepoint.com/:w:/g/personal/dcaldwell_flbsd_mb_ca/EeYrbaKokc9Ek5YpMyTCrqgBhSF2mUGK6dBiX4DFvc7n8Q?e=fXdXoH" target="_blank">one-page report card </a>in March. I use a scale to evaluate learning and social behaviors (secure, developing, not yet), then comment anecdotally on strengths and areas to develop,<br />
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My comments are based on ongoing pedagogical narrations that include conversations with the child, observations (including photos/videos), and work samples he/she has produced. As previously mentioned, I organize all of this in Microsoft OneNote. More information on pedagogical narration is available in this <a href="http://www.web.uvic.ca/~eyrd/ELF/ELF_Module_5.pdf" target="_blank">resource</a> from University of Victoria.<br />
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<b>Additional Resources</b><br />
Ministry of Education, Ontario: this province offers full-time Junior and Senior Kindergarten to all children in the province. Here is their <a href="https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_oct7.pdf" target="_blank">guiding document on Kindergarten</a>.<br />
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Junior Kindergarten is a unique and special time in a child's life...enjoy every minute of learning with these fun little people!<br />
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Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com1tag:blogger.com,1999:blog-1319218886512160235.post-33440294933888305782018-05-04T09:12:00.000-07:002018-05-11T23:12:57.261-07:00Yoga and Digital Tools in Healthy Communities I'm excited to present at the <a href="http://cycabc.com/conference2018/" target="_blank">2018 Child and Youth Care Conference</a> (CYCABC) in Vancouver tomorrow (Sway presentation available <a href="https://bit.ly/2HMryYw" target="_blank">here</a>). Lately I seem to spend a lot of time reading and discussing project-based learning in early childhood settings, so I'm looking forward to sharing about one of my other passions...yoga! Since I became a certified yoga teacher in September 2015, I have taught adult and children's yoga classes, as well as integrated yoga into my kindergarten classroom practice and work as a resource teacher.<br />
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There is a large body of research on yogic practices and their impacts on physical and mental health, as well as emerging research on how yoga can support immunity, sleep, and addiction treatment. In recent years, yoga has been hailed as a panacea to "cure whatever ails you", but it is important for professionals to be very intentional in their use of yoga in clinical and classroom settings. In many cases, yogic practices offer documented benefits, in other cases more research needs to be done, and in some, the effect is negligible. When using yogic practices with children, it is also important to be cognizant of the views and beliefs of families. Some families are uncomfortable and/or opposed to their child participating in any form of yoga--clear communication is a must!<br />
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For me, yoga is a vital support to my physical, mental, emotional, and spiritual health. Since I began a daily yoga practice over three years ago, I am more flexible with better balance than I have ever been in my entire life. I generate more innovative and creative thoughts and higher-quality work following a session on my mat...in fact, some of my best ideas for PhD assignments have popped into my head during savasana. When I am upset, time on my mat helps me process big emotions and deal with my feelings in a more deliberate and positive way. Spiritually, yoga helps me connect to myself, my community, and the belief that there is so much more than what is visible to the eye. <br />
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Yoga Resources from My Blog<br />
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<a href="http://kinderdiva.blogspot.ca/2016/08/you-asked-kindergarten-diva-answers.html" target="_blank">The Beginner's Guide to Yoga in the Classroom </a><br />
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Teacher Wellness Series<br />
<a href="http://kinderdiva.blogspot.ca/2016/09/simple-tips-and-free-resources-for.html" target="_blank">Simple Tips and Free Resources to Start Your Yoga Practice</a><br />
<a href="http://kinderdiva.blogspot.ca/2017/01/teacher-wellness-series-part-4-what.html" target="_blank">What Teachers Do When They're Sick</a><br />
<a href="http://kinderdiva.blogspot.ca/2016/09/teacher-wellness-series-part-2-morning.html" target="_blank">Morning Rituals to Start Your Day Off Right </a><br />
<a href="http://kinderdiva.blogspot.ca/2016/10/teacher-wellness-series-part-3-four.html" target="_blank">Four Ways to Develop an Attitude of Gratitude</a>Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-49789542681645296432018-04-03T21:12:00.001-07:002018-04-03T23:25:50.443-07:00The Educator's Guide to Podcasting: Easy Tips for Getting Started For quite awhile, I've been an avid listener of podcasts. I like to listen to them while I'm driving, getting ready in the morning, or doing housework. They're like audiobooks, only free! They're like TV in that they entertain you, but you can do other things at the same time. It's a winning formula for me!
My top two apps for accessing podcasts are Spotify and iTunes (the apps are right on my iPhone, and that's where I do all my listening). When I know I'm going to be out of wifi or decent mobile service (hello rural Manitoba) I download episodes in advance. The world of podcasts seems absolutely endless, and I'm always discovering new ones.<br />
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What are my favourite podcasts?<br />
Yoga/Wellness/Health<br />
1) Modern Yoga: Leo Cheung<br />
2) Be the Light: Melanie Madhuri Phillips<br />
3) From the Heart: Conversations with Yoga Girl (Rachel Brathen)<br />
4) Light Work: Danielle LaPorte (hasn't launched yet but I'm super excited about this one)<br />
5) Be Better: Dr. Greg Wells<br />
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Life/Self-Improvement<br />
1) The Accidental Creative<br />
2) The One Thing (absolutely love Episode 42 with Angela Duckworth on grit)<br />
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Travel<br />
1) Zero to Travel: Jason Moore<br />
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For awhile now, I've been considering starting my own podcast as an accompaniment to my blog, but I just never seemed to find the time. I also wasn't completely certain how to do it, although I had a vague idea. That all changed in January when Dr. Kathy Sanford included a podcast as one of our assignments in our Advanced Research Methodologies course. She wanted us to use simple language to discuss our research topics and potential research designs for our doctoral work, and share our ideas through an audio interview that could be used as a podcast. I decided to collaborate with my friends Rob and Maya to record three episodes together, and my Kindergarten Diva podcast was born! I spent a day figuring out the ins and outs of the podcasting world, and I'll share that information with you today! First of all, my <a href="http://kinderdiva.blogspot.ca/p/favourite-resources.html" target="_blank">Kindergarten Diva podcast</a> is available on this blog under the <a href="http://kinderdiva.blogspot.ca/p/favourite-resources.html" target="_blank">podcasts tab</a>, and it's also on iTunes if you search "Kindergarten Diva" or follow this <a href="https://itunes.apple.com/ca/podcast/kindergarten-diva/id1361912440?mt=2" target="_blank">link</a>. My goal for this week is to figure out how to get it on Google Play and/or Spotify.<br />
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<b>First of all, why podcast? </b>Podcasting is a fantastic way to quickly and easily share information in an accessible format with a real audience.<br />
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<b>As an educator:</b><br />
-professional learning and reflective practice<br />
-share your classroom practice with others<br />
-reflect on what is working and what isn't<br />
-connect to a larger community of practice (educators and other partners around the world)<br />
-share information with busy families and community members (especially if reading printed materials is an issue)<br />
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<b>With your students:</b><br />
-can create a podcast on any topic as a whole class or guided small groups in the early years<br />
-learners can share their understandings of a topic (such as polar bears), provide directions on how to do something (coding for example), or raise awareness/issue a call to action (climate change)<br />
-podcasting lends itself well to differentiated instruction and meeting the needs of diverse learners<br />
-students do not need strong reading and writing skills to participate; instead they just need to be willing to share their voices<br />
-students who are shy or non-verbal can still contribute. They can be in charge of sound effects with instruments, writing a script or developing interview questions, acting as a time keeper or researcher, or setting up equipment. <br />
-podcasts are such a fun way to record reader's theatres or share favourite stories with a real world audience...and a fantastic way to build fluency and expression.<br />
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<b>How to get started? Let me walk you through the steps!</b><br />
Equipment Needed:<br />
-device (laptop is what I've been using)<br />
-microphone (the best quality you can afford--I have a Snowball back in my kindergarten classroom which is great. Currently I'm recording on a $20 microphone from Staples...because student life).<br />
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Software/Web Tools/Apps Needed:<br />
-Audacity if you're using a PC (free download, then add the LAME mp3 encoder. It will help you do this the first time you try to export your recording as an mp3 file).<br />
-Garage Band if you're using a Mac<br />
-there are a number of apps out there for recording podcasts too. I played around with a few of them but gave up in frustration. Old school with Audacity worked best for me.<br />
-an app/program to make cover art for your podcast (I used <a href="https://www.rhonnadesigns.com/" target="_blank">Rhonna Designs</a> and <a href="https://itunes.apple.com/ca/app/vanillapen-poster-maker/id866563170?mt=8" target="_blank">Vanillapen</a>, but any app that puts text on a photograph or background will work)<br />
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Podcast-hosting platform:<br />
-I'm using <a href="https://www.podbean.com/site/userCenter" target="_blank">Podbean</a>, but there is a huge variety to choose from. I went with Podbean because it had good reviews, it was simple to use, and charged a low monthly fee to host my podcasts. If you are doing very little recording, it will host your podcasts for free, but I found I reached the monthly limit really fast.<br />
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Music/Sound Effects<br />
-check out YouTube's <a href="https://www.youtube.com/channel/UCht8qITGkBvXKsR1Byln-wA" target="_blank">copyright-free audio library</a> or <a href="http://freeplaymusic.com/" target="_blank">Freeplay Music</a><br />
-I like to use the same 15 second clip of music as an introduction and conclusion<br />
-just download a short clip as an mp3 file--if you choose clips that don't require attribution, that's all you need to do!<br />
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Now that you're ready to go with your equipment and tools, here are the steps in creating your podcast:<br />
1) Use Audacity to record your podcast. Do a test run to see if your microphone is working and the sound quality is decent first! I find interviews to be really fun, but you can certainly just record yourself talking too.<br />
2) Use Audacity's tools to edit--highlight and cut out pauses or sections that you're not happy with. Use fade in and fade out from the effects tab.<br />
3) When you are happy with your podcast, save the project (it's some weird Audacity file format). Then export your podcast as an mp3 file.<br />
4) Open a new file in Audacity and import your introductory music. Then import your podcast (the one you saved as an mp3). I know this sounds silly, but you can't add your mp3 music to the weird Audacity file format. They both need to be mp3 files to join them together.<br />
5) Highlight your podcast and choose the slider tool in the top tool bar (it has an arrow on each end) and slide your podcast down so it starts at the end of the music. You might choose to fade out the music so there's a nice transition.<br />
6) If you are adding music to the end, either copy and paste your introductory music or add a new and different audio file. Use the slider tool to slide the music to the end of your podcast.<br />
7) Make sure you are happy with how it sounds, then export it as an mp3.<br />
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Create cover art for your podcast:<br />
1) In an app or program (Publisher would work too) of your choice, create a square image. Add text (the name of your podcast) and images/designs and save it as a JPEG. If you are given options about the resolution of the image, choose a low resolution as iTunes will not accept high-res images. I had to redo mine because it was too big.<br />
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Uploading your podcast:<br />
1) Login to the podcast hosting site of your choice.<br />
2) Upload your podcast and enter all the correct information, giving it a catchy title.<br />
3) At some point you will need to upload the cover art for your podcast. Use the image you just created (if you did it on your mobile device, email it to yourself or upload it to Microsoft One Drive or Google Drive).<br />
4) Depending on the site you use, it will create a podcast player that you can embed into your blog or website (see the Podcasts section of my blog).<br />
5) Your podcast hosting site will generate an RSS feed of your podcast. This is what you need to get it on iTunes, Google Play, and Spotify....this is why you can't just upload your mp3 file to iTunes Podcasts.<br />
6) Find the RSS feed and copy it.<br />
7) Visit the iTunes Connect <a href="https://itunesconnect.apple.com/login" target="_blank">site</a> and login in with your Apple ID. Click on Podcasts, then follow the steps to add a new podcast, copying and pasting your RSS feed.<br />
8) It will take a few days for iTunes to review and approve your podcast, but then it will show up in the Podcasts app!<br />
9) I anticipate these steps are similar for Google Play and Spotify...I just haven't tried yet. And since I'm an iPhone user, iTunes Podcasts was my starting point.<br />
<br />
Using podcasts with your class:<br />
1) If you have devices in your class, you could teach your students how to access the class podcasts in the podcasts app.<br />
2) Or, you could embed your podcasts to a class blog (like I've done here) and create a shortcut for your students to click on to easily locate the podcasts.<br />
<br />
Sharing your podcasts:<br />
1) Once your podcasts are uploaded, share the link through social media...I recommend Twitter or Facebook. Instagram isn't really ideal because link-sharing is limited to one URL in your profile. Although, you could place your most recent podcast there or the link to your podcast channel.<br />
2) If you don't use social media in your classroom, email the link to parents, post it to the school website, or send it home in a newsletter with steps detailing how to access the podcast.<br />
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And there you have it! It might take some trial and error, but there are many YouTube tutorial videos to help you. Before you know it, you'll be podcasting like a pro. If you teach older students, don't hesitate to figure out these steps with your class...some students have a lot of tech knowledge and can be a great resource. If you are fortunate enough to have an ICT teacher-leader (like <a href="https://twitter.com/leaho77?lang=en" target="_blank">Leah Obach</a> in Park West School Division) or an ICT consultant (like <a href="https://twitter.com/mikethiessen?lang=en" target="_blank">Mike Thiessen</a> in Fort La Bosse), ask them to support you as you begin this process. Two brains are always better than one!<br />
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Good luck! And, if you have any suggestions for future Kindergarten Diva podcast episodes, please comment below or connect with me on <a href="https://twitter.com/india0309?lang=en" target="_blank">Twitter</a> at @india0309. I'd love to hear from you!<br />
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com1tag:blogger.com,1999:blog-1319218886512160235.post-90038584360757163542018-03-30T14:29:00.000-07:002018-04-10T22:00:59.706-07:00Yoga Off the Mat: Local and Global Yoga Non-Profit Organizations One of my assignments for my global education course was to research an international non-profit organization. As yoga is one of my great passions, I decided to see if there were any organizations that focused on yoga. A quick Google search turned up a few that looked interesting, but then I became busy with other assignments and didn't think about it any further for a few weeks.<br />
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Then my friend Melissa invited me to attend a yoga teacher mixer event as part of <a href="http://victoriayogaconference.com/" target="_blank">Victoria Yoga Conference</a>. Midway through the evening, everyone gathered in a circle and we introduced ourselves. I was surprised to learn that two women involved with local yoga non-profit organizations were in the room!<br />
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Nicole McLellan is the founder of <a href="http://www.nmclellan.com/" target="_blank">The Om-Work Project</a>. Nicole is an educator and yoga teacher with the mission of making yoga teacher training and travel accessible to high school graduates as an alternative to traditional post-secondary experiences. Nicole's foundation administers a scholarship fund to cover the costs of international yoga teacher training for young women who have completed high school. Nicole is also a speaker and author. Visit the <a href="http://www.nmclellan.com/" target="_blank">website</a> and follow her on social media (@theomworkproject) to learn more. View their brand-new video <a href="https://vimeo.com/263683120" target="_blank">here</a>!<br />
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Sarah Holmes de Castro from <a href="http://www.yogaoutreach.com/" target="_blank">Yoga Outreach</a> was also in attendance. Yoga Outreach is a provincial non-profit that targets trauma-informed yoga practices for abused women and prison inmates. Yoga Outreach provides trauma-informed yoga teacher training and retreats.<br />
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Both Nicole and Sarah told me that the local lululemon store was very supportive of their work, which led me to discover <a href="https://www.clintonfoundation.org/clinton-global-initiative/commitments/here-be" target="_blank">lululemon here to be</a>. This social impact program has pledged $25 million over five years to support local and global yoga initiatives, such as <a href="https://www.africayogaproject.org/" target="_blank">Africa Yoga Projec</a>t and <a href="http://www.loveyourbrain.com/" target="_blank">Love Your Brain</a>. Check out my infographic handout below to learn more. I had so much fun creating this handout using Microsoft Publisher and the Bitmoji extension for Google Chrome.<br />
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-2074296339925637352018-03-26T12:47:00.001-07:002018-03-26T13:04:56.023-07:00Research is One Big Mystery: Examining Research Through Nancy Drew's Magnifying Glass <div class="separator" style="clear: both; text-align: center;">
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Click on the video above to watch a narrated version of my Pecha Kucha presentation. Pecha Kucha is a presentation format of 20 slides with 20 seconds of narration per slide and the slide deck auto-advances during the live presentation. It is difficult to cite references when speaking in this format. This Pecha Kucha presentation is based on a paper of the same title that I have written, and here is the reference list for the paper. </div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 200%;">References<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Agee,
J. (2009). Developing qualitative research questions: A reflective process. <i>International
Journal of Qualitative Studies in Education</i>, <i>22</i>(4), 431â447. </span><a href="https://doi.org/10.1080/09518390902736512"><span style="color: black; font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 200%;">https://doi.org/10.1080/09518390902736512</span></a><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
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<span style="background: white; font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Chadderton, C. &
Torrance, H. (2011). Case study. In B. Somekh & C. Lewin (Eds.), <i>Theory and methods in social science
research, </i>(2<sup>nd</sup> ed., pp. 53-60). Los Angeles, CA: Sage</span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;"> <o:p></o:p></span></div>
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Chamberlain, K. (1994). The secrets of
Nancy Drew: Having their cake and eating It too. <i>The Lion and the Unicorn</i>,
<i>18</i>(1), 1â12. https://doi.org/10.1353/uni.0.0328<span style="background: white;"> </span><o:p></o:p></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Frankham,
J. & MacRae, Christina. (2011). </span><span style="background: white; font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Ethnography. In B. Somekh & C. Lewin (Eds.), <i>Theory and methods in social science
research,</i> (2<sup>nd</sup> ed., pp. 34-42). Los Angeles, CA: Sage<o:p></o:p></span></div>
<div style="line-height: 200%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto;">
Farnsworth, V., Kleanthous, I., &
Wenger-Trayner, E. (2016). Communities of Practice as a <o:p></o:p></div>
<div style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-add-space: auto;">
Social Theory of Learning: A
conversation with Etienne Wenger. <i>British Journal of Educational Studies</i>,
<i>64</i>(2), 139â160. doi:10.1080/00071005.2015.1133799<o:p></o:p></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Fraser,
H. (2004). Doing narrative research: Analysing personal stories line by line. <i>Qualitative
Social Work </i>, <i>3</i>(2), 179â201.
https://doi.org/10.1177/1473325004043383<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Gill,
S. & Goodson, I. (2011). </span><span style="background: white; font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Life history and narrative methods. In B. Somekh & C.
Lewin (Eds.), <i>Theory and methods in
social science research,</i> (2<sup>nd</sup> ed., pp. 157-165). Los Angeles,
CA: Sage</span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: right 6.5in;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Janesick,
V. (2000). The choreography of qualitative design: Minuets, improvisations, and
<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; tab-stops: right 6.5in;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">crystallization. In N. Denzin & Y.
Lincoln (Eds.), <i>Handbook of qualitative
research</i>, (pp. 379â399). Thousand Oaks,CA:Sage</span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Keene,
C. (1932). <i>Nancyâs mysterious letter</i>. New York, NY: Grosset &
Dunlap.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Keene,
C. (1953). <i>The ringmasterâs secret</i>. New York, NY: Grosset & Dunlap.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Killeavy,
M., & Moloney, A. (n.d.). Reflection in a social space: Can blogging
support reflective practice for beginning teachers? <i>Teaching and Teacher
Education</i>, <i>26</i>, 1070â1076. </span><a href="https://doi.org/10.1016/j.tate.2009.11.002"><span style="color: black; font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 200%;">https://doi.org/10.1016/j.tate.2009.11.002</span></a><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Knowledge
mobilization documents best practices for clear language research summaries.
(n.d.). Retrieved March 18, 2018, from
http://researchimpact.ca/knowledge-mobilization-documents-best-practices-for-clear-language-research-summaries/<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Lynch,
M. P. (2017). Teaching humility in an age of arrogance. Retrieved March 21,
2018, from https://www.chronicle.com/article/Teaching-Humility-in-an-Age-of/240266<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Province
of Manitoba. (2012). The community schools act. Retrieved March 22, 2018, from
https://web2.gov.mb.ca/bills/40-2/b012e.php<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="background: white; font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Somekh, B., Burman, E.,
Delamont, S., Meyer, J., Payne, M., & Thorpe, R. (2011). Research in the
social sciences. In B. Somekh & C. Lewin (Eds.), <i>Theory and methods in social science research</i>, (pp. 2-15). Los
Angeles, CA: Sage<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Taylor,
K. (2017). Nancy Drew: Feminist or daddyâs girl? Retrieved March 21, 2018, from
<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">https://www.theglobeandmail.com/arts/nancy-drew-feminist-or-daddys-girl/article1354579/<o:p></o:p></span></div>
<div class="separator" style="clear: both;">
</div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 24.0pt; margin-right: 0in; margin-top: 0in; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 200%;">Wenger-Trayner,
E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A
brief overview of the concept and its uses. Retrieved November 26, 2017, from
http://wenger-trayner.com/introduction-to-communities-of-practice/<o:p></o:p></span></div>
Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-35762240386543392182018-03-18T19:50:00.003-07:002018-03-18T20:36:48.260-07:00Teachers as Researchers: Making the Shift I think my heart will always be in a classroomâŚwhether itâs a room full of
energetic, shining-faced five year-olds or a university classroom filled with
âbig kidsâ training to become teachers, this is the place where I am always
happiest and most alive.<span style="mso-spacerun: yes;"> </span>My decision to
pursue doctoral studies was a difficult one, as it meant leaving these special
people and places for awhile and becoming a student once again.<br />
<o:p></o:p><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTC1G-0KE6zQEYKT07Dh8mTa8YDhia4FnR6KGuteVJ_4crjAKpQhBQvxzbcooEddIJ5oYAov8QqDV3RymtaV4o41LIAJM8KklH6wqiB_lGknQqCF_nZuAFVCxn-_nAtpbj_Q95ky3vLErn/s1600/effie+654.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTC1G-0KE6zQEYKT07Dh8mTa8YDhia4FnR6KGuteVJ_4crjAKpQhBQvxzbcooEddIJ5oYAov8QqDV3RymtaV4o41LIAJM8KklH6wqiB_lGknQqCF_nZuAFVCxn-_nAtpbj_Q95ky3vLErn/s320/effie+654.jpg" width="320" /></a></div>
Above: Junior and Senior Kindergarten sell iced tea and cookies to raise money to help the endangered Oregon spotted frog...one of my favourite project-based learning experiences!<br />
<br />
In the past year, my cohort and I have shifted to view education through the
lens of researcher as well as practitioner.<span style="mso-spacerun: yes;">
</span>This has been an especially tough one for meâŚfor many years, I have
probably placed a much higher value on practical knowledge than research.<span style="mso-spacerun: yes;"> </span>When research findings donât align with my
own experiences as a practitioner, I am guilty of defaulting to my own lived
experience.<span style="mso-spacerun: yes;"> </span>According to Labaree (2003),
teachers firmly believe that only fellow teachers have the authority to speak
about teaching and the educational process.<span style="mso-spacerun: yes;">
</span>Labaree found that teachers can and will refute an entire study by
citing one differing practical classroom example.<span style="mso-spacerun: yes;"> </span><o:p></o:p><br />
<br />
At the same time, teachers are deeply caring professionals committed to
providing the best possible education for their students.<span style="mso-spacerun: yes;"> </span>When something isnât working in their
classrooms, they usually want to know why.<span style="mso-spacerun: yes;">
</span>Many teachers are excited to implement new pedagogical approaches,
curricula, or teaching strategies and want to know if these practices are
making a difference for their learners. <span style="mso-spacerun: yes;"> </span>Although
teachers must report on students with letter/number grades and percentages, teachers
know that there is a bigger story behind the quantitative data. <span style="mso-spacerun: yes;"> </span>Despite a strong reliance on practical experience,
teachers do care about researchâthey are interested in solving problems,
investigating more deeply, and making a difference. This leads me to the topic
of my blog postâcan teachers also function as researchers?<span style="mso-spacerun: yes;"> </span>Is it possible to operate with one foot in
each camp? <o:p></o:p><br />
<b style="mso-bidi-font-weight: normal;"><br /></b>
<b style="mso-bidi-font-weight: normal;">What is teacher research?<o:p></o:p></b><br />
Cochran-Smith and Lytle (1993) defined teacher research as âsystematic and
intentional inquiry by teachers about their own school and classroom workâ (pp.
23â24).<span style="mso-spacerun: yes;"> </span>However, instead of being the
objective observer, teachers are involved in every aspect of the teaching and
research processâboth roles are intertwined, conducted at the same time, and
inform each other (Klehr, 2012).<span style="mso-spacerun: yes;"> </span>Klehr
has observed that teacher research is an active, reflective, and constantly
evolving process; research questions may shift over time as a direct result of
data collection, student needs, or shifting political situations in the
educational systems.<span style="mso-spacerun: yes;"> </span>I believe the goal
of teacher research is more informed, deliberate classroom practice. <o:p></o:p><br />
<br />
Qualitative research methods are well-suited to the flexible, holistic
nature of teacher-led research.<span style="mso-spacerun: yes;"> </span>Teaching
journals, pedagogical narration, field notes, observations, and media samples
are accessible and natural for most classroom teachers.<span style="mso-spacerun: yes;"> </span>In my practice, I blog on a monthly basis to
reflect on and disseminate my work.<span style="mso-spacerun: yes;"> </span>Blog
posts have chronicled my evolution as a teacher, allowing me to identify what
has worked, how I could improve as a practitioner, and what direction I should
take next.<span style="mso-spacerun: yes;"> </span>With blog posts, short case
studies, and the other methods described above, it is possible to identify
themes through narrative analysis.<span style="mso-spacerun: yes;"> </span>Narrative
methods are an excellent fit for the âpersonal, storied nature of teachingâ
(Carter, 1993, p. 8).<span style="mso-spacerun: yes;"> </span>Teachers are
natural storytellers who can analyze their stories through a research lens to
gain important insights. <span style="mso-spacerun: yes;"> </span><o:p></o:p><br />
<br />
In my own practice, Iâve been fortunate to participate in a more formal
research process several times.<span style="mso-spacerun: yes;"> </span>On both
occasions, this has fallen under the umbrella of participatory action research
as a teacher piloting new curricula and programs.<span style="mso-spacerun: yes;"> </span>My first experience was in 2007 when Manitoba
Education developed a Literacy with ICT continuum.<span style="mso-spacerun: yes;"> </span>I was one of three teachers in my school
district who implemented the new continuum and developed and assessed a variety
of <span style="mso-spacerun: yes;"> </span>learning experiences.<span style="mso-spacerun: yes;"> </span>I collected student work samples and
observations and maintained a teacher log of my experiences and
reflections.<span style="mso-spacerun: yes;"> </span>Throughout the year, I
shared my findings with Manitoba Education which informed the development
process and final product. <o:p></o:p><br />
<br />
Another time, I was able to assist with the development and implementation
of my school districtâs first Junior Kindergarten program.<span style="mso-spacerun: yes;"> </span>As a pilot site, we collected quantitative data
such as test scores (using the DIAL-4 developmental screening tool), parent
surveys, as well as relying on more qualitative measures such as observations,
field notes, and student work samples.<span style="mso-spacerun: yes;"> </span>We
wanted to know if regular early intervention with a qualified teacher and
clinicians had a lasting impact on studentsâ academic and social success.<span style="mso-spacerun: yes;"> </span>Although I was an inexperienced researcher
with a ton of bias and deeply invested in the process myself, my research
informed my classroom practice and my classroom practice influenced my research
questions.<span style="mso-spacerun: yes;"> </span>Collecting data and
constantly reflecting on what was working and what wasnât led to the
development of a research-informed, high-quality early intervention program
that I still regard as one of the great achievements of my teaching career. <o:p></o:p><br />
<b style="mso-bidi-font-weight: normal;"><br /></b>
<b style="mso-bidi-font-weight: normal;">What shifts do teachers need to make
to also function as researchers?<o:p></o:p></b><br />
Upon completing an undergraduate degree, most new teachers arenât prepared
to engage in research activities.<span style="mso-spacerun: yes;"> </span>Keeping
their heads above water with teaching, assessing, reporting, and classroom
management is enough to leave them exhausted at the end of the day.<span style="mso-spacerun: yes;"> </span>Gaining life and classroom experience and
developing a reflective practice are excellent starting points for novice
teachers.<span style="mso-spacerun: yes;"> </span>With time and continued
professional learning, teachers may be ready to move toward these four shifts
in perspective to engage more effectively in research activities (Labaree,
2003). <o:p></o:p><br />
<br />
a) From normative to analytical: instead of wondering what to do when a
particular problem occurs, teachers must transition to examining the nature of
the problem to understand it more fully. This shift in viewpoint enables
teachers to focus on the big picture (instead of just one student or one issue)
and make broader connections and generalizations. <o:p></o:p><br />
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">b) From personal to intellectual: <span style="mso-spacerun: yes;"> </span>good teachers are deeply invested in
relationships with students, parents, and colleagues.<span style="mso-spacerun: yes;"> </span>However, to use an old clichĂŠ, sometimes this
can stop them from seeing the forest because of all the trees. As researchers,
teachers need to look beyond individual relationships to big, important ideas.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">c) From particular to universal: <span style="mso-spacerun: yes;"> </span>many teachers are busy and overwhelmed, giving
them a narrow focus limited to their classrooms and students. Researchers have
a broad knowledge of theory that can create linkages to a community of
practice.<span style="mso-spacerun: yes;"> </span>My colleague and best friend
<a href="https://twitter.com/LeahO77" target="_blank">Leah Obach</a> and I like to work within a community of practice, including
parents, students, community members, educational stakeholders, and
universities in our classroom practices.<span style="mso-spacerun: yes;">
</span>This creates opportunities for collaboration and learning experiences
that wouldnât otherwise be possible.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHC3sehaKtEoc7ows-i6028oZEpEY7VaU0FQqhMw5fterl6xvZEAh9XWy7q5mFkZeeTZ2BwHJZ_YfhbO7ASGRm953ordSjO8E1PmgKagQrjmyNvxObUrZ-s-yFt8id7-YUk4NYHuhd94eX/s1600/20170302_182201000_iOS.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHC3sehaKtEoc7ows-i6028oZEpEY7VaU0FQqhMw5fterl6xvZEAh9XWy7q5mFkZeeTZ2BwHJZ_YfhbO7ASGRm953ordSjO8E1PmgKagQrjmyNvxObUrZ-s-yFt8id7-YUk4NYHuhd94eX/s400/20170302_182201000_iOS.png" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: left;">
Above: Junior and Senior Kindergarten students collaborate with university students to investigate climate change and the impact on polar bears</div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">d) From experiential to theoretical: as previously mentioned,
many teachers believe their lived experiences trump any theory or research.</span><span style="font-family: "times new roman" , serif; font-size: 12pt;"> </span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Teachers must be willing to consider theory
as well as practical experience in their roles of teacher-researchers.</span><span style="font-family: "times new roman" , serif; font-size: 12pt;"> </span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><b>Challenges and next steps</b> </span></div>
Practicing teachers have great potential to benefit from examining and
applying existing research and investigating and creating new research.<span style="mso-spacerun: yes;"> </span>However, few teachers have the time (or the
sometimes the desire) to read professional literature, finding academic studies
to be dense and difficult reading.<span style="mso-spacerun: yes;"> </span>One
solution is to make clear language research summaries available to practicing teachers.<span style="mso-spacerun: yes;"> </span>These concise and simple summaries are a
quick and easy way for busy teachers to engage with current research <!--[if supportFields]><span
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<span style="mso-spacerun: yes;"><br /></span>
Children in classrooms can function as co-researchers (although this idea merits its own blog post). Pedagogical approaches such as inquiry and project-based learning foster a classroom culture that values children's curiosity and ability to ask questions and identify problems and issues in their world. Children are very capable of posing questions and can become tenacious researchers when pursuing ideas that are important to them. Giving children the opportunity to participate in research builds important academic skills as well as the ability to communicate, collaborate, and cooperate with others.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhALy3Wc9Gf2ansldHsCdv9tsji7CffWOTNpVwDA8canSIpVacTF8atsmCKXzywGn5hTlmPruiZbE7xu76rk9NZyZ8a0tvogxMfgrsEY4mhcZiHWkQqQAdJsIQtKdVYb5QiSLmOC_egfLW_/s1600/polar+animals+national+sweater+day_5.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="800" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhALy3Wc9Gf2ansldHsCdv9tsji7CffWOTNpVwDA8canSIpVacTF8atsmCKXzywGn5hTlmPruiZbE7xu76rk9NZyZ8a0tvogxMfgrsEY4mhcZiHWkQqQAdJsIQtKdVYb5QiSLmOC_egfLW_/s320/polar+animals+national+sweater+day_5.jpeg" width="320" /></a></div>
Above: Kindergarten children collect quantitative data through a survey.<br />
<br />
Additionally, stronger linkages must be forged between universities and K-12
schools.<span style="mso-spacerun: yes;"> </span>When university faculty conduct
research in K-12 educational settings, it demystifies the research process and provides
useful and timely information to classroom teachers (hopefully). University
faculty involved in local schools can also lead to mentoring or partnering with
teachers as teachers begin to engage in their own research.<span style="mso-spacerun: yes;"> </span>As classroom teachers experience the value in
the process, it is likely that they will be more invested in continuing to ask questions,
seek answers, share their findings, and make a difference in education.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p><br />
<span style="mso-spacerun: yes;"><br /></span>
References<br />
<o:p></o:p><br />
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
Carter, K. (1993). The place
of story in the study of teaching and teacher education. Educational Researcher,
22, 5â12.<o:p></o:p></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
Cochran-Smith, M., &
Lytle, S. (1993). Inside/ Outside: Teacher research and knowledge. New York,
NY: Teachers College Press.<o:p></o:p></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
Klehr, M. (2012). Qualitative
teacher research and the complexity of classroom contexts. <i>Theory Into
Practice </i>, <i>51</i>(2), 122â128.
https://doi.org/https://doi-org.ezproxy.library.uvic.ca/10.1080/00405841.2012.662867<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 24.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -24.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Knowledge mobilization documents best practices for clear
language research summaries. (n.d.). Retrieved March 18, 2018, from
http://researchimpact.ca/knowledge-mobilization-documents-best-practices-for-clear-language-research-summaries/<o:p></o:p></span></div>
Labaree, D. F. (2003). The peculiar problems of preparing educational
researchers. <i>Educational <span style="mso-spacerun: yes;"> </span>Researcher
</i>, <i>32</i>(4), 13â22. Retrieved from
http://journals.sagepub.com.ezproxy.library.uvic.ca/doi/pdf/10.3102/0013189X032004013<i><o:p></o:p></i><br />
<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-65819661944978982402017-12-16T13:13:00.002-08:002018-02-18T14:23:43.214-08:00What I've Learned in the First Term of PhD Studies: Workflow and Wellness It's hard to believe, but the first term of PhD studies has drawn to a close. As my last blog post indicated, September seemed to crawl as I battled a touch of homesickness, so many firsts, and being brave and by myself. Once I put September behind me, October and November have passed in the blink of an eye. I like to think as a slightly older and wiser PhD student, I've learned a few things in the last couple of months.<br />
<br />
<b>Figure Out My Workflow: Researching and Writing Papers</b><br />
<br />
This has been a really hard one for me. The first paper I wrote took me DAYS because I didn't have any steps or strategies in place to help me organize my time, my resources, and my writing process. I'm doing so much better with this now, especially after writing three massive papers all due in the past week. Here's what works for me:<br />
-search for articles and books in <a href="https://scholar.google.ca/">Google Scholar</a><br />
-read abstracts of articles, if that is promising do a quick scan of the article, and determine if it's useful<br />
-copy the title and author, search them in the UVic library catalogue, then download to my computer into OneDrive files labelled by topic<br />
-at the same time, extract the reference information into <a href="https://www.mendeley.com/">Mendeley</a> (a free citation manager tool that has a desktop program, a Google Chrome browser plug-in, a Microsoft plug-in, and an app)<br />
-based on the articles I found, I get a piece of chart paper and make a big concept map of all the ideas I want to include<br />
-structure an outline of my paper and decide on the major themes. I set this up in Microsoft Word, not as the actual paper, but as a place to organize information. The themes continue to evolve throughout this process.<br />
-then I begin to read the articles. Anytime I find anything useful, I copy and paste the text, article title, and page number into the correct section of my outline.<br />
-revisit course materials for anything that links to my paper<br />
-print out my outline (because it's just too hard to switch screens), then spend some time reading all my notes and let it sink in<br />
-then I make a concept map that organizes the first section of my paper, then write the first section of the paper. I repeat this process section by section until all the writing is done, extracting citations from Mendeley as I go (the Microsoft Word plug in makes this very easy)<br />
-write the introduction and discussion/conclusion<br />
-draft the abstract<br />
-let the paper rest for a day or two so I can return to it with fresh eyes<br />
-read the paper and edit, at least two times<br />
-read the paper paying strict attention to APA format, looking things up as necessary in my handbook or online<br />
-ask friends and/or my supervisor to review to give feedback on the flow of the paper, cohesiveness of my thoughts, and sharpness of argument<br />
-take a deep breath and submit, then pour a very large glass of red to celebrate!<br />
<br />
<b>Workflow: Organizing Class Materials and Notes</b><br />
<br />
The only tools I need to manage course materials and notes are Microsoft <a href="https://www.onenote.com/">OneNote</a> and <a href="https://onedrive.live.com/">OneDrive</a>. I've set up a <i>Doctoral Studies</i> OneNote notebook with sections for each course. Each class, I start a new page in the relevant section with notes. If the professor hands something out or shares a useful diagram, I photograph it and upload it to OneNote. This has worked wonderfully well, and when friends miss notes, it's easy for me to share mine with them. The only thing I might do differently next term is organize my course notes by topic instead of date, as it was sometimes difficult to remember what date we discussed something. As OneNote is a cross-platform tool, I have the app on my iPhone, my Surface, and my laptop. Everything syncs across devices, so I always have everything I need.<br />
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Additionally, I organize all articles, course outlines, and handouts in Microsoft OneDrive. I have a folder called <i>Doctoral Studies</i> and a sub-folder for each class. Like OneNote, OneDrive is available on all my devices, and it is really easy to share documents and work collaboratively with my colleagues.<br />
<br />
Office 365 is free for educators and includes the tools I rely on so heavily. All you need is an education email address (your school division or university one will work) and you can start using it for free! Learn more <a href="https://www.microsoft.com/en-ca/education/products/office/default.aspx">here</a>.<br />
<br />
<b>Leverage Your Resources</b><br />
<br />
I'm fortunate to be surrounded by amazing friends, colleagues, and mentors, and I know that seeking their support is key to my success. It's sometimes hard to make myself vulnerable and share my work with them because I don't want them to think it's bad. But I know the only way I'll improve is with feedback, and sometimes I can't see my own glaring errors as I've spent so much time working on the paper. Sending my first paper to my supervisor for review was a very hard and scary moment. But her feedback was kind as well as constructive, and I learned a lot.<br />
<br />
My best friend Leah and I like to do as much as we can together and we have very similar educational interests. It's a bit harder now, but that's where <a href="https://www.skype.com/en/">Skype </a>has been a great tool. We used Skype to review my paper together last weekend; sharing the screen so we could both see the paper at once.<br />
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<br /></div>
<b>You Won't Survive Without Your Cohort</b><br />
<br />
My department chair at Brandon University advised me that my relationships with the people in my cohort would be critical to my success, and he was absolutely right. On the first day of my first class, I made a new friend, and I've added to that number throughout the term. I took it upon myself to organize a cohort study group and we meet every other Wednesday before one of our classes. I used <a href="https://forms.office.com/">Microsoft Forms</a> to find a time and location that worked for the most people. Sometimes only a few people show up, but it is an important opportunity to discuss the readings and assignments, ask questions, and listen to each other.<br />
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<img alt="Image may contain: 11 people, people smiling, people standing" height="320" src="https://scontent-yyz1-1.xx.fbcdn.net/v/t1.0-9/23843436_10155739550500535_5298164095104509895_n.jpg?oh=cd7cdfd7fed011da6ff647cde4e9aadb&oe=5ACF7D3B" width="320" /></div>
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<img alt="Image may contain: 11 people, people smiling, people sitting, table and indoor" height="245" src="https://scontent-yyz1-1.xx.fbcdn.net/v/t1.0-9/24174140_10155759056500535_2404807012974842159_n.jpg?oh=1ac710cfd6d57f52d7fb01b2156fde76&oe=5AC017F5" width="320" /></div>
<br />
<b>Take Time for Wellness</b><br />
<b><br /></b> Time spent in nature and on my yoga mat kept me sane during the crazy busy-ness of final papers. I keep my yoga mat unrolled by the table where I work, and every hour I stop what I'm doing and spend a few minutes practicing...often just a few cat-cow stretches, downward dog, forward folds, and some twists. Additionally, I take in a studio class most days at One Yoga, Alive Mindbody (barre--my new passion) or Fernwood Yoga Den, and occasionally Moksana and Moksha. Moving my body and focusing on nothing but my breath and intention are so therapeutic for me. After finishing my a 6000-word paper, I was exhausted and overwhelmed, but thought I should carry on to my next paper. This proved to be a really bad idea as I was unproductive and tearful and incapable of doing anything. I used my Mind Body app to find an upcoming class and headed to Moksha for a 90-minute warm yin class. It was the best thing I could have done, and as my mind and body relaxed in savasana, I was hit with the most fabulous idea ever for structuring my next paper. I left the yoga studio feeling inspired, and went home to write half the paper in one sitting. I got an A+, and I firmly believe that I wouldn't have produced such great work without taking care of myself first.<br />
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<tr><td class="tr-caption" style="text-align: center;">Love yoga barre classes at Alive Mindbody!</td></tr>
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Most days I visit my nearby beach which is only five minutes away. The fresh ocean air and refreshing breeze always energize and refocus me. There is a great trail that wanders from Willows Beach to Cattle Point that I love to walk along. The beaches are open to dogs beginning in October, so I often get to pat dogs and visit with their owners. Social interaction, animals, and fresh air always make me feel so much better.<br />
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<b>And the first term is in the books...</b><br />
My first term of PhD studies went so much better than I expected... I'm really pleased with my marks, the program and my supervisor are both excellent, and I love my new friends and yoga community. Happy to be back in Manitoba for the holidays, and excited to see what the second term has in store!Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com5tag:blogger.com,1999:blog-1319218886512160235.post-68157516719694200622017-10-15T22:14:00.001-07:002017-10-15T22:15:16.783-07:00The ABCs of My Professional Practice with Video Scribe <iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/rmAmlHM26m4" width="480"></iframe><br />
<br />
I developed this video for an assignment in one of my PhD courses--we were tasked to create a multimedia presentation demonstrating who we are as a practitioner. This was my first time using <a href="https://www.videoscribe.co/en/" target="_blank">Video Scribe</a>, and there was a bit of a learning curve. There were lots of helpful YouTube tutorials which really helped. My only complaint about this tool is that the sound track has to be made in one big chunk...you can't attach narration to individual slides/images. As a result, it took me about ten tries to get my narration...nearly...perfect! Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com1tag:blogger.com,1999:blog-1319218886512160235.post-41120482742388889612017-10-12T10:55:00.000-07:002017-10-25T22:51:22.677-07:00My PhD Journey Begins: Living and Learning in Victoria, BCWell here I am in Victoria and it's October. Thank goodness. September was the longest month of my life. Usually, September flies by in a flurry of first days of kindergarten, endless forms to complete for the office, and all the usual "back to routine" stuff. This September was dramatically different as I am currently on leave from Fort La Bosse School Division and my busy and fun kindergarten classroom at Oak Lake Community School. It was a September full of new experiences, first times, and a lot of being brave. And time seemed to crawl. <br />
<br />
So what brings me to Victoria? After years of flirting with the idea, I've finally decided to pursue my PhD in Curriculum and Instruction with a focus on early childhood education. I researched PhD programs all over Canada, and the best fit for me (complete with a fabulous supervisor and entrance scholarship) was University of Victoria on the west coast of Canada. I've been here for nearly 6 weeks and a lot has happened. Here are some of my thoughts on this new and exciting stage of my life.<br />
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<b>On Being a Student</b><br />
UVic has the most beautiful campus ever, and now that I've figured out most things are contained within the ring road with a huge green space in the middle, I'm navigating my way around campus without Google Maps. There are totem poles everywhere, a lovely fountain in the centre of campus, a gorgeous library, and the amazing First Peoples' House. Finnerty Gardens and Mystic Vale are also part of UVic, and they are beautiful green spaces that I enjoy as often as I can. <br />
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It isn't just the campus that's nice--the people in my cohort (the PhD word for the people in your year/program) and my professors are great too. I've already made some new friends in my cohort and organized a study group. And I'm super impressed with the high quality of professors...I'm regularly moved to tears in my curriculum class with Dr. David Blades. I've never met someone who could make curriculum fascinating, engaging, and emotional, but this man certainly can. This week's assignment was to write a story about a time we felt we'd made a difference in education, then reflect on it. Everyone was invited to share their story for last night's class, and it resulted in 11 teachers and a professor tearing up over and over. And this was how he introduced us to the phenomenological approach, which postulates that curriculum is experiential, relationship-based, and transcends the human experience. Wow! My supervisor is amazing as well. Her name is <a href="https://www.uvic.ca/education/curriculum/faculty-staff/faculty/about/experts/streelasky/index.php" target="_blank">Dr. Jodi Streelasky</a> and she is such a lovely person, and everyone who asks me who my supervisor is assures me that I'm so lucky when I tell them. Take a look at her latest project <a href="https://www.sd44.ca/District/LearnShareGrow/default.aspx#/view/287" target="_blank">here</a>.<br />
<br />
I'm thriving on immersing myself in being a learner again, but I'm still not confident that I can actually do this. I just keep telling myself to do the work, participate in class, and it will all come together. Fingers crossed! There are so many additional learning opportunities on campus that I'm soaking up too--special lectures with visiting scholars, concerts, and sessions for improving my knowledge base and academic skills. I'm going to as many as I can because it's basically free professional development. <br />
<br />
<b>On Being Brave</b> <br />
I've had to be brave a lot lately, and I think that's why the month of September has been so hard. My best friend Leah drove out here with me, so together we navigated the bus system, set up my apartment, and toured around Victoria. But when Leah left, reality hit with a vengeance. I've never lived on my own before, so it's been quite an adjustment. Fortunately my little apartment is working out really well and the people I rent from are very nice. <br />
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<tr><td class="tr-caption" style="text-align: center;">First meal in the new apartment with Leah</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">First day on campus at graduate student orientation </td></tr>
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My first day of school probably took the greatest amount of bravery. I was (and still am to some degree) really intimidated of classes at the PhD level. I'm still worried that I'm not smart enough and although I make an effort to participate in class, I never think my comments are as meaningful and intelligent as what other people say, but I can only offer what I know from my own experiences. Just like I'd tell my kindergarten students, I focus on trying my hardest, doing my absolute best, and being myself. And if that's not good enough, then this isn't the right path for me.<br />
<br />
Although I've always been a confident driver (not necessarily a good driver, but a reasonably confident one), driving in Victoria is stressful. My built-in GPS in my Jeep loves to take me the most random routes ever, so I constantly have to check with Google Maps. I'm always getting messed up by lanes that turn into turning lanes (or don't) and all the new "no left turns on certain streets" that were added recently and maps haven't caught up. There is also never ANY parking downtown, so I take the bus a lot. Since I never know where I'm going, I have to allow myself lots of time, and as a result I show up everywhere super early (my dad would be proud). <br />
<br />
Teaching on-call requires quite a bit of bravery too. Just driving to the school in morning traffic is enough to get my heart pounding. Then the assignment is just like a box of chocolates--you never know what you're going to get. Most of my experiences have been pretty decent, but I had a rough go last week. I've discovered a new love for high school low incidence classrooms (what we'd call a life skills unit in Manitoba) and those are my absolute favourite call outs. Since I have a Master of Education in Special Education, nearly all my call-outs are for learning assistance and special education. Not one kindergarten classroom yet :( Fortunately, the pay is really good (2-3 times what substitute teachers make in Manitoba) and it's nice to be with kids a couple of times a week. I've instituted a new rule: if I teach on call I can go to Starbucks. It's working pretty well.<br />
<br />
<b>Victoria and the People</b> <br />
I'd heard from a few people that Victoria was quite a "closed" city that didn't welcome outsiders well, but my experience has been the exact opposite. Everyone is so friendly and welcoming, and I chat with people everywhere I go. Yoga has been wonderful, as I meet lots of people in yoga studios and I made some new friends at my yoga teacher training at the end of September. The thing I like best is that when riding the bus, everyone thanks the busdriver when they get off. How charming is that? <br />
<br />
<b>Victoria's Yoga Scene</b><br />
Sometimes I have to remind myself that I'm here to go to school, not attend yoga classes. It's hard. There are so many amazing yoga studios and events, and I'm less than 2 km from a therapeutic yoga teacher training program. Their restorative training was fantastic in September, and they offer weekend trainings twice a month. But finances and academic commitments dictate that this is something I can only take advantage of once in awhile. I'm also very guilty of wanting to plan my teaching on-call schedule around my favourite yoga classes. I've discovered a new passion--barre classes (especially the ones that blend yoga and/or pilates). I'm spoiled for choice here!<br />
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<tr><td class="tr-caption" style="text-align: center;">Taking relaxation to a new level at Ajna Yoga restorative training</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh26yNbNfNGdKoSK_pbtUeVcLXiXuYd1j1nKdKFcQmy5QTTs6pk026oUkLwAE-phFHF7ft1OU-oKk3bVo2OHb_-sHLVeorQPTZCC0sNNhkMPlMLza55OLbdy5GZR-vG4Xk_NXhkHGKFvPXk/s1600/IMG_0140.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /><img border="0" data-original-height="1074" data-original-width="1080" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh26yNbNfNGdKoSK_pbtUeVcLXiXuYd1j1nKdKFcQmy5QTTs6pk026oUkLwAE-phFHF7ft1OU-oKk3bVo2OHb_-sHLVeorQPTZCC0sNNhkMPlMLza55OLbdy5GZR-vG4Xk_NXhkHGKFvPXk/s320/IMG_0140.JPG" width="320" /></a></div>
<b>New Things I've Learned</b><br />
Anytime you step out of your comfort zone it's a great opportunity to learn new things about yourself. Not that it's always easy or fun, and I know these realizations are really simple. But sometimes you need experiences like these to drive home the most basic lessons.<br />
1) <b>It's a huge privilege to be part of a community.</b> I miss Kenton, my family, my friends, my yoga community, and my school community. I miss people knowing me and caring about me, and I miss knowing and caring about other people too. Although I am making new friends and a place for myself here, I don't really think it's possible to replicate the level of connection and interdependence in Victoria that I've experienced as a lifelong resident of a small town. <br />
2) <b>Having a pet is an amazing gift.</b> I miss my dog and cat SO much. It's not that I miss them more than my family, it's just that I can't text and call them. In six weeks of being away from them, I've learned that having a pet to love and care for is really imperative to my happiness. I ask to pat random dogs and engage in conversation with dog owners at Starbucks, the beach, and on trails just to get a dog fix. I have all these beautiful places to walk and hike and no dog to take with me, and it's so hard. <br />
<b>3) Keeping busy is key.</b> I've always maintained a very busy schedule, and although sometimes I've longed to have fewer commitments, I've found that I don't do well with downtime. Especially when I'm lonely. My PhD workload is demanding, and I try to teach on-call 1.5-2 days per week. Any remaining time I fill with yoga. The busier I am the better I seem to do! Every week I try to do something new and "touristy". So far I've visited Witty's Lagoon, Hatley Castle, Ogden Point, Butchart Gardens, a couple of wineries, Beacon Hill Park, walked the Songhees Walkway, checked out Mile 0, and enjoyed a few beaches. I also went to the symphony in the beautiful Royal Theatre to hear James Ehnes with the Victoria Symphony Orchestra. I'm so grateful that my temporary home has so many beautiful sites and new and different things to do.<br />
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<tr><td class="tr-caption" style="text-align: center;">The stunning legislature buildings and grounds in downtown Victoria</td></tr>
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<b>4) Everything is temporary.</b> I tell myself this when I'm feeling homesick or overwhelmed. These feelings are temporary and will pass. This opportunity to live, learn, and practice yoga in Victoria, BC, is temporary too. I try and stay mindful, push myself to try new things and meet new people, and soak up every drop of this amazing, challenging new experience. </div>
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com2tag:blogger.com,1999:blog-1319218886512160235.post-52578773165734863462017-08-02T04:29:00.002-07:002017-08-02T08:15:19.764-07:00Ten Tips for Meaningful Play in the Kindergarten/Grade 1 Classroom <div class="MsoNormal">
Kindergarten teachers agree that their students need
time to play each dayâ60 minutes of free play is a recommendation we often
hear. This is supported by countless studies, a <a href="https://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-learning_statement_EN.pdf" target="_blank">statement</a> from Council of Ministers of Education in Canada, and Manitoba Educationâs recent document, <a href="http://www.edu.gov.mb.ca/k12/childhood/time_for_joy/full_doc.pdf" target="_blank">A Time for Learning, A Time for Joy</a>. But what happens when you teach a multi-age
kindergarten and Grade 1 class? You know that your kindergarten kiddos need
play and you want to provide a developmentally-appropriate program. And, you
recognize that Grade 1 kids need play too, but you donât feel you can spare the
time given the huge demands of literacy and numeracy achievement and reporting.
What is a teacher to do without short-changing the kids or missing out on
important instructional time? Here are ten tips to inspire you and provide some ideas for your classroom practice. <o:p></o:p></div>
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<b>First of all...change your thinking! </b></div>
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Opportunities to play WILL support your Grade 1 students' literacy, numeracy, and language development, as well as overall academic achievement. It is NOT time wasted, especially if play-based learning activities are thoughtful, intentional, and responsive to the needs of your learners. I do not spend a lot of time on "formal" reading instruction in kindergarten. Instead, my young learners have many opportunities for rich learning through play, project-based, and inquiry-based learning, where they use language for a purpose. We do spend lots of time developing phonological awareness skills (vitally important), practicing high-frequency words when we are ready, and reading together to access information for projects, but time spent playing contributes to their ability to learn to read. </div>
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<b>Second of all...educate and involve stakeholders.</b></div>
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Keep parents and your administrator informed and explain WHY play-based learning is an essential component of your program. Give them a clear understanding of how it is benefiting children and enhancing their emerging literacy and numeracy skills as well as motor development and social competencies. Post the CMEC Statement on Play-Based Learning in your classroom and send it home to parents at the start of the year. Be clear that there is a rationale behind including play-based learning and it is supported by Manitoba Education and current research. </div>
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<b>Discovery Learning</b><o:p></o:p></div>
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Start the day with 15-25 minutes of discovery learning tubs
or traysâespecially the days when your kindergarten students attend. Begin by
teaching the routine of hanging up coat and backpack, handing in
clipboard/agenda, putting on indoor shoes, then going to a table to explore and
interact with the materials. Discovery learning can target literacy, numeracy,
art exploration, as well as science and social studies concepts. Some teachers
try to have one tub/tray from each curricular area each week for a total of 4-5 tubs/trays. Discovery
learning is play-based, hands on, and promotes inquiry. Learn more <a href="http://kinderdiva.blogspot.co.uk/search?q=discovery+learning" target="_blank">here</a> and check out these fantastic ideas on <a href="https://www.pinterest.com/conniejlowe/discovery-bins/" target="_blank">Pinterest</a>. <o:p></o:p></div>
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The start of the year is a great time to begin discovery
learning with simple fine motor activities to strengthen the hand skills of
your learnersâvery important for the increasing demands for printing we place
on Grade 1 students. See this <a href="http://kinderdiva.blogspot.co.uk/2015/03/developing-fine-motor-skills-through.html" target="_blank">post</a> to learn more about fine motor activities that are open-ended and encourage exploration. <o:p></o:p></div>
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Once a discovery learning routine is established, activities
can become more complex. As a teacher, you can spend the time observing
students, capturing evidence of learning through photographs and voice recordings,
and taking anecdotal notes. You might choose to position yourself at one discovery tray or roam around the room. I highly recommend <a href="http://www.onenote.com/" target="_blank">Microsoft One Note </a>to organize all
that informationâcreate a page for each student, and youâll have a wealth of
data by report card time. Microsoft One Note is available across platforms (app and web-based). </div>
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<o:p></o:p></div>
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<b>Maker Stations or Maker Spaces </b><o:p></o:p></div>
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Making is very much like free playâkids are given choices and
opportunities for open-ended exploration, problem-solving, design/creation, and
social interaction. Consider introducing maker stations or maker time when you
feel your students are ready for it. Ideas include:<o:p></o:p></div>
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-cardboard creations (you could incorporate STEM/STEAM
design challenges). It's a great use for recycled materials too. <o:p></o:p></div>
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-building with a variety of materials such as lego, magna-tiles, blocks, Wedgits, etc. <o:p></o:p></div>
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-coding and robotics (and if you teach in Park West School
Division, youâre very lucky to have <a href="https://twitter.com/leaho77?lang=en" target="_blank">Leah Obach</a> as an amazing resource in this
area)<o:p></o:p></div>
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-making is an excellent way to meet Grade 1 science outcomes from Cluster 3: Characteristics of Objects and Materials while developing important Cluster 0 skills </div>
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-consider scheduling making in your day or week for a period of time--longer blocks work best to give kids opportunities to really immerse themselves in what they are doing, Also, it can be messy, and I'd rather clean up one big mess once a week than slightly smaller messes every day!</div>
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-encourage your emerging writers to photograph what they have made and write about it--maybe by posting to Instagram and captioning it, or printing out the picture, pasting it in their journal, and printing sentences/words/labels. Preserving their creations through photography also helps with the heartbreak of dismantling it!</div>
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-learn more <a href="http://kinderdiva.blogspot.co.uk/2016/08/making-maker-faireand-yoga-festival-too.html" target="_blank">here</a></div>
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<tr><td class="tr-caption" style="text-align: center;">Making structures with cups is a popular MakerSpace activity</td></tr>
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<b>Make literacy and numeracy materials available to support and extend the play.</b></div>
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<o:p></o:p></div>
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Provide students with markers, post-it notes, index cards, paper, tape, popsicle
sticks, clipboards, dice, and basically anything you can think of to encourage
them to use their emerging literacy and numeracy skills. Index cards and popsicle
sticks make wonderful signs for a building project or hockey arena, for example. Clipboards and notepads are
perfect for taking orders in the classroom restaurant. Pricing objects in a
grocery store by printing numbers on sticky notes is wonderful practice. <o:p></o:p></div>
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I always like to provide blank stapled booklets so students
can create their own books as a play option. Some kids will spend hours doing
just that. Make sure you support them with a very simple word wall and great
books to spark their imaginationsâthe Pigeon books by Mo Willems coupled with some You Tube drawing tutorials of the pigeon and the duckling led to amazing and spontaneous
student writing in my K classroom and Leahâs Grade 1 classroom. <o:p></o:p></div>
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In my kindergarten classroom, I have an Independence Station full of materials that the students are free to use independently (after some instruction)--stapler, tape dispenser, pencils, erasers, markers, pens, paper, etc. Having the materials accessible saves you the hassle of kids asking permission and gives them an appropriate level of responsibility. </div>
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<b>Involve students in the development of play activities. </b></div>
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When it is clear that we need a new dramatic play activity in the classroom (maybe I observe they are bored), the students help me develop a plan for it. Together we brainstorm ideas, sometimes voting on what the new dramatic play activity should be. Voting offers opportunity for graphing, one-to-one correspondence, counting, printing numerals, and comparing. </div>
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Once the dramatic play activity is chosen, we use shared writing to draft a list of the supplies we need. This offers a wealth of rich literacy learning:</div>
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-how to make a list (writing genre)</div>
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-initial, medial, final sounds as we spell words </div>
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-stretching words out to hear sounds</div>
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-syllables in words </div>
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-spaces between words</div>
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-students can share the pen with the teacher with the teacher printing the more difficult parts (otherwise it takes forever and everyone gets tired of it)</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPB6CtAghJCCDVhv99ULfLamTxEAa-pMwgiY_euIC_mQbTeNAc6aZ_X5o2Sreh3mi-4zvGUEGVk3UGmmTcx131bRjxHPrGTC1q6KJViPQMUmCF8C8w_CeIJE7RtqLUuOEZCgIqQZnnm7Bn/s1600/20160216_191715246_iOS.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPB6CtAghJCCDVhv99ULfLamTxEAa-pMwgiY_euIC_mQbTeNAc6aZ_X5o2Sreh3mi-4zvGUEGVk3UGmmTcx131bRjxHPrGTC1q6KJViPQMUmCF8C8w_CeIJE7RtqLUuOEZCgIqQZnnm7Bn/s400/20160216_191715246_iOS.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This pizza restaurant was the students' idea and provided many rich opportunities for literacy and numeracy, </td></tr>
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<b>Teach
mini-lessons that extend play-based learning.</b></div>
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<o:p></o:p></div>
Once our new dramatic play activity is up and running, I carefully observe my learners to see what teaching I can do to extend the play. For example, if it is a grocery store, we might work together to price items and print numbers for each item. Then we might use pennies or loonies to match one-to-one to represent the price. Sometimes, once items are priced, I'll grab a bunch of grocery items from the store and give one to each child and together we practice counting out the correct number of pennies/loonies/counters to match the number written on it.<br />
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If it is a restaurant, we might work together to create menus, captioning pictures of what the restaurant serves. Or, I might teach them how a server would take an order in a restaurant or how a chef would write a recipe. The opportunities are endless and directly linked to kindergarten and Grade 1 outcomes. </div>
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Check out the following examples:</div>
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<a href="http://kinderdiva.blogspot.co.uk/2016/03/play-based-learning-pizza-party.html" target="_blank">Play-Based Learning Pizza Party </a></div>
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<a href="http://kinderdiva.blogspot.co.uk/2014/01/shopping-for-learning.html" target="_blank">Shopping for Learning </a><br />
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<b>Observe play carefully and use it to inform your
instructional decisions.</b><o:p></o:p></div>
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-choose one child to observe per session of play<o:p></o:p></div>
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-take notes and collect samples of learning (photographs,
voice recordings, etc)<o:p></o:p></div>
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-what do you see? Is there an evident need that could be
addressed with a small group literacy/numeracy lesson or a whole-class learning
experience? <o:p></o:p></div>
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-do you observe a strong interest that could be developed
into a class inquiry or project-based learning? What fascinates your students
and what themes emerge repeatedly in their play? <o:p></o:p></div>
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<b>Consider "play planning", especially for your Grade 1 students. </b></div>
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It's a fantastic literacy activity and develops your students' abilities to develop, record, and follow a plan. I like to add a reflective component as well following play time. Learn more <a href="http://kinderdiva.blogspot.co.uk/2015/03/planning-for-play.html" target="_blank">here</a>. </div>
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<b>And lastly...a pitfall to avoid</b><br />
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Donât make play available to your Grade 1 students only
when they are done their âworkâ. This results in many of the kids who need play
the most being denied precious minutes of learning, and creates a mindset that play is a break from learning/real
work. Play is the work of the child and there should be equal access to play for ALL children in your classroom. <o:p></o:p></div>
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<img alt="Oh how I LOVE this! I find play so important and will justify an extended recess any day!" src="https://s-media-cache-ak0.pinimg.com/564x/b7/54/6f/b7546fb7b2dd6bca1b14e5837e0d2fa2.jpg" /></div>
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Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-5793410871645268882017-05-08T09:43:00.001-07:002017-07-14T21:06:44.649-07:00Not Just a Book: Outdoor Learning Fosters Early WritingAs we've been exploring outdoor learning, we've been inspired by the book <a href="https://www.amazon.ca/Not-Stick-Antoinette-Portis/dp/0061123250/ref=sr_1_1?ie=UTF8&qid=1494270405&sr=8-1&keywords=not+a+stick+by+antoinette+portis" target="_blank"><i>Not a Stick</i> by Antoinette Portis</a> to learn with natural materials. Our student teacher, Kim Williment, planned a fantastic learning experience focused on this book and sticks. All the JK students brought a stick from home, and after reading the book, we explored a variety of math concepts--ordering our sticks by length, using our sticks to measure distance, counting the sticks, and forming numerals with them. Next, the junior kindergarten kiddos were very excited to come up with their own imaginative ideas for their sticks! We used the app <a href="https://itunes.apple.com/ca/app/book-creator-for-ipad/id442378070?mt=8" target="_blank">Book Creator</a> on our classroom iPads to create our own version of <i>Not a Stick</i>. <br />
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<a href="https://3.bp.blogspot.com/-b8NnzhXcr48/WRDA2IpBhsI/AAAAAAAAIIg/SqGmvNFOdnYmBva4Egi0ZwgXGhuwkUlAgCEw/s1600/18075636_284726688619427_1818104487265435648_n.mp4" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://3.bp.blogspot.com/-b8NnzhXcr48/WRDA2IpBhsI/AAAAAAAAIIg/SqGmvNFOdnYmBva4Egi0ZwgXGhuwkUlAgCEw/s400/18075636_284726688619427_1818104487265435648_n.mp4" width="400" /></a></div>
<br />
Take a look at <i>Not a Sandbox</i> written by the SK class, also inspired by this book.<br />
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<script async="" src="https://www.mixbook.com/flash/embed_player.js" type="text/javascript"></script>
The SK class decided to write a book about sandboxes as we don't have one on our playground, and we would really like to get one. Together with our student teacher Mrs. Williment, we brainstormed all the creative ways that a sandbox would help us learn and took pictures using an iPad. Next, we uploaded the pictures to Office 365 One Drive (follow <a href="https://products.office.com/en-ca/student/office-in-education" target="_blank">this link</a> to get your own free educator/student account) and used SMART Notebook to create a digital book. Next, we exported the pages as JPG files and uploaded them to <a href="https://www.mixbook.com/ca" target="_blank">Mixbook</a>. The exciting thing about using Mixbook is we can embed the final project on our blog and classroom Facebook page and get it professionally printed too! We are sharing this book with our parent advisory council in hopes they will fund our sandbox project. Fingers crossed!Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com1tag:blogger.com,1999:blog-1319218886512160235.post-40163101645744822862017-04-25T08:11:00.000-07:002017-04-25T08:12:31.555-07:00Walking for Polar Bears, Part 2: The Big Day With the fundraising well underway and a developing knowledge of climate change, it was time to plan the actual event. We had decided at the project's inception that the walk would take place at Brandon University, as I really wanted to expose my young learners to university at an early age. Also, it made more sense to bus our students to Brandon than make my big kids from BU drive out in separate vehicles. However, no project is without some bumps in the road...<br />
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Mrs. Obach and I had a big discussion about whether or not it was reasonable to bus kids to Brandon in a project designed to raise awareness about climate change. Did it make sense to put more vehicles on the road when that was the very thing we were trying to stop? We thought the best way to handle this issue was to take it to our students. Leah's Grade 1 class had an excellent debate using the <a href="http://www.createdreamexplore.com/2014/05/how-about-tug-of-war-making-thinking.html" target="_blank">"tug of war" strategy </a> and raised many valid points about why we should travel to Brandon. In the end, we decided it was better to take two buses than multiple cars, and the benefits far outweighed the disadvantages.<br />
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Early in the project, I had asked Dr. Duncan about using the walking track at BU's Healthy Living Centre. However, the director of the centre felt that 21 big kids, 21 kindergarten kids, and 23 Grade 1 students was just too many to accommodate. What to do? With unpredictable Manitoba weather in a busy city, was walking outside a wise or safe idea? My kindergarten class brainstormed alternative locations, and we called Shoppers Mall Brandon and Keystone Centre. However, it didn't seem like a good use of time to walk in one location then travel to BU for learning activities after. This problem was solved by my big kids at university. They proposed walking around campus, going in and out of buildings to keep warm. This also gave our students a great overview of the entire campus. Problem solved!<br />
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In the days leading up to the actual walk, the JKs partnered with my big kids to create a green screen movie using the app <a href="https://itunes.apple.com/ca/app/green-screen-by-do-ink/id730091131?mt=8" target="_blank">Do Ink</a>. My junior kindergarten class had taken a special interest in climate change and developed the understanding that by helping the earth, we also help polar bears. This <a href="https://www.youtube.com/watch?v=hlyPgCDFJiw" target="_blank">movie</a> showcased what we can do to slow climate change. <br />
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We also participated in a fantastic video call with Mr. Andy McKiel and the Hamiota Grade 1 class. Andy had travelled to Churchill a few years ago with a Discovery Education team to get up close and personal with polar bears. His amazing pictures and interesting information about polar bears absolutely captivated our young learners. Thank you so much for sharing!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDUrz1TwUnJXLscct0spSdrWiQGEWNKA_OtfLSGkrMbs_-4jfF_MXwzNECRme7sRv-so_k7YV_tF2aD3kUfNeJeCojUDkoO-583sRRL6bZautqmgVuW5V3RpJTmyABM1hGuvMOB07j5kNN/s1600/008.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDUrz1TwUnJXLscct0spSdrWiQGEWNKA_OtfLSGkrMbs_-4jfF_MXwzNECRme7sRv-so_k7YV_tF2aD3kUfNeJeCojUDkoO-583sRRL6bZautqmgVuW5V3RpJTmyABM1hGuvMOB07j5kNN/s320/008.JPG" width="320" /></a></div>
Perhaps what was most exciting was the work my big kids did at BU. I wanted these future teachers to gain first-hand knowledge of project-based learning as it is so well-suited to multi-age/multi-level classrooms. They followed the project through all its stages, and then they stepped up to plan the events at BU. We made a list of what tasks needed to be accomplished, and the students worked in groups to complete them. We looked at each task and discussed what curricular outcomes would be met and how students of diverse abilities could be accommodated. I felt it was a real "a ha" moment for a lot of my students as they realized how interdisciplinary and inclusive project-based learning is!<br />
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One group was in charge of mapping the route we would take for our polar bear walk. A PDF of the campus and a Microsoft Surface pen was a fantastic tool!<br />
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Another group of big kids developed a schedule for the day.<br />
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Another group was in charge of advertising and contacting the media.<br />
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One group had the brilliant idea that we needed a photo booth! And we also decided that a polar bear mascot for the walk would be amazing!<br />
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And finally our big day arrived! It was an amazing day that couldn't have gone better--take a look at our video!<br />
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<iframe allowfullscreen="" frameborder="0" height="243" id="vp1u1YpS" src="https://s3.amazonaws.com/embed.animoto.com/play.html?w=swf/production/vp1&e=1493132389&f=u1YpScfB4MZw3A9qMR1osQ&d=0&m=a&r=360p&volume=100&start_res=360p&i=m&asset_domain=s3-p.animoto.com&animoto_domain=animoto.com&options=" title="Video Player" width="432"></iframe></div>
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This was one of my all-time favourite projects as it was such a unique collaboration among two classrooms, Brandon University, and World Wildlife Fund Canada. Together we raised $243 for polar bears. Everyone involved saw what a difference we can make when we work together. My young students built knowledge about polar bears and climate change as well as strengthened their early literacy and numeracy skills, and my big kids developed their abilities in a project-based learning approach. </div>
Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0tag:blogger.com,1999:blog-1319218886512160235.post-29662435940587969972017-03-02T17:35:00.000-08:002018-02-18T14:26:40.568-08:00Walking for Polar Bears, Part 1: When Little Kids and Big Kids Collaborate If you're a regular reader of this blog, you'll know that my littles love helping animals. Before Christmas, my JK students planned and executed a fantastic <span id="goog_764697763"></span><a href="https://www.blogger.com/">Reindeer Rescue Art and Craft Sale</a> <span id="goog_764697764"></span>to adopt five reindeer from World Wildlife Fund Canada. And when they returned from Christmas holidays, their interest in and desire to help polar animals hadn't faded one bit. So when I received an email from WWF Canada about an upcoming polar bear walk (founded by a 7 year-old boy a few years ago), I knew without a doubt they'd be interested. What I didn't realize was just how big this project would grow to become and all the stakeholders who would join us!<br />
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I knew that my SK students had felt a bit sad when they heard all about the JK's reindeer project from them at daycare, so I decided that both JK and SK classes would be a part of our new polar bear project. The JKs asked the SKs if they would be interested in working on a polar bear walk project, then the SKs decided to Skype <span id="goog_764697773"></span><a href="https://www.blogger.com/">Mrs. Obach's Grade 1 class</a> <span id="goog_764697774"></span>and ask them if they would like to join us too. When this project began in January, I had just started teaching pre-service teachers in the Faculty of Education at Brandon University. My kindergarten students were very interested in my "big kids", so I asked them if we should invite the big kids to help with the project. My JK class made a little video that we shared with my BU students and they agreed to work with us too! My big idea surrounding the project had two components: my little ones would engage in project-based learning to develop important skills, meet curricular outcomes, and make a difference in the world. My university students would monitor the evolution of the project through weekly updates and collaborate with our classes to plan a polar bear walk, increasing their comfort level with project-based learning. It worked beautifully!<br />
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The most powerful tool we used for our collaborative project-based learning was <a href="https://www.onenote.com/" target="_blank">Microsoft OneNote</a> (a web and app-based digital binder/notebook tool). With my kindergarten learners offering suggestions for the sections, I created a notebook for us to document and share our learning and plan our polar bear walk. We shared our OneNote with Mrs. Obach's class and both of us were able to contribute a variety of content--photographs, links to resources, videos, and text. We were able to use the pens on our SMART Boards to print information into the OneNote as well, which was great for our beginning writers. Each day we began our learning by reviewing the facts and resources in the OneNote notebook, and it was a game-changing way for us to collaborate on such a large project. At university, I regularly shared the notebook to show the big kids what was happening in the project and discuss the learning taking place. This was the perfect way to build my big kids' knowledge of project-based learning, and demonstrate how it is such an effective approach for meeting the needs of diverse learners.<br />
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As it often is, knowledge construction was a key component of the project. We needed to learn all we could about polar bears, understand what was happening in Canada's north, and find out how we could help them. We read books and watched videos, recording important facts in our OneNote. A video call with <span id="goog_764697770"></span><a href="https://www.blogger.com/">Andy McKiel </a><span id="goog_764697771"></span>and Mrs. Obach's class was especially enlightening. Mr. McKiel had spent a week in and around Churchill and had a wealth of knowledge and stunning photographs to share with us. As always, <a href="https://education.microsoft.com/skype-in-the-classroom/overview" target="_blank">Skype</a> was an important tool in our project-based learning. We had regular video calls with Mrs. Obach's class to share our knowledge and plan the walk.</div>
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My SK students used <span id="goog_764697805"></span><a href="https://www.blogger.com/">Duck Duck Moose's Draw and Tell app</a> <span id="goog_764697806"></span>to share their emerging understandings of polar bears. Check out the sample below.</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxy33otx99jQWkj9OuqhYvOOPZK6ujRXNGmoFv_syLB70bVc7KYx-Sg8LUTAu2fTubPF-I0iegcChJfsucmbA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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As we built understanding about polar bears and the challenges they face, our project splintered in two directions. The JK students were really interested in investigating why the ice is melting, and I was really impressed by their insights. (Why don't we just use cold water and make more ice for polar bears? If the ice is melting, it must be because it is getting hot in the Arctic. Why is it getting hot?) We did some research and learned that garbage and pollution are making "bad air" that is causing the earth to heat up. These higher temperatures are melting the ice. The JK students made the connection that helping the earth helps polar bears! They decided to make a video to encourage others to help the earth to help polar bears. <span id="goog_764697782"></span><a href="https://www.blogger.com/">Green Screen by Do Ink </a><span id="goog_764697783"></span>and <a href="https://pixabay.com/" target="_blank">Pixabay</a> were invaluable in creating our video. We included the big kids from BU in our video as well as the SK class, and we used Do Ink to green-screen a variety of copyright-free background images from Pixabay.</div>
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The SKs decided to scale up our impact and raise more money and awareness for polar bears. Since time was of the essence, I went with their first idea--let's sell Timbits! We decided to sell two Timbits and a white ribbon pin that people could wear to show their support of polar bears for a toonie. In 20 minutes, we sold out and raised $100 to add to our polar bear walk fundraising! Although this was a quick little activity, we fit in a ton of learning.</div>
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-shared writing to draft a letter home to families</div>
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-printing signs</div>
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-surveying classrooms to find out how many students in each and recording the numerals</div>
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-cutting our notes in half, counting the correct amount for each class, and labelling them with the correct number and grade</div>
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-using non-standard measurement (cubes) to measure the length of each ribbon</div>
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-developing scissor skills as we cut 50 pieces of ribbon</div>
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-oral language skills as we worked at our sale</div>
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-counting the toonies by 2s and loonies by 1s to see how much money we raised</div>
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Throughout this process we planned our walk...which was not without a few challenges! Learn more in a future post.</div>
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<br />Devon Caldwellhttp://www.blogger.com/profile/09979581674837407622noreply@blogger.com0