May Coordinate Magazine

WORKSHOPS | NEWS | RESOURCES May 7th to 14th Canada Book Week Author Tour May 10 Farm to School Celebration of Learning at HGEC May 14 and 15 Train the Trainer-Teaching Dance for Understanding May 16 Teaching Dance For Understanding . Register at: https://goo.gl/NLk8U7 May 16 - BreakoutEDU Game Building Extravaganza. Register at: https://goo.gl/Sesyn1 (currently waitlisted) May 16 at HGEC - Miriam Trehearne: The Essence of Effective and Engaging Literacy Learning K-3: What We Really Know May 16 at TBA - Lana Blais and Amanda Russett: Project Based Learning May 16 at Sagebrush Theatre - Shelley Moore May 16 at Rez Hall - POPEI: UDL and Literacy Interventions May 17 and 18 -SD73 Aboriginal Girls Group Teaching Dance for Understanding Cultural Perspectives Upcoming Opportunities Coordinate SD73 Professional Learning site: http://t.sd73.bc.ca/12 Think about how your practice might shift if you embraced a "spirit of inquiry that is moving from the edges of the known to the unknown in ways that broadens and opens minds, ignites real curiosity and expansive questions, and inspires fresh images of possibility" (Cooperrider and Shrivasta 2014). Check out the Physical and Health Education workshops that promote an inquiry into a life long journey of wellness strategies. These K to 12 workshops will focus on a combination of curricular competencies in Physical Literacy, Health and Active Living, Social and Community, and Mental Well-Being. Sign-up for these workshops coming out soon. Find out more and register at http://t.sd73.bc.ca/12 MAY 2016 EDITION Scan this QR Code to read the May issue of Coordinate on your mobile device or tablet, or visit http://pub.lucidpress.com/coordinate-05-2016/ Professional Development Plans for Next Year We are a large and very diverse group. We cover many grades, programs, abilities, and languages. Finding a professional development direction that will interest everyone is a challenging task. I would like to know what you would like to focus on for next year. Many in-depth conversations on this topic take place during our LSA meetings but as many are unable to attend these meetings we don't have the chance to hear from you. I want to know what do Elementary Core French teachers need to be able to set our new language learners out on the right path. What do secondary Core French teachers need to engage our adolescent learners? Are immersion teachers needing support in how do teach the vast learning needs presenting themselves at both the elementary and secondary levels as we try to make the program accessible for all. Spanish, German, Japanese, and Italian teachers, are you looking for ways to connect with other teachers of the same language? Teachers of Secwepemctsin are you looking for innovative ways to bridge language and culture? Please fill out the form on this link to provide me with valuable information about what YOU would like to see next year. http://goo.gl/forms/iim9rPsJBy Christofides, L. & Swidinsky, R. (2008), The Economic Returns to a Second Official Language: English in Quebec and French in the Rest-of-Canada (Discussion paper No. 3531). Retrieved from Institute for the Study of Labor website http://repec.iza.org/dp3551.pdf Daif-Allah, A. S. (2012). Beliefs about foreign language learning and their relationship to gender. English Language Teaching 5(10), 20-33. doi: 10.5539/elt.v5n10p20 DID YOU KNOW? “Men who acquire French as a second language, but are otherwise indistinguishable from those who are fluent in only English, earn significantly higher wages.” (Christofides & Swidinsky, 2008, p. 15) Where have all the boys gone? Have you noticed a lack of boys in your language classroom? Why are boys less inclined to study languages? Are there some languages they prefer over others? Or perhaps you are noticing the opposite and have more boys participating than ever before. We need to look at what is attracting boys to second languages and what is turning them away. Many researchers cite the feminizing of schools and languages as one of the root causes boys are turning away. One look at our teaching staff quickly confirms that most language teachers are indeed female and we have a lack of male language teachers to act as role models for our boys. What can we change within our classrooms to make languages a place for boys to belong as well. We can ensure that we offer choice of assignment and content. Some boys, and girls, may not be interested in studies of fashion or homes. Research also shows that boys prefer authentic learning and interactions with native speakers over textbook or worksheet based assignments. How can we build that into our courses when may have limited access to native speakers. Project based learning (PBL) might be a way of engaging ALL students, including boys. If you would like to discuss how to engage boys or to make PBL work in your language classroom please contact me. Check out what Ali Car-Chellman has to say about engaging boys at school. Do you agree or disagree? How do you think we can better reach our boys? https://www.youtube.com/watch?v=23Uuehgmd14 DID YOU KNOW ? “Boys prefer to learn the language differently through a set of interactive activities and active involvement in meaningful situations” (Daif-Allah, 2012, p.30). Second Languages The Nonfiction Reading Assessment (NFRA) is intended for students in grades 4-9. The passages are written by BC authors and educators. The whole-class student response questions focus on comprehension while individualized reading records examine accuracy and fluency. The spring assessment will be posted on the NFRA website in mid-May. It is optional to complete but provides helpful information See sd73nfra.weebly.com. Contact Tricia Persad if you require a password. On April 18, Dr. Melanie Schuele presented on phonological awareness. Phonological awareness is the ability to think about and anaylze the sound structure of language at the level of words, syllables, and sounds (phonemes). It is sometimes described as "insight" that words are comprised of sounds and plays a causal role in reading development. The Intensive Phonological Awareness Program (2014), co-written by Dr. Schuele and Naomi Murphy, outlines a systematic and comprehensive small group intervention intended for kindergarten and grade 1 students with minimal or no phonological awareness ability. The IPA Program includes 36 30-minute lessons over 12 weeks (3 a week). It is organized around four units: rhyme, initial sounds, final sounds, and segmenting and blending. IPA Program kits are being made for elementary schools and should be ready in May. I'm AVAILABLE TO HELP WITH LITERACY INSTRUCTION, RESOURCES, AND classroom ASSESSMENTS. “Literacy is a bridge from misery to hope. It is a tool for daily life in modern society.” Kofi Annan Nonfiction Reading Assessment Update: Spring Science Tricia Persad, District Literacy Coordinator During the month of July, the school district will offer a number of learning opportunities for both elementary and secondary students. Primary Summer Reading (formerly Primary Reading Camp) is intended for students who are exiting grades 1, 2, or 3 and are referred by their classroom teacher or Learning Assistance teacher because they would benefit from extra support or consolidation in their reading. The focus is on small group instruction and literacy centers to reinforce skills. 2016 Primary Summer Reading will run July 5-22 for 14 sessions from 9:00 to noon. Schools are yet to be finalized and are based on registration numbers. Updated information letters and forms will be sent to LARTs and administrators in May. See Summer Learning Opportunities for more information. Primary teachers may remember Miriam Trehearne who presented at last February's Summit on early literacy. Miriam is back in Kamloops on May 16 at the HGEC. She is presenting the primary literacy workshop: The Essence of Effective and Engaging Literacy Learning K-3: What We Really Know Teachers will receive a copy of Miriam's newest book, Multiple Paths to Literacy. See the registration flyer for the workshop description. Cost to register: $50 (payable by cheque in advance or at the door). Complete online registration here: https://goo.gl/dEUwz4 Thanks to the KTTA for helping sponsor this workshop. Check the Literacy page on the SD 73 Professional Learning website for other Pro D opportunities. LITERACY IS A Bridge Congratulations to our Top 10 finals for the School District 73 Math Challenge. 1. Noah Redgrove Arthur Stevenson 2. Chase Bodger Dallas 3. Johd Singh Nahal Dufferin 4. Paige Hembling Dufferin 5. Landon Coray Logan Lake 6. Patrick Gu Summit 7. Emma Brulotte Aberdeen 8. Jordyn Maywood Brocklehurst Middle 9. Lindsay Barkworth Pacific Way 10. Aeden Skinner RL Clemitson Thank you to the teachers who organized Math Challenge at the school level. Amanda Russett Numeracy Coordinator District Math Assessments Math Camp is for students who have completed Grades 4 to 9 to either improve students’ math skills and confidence, or build on existing confidence and extend mathematical thinking for students desiring enrichment. This non-credit program will support learners with paper-, game- and computer-based opportunities to encourage active participation while building or expanding competency in number sense, patterns and numeracy relationships. The “support program” is intended for students who lack comfort when working in Math, and would benefit from building skills and confidence in Math. The “enrichment program” is for students who enjoy the subject and are looking for new and fun extensions to topics found in the classroom. Please start thinking about students who might benefit from Math Camp. For information contact Amanda Russett, Numeracy Coordinator, SD 73. arussett@sd73.bc.ca or 250-376-2266 Numeracy 73 Math Camp Our district has created assessments for Grades 2 to 9 to reflect the prescribed learning outcomes for Math. The assessments may be used to determine how well students understand the learning outcomes. Along with classroom assessments, projects, teacher observation, and daily work, teachers may consider this test when determining students final grades. It is not intended to be solely used as a summative test for marks or letter grades on a report card. Grade 7 teachers and Grade 6 North Shore teachers your students’ online assessment are mandatory for the district. If you are interested in giving a year end test to your students it is suggested they write the pencil and paper test first, and then input their answers on the computer. (Not available for Grade 2.) The site to input answers is assessment.sd73.bc.ca. Principals will receive a copy of each assessment near the middle of May. Classes can begin submitting answers to the online test May 30th. All student entries must be completed by June 10th. Results will be shared with schools once you have informed me your class has completed the test. Please email arussett@sd73.bc.ca and I will get you the data as soon as possible. Miriam Trehearne - on May 16 - will demonstrate how to scaffold play, self-regulation, art, inquiry, technology and literacy learning effectively while linking assessment to instruction. "Excellent teachers know it's both what you teach and how you teach" (Copple and Bredekamp 2009, 48)... Let's close the gaps and accomplish a lasting legacy. Math is Everywhere - Math Provocations We offer students various provocations (invitations to learn) throughout the year, which focus on specific mathematics strands, connect to a specific inquiry, or are based on the emerging interests of the students. “Math can be seamlessly integrated into children’s ongoing play and activities. But this usually requires a knowledgeable adult who creates a supportive environment and provides challenges, suggestions, tasks, and language.” (Capacity Building Series, 2011) Hello Spring! (35319) The animals notice that spring is here so they tell Bear. How do we know when it is spring time? The Essence of Effective and Engaging Literacy Learning K - 3: What We Really Know Supplies 2 Cupcake liners (design of your choice)  1 5x7 Piece of blue cardstock paper  1 5x2 Piece of patterned green cardstock paper  1 Piece of green craft foam  1 5x7 Piece of stretched canvas  Picture of child Glue Scissors Registration deadline: May 6, 2016 Audience: Primary Educators - Cost: $50 (includes book) Lunch is provided- some vegetarian and gluten-free options. Registration: https://goo.gl/dEUwz4 For more information, please contact Tricia Persad at tpersad@sd73.bc.ca or 250-376-2266. Early Learning Corner This easy to make Cupcake Line Photo Project makes the perfect gift for Mother’s Day or any special occasion and will become a treasured keepsake long after the holiday is over. Henry Grube Grabs! Cupcake Liner Photo Project - Mothers Day Spring (34198) This video explores the features of spring, focusing on the unique habits of plants, animals, and people during this season. Butterfly Kit (34293) TEACHING DANCE FOR UNDERSTANDING CULTURAL PERSPECTIVES MAY 17 & 18 Aboriginal Girls Groups Youth Summit HGEC at HGEC Big Idea: TEACHING DANCE FOR UNDERSTANDING Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals. TEACHING DANCE FOR UNDERSTANDING – GETTING STUDENTS ACTIVE IN Physical and Health Education! Teaching Dance for Understanding offers educators a simple framework and activities that optimize student engagement, physical activity, positive thinking, group work, and creative thinking skills. This active learning workshop goes through the 6 Phases of the TDfU framework where educators learn how to implement relevant and physically-active plans and units. Participants will explore a variety of dance genres (Hip Hop, African, Bollywood, Tango etc.) and learn how to lead simple dances using an interACTIVE class style. Teachers will also gain an understanding of different ways to assess curriculum expectations for both Physical Education and Arts (Dance) curricula. TEACHING DANCE THROUGH PE LEARN HOW TO TEACH SIMPLE and FUN MOVES EXPLORE A VARIETY OF DANCE STYLES DEVELOP PHYSICAL LITERACY THROUGH DANCE! Learn a simple inquiry-based teaching model that can help your students get ACTIVE, develop PHYSICAL LITERACY and learn FUNDAMENTAL MOVEMENT SKILLS through DANCE! SPECIFIC LEARNING OUTCOMES During the Teaching Dance for Understanding Workshop, teachers will • Get ACTIVE as they learn how to use dance to meet DPA (Daily Physical Activity) requirements • Explore dance styles from a variety of world music genres • Learn how Physical Literacy and Fundamental Movement Skills can be taught using dance in Physical Education and Arts • Use the Elements of Dance and the Creative Process to co-create simple dance routines in small groups • Experience “Plug-and-Play” Lesson Plans that provide students with opportunities to apply critical and creative thinking skills as they explore, discover, create, and experiment with a variety of dance genres • Get Assessment Rubrics for Phys Ed and Dance curricula, PLUS Tutorial Videos, Choreography Notes and Lesson Ideas! TEACHING DANCE FOR UNDERSTANDING WORKSHOP MAY 16 REGISTRATION LINK: https://goo.gl/NLk8U7 TEACHING DANCE FOR UNDERSTANDING : TRAIN THE TRAINER: MAY 14 & 15 HGEC Contact sstade@sd73.bc.ca Celebrate Canada Book Week NEW HGEC LIBRARY RESOURCE HIGHLIGHTS TD Canadian Children's Book Week is the single most important national event celebrating Canadian children’s books and the importance of reading. Each May, over 400 readings are given to over 25,000 children, teens and adults in roughly 175 communities across the country as we make every possible effort to reach children in more remote regions and communities. Hundreds of schools, public libraries, bookstores and community centres host events as part of this major literary festival. Ontario Children's Author Lisa Dalrymple will be visiting Kamloops Thompson Schools, the TNRD Library and Kamloops Museum May 7th-May 13th. Visit Book Week for more information or contact the Interior Book Week Coordinator for event schedule. HENRY GRUBE EDUCATION CENTRE LIBRARY http://media.sd73.bc.ca K-12 Little bits circuit kit KT 0156 Electric Ice cream kit KL 136 E I-Pad stands [8] KT 0013 The gingerbread man CD E GIN (lots of new audiobooks available now! Search term: audiobooks) Joyful literacy interventions 428 MOR The magic school bus climate challenge CD Rock 'n learn money & making change DV D Rock 'n learn multiplication rap DVD Every drop counts: Grade 4 LIT INQ 4-6 Understanding psychological disorders DVD View master virtual reality kit KT 0913 Aboriginal heroes KT 0903 Basic hygiene DV 0997 Body image kit: 7-9 KT 0920 http://media.sd73.bc.ca 7 McQueen LakE Short & Share-able Day centre orientation videos :) mcquee.nl/dayvideo mcquee.nl/isobelvideo How to get there Google Maps mcquee.nl/get2day mcquee.nl/get2isobel Please phone Barbie Davies at the Henry Grube to make a booking: 250-376-2266 mcquee.nl/archeryvideos We finally had the opportunity to give teachers a chance to learn more about the NASP archery program and to use the equipment. It was fun, but more importantly it gave teachers the experience and resources needed to better prepare their students and incorporate pre-trip practice into the classroom. This will make it so much easier to run archery sessions at the overnight centre, and give students more time shooting, than getting basic safety, range, and technique instruction. There was general consensus that teachers need to take part in a basic archery training session to take on the pre-trip instruction, so that is what we will require from here on. I will ensure that I offer a session again early next year. The resource page for McQueen Lake archery must be accessed from the short-link above. Do NOT put it in a search window, it is an actual URL! It has a basic teacher guide and 3 videos that really help convey the basics of the range and the concepts behind good shooting. You then use string bows to help simulate the range and teach the 11 Steps to Archery Success, all without touching a bow and arrow. So simple, so smart :) Archery Session Inquiry Learning is messy! (It's OK!) You can't do it alone. The first time won't go 100% according to plan. don't give up! Revise! Learn through doing. Teachers are no longer experts… students share learning as members of the academic community. Aleasha Kachel and Laurel Reed Dr. Lee Brown is the Director of the UBC Institute of Aboriginal Health and is the former coordinator of the Indigenous Doctoral Program in the Department of Educational Studies at The University of British Columbia where he wrote his Doctoral thesis entitled: Making the Classroom a Healthy Place: The Develop of Affective Competency in Aboriginal Pedagogy. He is the Co-author of The Sacred Tree, an educational curriculum based in Aboriginal values and epistemology. Building Emotional Competency  Dr Lee Brown Ask your students three questions: Who taught you how to feel? How do you feel? Is this what you want to feel? Tips for building emotional competency: Embed emotional skills into every lesson. Journal emotions while learning. Increase emotional vocabulary; there are over 400 emotional words. Understand emotional mechanics, such as speed, size, intensity and choice. The key factor to emotional skills is the ability to change emotional states. This involves the ability to: manage emotional states, resolve emotional conflicts, feel empathy, build emotional integrity (true to self-values), and develop emotional responsibility. A special thank you to Chief Atahm School for hosting a facilitation workshop with Dr Lee Brown. Emotional Learning: Helping Students Navigate Their Choices and Stay in School Why are emotional skills important? All learning involves emotions. Students express a range of emotions when they learn, from joy to frustration,. Helping students tap into these emotions enhances the learning process . Emotional skills also helps students to develop their values because emotions precede thought and action. Dr Lee Brown: Emotional Competency and Its Effects on Health Emotional learning "not only improves achievement by an average of 11 percentile points, but it also increases prosocial behaviors (such as kindness, sharing, and empathy), improves student attitudes toward school, and reduces depression and stress among students." (Durlak et al., 2011) “If you communicate an idea in a way that resonates, change will happen and you can change the world.” - Nancy Duarte  Have you ever sat through a presentation where all the presenter did was read you information from the slides on the screen? This painful affliction has an actual name: Death by Powerpoint. As educators, we need to "up our game" on how we use slide decks to present in the classroom; we also need to teach our students how to do better as well! Nancy Duarte, CEO of Duarte.com - a company that specializes in storytelling through presentation - suggests that text-heavy slide decks can be used as a means of sharing important information in a non-presentation setting through the use of Slide Docs: http://www.duarte.com/slidedocs/ However, For live presentations, your decks should help tell a story. Watch her TEDX talk for inspiration! https://goo.gl/WSJfKD Chrome App/Extension of the Month: Poll Everywhere Poll Everywhere Chrome extension allows you to embed surveys and polls into Google Slides for audience interaction during presentations. Note: you must have a Poll Everywhere account (free). More information about how to use it here: https://goo.gl/vG0PSF Get the extension at: https://goo.gl/ny4ojB For more information about Chrome apps/extensions, ask Tracy! Communication is one of the main core competencies in the redesigned BC Curriculum. In Erik Palmer's article, "Why Schools Need to Do a Better Job of Teaching Speaking Skills", (http://goo.gl/0aVlUQ) he mentions that, "Listening and speaking make up as much as 75 percent of adult communication". When you consider that statistic, it is easy to understand why we should have strong focus on this competency in activities we do with our students. Sometimes it is difficult to know how to improve our planning and assessment of speaking and listening activities. The PVLEGS site has some excellent examples of organizers, checklists and rubrics: http://goo.gl/bOIZa4 These could be used to assess presentations and speeches, but also could be useful for assessing other methods of conveying information verbally, such as screencasts, movies, and more! Technology Integration TED talks are some of the most inspiring and engaging presentations out there - I am sure most of us have watched some for fun and /or used them in classroom lessons with the support of sites such as TED Ed: http://ed.ted.com/ Have you ever wondered what the "secret sauce" is that makes TED talks so awesome? Chris Anderson, curator of TED talks since 2002, gives some insight in this brand new, 8 minute talk! https://goo.gl/qGFM01 Combine Chris' information with more great tips from Nancy Duarte, and you'll create a magnificent presentation! https://goo.gl/jQDDOQ Speaking and Listening Day of Sucwentwecw Celebrations Our Aboriginal Education team attended many assemblies within our School District on April 7. Each assembly was unique and encompassed many Secwepemc cultural events. We witnessed the "Welcome Song" sung by McGowan Elementary Kindergarten class and intermediate students (Marion Schilling). Some schools demonstrated their Secwepemc story telling through different plays. There were opportunities for students to demonstrate their Secwepemctsin speaking. Several schools were lucky to have Kenthen Thomas and Lyle Thomas perform their version of the Secwepemc story Why Bear Has a Short Tail. Marion Schilling elementary performed the Salmon Dance. Norkam Secondary heard the story, Lost Child - as told by Peter Michel. Tkemlups te Secwepemc Council member, Nacoma George welcomed McGowan Elementary Students and shared a story. Murray Casey, Secwepemctsin Language Teacher and his Marion Schilling students providing Secwepemctsin place names within Secwepemc territory. Just a reminder... Although Day of Sucwentwecw materials are intended to be used for April 7, they remain online for teachers to use in their classrooms any day! Past year's materials are archived online. Go to: http://sd73aboriginaleducation.weebly.com/ & scroll down to Day of Sucwentwecw. Browse through past year's resources to explore how you might work materials into your present curriculum. There are also many valuable links within the Teaching Guides. A great excuse to get outside! It's an exceptional year for plants in our region. If possible, take your class on a hike in the surrounding area t o learn more about plant Identification and learn about traditional Aboriginal uses. Aboriginal Education Ed Educat All District Coordinators and Resource teachers look forward to working with you this year! Our offices are located at: Henry Grube Education Centre 245 Kitchener Crescent 250-376-2266 (with the exception of McQueen Lake - now based out of Bert Edwards Elementary School (BEST) ) Keep up to date on workshops, professional development, events, and more by visiting the SD73 Professional Learning site at http://t.sd73.bc.ca/12 All coordinators regularly update this site and calendar. There are many wonderful things being offered in our district. Check it out!