RVS Teacher, Langdon School – Students from Langdon School recently had the opportunity to learn Japanese from a group of students in Honolulu, Hawaii. This wonderful opportunity was facilitated by Verena Roberts, a Technology Specialist with Rocky View Schools, and partner teacher Melvina Kurashige of the Mid-Pacific Institute. Interestingly, this connected learning opportunity began through our conversations on Twitter.
I had initially made some assumptions regarding this experience. I had assumed that it would be interesting and engaging for students to connect with peers from another country. I also had assumed that the work presented by students would be of a high quality, as they were presenting to a genuine audience. What actually occurred far exceeded my expectations; and that takes us back to 1998…
Before Instagram, and Twitter, and Facebook, and even MSN Messenger, there was ICQ Chat. I remember a classmate in high school telling me about this new program. He mentioned something along the lines of “yeah, this program is so cool, you can add your friends and talk to a bunch of people all at the same time”.
My initial reaction was disbelief. Was it truly possible to connect with multiple friends online at the same time? I eagerly rushed home and began using ICQ. To this day, I vividly remember the telltale “uh-oh” sound which accompanied an incoming message. At the time, I didn’t think of ICQ as a way of learning. I thought of it simply as a means of communication.
As I reflect upon this as an educator, it becomes clear that, although I was communicating with others, I also was learning about others. I would learn the score of the basketball game that night, or what one of my friends had for supper (Doreen Rowe’s Lasagna is fantastic, by the way). What fascinates me about this process as an educator, is that as technology has advanced, so has the ability to connect with others.
What if students were eager to rush to class, just as I had rushed home, to connect with and learn about others? What if students asked genuine questions to their peers in another country regarding their lives? What if these simple connections could break through barriers and help students to develop empathy for one another? What if this act of connecting could be a simple, yet effective method, as educators, to help students to genuinely understand and celebrate our differences and similarities???
…back to 2016. When my students connected recently with the Hawaiian students via a Google Hangout, many of these questions were answered. Watching students become more globally aware, while learning new content, has opened my perspective regarding connected learning. Students were learning content while also learning about one another. In this sense, they were more than just globally aware, they were entering a whole new world that involved becoming active global citizens, one step at a time.
The next step for my students in the connected learning journey involves the creation of Science games. The games will be shared with students in other countries as a genuine audience. This project has been supported by a community of practitioners through the Gamifi_ED2 project. Working with such a knowledgeable and supportive team is highly beneficial in supporting our students. I look forward to continued connected learning opportunities where students will connect with their peers internationally.
Project Lead for Attendance Innovation Campaign – Recent North American studies report that approximately 10-15 percent of students demonstrate problematic absenteeism and, if these prevalence rates are accurate for Alberta, over 100,000 students would be placed at significant risk for academic underachievement, high school drop-out, incarceration, and mental health difficulties. Further, students who experience chronic stressors, such as socioeconomic disadvantage, are placed at an even greater risk for school absenteeism, and represent a specific population who benefits greatly from early intervention. The potential size of this issue within Alberta highlights the need for efficient and effective attendance data tracking, monitoring and evaluation mechanisms that occur at the individual school level and can be compiled for divisional and provincial review.
Across Canada, school authorities differ in their practices surrounding the collection, monitoring, and evaluation of attendance and tardiness data. These differences are unique to provinces and school divisions because each party places different emphasis on the importance of school attendance and have different technological capacities. Despite these differences, however, attendance and tardiness should not be complicated behaviour to gather accurately because they are some of the clearest outcomes we can examine in schools – presence, absence, or tardy. Unfortunately, great variability exists between school boards, schools, and classrooms in how this data is collected and the accuracy of entered information. Attempts to track and evaluate student attendance and tardiness at a provincial, division, or school level often fail before they have even started because of this issue.
Tracking school attendance should not be rocket science and the Attendance Innovation Campaign has created a draft framework that school divisions can employ to standardize their processes and increase the accuracy and meaningfulness of collected data. We are requesting input on this draft document and hope everyone can join the attendance conversation. To obtain a copy of this framework, please click here.
For more information about the Attendance Innovation Campaign and to obtain access to useful educational resources, please click here.
Superintendent of Schools – Today the Organization for Economic Co-operation and Development (OECD) released the results of the 2015 administration of the Programme for International Student Assessment (PISA). PISA is a two-hour standardized test that attempts to assess the competencies of 15-year-olds in reading, mathematics, and science. It is administered in 70+ countries / regions. This version of the assessment focused mostly on science but also measure literacy and mathematics as well.
PISA is not without controversy. Canada and Alberta traditionally has done quite well on the tests and these results are often cited by jurisdictions around the world where results are strong. It is often one of the measurements used to compare provinces and countries. In Alberta, the government states that “Alberta participates in international studies of achievement, along with other provinces and countries. These include: Programme for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS), and Trends in International Mathematics and Science Study (TIMSS).”
Recently the Alberta Teacher Association voted to urge the Minister of Education to withdraw participation in PISA, TIMSS and PIRLS. Here is some background on the issue as described by the ATA:
“The PISA ideology accepts that economic imperatives, growth and competitiveness are the primary aims of schooling, and assures that student achievement in math and science are used as the key indicators of the future economic health for a region or society. It fails to recognize that the role of education is much broader and includes (among a host of other responsibilities) the nurturing of social cohesion in rapidly changing complex societies, passing on our diverse cultural heritage and the promotion of civic engagement and citizenship.
The real issues affecting society at this historical moment are the rise of societal inequalities, the need for greater social cohesion among polarized perspectives, and the collective actions necessary to combat climate change and its impact on local and global economies.”
Canadian students are doing well on these international measures. We remain a very high performing system across the globe. Alberta continues to be a strong performer and the results demonstrate there is no need to panic. In science, Alberta (if it was its own country) would be the 2nd highest performing jurisdiction in the world. Our reading and math results are strong too. Reading remains very high overall and our math results continue to tell the story that we have work to do in that area. In science, overall, performance for girls and boys were equal which is good. In reading girls outperformed boys and in math the boys outperformed girls.
We need to empower and support our classroom teachers continue to provide effective classroom practice to improve overall student achievement, including aspects that are never tested on tests like PISA, PIRLS or TIMMS. Yes, literacy and numeracy and science are important but so are the arts, wellness, social studies, along with competencies such as critical thinking, problem solving, communication, citizenship, wide variety of literacies, etc. Truth be told, I’ve never hired anyone based on their PISA score, grade point average, or IQ test.
A number of countries have made PISA results the end-all and be-all. Students are subjected to repeated test preparation sessions and “drill and practice” to try and move up or maintain PISA results. In the end, is that the type of schooling we want for our leaners? I say “no”. We need our youth to be able to learn throughout their life and take on challenges that do not even exist today. They need a strong foundation of literacy and numeracy skills but it needs to extend well beyond just that.
In my humble opinion – our professional teachers, who know our students best, are in the best position to assess the achievement of students and support them on their own learning journey. Observations, reflections and classroom based assessments really tell the story. When we make learning real, engaging and visible it answers the questions about the effectiveness of our classrooms.
RVS Learning Specialist – Friday November 18th was a fantastic day at the Education Centre in RVS! There were BB-8 robots whizzing around the room, bots making art, virtual reality rollercoaster trips, coding, and paper airplanes that could carry cargo.
Teachers and students from around our jurisdiction met to discuss the lack of girls and young women represented in STEAM (science, technology, engineering and mathematics) in our schools. Even though it is 2016, statistics show that girls and boys are still choosing career paths that they feel are “gender appropriate”. Participants of the day were able to talk with young women to hear what it’s like to be a woman in STEAM in the real world. We spoke with Stephanie Campbell, an engineer at Google, who has found herself in meetings with 50 people and has been the only female in the room. That doesn’t stop her from innovating and creating incredible things. Maddie and Kedra from the WISE (Women in Science and Engineering) program at the U of C talked about supporting women in programs that have been traditionally dominated by men. Our RVS girls asked great questions like “What did you like to do when you were my age?” and “What advice would you give your younger self?” The girls came away with the knowledge that if you are curious and fascinated by STEAM, don’t be discouraged if you aren’t an expert. You will be successful if you know how to learn.
It warmed the cockles of my heart to see a grade 3 girl struggle with getting her paper airplane to carry popsicles. She redesigned her plane several times and made a lot of test flights. By the end of the day it flew 3 metres, while carrying 10 popsicle sticks! She told me the secret was to make sure the sticks were even on each side. Another girl made an art-bot that drew circles. Her design was based on a toboggan because she thought sleds are slippery and she wanted her art bot to slide around the page, instead of vibrate or jump.
What the adults in the room came away with is that girls are inventors, designers and creators. When certain pressures or influences are removed, such as competitiveness, and they are just allowed to play, they will use iterative processes to make innovative creations. None of the girls gave up on things, even when they were frustrated. A certain secretary who couldn’t get her art bot to work, took it back to her desk to keep redesigning. Over lunch people near her work station could hear it buzzing. She was thrilled with her accomplishment and showed me her bot generated art.
Teachers and students are pushing ahead in the coming weeks to implement projects, clubs and initiatives that will encourage more girls in STEAM. Ask around your school to see what you are doing to support girls. The problems of today and the future will be solved by people in STEAM. Let’s make sure that we are providing opportunities for everyone to be exposed to STEAM at young ages, so they can discover if that is what they are interested in, without the background noise of what is “gender appropriate”.
RVS Learning Specialist – Every year during Computer Science Week millions of students participate in an Hour of Code in their schools. Join Rocky View Schools and other schools around the world in the Hour of Code December 5 – 11th, 2016. This event is free and is suitable for K-12. Register your class or your whole school at https://hourofcode.com/ca Use #rvsedcodes to tweet!
Coding, or computer programming, is what makes it possible for us to tell a computer what to do. Any application or function on your computer or your phone or tablet is a code someone created especially to run on your device. A calendar appointment pops up on your phone? Someone coded that. Your computer launches a program for you to watch a video? That was coded too. Learning to code is a little like learning a new language – in fact, it is considered a literacy. We know now that everyone can code. #EveryoneCanCode
Many begin with visual coding (using graphical images) for younger children and move into block coding (a form of visual coding) and then into textual coding languages such as Scratch, Swift and Java. Don’t be hesitant to try the visual coding – it helps builds the foundation for the others and it’s fun too!
Even our kindergarten and early elementary students can learn to code with the many websites and apps available and you do not need a robot or other device to learn. Lightbotis great for students just beginning to code while older students can use the code.org website with coding games such as Minecraft, Star Warsand Frozen. Scratch is another website designed to help students learn to code (requires sign-in but teachers can create a class account or students can go directly to Create). Apple developed Swift Playgroundso if you have a newer iPad you can download this free app and the accompanying Anyone Can Code and Swift Playground guides from iBooks. They also just released a new Hour of Code Challenge in the App store and this Facilitator Guide.
There are many more free resources available to support teachers and students, whether they have years of experience or none at all. Contact your RVS Learning Specialists – Technology for more information.