Learning Design Specialist – This year, the Rocky View Learning Design Team is excited to offer four uniquely themed cohorts to Rocky View teachers. These Learning Design Cohorts are immersive, hands-on, professional learning journeys that bring a group of teachers together to collaboratively design equally immersive and hands-on experiences for their students. Each cohort features a community partner that provides a tangible community connection, as well as built-in scaffolding for teachers to help make student learning visible through a public exhibition.
Teachers taking part in these workshops will have an opportunity to engage with the project over three spaced-out days, each with a key outcome:
On the first day, teachers get to Do the Project, taking on the role of student and experiencing the process first hand.
On the second day, the Design Day, teachers are then able to design their own projects collaboratively with other participants.
On the third and final Champion Day, teachers are afforded a flexible release day to co-plan with facilitators or bring the student exhibition to life.
In the User Experience (UX) Cohort, students will bring their curricula to life by designing engaging user experiences. Gamification and challenge-based learning will be the areas of focus. Our community partner for this cohort is Mobile Escape.
In the RVS Productions Cohort, the goal is to research, compose, and publish high quality stories and visuals for audiences near and far. Teachers will design a learning opportunity for their students where learning is represented through the production of high quality published artifacts to share at a division-wide exhibition in December. Our community partners for this cohort are Winsport Canada and the Canadian Sports Hall of Fame.
In RVS Living Local, we’ll be exploring, celebrating, and contributing to our communities. Teachers will design learning that will connect their curricula to their local communities, culminating in a Market Faire to celebrate and exhibit the products of their journey. Our hope is to partner with the Airdrie Farmers Market and Calgary Crossroads Market.
Registration is now open to all teachers on the RVS Professional Learning registry. A limited number of teacher spots will be available for each school, each requiring an administrator’s support. We look forward to working with you this year!
Settler Students Learning with Elders and Knowledge Keepers on Treaty 7 Territory
RVS Teacher, Heloise Lorimer School – Over the 2016-2017 school year, I collaboratively planned and facilitated learning opportunities centered on Indigenous-land based pedagogy. As a Settler, a non-Indigenous person, I have received guidance, knowledge and kindness from three Indigenous Knowledge Keepers. Together we facilitated sharing of Indigenous ways and offered land-based educational experiences to my students.
Heloise Lorimer School opened as a brand-new school for Rocky View Schools in the fall of 2016. The school is situated on traditional Niitsitapi, Nakoda, Tsuu T’ina and Métis territory, also known as Treaty 7 lands from 1877 and Métis Region 3. For thousands of years, the territory has shared knowledge, care and the ancestors of these nations; past, present and future. It is essential to relationships that the recognition of traditional lands and treaties takes place on an ongoing basis. As a new school, we have had our first year to connect with Nations and establish our relationship together.
Each Indigenous Knowledge Keeper had land sites that were important to their Nation and places for the students to develop relationships with. Each site provided a place for understanding and contextualizing knowledge that would be shared with them. These places were generously offered by Knowledge Keepers and became the centre of our planning for visits and sequencing of learning events.
Place-based learning incorporated ceremony, stories and sharing of knowledge. The places where this model of learning took place were:
Heloise Lorimer School Field
Glacial Erratic, Airdrie
Kings Heights Pond, Airdrie
Nose Hill, Calgary
Grotto Canyon, Exshaw
Blackfoot Crossing, Siksika
Over 100 students were able to learn with Niitsitapi, Nakoda and Métis Knowledge Keepers. Multi-grade groupings for experiences took place, as well as interdisciplinary learning. The greatest outcome was the relationships that students created. Students found connections to one another amongst their experiences. Guided reflection empowered students to share and have pride in their ideas and knowledge. Furthermore, students gained success in understanding and meeting curriculum objectives related to Language Arts, Science, Mathematics, Physical Education, Art and Social Studies. My grade 3 class was significantly influenced by our collaborative learning opportunities with Indigenous ways of knowing and Indigenous Knowledge Keepers.
Associate Superintendent of Learning – Rocky View Schools (RVS) has long been considered a high performing school jurisdiction. We develop and maintain research-based practices, models and ideas resulting in positive educational outcomes. Our Four-Year Plan has clear vision, mission and belief statements with corresponding goals and strategies that focus on teaching and learning.
This year we continue to focus on attaining second order change to foster new ways of teaching and learning. How do we do this? By Making it Visible, Making it Real and Making it for Everyone. We provide our teachers and administrators with numerous professional learning opportunities to ensure this direction continues to move forward.
What learning looks like in RVS
Make it Visible – “We believe that when students learn how to learn – that is to acquire, create, connect, and communicate knowledge in a variety of contexts – we are helping them build the confidence and habits of mind to become life-long learners and successful citizens.” Making learning visible addresses how observation and documentation can shape, extend and make visible the student’s individual and group learning. Our students will become self-directed learners who are intrinsically motivated.
Make it Real – By offering authentic learning experiences for our students, we provide the opportunity for deeper, more meaningful learning to take place. We partner real-time, real-world businesses with our students, which can significantly minimize the barriers that typically separate the classroom from the real world. The Building Futures program is just one example of authentic, project-based learning happening at RVS.
Make it for Everyone – We recognize that learning communities can be very diverse. We are committed to designing instruction to ensure the inclusiveness of our classrooms. Teachers are architects of learning and plan to allow for multiple means of expression and representation of student learning.
Check out RVS Learning Stories on our YouTube channel for a closer look at the teaching and learning in our schools!
Teacher, Ralph McCall School – When I started out the journey developing Connections as an idea in the Rocky View Schools Fellowships, the aim was always to engage students in meaningful learning experiences. Inspired by the great work already occurring in Rocky View, such as the WILD program or Building Futures for older ages, our idea was how can we engage younger students in similar ways. Working with administrators and Rocky View’s learning specialist team, we came up with with our idea for Connections.
At it’s heart, the intention of Connections is to inspire students to make social, emotional, physical and intellectual connections with their learning. At the beginning of the year we spoke about how making a connection in their brain, their memory, is a lasting thing. Positive or negative connections are lasting – therefore engaging in meaningful learning opportunities is an important way to ensure kids love coming to school everyday.
The idea itself went through growing pains, or an “identity crisis” – often described as a class that learns outside, I always felt it was and should be more than that. The students should be challenged to learn about the world in a hands-on way that utilizes experts and has a meaningful and lasting impact. From here, the path and the partnerships needed became much clearer. First, was the idea of using the community to improve engagement in the grade 4 curriculum. Then came the barriers to this and ideas to overcome them. Thus a partnership was born with Airdrie Transit, which has provided us affordable transportation to different places in Airdrie.
Suddenly opportunities to visit places opened up. Students visited the Airdrie recycling depot, Nose Creek Museum, Plainsman Arena, Airdrie Public Library, Chinook Winds Park, Nose Creek Park, the Airdrie Cenotaph, and the Airdrie Echo.
With this, came opportunities to engage experts on topics related to our learning. In our sustainability project we learned how to plan for a sustainable community from the City of Airdrie. We learned about waste, learned about protecting our natural spaces with CPAWS, how to plan a garden that provides food through Green Calgary, how to improve water security with CAWST and we examined the food waste in our school. This project was later presented to City of Airdrie Environmental Committee.
Over the winter we connected with an app developer who was looking to try out using their app in schools. Part of this pilot project and study was to offer students an opportunity to dive deep into the Alberta curriculum and share it in a unique and living way. Students were proud this past week to showcase their Discovery Agent’s missions on Alberta and Airdrie history, located in Nose Creek Park, to other students and invited guests. Not only were students able to be the creators of these missions, but engaging them in the competitive aspect of the app and utilizing a natural, outdoor space provided great tools of engagement for students.
It wasn’t always easy: relying on public transit rather than chartered buses requires organizing around it’s schedule; relying on the interests of 9 and 10 year olds; and relying on the weather (as you can see, it can snow in April). Seeing students “showing off” their learning, showing an appreciation for public transit when we walked places instead of taking the bus or when the weather turned and even enjoying our community and remembering their experiences were key elements to finding success in our class.
Discovery Agents testing in April
At we reflect and begin to plan for next year, I can feel confident that students were given opportunities to develop into well rounded citizens, challenged and engaged physically, socially, intellectually and emotionally.
“[student] was eager to apply things that he had learned and even helped us to change some things we were doing in our home. He also became interested in public transit and learned about the C-Train and bus schedules while visiting [family] in Calgary.” – Parent Feedback
RVS Learning Specialist – A person’s passions can come in many different shapes or sizes, flavors and themes. Some people love travel, others are foodies, while some feed their souls with art or music. One of my life’s passions involves a six foot tall, brown-eyed, well-muscled guy by the name of Tipper. I should clarify, however, Tipper is my horse! As someone who has always had a passion for horses, I know how wonderful they can be for the soul. So, when I heard that students in Rocky View were getting the opportunity to work with horses to build their confidence and self-awareness, I was very eager to find out more.
I had the privilege of seeing two of the programs that Rocky View students participated in this year: Spirit Winds Ranch, Equine Assisted Learning with Laurel Griffin and Whispering Equine, Equine Facilitated Wellness with Carrie Watson. Both left a lasting impression on me, and from the comments and reflections of the students participating, I could tell that our students were also powerfully impacted by the experiences.
At Spirit Winds Ranch, elementary students learned what it means to build trust and relationships through working with horses. Although I have had many personal experiences in this area, Laurel’s program opened my eyes to a whole new world of skill building. The session I observed was all about using common sense. While working with their “horse partners”, the students read a challenge aloud and then planned to lead their horse through obstacles in the safest, kindest way possible. The students were instructed to watch for their horse’s non-verbal cues: ear position, eyes, licking their lips, etc. I was amazed at the creative problem-solving skills that the students were applying as they worked through the obstacles. When the horses struggled to complete a task, the students used their newly acquired empathy skills to find out why. Every student experienced success, and you could see the sense of pride on their faces and accomplishment in their voices.
The essential life skills that were taught and reinforced during this exercise were invaluable. The students communicated verbally with their partners and volunteers, and non-verbally with their horses. They demonstrated resiliency through trying different strategies and then adjusting, based on their horses, to achieve success. They also collaborated effectively with their partners, volunteers, and horses. At the end of the session, students reflected on what resonated with them from the morning. Some of the words they chose were, “flexible, fun, creative, strong leadership, thinking, and dependability.” The self-awareness of these young students was impressive.
At Whispering Equine, high school students participated in an equally life-changing experience. In this session they started in a cozy classroom in the barn where Carrie led them through a discussion about types of stress and how people cope. The students identified experiences of their own that had caused them stress and reflected on how it made them feel, physically and emotionally. They would then discover that the day’s activity with the horses would be all about releasing that stress and tension, both their own and the horse’s, through acupressure.
After the students had time to groom and bond with their horses, they led them into an arena to start the exercise. The students were taught to recognize their horse’s energy fields and were instructed to watch for signs of physical release: chin quiver, sighing, yawning, licking their lips, head shaking, etc. Carrie talked about “offering intention” to the horse instead of just trying to do something to them. The relationship that the students had previously built with these horses was crucial, as this experience would make both the horse and the student vulnerable to one another. She instructed them to be mindful of their own body and eye positions, breath, and finger tension, all of which would communicate different messages to the animals. Each student started behind their horse’s ear and used the tips of their fingers to work along the Bladder Meridian – an important line of energy in acupressure that runs the length of the body. At a point of tension, the horse would blink, indicating a spot that required focus. Watching these students use their hands to connect with their animals was incredible. As the horses would release a spot of tension, the students would often do the same. Each was silent and intently focused on both their horse’s and their own physical and emotional sensations.
In talking to the students after the session, I discovered that mornings at Whispering Equine were often emotional. As the students worked through areas of their lives that cause them stress or anxiety, they dealt with difficult feelings in ways they would not ordinarily be able to. Other days were energetic and uplifting, leaving the students with a stronger sense of confidence and self-assurance. No matter the day’s emotional tone, the students felt they could safely connect and communicate with their animals without fear of judgment or critique. Their reflections and sense of growth through the program were both touching and inspiring. These students were unanimous in saying that this was an important and powerful experience for them.
My own lifetime of experiences with horses has taught me that they are incredibly perceptive creatures. They can read body language and sense emotions. Through seeing these students and their interactions with horses, I have come to see how valuable their intuition can be in helping humans reflect on and heal from their own emotional challenges. I only received a brief snapshot of the incredible programs that Laurel and Carrie put on, however, the impact of their work was evident. I am looking forward to seeing more students in Rocky View Schools supported through equine learning. Horses, with their beauty, empathy, and rich personalities, are powerful agents of student wellness. As a lifelong horse-lover, it moved me to see students reveal a deep connection to these magnificent creatures. In a word: unforgettable.