Director of 21C Learning -The theme of ‘Education Week’ this year is ‘Learning is a journey.’ As educators, our own journeys began many years ago, as we entered the formal school system as students. Little did we know then, how our teachers would motivate, challenge, inspire, surprise, and ultimately educate us to take up the mantle of teaching ourselves.
In my own learning journey, my grade one teacher, Mrs. Thain, towered over us, as she inducted our rambunctious class into the expectations of curriculum, socialization, organization and civility as we donned the learners’ role. In grade six, it was Miss Bilyk, the brand new, hip homeroom teacher whose passion for her learners and learning compelled us to work hard, enjoy reading, get creative and have fun. Somehow she channeled our boundless energy into meaningful learning experiences that enthralled us. Mrs. Nelson, in grade nine, treated us like the young adults we were so excited to become, engaging us in the civic and provincial election process through current events, making connections between our school and our world. In grade twelve, whether it was Mr. Rakoz exploring reproductive systems in biology, Mr. Prodaniuk waxing philosophically about ‘Death of a Salesman’ in English or Mr. Seward outlining the merits of various economic and political systems in Social Studies, our teachers were doing their best to shepherd us out of the ‘system’ as well-prepared, soon-to-be, new graduates. That seems an eternity ago, and yet, the enthusiasm, expertise and passion of those teachers ‘back in the day’ holds sway with myself and fellow educators today.
And it wasn’t only those teachers…As a student, I did not fully appreciate the ‘behind the scenes’ work that our school administration also did to support our learning. It is not surprising how, over time, perspective evolves during one’s own educational journey. Over the past two weeks in particular, I have been incredibly humbled and inspired by my administrative colleagues – the school based principals and assistant principals who are the lead learners in Rocky View schools. Their dedication and commitment to learning, learners, the community and the greater good, is remarkable. As role models, their fidelity to their own learning remains paramount at this time of year, when they simultaneously inhabit the present while preparing and planning for the future, 2017-2018 school year. Despite their unbelievably busy schedules, they prioritize time for after school Book Clubs, graduate courses, webinars and online learning among other activities. They continue to support staff and students in their respective learning journeys, celebrating their achievements and bolstering their supports as the learning gets deeper and more demanding. As lead learners, they are also exceptionally generous with their own ‘best practices’. I have witnessed extraordinary generosity of ideas in multiple contexts, from elementary to high school teams across the jurisdiction. Our RVS administrators orchestrate rich learning for not only their students, but also their staff as they observe and demonstrate, “We are all learners.”
It was Henry Adams who once said, “A teacher affects eternity: he can never tell where his influence stops.” During Education Week, as we reflect on our own ‘Learning Journeys’ we can thank a teacher or an administrator, for provoking and stimulating our learners’ minds. It is with prodigious gratitude, that I thank those teachers who helped me along my educational path to becoming a teacher. It is with equal respect, admiration and appreciation, that I work alongside our RVS teacher and administrative colleagues as they continue to illuminate the path of the learning journeys of our students and staff. We will delight in today’s students being motivated, inspired and challenged by their teachers and leaders, as they navigate and enjoy the ‘open road’ of learning.
RVS Teacher, Ecole Edwards -The story of our beautiful Canada 150 Identity quilt starts with an old photograph. As the 2016-2017 school year was about to begin, and I began to review the Grade 5 program, I decided I wanted to share my learning about my Metis identity with my students. I realized that I could use my voice to ensure that my students would learn about an FNMI perspective through engaging programming.
While I researched resources for Social Studies, I was reminded of a recent visit to my parents’ place in Edmonton with my daughter. We usually have lunch sitting on the back deck in the warm summer sun. After all the greeting hugs and the delicious food, we begin our family visit. During these times we
usually talk about what is happening in our lives, tell stories, tease one another, and laugh. On this particular visit, my daughter was talking about her newest learning as a humanities student focusing on Indigenous Women in Canada. Mom brought out all the vintage photos in their collection and with that a photograph of my Great Great Grandmother, Angele Chalifoux (nee Delorme dit Lemay). Dad’s Metis ancestry is something that my Daughter and I share a keen interest in. In the photo, Angele is a beautiful Indigenous woman sitting proudly with her mustached third husband George Chalifoux. Behind them is a rough sawn log cabin with rifles adorning the exterior walls. The photograph is striking. Both my daughter and I were immediately smitten.
Upon researching Angele’s life through online archival research, I came to learn that prior to this particular photo being taken, she was in fact one of the infamous Edmonton Stragglers. She was one of 84 band members, mostly single women and their children who were struck from Treaty in 1877 by Timothy P. Wadsworth an “Indian Agent” negotiating the relocation of Papaschase reserve- for not being a close enough relative to Chief Papaschase. As a result, Angele left Treaty and applied for Half-Breed (Metis) Scrip, refunding the government $47 worth of Treaty payments. Angele was widowed, starving and supporting her children on her own. Being struck from Treaty made it next to impossible for her to survive, without a “reserve” community to rely on, therefore she assumed a new identity through the “half-breed” commission. All of this information was new to my family. While Angele was a familiar person in a photo, she also had a story, and a fleeting identity. A story that is well documented by government records, yet a story we didn’t know.
I thought about my connection to this information, and how it had affected the identities of my family members before me, and how it will affect the identity of those after me, and ultimately how it affects my identity now. I also considered how I came to know this. I had to search for it, I had to do the work to learn about this history. At no time in my formal schooling was there a focus on the perspective of the FNMI population and history in Alberta. My Father was taught to be ashamed of his Metis ancestry and identity. He told me that I didn’t have to tell anyone about it when we researched and engaged our Metis membership.
Any knowledge of the Metis in Alberta was not taught to me by formal school history, but through a strong connection to the land and an oral history. Fortunately, my father has always lived with a very close connection to the land. He taught us to appreciate and utilize the natural world in a respectful way. At school, I was the only 13-year-old girl who had experienced handling a hunting rifle and hunting knife, shooting and skinning an animal, and then consuming it. Dad taught us about trapping; showing us his father’s rusty old traps and pelt stretchers. My Grandfather, a trilingual man, would regale us with legends of the Whiskey Jack, tell us stories about his trap line, and talk of his days as a fiddler.
To develop an authentic understanding of a FMNI perspective, I started the journey by carefully selecting a number of historical novels written by Indigenous Canadian authors for my daily read aloud time. My first pick was Margaret Pokiak-Fenton’s Fatty Legs. A story about an Inuit girl’s experience in a residential school. Students were hooked after the first chapter! We also read historical fiction about the other important groups of people existing and surviving in Canada pre and post Confederation who also suffered oppression and hardship. Many books were written from the perspective of a child in the context of hardship, collaboration and problem solving. We also looked closely at archival photos of the First People in Alberta and Canada, and the assortment of immigrant groups to help develop a context for students to make a connection to the past by comparing it to today. Learners connected strongly to the idea that their identity, like Angele’s, is ever evolving.
This rich content led to exquisite conversations and naturally scaffolded activities for highly motivating writing experiences connecting the qualities of the people of the past, the present and the future. Many students have developed a taste for historical learning and thinking far beyond my imagination. As a culminating activity we decided to make a quilt to tell the stories of Canada in the past and the present using symbols to portray the identities of important groups of people in Canadian history. Each child carefully chose a symbol to represent their identity as a young Canadian at this point in time, these are included on the quilt. Students insisted that I include my identity as a Metis person on the quilt, I chose an infinity symbol. Lastly, each physical region of Canada is represented by a symbol on the quilt.
It is the student’s wishes that our quilt is given to a child in need. Our quilt tells the varied stories of the people of Canada pieced together with a common thread of collaboration. We are currently searching for an agency that will ensure that our quilt is delivered to a child who deserves warmth, happiness, joy, hope, comfort inspiration and security. It is our hope that this quilt will deliver those things and so will our community. In my heart, I hope this child has a mother like Angele Delorme dit Lemay; a strong, determined, resilient woman.
RVS Teacher, Prairie Waters Elementary – Part 2 of 4: As Jen Friske outlined in Part 1 out of 4 in this blogging series, What is the Exhibition, Prairie Waters students in grade 5 participate in a unique 8-9 week, in-depth collaborative inquiry into an issue or problem of their own selection. This project is a culmination of the Primary Years Programme (PYP) and gives a chance for students to demonstrate all of their attained knowledge thus far, as well as challenge them to go further in their learning. All five elements of the PYP will be on display during this inquiry: Attitudes, Knowledge, Key Concepts, Skills and Action.
As with all large student-initiated inquiries, naturally we wanted to capture the process of this wonderful student learning, but how? Fortunately for us, wonderful members of the RVS 21st learning specialists team were available to help us out with their expertise. Spending a day with Janelle Fortmuller allowed us to storyboard two different documentaries that we will focus on during the 9 weeks that will help visualize the students’ journeys. With a purposeful and deliberate attempt to capture learning each week, along with making room for the impromptu moments of learning, we hope these documentary storyboards assist us in making our learning visible.
Our first documentary will focus on the Exhibition in its’ entirety and the Exhibition as a whole process. From the first week of capturing students’ excitements and explanations of their topic, to identifying various self-management, communication, social, thinking and research skills used weekly, we dedicate each Thursday and Friday to capturing student voice about the process via weekly reflections. These powerful snippets of video allow students to tell their story as they go through the process, with the hope of capturing all of the A-Has’ and frustrations experienced by students, to be put together in a process of Exhibition documentary.
Our second documentary arose from the idea of educating parents and guests during the two Exhibition days of May 3rd and 4th. In the year’s past, we’ve urged the parents and guests to challenge students during the Exhibition to have a conversation about their learning and process they went through. As some teachers are aware, urging parents and guests to participate more can be more powerful when it comes directly from students rather than our teacher voice. We wanted to build on last year’s marginal success of a student created video that involved students urging parents to challenge them, to question them, to have a conversation with them. This documentary was influenced by Janelle’s insights as well and our storyboard has more clarity and purpose that builds off of last year’s success.
Along with making our daily learning as visible as possible through our Exhibition Blog and Twitter #pwex17, we hope our two documentaries open the doors to anyone within our division and beyond to see the growth and learning that occurs during the Exhibition and one of their final pieces of their PYP education.