early learning inservice

Posted on: September 8th, 2016 by jnovakowski 2 Comments

Every September, our district hosts an afternoon inservice for our Strong Start facilitators and Kindergarten and K&1 teachers. Our early learning Teacher Consultant Marie Thom organizes this inservice and each year chooses a focus area for professional learning. This year, Marie invited me to share some ideas around early learning in mathematics.

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Richmond educators arrived to inviting tables and displays and gifts. After some welcoming comments, Marie spoke of the importance of infusing joy in our classrooms and to remember to begin with the child in mind.

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It is the only time during the year that all the early learning educators in our district have time together. In many of our schools, there is only one Kindergarten teacher so this is a chance to meet and form collaboration with colleagues across the district. Important to remember is that regardless of which program we teach and learn within – neighbourhood, Montessori or French Immersion, our focus is on the learner. Also, the curriculum is the curriculum here in BC. We all have the same learning standards and are working together towards the same big ideas.

My segment of the afternoon focused on what I describe of the art of teaching mathematics – the intersection between what we are noticing about our students and the curriculum. This intersection is the lived curriculum of the classroom and our role as educators is to focus on a pedagogy of noticing and listening – being present and paying attention to our students and then being responsive. Our afternoon together focused on five key elements of early mathematics: counting, subtilizing, decomposing numbers, spatial sense and patterning.  Pedagogical content knowledge booklets were shared with the attendees. These can be found HERE.

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We looked at big ideas, the key early learning mathematics concepts and how to develop the related curricular competencies through mathematics routines, structures and frameworks. The use of routines is important for so many reasons (and by routines I do not mean the “how we line up” or “how we wash our hands” routines…)…here is the slide where we discussed “why mathematical routines?”

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I shared examples from many Richmond classrooms who have been using three important routines: Counting Collections, Number Talks and Which One Doesn’t Belong.

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Blending the curricular content and competencies, I shared several ideas for mathematical provocations to inspire students’ engagement with mathematics, aligned with the learning standards and goals of the redesigned curriculum.

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We left educators with two questions to think about as they embark on their year with their students:

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~Janice

 

 

 

BC curriculum updates: August 2016

Posted on: September 3rd, 2016 by jnovakowski No Comments

Several updates happened to the BC curriculum website over the summer…when teachers are on holidays – so I thought I would put together a summary of the updates and changes with links to items that might be of use and interest.

An Educator Update pdf document was posted on the Ministry website this summer. There is an extensive Q&A section as well as an overview of curriculum updates.

Link to BC Educator Update document – August 2016

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All K-9 Curriculum Frameworks were posted in their final forms, including the recently developed Applied Design, Skills and Technologies curriculum.

K-9 Mathematics

The final updates to the K-9 mathematics curriculum were posted in August, although the BCAMT website has been hosting them for months.

Link to BC K-9 Mathematics Curriculum

The most significant changes the update of the big ideas to be more aligned with the structure of the big ideas in other curricular areas. The big ideas of changed from a two-part big idea (meta big idea and then a grade-specific big idea) to a one-part big idea. Also, elaborations for the big ideas have been added. These elaborations take the form of questions to support student inquiry. See the grade 4 example below:

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10-12 Mathematics

Drafts of the different courses for grades 10-12 mathematics were posted over the summer. They are available in pdf form with and without elaborations.

Link to draft documents for 10-12 Mathematics curriculum courses

The Ministry and curriculum development teams are asking for feedback on the 10-12 drafts. You can submit feedback here:

Link to online feedback form for 10-12 curriculum

 

Instructional Samples

K-9 Instructional Samples were posted over the summer. These samples have been submitted, invited or developed by the Ministry to support teachers as they enact the redesigned curriculum in their classrooms. There are some samples from Richmond included.

Link to Instructional Samples

 

Interim Reporting Order

The much anticipated interim reporting order was released mid-August. This is a one-year interim order as the Ministry seeks more parental consultation regarding report cards. We had hoped to get this information in the spring so plans could be in place for the start of the school year. Districts will now need to make a decision in how to enact the reporting order and decide which format of reporting/report card to use this year.

One of the “new” but not surprising components of the order is that all students from K-9 will do a student self -assessment of core-competencies that will be included in their summative report at the end of the school year. Until we know for sure what the format for that will be in our district, it is important that throughout the year that we notice, name and nurture the core competencies in our classrooms so that students develop an awareness of the language associated with them so that the self-assessments can be meaningful.

More detailed information can be found here:

Interim Ministerial Order on Student Reporting

Information about the principles of quality assessment has been on the curriculum website since its inception. The “report card” is just a means of documenting and sharing assessment and evaluation evidence – what we really need to devote our energies to is creating meaningful assessment tools and practices that are aligned with the goals of the redesigned curriculum.

Principles of Quality Assessment – link to BC curriculum website

It’s an exciting year for teachers and students in BC. We have been playing with/piloting aspects of the redesigned curriculum here in Richmond for three years now and I know that we are able to embrace and enact this curriculum together.

~Janice

upcoming professional learning opportunities – fall 2016

Posted on: August 1st, 2016 by jnovakowski No Comments

As we come into August and (maybe) start thinking about “back to school” I thought I would share some upcoming professional learning opportunities in the Lower Mainland.

TedX West Van – September 24

Registration and Information HERE

 

Reggio-Inspired Mathematics Fall Institute

Saturday, October 1, Blair Elementary, Richmond

Registration info to come – will be posted HERE

 

Vancouver Children’s Literature Roundtable  - STEVE JENKINS!

Saturday, October 15, Vancouver, BC

Registration and Information HERE

 

Box Cars and One-Eyed Jacks – October 19, 4-7pm, Richmond

Save the Date & Time – More information to be sent out soon!

 

Taking the Leap: Values and Practices for Planning an Emergent Curriculum (with educators from Hilltop Children’s Center in Seattle)

Evening talk Thursday, October 20

Full day event Friday, October 21

sponsored by the Vancouver Reggio Consortium Society

Registration and information HERE

 

BC PSA Day  - October 21 2016

BCAMT Annual Conference: Gladstone Secondary, Vancouver

Registration and Information HERE

BCScTA Annual Catalyst Conference: Cambie Secondary, Richmond

Registration and Information HERE

 

FNESC Annual Aboriginal Education Conference

November 24-26, Vancouver, BC

Registration and Information HERE

 

I will be at all of these events, except for the multi-event day on October 21st when I will be at the BCAMT conference in Vancouver!

~Janice

questions to inspire mathematical inquiry

Posted on: July 28th, 2016 by jnovakowski 4 Comments

I have had several emails/messages this summer from colleagues wondering and thinking about the teaching and learning of mathematics through inquiry. Our redesigned curriculum here in BC highlights big ideas at each grade level, in each curricular area. One pedagogical approach to develop students’ understanding (the U in the KDU framework) of the concepts embedded in a mathematical big idea is to provide questions to inspire student inquiry. These questions may be provided as a provocation to individual students, to small groups or to the whole class. Students may work on different questions over time, all connected to a big idea. There are many different ways these open-ended questions may be used in the classroom and are an inclusive practice as they provide entry points for all students to engage in mathematics. These questions invite students to engage with materials and mathematical ideas…some examples:

How many different ways can you decompose 10?

What is the relationship between multiplication and division?

What makes a fraction a fraction?

Through students’  investigations, mini-lessons, scaffolding and prompting from the teacher, students are guided to uncover mathematical content and knowledge (the K in KDU) through experiences that also focus on developing curricular competencies or the doing of mathematics (the D in KDU) such as reasoning, problem-solving, making connections and communicating thinking.

A group of us worked together to create questions that correspond to the new math curricular content and competencies. These questions were inspired by the elaborations for the science curriculum, that had been well received by teachers in BC. The questions are meant as starting points for mathematical  inquiry and investigations and may be used to frame a series of varied but related learning experiences. They are written to potentially inspire cross-curicular inquiry as well as integrating the First Peoples Principles of Learning. These elaborations are currently being hosted on the BCAMT website until they are uploaded to the Ministry’s curriculum website. The K-9 document can be found HERE. The following is an example from Kindergarten:

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It is essential that students’ background, interest, experiences and understanding inform the questions that are provided to them. Many teachers like to have questions to begin with, that they can then adjust and adapt for their students. There are many sources for these types of questions, as a starting point.

Resources I recommend:

Screen Shot 2016-07-28 at 12.26.37 AMGood Questions for Math Teaching: Why Ask Them and What to Ask

by Pater Sullivan and Pat Lilburn (elementary version)

 

 

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Good Questions for Math Teaching: Why Ask Them and What to Ask

by Lainie Schuster and Nancy Anderson (middle school version)

 

 

 

Screen Shot 2016-07-28 at 12.27.02 AMGood Questions: Great Ways to Differentiate Mathematics Instruction by Dr. Marian Small (Elementary)

 

 

 

Screen Shot 2016-07-28 at 12.27.12 AMMore Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction by Dr. Marian Small (Secondary)

 

 

 

These four books are all available in many catalogues and online sources.

A new series of books from Canadian Dr. Marian Small – Open Questions for Rich Math Lessons, They can be ordered through Rubicon Publishing HERE.

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For those of you who have been following along with our Reggio-Inspired Mathematics project, there is a blog post with various question frames that we use as we co-construct provocations for our students. It can be found HERE. We have developed provocation postcards for K-2 and are working on postcards for 3-5 and 6-9. They have a photograph and one question on the front and a collection of related questions on the back – all connected to one mathematical big idea.

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The questions we pose as teachers are important – they need to be responsive and intentional. But, I also think there needs to be space for students to pose their own questions. Something that I have noticed as I work with teachers and students who have been using these types of questions over the last few years is that the students begin to ask these questions of themselves and each other. It is very empowering for the students to be the ones asking the questions that frame the learning experiences in the classroom. I believe its essential to find opportunities and openings for the students’ own questions in classrooms. But that is another blog post…or maybe a dissertation ;)

~Janice

reflections and highlights from 2015-2016

Posted on: June 30th, 2016 by jnovakowski No Comments

The end of June always brings lots of good-byes. We are losing about half of our curriculum department for Learning Services in Richmond – it has been an emotional month and change is always hard. We’ve been through a lot together as a team over the last three years and this year was particularly full with the addition of the two Curriculum Implementation days in our district. Through planning and hosting those two days, we have dug deep into understanding the aspects and layers of BC’s redesigned curriculum.

We have spent much of June “populating” the Curriculum page on Scholantis and planning for next year’s professional learning opportunities in Richmond.

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Next year will be an exciting year for our district as we embrace and enact BC’s redesigned curriculum. My portfolio is shifting from a focus on both K-12 Mathematics and Science to mostly focusing on K-12 Mathematics. Although I will continue to work on interdisciplinary projects the responsibility of curriculum “implementation” in science will be shifted to another teacher consultant’s portfolio (position to be filled soon).

As I look back on this past year, some professional highlights for me include:

  • the Creating Spaces for Playful Inquiry dinner series – this large group of K-7 teachers came together to engaged in provocations and think about playful inquiry across the curriculum; it was exciting to see this embraced beyond the early years and to see a large group of teachers in our district begin the ripple effect in their schools
  • sharing work from our district at the Northwest Math Conference in Whistler in October
  • the Provincial Numeracy Project – as a pilot project this year, three school teams took part in this project modelled after Changing Results for Young Readers
  • Science Jam was back for its thirteen year at Aberdeen Centre – this year there was greater evidence of students’ personal inquiry questions being reflected in their projects
  • attending the National Council of Teachers of Mathematics Annual Conference in San Antonio in April (thanks to the RTA for Major Conference Funding)
  • attending the Opal School Summer Symposium with a team of 17 educators from our School District
  • helping to support Inclusive Learning Communities projects at Cook and Boyd and thinking more deeply about inclusive practices in mathematics
  • continuing to the develop a working relationship with the Musqueam community as we think about storytelling, plants and mathematics
  • the number of mathematics and curriculum evenings I helped facilitate for parents this year
  • being a part of the BCAMT Reggio-Inspired Mathematics collaborative professional inquiry project – this project has grown in unexpected ways and it is so inspiring to work alongside teachers interested in making mathematics engaging for their students

And both a personal and professional highlight this year was celebrating 25 years of service to the Richmond School District – such a special event celebrated with colleagues.

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Thank you to my CNC colleagues for an amazing year together – best wishes as you move on to new adventures – Brooke, Sarah, Diane, Kevin, Gordon and Lorraine! And a special thank you and good-bye to our administrative assistant Lisa Buemann for all she has done to support me!

Have a wonderful summer!

~Janice

tessellating inspired by Tessalation!

Posted on: June 28th, 2016 by jnovakowski

I visited the grade 2&3s at Grauer Elementary on their last day of school at the end of June. I had spent some time in this classroom the previous year and was happy to see some familiar faces…excited first thing in the morning to do some math with me!

I told them about a new picture book called Tessellation! that I was excited about and explained a little bit about Kickstarter to them and why I only had a pdf version of the book at this point. I explained that the girl on the cover was named Tessa and that the title was a play on the word tessellation. We looked at the colour cover I printed out and asked them what they noticed.  They noticed the shapes in the trees and on the girl’s skirt. They explained that the shapes were “connected” together.

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We read a few pages and they noticed more tessellations making connections – “They are like a puzzle!” “It’s like a checkerboard!” “It works like a quilt!” The students were  particularly taken with the turtles – I think because they were not “regular” shape and they were curious how they all “connected” together. Inspired by their curiosity about the turtles, I suggested they might want to investigate what shapes tessellate and what makes something tessellate-able.

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At this point, I stopped reading the story, leaving it with the classroom teacher Mrs. Partridge to finish reading later to the students. I explained that I had put out several materials around the classroom and they could choose what materials they wanted to work with to investigate shapes, designs, patterns and tessellations.

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The tessellating turtles (available here) were very popular with the students and I appreciated how collaboratively the students worked together to find different ways to tessellate them.

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I also demonstrated how by beginning with a cardstock square, they could cut out a part of it from one side, slide it across to the opposite side and tape it down to create a “tile” that would tessellate. I left some squares, pencils, scissors and tape out for students to experiment with.

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Some of the other materials the students explored with were patterns blocks, glass tiles and wood shapes.

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The students were fascinated with the colourful transparent plastic triangles I recently ordered (from here). The set comes with hexagon trays which the students used to create their designs – focusing on repeating patterns, colour and symmetry, before placing them on the old-style overhead projector.

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I’m always on the lookout for books that inspire mathematical thinking and that lead to investigating mathematical concepts. Tessalation! does this nicely – encouraging students to look closely at the illustrations which in turn leads to students making connections and wondering,which for these grades 2&3 students then led to their own investigations with materials to explore tessellations.

The Kindle Edition is available here. Hardcopy versions of Tessellation! can be ordered here.

~Janice

Opal Summer Symposium 2016

Posted on: June 26th, 2016 by jnovakowski

A team of 17 educators from the Richmond School District attended the Opal School’s Summer Symposium (at the Children’s Museum in Portland) from June 16-18. Our team consisted of four teacher consultants, one elementary school principal,  two Strong Start teachers and ten K-7 teachers from both French Immersion and Neighbourhood programs. We joined educators from all around the world (and quite a large Canadian contingent) for three days of examining what it means to invest in a pedagogy of play. We heard inspiring speakers, visited the amazing classrooms at the Opal school and engaged in studio experiences. As we were inspired to think deeply about our practice, we made connections to our context in Richmond and to BC’s redesigned curriculum and how taking a stance of playful inquiry, of seeing inquiry as a state of being, can be transformative for education.

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“Be curious, try it out and say I can do it.” – lots to be learned from children as we aim to continue to create, nurture and grow spaces for playful inquiry in the Richmond School District.

~Janice

thinking about measurement in kindergarten

Posted on: May 24th, 2016 by jnovakowski

I was invited into Denise Tong Vargas’ kindergarten class at Dixon Elementary to look at ways to present mathematical provocations to students at this age level as well as how to integrate technology use as a way to document learning.

For our first time together, I asked the students to share what they knew about measuring. I then did a little demonstration with matryoshka dolls which the students were fascinate with. We compared their height and ordered them from tallest to shortest. We talked about the importance of using specific mathematical language like long, tall, short instead of a general term like “big”. We talked about how when we are comparing two objects directly that we need to “line them up” or use a baseline for accurate comparison. The students were then challenged to find something in the classroom and compare and measure it in different ways.

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As we came together at the end of their investigation time, as a way to share the students’  experiences and consolidate students’ thinking, we co-created two pic-collages using photographs I had taken using iPad technology, focusing on the concepts of baseline and units.

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On my second visit to the class, Denise and the students settled in with their regular morning routine and then I talked to the students for a short time about the big idea that we were going to focus on – comparing and ordering objects and how we might use mathematical ideas and measuring tools to help us investigate this. I had set up three provocations on tables, adding to the one that Denise and her students had been investigating already.

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And I added another onto the carpet area involving containers and cylinders to  provoke students’ thinking about measuring curved surfaces and measuring capacity/volume.

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There was high engagement amongst the students and many of the children stuck with one set of materials or provocations while others moved around. It was interesting listening to them play with the language – second tallest, “mediumest”, third shortest, etc., play with the materials and play with mathematical ideas.

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I must say that there is something to be said for unique and “fresh” materials that engages students and helps bridge school and the world outside of the classroom. By using toys and materials (like ribbons and pinecones) that they might find outside or at home, the students can see that they can be measuring wherever they are – not only if they have a ruler or Unifix cubes!

Some new pic collages were created to help consolidate the students’ learning and to focus on the big ideas involved with measuring.

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I am looking forward to checking in on Mrs. TV’s classroom blog to see what other measuring experiences the students have.

~Janice

primary teachers study group: inquiry in social studies

Posted on: May 21st, 2016 by jnovakowski

For our ongoing look at inquiry in the curriculum, the teachers in the group chose Social Studies as an area of focus for the third term. When we met in April at Blair (thank you Jaclyn and Karen), teachers shared what they had been doing since we last met and then our new area of focus was introduced and discussed.

We looked at an overview of the K-3 curriculum, focusing on big ideas such as community that tell a story across grade levels. Connecting to the First Peoples Principles of Learning and the Core Competencies, ideas of place, story and self-identity were discussed.

Several books and resources were made available to teachers: the new K-2 Social Studies and Science big books from Strong Nations, Shi-shi-etko by Nicola Campbell, a photo book of Places in our Community and then some materials from the Richmond Museum and Archives – self-guided tour books of different regions of Richmond and a set of archival photo postcards.

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Jaclyn and Karen from Blair shared their ongoing inquiry into place – connecting both Social Studies and Science through their investigation of Richmond.

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Our final session of the year was hosted by the McNeely team in their library.

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Teachers shared how they had been thinking about social studies through inquiry with their students. Gillian from Grauer has been looking at diversity in Canadian communities and as an art experience, students drew portraits of themselves and then created outlines just using glue coloured with black tempera paint, squeezed onto recycled cardboard pieces. These art pieces, displayed together highlighted how much we are the same.

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She also had student randomly choose skin, eye and hair colours to paint their portraits to highlight the idea of diversity. Interesting juxtaposition.

Rehang from Tomsett shared how her class had been investigating what Richmond was like now and in the past. Using archival photos, students compared and contrasted different places in Richmond and different services, such as transportation.

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Terra from Homma shared an inquiry into the students’ names and their realization of the power of names and how they are linked to personal identity. Jenna from Homma shared the Newbery award winning (thanks Shannon) picture book Last Stop on Market Street and the potential for connections to big ideas of community, diversity and social responsibility. Jaclyn and Karen from Blair shared their ongoing study of place, recently looking at a map of BC and the different First Nations territories. Anna, Deanna and Shannon from McNeely shared their garden inquiry and all the student investment that has gone into planning and planting.

After our sharing time, teachers were asked to work together to create an inquiry map of one of the inquiries they engaged in with their students this year, based on the work we have done in our study group. The idea of this kind of mapping came from a workshop some of us from the group attended in early April, facilitated by the Ontario group Natural Curiosity.

Teachers began with the starting point or provocation for the inquiry and then mapped how the inquiry unfolded with the students, noting significant events that were either turning points or high engagement points for the students.

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The teachers agreed that this was an interesting way to reflect on their studies with their students and a way to be mindful of what structures or events proved effective and engaging for our students.

At the end of the session, we discussed what would like to focus on next year in this group. Many teachers are interested in outdoor learning and looking at more interdisciplinary or environmental inquiry. The area of personal stories as well as stories of family and community was an area of interest. There was also discussion around documentation to support student inquiry and the way that technology might support that. Study group members will continue to cast their votes and we will see where next year takes us!

~Janice

creating spaces for playful inquiry: April 2016

Posted on: May 16th, 2016 by jnovakowski

For our second year, a team of Richmond educators who have visited the Opal school in Portland, Oregon, have facilitated a professional learning series called Creating Spaces for Playful Inquiry. Blog posts about our first two dinner sessions this year can be found here and here.

Our third and final dinner session of the year was held on April 21 at Diefenbaker Elementary. Educators were greeted in the library with several provocations prepared by our playful inquiry mentors that focused on connections to the natural world and the use of art materials and visual tools. The following question was displayed to provoke thinking and engagement with the materials:

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During and after engagement with the materials, we asked educators to share what they noticed about the affordances of different materials and what connections they were making to our redesigned BC curriculum.

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Some teachers had been invited to share what they have been working on with their students since our last session in January. Christy and Jo of Cook shared their students storytelling experience connected to the First Peoples Principles of Learning and their study of residential schools. Jaclyn Cruz shared how she has been using morning literacy provocations and how she extended students’ storying with materials to think about “cover stories” inspired by book covers. Melissa Vervegaert has visited the Opal School the week before so she shared some of her experiences, specifically noting how the teachers and students accessed and used and were inspired by art materials.

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After a lovely dinner together, we came together in our different mentor groups – intermediate, primary, kindergarten, mathematics, outdoor learning, non-enrolling (teacher-librarians and learning resource teachers) and engaged in discussions and sharing facilitated by our playful inquiry mentors.

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This has been such a powerful series for teachers in our district and we have grown a community of teachers committed to playful inquiry in our K-7 classrooms. The following are some of the reflections from educators in the series:

What did this series offer you as an educator?

A chance to listen to others and hear their ideas – knowing that we are on a path together.

We can all try strategies in our classes but we truly gain a deeper shared understanding through engaging conversations.

It was a great opportunity to hear about what other teachers are doing in their classrooms and how they are taking risks and opening the door for their students to explore.

 An understanding of the power of using materials to scaffold thinking, build stories, develop relationships and self-awareness.

 A way to connect with others in the district and the inspiration I left with each time – what an amazing experience!

What will you take from your experience in this series that will endure in your teaching practice?

From this experience, I will take with me a different approach to my teaching in all aspects – my outlook, my word choices, how I view my students, how I tackle “subjects” and so much more!

 That I need to connect and talk with like-minded colleagues. Sharing circles, provocations, playing with a purpose.

 Creating an environment that supports deep thinking, community building and communication.

 Use of materials in many different ways. Arranging the classroom environment to better support student engagement.

 Inquiry happens naturally – honour the curiousity.

 Letting go.

 Risk taking…the courage to let go and make small but significant changes.

Wow. Rich professional learning.

We have a team of 16 Richmond educators visiting the Opal School in Portland for a summer symposium in June. Our playful inquiry community continues to grow and we look forward to continuing this series next year!

~Janice