## number glass gems

Posted on: September 18th, 2018 by jnovakowski No Comments

One of the elements of The Studio at Grauer that teachers often notice is the collection of numerals we have in baskets and trays on our shelves. I have collected these over the years and find them in craft and scrapbooking stores, thrift stores, Habitat for Humanity ReStore, and Urban Source on Main Street in Vancouver. I am always on the lookout for numerals. Students use them in their play and investigations, ordering them, using them to label/represent their collections or sets of materials or to use as purposeful numbers in their creations (addresses, phone numbers, parts of a story, etc).

Just to clarify some terms…

Digit - A digit is a single symbol used to make numerals. 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are the ten digits we use in our number system to make numerals.

Numeral - A numeral is a symbol that stands for a number.

Number - A number is a count or measurement that represents an idea in our mind about a quantity.    Numerals are often used to represent a number.

It is how these materials are used that leads to them becoming called numbers – they are used to connect meaning to the symbols by matching the symbol to a set or quantity or are put in order/sequence which gives meaning to the symbols. They can also be used to represent the number in an expression or equation.

I chose to make my most recent set of glass gems using the digits 0-9. This way students can put them together to create different numerals/numbers to label their representations/sets/quantities.

Materials needed: large glass gems (found at Michael’s and some dollar stores), foam paintbrush, Mod Podge and number stickers or cutouts

Instructions: Using the flat side of the glass gem, apply a light coat of Mod Podge and lay a numeral upside down, centred on the back of the gem. Press down and smooth surface so that the numeral adheres and there are not air bubbles between the surfaces. Let dry for a couple of minutes and then apply a coat of Mod Lodge to the entire surface of the flat side of the glass gem. Let dry for 20-30 minutes and then apply a second coat. Let dry and then they are ready to be used.

We have also created materials similar to this by adhering stickers to tree cookies/slices or to smooth stones. It’s just handy to have a collection of these and students find all sorts of ways to use them.

~Janice

## school-based collaborative professional inquiry projects

Posted on: June 14th, 2018 by jnovakowski 1 Comment

One of the professional learning structures used in our district is collaborative professional inquiry based in schools. I collaborate with school teams that come together with a focused area of professional inquiry in the area of mathematical teaching and learning. I support the school teams through developing curricular and pedagogical content knowledge through mini-sessions and providing resources as well as planning together and engaging in adapted lesson study including time each visit to debrief and plan next steps. This year, all school teams involved included at least one teacher in the district’s mentoring program as we focus on supporting teachers new to our district and to the profession.

General Currie (term 1)

The three kindergarten teachers at Currie (two new to teaching K) chose to focus on core concepts and inclusive instructional routines related to these concepts. Inclusive routines are those that provide access points for all students in the class and are used regularly over time to develop mathematical thinking and ideas. The routines focus on developing the mathematical curricular competencies and content in our curriculum. Over several sessions in the kindergarten classrooms we engaged in routines such as counting collections, clothesline, decomposing and number provocations. The three teachers and their classes followed up this project with a field trip to The Studio at Grauer.

Garden City (terms 1 & 2)

Three small groups of kindergarten through Grade 5 teachers came together with a combined focus of “connecting the dots” of the redesigned curriculum – weaving together key elements such as inquiry, teaching and learning through big ideas, new content areas like financial literacy and a focus on First Peoples Principles of Learning and connecting math to place. I spent several sessions in classrooms co-teaching with teachers and having lunch hour meetings.

Tomsett (term 2)

A large group of kindergarten through grade 6 teachers chose to focus on supporting student learning of number concepts through a guided math approach. This approach to teaching math was new to all of the teachers involved. A guided math session (often done once or twice a week) has a focus of a core math concept as the focus. A whole group mini-lesson or routine begins the session followed by opportunities for students to practice in small groups or independently. This practice may involve working with materials, math games, an open task or problem or using an app with visual tools that support mathematical understanding. The teachers works with small groups of 2-5 students round this core math concept for about 5-8 minutes, designing and structuring a mini-lesson for them at their “just right” math level of understanding. The is an opportunity for the teacher to collect assessment evidence of students’ understanding. The end of the session involves connecting the dots between the practice opportunities and consolidating students’ thinking through sharing and discourse.

I spent several in-class sessions with student and teachers as well as lunch hour debriefs, sharing and planning with the teachers.  In between my visits, the teachers collaborated and shared resources and ideas amongst themselves. At the end of the term the grades 5&6 teacher reflected on how the project had transformed her teaching and commented that she will never go back to teaching math the way she used to. All of the teachers commented on how much better they knew each of the students’ mathematical understanding through this approach.

Steves (terms 2 &3)

A team of four grades 2-5 teachers chose to focus on structures that support differentiation in mathematics teaching and learning. In-class co-teaching sessions and lunch hour meetings focused on inclusive instructional routines, rich open tasks and providing choice with a lens to addressing the range of learners in each classroom. In the grades 2&3 class routines such as number talks and Which One Doesn’t Belong? and games were introduced and extended through work with materials. In the grades 3&4 and 4&5 classes, some of the structures we focused on were choice – choice of materials and choice of ways to represent thinking. We also used open questions and contextual problems that focused on big ideas and core concepts and considered how these tasks provided access points for all learners.

I always enjoy being immersed in classrooms and schools, learning together with teachers and students!

~Janice

## 2017-18 primary teachers study group: session six

Posted on: June 6th, 2018 by jnovakowski

For our sixth and final primary teachers study group session of this school year, Megan Zeni hosted us at the outdoor classroom at Homma. Megan shared the story of the space and how it has developed over time as well as shared the logistics of her “prep teaching” position in the outdoor classroom.

We explored the different spaces in Homma’s outdoor classroom to consider opportunities for storytelling and play.

We had lots of great conversation about risky play and the gross motor and social-emotional learning that happens when students engage with large materials, building and play in outdoor spaces.

As we left the Homma school grounds and walked towards the south arm of the Fraser River, we considered the story of this place. The boardwalk and buildings along the river help to uncover the story of the people of this place and how the river has been used over time.

It has been a great year of primary teachers coming together in different places and spaces to think about how outdoor learning experiences can inspire different types of stories and curricular connections.

Looking forward to another year of learning together.

~Janice

## creating spaces for playful inquiry: thinking about the hundred languages – April 2018

Posted on: May 16th, 2018 by jnovakowski

For our final session of this year’s Creating Spaces for Playful Inquiry professional learning series, we focused on the Hundred Languages – a grounding element of the educational approach from the childcare centres in Reggio Emilia, Italy. The Hundred Languages concept is based on a poem by Loris Malaguzzi who suggests that all children have a hundred languages (or more) in which to express themselves and that are role as educators (and school systems) is to nurture these languages, not suppress them.

As Richmond educators entered the room, they were invited to they were asked to reflect on how the hundred languages are living in their classrooms.

Hundred_Languages_Provocations_April19_2018

The Richmond educators who visited Opal School in Portland over spring break shared their reflections on the experience through documentation panels.

Carrie Bourne,  Jen Yager and Julie Curran shared what they learned at Opal and how they have taken some of these ideas up in their own teaching contexts.

Marie Thom and I shared some of our experiences from our Canadian Study Tour of Reggio Emilia in March. I shared some ideas I saw about intersecting digital and analog languages through digital landscapes and Marie shared the power of the language of food and the metaphor of the table to bring people together.

After dinner together (enacting the table metaphor) our interest groups met with playful inquiry mentors to share ideas and go deeper with their understanding about playful inquiry.

We collected feedback from educators who have attended this three part series as we reflect on our learning from this year and think ahead to next year.

“Love the opportunity to collaborate with others and hear others share about their thinking/learning and what they are trying in their classrooms. It is thought-provoking and inspiring.”

“Playful inquiry and teaching is a learning process, always growing and changing and best in collaboration with others teachers and peers.”

“This series has kept me inspired when I’ve felt uninspired or simply tired.”

“This series completely changed the lens through which I see my role as the teacher and the roles of the students.”

There was considerable interest in creating opportunities for teachers to visit others’ classrooms to see playful inquiry in action and to be able to collaborate with colleagues from across the district.

Regardless of how how things unfold for professional learning opportunities in our district for next year, we know we have a strong and growing community of educators committed to teaching and learning through playful inquiry. Thanks to all of the educators involved in this series for their contributions and participation!

~Janice on behalf of the Playful Inquiry Mentors

## 2017-18 primary teachers study group: session 5

Posted on: May 13th, 2018 by jnovakowski

On April 12, our study group met on the dyke of the middle arm of the Fraser River. We were joined by “Indigenous Plant Diva” and current storyteller in residence for the Vancouver Public Library, Cease Wyss. A short video about Cease can be found HERE.

As we walked along the river, Cease pointed out different plants to us and shared knowledge and stories about the plants. Paying attention to a plant’s colour, shapes and texture can indicate part of the body or ailment it can provide medicine for. For example, red berries often support blood, muscles and organs.

Cease explained the importance of cattails to cleanse the water along the river as well as providing food and nesting materials for birds. We learned how some plants like dead nettle and chickweed can be used as salves to treat skin ailments and how other plants such as stinging nettle or salmonberry leaves can be infused in hot water to create teas to address different ailments.

We learned to identify plantain (frog’s leaf), dead nettle, chickweed, Nootka rose, sheep sorrel and horsetail, the oldest plant on the planet.

Teachers left with so much new knowledge about local plant species. This knowledge building is an important part of our study group and was something that was requested by teachers to enhance they work they are doing with their students around storytelling outdoors. We can find ways to share this new knowledge with our students and weave this in to our storytelling experiences.

~Janice

## elementary math focus afternoon 2018

Posted on: May 11th, 2018 by jnovakowski

On the afternoon of January 26, staffs from twelve elementary schools gathered at Grauer Elementary for our annual Elementary Math Focus Afternoon.

The overview slides (photographs from classrooms not included to reduce file size) from the opening to the afternoon can be found here:

Math_Focus_Opening_2018_textslidesonly

Many school teams brought displays to share how they have been working with BC’s redesigned mathematics curriculum.

Educators could choose from a variety of Richmond teacher-led sessions to learn about instructional routines and practices that are aligned with the BC redesigned curriculum.

FINAL_Elementary Math Focus Afternoon Jan 26 2018 program

Elem Focus Day Jan 2018 Rich Investigations

2018 Elem Math Focus Visual patterns

Thanks to Tracy Weeks of the Canadian Federation for Economic Education (CFEE) for coming and sharing information about financial literacy with Richmond educators.

As educators gathered back in the gym for an end of afternoon prize draw of math resources, they were left with a reminder to consider the mathematical story that is being told in their classrooms and schools. What story do we want our students to tell about their mathematical experience here in our district?

~Janice

## creating spaces for playful inquiry: thinking about reflection – January 2018

Posted on: May 11th, 2018 by jnovakowski

On January 25, Richmond educators gathered at Grauer for our second dinner session of our Creating Spaces for Playful Inquiry professional learning series. This month our focus was on reflection and time. Educators shared their experiences engaging in playful inquiry with their students and considering the role of reflection in documentation and making both students’ and our professional learning visible.

After dinner together, teachers participated in interest groups facilitated by our playful inquiry mentors.

A handout with curricular connections to the idea of reflection can be found here: Reflections_Provocations_Jan25_2018

~Janice

## 2017-18 primary teachers study group: session 4

Posted on: May 10th, 2018 by jnovakowski

On March 1, the primary teachers study group met at the Richmond Nature Park. We shared resources for learning about local living things and discussed the different services the Nature Park provides to schools and the community. The Nature Park is situated on a bog which is a very unique ecosystem.

We visited different areas of the park, watching the birds come and go from the feeders, walking along the trails and boardwalk area.

How does looking closely at a found object help you think about its story? What is the story of this (skeleton) leaf?

There was still snow on the ground in some of the more shaded areas of the park and we used the snow as a story context. How could we use the snow as a background for map-making? We used found natural materials to create a map of a special place to inspire memories and story.

The Nature House has lots of interactive displays. living things (including a functioning bee hive), and lots of information about species of plants and animals living in Richmond. Brochures are available listing local plants, birds and insects as well as brochures with self-guided tours of the park. We were all keen to continue to build our own knowledge of local species to be able to weave this knowledge into the outdoor learning experiences we are creating for our students.

The Nature Park Society’s website can be found here: Richmond Nature Park Society

The City of Richmond’s Nature Park web page can be found here: City of Richmond – Nature Park

~Janice

## 2017-18 primary teachers study group: session 3

Posted on: May 10th, 2018 by jnovakowski

On January 18, Cori and Jen hosted the primary teachers study group at Diefenbaker Elementary. Teachers shared the different storytelling experiences they have been engaging in with their students.

We went outside to a small stand of trees near the school and used natural clay from Deserres to create story trees with found, natural materials.

How might the shape, texture, crevices, branches or bark of a tree inspire a story?

What different parts of a tree could be the site for a story setting?

How can we transform clay to create characters for our stories? What can we add to clay? How can we spread and mold the clay? How might water transform the clay and our stories?

One of our young guests created a dinosaur and was happily telling stories while the adults also played!

As we left the traces of our stories behind, we wondered what families would think and wonder as they encountered them on their walk to school the next morning and what new stories might be inspired.

~Janice

## 2017-18 primary teachers study group: session 2

Posted on: May 10th, 2018 by jnovakowski

On December 7, Anne-Marie Fenn hosted our primary teachers study group at Woodward Elementary. We went outside and Anne-Marie shared the vision and plans for their new outdoor learning space.

As the sun was going down, we played with the elements of light and shadow and considered ways we could include these ideas into our outdoor (or indoor) storytelling experiences, thinking about how these ideas might enhance or add new problems to students’ stories.

After coming back in to Anne-Marie’s classroom as it started to get dark, teachers shared different outdoor storytelling experiences they had tried with their students.

Thanks for hosting us Anne-Marie!

~Janice