Archive for the ‘reggio-inspired’ Category

creating spaces for playful inquiry: thinking about relationships – September 2017

Posted on: October 5th, 2017 by jnovakowski 1 Comment

Inspired by our staff’s visits to the Opal School in Portland, we continue this year with our Creating Spaces for Playful Inquiry Series. Sixty Richmond educators registered for this three-part dinner series, with a growing waiting list of educators wanting to be part of this series. This continued interest in this work speaks to the ripple effect that our playful inquiry community is having in schools and in our district. Many new teachers have heard about playful inquiry and how it aligns with goals and aspects of BC’s redesigned curriculum. A goal for the series is for teachers to consider: How can we create new possibilities for joy, wonder and inspiration?

So what is playful inquiry? Playful inquiry is not a new term and much has been written about it as a pedagogical stance. In Richmond, we have drawn upon our experiences and relationship with the Opal School in Portland and made connections to our BC context and curriculum. At our last study tour to Portland in March, the following explanation of playful inquiry was provided:

Opal_playfulinquiry_quote

In this explanation of playful inquiry words such as community, collaboration, citizen and uncertainty pop out. The term “learning alive” resonates with the spirit of inquiry we are hopeful of nurturing in our classrooms. Why playful inquiry? The above definition suggests an approach that will support students in thinking through the uncertainty in the world around them and nurture student agency in seeing themselves as contributing citizens in their community. So we can work together towards the goals and vision of what playful inquiry can bring to our classrooms and schools.

So how do we enact playful inquiry in our classrooms? For planning purposes, we often use the framework of -

  • playing with materials
  • playing with language
  • playing with ideas

to help us consider different ways to engage our students and ourselves with playful inquiry.

Playful inquiry creates opportunities for deeper engagement with concepts and idea, choice in ways students may pursue uncovering the curriculum, personalization and meaning-making as well as providing openings for connection-making, seeking relationships – both with self, each other and with ideas.

*****

As teachers arrived at Grauer Elementary, they were provided with provocations created by our playful inquiry mentors. These provocations were either pedagogical – meant to experience through the lens of an educator and to reflect on practice or, were those that students engaged with in Richmond classrooms.

Screen Shot 2017-10-05 at 12.25.25 PM

IMG_8748 IMG_8749

IMG_8752 IMG_8753 IMG_8754 IMG_8755

After a welcome, introductions and an overview of the series, teachers shared and discussed questions such as:

What is a provocation? How is a provocation alike and different from an invitation or a rich open task? 

Some conditions for provocations were shared:

  • žresponsive
  • žprovokes thinking
  • žconnects to a big idea, concept or theme
  • žis ongoing, lingering, extends

We talked about the theme of relationships for this session and how relationships were an inherent part of teaching and learning – social and emotional relationships but also relationships with and between curricular ideas. Some of the provocations shared and how the concept of relationships is embedded throughout our BC curriculum were provided to participants here:

SD38_Relationships_Provocations_Sept28_2017

Other big ideas and themes that we have engaged with as a playful inquiry community were shared:

Screen Shot 2017-09-27 at 11.57.18 PM

Three of our playful inquiry mentors shared stories from their classrooms. Michelle Hikida from Diefenbaker shared how her and grades 2-4 group planning team are focusing on the big idea of stories this year and how they collaborate together to plan provocations based on students’ interests an questions. Laurie David-Harel from Whiteside shared the movie trailer she created for her school’s parent evening to share how the Kindergarten students in her class engage in playful learning. Karen Choo from Blair shared how sharing circles and using clay as a metaphor supports relationship building in her grades 4&5 classroom.

IMG_8762IMG_8757 IMG_8764

After dinner together, teachers met in interest groups with conversations and sharing facilitated by our playful inquiry mentors.

IMG_8769 IMG_8768 IMG_8770 IMG_8771

Many of the interest-based inquiry groups will continue their conversations with schools visits, online collaboration or other forms of sharing before our next whole group session together in January.

Participants were asked to consider what “one thing” they will play with, try , take risks with…what might be your one thing?

Blog posts from previous years can be found HERE

More information about the Opal School can be found HERE

~Janice

2017-18 primary teachers study group: session 1

Posted on: October 4th, 2017 by jnovakowski 1 Comment

On September 21, our primary teachers study group came together for our first session of this school year, hosted by Anna Nachbar at McNeely Elementary. Our focus this year, as chosen by participants, is outdoor storytelling experiences, connecting multiple areas of the curricula. This collaborative professional inquiry draws upon the work we did last year as a group around outdoor learning in general and also draws upon our district’s three year Playful Storytelling through the First Peoples Principles of Learning project. Some ideas from that project were compiled and shared with the group and can be downloaded here: SD38_Playful_Storytelling_FPPL_Ideas

Books that we will be working with together this fall include teacher resources and children’s books:

FullSizeRender copy

We will be compiling ideas that are inspired by these books to share with others.

After coming together in a circle and introducing ourselves, we shared ideas about working with groups of children at the beginning of the year with regards to learning outdoors. We then ventured out to the “McNeely forest” and spent time in the space noticing how the space might inspire storytelling. How do small spaces and big spaces allow for different storytelling experiences? What natural materials could students gather to contribute to their stories? How might a connection to place and knowledge of local plants and animals enhance their stories?

I brought out a bag of materials as a way to extend the experience – a collection of fabrics and some wooden and plastic animals. How do these materials extend or inhibit the storytelling experience?  Teachers came together in small groups to create and share stories and new ideas for storytelling that emerged through being outside and talking together.

IMG_8522 IMG_8521 IMG_8520

One area of discussion was what to do in schools that don’t have a wooded area such as the one McNeely does.  Some schools are using a garden bed and using it as a story garden. Another idea is to create small worlds using pots, planters or window boxes – plants can be created and pieces of wood, rocks and shells can be used to landscape a setting. How might the difference heights in a tree (base, trunk, branches) be used to create multi-level stories? Most schools have a few garden beds near their entrances – could one be used for storytelling? What characters might visit that space?

FullSizeRender

 

 

 

Although registration filled up very quickly for this group, we will continue to share our thinking and experiences through twitter and this blog. We will be coming together in November at Woodward Elementary in their new outdoor learning space.

~Janice

The Studio at Grauer

Posted on: June 11th, 2017 by jnovakowski 2 Comments

The Studio at Grauer came to be based on a need we felt existed in our district – a space to engage in professional learning experiences for teachers as well as for a learning environment for students that could be left  “set up”. My office partner, Marie Thom, and I have been talking about this for the last couple of years. The notion of a “pop-up” classroom emerged and Andrew Ferguson, the principal at Grauer, was approached to see if we could use one of the school’s unused classrooms.

December 16 2018 – Room 102

IMG_9501 IMG_9502

Room 102 was being used as a storage room until we began our transformation of it in January 2017. Blending Marie’s background in learning environments and my understanding of mathematics teaching and learning, we developed a space focused on mathematics, filled with inspiring materials in a learning environment designed for learners K-Adult. Our goal was to create a flexible, responsive and inclusive learning environment.

Room 102 – January 10 2017

IMG_9780 IMG_9782 IMG_9784 IMG_9788

January 13 2017

IMG_9838 IMG_9845 IMG_9839 IMG_9938

The learning environment is set up to create opportunities for choice, collaboration, personalized learning and inquiry. More specifically for mathematics, our hope was to broaden understanding of what mathematics is and what the teaching and learning of mathematics can be. Often school mathematics is perceived as “arithmetic” and mathematics is a much broader discipline that this. We wanted students and teachers to see math all around them and be inspired to think about mathematics in different ways – to see mathematical ideas in the materials, in pinecones, in buildings and structures, in images of our community, in art, in stories.

IMG_9843 IMG_3797

IMG_9840

As we discussed how we were going to use the space, we decided to call it The Studio, inspired the notion of an atelier, a studio space used in the early childhood schools of Reggio Emilia.

IMG_3792

Classes from Grauer, as well as visiting classes on “math field trips” visit The Studio to engage in mathematical inquiry. Marie and I take on the role of atelierista, working with the classroom teacher to facilitate learning experiences through different materials in the space. We have intentionally curated both mathematically structured materials like pattern blocks and Cuisenaire rods alongside materials often known as loose parts such as ribbons, gems, rocks, pinecones, etc. We also have art materials available to the students such as paint, clay, charcoal, yarn and wool so that students can express themselves and think using different languages. Students also have access to various tools to support their investigations such as measuring tapes, protractors, grids and ten frames.

The first class to visit The Studio – the grades 3&4 students from Grauer on January 18 2017

IMG_9945 IMG_1142

The learning environment is intentionally flexible with choices in seating and tables available for both students and adults. Interestingly, although we have some chairs available, none of the students using The Studio have used them, preferring instead to stand or sit and lie on the carpet or use pillows. We have observed the flow of movement in the space and intentionally have large open spaces for students to move through. Shelves filled with baskets of materials are open and accessible to students. Students can choose the materials they want to use and take them to where they would like to engage.  We took doors off of some cupboards to create more open shelving. All of the furniture, except for four small Ikea open shelves, was found in school storage rooms and thrift shops.

IMG_0826 IMG_0827

Provocations are set up on tables for students (and educators) to inspire mathematical thinking and inquiry. Inspired by one of the students’ interests in optical illusions, the grades 3&4 students from Grauer investigated the mathematics embedded in optical illusions. I gathered materials and tools that I hoped would provoke their thinking about optical illusions and the students also accessed and were inspired by other materials in The Studio.

IMG_1535 IMG_1533 IMG_1538 IMG_1565 (1)

IMG_1550 IMG_1544

As we have more classes through The Studio, we have developed documentation to share in the space. Panels, photographs and photobooks are available for students and educators to engage with, to reflect upon and to inspire new experiences.

IMG_1669  IMG_3793

IMG_4269 IMG_4308

One area of pedagogical intention in The Studio has been on noticing, naming and nurturing the Core Competencies and the Mathematics Curricular Competencies from our BC curriculum framework. A focus has been on both communication and creative thinking in mathematics. We intentionally create opportunities for students to engage in different types of communication and to reflect on how they are doing.

IMG_4263    IMG_4279

IMG_1578

IMG_2151 IMG_4305

IMG_3607

We have had many groups of educators also visit The Studio. Our District Support Team, educators attending our Playful Inquiry professional learning series and teams from schools in our district. Many BC educators involved with our BCAMT Reggio-Inspired Mathematics project have visited the space as well. We have also had visitors from Manitoba and Sweden! We often focus the visits with the questions – what do you notice? what do you wonder?

IMG_2537

IMG_1715 (1)

We also have a dedicated professional learning library with the teacher resources we recommend around teaching and learning mathematics, the use of loose parts and the importance of the learning environment.

IMG_1672

We had hoped The Studio would inspire similar learning environments in our district but recognize that many schools do not have access to a dedicated room for a studio space – we hope that teachers will be inspired by elements of The Studio for their own classroom learning environments. What has been exciting for Marie and I is that this little project has had a huge ripple effect at Grauer, in our district, and beyond!

~Janice

 

 

creating spaces for playful inquiry: April 2017

Posted on: May 28th, 2017 by jnovakowski

For our third session of our Creating Spaces for Playful Inquiry dinner series, Richmond educators came together at Grauer Elementary to share and learn together. This year at our sessions we have focused on broad themes or big ideas that cut across curriculum areas and grade levels, beginning with community, then identity and for our third time together this year, we chose to focus on place. Those that attended our Lower Mainland study tour to  the Opal School in Portland created panels reflecting on their experience. Many of our playful inquiry mentors set up either pedagogical provocations or shared provocations they developed to engage their students.

IMG_3624 IMG_3625 IMG_3627 IMG_3628 IMG_3629 IMG_3630 IMG_3631 IMG_3633 IMG_3634 IMG_3635 IMG_3636

IMG_3638 IMG_3632

IMG_3639

Playful_Inquiry_Place_Provocations_April2017

Four teachers shared their experiences visiting Opal for the first or second time – what had an impact on them and how it is affecting their practice. Thank you to April, Louesa, Laurie and Karen for your thoughtful and passionate presentations!

IMG_3641 IMG_3642

IMG_3647

IMG_3651

Based on feedback from the mentor groups during our January session, Michelle Hikida and I did a short professional learning presentation on playful mathematical inquiry and how we plan around a big idea, use provocations and projects based on students’ interests and curiosities and how we extend and sustain a math inquiry.

IMG_3655

After dinner together, we spent time in our mentor groups, zooming in on an area of interest and sharing and learning from each other.

IMG_3656 IMG_3657 IMG_3658 IMG_3659 IMG_3660

We are looking forward to continuing working together next year to support professional learning and building a playful inquiry community across our district.

~Janice

early learning inservice

Posted on: September 8th, 2016 by jnovakowski 3 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.

img_7031

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.

screen-shot-2016-09-08-at-9-34-37-pm

img_7094

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.

screen-shot-2016-09-08-at-9-34-14-pm

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?”

screen-shot-2016-09-08-at-9-57-05-pm

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

screen-shot-2016-09-08-at-9-46-48-pm

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.

screen-shot-2016-09-08-at-9-34-26-pm

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

screen-shot-2016-09-08-at-9-58-18-pm

~Janice

 

 

 

creating spaces for playful inquiry: January 2016

Posted on: January 24th, 2016 by jnovakowski

Almost 60 teachers came together at Diefenbaker on the evening of January 14th for the second session of our three-part dinner series: Creating Space for Playful Inquiry. This is the second year of this series, with most of the participants having attended this series last spring. This series was inspired by a visit to the Opal School in Portland in January of 2015 by myself, Braunwyn Thompson, Hieu Pham-Fraser and Michelle Hikida.

As teachers came into the Diefenbaker they were presented with invitations to provoke their thinking about light and darkness.

IMG_1994

IMG_1995 IMG_1996 IMG_1997 IMG_1998 IMG_1999

IMG_2004

IMG_1988 IMG_1987 IMG_1986 IMG_1985

IMG_1991

Three teachers from the series shared what they have been playing around with in their learning spaces – Amanda Chura, teacher-librarian at Diefenbaker, April Pikkarainen, primary teacher at Blair and Karen Choo, intermediate teacher at Blair. We were all so inspired by how they have been engaging in inquiry themselves and with their students.

IMG_2005 IMG_2006 IMG_2007

Before and after dinner, teachers chose from six interest groups facilitated by our inquiry mentors. Teachers shared ideas, collaborated, posed questions and discussed their area of interest with like-minded colleagues. During the after dinner session time, teachers considered what their plan was going to be for this term and how they might engage their students in playful inquiry in a particular curriculum area – with materials, ideas or language.

IMG_2008 IMG_2009 IMG_2010 IMG_2011

The discussions were rich, vibrant and inspiring. Many teachers commented that they felt “filled up” and inspired to move forward in new ways with their students. Teachers sharing their learning with each other is so important but I also think the community we are building is equally important in providing a support system for teachers to try  new things, take some risks, develop new pedagogical habits – we are truly better together.

An archive of blog posts about playful inquiry initiatives in our district can be found here:

Playful Inquiry in School District #38

~Janice

growing our Reggio-Inspired Mathematics inquiry project

Posted on: October 29th, 2015 by jnovakowski

So the final session I presented at the Northwest Math Conference in Whistler was on the Reggio-Inspired Mathematics inquiry project that began in Richmond and has grown to include six Lower Mainland districts, thanks to the support of the BCAMT.

IMG_0846 IMG_0847

Along with our publications, articles and materials, I was happy to share our new blog that was created to archive resources to support educators as they consider teaching and learning mathematics through a Reggio-inspired lens. The blog can be found HERE. There’s a photo album of mathematical provocations, downloadable instructional resources as well as links to archived articles and presentations.

After the session, several teachers from around BC asked how they could be involved. Thanks goodness for an online community and technology that will allow us to connect virtually!

~Janice

how materials inspire inquiry

Posted on: October 15th, 2015 by jnovakowski 2 Comments

Building on our Creating Spaces for Playful Inquiry series, there will be several professional learning opportunities in our district this year that focus on specific aspects of playful inquiry. On the professional development day on September 25, Marie Thom and I hosted an afternoon at Thompson Elementary focused on how materials inspire inquiry.

A variety of art materials were presented alongside natural materials found in our area to inspire attendees to think about the changing of the seasons, what stories live in fall and to consider a connection to place and the cycles that autumn brings.

IMG_0540 IMG_0541 IMG_0542 IMG_0543 IMG_0544 IMG_0545

Some of the teachers attending mentioned that they had never used charcoal pencils or watercolour pencils themselves and this was part of the intent of the session. We wanted teachers to consider the affordances of different materials and what they each offer so that they can make intentional decisions about which art materials they may provide to students. We emphasized the notion that students need to also learn how to use the materials, take care of them and to consider what materials might be more suitable for different projects. Just like with tech “apps”, we want students eventually to be able to have a repertoire of materials that they can choose from to use to help them think about an idea or to represent their thinking.

IMG_0546

By looking closely and observing leaves, nuts, branches and other objects outside or brought into the classroom, inquiry naturally emerges and students wonder aloud, creating an opportunity for teachers to seize the moment and create ways for students to investigate their question, to look even more closely or test their ideas. Working with art materials may uncover new ways of thinking about the object or their questions.

IMG_0551 IMG_0550 IMG_0549 IMG_0548 IMG_0547

If this is an area of interest for you, two professional books we recommend are: The Language of Art by Ann Pelo and In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia by Leila Gandini and Louise Cadwell.

~Janice

creating spaces for playful inquiry – September 2015

Posted on: October 9th, 2015 by jnovakowski

Last spring we held a very well attended series called Creating Spaces for Playful Inquiry. This series was a result of a visit to the Opal School in Portland by Braunwyn Thompson, Michelle Hikida, Hieu Pham-Fraser and myself in January 2015. We reflected on our experiences and how they connected to what we were already doing in Richmond as well as to the changes in BC’s redesigned curriculum. The group of 50 teachers attending this series wanted to continue the conversation so we have scheduled a three-part series for this school year. We opened the series with an event that welcomed teachers new to this series as well as visiting educators from seven other school districts. With about 120 educators filling the gym at Blair Elementary, it was an inspiring evening thinking about playful inquiry with Susan MacKay and Matt Karlsen from the Opal School.

IMG_0520 IMG_0522

IMG_0524

Teachers arrived to find a “buffet” of loose parts, most gathered locally. These materials were going to be used during the evening for educators to engage in playful inquiry themselves, to consider how materials might help them engage in inquiry, represent their thinking or consider metaphors.

The teachers also received a small bag of local natural materials to take back to their classrooms.

IMG_0521

When some of our teachers hear “Opal” they immediately think of story workshop, which is one pedagogical structure that Opal educators use to enact playful inquiry in their classrooms. This evening though was focused on playful inquiry more broadly and is very closely aligned with the goals and principles of BC’s redesigned curriculum. Susan and Matt engaged the audience in rich professional thinking and learning beginning with the provocative quote by Carlina Rinaldi:

Screen Shot 2015-10-09 at 11.08.28 AM

Professional learning is not linear and neat but messy and takes time. What are we curious about? What are own own inquiry questions? Just as we want our students to engage in playful inquiry, we need to embrace a stance of inquiry ourselves and see ourselves as teacher-researchers.

Quoting Brene Brown:

“We have to be willing to not know, to figure out – because thats the find of play that brings joy.”

Susan and Matt asked: What new questions are alive within you?

What was emphasized through the evening was a pedagogy of listening – of the importance of listening to children so that we can be responsive and help to develop and sustain their capacities.

I hope that teachers were abel to consider the notion of playful inquiry and deconstruct and unpack what that means for them. What does playful really mean? In talking about “play” I remind parents and educators that play isn’t only about playing with “things” but that we can also play with ideas, concepts, language and story. Susan and Matt reminded the audience that play is not an “activity” but a disposition or a strategy.

How are you nurturing a playful stance in your learning environment?

IMG_0525 IMG_0526

Susan and Matt showed an excerpt from a DVD about a year-long inquiry from their school. The young students were curious about wild animals and spent months thinking about their relationship with wild animals. The clip that Susan and Matt showed revealed just the very final part of the inquiry, when the students visit the neighbouring zoo, wearing animal masks they had created. This short clip seemed likely out of context to me, for the teachers in attendance who did not have a sense of the whole inquiry. Having seen the whole video a few times, once presented by the teacher involved, I was very inspired by the inquiry as a whole and wonder what questions those in attendance had. What more do they want to know? What was the journey that took the students and teachers to this point? Both Marie Thom and I have the DVD “Inquiry into Wild Animals” – please contact us if you would like to borrow it so that you can see the whole story!

More information about the Opal School of the Portland’s Children Museum Centre for Learning can be found HERE.

Opal school’s blog can be found HERE.

IMG_0530 IMG_0529

Because the evening was scheduled on the same night as some of our school’s “meet the teacher” events, we had the session video-taped by media students at Hugh Boyd and we will be hosting some after school sessions for teachers to view and discuss the presentations by Matt and Susan.

Screen Shot 2015-10-09 at 11.08.58 AM

IMG_0527

We are looking forward to continuing this conversation through the series and other professional learning events this year.

~Janice

summer professional reading and opportunities

Posted on: June 24th, 2015 by jnovakowski 2 Comments

Thought I would share some of the professional books I have on my summer reading list and yes, of course I hope to dive in to some fiction as well!

IMG_9587

Learning by Choice: 10 Ways Choice and Differentiation Create an Engaged Learning Experience for Every Student by A. J. Juliani

50 Things You Can Do With Google Classroom by Alice Keeler and Libbi Miller – I follow Alice Keeler on twitter and she always has great tips 

Let’s Find Out!: Building Content Knowledge with Young Children by Susan Kempton

Building Proportional Reasoning Across Grades and Math Strands, K-8, by Marian Small – I read anything by fellow Canadian Marian Small, always learn something new

Doing What Scientists Do: Children Learn to Investigate Their World by Ellen Doris

Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 4-10, by Cathy Humphreys and Ruth Parker – Number Talks have taken off in our district and I’m looking forward to reading another perspective on this practice

Intentional Talk: How to Structure and Lead Productive Mathematical Discussions by Elham Kazemi and Allison Hintz – we bought a set of this book for teachers in the district to read over the summer and participate in a slow chat on twitter, using the hashtag #intenttalk

Creative Schools: The Grassroots Revolution That’s Transforming Education by Ken Robinson and Lou Aronica – it’s Sir Ken, enough said

Math is a Verb: Activities and Lessons from Cultures Around the World by Jim Barta, Ron Eglash and Cathy Barkley (NCTM)

Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies by Zemira Mevarech and Bracha Kramarski (OECD)

Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools by Ron Ritchart - a group of Richmond educators attended a series with Ron Richart this year and I am looking forward to reading his latest book that continues to focus on thinking.

Another new book that is not in the photograph is Creating Thinking Classrooms, published by the Critical Thinking Consortium here  in BC. I have a long history with TC2 and respect the work of Roland Case immensely. I’m looking forward to making connections to our redesigned curriculum with this book.

*****

There are all sorts of professional learning opportunities over the summer. Check in the External Pro-D Opportunities conference on Richnet for more information. I have listed two that may be of interest below:

As part of the Festival of Forestry, there are two Forestry Tours this summer, one on Vancouver Island and one in the Lower Mainland. More info can be found HERE.

There is a K-3 Institute at the University of Victoria from Augsust 17-19. More information can be found HERE.

And for those of you that are thinking ahead to the Provincial PSA Day in October, you can check out the BCTF site HERE for more information.

Specifically, the BCAMT is hosting the Northwest Mathematics in Whistler – for more information and to register, go HERE.

The BCScTA is having their annual Catalyst conference in Richmond – more information and registration can be found HERE.

Have a restful and adventure-filled summer!

~Janice