Archive for the ‘Uncategorized’ Category

looking for math outdoors

Posted on: January 4th, 2017 by jnovakowski

During my last visit of the year to the Kindergarten classes at General Currie Elementary, it was a snowy and icy day so we decided to venture outdoors with some iPads to capture images of things that inspired our mathematical thinking. We had a quick talk with the students about how to look for math outdoors – looking up, looking down, looking all around. We talked about what math might look like outdoors – the counting of items, the shape of things, patterns in the environment, as well as sources of inspiration for thinking about math.

One of the first mathematical ideas we played with was shadows – how does your position affect your shadow? what determines the height of your shadow? what do we need to think about if we wanted to put our shadows in height order?

img_9287 img_9288

As with the case of all our school sites…there is a story that lives there. General Currie was one of the first one room school houses on what was originally called Lulu Island. We stopped briefly at the historic building that is still on the new school’s site and talked about the time elapsed – what school might have been like, what the neighbourhood might have looked like, etc.

img_9289 img_9290

We ventured on to the field and took photos as we walking along noticing nests in trees, tracks in the snow, all sorts of ice and frozen leaves.

img_9291 img_9292

img_9295 img_9296 img_9297 img_9298

The ice was a source of fascination and many questions for the students. They were also very interested in some footprints they found and wondered about the size of different footprints or tracks.

We came back into the classroom and the students used the app Skitch with one of the photographs they took. They labelled, circled or used arrows to show where they noticed math or what inspired a mathematical problem or question.

img_9301 img_9302 img_9303 img_9304

Classroom teacher Kelly Shuto then showed some of the students “skitches” to the class to inspire further questions.

img_9305 img_9306

The following week Kelly tweeted out about the class photo book they had created, based on the idea “What math lives here?”

img_9481

img_9480 img_9479

In this crisp wintery weather, what will your students notice outdoors? What math lives in the frozen puddles and tracks through the snow? How far do animals need to travel to find food? What might your students wonder about?

~Janice

Science Jam 2016

Posted on: March 2nd, 2016 by jnovakowski

SJ 2016 logoThe Richmond School District is celebrating its thirteenth year of Science Jam, a featured event of Education Week.

Science Jam is BC’s largest non-competitive science fair, bringing together students in grades 4-7 from across our district to share their science inquiry projects. This year students from 11 schools participated choosing to do projects under three broad themes – environmental sustainability, going local and looking at the redesigned curriculum.

IMG_2732Two French Immersion students from William Bridge Elementary conducted the opening ceremonies with welcoming words from our mayor and superintendent, introduced our board of school trustees and honoured the event’s sponsors.

 

 

 

Science World started off Science Jam with a *bang* with a science surprises show.

IMG_2750

IMG_2747

And then it was time for our district’s young scientists to share their projects with “celebrity scientists”, parents, community members and each other.

IMG_2815

IMG_2805

IMG_2782

A video with highlights of the event can be viewed HERE.

~Janice

cedar weaving

Posted on: June 17th, 2015 by jnovakowski

Back in April, the Richmond School District’s Aboriginal Education department hosted Alice Guss of the Squamish Nation for a morning of cedar weaving. Alice is an artist, storyteller and drummer and has been involved in the field of education for over twenty years. She does workshops around the world in drum making and weaving.

More information about Alice can be found HERE.

We invited Alice back to Richmond as part of our National Aboriginal Day celebrations and this week she worked with two of our QTL (Playful Storytelling through First Peoples  Principles) classes at Steves and then joined teachers from the project after school.

Kathleen Paiger’s kindergarten class and Ellen Reid’s grades 1 and 2 class at Steves Elementary listened to Alice singing and drumming and learned about how cedar is harvested for the purposes of weaving and making practical items and regalia. Alice shared some of items that are made from different parts of the cedar tree.

IMG_9489

IMG_9487

The students learned how to weave a cedar bookmark and they were quite interested in the texture and smell of the wood.

IMG_9470 IMG_9471 IMG_9472 IMG_9473 IMG_9474

IMG_9476

 

IMG_9485

The students then enjoyed listening to Alice’s stories and she said them in some dancing to her drumming, with the students taking on different animal roles.

IMG_9488

After school, a group of teachers involved in our QTL project along with some other interested educators, came together. Alice shared her family’s history and we learned about the story of The Chief in Squamish and  of the two-headed serpent, a story important to the Squamish people. The teachers then learned more about the importance of cedar and how cedar trees that have been culturally modified (stripped for cultural purposes) can not be cut down by logging companies. An article about culturally modified trees can be found HERE.

IMG_9498

 

IMG_9505

IMG_9503

IMG_9506

The teachers learned how to weave a small cedar basket. There was lots to be learned during the process about persistence and learning new things and also about the natural properties of the cedar. The completed projects were cherished by the teachers and were all one of a kind.

IMG_9507

It was an honour to have Alice join us in Richmond again and we hope to have her back again next year!

~Janice

learning about electricity with squishy circuits

Posted on: June 7th, 2015 by jnovakowski

We are continuing to pilot three Squishy Circuits in our district and this spring I was invited to use them with intermediate students at Homma and Blundell.

We opened with a short discussion around what the students already know about electricity. I then gave each group of three students a battery pack, 3 LEDs and a ball of conductive playdough and asked the students to examine the three components and then see what they could find out. The students usually place the LEDs in the ball of playdough, insert the positive and negative wires from the battery pack, turn the battery pack on then go hmmm, wondering why the lights don’t go on. It’s hard not to jump in but part of the inquiry process is for the students to problem solve and think through the different variables that could be the issue. Sometimes, if students seem really stalled and I think its because they might not have enough background knowledge, I sometimes prompt them to think about flow of electrons.

IMG_9293

IMG_9292

IMG_9296

IMG_9298 IMG_9299

Once the first group of students gets the LEDs to light up, this sends off a reaction in the class and the students get curious about what others have done. A conversation about the concept of the “path of least resistance” is really important here for students to understand the flow of the current. Some students want to know more about series and parallel circuits and use the materials to investigate this. I pass out beepers and motors to add another opportunity for students to investigate different ways of creating circuits.

Once students see the possibilities of using squishy circuits, the creative possibilities open up.

IMG_9040

IMG_9042 IMG_9043 IMG_9044 IMG_9045 IMG_9046 IMG_9047 IMG_9050

IMG_9248 IMG_9058 IMG_9057

IMG_9253

IMG_9255

More information about Squishy Circuits, including recipes for the conductive and insulating playdoughs, can be found here.

~Janice

using visual tools to support early numeracy

Posted on: October 24th, 2014 by jnovakowski

I had the pleasure on the BC PSA day on Friday to share some of the work we are doing in Richmond in the area of early numeracy at the BCAMT fall conference in Surrey. My presentation shared the ways visual tools support strong number sense, the foundation of computational fluency. Examples of using Reggio-inspired practices, number talks and the use of iPad technology were shared from Richmond classrooms.

IMG_6357

The handout with links and resources can be accessed through the following link:

BCAMT 2014 handout

Thanks to the many teachers attending my session for their contributions to our thinking and learning. Apologies to those of you who were crammed into the room, standing along the periphery or on the floor!

-Janice

thinking about decimal fractions in grades 5&6

Posted on: October 22nd, 2014 by jnovakowski

I have spent two Thursday mornings in Gillian Ewart’s grades 5 & 6 class working with the students as they learn about decimal numbers (tenths, hundredths, thousandths) and how to represent them. Students at this grade level need a strong understanding of tenths and hundredths and then should be able to generalize this understanding to thousandths, ten thousandths, etc. Taking the time to work with concrete materials and visual tools to represent these numbers helps to develop strong conceptual understanding and sense about these numbers that will support students when they begin to apply operations (adding, subtracting, multiplying and dividing) to these numbers.

The iPad app, Skitch, was introduced as a way for students to capture representations of decimal numbers. The students took photographs of hundred grids in the classroom and then used the drawing and text tools within the app. The students saved their images to the iPad’s photo album.

IMG_6176 IMG_6177

The students were then introduced to the screencasting app, ShowMe, and students were asked to show what they knew about decimal fractions/numbers by using the images they created in Skitch and then annotating the images further as they narrated their screencasts. Gillian quickly set up a class account on showme.com so the students could log in and save their screencasts to a shared site.

IMG_6179

IMG_6183

An example of one of the students first tries at a screencast is posted below:

http://www.showme.com/sh/?h=QDS4HHU

A mathematics-based app that students used to start up their mathematical thinking at the beginning of our second session was Math Tappers: Numberline (an iPhone app). Students chose a range of numbers they felt comfortable working with and a type of numberline (different types of reference points) and then had to place a decimal number where they thought it should go. The students receive feedback as they play. The whole series of Math Tappers apps is excellent and they were developed by University of Victoria professors so they are particularly well suited to our curriculum.

Screen Shot 2014-10-19 at 10.46.06 PM IMG_0546

Next, we introduced the app Number Pieces. The students had been working on representing decimal numbers using base ten blocks and this app has students work with base ten blocks as a virtual manipulative and label and annotate their representations. The students then either used the Number Pieces app or a photo of a concrete representation with base ten blocks to import an image into ShowMe. The students then created a short screencast (we gave them an upper limit of one minute this time) to share their understanding of representing decimal numbers.

IMG_6268 IMG_6269 IMG_6270 IMG_6272

IMG_6273

By doing some oral rehearsal before recording, the students are getting more comfortable in communicating their mathematical understanding. The classroom teacher, Gillian Ewart has commented on the insights she gets into her students’ understanding and misconceptions as she listens to and views the screencasts which provide valuable information to plan what comes next in planning her instruction.

~Janice

littleBits in grade 9 science at Cambie

Posted on: June 6th, 2014 by jnovakowski

We have been piloting the use of littleBits in our district to investigate the different ways that the components can be used to stimulate creative thinking within the domain of science. Last week I visited one of Karen Ibbott’s grade 9 science classes at Cambie, to see how grade 9 students might respond to the materials. In much the same way that we have been trying them out in elementary classrooms, I gave each group of 4 students a small tray of components and asked them to find out what they could about littleBits. The students were quick to figure out how the components worked together and manipulated different variables to see what they could do with the components.

IMG_1402 IMG_1406

The students then worked in their groups to “create something that does something” and scrounged around the classroom for materials. We asked the students to document their project using a set of iPads I had brought in…taking photos, video and using apps like ShadowPuppet, 30Hands or Haiku Deck to share their project. Lots of creative thinking and problem solving was involved as students collaborated in their groups.

IMG_1444 IMG_1445 photo Keep The Guy Alive IMG_1429 IMG_1428 IMG_1427 IMG_1424

IMG_1434

 

 

As the groups worked on their projects, we asked them to create circuit diagrams.

IMG_1408 IMG_1407

Here is a short video clip created on the Shadow Puppet app of the Keep the Guy Alive project:

http://youtu.be/9hDV64qIcGo

We uploaded 6 projects to the littleBits website and each project post included a short video, photo and circuit diagram. The projects can be found on this page (scroll down page and search by littleBits user name jnovakowskisd38): littlebits.cc/projects

Campfire Monster

The Crane

Armed with Alarms

Papermates

Keep the Guy Alive

Happy Face

What I noticed…what was the same and what was different about using littleBits in a secondary class:

the same

high level of engagement

collaboration amongst students

problem solving

time needed for investigation

vast variety of creative projects created

particular components were in high demand (ie. fan, dc motor, buzzer)

different

elementary students generally approached created the circuits with more of a “guess and test/check” approach while the secondary students were more intentional and applied what they knew about electricity when constructing their circuits

in general, the elementary students made inferences about what was happening in terms of electrical circuits while the secondary students knew, understood and could clearly explain what was happening

the secondary students were able to envision components that would be useful to have, i.e. “it would be cool if we had a __________”

On our last day together, I asked the students to provide some feedback using TodaysMeet and some of the comments included:

What did you like about using littleBits?

“It was simple and safe.” “Because its very interactive.” “Allows us to have fun and learn at the same time.” “littleBits are better than Lego.”

How do you think littleBits inspires creative thinking?

“It inspired us to invent something.” “It lets you have a sense of creativity.”

How did you use what you know about electricity while you were working with littleBits?

“Knowledge of how electrons flow.” “Making a series circuit.”

“littleBits is a fun little product that teaches others the concept of circuits…it’s fast and fun.”

Overall, the students’ feedback suggested that these materials were valuable and encouraged students to be creative and collaborative. Our District Resource Centre has purchased a workshop kit of 100 littleBits components to add to our collection, creating more opportunities for more students to work with these materials.

~Janice

noticing and comparing plants at Blair

Posted on: May 11th, 2014 by jnovakowski

IMG_1038I visited Blair at the end of April and worked with the grades 2 & 3 students in Daisy Khare’s class. The students were beginning to learn about plants and we decided it was an ideal time to go outside and look closely at the school’s new garden beds. Some of the other classes’ plantings were growing so well already.

IMG_1037

This gave us a great opportunity to discuss looking closely at plants – noticing the colours, the textures, the lines, the shapes, the markings, the size, etc. The students were asked to choose two different plants to observe and notice what was the same and what was different about them. The students enjoyed using magnifying glasses and loupes to really zoom in on the details.

IMG_1024 IMG_1025 IMG_1023IMG_1020

IMG_1027 IMG_1019 IMG_1018 IMG_1010The students took their science notebooks outside with them and recorded their observations with drawings and words. We left it up to the students how they would do this.

IMG_1005 IMG_1004 IMG_1016 IMG_1015 IMG_1014 IMG_1031

It was interesting to listen in on some of the students’ conversations. Many of them wondered what the plants were exactly and looked for clues (like plant markers with the names on them!) to help them out. They were excited to see bright red radishes bulging up through the soil. One student noticed the tendrils on the pea plants and wondered what they were for.

IMG_1013

This led to other questions from the students and they began recording their questions in their notebooks alongside their observations.

IMG_1034 IMG_1033 IMG_1032

We came back inside for students to focus on the recording of their experience in their science notebooks. It was impressive to see the variety of formats the students chose to show their learning.

IMG_1044 IMG_1043 IMG_1042 IMG_1041 IMG_1040 IMG_1039

This experience for the students was connected to the primary teachers’ professional collaborative inquiry looking at taking science outdoors and making students’ learning visible through science notebooking.

~Janice

financial literacy at Quilchena

Posted on: April 21st, 2014 by jnovakowski

April is Financial Literacy month in both Canada and the USA and April 16th specially is “Talk to Your Kids about Money” day, sponsored by the Canadian Foundation for Economic Education.

I spent April 16th at Quilchena Elementary, working with the intermediate teachers and students on lessons focused on financial literacy, specifically in mathematics. Our redesigned curriculum framework in mathematics includes learning outcomes from grades 1-9 that focus specifically on financial literacy.

In Una Simpson’s grades 4 & 5 class, the students are learning about mining and natural resources and have an upcoming field trip to Britannia Mines. Una used a lesson that she has used in the past to highlight the importance of budgeting, financial decision-making and business planning. This cookie mining lesson came from an older resource called Common Ground: Modern Mining and You. The students began with $19 in capital investment and then had to make wise financial decisions around purchasing a mining site (choice of three cookies) and mining tools (flat toothpick, round toothpick and paperclip). The overall goal of the exercise was for their mining companies to make a profit so the students thought carefully about their expenses.

IMG_0976 IMG_0977

The students then surveyed and measured their site and “mined” for chocolate chips.

IMG_0978 IMG_0980

The students were then paid $2 for each full chocolate chip or square centimetre of chocolate bits and also received $1 per square centimetre of their crumbs – reclaimed land from their mining site.

IMG_0982

I was one of the bankers and enjoyed completing transactions with the students and listening in on their strategies for making a profit. This was a great lesson in economics!

————————-

The students in Andrew Livingston’s grade 7 class have been working on converting decimal fractions to percentages and using decimals in calculations and so we introduced a context in which students could apply these concepts and skills. We worked through two “percentage off” shopping problems together and then students had a choice of problems they could work though. One of the problems was based on a true story from my home, with my son finding an online coupon to get 30% off of a jacket but this would make it less than $50 so he would lose the free shipping deal. He had to figure out what was the better financial decision before I let him use my credit card to place his order and the students in the grade 7 class were intrigued by this real life story (I also added the tax calculation into the problem).

IMG_0983

In some cases, when the focus of the mathematics is interpreting a problem or learning a new concept, we don’t want students to get stalled by complex computations, so calculator use is sometimes used in these situations.

IMG_0985

We handed out the current version of the criteria sheet we have been developing together for students to use when working in their math journals or with ShowMe (screencasting). For this class, I noticed the students referring to the criteria sheet to help them think about all the things they should include in their math journals as they worked through the problem.

IMG_0986

The student above systematically shows his calculations (it was recess and he wasn’t finished but continued later) for each situation so that he can compare his results later. He is setting himself up well to have clear evidence to show why he decided on the answer he did.

——————

In Tanya Blumel’s grades 5&6 class, Lucie Joseph (learning resource teacher) and I worked with a small group of students to introduce the idea of creating a financial plan or budget. I gave the students two options – they could budget for a $20 dinner for a family or group of 4 or 5 people (students then extended this and also created budgets for breakfast and lunch meals) or they could prepare a budget for a Me to We fundraiser where the goal was to make a profit of $100 to donate to the charitable organization. Both choices involved students searching through this week’s Safeway flyer although we had our laptops ready if they wanted to search for prices for items that weren’t in the flyers.

IMG_0987

IMG_0990 IMG_0989

We had great conversations about how grocery stores market their items. “Buy 1 get 1 free” may not always be such a great deal and the students were quick to notice that the actual price was not included for these deals.

IMG_0988

The more complex of the two tasks was choosing an item and thinking about how much they could sell it for at a fundraiser and then how many of those items they would need to buy in order to make a $100 profit (with a loan from the school that would be repaid after the fundraiser). We had interesting conversations too about what would be a desirable item for a fundraiser because regardless of price, someone has to want to buy it! The two boys that worked through this problem chose a selection of baked goods that they thought would be good sellers.

This group of students will now be team leaders and facilitate this same math task with a small group of their peers.

———————-

The day was full of all sorts of conversations about spending, buying, selling and decision-making. I couldn’t help but notice how genuinely engaged the students were with the problems and tasks presented to them.

~Janice

 

 

I can see shapes at Anderson

Posted on: March 15th, 2014 by jnovakowski

Continuing our collaborative inquiry on ways to enhance students’ communication in mathematics, the kindergarten and grade 1 teachers at Anderson were introduced to the Book Creator app for the iPads last week.

IMG_0787I worked in four classes on Monday morning, beginning each class by showing the students the wordless book Shapes, Shapes, Shapes by Tana Hoban. The students could describe the shapes they saw in the photographs en francais if they were in the early french immersion kindergarten class or using English if they were in the other classes.

Next, I demonstrated how to take photographs with the iPad and the students were naturals! They each took a photograph of something in their classroom that had a shape of interest in it.

The students them worked in groups of 3 or 4 to then learn how to use their photographs and their voices to create an ebook using the Book Creator app. They were SO excited to hear their voices when we played back the narration they recorded for each page.

IMG_0781 IMG_0782 IMG_0786 IMG_0788

The ebooks can be emailed and shared as epub files and published on the iPads and iooks but I have yet to figure out if there is a way to embed this kind of file in a blog post. I can embed the photos for you but hearing the students’ voices is priceless. For example, when flipping the pages through the ebooks, you will see a little audio icon in the middle of the page, like in the following photograph. When you click on the icon, the recorded narration plays.

Screen Shot 2014-03-14 at 10.41.08 PM

I made a short video of me viewing both french and english versions of the books through iBooks:

I can see shapes – English

I can see shapes – French

For young children, I think this is a great use of the iPad technology, using both the camera and audio recording features. The students “read” their books over and over again. Not one student hesitated in recording his or her voice…so this is an engaging way to nurture oral language use and to capture students’ language development.

~Janice