Archive for the ‘first peoples principles’ Category

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.

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

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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.

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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.

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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

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.

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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.

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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:

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

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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

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Handouts from Fred Harwood’s sessions can be downloaded here:

Elem Focus Day Jan 2018 Rich Investigations

2018 Elem Math Focus Visual patterns

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

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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?

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~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.

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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.

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

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

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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.

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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.

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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.

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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?

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

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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.

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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.

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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.

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Thanks for hosting us Anne-Marie!

~Janice

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:

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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.

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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.

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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:

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

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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.

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

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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:

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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.

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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?

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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

playful storytelling celebration

Posted on: June 13th, 2017 by jnovakowski

We held our year end celebration for our Playful Storytelling through the First Peoples Principles of Learning project on June 1 at Grauer. Teachers and school teams came together to share what they had been working on during this school year. It is always interesting to hear how each school makes the project its own.

An overview of our session at the beginning of the year is HERE

After an acknowledgement of territory and a welcome to some visiting educators from Manitoba, in circle each teacher introduced themselves and shared the principle that they have most connected to this school year.

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A group of us involved in this project visited the Vancouver Art Gallery in early May to see the Susan Point exhibit. We made so many connections between her work and story and came up with several questions to guide our practice when having students engage with art. We shared this with the group and also shared how some teachers had already taken up these ideas with their classes.

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School teams then shared how they have investigated playful storytelling in their schools.

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We noticed a clear move to many classes taking storytelling outdoors and this will be something we continue to investigate next year.

After a lovely dinner together prepared by Marie Thom, we moved to The Studio at Grauer to engage in some sensory experiences with materials that can be used to enhance the storytelling experience. Experiences with clay, watercolour and wet felting were provided, for teachers to consider – what stories live in these materials?

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We all left inspired by each other and full of new ideas to enact with our students. Looking forward to continue this work in our district next year!

~Janice