Innovative Ways of Communicating Student Learning Ron Coleborn – Math & Science Consultant Reg LaPlante – Visual & Performing Arts Consultant Angela Meredith – Early Learning Helping Teacher Ben Paré – Literacy Consultant Lucky Saini – Technologies Consultant
English 10: : In Inquiry ry Projects Challenge: • Create a question to explore through the various texts that they will read and resources they will explore over the course of the semester • Synthesize their learning by creating a Youtube video Example: Students’ Youtube video on “How do we overcome fear?” Final Activity: Students presented their Youtube clips to their classmates
Some of f the assessment criteria • Text interpretation, analysis, & synthesis • Use of a variety of sources • Presentation skills
Social Studies 9: : Digital Puppetry ry Challenge: • Explore who the Renaissance thinkers were, what they believed, and their role in Renaissance society • Demonstrate their learning by creating a puppetry play using iPads
Some of f the assessment criteria • Understanding of core content e.g. Renaissance thinkers • Puppetry script e.g. writing • Presentation e.g. oral language skills
Aborig igin inal In Inspired Art In Install llatio ion Burnaby Central Secondary ry School Michael Shumiatcher First Nations Artist: Ray Natroaro
Social Studies 9 & 10 - Art Enriched Burnaby North Secondary ry School Mia Lehtonin 3D Essays: French Revolution and Victorian Era
An Art rt Book – Rediscovering Native Pla lants of f the Pacif ific North West Students in grades 11 and 12 art classes and biology 11 classes at Burnaby Central participated in this cross curricular, interdisciplinary collaborative project. The project was designed in collaboration with local artist and illustrator Julia Kreutz, local Métis curator Tarah Hogue, and local First Nations artist and native plant expert, Cease Wyss.
Students Add Drama to Seniors' ' Memories -Dania Home Project Burnaby Central Secondary ry School Carol Mann Drama 10/11/12
Once the students collected the seniors' memories, they brought them back to their Grade 10/11/12 drama class and shared them with classmates who helped incorporate them into a short seven-minute performance. The high school students then returned to Dania Home to perform the show for the residents they'd met earlier.
Dania Home Project Quotes: ""They're smarter than heck," she said with a laugh. "It was nice to laugh with them because laughter is a great thing." – Rosalie Thompson, 83. "If I could compare the residents I would compare them to an entire library because they have just volumes and volumes of information The things we learned in social studies-the Second World War, the tension during the Cold War, the moon landing, the assassination of the American president-they've actually been through that.” – Olivia Tsai, 17.
Baby Dancing Project Moscrop Secondary ry School Ashley Chow Dance 8 & 9 Special Guest: Baby Teagan
Math Learning Teams in Burnaby • Facilitated by Dr. Peter Liljedahl (SFU) • Approximately 135 teachers involved • 27 elementary & all secondary schools • Learning teams meet 3 to 4 times during the year
Mathematics: ‘Thinking Classrooms’ (Dr. . Peter Lil ilje jedahl l – SF SFU) Learning Environment • Developing a ‘thinking’ and growth mindset • Enjoying mathematics and developing confidence in problem-solving
Three Pillars to a “Thinking Classroom ” vertical surfaces random groups tasks
Vertical Non-Permanent Surfaces
Benefits of Non-Permanent Vertical Surfaces Significant improvement for: • time on task • amount of discussion • eagerness to start • participation • persistence • knowledge mobility • creativity of work
Benefits of Visibly Random Groups • students become agreeable to work in any group • elimination of social barriers within the classroom • mobility of knowledge between students increases
Some Teacher Comments • I will never go back to just having students work in their desks • My students are craving to work on problems • Now I'm doing a session for the whole staff • The kids love it - especially the windows • I've never seen my students work like that • They want more
Design course • STEAM – Technology, Engineering, Arts, Mathematics • ‘Thinking through making’ • Typical cycle: research, sketch, model/prototype, test, repeat • Involves a lot of ‘low tech’ and some ‘high tech’ (ex. 3D printer)
Examples to Follow • Bridge Design – trusses (straws), connectors(3D printer) • Chair Design – for a small, shared living space (Sears DX Competition) • Design for displaying various media
Bridge Design
Chair Design
Prototype for displaying various media
Educational videos created within Burnaby • Lesson support - videos by teachers (flipped classroom) - Math 12 Example • Demonstration of learning – videos by students - Biology 11 Example
Science: ‘Learning Stories’ – Grade 4/5 • Documentation of classroom journey • Thinking like a scientist (wonder, research, hypothesize, experiment, analyze, conclude)
WONDERS Why do things float? Everyone formed a hypothesis before we started, since we could not be scientists until we had made our educated guess at what we thought would happen, but it was emphasized that the biggest breakthroughs in science often happen when scientists hypothesises are wrong and they figure out why
Student Collective Conclusions Plasticine Ball versus Plasticine Cup/Boat • cup pushes water out of way so boat goes up (later found scientific word displacement) Egg in Salt Water and Egg in Fresh Water • salt water pushes egg up (later used scientific word buoyancy) • salt water heavier than water (related to density later) • water has nothing in it, salt water has salt pushing it
Paper Clip on Water • layer on top holds the paper clip up (later found surface tension in a resource) • when on edge sank, when laid gently flat with fork floated (distributed the weight) • like a water bug (scientists often think about where else in the world they have seen similar things to help them figure out how things work)
Oil vs Water vs Syrup • oil lighter than water, syrup is heavier than water • things that are lighter float (later found that density = mass / volume) - when trust in students, they collectively give more than you expect - giving students ownership of their learning has powerful results (engagement and enduring learning)
Statistics 12: : In Inquiry Project Challenge: • Students chose a country, and researched the relationship between the wealth of the country and the amount of water used per capita • Share their learning through a Prezi presentation Example: Why does Mongolia have a low GDP but a high water consumption level per capita? Final Activity: Students shared their prezis and findings with their classmates
Some of f the assessment criteria • Research skills i.e. finding relevant information, weighing sources • Considering different viewpoints • Determining a conclusion using appropriate evidence
Social Studies 10: : Problem Based Learning Challenge: • Explore environment sustainability as it pertains to current resource management topics and problems facing Canada • Create a documentary film that explores the pros and cons of their topic and considers the various stakeholders Example: One student group’s documentary of the Site C Dam Final Activity: Documentary student-film festival
Some of f the assessment criteria • Performance (video) • Developing an argument • Research skills i.e evaluating sources and weighing evidence • Drawing conclusions
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