Monday, October 26, 2020

Keynoting Virtually for MSLA

 


My latest selfie was taken moments before I logged on to join #MTSPDDAY2020 - the Manitoba Teachers Society Professional Development Day. What's a Toronto teacher doing at a conference in another province? I had the great honour and privilege of being the keynote speaker (and a workshop presenter) for the Manitoba School Libraries Association. I was invited via email on June 27, 2020 to speak - this was at the tail-end of the spring stage of the pandemic, when we were calling it "emergency response remote learning" and I was still the designated teacher-librarian for my school. Thankfully, the conference planning team decided not to revoke my invitation, even after my school library world was turned upside-down.


Keynoting virtually is different from doing it in person - although I'm probably not the right person to ask, since technically this was my very first keynote. Yes, this was my very first keynote address. I was nervous about it. I didn't actually research the difference between workshops and keynotes before my talks (although you can read about the differences in this article from Patricia Fripp or this post by Andrew Grant for Tirian) but I had been to enough conferences in my career to know that it needed to be different. There are so many people I need to thank for helping me prepare for my first keynote experience.

  • Julie Millan (for providing advice about creating contracts and not selling myself short)
  • Alanna King (for offering research links when I had an idea but no data to back it up)
  • Wendy Burch Jones (for listening to a run-through and giving valuable feedback)
  • Brandi Bartok (for answering questions about the event and previewing the platform with me)
  • Jonelle St-Aubyn (for co-presenting a workshop with me and organizing that part thoroughly)
I also want to thank the teacher-librarians and educators that granted me permission to use their tweets and examples in my presentation.
  • Shelly Laskin (TDSB trustee, for her live-tweet reports of the board's meeting and statistics)
  • Martha Martin (GEDSB teacher-librarian for her library-a-la-carte photo)
  • Jess Longthorne (SCDSB teacher-librarian for her Uber Reads book cart makeover)
  • Beth Lyons (PDSB teacher-librarian for her GeniusCart virtual option)
  • Wendy Burch Jones (TDSB paused-teacher-librarian for the Bitmoji class / choice board sample)
So how did it go?

I am so glad that people seemed to enjoy the session. I didn't get to see or hear reactions during the keynote because I couldn't see the back channel since I was presenting my screen. I think they laughed at the "right" parts. ("They laughed. They cried. It was better than Cats".) My technology worked. I had hoped to obtain some copyright permissions to show something that didn't materialize in time but that helped to illustrate one of my points (that we need to follow copyright even in this "Wild-West" time of online education). Brandi Bartok, MSLA President, said many parts were "quotable" and "tweetable" and she did an incredible job of live-tweeting during the keynote (and throughout the conference).

The keynote was followed by a presentation called "Agency and Equity: Students Shaping School Library Collections Pre- and Post-COVID" that Jonelle St-Aubyn and I offered. I am so grateful that Jonelle agreed to present with me. She brought a much-needed secondary school library presence and was so eloquent in advocating for student input into things that matter in School Library Learning Commons - not just books but supplies, furniture, and more. The presentation was practical, possible for many to replicate in different ways, and positive in terms of the results. Jonelle's students were so articulate and I am glad we were able to play their videos (and that the students gave consent for these artifacts to appear).

 

I don't know if this decision made me less of a traditional keynote speaker (who drops in, gives a speech, then disappears), but I actually stuck around to attend some of the other workshops. Here's a quick summary of the rest of the conference.

Friday, October 23, 2020
11:00 - 11:45 am CST

Supporting Anywhere Anytime Learning in a Climate of Uncertainty by Shauna Cornwell

Summary: Shauna shared tips and suggestions related to Pedagogy, Platforms, Planning and Practice that can be applied to in-person learning with COVID protocols, hybrid, mobile, online, blended, remote, distant, or home learning or whatever situation. (flipped classroom, enriched virtual, synchronous, asynchronous, hybrid, etc.)

3 Key Points:

1) Good teaching is good teaching. Effective practice is effective practice. It doesn't matter where. For instance, co-create class norms / agreements regardless of where you are and make them positive, few, and specific; post, review and teach to and about these norms frequently. Practice can also be similar in-person or online (Greet / Teach / Show / Do / Keep Thinking or Engage / Explore / Explain / Elaborate / Evaluate).

2) Plan with different possible scenarios in mind. Plan long-range, mid-range and short-range and ensure your plans can be delivered in whatever mode (F2F, blended, or fully remote).

3) There are many useful resources, such as the UNESCO policy guidelines for mobile learning, John Hattie's Visible Learning, the SAMR model, Manitoba's Learning with ICT Across the Curriculum document, the ISTE guidelines, Fisher's Distance Learning Playbook, etc.

So What? Now What?
My own staff would be sad to hear that Manitoba teachers are permitted to use Seesaw as well as Google Classroom as part of their online platform repertoire - Ontario educators aren't allowed to use Seesaw even though it is very popular with kindergarten teachers and families. If I have time, I'd be interested in reading John Hattie's Visible Learning. I wonder how close it ties into Tolisano and Hale's A Guide to Documenting Learning.  

Related Images





Friday, October 23, 2020
2:00 - 2:45 pm CST

Story Walk (R): What it is and How to create your own by Holly Pike and Karen Burkett

Summary: A story walk is a physical copy of a book mounted on signs placed along a walk. It was created by www.kellogghubbard.org/storywalk and these library professionals described their experience doing on in May 2020.

(I planned to attend a session at 1:00 pm CST but indulging in a whim to pick up lunch from a restaurant led me to being stuck in an unexpected mid-day traffic jam and unable to return to my computer in time.)

3 Key Points:

1) You can collaborate with different subject specialists to incorporate activities into the stations (e.g. science, physical education, music).

2) The benefits are that it's an active way to experience a book as a family and connects families to the school community. Plus it generates great PR - their school was on the news.

3) Consider concerns and be prepared. (e.g. respect copyright by buying 2 copies of the chosen book [with large illustrations, short text, and an exciting story] to use, monitor the signs and use twist ties and waterproofing materials to protect them from vandalism and theft, and check local bylaws on where to place signs so pedestrians will be safe)

So What? Now What? 
I would love to create a Story Walk outside for my school. It reminds me of a version that Joanna Leong, our ESL teacher, did in the hallways using a book about Chinese New Year. Jo-Anne Gibson gave a great suggestion about schools making and sharing their Story Walk kits with each other. They are a lot of work to create and it'd be nice to have others benefit from them after your school has enjoyed it.

Related Images





Thanks again to the Manitoba School Libraries Association for including me in their learning. It was a chance for me to be a teacher-librarian again and hang out with other wonderful teacher-librarians.




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Monday, October 19, 2020

Authentic Math

 Math Congress is a mathematics instructional strategy developed by Fosnot and Dolk (2002). Preparation for and participation in a Math Congress occurs over two lesson periods. The purpose of the congress is to support the development of mathematicians in the classroom learning community, rather than fixing mistakes in the children’s work or getting agreement on answers. A congress enables the teacher to focus the students on reasoning about a few big mathematical ideas derived from the mathematical thinking present in the students’ solutions.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_communication_Mathematics.pdf

Ontario educators were gifted with a new math curriculum this fall. There wasn't any time to prepare for it and for other teachers (like me) who are completely new to teaching this grade, this can be somewhat problematic as the textbooks and traditional resources no longer match the expectations. I am using the long range plans provided by the Ontario Ministry of Education but I find that there is very little time to accomplish what I need to in the time allotted. For instance, I have 10 days (2 weeks) to address the following expectations (and these are just for Grade 5).

Attributes and Numbers

B2.2 = recall and demonstrate multiplication facts from 0x0 to 12x12 and related division facts

B2.3 = use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences of decimal numbers up to hundredths and explain the strategy used

B1.1 = read, represent, compose and decompose whole numbers up to and including 100 000, using appropriate tools and strategies, and describe various ways they are used in every day life

B1.5 = read, represent, compare and order decimal numbers up to hundredths, in various contexts

C1.4 = create and describe patterns to illustrate relationships among whole numbers and decimal tenths and hundredths

C1.1 = identify and describe repeating, growing, and shrinking patterns, including patterns found in real life contexts

E1.1 = identify geometric properties of triangles, and construct different types of triangles when given side or angle measurements

I'm on Day 6 of 10 and have only started B1.1. Colleagues have told me it's more important to go deep rather than wide and to ensure understanding before rushing on, but it makes me nervous that I'm not "getting to everything". The one reprise is that there are no longer 5 math marks to provide (one for each strand) but instead there is a single math mark to include all math work.

An opportunity arose that I shoehorned into our examination of "big numbers" (as well as our new letter-writing language unit) and I feel like it was worth the detour.

Since we no longer hang our coats on hooks outside the classroom for COVID safety reasons, we bring all our items in the class. We wondered how we'd handle the indoor-shoe / outdoor-shoe routine. I didn't care much about changing shoes but the students felt it was important. 

The school library is currently undergoing renovations - new carpet squares and a few tiled sections replace the old carpet. I put a note on the library door to see if we might be allowed to have some of the old carpet to use as shoe mats in the class.

The workers said yes, and they wanted to know how many pieces and what size. This was a chance to involve the class in some authentic math. I called it a Math Congress, but it technically wasn't a Math Congress because it doesn't match all the parameters.








The students, in mixed-grade pairs, really took the task seriously. I hadn't yet taught area so I provided them with the formula. We spent half of the day on Thursday measuring, calculating, and debating. We collected everyone's basic recommendations and then narrowed it down. We chose squares over rectangles because we thought it'd be easier for the workers to measure and cut, and would save some material. (We didn't know how much leftover carpet existed, although we were told "4 feet" and that led to a discussion about translating inches and feet to centimeters.) Choosing the dimensions was tricky. In the end, we decided to go with a length that was big enough to fit the largest shoe size with a smidge extra to include the difference between boots and shoes, but not too large so that the mats would become unwieldy and take up too much space. We wrote our recommendations on a note that I pinned to the library door and by the next morning, our 30 mats (upped because the HSP class wanted some too) were ready for us!





We took a "field trip" to the library to chat with the carpenters who were in charge of the library makeover and see the changes. We gathered their names so that we could write a thank you letter to them for cutting all those squares for us. I also spent a large part of Saturday afternoon taping the edges with duct tape so they wouldn't fray. Too bad I didn't estimate / calculate how much duct tape I'd need, because I had to go to four different Dollaramas before I found one more roll of blue duct tape to finish the job.



I'm pretty pleased with how engaged the students were as they determined the best shape and size for our shoe mats. Our next debate will involve where they go in the class. I look forward to hearing their opinions.












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Monday, October 12, 2020

7 Reasons Why I'll Miss My 7s

 Teaser trailers can be misleading. On Friday, October 9, 2020, I wrote the following tweet:

The reasons for both sets of outbursts were related but not identical.

On Monday October 5, 2020 our group of in-person teachers were told that our school was indeed going to have to reorganize, but not in the way we expected. A teacher was removed from the roster and placed for duty in virtual school, but our school board indicated that the cut had to be applied to the junior-intermediate division. This meant that I would probably teach a much-larger Grade 4-5-6 class. My colleague, Farah Wadia, (who was slated to teach a Grade 6-7-8 class) and I were devastated. I wept because I was terrified - how on earth would I be expected to teach 3 separate grades simultaneously? I know it's been done before - my friend Denise Colby is proof of that - but with very little experience as a classroom teacher, I had no idea how I would manage.

Thankfully, we were allowed to reorganize in a much more manageable way and now our six classes (JK-SK, 1-2, 2-3, 4-5, 6-7 and 7-8) have become five (JK-SK, 1-2, 3-4, 5-6 and 7-8). This meant that I would still have to make a shift. I would pass my five Grade 7s to the Grade 7-8 class and accept ten Grade 5 students into my class. I informed my Grade 7s about the change earlier than I was supposed to, but I wanted them to be notified with enough time to adjust to the idea. They had mixed feelings about the news. They were happy that they'd be reunited with their fellow Grade 7 students - originally we were in separate cohorts and they weren't even able to congregate at recess - but they were disappointed that they couldn't remain in Room 206.

The Grade 7s of Room 206 (and me!)

On Friday, the Grade 7s asked if they could stay in at recess because they had something to show me. I agreed because I knew I had a prep afterwards and I could use the time to continue transforming the class space, creating IEPs, and other necessary jobs. I had no clue what to expect, which is why I think I had the extreme emotional reaction I had.

The Grade 7s had prepared a slide deck for me. I will only share their "rationale" screen here.


I am not ashamed to admit that I broke down and had to leave the room three times as they tried to show me their tribute. Eventually, I had to call the office to arrange to have someone supervise the Grade 7s so that I could try and regain some composure. I think I may have frightened them. Heck, when I saw myself in the mirror in the bathroom, I scared myself! Seriously, I was so taken aback at my red-eyed, distraught appearance that I took a photo.

I knew that I worked with extremely appreciative students - I wrote about this only a couple of weeks ago - but this was completely unexpected. This is what makes all the late nights planning and marking worthwhile. 

In some ways, this new assignment will be easier - Grade 5 & 6 are both in the same division; the math will be easier for me to understand and teach; the students that I'm inheriting are wonderful individuals that are looking forward to spending time with me. This information doesn't make the change easier, especially for me and the Grade 7s. 

The sad part is that I had nothing but my profuse tears to give them as a thank you for their efforts. Therefore, the rest of this blog will enumerate seven (of the many) reasons why I will miss having this group of Grade 7 learners with me.

1) These Grade 7s were hard workers that were keen to improve.

I never had enough homework for these students! My husband once commented "What kind of kids beg for homework?". These students really relished any tasks that they were given. They asked for feedback and applied the feedback to their assignments. They were willing to revise and revamp their work and not just because it would result in higher marks.

2) These Grade 7s were mature but still playful.

When I revealed to the students about the reorganization plans, I told them that it wasn't a secret but that I'd prefer if they didn't share the news to the rest of the school quite yet. They said they wouldn't, and they were true to their word. I loved that we could have serious talks about harassment and racism but we could also be silly. Many of them mentioned the buzzers that they were provided so that, if I was preoccupied with my larger and needier Grade 6 group, they could get my attention. These Grade 7s never abused the privilege but there were unexpected honks that made us giggle. Their science challenge in Minecraft (to collect examples of biotic and abiotic elements in a Minecraft world) led to some amusing moments.

3) These Grade 7s were independent.

Outnumbered 14 to 5, the Grade 7s often had to do their own thing while I assisted others. This was not a problem. Mrs. Whitmore, our supply teacher (in for French recently) called them "angels". No teacher has to hover over them to ensure they are on-task. If they finished early, they found ways to occupy themselves without disrupting the rest of the group.

4) These Grade 7s were team players.

Their favourite type of activity involved them collaborating as a team of five to complete projects. They investigated the best way to refill water bottles safely in school and designed a poster to teach the younger students what to do. (While doing this, they even recorded their plans, so writing their learning skills portion of their report cards will be a breeze, because they provided plenty of evidence of their initiative, collaboration, responsibility, organization and independent work.) Everyone played a part and was involved. As part of their data unit, they surveyed the in-school staff about their beverage preferences and created charts and graphs.


5) These Grade 7s were leaders engaged with their learning.

I had some wonderful role models to use for lessons. In gym, they demonstrated to the Grade 6s how it would be possible to roll a marble through a series of tubes. (I borrowed this idea from my time at Albion Hills with the Grade 8s.) In whole class discussions, I could always count on one of the Grade 7 students to offer an idea or suggestion or answer. They participated with pleasure. When I had no clue why they were unable to join a joint Minecraft world in Minecraft Education Edition, they took it upon themselves to read forums and FAQs to try and determine why it refused to function.


6) These Grade 7s were hilarious.

Some of the comments and conversations we shared made me laugh. I wish I recorded some of the utterances they made while working on their Minecraft projects - things like "I killed the pig - does that make it abiotic now?" 

7) These Grade 7s were kind to everyone.

Despite being a close-knit group, the Grade 7s included the Grade 6s when they were involved in small group tasks. They made a point of going on our Google Classroom (and sending the Grade 6s emails) to thank them for their time together as a group.

Monday's tears were tears of frustration and fear. Friday's tears were due to shock and surprise of a sort that was positive. I hope (in vain, unfortunately) that there were be no more major changes to our class structures. We bonded, even in this brief time. Bean-counters don't understand how broken-hearted everyone can me when classes are dismantled and reassembled. On this Thanksgiving weekend, I am grateful to have had these wonderful students, if only for a month. 

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Monday, October 5, 2020

Heart for Lung

 There are so many things I could write about. My mood (which can fluctuate from triumph to despair these days) suggests different topics at different times, but I thought I'd write about something timeless - another teacher tribute.

I've written on my blog about several teachers that I've had the pleasure of working with before - Dean Roberts, Kerri Commisso,  Lisa Daley, Sonia Singh, Ashley Clarke and Rose Tse, Diana Hong, Saadia Isahac and so on. It is proof that I work with so many talented educators that it's easy to decide on someone to highlight.

Our school went topsy-turvy in September and we realized that, not only we were we losing many staff members to the Virtual School, some of us were going to see a significant shift in our teaching assignments. Two of us received positions that extended beyond our comfort zones because we had no prior experience in those areas. One of those teachers was me. The second was another Diana - Diana Lung.


There are so many things I can say about Diana Lung. One of her traits that I admire about her is her willingness to try new situations, strategies, methodologies, and other pedagogical proposals. She was like this even before the pandemic. When inquiry based learning started to make a bigger impact in kindergarten, I remember Diana commenting on how this would be a very different approach than the one she was familiar with at the time. She could have complained and ignored the recommendations, but she didn't. Diana took some workshops, read some resources, and found a way to incorporate aspects of inquiry without compromising some of her previous practices that she saw as successful. 

Speaking of success - Diana helps her students grow so much as learners when she has them in her class. Even this year, with all the added restrictions and no time to adequately prepare, Diana has been so pleased with the progress her Grade 2 and 3 students have already demonstrated so far. Their gains are her gains.

This work doesn't go unnoticed. Our parents and school community love Ms Lung. They request her as a teacher for their children. She has high expectations for her students but she also has high expectations for herself, and pours hours of time into communicating with families and creating interesting learning experiences. When I was in the library, her classroom was across the hall. I'd see her working, long after school had ended, writing individualized, personalized reports to each and every parent in her students' Communication Booklets. 

Did I mention she is multilingual? Diana speaks English, Cantonese and Mandarin. This is so incredibly important in our school community. Representation matters. Here is a teacher that speaks the same language as the families do at home, plus she understands the hopes, fears, traditions, and dynamics at play in the lives of so many students. Diana Lung is our treasured on-site translator, able at a moment's notice to assist in the office with a query, or during Parent-Teacher Interview night (in addition to her own scheduled sessions) to provide translation when we didn't get enough bodies to keep up with demand, or even for drafting letters about school events. Diana Lung even ran a few Lunch and Learn sessions for the staff so that the monolinguals would be able to say a few key phrases properly.

I wanted to post more pictures and write more things, but this weekend was filled with writing IEPs, marking math tests, contacting sources for distance-appropriate gym equipment, planning the upcoming week's lessons, creating study sheets on Google Classroom, and other things related to my new role. Diana Lung, thank you from the bottom of my heart (or my lung, since it's bigger) for everything that you do for our students and our school. 


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