Friday, 3 May

PLEASE REMEMBER THAT MONDAY IS A P.D. DAY.

These logos are arranged in no
order of precedence, but loosely
represent the spectrum.

Some of the grade 7 students began the day by getting their chance to receive the tandem bike training with Martin.  Thanks, Martin.  Today the class began with a survey so the students could see where on the political spectrum they would fall.  The survey isn't exact, but it gives a rough idea and allows students to begin to understand what is meant by the Left Wing (change) and the Right Wing (tradition).  They also come to understand the type of policies that would be seen as left wing vs. right wing.  We discussed the connection between government programs (spending) and government taxation (income), and how most governments try to find a balance, but that "balance" is a matter of opinion guided by political beliefs.  By the end of the discussion, the students were able to easily identify policies as being more left, or right.  As I've found in the past, the majority of young people tend to lean left.  One of our students made the sage observation that if he paid taxes he might be more inclined towards the right.  I'd say that was a pretty good indication that he "got it."  As the recess bell went, we all enjoyed cupcakes that Saleah made in honour of Kira's thirteenth birthday!  What a nice gesture.

 

After recess we read for ten minutes and then carried on with more math review. I issued the study package for those who wish to rewrite their unit tests.  We also looked at some "algebra" to solve questions where the area is known, but base and height have to be found.  Talk about an interesting lesson.  We got to see lots of "cognitive dissonance" (what they heard didn't fit with what they "knew") as students wrestled with the tension in their learning.  In these instances, I fully expect some students to have difficulty understanding some of the "steps," but we will bridge these gaps in time: sometimes we have to "let it sit" for a while before revisiting a concept.  It was interesting for me to try to get them to understand that I was trying to show them symbolically with numbers what they were doing concretely in their heads.  Today was a "laying the groundwork" kind of day.  The study packages can be completed over the weekend; there is no other math homework. 

After lunch we read for ten more minutes and then worked on our inquiry until p.e. at the end of the day.  I took time to check in with individual groups to see how they were progressing, paying special attention to see how they were subdividing the parts of the SPERM-G acronym.  Students are reminded that the socials inquiries are due to be completed by May 21.

I hope everyone enjoys the longish weekend.  I'll be on the first ferry tomorrow for the Google Summit (ugh!).