One Last Post? Saturday, 29 June

First, here is a link to my farewell at the Grade 7 Leaving Ceremony: https://docs.google.com/document/d/1eCaRKFw5pi5uF0m2zHvxlqM4kTIwd5JTNf9JxNOwoS4/edit

I had a long but happy day at school yesterday.  I thought I might feel melancholy as I packed up, but I didn't.  I did do much reflecting on the year as I was creating a sample folder of the grade 6s' writing for their next-year's teacher, and as I recycled old test sheets and packed up boxes, but I had a recurring feeling of satisfaction, not sadness.  I was also not sad at our little good-bye celebration for the 17 staff who are leaving the school this year.  Mr. Brown noted that I am the only one who left by choice: that sounds terrible, doesn't it.  I enjoyed the company of everyone on staff and have had moments of doubt about my decision to leave such a positive place.  I have thoroughly enjoyed my year at the Creek.  I have also appreciated the willingness of the staff to challenge our practices and discuss our vision as we ask what school could be like in our quest to deliver the best opportunities and the best programs for our students.  I truly believe exciting times are ahead for the whole school community.  I have received many kind words about my efforts over the past year and they are most appreciated.  But I didn't do it alone.  I was well supported by Carol, Jay-Ann, Sarah, Ms. Henderson, Mr. Pond, Ms. Foster, Ms. McBain, Mr. Clements, Ms. Rive, Joanna and the many parents who were able to support us up front and in the background. We teachers care a great deal about what we do and there is no better fuel for that fire than affirmation from an appreciative school community and the satisfaction that comes from a job well done.  So, thank you, everyone.

All packed up and ready for the next step

Joanna asked that I post this for her:

Here are all the wonderful words and gifts you have all given me.  A beautiful still life reminding me of the good feelings I have from the year and how honoured I feel.  Thank-you everybody!

Joanna

Thank you, Joanna, for teaching me how to do this:
the piece I'm most proud of!

19 April: It's Friday and the sun just came out!

N.B.: Gage - a comment was left for you on yesterday's post.

Today was a very productive day.  We got right to it in English and read another Sarah Ellis short story.    I'm trying to push the class a bit by giving them a chance to respond to some tougher questions as well as the usual grade 6-7 fare.  I want to get the 7s primed for secondary school so we are being very specific about not only what we answer, but how we answer.  It's interesting to note that after reading one story already and after having done the grit test, the class in general was very much grittier this time around.  I saw more students collaborating and trying to figure out second and third level questions together: there was lots of debating going on.  Thank-you Saleah for honouring Mia's birthday by bringing in cupcakes for everyone - what a kind gesture.

After recess, in Math 7 we completed the practice set on building circle graphs and I gave an introductory lesson on using Microsoft Excel to create a spreadsheet and accompanying circle graph.  I demonstrated some of the advantages of creating a spreadsheet versus a simple table in Word.  Next week the students will have a chance to create their own.  This is a good skill to have in secondary school where Excel graphics can be dragged onto Word documents or PowerPoint slides to add weight to your work.  There is no math homework.

After lunch we read for 15 minutes and then listened to inquiry presentations from Noah and Arif.  Four or five students who have yet to present were not able to today.  Please ensure you are ready on Tuesday.  Also, please ensure you have your second (grade 6) or second and third (grade 7) inquiry ready to hand in on Tuesday.  I just got word I have an appointment in Vancouver on Monday, so you all just earned an extra day - please use it!

We ended the day by having our first whole-school track skills practice.  Thanks, Mrs. Taggart for leading this venture.  This is a good way to incorporate some extra skills development into our regular p.e. program. I'm sorry I omitted to mention today's p.e. plan in yesterday's blog post; as a result some students didn't have proper footwear.

Please remember to bring runners etc. for next Friday's practice.

Please also remember your instruments on Monday.

Thursday, 18 April

We began the day by hearing science presentations from Sadie, Thane and Nicholas.  Next, we went to band.  After recess we read for ten minutes and then began math.  The Math 7 students spent the first ten minutes completing the circle graph practice set, and then I gave instruction on constructing circle graphs using "percent circles" (a circle divided into 100 sector angles, versus 360).  We started by examining the percent circle to see how we could use it to report percentages and then we did some practice questions before starting the practice set on p. 163.  There is no homework.

Two methods to convert a portion of a total into a percent

The most common fault when students constructed their own percent circles was not giving enough details in the "key" (or not labeling the "pieces of pie").  It is also important to remember to give the graph a title so your audience knows what is being reported.

After lunch we read for fifteen minutes and then listened to inquiry presentations from Christopher, Gus, Mia, Oliver, Braedon and Landseer.  Each student is getting a chance to compete a self-evaluation on the same rubric that I am using for my assessment.  This allows the students to reflect on their work and to think about both what they did well, and where they might improve.

We ended the day with a short game of three-corner soccer and a game of dodgeball.  Tomorrow, anyone who has not given his or her presentation will be asked to do so (there are 12 left to go).  I've noticed a marked improvement in the quality of the work over the first two inquiry projects.  Thus, I'm excited to see what the class will create for their socials compare and contrast inquiries on ancient civilizations (to be done in learning pairs) and the "passion" inquiry to be done at the end of the year.

Tuesday, 16 April

Thankfully, my two typing fingers are
not affected.

Wow, and just like that we're halfway through April.  I spent part of last night at St. Mary's waiting for the results of the x-rays of my thumb (the new building is very nice).  I've been in denial for a week but confirmed that I broke it catching a softball.  There is no way to make that sound manly and dangerous - I tried to in class today but the kids just laughed at me.  My only defense was to strike a power pose and put on a brave face.  If it was a hardball, it might have been better, but believe me, the dad who threw the ball has quite an arm.  I'm posting the photo in a lame attempt to get residual sympathy.  My wife is an E.R. nurse and if you know anything about nurses, they don't give much sympathy - especially to their spouses (and doubly-especially to spouses who wait a week to see the doctor).  I'm just glad that softball season started after the snowshoe trips.

John Wayne in the film "True Grit"

We began the day completing our responses to the study guide for yesterday's story.  Next I gave the students a "grit" test to see how they rated on a "stick-with-it" scale.  I find that some are more resilient in meeting difficulty in their work than others are and it is something I'd like to address.  Here is a link to the quiz: on-line grit tests

After recess we debriefed the test results and discussed how "grittiness" might be seen in terms of a character trait.  I also introduced the idea that we are judged by others and that character traits are usually long-lasting so we need to be careful about how we approach our actions and our words.  I asked the class to think about what kind of a people they wish to be and how they want to be seen by others.

In Math 7 today we completed the problem set on pp 151-152.  We even found a typographic error in the text which led to some figuring to make things jive with the answers at the back of the book.  I think most people completed the questions; we went over some of the more difficult questions on the board.  Regardless, all questions should be completed for homework.

After lunch we listened to the first science inquiry presentations.  Thank you Sam, for volunteering to go first, and to Kira, Emily, Goldney, Hannah, Simon, Mackenzie and Kiah for presenting on Day One.  I was pleased with the speed of the transitions between speakers; there was little wasted time.  This represents a significant improvement over the last round of presentations.  Good work, everyone.

We ended the day with a big game of capture the flag, hosted by Mr. Pond and Division One.  We don't normally have p.e. on Tuesday afternoon, but we didn't get a real shot at last week's C.T.F. game so I thought a do-over was in order.  It was a lot of fun and ended in a tie.  Thanks, Division One!

Tomorrow morning is movie making with Joanna.  We also have the sexual health educator coming after lunch (I thought it was today but read the schedule incorrectly - sorry), and we'll end the day with yoga - a busy day to be sure.

Please remember that at the snowshoe info session we voted to collect $2 per student for each yoga session.  I expect we'll have a few more - one family generously volunteered to pay for one whole session themselves, so this week is covered!

Here is a screen shot of the notice sent home today.

Yippee: over 16K visits to the blog! Happy Weekend.

Last call for the snowshoe trip fee; please remember to ask your parents: Landseer, and Amber

We began the day revisiting the philosophy of the inquiry approach to learning.  I told the class that I am committed to getting them to think in original and creative ways, ways that cannot be achieved by a compete-the-worksheet-then-regurgitate-it-on-a-quiz kind of approach.  I understand that the inquiry process is sometimes messy and and it doesn't always go in the direction we think it will, but it forces us to analyze and synthesize information and then make that fit with our beliefs, or else it causes us to change our beliefs.  It simply forces deeper thinking and allows for all students to experience meaningful learning.  That is not to say that we should abandon the knowledge of all facts and rely totally on Google searches to answer our questions.  I'm just saying that we find a better balance.  There is no doubt that the students who have traditionally done well in school by learning (memorizing) in order to recall on tests sometimes resist the inquiry model because "they can't do it," or because "it's hard" or because it is less structured.  I have shown them how to use a mind map to add structure to  their questions in order to identify sub-categories and those can be further broken down into individual points.  I've also helped students to re-word their questions so they are open-ended (questions that can't be answered simply, for example, with a yes or no) and allow for balanced in terms of breadth and depth.  Each student has had over ten hours of supported time in class and weeks to complete their inquiry that will be shared in a five-minute in-class presentation.  The students can share their learning in any way they wish, but many have chosen PowerPoint presentations.  These presentations are due on Monday.  The grade sixes owe a second project (to be handed in to me alone) the following Monday.  The sevens owe two additional projects at the same time.  These additional projects will likely be a bit less involved than the one they present, and that is fine.

I gave the class the second block to work on their science projects.

After recess we read for 15 minutes and then started math.  In Math 7 we did a discovery lesson tied to the relationship between parallelograms and circles.  I wanted to give the class a chance to "experience" some of the relationships concretely, before getting them to find area symbolically using pi and other methods (pp.148-150).  There is no math homework for the 7s.

After lunch we did little buddy reading.  I then gave the class a "flex" block to complete any work they wished to complete.  That lasted 45 minutes, and we ended the day in the gym with a new game of "tag." We had a very productive week and I hope you all enjoy the weekend in spite of the wet weather that is in the forecast.  Thanks again Joanna, Michele, Cara, Angela, Trina and Christine for making yesterday's trip to the gallery possible.

Next Week:
Remember your instruments on Monday.  

My stunt double doing the peacock

Don't forget science presentations are due Monday.

On Tuesday the sexual ed health educator will be in (a notice was sent home earlier this week).

We have our next YOGA class on Wednesday.

I'll be away Thursday to Saturday supporting the Pender Harbour Secondary rugby team on their annual trip to Kamloops - a TTOC has been called.

Wednesday, 10 April

Please try to remember to bring in the $35 for the snowshoe trip: Saleah, Kassandra, Kaneeka, Kiah, Landseer, Gus, Arif, Bowen, Amber, Braedon and Sophia.

So far we have drivers for 19 of 28 students to go to the art gallery tomorrow.  Only half of the class has its permission forms in.  The following are pending: Kaneeka, Simon, Kiah, Gus, Mackenzie, Arif, Emily, Bowen, Amber, Avery, Braedon and Sophia.

Yesterday I was finally able to upload the software for the
interactive whiteboard to my loaner computer (my
seven-year-old computer died last month and I lost
all of my drivers).

We began the day by reconnecting with our cursive writing.  We also had a short discussion about the future of language.  I'm always interested to hear the students' views; they're always more sophisticated than we might think they would be.

Next we worked in our film groups.  Some students have almost completed their filming and are preparing for the editing stage.  Others are yet to start filming.  We have set May 7 as the deadline for completion.

Review of parallelograms

After recess we read for 15 minutes and then transitioned to math.  In Math 7 we reviewed some of the questions from last day's problem set and I gave instruction in Lesson 4.4: Area of a Triangle.  Please complete #1-5 on pp. 145-146 for homework.

Classification of triangles by angle
and line length

Triangles as half of a parallelogram

Finding area of a triangle: practice 1

Finding area of a triangle: practice 2

We read for 15 minutes after lunch and then moved into our inquiry work.  The deadline to complete the science inquiry project (that is to be shared in a five-minute presentation) is Monday, 13 April.  The second (or second and third if you are in grade 7) is to be completed the following Monday.  There is not much time left.  Remember that you should be able to answer your question WITHOUT PowerPoint slides or other aids.  By now you should know the answer and be able to discuss the topic from heart.  You should be internalizing the information and no longer be tied to notes (although you will be permitted to use notes during your presentation).  By this point, my expectation is that students will not simply "read" their presentation from slides or cue cards.

Some students have begun their socials inquiry projects.  These are true collaborative projects because unlike the science inquiries that were done solo, the socials inquiries will be done in teams of two.  This will allow the class to build fluency in collaboration, one of the competencies deemed key in the 21st century economy.  I am allowing the students to pick their partners and again, they will also have some latitude in their topic.

We ended the day with a game of capture the flag out on the field but our game was interrupted by other classes who were already outside.  I'll have to get clarification on the rules around sharing field space because as the weather improves, I'm sure the competition will increase.

Please remember tomorrow's field trip - I need 1 more driver and 12 more slips.

Tuesday, 9 April

Today we began with a discussion to identify the many people who helped support our snowshoe trips: over 30 in all!  Next, we discussed how to compose a thank-you letter and then we divided up the names of the helpers and everyone wrote one or two letters.

After recess some students read while others finished their letters.  Next we did math.  The Math 7 students had a short lesson on how to find the area of parallelograms, and then worked to complete the 10 questions in the problem set on pp. 141-142.  That should be completed for homework (at least up to  #6).

Remember to multiply the units of
measure, not just the numbers!
= centimeters SQUARED

Please look for this notice.

After lunch we used the computers to work on our inquiry projects and we ended the day by making thank-you cards to hold our thank-you letters.  Thanks to Mr. Clements who supervised the last hour of the day so I could attend a memorial service for the husband of a former colleague.

I issued permission slips for the trip to the art gallery - WE NEED DRIVERS: please check your schedules.

Tomorrow is art - please bring your recording devices/footage to class.

Wednesday, 3 April

Today we began with our movie groups right away.  We have decided to create a four-week deadline (May 7). Students have started to plan meeting times to film their ideas at one another's homes - mostly on weekends.  Ask your child what his or her group is doing.

After recess we read for ten minutes and then did math.  The 7s worked on their problem sets from yesterday - I think all but one student got finished.  Those who are not snowshoeing will be able to finish tomorrow.

After lunch we worked on our science projects for an hour and then had a brief meeting to tie up loose ends around tomorrow's snowshoe trip and we ended the day with a game of "person" hunt in the back forrest.

I'll see the snowshoers tomorrow at 08:00.  Remember your garbage bags and dress lightly to pack - we'll change into our mountain clothes before we leave.

Remember that the students who went on last week's trip will attend at the school on Thursday only - Friday is a "flex" day and students will work on their snowshoe reflections at home.

Tuesday, 2 April

Ah, April Fools' Day is over and once again we can trust what we read on the Internet, or can we?

Well, I don't know about you, but after so many days off I was sure glad to get back to work.  We began the day with some reading while I (with help from some of the students) packed up the gear that was drying after the first snowshoe trip.  We did quite well, but are missing one sleeping bag stuff sack.  If anyone finds one in their gear at home please return it to school (we will have to pay for any missing equipment).

Next, I reviewed some of the ideas from last week's lesson on the Canadian parliamentary system.  Some members of the class did quite well remembering key vocabulary terms such as: member of parliament, Senate, House of Commons, responsible government and representative government.  Today I introduced the idea of elections.  I enjoyed today's discussion as it was very free flowing and included ideas such as positive and negative campaigning, and balanced vs. deficit budgets.  We also talked about majority vs. minority governments and how stability in a government helps the economy (and how instability hurts it).  My hope is that if any families discuss the upcoming provincial election, our students will be familiar with some of the terminology that is used.

After recess we read for ten minutes and then transitioned to math.  In Math 7 we did a hands-on lesson to understand the relationship between the diameter of a circle and its circumference.  Ultimately we learned that diameter multiplied by pi (3.14) will give us the circumference (or, that the circumference of a circle divided by pi will give us the diameter).  We had only enough time to start the problem set, so there is no math homework.

After lunch we had a one-hour lesson/discussion with Ainsley, our sexual health educator.  The lesson focused mostly on the physical and emotional changes that occur during puberty.  For the most part, the class handled what can be a somewhat embarrassing topic with good self control.  We did debrief afterwords, however, to find ways to conduct ourselves even better in two weeks when she returns.

We spent the last 30 minutes working independently on our science inquiry projects.  Many students are now at the "practicing the presentation" stage.  Parents are encouraged to act as a critical audience and to ensure that the presentations answer lots of "so what" questions.

Tomorrow is art/movie making with Joanna, so please bring your materials.

Many students still have not brought in $35 for the snowshoe trip; please try to remember that (please call me to discuss any concerns around payment).

Below are photos of unclaimed clothing left at the cabin: if you recognize any pieces, please let me know and I will mount a rescue mission on Thursday. 

The boxers have already been claimed.  I can't
imagine why a 12-year-old boy would not claim his
underwear in front of his friends and four GIRLS!

In addition to these, I have a pair of dark blue socks in the classroom.

Tuesday, 26 March

I have now received 23 of 27 signed report card cover sheets - that's amazingly good.

We began the day with a familiarization lesson on the communications equipment we are taking with us to Bachelor Lake.  The students learned about the 2-meter amateur radio, the marine VHF radio, the 406 mHz personal locator beacon and the gps.  My goal was to introduce them to the idea of redundant safety planning: the idea that there is a back-up to the back-up.  I also wanted them to feel comfortable knowing that we will be supported in case an incident occurs that we cannot handle ourselves.  They learned how to turn on the equipment, how to change batteries, and how to make a call for help.  Of course, I will most likely operate the equipment, but just in case, it is important that others are familiar with it.  I have arranged a radio check on Day One of the trip so the students will get a chance to see how the radio equipment works in the field.

After recess, we read for ten to fifteen minutes and then began our math lessons.  The 7s had a short demonstration and then worked on the problem set on pp. 131-132.  Students should complete up to #5 for homework.

After lunch we read again for ten to fifteen minutes and then worked on our science projects.  Like yesterday, I took time to check in with students 1:1 to ensure their inquiry process was on track for success.  It's nice to have time to have more personal conversations than group activities allow.  Next, we spent 25 minutes working in our film teams.  Some groups require a decision to be made regarding the subject of their films - I will have to exert some pressure next class or the "discussing" could go on indefinitely.

We ended the day with a twenty minute "last instructions" meeting for tomorrow and Thursday.  I asked that students remember the following:

*eat a big breakfast

*meet in the classroom at 8 a.m.

*don't wear your heavy clothes during Day One packing (8 - 10 a.m.)

*bring at least 3 big, heavy-duty garbage bags

*remember lunch on Day One is a pre-prepared bag lunch

*toilet paper and candles are needed for the cabin

*think of a game you could share in the cabin at night

REMEMBER THAT STUDENTS ON THE SECOND TRIP (IN APRIL) WILL COME TO SCHOOL TOMORROW, ONLY; THEY WILL NOT COME TO SCHOOL ON THURSDAY, MARCH 28.

As requested, here is a copy of the kit list:

Monday, March 25

I have now received 22 of 27 signed report card cover sheets and manila envelopes! Thank you.

Welcome back from spring break.  What a wonderful, sunny day.  I don't know if I would have been able to handle another rainy Monday.  We began the day with some critical reflection.  First, I showed the class this 3.5-minute video:

http://www.edutopia.org/stw-assessment

Next, I talked briefly about the difference between teaching for content and teaching for thinking.  I mentioned rubrics as a way to involve students in the assessment of their learning and the difference between testing and demonstrating learning.  I also mentioned that in a traditional school, students who can't or won't memorize what the teacher thinks is important, often haven't done well.  

I then directed them to this prompt and asked them to comment at the bottom of this post:

Please share your thoughts about authentic assessment.

It was necessary for me to define "authentic" and "assessment."  Many students asked what they were "supposed to do" (in light of the activity that was ironic).  I hesitated to answer some of their questions, but tried to get them to stretch their thinking instead.  We often search for what it should look like rather than what it could look like.  In the end, they were all able to get some ideas published before they headed off to band.

Parents and other visitors to the blog should feel welcome to add their own response to the prompt, or to respond to a comment made by one of the students.

After recess we read for ten minutes before transitioning to math.  In Math 7 we started a new unit on circles and area.  We spent the whole class asking what is a circle, how can we draw a circle and how we might find the centre of a circle.  We were introduced (re-introduced?) to some outwardly simple, but important observations: d=2r and d/2 = r.  We also noted the relationship between the diameter and the centre of a circle.  There is no homework.

After lunch we read for ten minutes and then transitioned to our science projects.  I spent time checking in with students 1:1 to observe their learning-to-date.  At the end of class I shared with the class some general observations: 1. Many of the inquiry questions are close-ended but with a little adjustment can be reworded to be open-ended.  2.  It is clear that many students have not created an outline/mind map/plan for their inquiry because their projects lack depth.  I reviewed how a big question can be broken down into topics and sub-topics.

We ended the day with a short game of person hunt in the sunny forest.  What a great way to end a productive day.

Here is the trip plan/timing details for the snowshoe trip.  Drivers, I've highlighted the times we will "depart the school" on Day One, and meet you for "pick up and return to school" on Day Two.

Friday, 15 March

I have received 20 of 27 signed report card cover sheets and manila envelopes!

This is the final group list (two students shifted groups):

Group One, March 27-28: Nicholas,  Landseer, Gus, Gage, Cody, Saleah, Mia, Kira, Sadie, Bowen, Oliver, Braedon, Noah, Thane 

Group Two, April 4-5: Kaneeka, Sophia, Hannah, Goldney, Mackenzie, Emily, Sam, Arif,  Simon, Kiah, Avery, Amber, Chris

Highlighted names indicate some or all documentation is outstanding.

Drivers and leaders

Here is a screen shot of the notice with the transportation plan and the group leaders' names (that I sent home today).







We began the day by introducing the next social studies inquiry project.  Students will be comparing two ancient civilizations.  One will be India or China and the other will be Greece or Rome.  This inquiry will have a compare and contrast focus.  I have not yet decided if it will be completed independently, or in pairs of students.  I mentioned again today how well the class is doing with the inquiry model.  They settle very quickly to work and are very willing to support one another's learning.  For example, if someone has a question about PowerPoint, it is just as likely that a peer will provide assistance as it is that I will.  Productive collaboration is a wonderful thing and one of the key digital literacies that we are promoting in class.

Next, I gave a short introduction to the parliamentary system as a lead in to the upcoming provincial election.  Many of our class were absent this morning, so I didn't want to go too deep.  Nevertheless, many students seemed to have difficulty with some of the root ideas.  I hope they gathered the concept that parliament has two houses, that Canada has both responsible and representative government, and that we each have an influence over government policy through our elected member of parliament.  

After recess we read for 10-15 minutes and then transitioned to math.  Many of the 7s had finished their unit test yesterday, so they went right to work on their science.  Those who did not finish, did so.  At 11:45 we had a fire drill and I was very pleased with the leadership that the class provided for the younger students.  Most of the class were able to stand quietly until the "all-clear:" a sign of growth in the area of self-regulation for sure.  Thanks.

Branching from sub-topics to details

After lunch we read for a bit and them transitioned to science.  Again, a perfectly productive period (nice alliteration, Mr. Marshall).  Some students are finished, or nearly so.  I gave a brief reminder about the importance of mapping the project in some way so that the investigation has structure and direction.  I still find that many students wish to use the "scatter-gun" approach and address disconnected sub-topics associated with their questions rather than systematically address the topic.

Yesterday's film group work

We ended the day with some four-corner soccer in the gym.

I hope everyone has a restful and fun break.  Get ready for snowshoeing!

Yesterday's film group work

Thursday, 14 March

Happy Pi Day I have now received 20 of 27 signed report card cover sheets and manila envelopes!

Group One, March 27-28: Nicholas,  Landseer, Gus, Gage, Cody, Kaneeka, Mia, Kira, Sadie, Bowen, Oliver, Braedon, Noah, Thane 

Group Two, April 4-5: Saleah, Sophia, Hannah, Goldney, Mackenzie, Emily, Sam, Arif,  Simon, Kiah, Avery, Amber, Chris

Highlighted names indicate some or all documentation is outstanding.

I have reviewed the driver volunteer forms now that they are almost all in.  Thank you all for the tremendous support.  Some folks even offered to drive on both trips!  We have more drivers than we need - what a great position to be in.  Here is the list I've developed with the number of students carried per vehicle.  I've tried to plan for contingencies.  PLEASE LET ME KNOW RIGHT AWAY IF YOUR CIRCUMSTANCES HAVE CHANGED.

March 27-28 (drivers meet at school on the 27th and at a location they agree upon on the 28th so they can drive up the mountain together).
Thane - 4
Bowen - 5
Kira - 6 
Mia - 4 (safety veh. to stay on mnt)
Standby vehicles in case scheduled driver unavailable
Noah - 6
Gage - 5
Adult leaders: Mr. Douglas Lyon, female first aider TBA, Mr. Marshall
Standby leader: Mr. Billy Davis

April 4-5 (drivers meet at school on the 27th and at a location they agree upon on the 28th so they can drive up the mountain together).
Cody -5
Goldney - 7 (safety veh. to stay on mnt)
Emily - 5
Kaneeka - 4
Standby vehicles in case scheduled driver unavailable
Braedon - 4
Arif - 4

Adult Leaders: Ms. Sandra Veley, Dr. John Hourigan, Mr. Miles Varty, Mr. Marshall

Standby leader: Mr. John Davis

NOTE: I WILL SEND THIS INFORMATION HOME TOMORROW IN THE FORM OF A NOTICE.
-----------------------------------------------------------------------
We started the day with a Duolingo French lesson - we burned some of our free hearts, but we made it through to the next level.  If the students have an e-mail address they can open their own account; this would be a good way to differentiate the instruction for those who want to work ahead of our more basic classroom lessons.

Next we discussed the activity timeline and for the snowshoe trips.  We'll meet at the school at 8 am, pack until 10 am and drive to the trailhead for 12 pm.  I've told the students they should be organizing their equipment and clothing on their bedroom floors so they aren't up late the night before the trip still packing (and forgetting) things.  After that, the class had band.

After recess we read for 10 minutes and then transitioned to math.  The grade 7s did their unit test.  The last question gave everyone a lot of trouble.  I ended up giving many hints: I won't count that question as part of the test but may give a similar question later as a quiz.  If you didn't complete the test, you'll have to do so tomorrow.

After lunch we worked on our science inquiry projects.  I praised the class on the speed and focus they showed in getting started today - it was like working with grade 12s today!  I gave a brief talk on creating short and long range goals during inquiry work: I'd like the class to ensure that they have targets each time we get the computers out.  I told the 6s that they will need to do only two inquiries, while the 7s will stick to the plan and do three (all students we be presenting only one of their projects to the class).  We will be presenting after the second snowshoe trip in April.

Tuesday, 12 March

First, thanks for sending back the signed report card cover sheets and manila envelopes so quickly.  I've received 13 of 27 already!


Second, I erred in putting the basketball boys on the second trip when they should have been on the first trip.  Below is the new configuration, but I'd like four or so students in Group One to volunteer to go in Group Two (sorry for the confusion).

Group One, March 27-28: Nicholas,  Landseer, Gus, Gage, Cody, Kaneeka, Mia, Kira, Sadie, Bowen, Oliver, Braedon, Noah, Thane 

Group Two, April 4-5: Saleah, Sophia, Hannah, Goldney, Mackenzie, Emily, Sam, Arif,  Simon, Kiah, Avery, Amber,

Highlighted names have some or all of their paperwork outstanding.  I've collected the $35 fee from 6 students - if the fee is an issue for anyone, please contact me confidentially to discuss - no one will be turned away from the trip.

Third, we need a female chaperone/leader to accompany the second trip.  Any takers?  I'll confirm drivers and male chaperones soon.  

We started the day with a quick review of the menu planning sheets I posted the other day.  We also watched two time-lapsed short films.  They are quite engaging.  Here is the link to one: forest time lapse film  

At 09:40 we went to the gym for the last Key Words assembly.  I was pleased with the way the class modeled respectful behaviour for the younger students.  I was especially satisfied with the fact that the class stayed behind after the assembly (in spite of the fact that the recess bell went) to allow the younger students to exit early.  I didn't give any instructions, you just did what you knew was the right thing to do.  Well done, folks!  That is a real indication of how you've grown as leaders.

After recess we went right into math.  I asked the 7s to try to solve the fractions problem that i posted yesterday.  It was not easy and it took some unconventional figuring, but ultimately you came up with some solid solutions.  Don't expect all of life's problems to be solved in two minutes like the problems in the text book.  Expect to think, and be stumped and think some more.  Some problems will take days (or longer) to solve.  Be persistent - don't give up and don't be lazy thinkers.

After lunch we worked on our science inquiry for one hour and then got into our film groups for the ast 45 minutes of the day.  There were lots of good detailed discussions today.  Sometimes the room got loud, but that just indicated to me that everyone was getting excited about their ideas.  Everyone now has a subject and most have a web of ideas outlining how they will make their films.  Some groups are working on their treatments.  If you can, please complete your treatments in time for Joanna to see for tomorrow morning's art class.  Remember your recording devices.

Please remember, tomorrow and Thursday are early dismissal days for parent-teacher interviews.  Class will be dismissed at 1:45 p.m.