Category: Career Education (Page 1 of 2)

Self-Portraits

Division 5 created a two different portraits this term.

The first was a “half ‘n’ half” portrait where one side was part of a lesson in proportionate sketching, and on the other side, students used symbolism to represent who they are and what they like. After reading What Are Your Words? students added descriptive words to their portraits.

The second self-portrait was inspired by the art of Chuck Close. Students chose poses to represent themselves in a photo, then used weaving, drawing, shading, and painting to finish the portraits. Students used pencil crayon and pen to add texture to their face, hair, and clothing. The background includes alternating patterns, with attention to complementary warm and cool colours.

What Is An Ally?

Our discussions around Pink Shirt Day have centred around what it means to be an ally, and the differences between upstanding and bystanding. Words and actions have power that impact the lives of others in the short and long term. Every day we make powerful choices about how we can use our words and actions to help or harm.

The picture book, A Day With No Words, introduces readers to a boy with autism who uses a tablet to communicate with others. Even though we communicate in different ways, it’s important to acknowledge and include everyone, and to honour our unique traits.

We also watched  video (unfortunately yes, it’s a Burger King ad) about how people respond to bullying.

The next video is a bit nuanced and requires a bit more of a stretch from students–what do you notice about the characters’ voices? What is this video communicating about the long-term impact of our words and actions?

And how does this connect to the demonstration and discussion around this piece of paper?

Media Balance

Division 5 is beginning to explore digital literacy and citizenship skills. We will be learning how to use technology in helpful ways, about our digital footprints and online privacy, how we interact with others, how to find information safely, and how we can keep a healthy balance between media and non-media in our lives.

The following information is from Common Sense Education, a digital literacy resource I have been using for many years. You can also check out this family activity that can help with discussions around digital balance at home.

From phones and tablets to streaming movies and YouTube, tech and media are everywhere. Kids love easy access to shows, games, and information. Parents and caregivers love that kids can learn on the go (and stay busy when dinner’s cooking). But it’s easy to overdo it when the phone never stops pinging and the next episode plays automatically. Families can keep media and tech use in check by following a few simple practices.

Finding Balance in a Digital World

Division 3 is learning to identify and reflect on the habits they have with digital media and devices.

From phones and tablets to streaming movies and YouTube, tech and media are everywhere. Kids love easy access to TV shows, games, and information.

Parents and caregivers love that kids can stay in contact while they explore their independence. But it’s easy to overdo it when the phone never stops pinging and the next episode plays automatically.

Check out these tips from Common Sense Media to keep media and tech use in check.

Continue reading

Success Isn’t Linear

Today we watched a video of Yoann Bourgeois, a French aerobatic dancer, performing his piece entitled Success Isn’t Linear. As he ascends the staircase, he repeatedly falls off, bouncing off a trampoline, and alighting again on the staircase. We can see him reaching as he climbs, and despite multiple falls, he continues working his way to the top. In addition to the carefully choreographed movements, how does the music add to the overall feeling of the piece?

In what ways does this concept of Success Isn’t Linear relate to the First Peoples’ Learning Principle that “learning takes patience and time?”

The Size of a Problem

In our Zones discussions, we talked about how our feelings about a problem can affect our perception of the situation. Sometimes our emotions can feel so “big” that they limit us from seeing possible solutions. Frustration, anger, and despair can block us from moving forward.

Check out this video of two people with a problem. Is the problem as big as they perceive it to be?

Division 3 — What are some strategies you use to control your emotions so you are better equipped for facing a problem?

 

Working Together

Learning to work together to complete tasks and achieve a common goal is part of a skillset that underlies all aspects of curriculum. Throughout our first couple of weeks together, Division 3 has been working in small randomized groups on a variety of tasks to practice our communication, thinking, and interpersonal skills. When working in groups, we need to remember the “big 3”:

  • Work persistently
  • Communicate productively
  • Take risks

Division 3 discussed how sometimes we need to take breaks to regulate ourselves when getting frustrated because our brains can “shut down” when overwhelmed, that communication requires sharing AND listening, and that taking risks requires trust of everyone else in the group.

Today students got some practice with the big 3: they worked in small groups with an elastic and string to move cups into various formations according to the instruction cards provided. They had to use verbal and non-verbal communication and teamwork to complete their task.

Division 3 — What was something that made you feel successful today? What was something that was the most challenging for you?

Student-Led Conferences, May 17 & 19

Student-led conferences are coming up on May 17th and 19th. The purpose of a student-led conference is exactly how it sounds–each student will lead their family through some examples of their learning from this school year.

Although you signed up for an hour time slot, student-led conferences usually take around 15-20 minutes and occur sometime within that hour in order to accommodate space for other visiting families.

Students will be sharing their learning in relation to completed or in-progress assignments and reflecting on the Core Competencies.

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Students will select two or three Core Competencies, show evidence that demonstrates their strengths, and share how they would like to continue growing within each competency. Students may also reflect on how competencies tend to overlap.

In addition to the posters and handouts in the classroom, students should refer to the added information in the Core Competencies tab in the menu above.  We are working to include this language, and variations of it, into our Blogfolios as well as our Student-Led Conferences. Parents who are unable to attend the student-led conference may still have the student-led conversation at home through the Blogfolio.

Students in BC complete self-assessments at the end of the year as part of their final report cards, and so we are weaving the practice of self-assessment and portfolio development into our daily activities and informal reporting.

The self-assessment process is a cycle of identifying strength(s), providing evidence, setting goals, and taking action.

Students’ self-assessments may be awkward at first as they are developing greater awareness and reflective capacity regarding their Communication, Thinking, and Personal/Social skills. They are exploring and applying language to describe their learning through curricular content areas.  Students are working hard to become more fluent in their understanding and communication of the Core Competencies.

See you next week!

Pink Shirt Day👚

Do you know what Pink Shirt Day is REALLY about? It’s more than just wearing a pink shirt! It started as an act of kindness combatting homophobia.

 

 

Here is some more information about the day and its origins:

What is something you do to spread kindness? How can you be an advocate for others?

Also, here is the short video we watched in class:

This video has lots of layers. Use your On/Between/Beyond the Line reading skills to unpack what this video is about:

  • On the line–what are we seeing and hearing?
  • Between the lines–what implicit message(s) are being communicated?
  • Beyond the lines–what connections can you make to other texts, experiences, or events?
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