Thursday, May 31, 2018

ADST in SD 27

Image Credit: Silvia Duckworth

This post is dedicated to my beautiful neighbor, Zoë Daigle, who tragically lost her life in a quading accident, May 29, 2018. Zoë was an enthusiastic grade 7 student at 108 Elementary School, and an early champion of Spheros in SD 27.    

 It has been an interesting year in SD 27! As part of an initiative of our schools district's technology committee and in an effort to support the newly required ADST curriculum, SD 27 invested in sets of coding/computational resources to be shared with teachers throughout the district. The kits were meant to be exploratory in nature, and included tools across a broad spectrum.

The tools from the K-3 Kit included Games: Code Master, Robot Turtles, and Littlecodr, as well as Toys, Blue Bot, and the Osmo Wonder Kit with the Coding addon. 
The 4-7 kits included Cublets, Edison Robots,Scribbler robots,  Spheros, Snap circuits, Little Bits, and a Makey Makey kit. 

We tried to include items requiring no specific technology (such as card games and board games) as well as tools that integrated with the web or apps, such as Spheros and Osmo coding. We developed 2 levels of kits: 1 for K-3 exploration and one for 4-7's. We also included learning resources and teacher guides to accompany the kits, and offered ProD sessions, and individual support if requested by teachers.Overall, the feedback we received was positive, and next year we are exploring options for expanding the kits, and the possibility of combining items such as a full set of Spheros, so that they could be used as a discreet teaching unit vs an exploration of a variety of tools.

Some of the tools on display during a district Curriculum Implementation Day. This was accompanied with a workshop session, I delivered entitled, "What the Heck is an Algorithm? (And How Do I Teach It In My Classroom?)

We had done some work previous to the kits going out, as in the spring of 2016, I had had an opportunity to work with ERAC/CUEBC on an exploratory team who were tasked with examining some coding/computational tools on the market and evaluating them for educational use and application. 

My Sketchnote from our ERAC/CUEBC workshop, examining coding tools for education. This is a link to my presentation on the BlueBot

Each person in the group chose one tool to evaluate, and since I was a complete and utter newbie to the whole concept of coding, I chose the Blue Bot-a small little robot intended for use by kids as young as 5. Heck! It a five year old could use it, it couldn't be that hard!! 

The cute little BlueBot robot first out of the box on my kitchen counter

Students at Dog Creek exploring the Blue Bot, as he traverses the pirate's Treasure Island.

After this session, with my ERAC/CUEBC workshop, I was sold! I began doing in district workshops, introducing some of the tools and concepts I had learned, and started buying what I could with my limited budget to explore more on  my own. 

Teachers in SD 27 exploring the Blue Bot. So many ideas!!

As I sit on our district technology committee, I brought the idea to our committee to consider investing in some coding tools so we could introduce the concept to staff. I was initially given funds to purchase a 12 pack of Spheros, a tool I felt had a ton of potential and flexibility for a variety of grade levels. I had had an opportunity to attend a workshop at CUEBC, with Cari WilsonElementary District Innovation Support Leader in SD45 , West Vancouver, who shared her experience with Spheros, and I knew this was a great beginning option to explore.

Student form Allison Bos's classroom demonstrating her Sphero program to head of SD 27 Tech Committee, Education Director, Jerome Beauchamp

I enlisted the enthusiastic support of Grade 6 classroom teacher, Allison Bos at nesika Elementary in Williams Lake to play with the Spheros, and she and her students LOVED them! After they had an opportunity to spend some time with them, I had them attend one of our Tech Committee meetings to demonstrate the Spheros, and what they were doing with them.

Grade 6 students introducing Spheros to tech Committee.

At the same time, my young neighbor, Zoë Daigle, a grade 6 student at 108 Mile Elementary was working on an idea for her Science Fair project and had been playing with the Sphero at my house. She decided to focus on the Bridge Challenge and so she designed and built a bridge that she then programmed the Sphero to cross, and used this as her Science Fair entry. She won the school competition, and went on to represent SD 27 at the regional Science fair in Kamloops.

Zoë at the regional district science fair, with her Sphero Bridge Challenge Project

Adding to my own knowledge background, I was one of 2 district teachers, along with fellow educator, Linda Black, chosen to attend the Ministry funded "Train The Trainer" workshops. These workshops were hosted around the province by Lighthouse Labs, and were intended to build teacher capacity in bringing training and support back to teachers for implementing the new ADST curriculum.

My sketchnote from one of the Lighthousr Lab sponsored "Train The Trainer" workshops. 

I was also very excited to see that I was accepted as one of the CUEBC SPHERO/iPAD MINI INQUIRY PROJECT recipients and was so fortunate to be able to share these Spheros across our school district this spring. As many teachers had had a small introduction through our own exploratory kits, this was a excellent opportunity to spend some more quality time with a larger group of Spheros.

Thanks so much to CUEBC for giving us this opportunity!!

As soon as Allison found out, she asked if she could have them back in her classroom, which I was able to oblige. I then took them out to Anahim Lake, and did a quick teacher ProD, then split the Spheros into 2 groups of 6, leaving one set at Anahim, and taking the other 6 to Horsefly Elementary where Learning Support Teacher, Virgina Ivey introduced them to her students. From there 6 spheros made their way to Alexis Creek for a very short visit, and the other 6 went to new principal at Forest Grove Elementary where students got to spend a bit of quality time.

Take a little journey on Google MY Maps to see how the CUE Spheros travelled around our district! Click on the individual place makers to see more info and images at each location!

Click on the link above to see the Sphero's Journey in SD 27!

Friday, March 10, 2017

On Daughters and Nieces

I come from a family of 4 siblings, and between the 5 of us, only 2 of us have had children. I have one daughter, Casandra, and my sister, Moira has one daughter, Hanna. Both of our girls are completely different, but equally unique and talented. Although they do not see each other very often, they have a special bond of blood, and because they represent the "end of the line" in the MacQuarrie family tree! (no pressure there, girls)
My daughter, Casandra is a free spirit: creative, adventurous, outgoing, and talented. We recently unleashed her Google Site, that highlights her professional life and passions. Check it out Here! We created it using the new Google Sites, which is a fantastic tool for easily creating web pages.

Casandra (lft) and Hanna (rt), 

My niece, Hanna, is equally amazing in her own way! She is a highly driven individual, and excels at everything she puts her hand to. In her school years, she competed at the highest level of Irish Dance, qualifying for the World Championships. She has excelled in her academic pursuits, working her way through her undergrad at UBC, and moving on to her Masters and and now pursuing her Doctorate at none other than Oxford University. Along the way, she has earned multiple scholarships for outstanding achievement, which has funded her academic career. I could write realms of pages on her incredible accomplishments that she has packed into her mere 25 years!

Her particular area of interest is in museums and artifacts, and her field of study is WW1. Her doctoral thesis is focused on how commonwealth countries and communities dealt with the death of their soldiers on foreign soil and never returned home.  This spring, Hanna is travelling to Australia, South Africa (eek!) and Canada to visit the War Graves Commissions Sites to study how countries responded to commemorating their fallen.

She is becoming a superstar in her field, highly respected, and sought out to speak at conferences around the world.

Recently, on her Blog, Hanna, referenced a book that was highly important to her  research. The book is focused on the Australian experience and is directly tied to her work. Entitled, "A Distant Grief, Australians, War Graves and the Great War" by Bart Ziino, the text is described as, "the first major study to draw extensively on the archives of the Commonwealth War Graves Commission.. (and) adds a new dimension to our understanding of the ways in which individuals and communities responded to death and commemoration during and after one of the greatest traumas of the twentieth century."

Hanna has not been able to obtain her own copy of this book, for a variety of reasons, including the fact that it was ridiculously expensive. 

I did a little digging around online and turned up an affordable copy, which I am so happy to  be able to gift to you, Hanna! 
I know when I was doing my Masters, I ran into a similar issue, looking for resources (that were few and far between) that tied directly to my research. ("How a "Dog In the Classroom", would Improve Social Connections between Special Needs Students and Their Peers.")
When I did find a book, I couldn't get my hands on a copy, so ended up contacting the Society who produced the book. The Society Program Director not only sent me a copy of the book, but also wrote me a beautiful letter, and offer of help. 

It is something that I think we forget in education. There is an incredible community of educators that are so willing to share. Connections that I have made though Twitter as an educator, have been the most valuable contribution to my own professional network, and has provided me with an endless supply of resources, dialogue, and opportunity to improve my practice and build professional partnerships. It feeds my soul, provides me with inspiration, and connects me with like minded people. 

So my amazing niece, I hope that having access to your own copy may in some small way help you along on your amazing journey. I know how freely you have given back to your professional community, and I wanted to tell you, and Casandra both that you continually leave me awe inspired, and forever thankful to have you both in my life!! xoxox

Thursday, December 1, 2016

Do You Know How To Use Google?

Check out the summary findings of a recent study regarding student's ability to assess validity of online content. Do you activity teach your students how to search for information? Are they (and you) aware of the fact that their search results are often tailored to their online search activity, and may be vastly different from someone else's results who searched for the same information? Do they recognize bias in their results? Do they know how to customize their searches to get more accurate information? 
I had the extreme pleasure of seeing Alan November (author of "Who Owns The Learning") speak at the TedX event this fall in West Vancouver.
My Sketchnote from Alan November's TedX Talk, West Vancouver
Take a few minutes to watch him speak in the attached video. 

The whole video is worth the time, but in the context of this topic, focus on the timestamp 6:30-14:09. I would love to hear your reflection!

Saturday, October 29, 2016

What Have We Achieved? -We Need To Do Better

Last weekend, I attended and presented at the Computer User Educators of BC Conference in Port Coquitlam. It was awesome! My session was really well attended (Letting Fish Be Fish-How the iPad Supports Universal Design For Learning), and I was excited to see the Keynote speaker, Chris Kennedy, West Vancouver Superintendent, and blogger (Culture of Yes ). Chris's topic was "Mission Accomplished", which is also the topic of his latest blog post. In his keynote, he identified some of the major hurdles we have faced and overcome in moving towards a true system of 21st century learning. Some of the key areas he addressed included:

  • internet access 
  • devices in the hands of teachers 
  • BYOD as a generally accepted practice, and the allowance of student cellphones in schools 
  • the use of social media as part of school and district communication strategies
  • moving past the concept of blocking sites, and moving towards teaching of responsible digital citizenship
Chris talks about "Now What?" Now that we have fought these tough battles, where do we go? He discusses how the new curriculum, with a redesigned focus on 21st Century learning and practices opens doors to embracing new technologies,  and moving beyond "The way we have always done it" so we can have students who are connected, empowered and engaged with learning. 

It was a great keynote (and blog post) and I agree wholeheartedly. I also agree with him, that some districts have embraced these concepts and have moved forward, and are ready to take the next step. Some however, are still on that early learning curve. In my district, we are still fighting this battle.

  • Internet Access- Being a rural district with a large geographic area, and many schools in remote locations, internet access is unreliable slow and often inaccessible. Long wait times to log in result in classroom behaviour issues, and therefore, many teachers are reluctant to even attempt to incorporate technology into their teaching.  There is hope on this front as a new NGN network has been installed with promises of increased internet access and speed across the district.
  • Student Devices-There is still a pervasive attitude that student devices need to be banned, as they are a distractor and a constant classroom management battle. 

  •  Support For and a Willingness to Take Risks: Despite pockets of innovation, there is still a pervasive attitude of, "It's the way we've always done it", and strong resistance to change.
  • Teachers are STILL pulling the worksheet-(Note the copyright date, bottom left) out of the filing cabinet, and using it as the principle tool for teaching and learning. How does this promote engagement? differentiation? student voice? critical thinking? 

  • Teacher Devices-There is still a strong reliance on desktop computers, and computer labs. Using computers is an "Event", as in, "I'm taking my students to the computer lab to do research." There are Smartboards distributed around the district, which run on outdated software which make them virtually obsolete. There are roving carts of Acer devices that take forever to load, constantly crash, and are hard to manipulate. There is more I would like to say on this topic, but at the risk of breeching district protocol, and getting my wrist slapped, I will leave it here. 
  • Social Media- is still largely seen as the "enemy". Very few teachers have embraced Twitter for either classrooms or as a means of their own professional development. It is NOT part of classroom, school or district culture.

Where is student work ending up? When students are ONLY producing work for the teacher, and there is no authentic audience or PURPOSE, we are robbing them of the opportunity to engage in MEANINGFUL work. Why are we still spending massive amounts of $$ on textbooks instead of investing in Open Education Resources (OER) readily available,  current, interactive and often cost efficient?
  • Vision and Purpose-It is very difficult for educational transformation to occur without strong leadership. Currently, our teacher's union has a Vote of Non Confidence in our School Board, and we have an interim Superintendent, with no concrete communicated plan for who will replace him or when that will happen. Our current Vision and Mission statement was created at LEAST 16 years ago (and I know that because that was when I moved to this district), and there is no language or articulated vision for where this district is moving in regards to 21st Century learning. 
  • Delta School Districts's Bold Vision. Without a clear vision from our education leaders, how do we move forward as a district? 

    I am not bashing the district. (Or at least that's not my intent.) There are talented, passionate teachers who are doing amazing things here. There are administrators and district staff that are working hard to provide the conditions and leadership to help the district forward. Our students, just as students everywhere are talented, curious, and have huge potential. But when I look beyond, I know we can do better. 
Original image taken by me, at Bella Coola Cannery, edited in free app, PhotoPhix
    I am fortunate in my job, to get into a lot of classrooms, and connect with educators not only in the district, but all over the world through Twitter, and through the connections I've made in my professional learning network. I agree with Chris, that many of our battles in regards to a vision and implementation for 21st Century education has been won. You don't have to look too far to see passionate educators, innovation in classrooms, and empowered students. I know we have barriers to overcome, but if we choose, we have the tools to overcome those barriers. As George Couros (The Innovators Mindset) states, we need to look inside the box, and work with the tools we have. There is no excuse for mediocrity. The worksheet from 1982 has no business in today's classroom. Students have access to technology-if we give them the power to use the tools at their disposal. We can no longer use the excuse of isolation. IT is a CHOICE.  It is imperative that educators connect to the larger educational community. We need to do better-Our students deserve it. 

Partnering with Parents

Image from:

Last week,  I attended a parent meeting to introduce parents to our current iPad classroom pilot. It was a tough meeting. There were a few very vocal parents who felt that:

  •  Students in grades 4-5 were too young to have unrestricted access to the internet. 
  • They were concerned about cloud sharing-students should only be able to "see" what is on their device.
  • They were concerned about 'screen time". 
  • They were horrified that students would have potential access to Twitter. 
  • They felt that it would be impossible for the classroom teacher to monitor what students were "doing" on the iPads. 

This despite the fact that we have worked hard to keep parents informed along the way.

  • We have given them a list of apps we are exploring. 
  • We have shared with them the digital responsibility lessons we have been working through (and will continue to work through), and the contract we all signed regarding responsible use. 
  • We have explained the rationale for the use of the iPads, embedded in research and sound pedagogical practice, and shared our plans for teacher training and ongoing support both through our established PLC and access to an instructional coach. 
  • We have set up a SeeSaw digital portfolio and given parents access to their child's account. 
  • We have hosted parent information meetings
  • We have crafted an informed consent that goes beyond the generic district form, and have explicit forms for each app we are using that stores any type of student data (ie SeeSaw Digital Portfolios)
After the meeting, I went back the drawing table. I went to the "restrictions" section on all the iPads and reset them all with restricted access, then drafted a letter to parents outlining the changes we made. I hope that as we continue to use the iPads in the classroom, and parents see the positives, we will be able to move them forward in regards to addressing their concerns, balanced with a more optimistic understanding of the positive aspects of using the iPad (and having digital access) . I truly believe it's imperative to have parent support and participation with any technology incentive, and I have to say I was initially discouraged with the pushback, but it forced us to reevaluate and closely examine all the potential pitfalls, and re-clarify our reasons and justifications for what we are doing. In hindsight this isn't necessarily a bad thing.

What do you do to garner parent support? Do you have examples of letters to parents? What types of restrictions do you impose on internet access if any and why? Does it change depending on age? How do you deal with a breech of privacy? What other considerations do you need to take into account when launching a digital initiative?

Sunday, October 16, 2016

"Reining" in Leadership

To rein a horse is " to willingly guide with no resistance"
Anyone that knows me, knows that outside of my job, another big passion for me is the equestrian sport of Reining. According to the National Reining Horse Association (NRHA), the sport of reining is designed to show the athletic ability of a ranch type horse within the confines of a show arena."," 

In reining, riders perform a series of manoeuvres including small slow circles, large fast circles, 360degree spins done in place, roll backs over the hocks and the exciting sliding stops. All of these manoeuvres are performed on a loose rein, and the horse must not show any resistance.  To the untrained eye, it is very difficult to see the subtle cues that the rider communicates to the horse that dictates the movements of the horse. If you have never seen a reining competition, here is one example. One of my favorite reining horses ever! 

Reining came into the mainstream spotlight in 2006 when reining trainer, Stacy Westfall performed a bridleless/saddleless freestyle (set to music) reining pattern in competition and it caught the eye of Ellen DeGeneres
There are many things I love about the sport of reining. It was the subject of my first blog, which I started for our local reining group, 100 Mile Sliders. It ties to my long standing passion for the human animal bond, which was the subject of my (long ago) Masters Thesis, where I looked at the social connections that could be built within our special needs classroom and the rest of the school, by bringing a dog into the classroom.

The relationship between horses and humans is unique. Horse are animals of prey and in the wild, survive on flight instinct. In other words, in situations where they feel threatened, or concerned, they will run away. They also rely on being part of a group (safety in numbers), being very aware of their surroundings, and being suspicious of any intrusions into the herd. They are very in tune to reading body language, as this is how they communicate their own intents. 

My little reining mare Jewel is a horse that despite her extensive training is very suspicious and cautious by nature. Every time you interact with her you have to reestablish trust. This can happen pretty quickly if you know what you are doing, but if not, you would think she had never been handled by a human before. Once she has your trust, however, she will depend on you in stressful situations. For example, she was used in a Para Reining event a few years back, which paired riders of varied levels of abilities with reining horses, and were coached over 2 days, culminating in a competition. 
My daughter, Casandra Jakubiec, acting as coach for para reiner rider, Tara Kowalski
I love this image, as it so clearly displays how Jewel is looking to her leader (who, at this point, is NOT the person on her back) for confidence and direction, in what would have been a very stressful and unfamiliar situation for her, with an unbalanced rider who would not have been communicating clearly with her riding cues at this point. 

Humans, on the other hand, are predators, by nature, and therefore hold a natural threat to horses, simply by our status as a predator. However, horses are quick to follow a leader in the herd, and look for a leader that is confident, decisive and trustworthy. The leader in the herd leads by showing the way! Good horse trainers know this, and study horse behavior to capitalize on the horse's instinct to follow a good leader.  For me, the sport of reining is a pinnacle showcase of the positive relationship between the leader(rider) and (follower) horse. 

In the past, the term to "break a horse", literally meant to "break" his spirt and create compliance. Compliance however is not the equivilant of willingness. Good trainers know now that developing a relationship with the horse built on trust and respect will create a a true partnership with much better results
Anyone who has tried to force a horse to do something it doesn't want to do, understands quickly the phrase, about leading a horse to water. A horse is a 1500 lb animal capable of running 40 mph. We cannot physically force a horse to do something it does not want to do. How then can Stacy Westphal have her horse perform highly technical skills without a bridle or saddle, in an unfamiliar environment, with lots of distractions, and no other means of control besides her voice and her body? 
Perhaps it is best explained by Nancy Lowery owner and operator of  The Natural Leader, where she works with corporate groups to build leadership skills through working with horses.  Nancy's program teaches participants that leadership: 
• is personal power not physical
• title means nothing; it is about the relationships you develop
• is earned through demonstrating authenticity & gaining trust. 
In her TED Talk, Nancy discusses the importance of "being present in relationship with others", by "finding the rhythm of another individual". She uses a dressage( often compared as the English equivalent of reining) term, SCHYUNG to describe this dynamic. 
Nancy's program focuses on the work of Kouzes and Posner, who developed the "Five Practices of Exemplary Leadership" :
 Five Practices of Exemplary Leadership & Ten Commitments (Pace OD Consulting 2015)
  These 5 practices closely align with the "Characteristics of the Innovative Leader" as described by George Couros, in his book, "The Innovators Mindset. 
1) Visionary
2) Empathetic
3) Models Learning
4) Open Risk Taker
5) Networked
6) Observant
7) Team Builder

What does it mean to "be present in relationships with others"?
These were the attributes we discussed as a staff, when I ran a Nancy Lowery styled day at my place, where I introduced my Student Support Services staff to my small herd of 3 horses. Using some of the activities that Nancy shares in her workbooks available for purchase on her site, we worked through the day, exploring our own leadership skills and reflecting on the questions of strengths and areas of improvement. 
What is Jewel's body language telling you here?
Do you have a vision of the direction you are
 going when leading others?
At what point do extrinsic incentives become un-motivating in challenging circumstances. What are the alternatives?
How do you remove barriers and show the way forward?
Are you a risk taker? How do inspire and support others in taking risks?
It was a fun day, and for some of the staff, it meant stepping way outside their comfort zone.  As articulated my my friend, Carla Webb, who runs "Empowered By Horses", a program focused on developing confidence, setting boundaries, and building self esteem for girls and women, "Herd dynamics are powerful metaphors for leadership, teamwork, non-verbal communication, setting boundaries, and for illustrating group and family dynamics. Horses show us a different way of relating with ourselves, others, and our environment, while teaching us awareness, trust, integrity and respect." 

Monday, September 19, 2016

When the ""Cat" doesn't embrace the "Dog"

In our MOOC this week, we have been asked to reflect on the introduction to our book study, "The Innovators's Mindset" by George Couros.  . There is LOTS to reflect on, which will make this blog post too long, so I am going to focus on a commercial George shared, with the tagline, "Be More Dog. 

The commercial is a humorous take on how a cat transforms himself by becoming more "dog", shedding his former aloof, indifferent self, to an exuberant, adventurous, happy-go lucky dog.

George challenges us as educators to embrace the notion of "being more dog" in our schools. I love this idea. He also suggests that "If we want people to take risks...they need to see us leading by example and taking risks in our work." I couldn't agree more.

I was fortunate today to work with a group of educators in my district, who are embarking on a journey of discovery by examining their practice and working to offer their students enhanced learning opportunities, by integrating the use of the iPad into their classrooms. They are risk takers, education leaders in their buildings and I am excited to be walking with them on this journey. One of those teachers, at the end of the day reflected the following. " The thing that scares me about a blog is where to start too. Guess it's just about jumping right in with both feet!" What an awesome attitude!

However, I am thinking about 2 other scenarios based on 2 different lenses. 

1. How do we move the educators forward, who don't want to "embrace being dog?" The ones who say, "But that's the way I've always done it", or , "kids already spend too much time on devices-in my class, I'm teaching the basics.", etc, etc... 
Well as George so clearly states, "You can't make anyone change. However, in Part 3 of the book, we will be examining how we can take action to "create the conditions where change is more likely to happen.  It reminds me of this popular Ted Talk  from Derek Sivers' on : "How to Start a Movement'
So a round of applause to you educators that are willing to "become more dog", and ask the question

"What conditions do you need in order to embrace change and to find ways to embed innovation  in your approach to teaching and learning? "

2. The second scenario is from the lens of the student in the classroom that is more "cat" than "dog". I am reminded of a circumstance last week, where I ran a Breakout EDU Game  at a school I work in. One of the students in that class presents himself as very much "cat":aloof, indifferent, disengaged, and unwilling to work in a group. He spent most of the game "hanging in the fringes" of the activity. After the game ended, we did some reflecting with the class, and were discussing the importance of those 4 C skills, and how those skills translate to the broader context of life. This particular student commented to this effect:, 

"But what about people who don't work well in groups? people that are more comfortable working on their own? "
It was an interesting point. I think as educators, we have to be cognizant of the fact that our classrooms are made up of many types of learners: Dogs, cats, and everything in between. We need to be especially innovative to find creative ways to meet the needs of ALL our learners. I believe that technology provides us with that ability to create unique learning opportunities, and fits well with the principles and practices of Universal Design For Learning.