Flexible Seating in Late Primary

This year I decided to go without assigned seating. No individual desks for each student.

For years I've made cute name tags, arranged my desks in groups and rotated the seating arrangement the first of each month. Throughout the day, students were free to work wherever they wanted on reading or writing or math or anything really. I had a "where can I sit?" rotation board with many flexible seating options, but they always had a home "base" of a desk to keep their materials and for lunch and art.

Why the change?
Too many papers. Moldy food. Extra toys and papers and forgotten work. Entire collections of Shopkins and mini pencils kept in the desks. I had had enough. The room always seemed really crowded.

I still couldn't wrap my mind around how the first day of school would go though. Or how lunch would happen or painting in art. I actually wasn't planning on going "deskless" until the week before school when I was physically setting up my room. There was just so much more space.

In my grade 2/3 class, we still have 20 desks, but we are using them as tables for other things. We have seating around one big group of desks (for maybe 10 kids?) if they want. We have 3 large carpet spaces, lots of pillows and stools, big stuffies, 2 rocking chairs, some mini carpets, crates and lower shelves. We have rolling chairs and regular classroom chairs. We have way more seating options than students.

So.... how does it work?
Anytime I have a mini-lesson to teach or a class meeting or activity, we sit together as a class on the carpet. No pillows or chairs or toys in our hands. Carpet time is strictly carpet time. Listening to instructions, or a mini lesson, or participating in our morning meeting or Meditating. If we are using the SMARTboard, students will pull up a desk chair for better viewing. Once students are free to "get working" in pairs or groups or independently, they can sit were they work best. If they aren't working smartly (or speaking too much English),  I have the right to move them to a place where they will work better.

Each student had a couple of hooks and a basket assigned in the hallway, a cubby space for their lunch in the classroom and a book bin to keep their pencil cases, independent reading books and writer's notebooks. I keep their math books and religion and science scrapbooks on another shelf. They also have mailboxes. Shared pencils, markers, rulers, glue sticks, scissors, white boards, paper, technology etc, are found in various locations around the classroom.

Any challenges?
- The rolling chairs. Ugh. Still a constant reminder not to use them as cars. (this isn't a new challenge. I've had rolling computer chairs forever.) Time will help.

- I would really love to have a space to leave kids notes of encouragement. I used to write notes directly on their desks with white board markers and they had reading/writing goals taped to surface. I still need to think of a creative way to continue to do both of these things.

- I would like to do a bit more research to see if writing on the floor is ideal for fine motor skills (some have pretty poor penmanship). Je ne sais pas.

- We've done painting in small groups (4-5 kids) along the side shelf. That seems to work, but I am still apprehensive of the space to do whole-class painting all at once.

- Eating lunch isn't really ideal without desks for everyone. I don't like the mess they leave all over the room (crumbs, wrappers etc) when I am not in the room during eating times - regardless of how much we practice. They also wander a lot more. I am thinking I might get them to sit in a circle on the carpet only. I haven't decided. I need to think of a better system.

**- Some kids are still asking "when do I get my own desk?". Some really miss and value their personal space. Some also just brought a whole bunch of unnecessary (and unasked for) binders and stationary and have no where to put it all. (Bring it home kiddies!). Regular desks + chairs are (interestingly) one of the more popular spots to sit.

Do you have a standard desk for each of your students? Are you deskless?
What are your biggest successes and biggest challenges?
Do you have any tips for lunch?

Sketchnoting the Innovator's Mindset: Chapter 2

I am sketchnoting my way through George Couros's The Innovator's Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity using the Paper app and Musemee Notier Prime stylus.

Chapter Two had a good refresher on Growth Mindset - a school-wide goal we adopted a couple of years ago. We did quite a bit of reading from Carol Dweck (and others) about the elasticity of our brains and the ability to develop our intelligence, talents and abilities with hard work and practice. We did a lot of teaching around Growth vs. Fixed mindset with our staff, students and parents - including strategies on how avoid having a fixed mindset. Here are some examples of anchor charts I made with my kiddos in previous years.

I appreciate how George has added the element of innovation to the idea of Growth Mindset. It isn't enough to just learn - but let's take our intelligence, abilities and talents further by creating something new and better. 

I like the idea of the Innovator's Mindset. I also know, that we have a lot of work to do with our students around Growth Mindset. There are still many students (and teachers, and parents) who are not convinced that they are able to develop their skills, intelligence, abilities and talents any further. As well as those who already "know it all" and think they are the smartest in the class. 

Do you think that we need to develop a Growth Mindset before we can develop an Innovator's Mindset? Or do they work hand in hand? Is innovation the reason we want to develop our abilities, intelligence and talents?

One of the key ideas from this chapter that stuck with me was the importance of failure. Failure is important for the process, but failure cannot be the final outcome. High Expectations are still important. It is crucial to come back from failure with resiliency and grit: two traits that are difficult for many young people who haven't had to wonder, investigate or create - as everything has been done for them. Although failure is important, it cannot be accepted as the final outcome. This will cause tears of frustration, anger and disappointment (by students and teachers). It will cause parent phone calls with many concerns and questions. This will cause excitement and creativity and innovation.

I will continue to teach my students about brain elasticity and Growth Mindset. I will to add the element of an Innovator's Mindset - and build in lessons about resiliency, perseverance and grit. We will create new and better ideas.

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Did you miss my sketch note for Chapter 1? Check it out here.

Innovation is not about the stuff. It is a way of thinking. #innovatorsmindset 

Sketchnoting The Innovator's Mindset: Chapter 1

As introduced in my last post, I am sketchnoting my way through George Couros's The Innovator's Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity using the Paper app and Musemee Notier Prime stylus.

As George mentions, the word "Innovation" gets thrown around a lot in education. In recent months, I have heard people use the term INNOVATION interchanged with inquiry, creativity, exploration, invention and "using more technology". It can be all of that, or none of that. Innovation is really just a way of thinking that creates something new or better. This chapter gives readers a better idea as to what Innovation is and what it is not. 

George asked 3 questions at the end of the chapter. This one of them:

The answer to this is definitely a work in progress. It is a hard one. I have a few new goals for September in my brain right now, and need to draw and plan them out soon. I tend to mostly focus on how I can bring innovation and creativity into my classroom as a teacher through engaging tasks that promote problem solving, collaboration and critical thinking, and how to get my students to take risks, ask questions, and gain a sense of wonder, motivation and growth mindset to develop creativity and innovation themselves. But, in my leadership? In my own learning? 

I have always thought of myself as a creative, but never an innovator. 

I need to push my boundaries, stretch my thinking, make growth manageable and embrace the new.

Some things I will be working on in the fall for my teaching: 

- Teaching the whole kiddo. Physical, mental, spiritual. Make sure they know they are important, what talents and strengths they offer the class. Growth Mindset and student-led classrooms. Really get to know each student. "The question that must be asked every day is, "What is best for this learner?"

- Collaboration + Communication en français (with each other, local communities and the world - continue conversation, kidblogs, etc.) Rich, authentic, action-oriented tasks.

- Passion/Wonder Projects - Make a plan to improve from last year.

- Create a maker space/provocations/invitations to learn - how do I incorporate throughout the day? Do students visit area whenever they feel like it? During a certain time? In rotation?

- Create more flexible seating options

- Mix-up my literacy and math block. They work. Students are definitely learning, collaborating and taking risks with open-ended tasks - but are they being innovative? I'm not sure. Worth looking into. 

 - Add more engineering challenges, the ARTS, coding, mystery skypes and edCAMP 

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When we thinking differently about the things that we are used to seeing daily, we can create innovative learning opportunities. #innovatorsmindset 

STEM in the primary FI Science room

This year I totally "revamped" the way I teach Science. Teaching younger students than I'm used to (grade 2s with the 3s), I knew I couldn't have them write up lab-reports. We needed to get right to the science. I also knew that their attention spans are a lot shorter and they get distracted easily. I also needed them to practice their French speaking more than their French reading & writing.

With the STEAM movement back in full swing again, I decided to do a series of open-ended engineering challenges. I wanted the students to really understand the curriculum expectations by exploring them first hand. Here are some of the activities we did.

Grade 3: Ontario Curriculum: Strong + Stable structures

- Task 1: Build the tallest structure that can hold a tennis ball (using straws and tape)
- Task 2: Build the strongest structure (using popsicle sticks, coffee stirrers and tape)
- Task 3: Build the strongest structure (using cups, sticks, straws, tape)
- Task 4: Build the strongest structure (using only index cards - no tape!)
- Task 5: Build the strongest bridge between 30cm desks (using straws and tape)
- Task 6: Build the strongest boat (using aluminum foil)
- Task 7: Build the strongest and most stable structure to survive hurricane (fan) and earthquake (shaking) (using any material they can find)

For each challenge we used different weighted objects to measure strength. After each challenge, we gathered together to talk about why the "winning group" won. What made their structure stronger? What made their structure more stable? Students pulled out all sorts of learning and concepts - and applied them to the next challenges. (ex. struts, ties, beams, solid base, etc.)

In between the challenges, students led conversation about what else they were wondering about strong and stable structures. They talked about stable vs. unstable, animal built vs. natural vs. man-made structures, what materials make the best structures, the tallest towers in the world and how weather can destroy structures. Ta-da! They unpacked the curriculum right in front of me. It was pretty awesome. Anecdotal notes, student wonderings and reflections, coupled with a Kahoot! quiz helped give me some great assessment data. I really knew they knew it.


Grade 3: Ontario Curriculum: Forces Causing Movement

-Task 1: Design your own catapult or slingshot that using elastic force and will pass a series of tests. (ex. materials: spoons, elastic bands, tape, cups, binder clips, popsicle sticks, straws…)

           Test 1: Accuracy: (fling pom poms into a hat from a distance)

           Test 2: Strength (fling large bead at a cup tower from a distance )

           Test 3: Distance (fling mini marshmallows as far as you can)

- Task 2: Make the toy car go down the ramp the slowest. (change the friction) (Materials: a variety of types of paper, rubber bands, sticks, straws, felt, cloth, tape…..)

- Task 3: Design a maze (straw pieces + card stock).  Use magnetic force to move an object through it

- Task 4: Push a pop can at least 10 metres using only static force. Race!

- Task 5: Test your muscle force in a series of exercises: tug of war, arm wrestle, push-ups, monkey bars. Students also threw a variety of different size/weighted balls

- Task 6: Design and create a gravity marble run/roller coaster (Materials: paper bowls/plates, paper tubes, cardboard, cans, etc.) -- THEN market your coaster with an iMovie trailer advertisement.

Throughout these tasks, students had many conversations around questions like these (taken from Ontario Curriculum Document). Would using two magnets instead of one to pick up pins be better? What would happen if you put more people on one side of a tug of war game? What would happen if you rubbed a balloon on your sweater? Would it matter if you rubbed it 5 times or 10 times? Why should you use a seatbelt in the car? or knee and elbow pads and wrist guards for roller blading? helmets for cycling and hockey? Sport shoes designed for basketball?

I was right. Students loved science this year - always asking for more. They learned a lot. 

I am definitely going to continue keep Engineering Challenges in my Science lab.

Reflection: Passion Projects in French Immersion

On my Maternity Leave with Abby, I got caught up on a lot of professional reading that teaching full-time with kids at home doesn't leave much time to do. I read books and blog posts and articles about Student-Led classrooms, I joined an online book club with other readers of Paul Solarz' Learn Like a Pirate and and jumped head-first into the twitter conversations, chats and live binder about Genius Hour and 20-time and maker spaces. My husband Rob (also a Primary French Immersion teacher) and I collaborated a lot, reading and reflecting together. He was the "guinea pig" to test out some of our learnings in his classroom to get out some kinks.

Coming back to school this past September, I was ready to dive right in, using Rob's successes with Genius Hour in my back pocket. We have always done project-based learning in Social Studies, Science and Art, and my students thrive on open-ended choice in Literacy and math, but I wanted to give students even more freedom this year. But, as we know, reading about stuff in theory isn't always quite the same as it is when put into practice.

Genius Hour/Passion Projects in the Primary French Immersion Classroom

We started the year talking and talking and talking and talking some more about ourselves, our families, our likes and our dislikes in staged and authentic, real-life situations. It is crucial for my students to understand and use familiar everyday expressions and basic phrases, and interact with one another in French. "Je me présente" is the first major focus for my students based on the Ontario Curriculum and the Common European Framework (CEFR).

Late September, I introduced students to our Mur des Merveilles (Wonder Wall). I asked them to think about all of the conversations we've had over the last month about their talents, their likes/dislikes, things they want to know more about. They could add as many wonderings as they wanted.

Bring on the tears.

This did not go well. Not even a little bit. "I don't wonder about anything." "I don't know." Lots of crying. Lots of absent-faces. I thought kids were supposed to wonder about everything!

At first I thought it was because I was having them write their ideas, so I gave them the option to draw it, and to talk to their partners... and to audio or video record their thinking. More of the same. Crying. Blank stares.

I decided to keep going. Rob said he had a lot of success last year with his grade 3s. I showed them a powtoon en français to introduce the idea of Genius Hour: Time every week they can explore, tinker, build, create, play with anything they'd like.

I started having Genius Hour every Friday. We talked about asking good questions and different ways they can present their learning to the class. They had a little log-book to record the information or ideas they had and research they might have found. They were supposed to check-in every once in a while to see the progress. Whenever they were ready to present their findings or new learning to the class (with any sort of "product" they wanted) they could. It was completely open-ended - without any real restrictions.

Again. In theory, sounded great! Kids were supposed to be engaged, discovering new things, playing and building. It didn't really work out that way. Many kids lost the log-book, couldn't figure out what to do, changed their minds every class and many couldn't follow their project to a product. People forgot passwords for computers and apps, fought over materials - and most of it was hoarded, destroyed or stolen.  But I kept on plugging. I had to find success.

The first round of projects were simple - there were posters about friends, animal projects, a science experiment and some crafts. Those who finished seemed pleased with their work, but not necessarily excited about it.


Along the way, I changed things up. Students didn't have to record any writing along the way anymore, only a 3-question reflection at the end about what they had learned. Peers gave feedback as well. I also changed "Genius Hour" from every Friday to a Literacy choice during our Language Block every day.

Things weren't that much better. I kept asking myself. What is the point of doing this? Is it because it is truly engaging my students or improving their French in ANY way? The answer was no for both. I felt that I was the English Police, students weren't collaborating, and the products they were making were not anything to write home about. Students didn't really speak while presenting either, just read the franglais from their work and their peers were disengaged.

The projects in round two (which again took FOREVER to finish for some), were mostly prezis slapped together with English youtube videos of Bieber or Skateboarding. I was pretty disappointed.

I changed things again.
I went back to a specific time to work on Passion Projects, as I felt many students were not choosing to work on them during Language block. I brought in more materials for exploration. I simplified the expectations further to 3 guidelines (1. You have to learn something new, 2. They are fun!, 3. Must be in French. I put up a grid on my chalkboard where students had to choose a question and stick with it. I explained that I was not ok with a prezi slapped together with videos and expressed many, many, many times that they had to learn something new.

This time around, there was more of a variety of ideas - but still kids still weren't really excited about them. They worked on it, but got distracted with other activities we were doing in class. More students, however, were making sure they were learning something new. One student wanted to create their own game within Roblox - which is amazing. He spent his time watching youtube tutorials on how to do it and then created his own working game, shared on his blog and other kids played it. He was proud. He was excited. I was really impressed. So much learning. BUT.... all of his research was in English. There was no French learning. Not even a little bit. This is the problem.

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So, will I do Passion Projects again next year? ABSOLUTELY! - but with a lot of changes.

Biggest Issues:

• Students are not reading in French if they choose to research something online
• (Most students can't read independently at "Internet" reading levels anyways)
• Students don't have appropriate log-in information for computers or knowledge of researching
• Students are taking too long to make a "product" to display learning - losing interest
• Students are not using feedback from teacher or peer
• Students are not staying engaged
• Students are not practicing listening, speaking, reading or writing in FRENCH

What can I do the same?

- Keep doing project-based learning 

- Keep doing STEM projects in other subject areas

- Keep open-endedness of wonderings

- Keep Kidblog/sharing & reflection requirement

- Keep teacher & peer feedback

What can I do differently?

- SCAFFOLD. More. Way more. Way, way more. Even though they are late primary. They still need gradual release. Even with this.
- MORE explicit teaching of growth-mindset and perseverance
- Spend more time with more explicit teaching on how to wonder....? What to wonder about?
- Create a perpetual-always-changing "Maker Space" with opportunities for tinker time. Creation/Invention and provocations (get rid of the "project" part until later in the year?)

- Give students more guided tasks first (“everyone invent a….”) before "project" part

- Find research for kids who need it in French....? (does that take away from inquiry? Not sure.)
- Bring in some French-speaking volunteers to help during Genius Hour

- More consistent check-ins and conferences with me (Add accountability partners?)

- Introduce to more product options/apps so they don't always choose the same thing

French Immersion is unique. Late primary students are unique. I need to figure out what my GOALS are for doing Passion Projects. I think my students understand the goal. But I don't. This is likely why I didn't see the success I was hoping.

Am I doing Genius Hour to engage them more?
(Primaries are usually already excited about everything)

Am I doing Genius Hour to improve their French Speaking/Listening/Reading/Writing?
(It would be nice, but it doesn't seem to be.)

Am I doing Genius Hour because it is popular & trendy? (Maybe.)

I totally loved doing Design & Technology and Visual Arts when I was in Elementary & High School myself. It was my favourite time of day. Anything creative. I would totally love this stuff if I was a student. Am I doing Genius Hour for me? (Maybe.)

I need to figure this out. With the students at the centre.
I can't wait until September!
xoxo

(Any and all feedback is welcome)

**I wrote a 2018 Update on Genius Hour here**

Door of Mercy: Collaboration at it's best

   On December 8, 2015, Pope Francis opened the Holy Door of Mercy in the Basilica of St. Peter, marking the official start of the Jubilee Year of Mercy. A few days later, he presided at the opening of the Holy Door at the Archbasilica of St John Lateran. 

    Inspired by Toronto Catholic District School Board's Doors of Hope - an installation of 140 painted doors in celebration of the 100th anniversary of Catholic Charities of the Archdiocese of Toronto - The Bruce-Grey Catholic District School Board invited our schools to artistically represent a theme of mercy on a door. 

     We drew out some ideas and decided that in addition to "mercy", we needed to represent out school. I was honoured to be chosen to put ideas into fruition. Our door included the medicine wheel and feather to represent our close connection with Saugeen First Nation (and the students they have entrusted to us), the white lily and ruler to represent St. Joseph the carpenter, and both French, English and Anishinaabemowin languages. Every class created it's own Ray of God to show that we are all connected and loved by our Creator.

 Let our hearts be led by Mercy. Help us reach with open hearts and open doors.