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.

---------
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.

Faith Formation Day

Just some notes from Faith Formation Day this year. Two very inspirational speakers. Love it.

What's YOUR vocation? #BGYouAreCalled @Fr_Toby @FrKuzma

To my KPS teachers

Forever and ever I've been wanting to contact my teachers growing up - but I haven't. Three things recently made me remember that: 1) a student mentioned that she is currently writing letters to her teachers (she just graduated grade 8 in June - She is  20 years ahead of me), 2) my friend told me about reconnecting with a past teacher at Lakeside Park, and 3) visiting Colasanti's.

I picture myself 20 years in the future having past students contacting me to thank me for inspiring them or teaching them something important or even just sharing with me where they've gone in their lives - and although it makes me feel old, it would make me tickled. The kids who were in grade 8 the year I started teaching have graduated university and are off into adulthood. Unreal.

I decided to write a public letter to a handful of my elementary teachers of the past who I think about with fondness- with the hopes that they may be directed here, or stumble upon it. Most people remember their high school teachers having the most impact (and I had some absolute gems - Mr. Gombai (art), Mlle Gaudette (french immersion), Mr. Buchanan (music) who grew my confidence, made me laugh regularly and pulled my artistic talent in all directions. My math and science teachers also made me very prepared for University.), but because I teach elementary school, I find that I think a lot more about my KPS teachers in my teaching life.

I now realize how much effort and love goes in to each classroom - and probably didn't give them enough credit at the time. Some teachers are magnetic, enthusiastic and make learning fun, safe and welcoming. Not all were like this, but I was blessed to have many great teachers growing up - perhaps they inspired me to become one myself.

Mlle Pugliese - Kdgn + grade 1: Mlle directed all of the school musicals, and even though I never got cast any "higher" than chorus I always tried out. I memorized the songs, longed to be a set designer and dance. I was mostly too shy and probably couldn't handle it at the time. These days, elementary musical theater is my thing - my most favourite of extra curriculars. I think Mlle had something to do with this. When I think of Mlle, I also think of making dioramas at trapezoid tables, dipping cookies in milk and how she taught my parents to speak French. Mlle is currently a Professor of Dramatic Arts at UWindsor. Très cool.

Mlle Costa - 2e année: Mlle was the most artistic teacher I ever had. She spent her lunch recesses drawing epic chalk art to illustrate our printing practice. She had trendy clothes and long painted fingernails and took us to her mom's house for an awesome field trip. She always sang and performed at school talent shows. I hope that I inspire my students artistically as much as she did. I try to infuse as much art as I can, going out of my way to bring creativity to my students. (And I always have some sort of performance up my sleeve for assemblies). Not surprisingly, Mlle created an alter-ego clown named Zoléo and wrote French children's music. So rad. http://www.cdbaby.com/cd/zoleo

Mme Cotter - grades 3 + 6: I think Mme was the smartest person I know. She taught us songs and taught in small groups - two things that I value in my classroom. She gave me the love of overseas penpals and the value of snail mail. She had us make poster projects (one of my favourite things for my students to create) and do a lot of research. Most importantly, she had confidence in me and encouraged me to be a leader amongst my peers. I truly value the things I learned about myself in her classes. Mme eventually became a principal - and is now happily retired.

M. Pelland - 5e année: My first male teacher (and his first year of teaching!). His perspective and love of practical jokes leaves a lasting memory for me. My best memory is his epic Lou Flirpa joke (I copied this joke with my students). He was very strict with his ZERO English rule (that is my number one classroom rule) and gave out random little toys for fun (plastic smurfs!). We created a class newspaper (still on my list of to-dos) and he used a purple pen to mark things. He would often share stories about his family (nightmare about buying his engagement ring for his wife) and his hobbies and interests. It made him real and likeable. I always try to incorporate these things in my mini lessons as well.  M. Pelland is still teaching at KPS.

Miss Hopper - Music. She was my trumpet mentor extraordinaire. She made my confidence soar, and I still play my trumpet in the Port Elgin Community Band (and in our school band). She made me lose my fear of performing in front of a crowd, gave me solos and continued to be supportive throughout high school. She helped me get a spot in the pit orchestra for one of my favourite musicals of all time (A Funny Thing Happened on the way to the Forum), she taught us some fab choir songs and introduced to me to the (underappreciated) movie Newsies (love!). I incorporate music in my classroom on a regular basis and I am a huge advocate our school's music program. Miss Hopper currently teaches High School music.

What were your favourite things about these teachers? Do you think of them as often as I do? When you think of your past teachers, do you think of them with fondness and inspiration? Why? Why not? Do you think that your high school teachers had more of an impact on your life today, or elementary?

*The above letter is from one of my super-rad students. She writes me a heartfelt letter every year. They are all hanging on my wall. xo

** If you have contact info for any of the above teachers, please send them over.

First Annual Art Show

My co-worker Natalka and I gathered our art projects from the past year and set up the gym for our First Annual Art show. Natalka teaches art to the English kiddos from grades 4-8 and I teach the French Immersion art from grades 3-8. We organized the gym by Elements of Design (Line, Shape, Texture, Space, Colour, Value), labelled the work and invited parents and students to enjoy the artwork. We were so pleased as to how it all turned out and had fantastic feedback.



The majority of my ideas came from my schooled: art pinboard or projects that I did myself in elementary or high school or for fun. We used pencils, markers, pastels, crayons, glue, magazines, paint chips, gesso, wire, pantyhose, charcoal, found items, recycled items, paint, foil, sticks, pop cans, exacto knives and clay to create our projects. Some students created Facebook profile pages of famous artists and created art like them. My class created a giant colour wheel of found objects.

We also created a collaborative installation, where each student illustrated a pair of eyes. We compiled them together with the title "If these walls had eyes" - representing the eyes of aboriginal students of residential schools.



I am so fortunate to teach visual arts. It is definitely one of my passions. I am excited for more projects next year. I am also excited to add more of a social justice inquiry twist to the intermediate projects, start sketchbook projects with my juniors, give kiddos a greater choice of materials and create more collaborative projects within and between classes.

Report Cards of the past.

Report cards are due to the office next week, and I've been inputting marks and comments like a mad-lady. When I was home for my dad's birthday party, my sister and I were going through some old pictures and came across his old report cards from elementary school. I both laughed and cried.

Let us first start with the noticeable differences between then and now. The 60s report cards were actual report "cards". One piece of card stock folded in half kept for all 3 terms. Some marks for penmanship and arithmetic and spelling and a couple of handwritten generic comments. The 2013 Ontario Report Card is 4 pages long each term. The front page is school information, Religion* and Learning Skills marks and comments. Page two is Language (English and French, and Native Language if applicable), Math and Science marks and comments. Page 3 is Social Studies, Phys Ed, Health and the Arts (Drama, Dance, Visual, Music) and student goal-setting. Page 4 is grading information and parent goal-setting. All of that writing and I still feel bad that I left spaces in some comment boxes. We get the report cards sent back to us if they aren't done "properly", they need to be personalized and have to include strengths and next steps for the students. There are check boxes for immersion and IEPs, and guidelines as to how many strands you have to report on each term.  You also can't give less than a D or you get red-flagged by the computer system. You are supposed to comment on what they can do and what they've completed, so if a student rarely completes assignments, that can't really be "counted" against them. If they slack off in math, or don't put in any effort, you are supposed to comment on that in the Learning Skills section, not the Math section. Heck, there is a whole policy document about how to write them.



Can you imagine writing reports cards like my dad's teachers? One small card for all three terms with a sentence or two handwritten general comments? One even says "completed to 18." What does that even mean?  Seriously, that sort of  report card writing would take no time at all. Talk about stress-free! I wonder if the principals even had to proof-read them? Likely not. One of the report cards we found of my dad's had a comment that wasn't at all related to school, it talked about how my dad had terrible taste in hockey teams. What?!

Here are two quotes that were typed on the front of many of the old report cards we found that I liked...

"Our schools are endeavouring to provide an environment where your child may grow naturally in intellect, in social co-operation and in moral responsibility. Parents help by ensuring for the child proper rest, well-balanced diet, prompt and regular attendance at school. Feel free to contact the school on any problem concerning your child's progress. Calls at 8:45 am or during noon hour disturb the school routine at least. Appointments can be conveniently arranged."

"All children have not the same ability to learn in school. Comparison of reports, therefore, is apt to be unreliable and unfair. The school exacts the same standards of obedience, honesty, cleanliness, application to studies, interest, regularity and punctuality that should be practiced by all citizens as they form the basis of a happy family life at home or school."

I am not complaining about writing report cards, I've become quite efficient, and I nerdily love the curriculum that we get to teach and report upon (so pumped about the new immersion document!). I also appreciate the PD day we are given to write them (well, to at least get a crack at them). These report cards are definitely more packed with details than those of the past, but are they really helpful to parents?

I spend a lot of time deciphering comments on report cards during interviews. For example, a comment reading "With teacher assistance, Benny can add 3-digit numbers with some effectiveness." really means, "Benny can't add very well." - but doesn't it sound nicer? I also spend a lot of time explaining that a B actually means "meeting grade-level expectations" and is more similar to an A of the past, and a C isn't the end of the world, it just means that they haven't solidified the expectation, but they are progressing.

I also wonder how many parents read all of the words that teachers spend hours typing up in "parent-friendly language" (whatever that is supposed to mean) or do they just look at the letter grade? Also, if parents don't know what the curriculum says in the first place, then they won't realize that "Shan writes very simple texts using one or two forms. She generates some clear ideas with supporting details and is beginning to use paragraphs in her writing." is not at grade 5 level, and is much lower than the grade 5 expectations his/her peers are reaching, which are "Penny writes longer and more complex texts using a variety of forms. She identifies and orders main ideas and supporting details and groups them into several developed linked paragraphs. She determines whether her ideas and information are relevant, appropriate, and adequate for her purpose, and does more research if necessary."

Does anyone care to guess how many page 4s I get back from parents?

On that note, I need to go finish writing my Learning Skills (which in my opinion, are the most important part of the Report Card.)

MATH WORD PROBLEMS at home

Closed- & Open-Ended Problem Solving

What’s the difference?

Close-ended: Many of the questions we traditionally ask students call for a single number, figure, or mathematical object. These kinds of questions are closed-ended because the expected answers are predetermined and specific. There are many examples of closed-ended problems online. These can be very valuable practice, and excellent homework support.

Examples of closed-ended questions:

1) Jennie wanted to buy some flowers for her mom. Each flower costs $3. If Jennie buys 15 flowers, how much money will she have spent?

2) The total number of people at Monday’s football game was
50,000 + 9,000 + 300 + 1. What is this number, written in standard form?

In contrast, Open-ended questions allow a variety of correct responses and elicit a different kind of student thinking. The open-ended nature of the question allows students to demonstrate their own ways of solving the problem.

Examples of open-ended questions:

Type 1: Ask Students to Explain Who Is Correct and Why: These types of items present two or more views of some mathematical concept or principle and the student has to decide which of the positions is correct and why. Example: Ian says that when you find the sum, you have a lot of choices for a common denominator. Frank says there is only one choice for the common denominator. Who is correct and why?

Type 2: Ask Students to Create a Situation or an Example That Satisfies Certain Conditions Questions of this type require students to recognize the defining characteristics of the underlying concept. Students must take what they know about a concept and apply it to create an example. Example: At Friday’s game, there were more people than there were at Monday’s game and fewer people than at Saturday’s game. How many people could have been at Friday’s game? Explain how you know your answer is right.

I’d like some more sample problems!

There are many math problems online - and many are close-ended. You can easily convert a close-ended problem into an open ended problem (and visa versa). Both are excellent practice, and we use both open- and close-ended problems in our math classroom.

Original Closed-Ended Item	Revised Open-Ended Item
Find the Lowest Common Multiple of 18 and 24.	Why can't 48 be the LCM of 18 and 24?
What are the next three numbers in the following sequence? 1, 4, 7, 10, 13, ___, ____, ____	Consider the following sequence: 1, 4, 7, 10, 13, ... . Is 100 a member of this sequence? Explain your reasoning.
Round 37.67 to the nearest 10th.	Generate three different numbers that when rounded to the nearest 10th give 37.7.

The following sites have great close-ended word problems organized by grade or strand

http://ca.ixl.com/math/grade-4 http://math.about.com/od/wordproblem1/Worksheets_for_Word_Problems_Various_grades.htm

http://www.dadsworksheets.com/v1/Worksheets/Word%20Problems.html

http://www.mathplayground.com/wpdatabase/wpindex.html

Some open-ended (others closed):

http://math.wiki.cvsd.k12.pa.us/Open-Ended+Questions