Educational change is an exciting topic with he promise of many pro-active, positive changes in educational systems around the world. I am working with secondary teachers at Royal Bridge Education Group in Coquitlam today. We will be engaging in learning about educational change and responding to the ideas using strategies and tools to engage learners in other contexts. I will be encouraging participants to set up a Twitter Account and respond to the ideas and the strategies and tools on a Twitterchat @CarrieFroese #edchat #edchange #bcedchat with a corresponding A(nswer)1 if a Q(uestion)1 is asked. It would be great if interested blog readers also participated.
I will be providing front-end loading about educational change, in both global and British Columbia contexts.
Enter provide your feedback in our TwitterChat @CarrieFroese #edchange #edchat
In our discussions of educational change, I will be focusing on the following thinkers and content from a number of sources. The following links provide some extension materials to supplement materials presented in class and to provoke deep thinking.
Inquire2Empower The Indigenous Voice carriefroese.wordpress.com
John Hattie and Helen Timperley
Making learning visible with John Hattie – Know Thy Impact
The Research of John Hattie
In 2009 Professor John Hattie published Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. This groundbreaking book synthesized the findings from 800 meta-analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.
Since then, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest dataset synthesizes more than 1,600 meta-analyses of more than 95,000 studies involving more than 300 million students. This is the world’s largest evidence base into what works best in schools to improve learning.
The Power of Feedback – A PowToon explaining the ideas of John Hattie and Helen Timperley with respect to providing feedback to learners.
David Istance /The OECD – The 7 Principles of Learning
OECD – Centre for Educational Research and Innovation – The Nature of Learning (2010) – Using Research to Inspire Practice, Edited by Hanna Dumont, David Istance and Francisco Benavides / Practitioner’s Guide (2012)
A variety of strategies, processes and tools will be used to prompt learner engagement with the materials and support collaborative practices in class. They may include the following. We will be discussing the possible teaching applications for these strategies, tools, and processes. All ideas are welcomed @CarrieFroese #edchat #edchange
I grew up living, learning and playing in Vancouver, British Columbia, on the ancestral and unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations. I saw Indigenous people but I did not hear their voices. In school we learned about a culture that was part of our past. Not our present. Definitely not our future. Yesterday on National Indigenous Peoples Day, the first day of summer on June 21, 2019, that had changed. And to quote an expert on joy, Chief Dan George, ”And my heart soars”.
In the Summer 2019 edition of the Montecristo magazine, Robert Davidson talks about when he erected a totem in Masset in 1969. It was the first one that had been raised since the 1880’s. “…it opened the door for the elders to pass the incredible knowledge that was muted…Before the totem pole was raised we had no idea of their knowledge. I had no idea that art was so important.” I think Vancouver educators are hopeful that the poles raised at the VSB this week to advance reconciliation with Indigenous people and celebrated on National Indigenous Peoples Day with 1000 plus people to bear witness to the event, will be part of many positive and productive learning conversations. I am deeply grateful that Akemi Eddy took her Grade 1 students to see the carvers in process and brought back wood shavings. Angie Goetz was able to support students in transforming the shavings into their own beautiful art. Akemi also took three of our students with Indigenous heritage down to the VSB ceremony with our ever-supportive PAC parent, Kathleen Leung- Delorme. These students were able to bear witness to the smudge at the beginning of the day in the presence of Judy Wilson-Raybould and Joyce Perrault.
I was fortunate to meet Joyce Perrault when I was the vice-principal at Norma Rose Point K-8 school in Vancouver. It was one of the many schools that she was working as an Indigenous Education Enhancement Worker. Not only was she able to establish a strong rapport with students in the relatively short weekly assignment at the school, but she was a sweet and gentle soul with a plethora of ideas to empower Indigenous students in finding their own voices, and to support non-Indigenous students in applying Indigenous teachings to explore their own pathways. The hallway displays were inspired, interactive and collaborative ventures created with the Indigenous students she was working with. She had put together a flipbook of the Medicine Wheel Teachings from her Anishinaabe/ Ojibwe heritage that she had implemented with students over the years. She was looking for a publisher. I had no doubt it would be published. She thought the publisher would use her text and drawings. I thought that the publisher would use the text and assign an artist to market it as a hardcopy version that could be used in libraries and on coffee tables, as well as a soft cover for use by individual kids.
The publisher smart enough to pick up the book was Peppermint Toast Publishing. It is a small publisher in New Westminster that publishes one book per year. They made a wise choice. Joyce Perrault’s first book, All Creation Represented: A Child’s Guide to the Medicine Wheel, was published in 2017 with Terra Mar’s amazing illustrations. The Vancouver School Board alone has purchased 250 copies. Her second publication is in process to support educators in teaching Indigenous ways of knowing through Medicine Wheel teachings.
This year, as principal of University Hill Elementary School, I did not have the number of Indigenous students, to warrant the assignment of an Indigenous Education Enhancement worker. However in Vancouver, it is mandatory for all public schools to have an Indigenous goal to support the quest to decolonize education. At University Hill Elementary, our Indigenous goal is: To increase knowledge, acceptance, empathy, awareness and appreciation of Indigenous histories, traditions, cultures and contributions among all students in an authentic way.
Our teachers took on this goal with enthusiasm. When I arrived at the school, Melody Ludski, had already taken the lead in having a spindal whorl commissioned by Musqueam carver, Richard Campbell. He came to unveil his amazing carving with his daughter shortly after the Truth and Reconciliation walk in 2017. I was talking about how impressed I had been with the fluency of the young woman speaking Musqueam on the stage at the end of the Truth and Reconciliation Walk, only to discover that she was Richard Campbell’s daughter. And she was standing in front of me. Bonus! We had amazing teaching that day and our students were able to hear the welcome in the Musqueam language from Richard’s daughter, Vanessa Campbell . Richard Campbell also shared the process of his carving, from the inspiration in the selection of wood to the finished product. He also shared that he was a survivor of the residential school system. Students, educators and parents in the audience witnessed first-hand the pain of the experience and the incredible support in the father-daughter relationship.
Many of our teachers have been engaged in personal, professional development around Indigenous teachings via VSB supported inquiry studies, school based professional development, book clubs and university coursework. Our students have been the winners. Delta authored materials published by Strong Nation Publishing have been implemented by primary teachers to teach core competencies. Ideas have been implemented from Jennifer Katz book, Ensouling Our Schools – A Universally designed framework for mental health, well-being, and reconciliation.
Staff got together to plan an outdoor learning space once the portables were removed from our site. A large circle of twelve large rocks that were big enough to seat 30 students were installed to facilitate outdoor learning. Some teachers wanted twelve rocks to teach time. Many agreed one needed to be placed to indicate true north and all of the compass directions. Some of us were excited with the possibilities for use as a talking / listening circle, as practiced in many of our classrooms, as well as integration of other Indigenous teachings. The Musqueam have gifted the VSB with the word, Nə́ caʔmat ct, which means “We Are One”, as part of our move towards reconciliation. I personally love thinking about it that way and calling it that as a way of honouring that our school is on Musqueam ancestral lands and demonstrating our openness to learning.
The intermediate curriculum benfited with the success of The Human Rights Internet Grant (www.hri.ca) for $1900.00 to implement new curriculum with Grade 4/5 students with a human rights lens on our Indigenous people. Students learned about the United Nations Declaration of Rights and Freedoms which was adopted by Canada in 1959 and the implications of these rights for our Indigenous people. It allowed us to show honour and respect by inviting Indigenous speakers to share Indigenous teachings with our students. Intermediate students had inspirational drumming and storytelling sessions with Alec Dan and teachings about indigenous plants by Martin Sparrow in the Pacific Spirit Park. This Human Rights Internet Grant also enabled UHill Elementary students to share their outdoor learning with students from Norma Rose Point during the Wild About Vancouver Celebration in April. It also allowed us to invite Indigenous speakers to share their teachings with the entire school including: Debra Sparrow to talk about the replica of one of the MOA (Museum of Anthropology) weavings by her and her sister Robyn Sparrow that we recently purchased and display in our foyer; Shyama Priya to share her Powwow dancing, including participatory opportunities for our students; Martin Sparrow doing the Indigenous Acknowledgement and sharing his teachings at the 2nd Annual University Hill Elementary Multi-cultural Fair; Martin Sparrow sharing bannock and salmon pate at our Earth Day BBQ. Joyce Perrault was also willing and able to request some of her teaching time allotment to come and share her book with our Grade 3 students and her process of writing it with our aspiring UHill Elementary authors.
Vincente Regis, a new PAC member, came forward with an idea for a school community Arts Festival at a PAC Meeting this Spring. He spoke passionately about the Arts Festivals he had implemented in Brazil as an educator. With enthusiastic support from PAC, we started meeting shortly after the PAC meeting to begin the planning for the first UHill Elementary Arts Festival. He very much wanted it to unfold before the end of the school year while momentum was high. When we decided on the date when we weren’t building the playground, and when I could access staging and tables for the event, Vincente immediately understood the significance of the Arts Festival taking place on Indigenous Peoples Day and the opportunity to honour the Indigenous voice and the contribution to Indigenous people in all aspects of the arts. He promptly began planning to incorporate an Indigenous song from Brazil with our students. I went to work to find an Indigenous artist willing and available to open with the Indigenous acknowledgement and put a spotlight on the Indigenous contribution in the arts.
The British Columbia Literacy Council of the International Literacy Association (BCLCILA) is currently going through a period of revitalization and relocation to Vancouver, British Columbia. Due to the BCLCILA / International Literacy Association membership of two UHill Elementary staff members and the support of BCLCILA, we were able to invite Joyce Perrault to not only facilitate an after-school session with educators in May, but also participate in the school community event on Indigenous Peoples Day, June 21, 2019 from 3:30 – 6:30 pm. She graciously accepted even though her morning started with her participation in the VSB ceremony to honour the raising of the 13-metre pole carved by James Harry of the Squamish Nation, and his father Xwalack-tun, a master carver with 50 years’ experience, as well as the male and female welcome poles by Musqueam carvers, William Dan and his family and his siblings Chrystal and Chris Sparrow. Big day!
Laura Tait, respected Indigenous educator, and current Assistant Superintendent at Nanaimo Ladysmith Public Schools (SD 68) has been cited to have said “If you want to know about Indigenous culture, make an Indigenous friend.” That has been the basis of trying to provide opportunities for developing community with our Indigenous neighbours. I have now participated with Joyce as she has engaged in learning conversations with students, educators, and parents. Her pride in her Ojibwe / Metis heritage has remained constant. Her voice has grown along with the number of people wanting to hear her story …”And my heart soars.” And more importantly, so does hers. Our path to reconciliation needs to include more of these spaces for the development of Indigenous voice and friendships.
We are proud of our school and happy to welcome visitors into the conversation about learning.
As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh (Tsleil Waututh) andsḵwx̱wú7mesh (Squamish) Coast Salish peoples.
We are delighted to be able to show you around and encourage you to ask lots of questions. The following challenges are to help you engage with our students and staff and understand some of the priorities at our school. The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous ways of knowing and breaking down the barrier between learning outdoors and learning indoors.
The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them. At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning. The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.
The OECD’s work on innovative learning environments was led byHanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning” identified seven principles of learning:
Learners at the centre
The social nature of learning
Emotions are central to learning
Recognizing individual differences
Stretching all students
Assessment for learning
Building horizontal connections
Challenge 2 – Engage in a conversation surrounding the Spirals questions.
The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff. Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives. Many staff are involved in inquiry projects to explore their professional questions. Vice principals and principals in the VSB are using these questions to guide their professional growth plans.
What are you learning and why is it important?
How is it going with your learning?
What are your next steps?
Challenge 3: Note the development of core competencies in the classroom.The New Curriculum: You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:
Creative and Critical Thinking Skills
Personal and Social skills
Challenge 4: Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment. Students are encouraged to identify their starting point and formulate a plan for growth. The focus has shifted from a deficit model to “I Can” statements. Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.
Challenge 5: The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.
Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.” Authentic reconciliation happens when people develop relationships with one another.
Challenge 5: Identify several different types of learning spaces and the types of competencies being developed in those spaces.
We have several options for student learning at UHill Elementary School. Supervision is required in all spaces. Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.
The Classroom – indoor and outdoor spaces
Outside Learning Spaces
The Readers Writing Garden (outside)
The We Are One Rock Circle (outside)
The Soccer Fields or basketball court (outside)
The Buddy Bench (outside)
Collaboration Spaces outside classrooms
Foyer in the main entrance
The Starry Night Room / Room painted yellow
The Garden Room – currently the in residence program, Project Chef, is in this room
The Main Foyer
The Learning Lab / Maker Space Room
Active Learning Room (ALR) / room painted white
Ready Bodies Learning Minds
Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
Places to Self Calm, work quietly independently, with a partner or small group
Peace Pod / room painted blue and decorated with saris
The Think Space – in the Office area
Challenge 6: Breaking Down the Barriers: Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.
The places where we live and grow impact our experiences and our perceptions. Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.
I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese
Latash Maurice Nahanee performed his first national premiere on Thursday night as part of the cast of Weaving Reconciliation – Our Way. It is presented not only as a play, but also as a cultural encounter, written by Renae Morriseau, Rosemary Georgeson and Savannah Walling with contributions from the cast, knowledge keepers and partnering communities. I was honoured to be a witness to the stories that unfolded. The pre-show weaving demonstration, a metaphor for the play, was the focus in the middle of the circle when you enter the room, which later becomes the stage. The stories of the struggles of one Indigenous family unfolds in the centre of the circle. They are supported by four relations, arranged like compass points around the stage, from the past, the present and the future. Their voices have an ethereal quality and speak to their friends and relatives, ready to support the tormented soul of the characters that weave in and out of the spotlight. Just when the pain and tragedy of the story became too overwhelming, in enters the Trickster, Sam Bob, with his hopeful, young sidekick. This character has a big physical presence with a lightness of spirit and sharp wit which mirrors the comedic element in Shakespeare’s tragedies.
The sharing of the stories, intertwined with other stories, intertwined with past injustices, intertwined with other injustices, give light to the complexities of the process of reconciliation with Indigenous families. The struggle and the promise of moving forward is a testimony to the resilience of Indigenous people emerging beyond the constricting yoke of residential schools, systemic racism, dislocation from support structures and pain. Part of the hope felt at the end of the play comes from the characters moving forward towards reconciliation with family, with history and with a stronger voice to recapture the power over their own lives.
The power of good theatre is the capacity to draw us into the story and help us to empathize with the characters. Watching the play, I believed that each story represented the lived experience of each actor. Their intensity of emotion was palpable. The story of the experience of Indigenous people in Canada belongs to them and their story of reconciliation belongs to them. How that story intertwines with our individual story and our colonial past is defined by us. Latash has been a mentor and a friend in helping me on my own personal path towards understanding and reconciliation. We met “many moons ago” when we were both working in Coquitlam. Latash was an Aboriginal support worker and I was a teacher at a middle school. Some of our shared students were some of the most vulnerable in the district. Latash was masterful at stepping back from judgement and accepting where these kids were and providing much needed support. He helped me to begin to understand the complexity of supporting these young people as they tried to forage a new path that was far beyond the scope of learning to read.
Latash invited me to be the sponsor teacher in a cultural exchange program with indigenous students in the Coquitlam School District and indigenous students who belonged to a Friendship Centre in Ottawa. These students came bubbling with enthusiasm to seek out understanding of their cultural roots. Students spent time as a large group in both Vancouver and Ottawa. It opened up new world of experiences, cultural learning, and access to history not included in my classes at elementary school, secondary school or university. As the sponsor teacher, I was in charge of expectations for behaviour, timelines and safety. This was my first glimpse into the challenges that come with the role of principal. It was also my first understanding of my role as the “one outside” who carries a completely different frame of reference and experience within Canada.
Latash, helped me to grapple with the notion that my path towards reconciliation was my own. Learning the history was not enough. Looking to the indigenous community to reconcile on their own was not a viable option. Feeling guilty wasn’t the point. The discovery that residential schools existed in Canada, let alone in my lifetime was as much of a shock as the dawning realization that Canada was not the champion of the Universal Declaration of Rights and Freedoms that I had believed. The initial defensive move was the desire to distance myself from any responsibility and create a rationale for unacceptable decisions. The dawning realization was that the decisions made and perpetuated throughout our history could only have been motivated by a belief in cultural supremacy and monetary gain.
Our challenge is to decide to open our minds and hearts to the stories and weave a new chapter that is based on a reconciliation of the past, and lay a new foundation based on respect for basic human rights and freedoms. It is to ask questions. How does one woman decide hitchhiking is her only option and no one ever sees or hears from her again or knows what happened to her? How does that happen once, let alone hundreds of times? Why do indigenous people struggle to graduate? Represent such a high number of the prison population? Suffer from high rates of addiction? As Latash aptly describes, Canada for indigenous people “is like the albatross that was hung around the neck of the Ancient Mariner.” Resilience will be the story of the Indigenous people in reconciling within their families, communities and Canada. The story of the reconciliation of “a settler” such as myself, is still to be written. It will be a journey and it will be woven with a myriad of other stories. It will be a story of hope and of justice.
My advice. Go see the play. It’s in Vancouver for another three days, then off to Pentiction, Toronto and Winnipeg. It may make you cry. It will make you think. It will make you hopeful. And surprisingly, it will make you laugh.