Thinking Like a Designer

How will people get around 20 years from now?

Answering this difficult question is part of the challenge BC Ferries is facing in redesigning one of their busiest ferry terminals, Horseshoe Bay. Ferries are usually an “in between” form of travel: rarely is the area immediately surrounding a ferry terminal the destination, and so, BC Ferries’ terminals must synergize with how people get to the departure terminal and leave from the arrival terminal.

Is large car capacity needed in the next generation of ferries to accommodate electric, autonomous vehicles, or are smaller, more pedestrian-focused ferries needed to serve as intermediaries for a public travelling almost exclusively by public transit? What terminal design can accommodate these different, and equally plausible visions? (Perhaps our obsession with travel will diminish and an interest in virtual reality will increase to such an extreme that ferries, and terminals, will get smaller and less busy with people living more sedentary, virtual lives. (Hopefully not, though I say that not yet being acquainted with the merits of virtual reality as it would be 20 years from now…))

Unlike a smartphone, which is somewhat nimble in adapting to new technologies (for a few years anyway), designing a ferry terminal intended to last decades is a little more of a commitment; especially the parts of the terminal made of concrete. How does one design something with such a lifespan?

BC Ferries is currently consulting with various stakeholders and trying to get a sense of what its passengers (commuters, domestic vacationers, foreign tourists) hope for and need from a redesigned terminal. When BC Ferries requested that students participate in the consultation process, we jumped at the chance: what a terrific, real-world, opportunity for students to apply their understanding of some aspects of the design process to share ideas with BC Ferries and also learn a little bit about what factors BC Ferries is considering in their redesign.

BC Ferries – factors to be considered in making decisions about the HSB Terminal redesign.

Embedded in the practical considerations of how the terminal will accommodate various vessels are ethical decisions: what is the most sustainable form of transportation both on the water (electric ferries coming soon?) and to and from terminals? How will the terminal be accessible for all passengers? And how will the terminal be respectful of its neighbours? Students have the opportunity to apply some of their learning from the Future City Project that students participated in earlier, where they imagined, researched, and designed, cities of the future that attempted to solve issues of sustainability and accessibility.

The BC Ministry of Education’s Applied Design, Skills and Technologies (ADST) Curriculum, touted for providing hands on learning opportunities such as sewing or woodworking, also provides opportunities for more abstract thinking, such as offering input on the design of a ferry terminal intended to accommodate, and seamlessly integrate with, several generations of transportation methods. Students will be submitting design ideas to BC Ferries which will be featured in some of the upcoming consultations they are doing with communities.

Opportunities to learn about real-world design are limited only by one’s initiative and capacity to think as a designer. A developed and deliberate method of observation can allow almost any object or system to be examined, both for its form and function. Another class at BICS, not engaged in the BC Ferries consultation but engaged in other aspects of the ADST curriculum throughout the year, is learning about universal design. They have been working with Javier Estebecorena of Hermanos Estebecorena Design Studio. Mr. Estebecorena is a designer and mechanical technician, and fortunately for our school, a parent of children at BICS. He has been volunteering his time with students to teach them design thinking, sharing his insights of universal design and assisting them to make observations based on functional, aesthetic, social and economic perspectives and to expand their responses to products and systems beyond simple judgements of like and dislike. His hope is that from their earliest learning, students think of design universally, in other words, they understand that the same principles and many of the same processes apply to all forms of design.

Mr. Estebecorena also hopes for students to feel empowered to be doers, to be more than just people who use things created by others, but become creators themselves, whether that be by creating physical items, or by creating ideas that challenge traditional perceptions or ways of doing. This is the essence of the ADST curriculum and I look forward to sharing more of this work in future blog posts as students continue to work with Mr. Estebecorena.

Mr. Estebecorena will also work with our Community School Coordinator, Sarah Haxby, on our “slug art” by designing eye-catching signage that encourages cars to slow down in the school zone. These designs will be featured as part of our Bike to School Week, May 28 – June 3.

BICS students are very engaged in the ADST curriculum, whether it be through creating (knitting, sewing, some classes even doing woodworking) or thinking like a designer in order to understand complex systems and propose solutions to some of the challenges we face. In a variety of ways, the ADST curriculum is proving to be one of the most interesting additions to BC’s revised curriculum and aspects of this curriculum will be featured in future blog posts.

Remembrance Is…

Principal’s Address at BICS’ Remembrance Day Ceremony, November, 2017

Hosting a thoughtful Remembrance Day Ceremony is not an easy task. We call it Remembrance Day but few people in this gym have any memories of war. Most of us likely do not even have a family member who has experienced war so are not even able to remember stories told about war.

So if remembrance, for most of us anyway, is not about recalling memories, what does remembrance mean?

Remembrance is appreciation.

We owe it to the men and women who have risked their lives and often lost their lives in service of our country to remain aware of, or become aware of, their heroism, sacrifice and loss.

118 000 Canadian men and women have died in service of our country, many of them, and I would think most of them, died young, in their 20s, 30s and 40s; some even in their teens.

Many more soldiers returned home with severe, life altering injuries, and others returned home deeply impacted by the stresses of witnessing or being a part of horrifying, traumatic events.

So, remembrance is appreciation – appreciation for the men and women who have courageously served our country with the seemingly contradictory aim of establishing peace through fighting. And remembrance is sadness, for the loss of so many people who fought for, and died for, a peace they themselves would never get to enjoy. In a sense, many soldiers traded peace in their lives for peace in ours.

Remembrance is learning, learning about the wars and peace keeping missions that Canada has participated in and learning about other conflicts as well.

When we learn about and try to understand the devastation that wars have had on soldiers, Canadians and others, on men, women, and on children, as well as the destruction of the land, one cannot help but conclude that war is the ultimate failure of humanity; it is a last resort in attempting to resolve a conflict with the intention that there will ultimately be a winner and loser when truly all sides involved in war suffer.

Remembrance is therefore a caution, a caution that all peaceful methods of solving conflict should be pursued before resorting to threats and violence.

We must also acknowledge that Remembrance is privilege. How fortunate are we to remember – past tense – people who have sacrificed and suffered in war. Not all, but most Canadians are not at present directly impacted by war – we live freely, in a democratic country, and for us living on Bowen Island, or nearby areas, we live in one of the safest places in the world.

We must acknowledge that this privilege is not afforded to everyone – the people of Afghanistan, Syria, Iraq, Turkey, Somalia, Mali, Libya, Sudan, Nigeria, Yemen, Myanmar – the list goes on – do not have the comfort and security that I think most people gathered here today feel, and quite frankly, take for granted. And really, shouldn’t we be able to take being safe for granted? This sense of safety and security should not be a privilege, it should be afforded to all.

But it is not, so remembrance is responsibility. We cannot simply enjoy our privilege. The people of Bowen Island, and the people of Canada generally, have responded to the responsibility of helping others from around the world in need of safety and security, accepting them as refugees with the belief that they will enrich our country, not threaten it.

Remembrance is many different things to different people. For all of us, though, I suspect remembrance is sadness; sadness for the loss of life from war and sadness that despite sacrifice, no war has yet become the war to end all wars.

Originally Posted on the BICS Blog

At the start of our Curriculum Night last Wednesday (Sept. 13), Vice-Principal Laura Magrath and I shared a fifteen minute presentation which had two intentions: summarize the layers of learning that happen at BICS in every subject, in every classroom, every day; and second, to provide some questions that parents could ask their children that would prompt a dialogue about these layers of learning. This blog post is a summary of that presentation.

Layers of Learning

We are in year 2 or 2+ of many provincial, district and school initiatives. While we are at a stage of continuing to do things differently (and always will be), we are also in a stage of consolidation; of ensuring that our work from the last several years stays current in our minds as we plan learning environments and learning experiences for students.

And so, to integrate these initiatives, we shared the graphic to the right with families. It summarizes four layers of learning:

  1. Engagement – If students are not engaged in the task, nothing else matters. Our staff use an “Engaged Learner Profile” to provide learning experience for students that engage them with (1) the curriculum, (2) the social environment (peers, school staff, guests), and (3) the physical environment. Students can reference this profile as they begin to take greater responsibility for their learning.
  2. Curriculum – Between units, subjects and often over years, students develop understandings of big ideas and relatedcurricular content and develop curricular competencies related to their subject. More simply, students understand, know, and do.
  3. Learning Character – Our school goal is for students to strengthen their learning character including becoming more responsible, open, ambitious and resilient. We use the “Circles of Care” framework to help students understand how they can develop their learning character; for example, being open-minded in challenging ones opinions, open-minded to the perspective of others, and open to new experiences at school and beyond.
  4. Core Competencies – While part of the curriculum, the Core Competencies are in a separate layer of learning quadrant as they transcend the curriculum. Core Competencies are not specific to any subject or any grade, they are instead a set of competencies that one relies upon and develops throughout life. The competencies incorporate many of the foci of our school and district: self-regulation (Personal Awareness and Responsibility Competency), critical thinking (Critical Thinking Competency), and digital access (Communication Competency).

Surrounding the quadrants is the First Peoples Principles of Learning. The Principles, set out by the First Nations Education Steering Committee, outline an approach to learning that will be inclusive of all learners. While they are “First Peoples Principles” the wisdom of these principles applies to the learning of students of all cultures.

Underlying, but visually missing from this framework, is the emotional side of learning. Happiness at school and in the classroom is foundational to learning.

 

Family Discussions of Learning

“How was your day?”

“Fine.”

Some children may provide more than a one word answer about their school day; most others will need a little more prompting!

By sharing with families the Layers of Learning, we hope that questions from parents/guardians can prompt a dialogue, rather than a discrete question and answer session. And in this dialogue, in addition to students sharing what they are learning about, they can also talk about how they are learning, who they are learning from, and why.Layers_Questions

Similar to the layers of learning frame, we introduced the frame with topics related to engagement, curriculum, learning character, core competencies and the First Peoples Principles of Learning.

The layers of learning are not hierarchical. One quadrant is not deeper than any other. Each quadrant is ever-present, to varying levels of importance, in everything students do at school. Our educators do a magnificent job incorporating effective practices in their approach to learning and our hope is that the frameworks above help summarize these effective practices (layers) and provide families with a greater understanding of what students learn about and how, as well as some questions to ask about learning.

These questions are just a start. What other questions prompt a dialogue about learning? Please consider commenting below to add your response or tweet us: @bics_news.

Thank you for reading.

 

Learning Character – Openness

It’s easy to get caught up in the moment in thinking that “now, more than ever, the world needs more…tolerance, more openness, more dialogue, more shared problem-solving…” Recent events in North America and beyond have prompted me to think that openness – openness to trying new things, to meeting new people, to considering viewpoints different from one’s own – was needed now more than ever. My social media feed is as refined as it has ever been to share news stories suggesting that.

In reality, considering many countries’ histories of colonization, inequality, segregation, sexism and war, the need to be open to others has always been necessary in order for diversity to be a strength rather than a dividing and oppressing weakness.

At BICS, our school goal is for students to strengthen their learning character including becoming more responsible, open, ambitious and resilient. While this second character trait, open, maybe is not needed now more than ever, it is perhaps the most important character trait of a learner. After all, learning is about trying new things, considering multiple viewpoints and negotiating one’s own understanding, and welcoming opportunities to meet new people, learn about them, learn from them, and perhaps even be changed by them.

Openness is not taught in a week but we are calling the week of February 20-24, 2017 “Openness Week” at BICS and we are holding several events that we hope will inspire students to recognize the value of being open and encourage this important aspect of their learning character.

On Monday, our intermediate students will participate in a ROAR (Responsibility, Openness, Ambition, Resilience) Assembly. The key message will be the link between self-regulation and openness. Typically, as someone becomes upset, or dysregulated, less and less of their brain is activated, particularly the reasoning parts of the brain which might actually be open to considering alternate perspectives. To the extreme, in a survival situation when fight or flight is activated, little more than the amygdala is controlling actions.

On Tuesday, BICS will celebrate International Mother Language Day. BICS students whose mother language is one other than English will meet with our English Language Learner (ELL) teacher Ms. de Boer and me to create a bulletin board that will display the word “Welcome” in as many Mother Languages as we have at BICS. Learning a second (or third) language is an incredible accomplishment and our ELL students deserve credit for their efforts. It will also be interesting to raise the profile of diversity of languages at BICS and share the vital connection of language and culture.

On Wednesday, students and staff are encouraged to wear pink shirts to school. Pink Shirt Day, occurring all across Canada and in other countries, originated after a high school student was made fun of for wearing a pink shirt. The next day, two peers wore pink shirts and started providing them to others as well. Wearing a pink shirt is a statement by anyone who wears it that they are someone who will not stand by and allow bullying to happen; rather, they are someone who will support someone being bullied. Our primary students will also have an assembly that celebrates the idea, “It’s OK to be different.”

On Wednesday afternoon, the Diversity Group will meet. The group, consisting of parent/guardians and BICS staff, has formed this year and discusses racial diversity at BICS and beyond. The goal of our group is to become more aware of systematic racism in Canadian society and to be open to the role we as citizens play in this system.

Whether it is being open to fun experiences like participating in band, joining the cross country team or Destination Imagination, or whether being open is more difficult – like working with someone new, or challenging one’s perspective and beliefs – openness is central to a successful approach to learning. Encouraging openness in students is a responsibility we share with families and we take this responsibility seriously. This week and beyond, openness will continue to be an essential aspect of learning character that we encourage and rely upon for students to be successful.

Different or Just New? Communicating Student Learning

Recently, BICS Vice-Principal Laura Magrath and I hosted a Communicating Student Learning Information Evening. In response to major changes to BC’s curriculum, the way teachers communicate student learning has also been changing over the last two years.

We started the information session by soliciting parent’s recollections of their own report cards. These recollections ranged from dread to excitement and they highlighted a number of things we should avoid (letters csl-reflections-2016or numbers that make people feel labelled) and what we should strive for (“specific feedback, made me feel special”; “they were a good measure of where to improve”) in our newest iterations of written reports.

In my mind the new Communicating Student Learning written reports which will be sent home with students on December 16 are a vast improvement over our previous report cards. When reading and using the report card, I hope families notice acc-csl-2016nd find useful these five elements of the CSL documents.

 

First, the reports are very clear on the foundational skills. For primary reports (Kindergarten to Grade 3) and intermediate reports (Grades 4-7), students are given clear descriptors for a student’s abilities to read, write and use numbers to solve problems. In the primary report, the terms beginning, developing and acquired are used as descripcc_csl_2016_2tors referring to varying levels of support required for a student to demonstrate the skill assessed. The descriptors are based on the idea that all students can be successful; it is a matter of how much support they require to be successful with our goal of students becoming independent. At the intermediate level, the terms beginning, developing, acquired and exceeding are used. The terms are designed for parents to know precisely which areas of learning the student needs to focus on in the terms ahead.

Second, the reports focus to a greater level on what students can do. Many of the learning objectives identified in the primary report as Concepts and Content and in the intermediate report as Curricular Competencies refer to the skills needed for a specific subject; i.e. what skills does a scientist or a historian need? This focus on what the child can do aligns nicely with our feeder school Rockridge Secondary School which uses a report which places a strong focus on what students can do, with limited focus on what the student knows.

Third, the reports also give a clear picture of the big ideas and concepts students know about and understand. Transformational learning is learning that will affect how a student approaches, processes and understands future experiences. Transformational learning is often perspective shaping. When a student develops a deep understanding of big ideas, which are chosen because they are timeless and transferable, the learning can often be transformational. Therefore, while the most important and longest lasting takeaways from elementary school are skills (personal and social, reading, writing and using numbers to solve problems), understandings are still vitally important and readers of the report will see the topics and content of students’ inquiries clearly stated.

Fourth, the reports continue to include information on a child’s social and emotional development. In the opening comments, in Core Competencies (for intermediate reports), and in other fields, teachers share information on the child’s social and emotional development. Schools share the role with parents of supporting a child’s well-being and development of personal and social skills. In the opening comments, teachers also refer to an aspect of our school goal of students developing their learning character so parents will find comments related to a child’s development of Responsibility, Openness, Ambition and Resilience (ROAR).

Fifth, areas of growth for each student to help foster a child’s independence and confidence are very clearly identified. The Supporting Student Learning (primary) and Ways to Support (intermediate) sections of the report give a concise explanation of learning that the child needs to focus on as well as some strategies for school and home to support these needs.

In addition to the comments from teachers, the reports also include reflections from students. BICS teachers will be refining student reflections throughout the year so as to accurately and authentically capture student voice on the process of learning. Our hope is for students to thoughtfully reflect on the process of their learning: were they committed to the strategies identified to achieve their learning goals? Were they successful not just in achieving their goals but more importantly in having the responsibility and resilience to stick to a plan to achieve them?

Teachers, school administrators and school district staff have worked hard to develop written reports that add to the strategy of communicating student learning. We hope these documents, in addition to parent/teacher conferences, student-led conferences, and ongoing feedback in the form of assignments sent home, phone calls and emails, help families understand the progress of their children. This year, all of our K-7 reports are considered pilots so we will be seeking further feedback throughout the year to ensure we are providing the most useful tools to communicate student learning.

 

Click below to see the slide deck from Laura Magrath for our presentation to parents on November 30.

csl_2016

Subtle Summer Learning

I recently heard an advertisement on the radio from a tutoring service that in my mind attempted to elicit fears in families that their children would lose their learning over the summer months and that attending the tutoring service would not just prevent that problem but allow a child to “get ahead.” I was bothered by the ad because it presented summer holiday as a problem that needed fixing and it played upon the very fears and worries that some students and families might need a break from, such as comparisons to others and the need to “catch up” or “get ahead.”

In my view, summer holidays are an exceptional time for learning but they can be framed more positively for children than learning to “catch up” or “get ahead.” With two months off, it’s a time to travel to new places, meet new people, increase physical fitness by being active outside, develop work ethic by doing chores around the house, and find new interests and hobbies. There is a lot of subtle learning inherent in each of those activities.

And without framing it as “keeping up,” “getting ahead,” or even worse, “not falling behind,” there are some things families can seamlessly do together to help students work on their foundational skills. What follows are some suggestions for subtle summer learning. Teachers will have articulated “Ways to Support Learning” in report cards or “Supporting Student Learning” in Kindergarten reports and for students receiving learning support in reading, our learning support teachers have very carefully shared some suggestions for reading over the summer.

 

Reading

If reading is to be seen by students as a hobby rather than work, students should continue to read throughout the summer and they should see their family members doing the same. Reading can be even more beneficial when you ask your child about what they have read: What happened in the last chapter? Is there something you wished the main character knew about? Would you have made any decisions differently than any of the characters? What do you think is going to happen next? Why? The Bowen Public Island Library’s Summer Reading Program is a great motivator and resource for books.

Writing

Some students will gladly keep a summer journal that details daily events; for others, certainly for me when I was in elementary school, this was not something I wanted to do. An alternative is to keep a nature journal. A nature journal is something that can be used NJ.pngoutside and done in conjunction with activity (i.e. a hike in the woods) rather than as the activity itself. A nature journal is a mix of drawings and writings and many students who are not keen to keep a log of their daily events are keen to describe all of the plants and animals they might see over summer. If you are interested in learning more about Nature Journaling, consider this exceptional resource.

 

Math

Playing Board and Card games often reinforces key math skills such as number recognition, counting, adding and subtracting, and even using fractions to determine odds and games can be seamlessly woven into a summer day. More information on Card Games can be found here. Asking students to estimate value at grocery stores can also be done regularly.

 

CuriosityTED.png

Curiosity may not be a foundational skill but it is a foundational element of learning. I have often encouraged families to visit TEDEd. The site is less about a student researching their existing interests and more about sparking other interests. It encourages openness to new ideas by showing that there are many more things to be interested in beyond current interests. TEDEd contains short videos introducing a topic and then links to additional resources to learn more.

 

You may also wish to look into how West Vancouver Schools Summer Learning and Bowen Island Community Recreation offer programs to keep students physically and intellectually active over the summer. I wish all students and families a wonderful summer holiday full of fun and exciting adventures, rest and relaxation, and interesting learning.

A Survey of Student Learning

The maxim, “Not everything that counts can be counted, and not everything that can be counted counts,”* holds much truth when it comes to “report cards,” but what teachers are mandated to report and also choose to report suggests to parents what many of the priorities are for student learning at each grade. Similar to the way a school’s blog reveals what is important to the school, so does the report card reveal key areas for student learning.

What follows then, is both of those things: a blog post surveying some of the learning outcomes found in reports ranging from kindergarten to Grade 7.

Prior to the conclusion of each term, I review each report, something I have done enough times now to be impressed by the extraordinary diversity and depth of learning at BICS but not surprised by it. The reports capture just a little of the remarkable experiences students have in their classrooms and beyond learning about interesting and often complex things and using what they’ve learned to, among other things, learn more.

In reviewing reports this term, I’ve pulled one learning outcome from each grade as well as an outcome from our wonderful music and learning assistance programs. My hope is that it offers the reader a very brief look at the breadth of what is learned at BICS.

 

Kindergarten – Speaking and Listening

  • use speaking an listening when engaging in imaginative play; such as problem solving and working co-operatively

 

Grade 1 – Attitudes, Effort, Work Habits, Social Responsibility

  • consistently models respectful behaviour and acceptance of others’ differences

 

Grade 2 – Fine Arts

  • began to use simplification effectively, to create artwork in the styles of Lawren Harris & Ted Harrison

 

Grade 3 – HACE/Physical and Health Education

  • describes practices contributing to healthy living (e.g. exercise, healthy eating, friendships, sleep)

 

Grade 4 – Thinking Competency

  • reasons and uses logic to explore, make connections, predict, analyze, generalize and make conclusions

 

Grade 5 – Language Arts

  • recognizes oral traditions in First Peoples’ culture and identifies how story connects people to land

 

Grade 6 – Socials Studies

  • evaluates how geographic challenges and opportunities affect the development of societies

 

Grade 7 – Math

  • competently uses mathematical operations to determine a monthly budget

 

Performing Arts – Music

  • can create, notate, and perform rhythmic solos while following a musical form

 

Learning Support reports

  • Segmenting, manipulating, and blending vowel and consonant sounds in words

 

In selecting the learning outcomes above, I tried to pull diverse outcomes – math, language arts, performing arts, etc. In reviewing the reports, however, I looked for some patterns that might reveal how our school is doing with some key priorities identified in our School Growth Plan and Aboriginal Education Plan: inquiry-based learning, self-regulation, critical thinking and aboriginal education. There are far more effective ways of determining how the school is doing in these areas – visiting classrooms and speaking with students being one of them – but what did the general scan of K-7 reports reveal to me about these priorities?

Learning outcomes about timeless and transferable concepts and references to “Fascination Time,” “Genius Hour,” and “Passion Projects” made it clear that students were pursuing inquiry, whether it be teacher-led or open inquiry, often. In opening comments and in various sections, it was obvious that not only is self-regulation a key feature of each classroom at BICS, it is also being reported on frequently. Whether it be found in socials studies or explicit references to the “Thinking Competencies,” it was obvious that developing students’ skills as critical thinkers and asking them to uses these skills is a key area of learning. Lastly, students are learning about Indigenous Peoples frequently. Whether it is in Language Arts learning about oral stories teaching about the land, or learning about cultural characteristics and traditional ways of life in Socials Studies, the many references to Aboriginal Education found in BC’s new curriculum were also obvious in the K-7 reports.

I am proud of our School’s progress. And in reading reports, I can’t help but feel a strong sense of satisfaction in knowing that each of the many bullets on a report card, simple words on a page, had some powerful learning experience behind it – perhaps a beautiful work of art, a field experience to a National Historic Site, a memorable visitor, help from a dedicated staff member, or simply a student’s persistent effort – and that each of these experiences provided a sense of accomplishment and the satisfaction of learning.

 

*This quote is attributed to both Albert Einstein and the sociologist, William Bruce Cameron.