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Educators: Sonia Sands, Jenn Pilat, Danny Girard, Elizabeth Fontaine, Sylvia Cattrysse
École Anne Hathaway Public School
Context
This inquiry began as a way for students to develop mapping skills
as related to the Grade 1 Social Studies: Peopl...
Big Question
Length of Inquiry
8 weeks – “It became bigger than an inquiry
~ what started out as a social studies
inquiry,...
Overall Expectation
B3
Understanding Context:
The Elements of the
Local Community
B3.1
Features of
their
community
(natura...
Pedagogical practices
• Knowledge Building Circles
• Collaboration
• Blogging
• Conferences between student and teacher
• ...
[Insert a scanned copy of the
scored learning design rubric ]
What assessment
tools/strategies did you
use and how would inform
others to plan and deliver
progressive learning
opportun...
a. Interest from colleagues Teachers not involved in the project want to be part of the
project next year
b. The facilitat...
“I want to be a
part of it, how do I
get involved?”
“Process over
product – the end
product didn’t
really matter”
“Student...
Next Steps
•How do we become teacher activators versus facilitators?
•Involve more staff
•Expand partnerships in the commu...
Many Thanks to…
• Grade 1 and Grade 1/2 students at École Anne Hathaway
Public School
• Families supporting this inquiry
•...
Anne Hathaway New Pedagogies Artefact
Anne Hathaway New Pedagogies Artefact
Anne Hathaway New Pedagogies Artefact
Anne Hathaway New Pedagogies Artefact
Anne Hathaway New Pedagogies Artefact
Anne Hathaway New Pedagogies Artefact
Anne Hathaway New Pedagogies Artefact
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Anne Hathaway New Pedagogies Artefact

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Anne Hathaway New Pedagogies Artefact

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Anne Hathaway New Pedagogies Artefact

  1. 1. Educators: Sonia Sands, Jenn Pilat, Danny Girard, Elizabeth Fontaine, Sylvia Cattrysse École Anne Hathaway Public School
  2. 2. Context This inquiry began as a way for students to develop mapping skills as related to the Grade 1 Social Studies: People and Environments: The Local Community Strand B3: Understanding Context. •to describe their communities •describe locations •measure distances •Identify purposes of maps Communication Collaboration Purpose Learning Goals Outcomes Targeted
  3. 3. Big Question Length of Inquiry 8 weeks – “It became bigger than an inquiry ~ what started out as a social studies inquiry, soon became cross curricular”
  4. 4. Overall Expectation B3 Understanding Context: The Elements of the Local Community B3.1 Features of their community (natural and built) B3.2 Distinct areas in their local community B3.3 Location of some significant places in community, using relative location B3.4 Basic elements of a map B3.5 Some common non-standard units of measurement B3.6 Construct simple maps of places they have visited, using symbols and non- standard units B3.7 Government services in the community and the responsibilities of the people in the community in relation to those services SocialStudies–Grade1 PeopleandEnvironments:TheLocalCommunity Demonstrate Understanding Describe Identify Identify Demonstrate Understanding Demonstrate the Ability to Identify Knowledge Building Circles Questioning Choice Collaboration Community Walk iPads to collect information Creating Knowledge Building Circles Scaffolding Gradual Release of Responsibility
  5. 5. Pedagogical practices • Knowledge Building Circles • Collaboration • Blogging • Conferences between student and teacher • Gradual Release of Responsibility • Universal Design • Reflection opportunities (metacognition) • Scaffolding • Co-creation of success criteria • Student Choice • Feedback • Clear success criteria Learning partnerships • Other classes • Families • Other school • Local government official Leveraging digital • iPads for taking pictures • Blogging with other schools Learning environments • Collaborative • Interactive • Student-centred • Safe and supportive
  6. 6. [Insert a scanned copy of the scored learning design rubric ]
  7. 7. What assessment tools/strategies did you use and how would inform others to plan and deliver progressive learning opportunities? What assessment tools/strategies did you use to enable learners to see and appreciate the progress that they have made and promote further learning and development ? • Conversations (formally and informally) • Observations (what they see) • Some products (student maps) • Triangulation of data • Conversations with students • Pedagogical documentation • Blogging • Pic collage Assessment Approaches
  8. 8. a. Interest from colleagues Teachers not involved in the project want to be part of the project next year b. The facilitation of second language learning The inquiry approach facilitated the language in both French and English language c. Students strengths and areas to work on became very apparent Discovered that students really hadn’t had the opportunity to ask questions. Needed to explicitly develop skills in this area d. The level of self reflection the students engaged in The reflection students provided when in conversation were much richer than with a paper and pencil task Other Impact
  9. 9. “I want to be a part of it, how do I get involved?” “Process over product – the end product didn’t really matter” “Students really like having the iPads – feel invested and in charge of their learning” “Collaboration became more of a focus in other areas, it was necessary rather than planned for” “Knowledge Building Circles really helped to get at student voice and collaboration” “Students began supporting the community by sharing information in poster format” “unpacking the curriculum so valuable ~ helped to focus our learning” Teachers’ Voice
  10. 10. Next Steps •How do we become teacher activators versus facilitators? •Involve more staff •Expand partnerships in the community •Looking at ways to leverage digital Learning •Different conversations with students now – more about curiosity – getting at thinking (not about what had been written, but it was written) •Knowledge Building Circles (what they are and how to use them) •Knowing our learners - better able to adapt to the individual needs of the students •How to spark inquiry •Collaboration •Reflecting on past practice and making changes
  11. 11. Many Thanks to… • Grade 1 and Grade 1/2 students at École Anne Hathaway Public School • Families supporting this inquiry • Colleagues and Staff at École Anne Hathaway

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