Sunday, October 1, 2017

Are We Enabling Students to be Explorers of Deep Learning?

September ends with so much learning and discoveries. As we build our community focusing on trust, valuing voices, perspectives, compassion and ownership of learning.  The students are overcoming the emotion of judgments and gaining the emotion that their opinions matter and there is no right or wrong.  The focus has been in believing in each other and connecting together by trusting each other's learning.

In this post, I am reflecting on: How have we been shaping up the learning? How are students owning the process?  How are students focusing on a purpose for their learning? I will also be sharing a glimpse of some of the tasks that we have and continue to explore.

The video of the babies provoked compassion and collaboration discussions. The students developed the collaboration criteria and determined the importance of intrapersonal, interpersonal skills, attitudes, listening, communicating and valuing others' thinking.








The Grade 7 learners also began the creative design thinking process through different tasks. Some worked on designing a toy for children in refugee camps. The teams who are working on science began exploring the design thinking process by looking at an injured bird with a missing a leg.


After creating their own individual designs, the learners shared them. Each colleague then had to value a team member's design to come up with one inclusive team design based on all values. Throughout the process, students paused and reflected on their collaborative and communication skills. I am so proud of how they have progressed by taking risks and accepting the ideations and the iterations of their designs through collaboration, respect and team compassion. 

From designing to building knowledge and valuing everyone's thinking. The Gr 7 learners unpacked French writing skills as they co-constructed texts and analyzed the grammar. They collectively ideated the text, improved the grammar by taking risks and learning together. The learning was then consolidated with the whole class. 



video

A video sample from a team about their toy. The students are sharing the videos of their designs with elementary students for feedback about their toys. 

In science the students continue to explore the process of valuing thinking, sharing, knowledge building, risk-taking and the importance of ideation and iteration.


Students are agents of their learning when they take full ownership of the process and collaboratively explore and construct knowledge together. They question and connect to all background knowledge which lead to  acquiring skills such as; researching to confirm, the ability to analyze, synthesize and explain in order to collectively decide on their learning. 

On our walk to Beaver Pond, the students explored and assessed 3 ecosystems. They learned about the interdependence of the systems, both positive and negative human impacts. They tested the water, learned the history of imported plant species and the geography of the systems. They collaboratively documented about their trip and are still interpreting the data by using the Ladder of Inference (Rotman IThink). This week the learners will unpack their research through the Causal Model (Rotman IThink) of the living and non-living elements for a healthy ecosystem. 

Below is a copy of a student's documentation and consolidation with the team about what he has learned and confirmed. The richness is in the communication and thinking skills that the students explored during the collaboration of the documentation. I made a copy of the slides, unfortunately the feedback comments do not show. 


Documentation and analyzation were used to interpret the collected data that took many forms. Some on papers, some on whiteboards and some were able to communicate and type directly online.


The essence of the ownership of learning is reflecting. The students reflected about the process of collaboration and communication during learning tasks. They reflected about their actions on learning while determining anti-goals or unlearning in order to make room for more learning.  Students had very powerful reflections about the fear of communicating and collaborating.  The students need to believe in their voice, and have confidence in experiencing learning and owning it. They are learning that mistakes are important and not failure rather it is learning through risk taking. During collaboration and communication skills, it is important for the students to connect intrapersonal ( background knowledge) and interpersonal learning with others.



During Science discussions the students talk about the rewilding of the ecosystems in order to re-establish life back. I think the same needs to be introduced in the classroom, is to re-establish students ownership and love for learning.

  • Re-charging for learning and risk taking
  • Re-releasing students for thinking and confidence
  • Re-owning the process
  • Re-exploring by creating their learning than consuming
  • Re-connecting their background knowledge
  • Re-creating trust to innovate and learn through failure/mistakes

The students need to feel comfortable making mistakes together and rebuilding by collaborating and communicating with their peers without any fear and embarrassment.

As I continue this journey with my Grade 7 learners within the 50 minute blocks, I am learning the path by reflecting and learning from them. As I refocus by re-establishing thinking skills, ownership of learning, creativity, citizenship and character for learning. My ultimate purpose is to constantly change with my learners' needs. Focusing more on problem solving and interdisciplinary creativity.

How can we make the curriculum flexible? How can we make the learning from the curriculum deeper? How are students being creators and innovators than imitators? How are students learning by collaborating, communicating and creating? What learning tasks and opportunities am I creating for student to feel safe at making mistakes for learning?

How will students become agents of their own learning? Unpack the fixed mindset to start rebuilding and developing their confidence of risk-taking that their thinking matters and there is no judgment! Celebrating mistakes, allowing retakes and reflecting as the students and I believe that vulnerability is encouragement to be a class of risk takers.


Sunday, August 27, 2017

A Job Fueled By Passion!

It is rare when you have a job in your life that you really love based on the daily unique human connections which make you reflect and learn. In an environment where you continue to grow your learning while facing unpredictable obstacles, growing through discomfort and taking risks, It is not considered just a job!

The most rewarding part about being an educator is going through the challenges and the obstacles of caring expectations and compassions. That means creating new perspectives, acquiring new skills and pushing boundaries. Yes, and sometimes empathy putting ourselves in the students' positions.


As educators, we shouldn't always be in our comfort zone. At times, we should challenge our thinking skills, be open and continue to learn new experiences. These discomfort experiences will guide us to continue to learn and progress. Our personal growth will depend on the challenges and the activities that we will encounter throughout the year. We need to give ourselves the time and act beyond the usual. The great part is knowing that you are not alone in this rewarding and at times exhausting journey! You have a community of supportive experienced colleagues around you and online to reach for feedback.


As we shift our mindset, we also shift and grow with our learners' mindset. We focus on the causes and effects of learning and how the learning process is chaotic.




It is important to accept the chaos as learning! The discomfort is also the unlearning for students to make room for learning. We need to listen to what the learners are saying. Think of ourselves in their shoes and make changes based on conversations through feedback or better of, feedforward as we determine next steps with our learning.

It is a job in a learning environment where we can observe, engage and be motivated to learn with the students. These are opportunities for us to converse and learn more about their thinking. Sometimes listening carefully for empathizing and figuring our students' emotions and obstacles for learning.

We often make assumptions based on our observations while conversations with the learners based on observation data, guide us on how the learners need to move forward. We learn most when our assumptions are challenged. We need to assess the effectiveness of the learner's learning and reasons for difficulties and successes.


The mastery of learning with the learners is not just about achievement or grades it is about developing mental, social and emotional skills. We also need to practice what we would like our students to achieve.  We need to create self-learning environments through leading by example. We need to embrace the challenges and we should take the challenges as learning steps with a positive attitude rather than negative uncertainties. Valuing our own journey and creating positive interactions with our learners is more than a job, it is a journey fueled by the passion for learning!

As I begin reflecting on my new year, with changes from 2 groups of Grade 6s to 4 groups of Grade 7 students, I am reflecting on:


  • How will I take the time to personally learn about every student's aspiration, interest, background, and particular learning needs?
  • Finding ways to motivate students to see the value of themselves when learning and impacts of their imagination and creativity to the learning process.
  • Providing a safe place for inquiries, explorations of thoughts, building a community and wonderings about local, national and global changes.
  • Giving opportunities for students to be courageous, accept failure, document their personal journey, reflect on their compassions and how they are making a difference in their lives and in others.
  • How will I be creating meaningful and purposeful learning opportunities for the learners to be empowered and be in control of their process?
  • How will the learning environment support collaborative, communication of thinking skills and flexibility for critical thinking, creativity, and integration of interdisciplinary for making and designing through many tools?  


It is not easy to change mindsets!  As educators how will we model compassion, take time with learners to build a safe motivating and innovating culture for all while honoring reality? Will we take the time to get advice from our learners before we give them advice?

A video to reflect on: What if We Didn't Have Teachers? By Trevor Muir

Monday, August 7, 2017

Divergent Interactions!


I owe this blog post to my Grade 6 learners, after going through their electronic folders of evidence, reflecting and capturing the learning. As They are owners of all of their creations I wanted to save evidence of learning for future references.

Throughout the year, all learning is focused on how the learners develop their thinking of the learning process. As educators, we are focused on shifting our learning with our “students” learning. It is about meeting our learners where they are, believing in them as they believe in themselves for the potential of achieving.

As educators, we get attached to control and it becomes hard to accept letting go of students' ownership and responsibilities. It is finding ways to have our learners take full ownership, reflect and capture their process of learning. I find that when teachers feel they lose control they become more controlling. I always hear that “students” do not have enough experience to develop empathy. How do students grapple with issues and getting students to create while others are in mind?

The Grade 6 learners explored water as a local, national and global focus during Water Week February 17th. We focused on interdisciplinary learning and problem solving throughout the year about UN Sustainable Global Goals and Canada's interactions with the goals.

The Grade 6 learners were provoked through online discussions: Dr. Fox about Environmental Threat to Canadian Waterways, CBC documentary on FNMI communities and water pollution, read texts about Muskrat falls (Les Chutes de Muskrat), Is Water  Safe To Drink In Canada? (Est-ce que l'eau est potable au Canada?) La crise de l'eau, UN articles about water pollution at FNMI communities and Danielle Taillon an engineer from the University of Ottawa who shared her experiences with FNMI youth and provoking students with Engineering Discussions on a sustainable solution for water from Water Wind Design. Through their curiosities, some learners found the corruption over the history of unsustainable infrastructure of water plants.

All learners documented their research on water and the process of designing the water filters. It goes beyond the creation of the water filters. It is about the collaboration, critical thinking, developing character, citizenship and communicating the process of being innovators and creators.

The learners always take notes and document their own learning. When listening to English Hangouts with experts they type in French their new learning.  It is amazing how they take full accountability and responsibility at developing their thinking when listening to experts. Below is a sample of students documentation of her learning.



A Padlet of curation about the water crisis in Canada and the government's' investments over the years

Made with Padlet

Two samples of their researching in teams on FlipGrid, They all had a chance to respond and learn from each other I closed the others due to privacy




Please view the slides of Grade 6 Learners designs, documentations, feedbacks from experts engineers. Iterations, prototyping, testing, and reflections focusing on the competencies throughout the process.


Experiential learning of collaborative innovation has been the foundation throughout the year for the learners by interacting with several problem-solving projects during the year.

The learners persevered with their own challenges and inquiries to seek solutions. They have proven the mindsets to take risks, to be innovative by reflecting on the collaborative ideas and valuing each other's thinking during the process. They combined their thoughts and added values to each other's discoveries and learning.

The major inspiration is about the social and emotional development of skills, accepting feedback, determining next steps and understanding the ‘how’ of learning. The Grade 6 learners developed a sense of meaning and a purpose to persevere. It is about the equity in thinking and how they collaborated, encouraged each other, challenged the assumptions, encouraged ideas generations and group discussions. Learning is about the human divergent interactions and the emotional level to inspire momentum and qualities of building the confidence to problem solve as students invest in the process of learning. They built the trust and commitment to innovation, creativity, critical thinking and communication.

The learners grew empathetic as they became explorers & innovators by creating and always ready to take creative risks. They became divergent thinkers, respecting each other's thinking by embracing challenges and accepting failures. It is letting the students bring their ideas to life based on real applications, real feelings and building a culture to understand and experience others' feeling. It is abandoning their ego (Post on the Unlearning), having genuine concerns and the sense for building to nurture and help by being proactive and reactive.

Everything that we do in the classroom or learning environment has an impact on students' life not only in the classroom, also to their future. It is not only a shift of mindset of the students, also a shift of mindset for us as educators to take risks and accept failure as part of the process. (Blog Post on End of Year reflections)


What could we do to facilitate the human aspect to learning? Is to give every learner a voice, a choice, respect to them and to each other, valuing all contributions for a communal process of learning.

Are we allowing learners to question things why they as they are? How are we impacting learners’/students' learning journey and how are we impacted by them?

Monday, July 3, 2017

Willingness To Persevere With Learning Experiences


As educators, we grow with our students. The time we spend together reflecting, unlearning for new learning habits and thinking about the curriculum relevance and the compassion of the world around us.

I finally took the day to read 53 end of year reflections from my students. The reflections were based on:
  • What does success mean to you? After your experience of learning in Grade6
  • Should grading matter during the assessment for learning?
  • Feedback on: reflections, peer/teacher feedback and developing growth mindset during the learning process.

The students' feedback has confirmed:
  • Students needs are more important than coverage of the learning
  • Understanding the why and how of learning through criteria
  • Learning is full of surprising failures when persevering for the successes of the process
  • Learning is based on collaborative, creative and critical thinking skills
  • Learning is linking causes and factors to solving many problems
  • Feedback is accepting everyone's perspective about the learning process
  • Difficult thinking leads to better ideas
  • There are no barriers to success
  • Unexpected learning is part of the learning process
  • Learning is a process and it is never finished
  • Grading should only take place at the end of the process
  • Being successful is not at getting good grades it is about life learning skills
  • Educators need to be as curious as students' during the learning process
  • Educators to also have a growth mindset like their students
  • Observing and documenting students learning for next steps (reflective process on experiences)
  • Interdependence and interpersonal skills for learning and valuing students' thinking for an effective learning community
  • Creating passion for learning through real-world problem solving tasks
  • Creativity is having fun and being engaged in owning the process of learning

A Storify of tweets that I shared about students' reflections.



There is so much to share and learn from students' voices. Throughout the year I asked for feedback that has made me a better listener, less of a talker, allowing students to be confident at owning their learning and taking risks.  It has been a blast for students to drive their own learning and " we use to worry about getting it perfect but that is not the case anymore".

What unlearning will I be persevering next year with Grade 7 students?  What resetting of change will I be achieving for students' success? How will I be continuing the guiding of proficient learning through the 6C's competencies through Integrative Thinking and Design Thinking?


Something that I need to keep up to:







Sunday, June 4, 2017

Owning And Acting On Learning

Connecting to previous posts, Shifts in Learning and Honoring Within Learning of students' thinking journeys about global citizenship, a long overdue blog post reflecting on students values of exploring the Sustainable Development Global Goals. The focus of the blog will be on ownership of  acting on learning  while exploring the causes and factors of developing events affecting local, national and international communities

Giving the students the values of connecting creativity and pedagogical thinking while exploring and learning about the Sustainable Development Global Goals (#teachSDGs). The Grade 6 students focused on designing conceptions representing SDGs and bringing awareness, impacting the Grade 5 students daily actions.



As mentioned in the 10 reasons to pursue Sustainable Development Goals as educators it is our mission to have students take a lead. This year's Grade 6 students developed conceptions applying sensors (Hummingbird) and coding (ScratchX) to share their learning of SDGs with the grade 5 students.  This year's focus of taking national action by building water filters for the Frist Nation communities with mercury-polluted water.  

This blog post will focus on having students to advocate their own learning by deciding how best to reach their audience, to observe audiences' reactions during the presentation and to get feedback if the Grade 5 students were impacted.

Students' samples of the planned audio that were recorded for preparing the coding of the sensors. The planning was prepared to be presented bilingually.








A sample of a conception


There are many ideas to bring the Sustainable Development Goals to the classroom.


Dear supporters: RT this & the movement grows. Dear #globalgoals enthusiasts: Use #TeachSDGs verb & help us showcase great tweets4teachers. pic.twitter.com/rx29R5uNPo

From visualizing the ideas of the conceptions to the actual design. The students reflected on the process by using Life of a Project. Many students persevered with the programming of the sensors and became experts in guiding others as a learning communities. A reflection sample of the design process.



 The links of students' Blog posts explaining the process of the Sustainable Development of Global Goals.





The students always reflect on the competencies throughout the process. I am sharing 2 samples of  students' reflections on the 6C's http://npdl.global/  Their reflections are written at students' French level of expressing their lesrning.





When we focus on a process of learning owned by the students, they make a difference in their own learning and among their community of learners too. When sharing the Grade 6 students also collected data if they have impacted the Grade 5 students. It was very powerful for students to reflect on the collected data after presenting the causes, factors, and reasons of the Sustainable Goals. They interpreted the data by using the ladder of inference in order to analyze and  conclude if they have impacted and empowered the Grade 5 students.





Many schools from around the world have taken actions by connecting with others for problems solving and making a difference. By following #teachSDGs on Twitter you will discover many projects from around the world. This is an example by Sean Robinson High School Students.

As educators, we must continue to inspire students' creativity with lasting impacts from around the world by reflecting on how other nations endure many difficulties for survival. It is building compassion for taking actions by impacting their own lives and the life of others. Harnessing and encouraging Global perspectives for investigating, recognizing perspectives, communicating and taking actions in becoming global citizens.

What learning opportunities are we creating for students to take risks and take actions toward local and Global communities?

Friday, March 17, 2017

Honoring Within Learning

Building a culture of risk takers, thinkers, motivators who self-assess and self-regulate is a process that is explored from day one of school and is continuously explored throughout the year. It takes time, and the key to success is letting students explore, reflect on their own actions and determine their next steps.

Competency-based learning is when students own the process and build their learning based on multiple perspectives by valuing their own thinking and others. When students are immersed in their learning they are reflecting on the process of what, how and why of learning.  The students are dealing with their habits and developing their social and emotional learning when they are reflecting during the process. Students' reflections on competencies during the process allows the authenticity of seeing themselves as designers of their learning.  The students need to know their voices matter, communicate effectively and self- assess to take action. 

I am sharing the recent causal models From Rotman I-Think Initiative of students interpersonal experiences while focusing on the causes and the factors of real world events.  Some experiences are shared on the last post.

During the causal model, the students are builders and agents of their own learning.  During the process the students contribute their voices with confidence, they are engaged in collaborative meaningful and purposeful conversations on real world issues.  

This is the students' third experience with the process of thinking through the causal model. The students identified five of the six competencies that they would highlight during the process of the integrative thinking.  The competencies are based from the 6C's of Michael Fullen's Pedagogies For Deep Learning.
  • Collaboration: Managing dynamics and applying the empathy process of listening, respecting all views and learning from others
  • Critical Thinking: Collectively thinking and sharing ideas throughout complex stakes and events and their causes. Keeping on asking "what causes this/that?" linking causes and factors of the sustainable global goals
  • Creativity: Asking questions that connect to the causes and factors to further inquire and challenge the thinking possibilities to world problems or issues.
  • Self-regulation/Character for Deep Learning: The responsibility for learning, to stay focused on listening, questions and communicating to add knowledge
  • Communication: listening and valuing ideas, building on others' ideas, reflecting and analyzing the communication as a team and considering multiple perspectives, maximizing diverse thinking, linking and analyzing my classmates' knowledge of the varied sustainable goals.
Below are slides of students focused collaborative thinking and images of the causal models



Some samples of reflections of the competencies during the integrative thinking




The students were also recording their conversations during the thinking. The recordings are evidence about their responsibilities to the interdependence of critical thinking and knowledge building. 



I have combined some audios, most were hard to listen to as you could hear the tapping of the markers while writing.
Warning when listening, turn the volume down!


While interacting and interdependently thinking about the causes and factors of global sustainability the students contribute with confidence in meaningful and purposeful conversations on real world issues.  The students become problem solvers that affect the construction of the factors and the causes to produce meaningful change and contribute to the thinking.  

The students become inclusive and they target at finding these causes and factors and be involved in asking and listening that leads to constructive knowledge of learning. The students have a clear purpose and they are aware and dependent on each other for the learning.  The students are motivated and persistent with each other to build the model. 

When students are exploring learning through the causal model they are honoring their own learning and other team members.  The learning happens among them within them respectfully sharing, questioning, analyzing, eagerly inquiring to further connect their learning.

Through this rich Integrative Thinking process, the resilience and the perseverance of responsibility to learn together is enriched, from thinking about what they know what they have learned to critically listen and share.

I continue to explore and reflect about the competencies of deep learning through Integrative Thinking with and from my learners. I reflect on how students unpack and arm themselves with the confidence of communicating, self-regulating, self-assessing, analyzing their thinking and their classmates when persevering in solving many real-world problems and allowing them to honor their thinking and others. 

What are the powerful learning experiences that we are allowing for our students to be constructors, owners, and reflectors of honoring their learning? 

Monday, March 13, 2017

Shifts In Learning

My learners and I continue to shift our learning and evolve through competencies for authentic learning connections. We continue to experiment with learning, reflect on and iterate the learning in order to embrace the winding road of rich learning practices. Shifts in learning involve learning to happen with the students, being engaged with them, sharing and reflecting during the process in order to allow the shift and the depth in the learning.


As mentioned in previous blog posts learning practices embrace clear purposes, success criteria, feedback from the teacher and peers, and opportunities to self-assess and have students determine their own progress and success. (My previous post on reflecting)


Reflecting continues to pave the way to deepen our daily experiences. There is no linear learning or planning. Our learning is always based on how we are going to demonstrate thinking and having content as an equal partner with cognition for my instructional practices and for the students' learning outcomes. In this blog, I am going to focus on the latest learning experiences and unpack our shifts in our learning. These learning experiences are many opportunities to also pique students' curiosities.


The students are reflecting on their own growth on a daily basis. The competencies are also explored and highlighted during the process. The students focus on how the learning experiences develop their growth and next steps through competencies. When I am planning the learning experiences, I am also referring to the competencies.


Our school board, the Ottawa Catholic School board has been building experiences of competencies with their schools for the past three years based on Michael Fullen Pedagogies for Deep Learning.




As I catch up to my reflections on our shift in the learning process, at this time my learners are becoming more comfortable with being uncomfortable and are capable to independently refer to their habits as they are applying and reflecting on the competencies for learning. (Post on the Unlearning) The students are thinking with flexibility and paying attention to details when reflecting on real world experiences and audiences.


Connecting to real world learning through the Global Goals For Sustainable Development in relation to Grade 6 Social Studies Curriculum of Canadian Interaction With The Global Community has lead to the process of explorations that began in January through the visual arts and drama as students still continue to investigate local, national and international events.


The learning shift for the students has been done by becoming open minded while focusing on social justice, political and economic impacts to the environment. When reflecting on these experiences they are rendering to real world accountability.


After watching 360o videos of Virtual Reality about the "The Displaced from NYTVR, which it could be viewed on 360o videos on Youtube.






We were lucky to also have a camera spot on Exploring By The Seat of Your Pants with Inger VanDyke who captures images from tribal Africa. This was an interesting hangout for the students as they reflected on how happy these cultures are and how immersed they are with their simple daily life expectations.






Students interacting with the presenter and documenting their new learnings.






We also followed up on events by reading, listening and viewing many links online from our local, National and international news on xenophobia, human rights, Children rights and twitter from United Nations and UNICEF.  

Of course the exposure to many perspectives and contexts matter. This blog focuses on students' reflections and their journey to further explore empathy by observing, listening and sharing their thinking during class discussions. The students are reflecting on their own growth by being concerned for the planet and relating their learning to social, economic, political and environmental impacts of all human actions. I am amazed by students' reflections and their courage of being authentic to their emotions and embrace the shift of learning about themselves.


The pre and post reflections focused on Citizenship, "thinking like global citizens, considering global issues on a deep understanding of diverse values with genuine interest in engaging with others to solve complex problems that impact human and environmental sustainability." (Fullan &Scott 2016 p.6)


The students have taken action on environment sustainability while exploring the production of energy. They have designed and built sustainable cities on Minecraft with zero emission and they partnered with Natural Resources Canada with Mr. Meli Stylianou for feedback about zero emission housing and with Dr. Marianne Hatzopoulo for urban sustainable cities. I should have blogged and shared students' thinking of the process of environmental sustainability. I will share some evidence.




Mr. Meli met with all groups on their sustainable housing.




Dr. Marianne Hatzopoulou offered feedback online with all teams about their mine craft samples of sustainable cities and infrastructures.




As students focus on global issues, as to which they are presently planning to take action with Students Who Teach the Sustainable Development Goals. They have begun their designs of informing their local and global community and hopefully, I will be able to share their process of design.


Below are some images of the Grade 6 reflective shift and expressions of where they are now with their thinking about global issues, global perspectives, diverse values and understanding their place in local, national and global life. The reflections are written in French and I will be translating them.







I am proud of how my learners are progressing with their emotions and sharing how they are moving forward by thinking about the future and how it is real and it impacts everyone. The process of reflection about the Citizenship competency has allowed them to accept where they are at, how to move forward, embrace change and emotional exposures to other people's experiences, needs, and concerns from global, local and national events. They have become listeners, observers, curious, caring and sincere to understand than approaching people with a mindset.


The classroom is the beginning for the learners to explore and invite open-minded curiosities about diverse world values and views. The students will continue to make these global connections, differentiating facts, thinking critically and taking their learning deeper. They will continue to reflect, express their self-awareness and think how to impact others through social change.


How are your students reflecting on the change of their feelings and emotions towards real world problems?