The Innovative Project teams are each maintaining a blog with their progress throughout the year. You can access each of the blogs using the links below.
At Eileen Madson Elementary, students are exploring and recording their personal learning journey in grade 1. Through a Daily 5 literacy approach and by creating a digital storybook to document their learning students are using iPads, Clicker Apps and a variety of other methods to develop their reading and writing competencies.
Students in this Grade 4/5 classroom will use technology to access text to enhance aspects of their Daily 5 Literacy work through design thinking and inquiry.
The Kitwanga teaching team is using Freshgrade into the Grade 5/6 classroom as a means of documenting learning while guiding and supporting student use of digital tools. Students are creating artifacts of their learning such as photos and video to document their experiences while providing an opportunity for families to observe and gain a deeper connection to the student’s school experiences.Kitwanga Project Report
Using the Sphero robotic ball paired with the Tickle iOS app grade 4/5 students are using this concrete tool to explore block coding. Students are using the Sphero Draw and Drive app and Slow Shutter Speed app. Through their inquiry based exploration, students are practicing and learning about various aspects of the ADST curriculum including computational thinking and persistence in problem solving.
Using 6 iPads, we are using Raz-Kids to differentiate reading instruction as part of Daily 5 . Raz-Kids provides more individualized assessment and feedback which will help us to plan strategic instruction. IPads will help readers and writers through the use of EAL, phonics and writing apps (voice to text). The iPads will also be used during content instruction to help with researching for inquiry projects.
The Tremblay teaching team is working with a diverse classroom of grade 2/3 students using technology (Read & Write for Google Chrome) to increase and support access to the curriculum. The class is using ‘Daily five’ strategies to guide documentation of student growth in creating digital portfolios. Students and teachers are also exploring the use of the tools within Read & Write for Google Chrome to find the tools that will match their needs for a given project.
Using digital portfolios, the team at West Sechelt Elementary are working with grade 4/5 students to enhance their connections to their natural world through individual inquiry projects in a place-based learning environment. Students have the opportunity to express their learning in a variety of ways while reflecting on their own strengths and challenges. The digital portfolios also afford students an opportunity to invite parents and the broader community into their learning journey.
The team at JV Humphries is exploring how technology, including iPads, laptops and Clicker software, can be used to support differentiation of literacy skills using the Daily 5 workshops or CAFE. The aim of the project is to use an integrated curricular approach to building reading, writing and vocabulary skills in all students.
Our project is an inquiry into the effectiveness of coding as part of the English creative writing curriculum. Often coding is an “addition” to Math classes as there is a natural link between coding and the logic and reason goals of a math classroom. We are attempting to use coding as a means of enriching our English instruction by using a program called Twine. Twine has coding elements such as HTML, JAVA, CSS and other fundamental concepts such as logic operators, booleans, variables, etc. The program is great because it will create an environment where students with no coding background can begin by using fundamental concepts such as logic trees and flow charts to begin entering programming education, while the students with some experience or a keen interest wont be held back by a simplistic platform.
Solo is being trialed in a Socials 9/10 class with the goal of increasing the quality of student writing and the student engagement in writing. As this is the second year of this project, student experts will be asked to mentor new students in how to use the tools. Evaluation will be reported through the use of pre- and post-tests to determine level of progress. This project will be supported by the classroom teacher, the Vice-Principal, the Teacher-Librarian, and the Set BC District Partner.
At Queen Mary, teachers are using technology to create a Classroom Based Literacy Center for intensive reading instruction that is personalized and fits within the regular school schedule. The team is using a combination of MacBooks, the Daily 5, Read Naturally and Clicker 7 to help Grade 2 students develop their reading and writing competencies. The technology is also being used to help support students in their research and reflection during our Units of Inquiry.