Monthly Archives: February 2016

Outdoor Math – February 16th

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4e82f1e1f1c56e2361a0274a59719dacMy partner and I just met with a UBC PhD student who is researching ways to make Math experiential, and avoid doing worksheets. He provided us with a number of example-lessons we can use to bring our students outdoors, and I’ll definitely be using them during practicum. I feel however, that I’ve changed direction once more, and my practical lesson plans will only be a portion of my final Inquiry product.

Part of my question asks, “how can we introduce Outdoor Education into the B.C. curriculum for grades 4-7”, and originally that meant practical lesson plans teachers could use. What I’d like to do instead is provide teachers with step-by-step instructions that will move them towards implementing those lessons more easily and effectively. For example, step one may include Google searching the nearest community park and doing a risk assessment on the route getting there.

I hope I can spark interest during our panel discussions next week!

Chris

Inquiry Meeting

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My partner and I were given class time this week to work on our Inquiry projects in a setting of our choice. I think we both agreed that meeting with a professor that advocates for Outdoor Education here at UBC was the best way to spend our work period. We didn’t waste any time emailing him and he agreed to meet with us for 30 minutes. After our discussion I feel like I have a wealth of knowledge and a stronger passion for my project. It was so great to speak with someone who lives and breathes a subject that I value so much. I felt mysIMG_9712elf scrambling to write down thoughts as he spoke, and I jotted down a number of take-aways and leads for further research.

This professor works with an organization named ‘Wild About Vancouver’, and they help provide schools with practical resources to get their students outside – which is exactly what I’m inquiring about! So I plan to look a little more into this website and read some of the case-study schools they have worked on. I think this will be a good place to start for building my resource, and maybe it’s possible to broaden the scope of their studies in order to encompass all schools in B.C. rather than specific ones. I’ll keep you updated!

Chris

Taking Action

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February 5, 2015IB

 

It’s been a great new year. The beginning of the term has provided me with a wealth of practical knowledge and resources that I’ve been weaving into my lessons.  I’ve even noticed some resources at my practicum school that are helping teachers bring the ‘act’ portion of the IB action cycle into their lessons. The picture I’ve attached is a notice I found in the staff room, highlighting 16 activities teachers can bring into their classes every day. It’s been great to observe and be a part of a school community where action is being taken, and as I continue to look for action, I notice a number of examples every day. Here are a few:

  • The crosswalk kids: Every morning students go outside with ‘official’ red jackets to ensure that cars are following the speed limit
  • Organizing Jump Rope for Heart day: Before school, teachers collaborate ideas on dates and locations that will allow the activity to run smoothly
  • Salmon spawning: Some students have expressed their interests in the salmon cycle, so a couple faculty members have brought in a fish tank and they are spawning salmon on school grounds
  • Big buddies: Older students are working with younger ones during recess and lunch hour to provide company and support if any problems or questions arise.

The list of action-based activities goes on, and each of these activities works toward empowering the students. I’ve talked to many of the students regarding their choice of action, and it’s clear that they’ve formulated strong opinions and are confident in their learning directions. It’s been inspiring and informative to see the effects of ‘act’ within the action cycle. I’ll be keeping my eyes open to see if I can spot students in the ‘reflect’ portion of their work.

Thanks,
Chris