EdCom - Richmond School District No. 38

october 2015
sd38.bc.ca & richmond-news.com
@RichmondSD38
Grade 3 and 4 students from Lord Byng elementary school march up a walking path to demonstrate
one of the many field trips they’ve taken while using ipads to document math in the outdoors. From
front to back is Max Ellison, Jack Campbell, Rebecca Wosk, Samuel Baril and Tea Raposo.
Marching to the beat of their own ‘pads’
By Graeme Wood
Long gone are those frustrating days of math class
using worn-down pencils with disheveled, old erasers
that — to much frustration — rip holes in the paper
following each slip-up.
inquiry- and place-based learning methods.
Now, kids in the Richmond School District can simply
tap the erase button with their index finger and try
again.
Students took to the streets to learn a wide range of
math subjects, from geometry, multiplication, long
division, estimation, simple addition and subtraction
and much more.
This is the new math class, using digital tablets —
Apple iPads specifically — which also allow students
of all ages to take their learning outdoors or to other
venues.
Students at Lord Byng elementary school are using
iPads every day to hone their math skills using unique,
Chairperson’s message............. 3
A Year in Review/
The Technology Wizard.............. 4
Take the Grade 3 and Grade 4 students led by teachers
Ms. Jessica Dodds and Ms. Caitlin Blaschuk.
Blending technology and outdoor learning is a means
to finding the right balance of learning in this day and
age, according to district teaching consultant Janice
Novakowski.
“We have flexibility in how we enact the curriculum in
Fun at Garden City Park............ 5
Digital Imagination................ 8-9
Kindergarten Communicators.. 10
our classrooms, which allows us to be responsive to
our students. There is no ‘best’ order or way to teach
mathematics,” she said.
When using iPads in a unique setting, such as the
outdoors, not only do the students get some physical
exercise they also flex their brain muscles.
As Ms. Blaschuk explained, one of the goals of
teachers in the ever evolving, fast-paced digital world
we find ourselves in is to engage better with students.
Taking students outside and using digital technology
provides the opportunity for students to think about
math beyond the classroom, said Ms. Blaschuk.
Student or Teacher?................ 13
Replacing Old Posters............. 14
cont. on › page 6
E2 october 2015
sd38.bc.cas
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sd38.bc.ca
october 2015
Richmond School Board Trustees
E3
A Message from
the Chairperson
Sandra Nixon
Trustee
[email protected]
Ken Hamaguchi
Trustee
[email protected]
On behalf of the Richmond Board of Education,
I am proud to present our latest edition
of EdCom to our students, parents and
community. This edition of EdCom highlights
technology in our schools and details the many
ways that students and teachers are engaging
in new ways of learning.
Jonathan Ho
Trustee
[email protected]
Ms. Donna Sargent
Trustee
[email protected]
The rich learning environments that surround
our students would not be possible without
dedicated administrators, teachers, staff,
sponsors and volunteers. I am proud of the
technological leadership displayed throughout
our District and commend those who work
tirelessly to support our system.
Mrs. Debbie Tablotney
Vice Chairperson
[email protected]
Alice Wong
Trustee
[email protected]
EdCom provides an opportunity for our
schools, staff and students to share and
celebrate their accomplishments. It is
essential to note that EdCom is produced at
no cost to the Richmond School District and
the commercial advertising in this publication
does not imply endorsement by our District.
Dr. Eric Yung
Chairperson
[email protected]
Richmond School District No. 38
7811 Granville Avenue
Richmond, BC V6Y 3E3
Phone: 604.668.6000
Fax: 604.233.0150
sd38.bc.ca
EdCom News: The Educate and Communicate Newspaper is published by the Richmond News on behalf of the Communications
Department of the Richmond School District No. 38. EdCom News us intended for the parents of the Richmond School District
students and includes information on upcoming events, district projects and school based activities. EdCom News is produced at no
cost to the Richmond School District. Commercial advertising in the publication does not imply endorsement by the Richmond School
District No. 38.
For more information, or to provide feedback or article suggestions, contact David Sadler, Communications and Marketing Manager
School District No. 38 at 604.668.6000 x3399 or [email protected]. All stories written by Graeme Wood.
For information on advertising please contact:
Rob Akimow, Director of Advertising Richmond News 604.249.3340 or [email protected]
5731 No. 3 Road, Richmond BC V6X 2C9
Phone: 604.270.8031 Fax: 604.270.2248
Publisher: Pierre Pelletier —[email protected]
Director of Advertising: Rob Akimow — [email protected]
Editor: Eve Edmonds — [email protected]
These stories are about our District and about
the dedicated people that make a difference
each day. Countless hours are committed
behind the scenes to accomplish so much and
often times this dedication goes unrecognized.
I am excited that we have the opportunity to
shine a spotlight on a few of these individuals
and congratulate them for the great work.
Sincerely,
Eric Yung
Chairperson, Richmond
Board of Education
E4 october 2015
sd38.bc.cas
Loat at the helm of technological innovation at SD38
By Graeme Wood
B
learning styles. Technology will
help many students because
it provides different ways to
learn and students can better
utilize their strengths when
completing their work in
school.
Chris Loat
in his office
Technological education
consultant Chris Loat at the
Richmond School District is
all thumbs when it comes
to new methods of learning.
Throughout the school year,
Loat helps teachers incorporate
computer programs and
mobile applications into course
curriculum. Here, he sits down
with EdCom to explain some of
the tech trends happening in
Richmond schools.
Tell us how technology
is being applied in the
classroom in 2015.
Do you often learn from
kids? If so tell us about a
story.
“First off, the curriculum drives
everything and the technology
supports it. We don’t start
with the technology; that’s the
important part. We don’t think
‘what are we going to do with
an iPad,’ but rather we use the
technology when needed.
Can you have curriculum
not supported by
technology these days?
Absolutely. It’s about whatever
works best for the students.
Teachers get to know their
kids and there are different
Oh yes. I was in a Grade 6/7
classroom at Blair and the
kids were doing a project on a
novel study, I think. A couple
students were using a (graphic
design) web tool called Canva,
which allows them to make
posters, and they were creating
an info graphic on the novel.
They showed me Canva and I
may not have known about that
unless I was in the classroom.
Is there a fear of using too
much technology? When will
pencils disappear?
Ha! I don’t know if pencils will
ever be gone completely. I know
there was a recent report by
OECD that indicated student
achievement was best when
there was moderate use of
technology. This implies that
when technology is used when
needed, it can be helpful for
student learning.
Should we be changing
the methods in which we
teach kids because of
technological advances?
I think so. There is a shift, in
say, from 20 years ago when
people were memorizing
historical facts. That is not as
important now because this
information is at our fingertips
in many cases. So I think doing
more critical thinking around
those facts and applying
the information in different
ways to get kids thinking and
understanding and learning
from history that way (is
important). There’s certainly
a change in the way we’re
teaching and I think it’s a good
change.
Is there any angst
in keeping up with
technology, especially
with the costs?
I think initially there was,
especially when the iPad came
out; App after app was new.
Now we’ve taken a bit of a step
back so we do not worry about
the newest one that’s come out.
Why is coding important
to learn?
Kids may not understand if
they click on something here
then an action happens there
— they take that for granted.
But in behind on this website
there are reams and reams
of computer code in order for
that to happen. It’s important
for them to understand that.
When learning how to code
students are required to apply
many skills, including critical
thinking, teamwork and
problem solving.
sd38.bc.ca
october 2015
E5
Place-based digital storytelling at Garden City Park
By Graeme Wood
Oh, the places you’ll go.
But you have to get there first. And these days, helping
kids get to those places is often a handheld digital
device, such as a tablet or smartphone.
At Anderson elementary school, students are
incorporating digital technology to better understand
the meaning of physical space through the lens of
Aboriginal culture.
Dylan Rochan
Hazar Dilli
“We want them to understand why these places are
special, we want them to make that connection to how
Aboriginal people have special places – how their lives
are based on their connections to places,” said Grade 5
teacher Ms. Sandy Dhari.
“We were taking pictures of anything we wanted to,
like trees and animals. Then we chose the pictures
we wanted. …With every picture we would say why it’s
special to us,” said Sophia.
So, students chose the nearby Garden City Park as the
place they cherish the most.
The students created slideshows and used voiceovers
and videos for their projects.
Ms. Dhari explained that many students live in
townhouses or apartments so the park is their escape
to nature.
Doing so taught the students how places have
meaning while at the same time it familiarized them
with a new digital medium for storytelling.
The intermediate students used mobile apps for their
iPads, such as 30Hands, as well as Google maps, to
create their place-based digital stories.
“I want my students to feel just as comfortable with
digital technology as they do with pen and paper,” said
Grade 3 and 4 teacher Ms. Richelle Walliser.
Grade 5 student Sophia Adams said her favourite
memories of the park are visiting with her parents,
feeding the ducks and playing with her dogs.
And yet, at least two students — Dylan Rochan and
Hazar Dilli — said they would still like to use the more
traditional pen and paper method to tell their stories.
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Sophia Adams
“I just find writing a story way easier,” said Hazar, who
nevertheless surely impressed his parents by being
able to email his project to his parents.
Dylan said he became more familiar with Google
maps.
Teaching consultant Janice Novakowski noted applying
these digital tools can help students better understand
their spatial awareness.
“We looked at an aerial map of Richmond. We asked
students to determine where Anderson would be on
the map to try and get a sense of their awareness of
the place where they live and go to school. We also
talked about the formation of our island delta and
the arms of the river surrounding it, so that students
better understand the story of this place and where we
live and go to school,” said Novakowski.
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sd38.bc.cas
‹ from page 1
And because it’s easy for anyone to
get “hooked” on the device, using an
iPad as a teaching tool is a good way
to engage students in math, said Ms.
Blaschuk.
“It’s about bridging that gap to show
that there is math all around us,”
she said Grade 4 student Tea Raposo
agreed.
“I think it’s a lot of fun to go outside
and we learn a lot,” said Tea.
Many Byng students went on a
walk into Steveston Village one day,
documenting math around them.
For instance, a manhole cover shows
angles and shapes. Older students
visited shops and Fisherman’s Wharf
to look at prices of various items while
younger, primary students counted
home and business addresses,
showing their teachers how to skip
count. Meanwhile there were ample
opportunities to estimate numbers
such as when they saw a big pile of
shrimp at the dock.
As well, some students estimated
how many litres of water could fill up
a street drain.
Others went as far as to estimate the
number of tourists at the dock.
“It creates really rich discussion,”
explained Ms. Dodds, who noted
learning outside the typical box/
classroom gives students more
opportunities to make connections at
home.
“They’re able to apply math to their
real life and when they do that they
have a much better understanding of
it,” she explained.
One such example is how some
students took on the task of
calculating tax on items.
“That’s pretty intense for a Grade 3
but they wanted to do it!” exclaimed
Ms. Dodds, who, for now, will spare
her students of life’s two certainties.
On this particular field trip, the
students were tasked to take photos
and document the outing. At the
end they made digital stories using
various iPad applications and the
teachers printed a book with the
photos.
Primary students at Lord Byng elementary school take walks through their Steveston
neighbourhood to learn about math. Pictured here at Fisherman’s Wharf last spring
is a class that just finished counting fish and seafood.
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sd38.bc.ca
october 2015
E7
E8 october 2015
sd38.bc.cas
Digital imagination roams
By Graeme Wood
The Incentive Program at Hugh Boyd secondary, an
international baccalaureate incentive school, is a
ceaseless fountain of digital imagination these days.
or positively — one’s perceptions and expectations of
travelling the world granted real time images are so
easily accessible.
“Our students here think differently than how us
adults think. They have the tools to create their own
visions, to put those thoughts and visions into a digital
medium,” said head teacher Mr. Doug Park.
Adi said she would still like to visit Quebec and the
experience would still be unique.
While students may have the option to not use a
computer or mobile device to create a project, be it
history or geography, all of them are going full steam
ahead in creating memorable digital work thanks in
large part to their independent determination as well
as a a school that’s well-stocked with equipment.
Meanwhile student Joanna Lapurga, who made a
Powerpoint slideshow and blog for her geography
project, said it could be more interesting to travel
without so many expectations.
For instance, take teacher Mr. Brock Aura’s geography
project, which asked students to plan a trip across
Canada.
Students, such as Adi Sneg, used Google Maps to chart
out their trip in addition to social media sites, such as
Yelp, to plan what restaurants they would eat at. They
also “booked” their hotels online. And because they
were on a budget they also researched what vehicle
they would need to rent and its fuel economy.
“It was interesting because I’ve never been to these
places so I was googling what the weather was in
M
i
“
I
“You see the images but it’s still not enough,” she said. m
Students sit at their computers at Boyd
Quebec. …We had to use all our resources to figure out
what it would be like. I guess people who didn’t have
the Internet would have had to use encyclopedias,”
said Adi, whose blog was dubbed the Great Canadian
Broke Honeymoon.
“You’re learning the geography curriculum but also
practical things like planning a trip,” explained Mr.
Aura.
Students had mixed reactions as to whether online
applications, programs and websites such as
Instagram or Google Street View alter — negatively
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Online sources are a give and take experience, the
students learned.
Adi said in the course of her planning she was
cautious to consider too much information from one
source. Nor did she simply heed the comments of
a few “trolls” on comment sections for the likes of
restaurants and hotels.
“You can weed all that out by comparing sites. That’s
the beauty of the Internet,” said Adi.
“
a
d
K
v
a
l
a
K
p
w
G
“
Meanwhile, for another project, Joanna used an online g
program to record YouTube clips for her futuristic look s
at Canada in 2060. She added voiceovers and music to
sd38.bc.ca
october 2015
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create a powerful three-minute clip.
Mr. Aura said he welcomes students bringing new
ideas and methods to the table as long as there’s
“thoughtful output.”
In fact, as Mr. Park notes, independent learning is a
must.
“They’re so fluent in all of this. Our students are so far
ahead of us (teachers) because they’re born into this
digitial age,” said Mr. Park.
Kyle Gomes, who went to China over the summer to
video document cleft palate surgeries with a non-profit
agency, used a third-party Google street view hyperlapse app to create a video tour of his road trip. Kyle
added voiceovers to explain his trip.
Kyle said using video, as opposed to poster board
presentations, is a more interactive way of showing his
work.
Grade 10 student Elias Verheyen agreed.
“One of the things with a video performance, you can
get more information across than just a presentation,”
said Elias.
Adi Sneg sits in a car as if to ready herself for the cross-Canada road trip she planned online.
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E9
E10 october 2015
sd38.bc.cas
New-age communicators coming through the
Westwind pipeline
By Graeme Wood
Communication is one of those big
things that all children must learn
effectively as they move through their
school years.
And it’s at Westwind elementary school
where some of Richmond’s youngest
kids are learning how to juggle using
technology while also learning how to
become good communicators.
“Hands on your head, eyes on me,”
announced Ms. Dee Ann Wozney in her
Kindergarten class one early September
morning.
Her soft announcement to pay attention
to her came as the students were in the
midst of having a blast on the school’s
iPads while learning some basic math
principles (whether they knew it or not).
Using technology needs to be a balanced
approach said Ms. Wozney.
“Nowadays kids are getting more well-
versed with technology, so it’s quite
amazing what they can do because
they’re so exposed to it,” she said.
Her class uses iPad apps to help learn
some basic math principles, such as
drawing numbers and associating them
with pictures. The students mix it up with
more modest, “old-school” tools, such
as blocks, as well.
The iPad also helps the students
communicate by helping to show their
thought processes.
“I found that the kids were good at doing
math but they weren’t so proficient at
communicating their thinking,” said Ms.
Wozney.
In class, she has the students share
with one another the ways they solved a
problem on the iPad.
They often work in teams to solve
problems, as well.
Kindergarten student Jenna Hamir at Westwind elementary school learns about
numbers on an iPad.
Because kids at such a young age may
not be able to read and write fluently,
“we need to give them a variety of
opportunities to show their learning so
we can record how they are progressing,”
explained Ms. Wozney.
As a teacher, she can save her students’
work on the iPad, which has been
numbered and designated to each
student.
Ms. Wozney said she’s always impressed
with how easily the students can handle
the tablets, as they can often show her
what needs to be done.
Of course, it’s not all iPads, all the time
— Ms. Wozney has a big arsenal of books
for her class to read after it goes over
the daily calendar on the smart board.
‘There’s something to be said about
a book, turning the pages, the smell,
holding it in your hands. That can’t be
lost,” said Ms. Wozney.
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sd38.bc.cas
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asd38.bc.ca
E13
Who is teaching whom at Manoah Steves?
Grade 1 student Brendan Young opens
his school iPad and taps on the Scratch
Jr. app to create a story of his own.
Unknowingly the Manoah Steves
elementary school student is building
the fundamentals to understanding
how a computer operates.
Brendan is coding.
On this occasion he chooses the ‘Run
a Race’ feature, which takes him to an
animal farm. He selects the horse and
pig and drags them onto the screen.
After placing a few directional arrows
on the screen he pushes the play
button and off they go.
With the arrows, Brendan
has written the code
for his animals’
movements.
Of course,
coding for
websites
and
computer
software
is far more
advanced
and
complicated,
however, the
fundamental idea of
telling a computer to do
something — via a series of coded
instructions, in order to create a result
on the screen — is the foundation of
computer programming.
Steves’ principal Ms. Liz Taylor
said she’s been impressed with the
quick learning curve students like
Brendan have shown when it comes to
understanding coding.
In fact, it has often been the students
schooling the teachers.
“A brilliant example was when
a Kindergartener said to me ‘an
algorithm is a series of small steps to
help you get the job done’” said Ms.
Taylor.
“Coding will become more important
over time. It’s a digital language we
want kids to practice just as much as
we want them to problem-solve, think
critically, and be good ‘digital citizens,’”
said Ms. Taylor.
Teachers Ms. Ellen Reid and Ms.
Kathleen Paiger are at the forefront
of teaching digital citizenship to their
young students. They, like Ms. Taylor,
said having students using coding
apps is as much about creating
an atmosphere of curiosity and
risk-taking as it is about
teaching, which
happens naturally
given how well
versed students
are with
technology
today.
“Students
are far more
sophisticated
than we are, I
think. They just
understand these
things. Even when it
comes to trouble-shooting,
one student had to tell us, ‘Oh you’re
missing this step’ – they showed us
because they understood the steps and
the sequencing,” said Ms. Reid.
Ms. Paiger concurred.
“People underestimate what young kids
can do,”
Ms. Taylor added that “if we provide
students with thinking opportunities
that feel natural to them, more often
than not they will amaze us.”
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Grade 1 student Brendan Young and Grade 2 student Savina Albano practice
some coding fundamentals under the watchful eyes of their teachers, Ms. Ellen
Reid and Ms. Kathleen Paiger at Manoah Steves elementary school.
E14 october 2015
sd38.bc.cas
USB drives replace poster boards for
take home projects
By Philip Raphael
It seems humanities projects have never
been more engaging and more packed
with up-to-date information than they
are now.
Grade 7 students Amy Aginsky and Aidan
Wessels and Grade 6 student Makenna
Kusec, from Homma elementary, are all
too familiar with producing some topnotch projects.
Last year they used the Apple program
iBooks Author to create digital iBooks
for their comparative studies project that
looked at Kenya and Canada.
“I liked using the computer because it
gives us more access to what we can
do,” said Makenna.
For instance instead of a twodimensional poster board the students
were able to incorporate 3D drawings,
interactive info graphics, video
introductions, voiceovers, quiz boxes and
more.
“Plus it’s not a waste of paper,” noted
Amy.
Teacher Mr. Peter Ritchie’s keen focus
on using computers for school projects
started with using iPads and an app
called Book Creator.
“I saw how engaged the students were
with the tools you could use on this
app,” said Ritchie, who then took Apple
product workshops to build on his own
knowledge.
Aidan said his handwriting isn’t the best,
so he prefers to use iBooks, as well as
other apps and programs, to create his
projects.
Homma elementary students Amy Aginsky, Makenna Kusec and Aidan Wessels
used iBooks to create their humanities project on Canada and Kenya.
more benefit to using them in school as
well,” he said.
Mr. Ritchie said his class will not lose the
art of writing but rather they will become And, should the students continue to
more flexible in the mediums they use to bypass the old poster board, they needn’t
express their learning.
worry about awkwardly tripping over it to
and from school.
“We’re still putting pencil to paper. It’s a
balance between using the technology
“The kids can get a cheap USB memory
and using pencil and paper. But when
drive from a dollar store and put their
they go home a lot of their world is using projects on it and take them home,” said
digital devices so I think there’s a lot
Mr. Ritchie.
For their projects the students also
learned how to cite information from
sources.
Aidan said most of his sources still came
from books and he was cautious about
using third-party websites, such as
Wikipedia.
The students also used images only from
Creative Commons to avoid copyright
infringement.
A Dental ‘Home’
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3700 Moncton St. Richmond BC
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Dr Maureen Piche
october 2015
sd38.bc.ca
E15
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E16 october 2015
sd38.bc.ca
2014
Readers’ Choice
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