Over the next two weeks, the Enrichment Team teachers are working diligently and quickly to ensure the Gifted Program is running by the beginning of October.
There will be some changes to the program for the 2017/2018 School year:
- Jennifer Deans has joined our team as an Enrichment Teacher (Kristy Luker left for a different position)
- There are THREE teachers (in 2015/2016 there were two teachers)
- There are TWO gifted Centres for students who will be attending the Enrichment program. One at Holbrook School and one at Dr. Davey School. (In 2015/2016 there was one Centre)
- Grade 6, 7 and 8 Students will have ONE ENRICHMENT teacher assigned to them (in previous years, it was 2).
- Schedules will be out as soon as possible and will include a variety of locations (both centres, library, art gallery, etc.)
- There will be classes made up of Grade 7 and 8 students from the same school (last year Grade 7 and 8 Students attended separately
- We are going to try to arrange a school bus (last year they were provided taxi or parent driver) for schools with many students
- Enrichment Teachers will be visiting schools regularly (last year this did not occur often due to schedule)
- There are TWO self-contained Gifted classes (there were THREE last year)
Please stay tuned for further updates!
~Gerry, Zoe and Jenn
The Enrichment and Innovation Program would like to say goodbye to Kristy Luker who has been with the Program for the past two school years. Kristy will be greatly missed and we wish her all the best in her new position as a Reading Recovery Teacher with the HWDSB!
Jennifer Deans has joined our team, along withZoe Branigan-Pipe and Gerry Schaefer at the Enrichment and Innovation Centre and she brings with her a huge amount of knowledge and expertise in Special Education, Gifted and Innovation in teaching and learning.
MakerDays at the Enrichment Program
Final OPEN HOUSE AT FOR THIS SCHOOL YEAR! WEDNESDAY JUNE 21ST
ALL PARTICIPANTS MUST SIGN-UP
REGISTER HERE: https://goo.gl/forms/2cCRYFh2cUs2GNm43
Students/FAMILIES, together, may participate in a variety of ST-E-A-M (Science, Technology, Engineering, Math and Arts) activities throughout Open Classroom Session at Holbrook school between 3-5. Please Register.
Available Kits at the Centre
What is your lens?
Maureen Wilson, from Hamilton, Ontario shares her experiences at the Women’s March of Washington
We had to be ready to change our pre-planned lesson…Students wanted to talk about what was happening in the world. The following posts describes why we altered our plan and shares the alternate lesson!
Critical literacies involve people using language to exercise power, to enhance everyday life in schools and communities, and to question practices of privilege and injustice. (Comber, 2017)
Huge events unfolded across the world over the past two weeks which prompted our teaching team to change a “pre-planned lesson” to focus on current issues of Social Activism – locally and globally. On January 20th, Donald Trump’s presidential inauguration took place. The next day, January 21st, together, over 60 countries – men, women, and children, joined in solidarity to March for human rights – “The Women’s March on Washington” was declared the largest global protest – ever. Then, on January 28th a Mosque in Quebec, Canada was brutally attacked and many innocent people were killed. January 30th – Thousands join together to show support and to honour the victims of the Mosque shooting.
It is difficult for the most well-rounded, emotionally and socially strong of people to handle the immense mix of emotions resulting from these events. Regardless of your point of view of Trump (or the platform), or if you are a woman or Muslim – we are all impacted – not just by injustice, hate and fear – but also by the joy, and relief that comes with solidarity and community actions. We are affected by the conflicting and confusing media.
Our young people are especially affected.
People in positions of respect and power have made accusations about journalists not being truthful and Journalists have made accusations of people in power not being truthful to the people. The idea of “fake news” has been spread across the inter-webs like wildfire. Twitter, Instagram and Facebook feeds are overwhelmed with political posts and emotions are high.
After watching the powerful poem by Royce Mann, we started our INQUIRY through a discussion of “Privilege and Power”.
The following lesson is an overview of how we approached these topics as an Inquiry:
We started with the “Big Idea/Inquiry Question”:
- How can global events impact local/community action and local/community events impact Global action?
- What is my lens when approaching these issues?
- How am I privileged?
- What does it mean to be “in Solidarity?”
We shared the “Culminating task” what will students do by end of lesson?:
- Complete a Blog post that focuses on an idea or concept that uses the Women’s March on Washington as a prompt. Write through an optimistic lens, utilize a variety of media and provide questions for further thinking/discussion
- Create a short podcast that focuses on one aspect of Social Justice and Solidarity and the impact of positive activism.
- Create a video that uses a specific lens/perspective showcasing the positive aspects of humanity, people, and social activism.
We used the Curriculum Standards as a guide:
- Critical Literacy: Opportunities to relate knowledge and skills in language learning to wider contexts, both across the curriculum and in the world beyond the school, motivate students to learn and to become lifelong learners. (The Ontario Curriculum, Language, p. 12)
- Students must be able to differentiate between fact and opinion; evaluate the credibility of sources; recognize bias; be attuned to discriminatory portrayals of individuals and groups, including women and minorities; and question depictions of violence and crime. (The Ontario Curriculum, Language, p.13)
- Reading – Point of View identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives (e.g., determine whether an author’s choice of voices to include seems justified and suggest how the meaning would change if different voices were chosen) (The Ontario Curriculum, Language, Grade Seven, p.128)
- Point of View – Demonstrate understanding that different media texts reflect different points of view
- Making Inferences/ Interpreting Messages -Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations
We made connection to UN Sustainable Development Goals:
- Goal 5 – Reduced Inequalities
- Goal 10 – Gender Equality
- Goal 16 – Peace, Justice and Strong Institutions
We made connections to ISTE Standards and 21st Century Learning: https://www.iste.org/standards/standards/for-students-2016
- Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
- Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
- Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
We invited community members to join our class and share their experiences:
Mary-Louise Pigott shares her experience attending the March on Washington
For the lesson…. Read on!!