We’ve had to change the format of our upcoming Session Three for Grade Six Gifted Students over the next two weeks. Due to logistical challenges, this will be a one-day session rather than a two-day session.
This session will be at the new Enrichment & Innovation Centre at Dr. Davey School and will be scheduled as follows: 6C Monday Feb 6; 6B Tuesday February 07 <–change of date, from Feb 14); 6D Wednesday Feb 8 ; 6E Thursday Feb 09; 6F Friday February 10; 6A Monday February 13; .
In order to dive into the Big Idea – Is Interconnectedness essential for our survival? – We will be looking at the Inquiry topic- Is biodiversity, interconnectedness, and environment?
*How does the interconnectedness of anything change its course or direction in life?
*Does using our VOICE or hearing someone else’s VOICE connect us more deeply?
Session Three will advance our Journalism Program where students will use podcasting software. Podcasting is nothing new as journalists have been using this MEDIUM for many years. The radio is a form of podcasting. Please BRING EARPHONES and/or a MIC if you have one.
Snack/Nutrition: Salad Bar
We always appreciate (when possible), community involvement in our program. It is what makes it work so well. Thank you for your help.
For Lunch, we will be preparing a Salad Bar. This is an opportunity to engage students in conversations around Indigenous values and the relationship between humans, community, and nature. Through food we will continue to explore how we balance what we take and give to the Earth in our daily living. The salad is meant to supplement lunch, please also your own snack/lunch!
It’s a new year and that means a new batch of students have arrived at the Enrichment Centre to start their 4 year enrichment program. Each of these students went through testing by the HWDSB and has been identified using very specific criteria as being a gifted learner.
The intent of the program is to supplement the learning that is already occurring in their home schools, enhance student awareness of themselves and their abilities, to provide opportunities to work with like minded individuals and to collectively push the boundaries on learning, creativity and possibilities.Hence, the use of Leonardo daVincias the figurehead on which to base our Grade 5 programming.
DaVinci was born April 15th, 1452 and during the course of his lifetime accomplished many things. As we gathered as a large group with our grade 5 students, during only their second session at the Centre, students rambled off an extensive list of the things daVinci was including: mathematician, artist, writer, scientist, botanist, inventor and city planner. It is daVinci’s extensive list of skill sets that allows us to dive into a variety of topics during our daVinci Kids year. Our goal is to expose the students to a wide variety of topics, ideas and skills and to have them start to ponder where their own skills and talents lie.
During session 2, we started to look at who daVinci was. We discussed as a group the concept of perfectionism and how it can sometimes aid us in creating great work and on other occasions cause us to not complete a task or not see the value in the work that we create. Did you know that daVinci never considered the Mona Lisa painting complete? There is so much mystery and debate surrounding this painting! It is a painting that daVinci never gave to the person who originally commissioned it.
Students were also introduced to the fact that daVinci kept a journal.There are many reasons for keeping a journal. It can stretch your IQ, evoke mindfulness, aid you in reaching your goals or assist in growing your emotional intelligence. In addition to these personal reasons, society can benefit from reading your thoughts. Centuries after daVinci had written in his journal, Mark Rosheim was able to use daVinci’s journal to build a version of daVinci’s Robotic Knight. Technology described in daVinci’s journal was then used by NASA in planetary exploration. WOW! Centuries later we are still learning from daVinci! During this session grade 5 students were encouraged to get and start a journal of their own. Entries can be whatever length they want them to be and about whatever they want them to be about.We may not have the technology now to make your ideas a reality, but in the future – who knows?
In the afternoon, we dove into daVinci as an artist as an opportunity to bring the students together. This was only their second time as a team and team building still needed to be developed. Students were given a section of the Mona Lisaand were asked to use pastels and pencil crayons to colour match to the section they had been given. Each student was asked later in the day to place their piece on the grid as we built our Mona Lisa’s. These paintings will hang in the Centre as a reminder of what we can create when we work together and that we all bring different skill set, abilities and talents to the group.
In addition to looking at daVinci as an Artist, we also looked at daVinci as a Mathematician. Students and teachers discussed, explored and played with the Fibonacci Number Sequence. The Fibonacci Number Sequence exists so many places in nature! The ratio between any two successive numbers in the Fibonacci sequence is very close to the number 1.618, also known as the Golden Ratio. This ratio was said to be used by daVinci in the painting of both the Mona Lisa and The last Supper.
This session only touched on a little of the knowledge and skills that can be explored through the lens of Leonardo daVinci. During the remainder of their first year at the Enrichment Centre, students will have the opportunity to further explore daVinci as a Mathematician, an Artist, a Writer, a City Planner and an Inventor.
All of us here at the Enrichment Centre look forward to continuing to learn and grow with our new group of daVinci kids over the next four years!
Bauhaus book & coffee shop in Seattle, a gathering of solitudes from: iamkatia.deviantart.com
In every city or community around the world, the cafe/coffee shop is place for gathering with friends or colleagues, catching up on daily reading, playing games, engaging in the art and music culture, knitting, writing, planning, creating, organizing, designing and learning – and of course, sharing in food/drink. Drawing from hundreds of examples of cafe community gathering hubs across our own city, Hamilton (A coffee shop for every mood) or Toronto (Top 10 Places to work or study in Toronto), or New York City (The Best Coffee Shops for getting work done), we created a classroom space with similar characteristics.
Can you imagine a learning space where nature, music, art and literature are infused in the design of the STE-A-M focused room? A space that celebrates community through nutritious food prepared each day by students who gather at a cafe bar or surround a kitchen table and prompted by deep discussions of innovation and creativity? A space for people of all ages? A place where tea is served at the start and end of each day in beautiful porcelain cups – where there are no bells or specific transitions and subjects are infused through Big Ideas or Themes?
“In order to act as an educator for the child, the environment has to be flexible: it must undergo frequent modification by the children and the teachers in order to remain up-to-date and responsive to their needs to be protagonists in constructing their knowledge.” (Lella Gandini,1998)
The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support “complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas.” (Cadwell, 1997). “Bringing Reggio Emilia home:An innovative approach to early childhood education.”.
(Papert, S. & Harel, I. (1991). http://www.papert.org/articles/Situating Constructionism.html
The constructionist teacher takes on a mediational role rather than adopting an instructional role. Teaching “at” students is replaced by assisting them to understand—and help one another to understand—problems in a hands-on way.
The HWDSB Gifted Program partnered with a team of Undergraduate Students from McMaster University in a Design Thinking Project with the goal to create a learning space inspired by both Reggio and Papert.
“Design is the action of bringing something new and desired into existence—a proactive stance that resolves or dissolves problematic situations by design. It is a compound of routine, adaptive and design expertise brought to bear on complex dynamic situations.”
—Harold Nelson, The Design Way
Thank you to Lee Wood Company, James Street North for the donation of the beautiful, custom, hand crafted bar top.
This area will provide a wonderful opportunity for students, teachers, mentors and leaders to gather, talk, celebration and build innovative and creative ideas.
The “Bar” area replaces the teachers desk. There is enough seating for 15 students to surround the bar. The teacher or student can be in front or behind the bar area to facilitate discussion.
There is a large collection of plants, herbs and sprouts in the classroom. Growing plants in the classroom connects students to nature, to outdoors, to the world around them. Plants clean the air, teach students about sustainability and allow students to observe and document natural patterns.
“Parents are a vital component to the Reggio Emilia philosophy. Parents are viewed as partners, collaborators and advocates for their children. Teachers respect parents as each child’s first teacher and involve parents in every aspect of the curriculum.
Our doors are open and community (Teachers, Parents, leaders) are welcome to join us, have a tea and use our space.
Where there was once just a window sill, we added another bar top and stools. The natural light and city scape provides an amazing escape – a place to immerse into ART, listen to music, write poetry or simple sit and “people watch”.
Music is spread across the room. A piano, keyboard, computers for composing and of course guitars for “jamming”. Anyone can play or create ANYTIME.
We got rid of student desks. Natural collaboration spaces were created to emulate a living room. A safe place where family gathers. A place where people can be in a collective but be in their own zone – reading, drawing, knitting, planning, designing or wondering. There are enough PLUGS/OUTLETS for 20 computers in this area.
An area was created to “do”. Students can use the Interactive Whiteboard to showcase their designs, collaborate on ideas, or mentor one another, whether it be about Coding the Robotics, Programming Arduino sets or building in Minecraft.
There is flexible seating that can be moved or changed depending on the needs of the individual. This area is for small groups to code/program and engage in DESIGN challenges. A great spot to engage in ROBOTICS!
We hope that our experiences in this learning space can serve as examples and models to others wishing to move in this direction. We believe that students can be self-directed when provided with the right learning conditions, including an environment that is natural, organic and is designed in a way that builds relationships and community.
Reggio teachers provide children different avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings. The goal is for the adults and children to better understand one another “North American Reggio Emilia Alliance”. Retrieved 9 April 2013.
We’ve had to change the format of our upcoming Session Four for Grade Seven Students over the next two weeks. Due to logistical challenges, this will be a one-day session rather than a two-day session as originally planned. This session will be at the new Enrichment & Innovation Centre at Dr. Davey School and will be scheduled as follows: 7C January 23; 7D January 24; 7E January 25; 7F January 26; 7A January 30; 7B January 31
Session Four will advance our Global/Local Activism work with them. Students will research the opposing views on the matter of the LRT for Hamilton and debate the issue using formal conventions. The big ideas for our inquiry are: How do we balance what we take from the earth with what we return to the earth through our daily living? How are cities changing in the 21st Century?
How can you prepare at home or at school?
We suggest that you spend around 20 minutes browsing the internet and/or newspapers, talk with family and friends about their opinions and rationale. The following are suggested prompts for conversations that may occur at home or at the home school prior to the this session:
What are the stated benefits of an LRT in Hamilton?
Who are proponents and opponents of the project (where do they live, where do they work, will they ride the LRT)?
How are the benefits and drawbacks measured (what units of measure are used)?
Community Kitchen – Consider bringing a favourite decaffeinated tea for our Kitchen
For Lunch, we will be preparing, Three Sisters Chili (http://goo.gl/1P9qEP ). We will be using the chili to engage students in conversations around Indigenous values and the relationship between humans, community, and nature. Through food we will continue to explore how we balance what we take and give to the Earth in our daily living. The chili is meant to supplement lunch, please also bring a snack!
Please contribute by bringing cut up sweet potatoes, garlic, peppers, onions, or a can of beans, tomatoes, corn, chickpeas or lentils.
Stan assembled a crew of Team 2056 volunteers to demonstrate their most recent robot which they built for the 2016 competition, and which won second place in a world-wide competition. In this design challenge, Team 2056’s robot had to drive over obstacles, pick up balls, shoot them into a target, and then scale a wall. Some of this was accomplished with a human operator, and some of it was automated by the robot itself. Our grade 8s were suitably impressed with the complexity of the 2056 machine.
For their challenge, the grade 8 students were grouped into small teams and given a Vex robot kit and a laptop computer loaded with Modkit. Vex is a modular system for building small robots that can move about on their own and make decisions based on sensor inputs. Modkit is the interface used to create the code or program that the brain of the robot uses check various sensors and activate a range of drive controls.
Our students chose one of three challenges for their design, all of which involved the construction and coding for a robot using at least two sensors inputs. There were Orchard Park students from grades 9 to 12 present to work with each group. On some days, we also had Orchard Park Team 2056 alumni who were now students at University of Waterloo’s Computer Science program. Mentorship between students was a high yield strategy at this maker space.
While not all of the student-built robots were able to complete the challenge, all of the students had a rich experience writing code that had to interact with inputs and outputs from the robot’s brain. Design thinking, critical thinking, collaboration, and creativity were central to the experience of each student. Almost all of our grade 8 students indicated that they had never written code at the beginning of each day. By the end of every robotics day, all students had gained experience and confidence in a 21st Century technology through 21st Century teaching and learning.
**IMPORTANT CHANGE: Please note that the location of this session is at HOLBROOK School (450 Sanitorium Rd.) – NOT at Dr.Davey School as originally scheduled. The classroom equipment at Dr. Davey school is not ready at this time.
In session TWO, we will be focusing on Leonardo daVinci as a learner in a variety of disciplines and his role in the community. Students will participate in a variety of activities that will address the following Big Ideas and Themes:
What is Excellence? What is Gifted?
Who was daVinci? What is Enrichment?
What does it mean to be a self-directed learner?
How did daVinci impact the lives of others? What was his role in the community?
What can you do at home or at school?
The following are suggested prompts for conversations that may occur at home or at the home school prior to the this session. They will not be formally assessed on completion, however, prior knowledge may make them more comfortable on the topic.
What are some examples of daVinci as a Mathematician? How did daVinci become an Artist?
What does it mean to be self-directed? How are we responsible for our own learning?
What supports are needed most to help us learn and excel in our areas of interest.
Community Kitchen – Please bring a favourite decaffeinated tea for our Kitchen
We will be enjoying TEA to celebrate our community, bring on discussion, and alleviate anxiety. For more information about using Tea in a community, consider listening to this podcast which discusses Tea as a “foundational concept around which to structure a set of ancient teachings, principles, knowledge and wisdom to glean a broader truth about health, healing, community, the environment, life, life’s meaning and the unifying oneness – or undeniable interconnectedness of everything”. http://www.richroll.com/podcast/rrp-87-wude-on-zen-the-art-importance-of-living-tea/