Tuesday, June 16, 2015

Why a Document Camera?

by: Shirley Coupal & Leanne Holstein



A document camera is a quick and easy way to integrate technology into the classroom. 

Even someone who is not confident with technology can hook it up to a data projector or computer in minutes. It is useful at ALL grade levels from Pre-K to high school.

A document camera is an excellent way to create a setting similar to a small group. Some classrooms have limited space, so it is not always practical to have a meeting corner. The document camera allows every student in the room to see the text that is being shared. In fact, any picture book or textbook can be turned into a Big Book because of the camera’s magnifying capabilities! It saves time, as nothing needs to be prepared, scanned or loaded. As well it can be relatively inexpensive.

Here are a few ways to take advantage of this simple technology:


Show and Tell Modelling:
  • think-alouds
  • leaving “tracks of our thinking” (coding text)
  • highlighting key words, phrases
  • previewing text features - titles, diagrams, photographs, captions and font
  • writing techniques/ strategies
  • the direction of reading
  • how to solve a math problem
  • how to play a math game
  • filling in forms, graphic organizers
  • science experiments
  • dissections
  • how to construct an object
  • looking up words in the dictionary
  • proper placement of hands on a musical instrument
  • math manipulatives
  • counting money
  • how to sort items 
  • patterns


Zooming in on:
  • maps
  • graphs
  • art pictures
  • microscope slides
  • units of measure-a ruler, thermometer


Sharing:
  • picture books
  • sheet music
  • student writing (particularly poetry because shape and line breaks are important components)
  • group work
  • 2 objects to identify similarities and differences

A student is sometimes more likely to share their writing on a document camera because the class is focusing on the screen rather than the person.  Students tend to be neater because they know their work is going to be seen.

We know there are teachers out there who have been using document cameras. What do you use your document camera for?

Shirley Coupal
Leanne Holstein

Wednesday, May 13, 2015

Treaty 4 Project: Day 2

Day 2  began with the sessions from the previous day still fresh in students' minds.  Today, students needed to respond to the question, "What does it mean to be a treaty 4 citizen?".  Students began the day working in family groups in order to discuss this question.

La deuxième journée de la conférence, les élèves sont revenus ayant en tête la question suivante  " Que signifie le fait d'être un citoyen du traité no 4?"  Les élèves ont commencé la journée en discutant avec les membres de leurs groupes familiaux au sujet de cette question.


Once students had discussed in their "family groups", the collaborative art project began.  Ray Keighley, the artist working with the students, provided the guidance needed to get the project off the ground.

Lorsque les élèves ont discuté de l'idée de la citoyenneté avec leurs groupes, le projet collaboratif a débuté.  Ray Keighley, l'artiste responsable de ce projet artistique a offert le soutien nécessaire aux élèves pour débuter ce projet d'envergure.



See the work in progress for yourself!  Examinez de plus près le progrès des élèves:






As students worked in their family groups, the art project began to come together.  Some students chose to create their tile individually, while others chose to work as a group.

Pendant que les élèves travaillaient dans leurs groupes respectifs, le projet d'art a commencé à prendre forme.  Quelques élèves ont choisi de travailler sur leurs toiles de façon indépendante, tandis que d'autres ont choisi de travailler en groupe.




And finally, the project came together.  Below, see the final art piece - treaty citizenship as represented by students from Balfour, Martin, Scott and Campbell Collegiates.

Et voilà, le projet est complété.  Ce projet collaboratif représente la compréhension des élèves des écoles Balfour, Martin, Scott et Campbell au sujet de l'idée d'une citoyenneté envers le traité no 4.


At the end of the day, the students and staff gathered together to reflect on the work that they had done.  A special thank you to the student leaders from each school who helped to guide their groups in this process.

À la fin de la journée, les élèves et les enseignants se sont réunis pour réfléchir sur le travail qui a été accompli.  Les enseignants aimeraient remercier les élèves qui se sont portés volontaires pour guider leurs groupes de famille à réfléchir à l'idée d'un sentiment d'appartenance au traité no 4.





Submitted on behalf of the Treaty 4 Project Committee

Tuesday, May 12, 2015

The Treaty 4 Youth Project: Day 1

The Treaty 4 Youth project was a dream of two Campbell Collegiate teachers, Naomi Fortier-Freçon and Leia Laing.  Both of these French Immersion teachers wanted their students to have a better understanding of treaty rights and what it means to be a treaty citizen.  Despite teaching different courses and grades of students, they decided to begin this project that would allow for deeper understanding for students, and culminate in a collaborative art project that would represent this understanding.

The Treaty 4 Project committee, comprised of representatives from Regina Public Schools, Elder Noel Starblanket and representatives from First Nations University, met regularly to plan and organize this event.  From an initial idea developed the concept of a multi-school collaborative project that would allow students the opportunity to learn and create together.  Leia and Naomi applied for and received a grant from the Saskatchewan Arts Board in order to fund most of this project.  

Read more to find out about Day 1 of the Youth Conference:
The Treaty4Project Youth Conference began on Tuesday, April 29th.  Students from Scott, Martin, Balfour and Campbell Collegiates were welcomed to the First Nations University of Canada by Cadmus Delorme, Brad Bellegarde, and the MC for the day, Sandra Bellegarde.

La conférence jeunesse Treaty4Project a débuté mardi le 29 avril.  Les élèves des écoles Scott, Martin, Balfour et Campbell ont été accueillis à l'Université des Premières Nations du Canada par Cadmus Delorme, Brad Bellegarde et la maîtresse des cérémonies, Sandra Bellegarde.

Students were able to see some important artifacts from the signing of treaty 4 including the treaty 4 medal  and the treaty 4 suit.  Special thanks Chief Perry Bellegarde, Elder Noel Starblanket and the Royal Saskatchewan Museum who assisted in this process.

Les élèves ont eu la chance à examiner de près des artefacts importants datés de la signature du traité no 4, la médaille et le costume original donné le jour de ce moment historique.  La comité aimerait remercier le Chef Perry Bellegarde, l'ainé Noel Starblanket et le musée royal de la Saskatchewan qui a accordé son soutien dans l'obtention de ces deux objets historiques. 

The Treaty 4 Medal and the Treaty 4 Suit

Brad Bellegarde (@InfoRediculous) performs for the students 
View from the 2nd floor at First Nations University - Students gathering.
Cadmus Delorme - Welcoming the students to the First Nations University.

Students were able to participate in a variety of workshops led by First Nations University students, staff and invited presenters.  These session included:

Indigenous knowledge: Learning Cree though traditional song  Shannon McNabb
Missing and murdered aboriginal women  Brenda Dubois
Clearing the Plains: Dr Jim Daschuk                                                                        
Treaty 4 Role Play: Calinda Hotomanie, Nicole Peigan, Crystal Starr, Amber Boddy, 
Whitney Cote, Winona Yuzicappi. Connie Starblanket                   
Art planning  Ray Keighley
Indigenization: Dr Shauneen Pete
Historical Primary Source Inquiry   Sandra Bellegarde
Do indigenous people have rights to mine?  Dr Andrew Miller
Legal interpretation and language interpretation (spirit and intent) Riva Racette
White Privilege: Unpacking the Invisible Knapsack (McIntosh)   Jessica Dieter
The Métis Experience Outside of Treaties  Calvin Racette
Nationhood Interrupted: Revitalizing nêhiyaw Legal SystemsDr Sylvia McAdam
TV NEWS: Indigenous Circle on CTV Creeson Agecoutay

See below for a few photos of sessions:

Art Planning with Ray Keighley









Preparations begin for the collaborative art project on Day 2
Submitted on behalf of the Treaty 4 Project Committee

Thursday, February 12, 2015

A flex group project - Math & PAA go hand in hand!

The mathematics core area at Campbell Collegiate has created flexible math classes that allow students to build skills and strengthen understanding of concepts in key areas. Kelly Frizzell, learning resource and grade nine math teacher, has been working closely with a small group of students.  As the math core met during their collaboration time, Kelly shared that she wanted to engage her students by allowing them to do a hands on project where they could apply some of their mathematical skills in constructing or creating a project.  Kelly met with Instructional Consultant Monique Bowes as well as with Joni Darke, Middle Years PAA coordinator, to come up with a plan.

Kelly, Joni and Monique reviewed the various options that would be align with the grade nine math curriculum.  There were a number of projects that were considered, however, because it was nearly Christmas time, and the students were learning about surface area of prisms and of composite figures (SS9.2, SS9.3), they created a project that would have students design gingerbread houses while calculating the perimeter, surface area of individual pieces, and surface area of the entire house and yard. In addition to this, they would be required to calculate the surface area of the various additions to the house (graham wafers, m&m's, marshmallows) to determine how many of each piece they would require.

Step 1: Kelly pre-taught some of the concepts leading up to the creation of the gingerbread house. Students reviewed how to calculate perimeter and surface area and did a variety of practice tasks to demonstrate their understanding of surface area of composite figures.  Before the students could cut out their templates, they were required to calculate the surface area of each of the individual shapes required.

Step 2: Students were to use their pre-created templates (so each student would have similar measurements) and cut them out of the cardboard.  Once they had done so, they would glue everything together using the hot glue guns provided by the PAA program.








Step 3: More math!  Now that the house templates were assembled, students were required to put in an "order" indicating how many of each time of food they would need.  They calculated the surface area of the various construction supplies (graham wafers, m&ms, marshmallows, etc.) in order to determine how many they would need to cover the surface area of the various pieces. 



Step 4: Once measurements were complete, students measured icing sugar and egg whites and mixed up their royal icing.  They used this icing to glue together their houses using the "supplies" they had requested.




The final product!  Students were able to take their gingerbread houses home to share.  




Kelly's main goal was to engage the students in math, to create an activity that would have them apply some of their learning in a hands-on context, but also to build confidence and to understand the applications of math skills in everyday life.