CILO Creating Innovative Learning Oppotunities at Keeler School – Wednesday April 25, 2012

Another exciting Wednesday CILO time for the staff at Keeler School this afternoon! At Keeler School, I continue to see the development of great thinking, learning and questioning in having the opportunity to utilize this time to examine some of our “sacred cow” practices, as well as dream and try best and potential best practices that we do not always have the time to discuss and try out. Great job folks!

I am also so proud of how our staff has used this blog as a forum to share the wonderful work you are engaging in! Staff are talking and sharing, hellping and guiding, and working together in innovative, purposeful and professionally engaging ways. Keep it up everyone!

Thanks for adding up to this again this afternoon!

Have a fantastic afternoon,


14 Responses to CILO Creating Innovative Learning Oppotunities at Keeler School – Wednesday April 25, 2012

  1. Sandi Smith says:

    Smith says:
    Jenny & I worked together on planning small group activities for the grade 5 L & L students. We also spent time discussing the behavioural challenges we had both observed and strategizing. Jenny had offered to assist and with Calgary Reads next year so she was updated on the volunteers, requirements and application process.
    The remainder of the time was devoted to developing portfolios to store the work grade ones are completing.

  2. Grade 6 Team says:

    Yesterday Emily and I planned out our Air and Aerodynamics and Flight Science units, We came up with some exciting ideas on how students can design and build a glider. Students will have the opportunity to research different types of gliders and apply their knowledge to their creation. There gliders will compete in a number of competitions from longest flight time to farthest flight (distance).

    • This is such a great area to incorporate true scientific process and the adjustment cycle into student work. Planning, modeling and testing allows students to have modification after another in order to make their work (and learning) better.

      “Results! Why man, I have gotten a lot of results. I know several thousand things that won’t work.”
      Thomas A. Edison

  3. Xavier says:

    My grade 4 team partners were off doing their own thing today (Kathy recovering from her cold and Mike getting brilliant ideas about the Learning Commons). So I was left to my own devices.

    I went through my story writing project folder along with Mariconda and Lamont resources to map out our story writing final project. Thought about the big picture, how to manage 31 writing conferences at each stage of the project (CRITICAL), and how to incorporate assessment at all levels. It’s amazing how much you can get done in a room all by yourself.

  4. Laura Fleming says:

    The Grade 1’s worked on firming up our letter for our fast approaching field trip on May 4th to the Glenbow. We also talked about how to best use the up and coming visit with the Stampede Queen and princesses in relation to our social studies unit. We were also able to discuss our planning from now to the end of the year, and our project on family tree in social studies.
    We also talked about our supplies for next year.

  5. Shannon Bale says:

    To be honest our previous planning involved the ducks so we had to revamp our activities and start to discuss what other living things we can watch grow up and delve deeper into understanding. We also looked at our school supply list (I know what you’re thinking Derek, but keep reading, it will get interesting) because we missed our team planning yesterday and they are due Friday. Anyways, who would have thought that a discussion about inquiry would come from ordering school supplies? Well it did! We were discussing what duo-tangs and notebooks we needed and we started listing it off by subjects. Then I remembered my conversation with Derek in my fireside chat where my goal for next year is to plan themed units that integrate all subject disciplines. Currently Shannon and I have scheduled our days with; literacy centers, creative writing, reading power, structure and style etc. and each subject has its specific duo-tang/notebook. If we want to focus our classroom on inquiry and integrate all subjects into a big question then why not have school supplies that are integrated too, so that all work, investigations, reflections etc. are in one place. It would also save on paper because most duo-tangs are used to hang onto handouts and we really never used our duo-tangs to the full potential this year. This is where binders came up with tabs to separate subjects if need be. Or just using student visual journals to do a lot of their work in. It could also save on money as we can reuse the binders the following year. Now unfortunately I do not know where I will be teaching next year and Shannon does not know which grade or team partner she has yet so we shied away from ordering binders as we were not sure what the new teacher coming in would want them. Never the less it got us thinking about how we would set up our classroom next year to help in creating an inquiry based community integrating all subjects throughout the day. Shannon and I feel that it’s important to discuss all aspects of the classroom when thinking about inquiry and thematic teaching practises.

    I hope this makes sense as it did in conversation and it never seems to get said the right way on paper.

  6. Miss Vanessa says:

    During our CILO time this afternoon the Kinder team did some future planning. We were working on our application for the ECEC grant, which (if successful) could give us up to $1000 dollars to spend on a classroom project. In keeping with our PLC work we decided that our classroom project of choice would be to really incorporate elements of Reggio Emilia into our classroom.

    We looked at our Reggio work through the lens of oral language development, which is the foundation of all literacy learning according to Miriam Treahearn. We did lots of talking and researching in order to build a strong case for ourselves and eventually came up with a very exciting plan to present to the ECEC council. We would like to transform one of our classrooms (Room 12) into a more “home like” environment. We will develop four main areas: a living room (to talk about topics of interest and relax with our friends), a dining room (where we can break bread together while we discuss the events of the day), a play room (where students will act out various scenarios using costumes and building materials), and an art studio (where students can work with high quality materials in a focused and meaningful manner). We are excited to finish our grant application and to find out if we will be able to carry out this “dream project” we have come up with. We’ll keep you posted!

  7. Mike and Derek met with teachers from Marlborough School and Falconridge School, who have been working on developing their libraries into places of learning, rather than just repositories of information. Discussions and questions revolved around how do we better utilize the spaces, how do we integrate learning into the areas, and how do we enable students to develop both a love of reading and a love of learning?

    Everyone walked away with a ton of new ideas and understandings. Mike has alreadyy been over to Falconridge School, and we will be going to work over at Marlborough and see their learning commons soon. We will take a bunch of pictures if you want to see how other schools have approached developing a library that starts to truly represent the learning that takes place in our respective schools…

  8. Lunnin says:

    During CILO time, Jenny, Lisa and I joined the YMCA Leadership Club to brainstorm leadership qualities and characteristics and review expectations.

    We planned for our upcoming literature circles on novels that tie in with our “Histories and Stories of Ways of Life in Canada” Unit in Social, including what student roles will be.

    We organized resources for our Social Studies Inquiry Project, and developed some guiding questions that students would follow.

  9. Harjyote Shergill says:

    Today Jessica and I worked on creating a teacher rubric for a story writing project that will begin soon. This project will include everything they have been working on thus far in writing. Including creating an interesting beginning, elaborate detail, suspense, detailed main event, and an extended ending.
    This rubric will be something that will be shared with the students to guide them in their writing, and in creating a self assessment rubric.

    We were also able to discuss some strategies to help students with computation to 100, while working in small groups to support students that are struggling with re-grouping. Math games are a great way to keep them interested in what they are doing, and allow them the independence to choose how they want to practice their computation.

  10. Bent says:

    We (Diana and Lisa) worked together during the CILO time to reflect on our grade 3-6 inquiry project where students are demonstrating their understanding of musical concepts that were learned this school year. We found more real world exemplars to share with the students so that we may move into working on our assessment criteria with the students. We explored what beginning and exemplary levels would look like in their project creation. We also discussed what evidence of learning will look like.

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