Tag Archives: 2017

Building Baby’s Library: Some old. Some new. Some tried and true.

My first grandchild was born on January 29, 2017, and she has been born into a family of readers! That she would receive many, many books from me was never an issue. BUT having an event like #pb10for10 to focus my thinking about what to get her when is terrific. For #nf10for10  last February, I choose 10 non-fiction board books as a foundation for my grand-baby’s library. This time around I have added 10 fiction board books to that foundational shelf. So without further delay, let’s begin to build a library for baby!

Some old.

And when I say “old”, I simply mean that the book has been around for awhile in general and in my home specifically.

My kids LOVED Carl and his antics. While I was getting ready to write this post, my husband re-read the book and laughed just as hard this time. Baby is sure to make this a favourite since she is from families who LOVE their dogs.

No Matter What is a gorgeous book. It’s the story of Small, a mischievous fox cub, and his mother Large, who tries to explain the unconditional love a parent has for his or her child. This book is not one that will be out grown soon. With stunning illustrations and witty details, this story will be pulled out and re-read for years.  While the lyrical rhyming text will grab hold of baby’s ear and her attention, the need for assurance that “no matter what I will always love you” is ongoing. Munsch may tell baby that mommy and daddy will love her forever, but Gloiri provides the assurances that it’s true.

Some New

Obviously, these titles are new to our family. Published long after my own children had grown past picture books (some of us never do though!), I have read these books to children in classrooms while working as a literacy coach.

Olivia by Ian Falconer is a terrific match for my granddaughter. Olivia is big in spirit and life is grand! Falconer’s minimalist approach (dark lines on white background with accenting red) combined with his deadpan humour is sure to get mom and dad smiling as baby explores her world.

For one such spread, demonstrating “”She is very good at wearing people out,”” Falconer shows Olivia engaged in a variety of activities in 13 black-and-white vignettes, using red sparingly-for a hammer handle, a yo-yo, a ball, a mixing bowl spatula and a jump rope-as she progresses from energetic to spent. Against a completely white background, these vignettes seem to bob on invisible undulating waves, with the intermittent splashes of red creating a sense of movement and urgency-until Olivia’s collapse at the lower right-hand corner of the spread beneath a single line of text (“”She even wears herself out””). Publisher’s Weekly

Now, some will say that the next two books are a bit ahead for our little one, but like baby clothes, you never know exactly what books you’ll need when. AND I think we can often underestimate when children are ready to listen to longer stories with bigger ideas. So, I’m including 2 Jeffers’ books because they are fun and the brightly illustrated pages draw you in.

Up and Down does a great job involving the parent and child with sharp visuals and a story that gets the child thinking about why things are the way they are. Why do penguins have wings, if they don’t fly? What’s your theory?

In A Little Stuck, Floyd gets his kite stuck up a tree. He throws up his shoe to shift it, but that gets stuck too. So he throws up his other shoe and that gets stuck, along with… a ladder, a pot of paint, the kitchen sink, an orang-utan and a whale, amongst other things! Will Floyd ever get his kite back? A hilarious book with a wonderful surprise ending that Like Up and Down can generate conversations about predictions and solutions to the problem. Both books help parents and baby think about the world and ask questions to understand it better.

In 1995 my mom passed away and the son whose daughter’s library I’m building never knew her. She was inimitable, but today her great-granddaughter carries her name and already I can see my mom’s love of life in her. My mom’s favourite song was “What a Wonderful World” and this lovely version of the song is a must. Look at the richness of the illustrations and of course, the lyrics will never grow old.

I would be completely remiss not to include a sing-a-long book on this picture book shelf. Pete, of course, is just too much fun.  James Dean brings us a groovy rendition of the classic favourite children’s song “Old MacDonald Had a Farm,” sung by cool cat Pete and perfect for sing-a-long time with baby. Our girl is growing up near farms and we have farming friends, so she’ll be able to make some strong connections to the book and the song. Oh, and daddy loves to sing, too!

Balloons love the moon, and a tuba loves a tune, but these don’t compare to the love we have for you. Canadian poet Lorna Crozier uses evocative rhyme, complemented by Rachelle Anne Miller’s whimsical imagery, to provide babies and toddlers with common concepts that explain just how great love is. Reading poetry to our kids helps them hear what language can do; how it dances and stretches and shrinks. More than Balloons is a treat.

Comparisons are creative and lovely…The constancy of the rhyme scheme is remarkable…The artwork is exquisite: simple, yet elegant lines, delightful animal characters, warm washes of color, and plenty of details to build young vocabularies. (Kirkus Reviews 2017)

 

Some tried and true.

My mom was a grade three teacher, and when Dennis Lee’s first anthology, Alligator Pie, was published she bought it and taught with it every year until she left teaching. I was a teenager then, and I can still recall her reciting the title poem at home. It gave her such great delight. I never forgot the poem and Alligator Pie was the first anthology I bought when I became a mother. This book is just the title piece, on its own. It’s a board book and it’s awesome. Like the illustrations in Olivia, Sandy Nichols uses dark lines and sparse colour allowing the vignettes to pop off the page at us.

Finally, here is Are You My Mother? for my son because this was one of his most favourite books. Are You My Mother? follows a confused baby bird who’s been denied the experience of imprinting as he asks cows, planes, and steam shovels the Big Question. In the end, he is happily reunited with his maternal parent in a glorious moment of recognition. We want to find lots of ways to let our children know that we love them and that we will continue to love them “no matter what”.




#PB10for10 Information

by Cathy Mere

Here’s how you can participate:

  1. Grab a Badge (just copy the URL address of the one above or take a screenshot)
  2. Join the #pb10for10 Google Community
  3. Choose Your Favorites:  All you need to do is choose ten picture books you cannot live without for whatever reason.  In the first days of this event, everyone shared their ten very favorite titles.  This still works.  You will notice, however, that many past participants choose some type of theme to determine their selections.  We’ll leave this up to you.
  4. Narrow Your List to Ten:  It isn’t easy, is it?  We’ve seen some crafty ways to get around that number.
  5. Write Your August 10th Post:  Write a post about the ten books you cannot live without.  Share your post on August 10th and link it to the Picture Book 10 for 10 Community.
  6. No Blog?  No Problem:  If you don’t have a blog, this might be the perfect time to start one — or there are a million digital ways to join (see post below).  Of course, now with the Google Community it is quite easy to just post your favorites directly into the community without a blog.  We will also be tweeting from the #pb10for10 hashtag.
  7. Comment:  On August 10th (and maybe for a week — there are a lot of posts) take some time to read posts from other participants.  Please comment on at least three.

So…

Pull out your library cards, load up your Amazon accounts, or better yet – plan a trip to your local bookstore on August 11th because you’re going to be unable to resist checking out (or purchasing) a few new picture books.  We hope to see you on the 10th!

A Few Historical and Informational Posts:

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Gather and Analyze

This the fifth post in a series that explores IQ: A Practical Guide To Inquiry-Based Learning by Jennifer Watt and Jill Colyer. Here are the links to post one (IBL and Learning), post two (In the Mess of Learning, what will stick?), post three (Questioning and Expertise in Inquiry-Based Learning), and post four (Supporting Conversations).

What I appreciate about IQ: A Practical Guide to Inquiry-Based Learning’s Chapter 5 “Gather and Analyze” is the strong focus on teaching students how to find and evaluate sources. Too many teachers ask students to “research” without teaching them how to find appropriate sources online. Not only is so much time wasted as students aimlessly wander the web, but the struggle they encounter to locate sources leaves them feeling frustrated and incompetent. This is not the productive struggle that cognitive psychologists claim we need to engage in during the learning process.

To help students get the most bang for their buck, I will use the lesson activity from the ENG4C elearning course, which can be accessed in the Ontario Education Resource Bank (OERB).  The first 13 pages of this lesson is a modified version of that elearning lesson. Here students are introduced to or reacquainted with Google’s advanced search features. For many students, this is their first encounter with tools like the key word search, and it blows their minds!

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What I find lacking in this chapter (and thus, in the book) is the inclusion of the note making process. While note making may not be a significant part of young learners’ research process, certainly it must be for older students as the ideas, questions, and sources being explored become more complex.

Students first learn to unpack the sources they discover by asking questions of the text, locating the pertinent information in the text that provides evidence that supports their claim (inquiry question), and ultimately deciding if that source is sufficient, current, accurate, relevant, and suitable (SCARS).

Students make notes by collecting the relevant evidence (facts, statistics, expert opinion, analogies) and noting their thinking about the evidence. Initially, this step is tough for students. I am asking them to not only find evidence that supports their claim, but to also think about how it does. By including their ideas in their notes, they are constructing new knowledge. They are building connections and relationships between the ideas of the various sources and their own thinking. Typically, there is a wide disparity between a student’s first research note and her last note, and not just because better sources are discovered. Since the thinking in each note builds on itself, the first note will generally include little evidence of student thinking (mostly superficial connections) while the latter notes will reflect more sophisticated and significant thinking. Note making also supports many effective learning strategies like summarizing (Marzano) and paraphrasing.

Here are the steps in my research process (pre-writing):

Here is one student’s process:

Here is one student’s note:

Here are the criteria for the note:

Research Note Evaluation Checklist                 

  • Bibliographic Citation information
  • Thesis/Lead of the article—identified
  • Headings
  • Key Words/Phrases
  • Your ideas—identified in some way (ALL CAPS, italics, colour, etc.)
  • Quotations—identified by “  “
  • Paraphrase—identified by (paraphrase)
  • Audience
  • Purpose
  • Summary  

Here is one student’s mid-term reflection:

When it comes down to researching and creating research notes, annotating, increasing vocabulary to understand harder texts, and learning about media portrayal, I have to say this is the biggest learning process I’ll ever go through. I have to say it is fun and hard, and in going through it I have learned about so many things: purpose questions, styles of text, elements of text/posts, learning new words and phrases. Furthermore, the process gives me more knowledge to use for when I head off for college.

You can see the intersection between my process and that of Watt and Colyer’s. Where they use Reproducible 15 “Assessing my point of view”, my students will use the KWL(revised) ,organizer. Where they use SOURCE (Source, Objective, Usefulness, Reliability, Context, and Evidence) as their method of evaluating websites, my students will use SCARS (Sufficient, Current, Accurate, Relevant, Suitable).

I’d love to hear your thoughts about note making. Do you teach note making explicitly for the research process? If so, how?

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IBL and learning.

I have been using an inquiry-based learning (IBL) approach for the past four years in various courses. Each inquiry has looked a little different as I learned how to design, roll-out, and support it. But there has been one constant in all of them. Many students are not engaged in the process, which in turn, does not lead “to increases in critical thinking, the ability to undertake independent inquiry and responsibility for [their] own learning, intellectual growth, and maturity” (page 8).

The question must be asked then, should I persist in using IBL?

This book study will provide me with the opportunity to think deeply about learning, IBL, and my practice.

Here it goes…

Inquiry-based learning is a pedagogy. As the authors state, “Inquiry-based learning is a process used to solve problems, create new knowledge, resolve doubts, and find the truth” (3).  Before I dive into thinking about this pedagogy, I want to think more about what learning is.

I don’t think that this is a crazy idea. I don’t think that because we are teachers, we automatically have a clear idea of what learning is. And I don’t think that we should be embarrassed about this. I do think that now is the time to wrestle with what researchers in various fields are discovering about learning so that we can evaluate any pedagogical moves through that lens. In other words, given my context, what do I believe learning is and how can I best support my students so that they do learn? Where does IBL fit into the learning process?

What is learning?

Learn (noun)– the characteristics or parts of what it is to learn

“Learning is an increase, brought about by experience, in the capacities of an organism to react in valued ways in response to stimuli” (Black & Wiliam, 2009 p. 10).

“Learning is a relatively permanent change in a behavioral potentiality that occurs as a result of reinforced practice” (Hilgard & Marquis’s Conditioning and Learning, 1961).

Learning is a multidimensional process that results in a relatively enduring change in a person or persons, and consequently how that person or persons will perceive the world and reciprocally respond to its affordances physically, psychologically, and socially.” (Alexander, Schallert & Reynolds, 2009).

“Learning, which in the Behaviorist era was defined as a change in behavior, should now have been defined as a positive change in long-term memory.” (Tobias and Duffy, page 131).

Learning is tripartite: it involves retention, transfer, and change. It must be durable (it should last), flexible (it should be applicable in new and different contexts) and liminal (it stands at the threshold of knowing and not knowing). (David Didau)

Learn (verb) — the process of acquiring new capabilities

“A process that leads to change, which occurs as a result of experience and increases the potential of improved performance and future learning.”

From How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan Ambrose, et al.

“Learning is a broad term that includes any gaining of new knowledge or skill. We learn through experience, practice, study, and other means” (Watt and Colyer, page 3)

In his book, Why Don’t Students Like School, Daniel Willingham says this about learning.

For material to be learned (that is, to end up in long-term memory), it must reside for some period in working memory-that is, a student must pay attention to it. Further, how the student thinks of the experience completely determines what will end up in long-term memory. (page 49)

And he says this about discovery learning.

In discovery learning, students learn by exploring objects, discussing problems with classmates, designing experiments, or any of a number of other techniques that use student inquiry rather than have the teacher tell students things. Indeed, the teacher ideally serves more as a resource than as the director of the class. Discovery learning has much to recommend it, especially when it comes to the level of student engagement. If students have a strong voice in deciding which problems they want to work on, they will likely be engaged in the problems they select, and will likely think deeply about the material, with attendant benefits. An important downside, however, is that what students will think about is less predictable. If students are left to explore ideas on their own, they may well explore mental paths that are not profitable. If memory is the residue of thought, then students will remember incorrect “discoveries” as much as they will remember the correct ones. (page 63)

Learning theories:

Image shows four perspectives on learning based on theoretical principles. Instructional methods associated with each, adjacent to respective quadrant. Orange quadrants represent a student-focused learning approach, blue instructor-focused. By Debbie Morrison @ Online Learning Insights

 

Watt and Coyler tell us that IBL is influenced by constructivism (page 4), and they also acknowledge that IBL is only one pedagogy amongst many that we decide to use based on our knowledge of how our students learn. This point is important, and it is why I have begun the book study by thinking about what learning means.

I believe that novice learners (regardless of age or grade) need more “traditional” learning processes; that is, instructor-focused practices. In behaviorism, for example,  “a teacher creates an environment and stimuli (such as lectures and presentations) that produce desired behavior, learning is thought to happen as a response to that stimuli. This response is further reinforced when the consequence is positive and pleasant. Successful learning is thought to occur when the learning process starts from the student’s initial knowledge and then increased gradually. In order for students to master the information, the teacher often provides practice, drill and review activities.” (Wongyauhsiung)

Or  “in cognitivism, learners acquire information, processing and organizing it into their cognitive structures (schema).  Information is processed through the sensory registers and goes into the short-term and then long-term memory. The teacher organizes the information in such a way that the learner can assimilate it. The concepts and skills must be shown in a logical sequence and go from simple to complex. The main points must be emphasized and the differences and similarities among concepts should be pointed out. The content must show relation and continuation from chapter to chapter.” (Wongyauhsiung)

More advanced learners need “progressive” learning processes that are, experiential, inquiry-based or student-focused learning. For example, in constructivism, or active learning, “if the materials are useful and beneficial to [students], they will be likely to master [the learning].  Students should actively understand the learning materials rather than passively absorb and memorize it. The students should be able to construct their own understanding and build on what they already know. They make connections between new information and old information.” (Wongyauhsiung)

Who are the learners in my classes? Are they novice or advanced learners? How prepared are they for IBL?

I am not just thinking about the content (new and prior knowledge) that students need to have in order to achieve positive learning outcomes as John Hattie speaks of below.

I am thinking about the “when” of IBL in terms of Watt and Colyer’s Reproducible #1 How to Model and Assess Inquiry Dispositions. I think that teachers might believe that the dispositions would be an outcome of the IBL process, rather than necessary at the outset.

So, some questions that I am currently thinking about are

  1. Do students arrive in grade 9 with the dispositions required for IBL? Some? Most? None?
  2. Does it make sense to teach (direct instruction) to the dispositions in grade 9 and 10 to prepare them for IBL as senior students?
  3. Does it make sense to focus on the inquiry process in stages (to teach to particular stages) over grades 9 and 10 so that students truly learn them and are able to use them independently in senior courses?

References:

Willingham, D. (2017).  “On the Definition of Learning”.

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Building Baby’s Library

#nf10for10

Typically the lead up to the #nf10for10 book event is filled with lots of hemming and hawing by participants as they think out loud (on Twitter) about what titles they should include. A lot of the banter surrounds how more titles than the 10 allowed can actually make people’s lists. And, of course, there’s the age-old dilemma–To buy or not to buy?

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Well this year, I am super motivated to buy books…especially picture books!

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Without hesitation, Mandy was on the case. (And my profile pic had not yet changed to include baby!)

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Indeed, I do have a someone special and small in my life. My first grandchild was born on January 29, 2017, and she has been born into a family of readers! That she would receive many, many books from me was never at issue. BUT having an event like #nf10for10 (and then #pb10for10) to focus my thinking about what to get her when is terrific. So without further delay, let’s begin to build a library for baby!

The foundation of a baby’s library has to be the board book. Here are 10 (plus).

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Rule #1 in choosing children’s books is knowing the illustrator as well as the author. In Hello Baby! two perennial favourites collaborate to hook young readers (and their parents) into falling in love with text. If baby loves this book, more Steve Jenkins and Mem Fox will be heading her way!

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Rule #2. Include the dads. Find a book that dads will love reading to baby. I’m betting my son will return to this book often as it captures the hard work and pride that he values so much.

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With dancers on both sides of her family, there is no side-stepping this topic. Mommy and aunties are sure to gravitate to this book and to read it to baby with passion. That’s key, isn’t it? That the parents and relatives of baby will read to her. That they will sow that seed. Baby’s library has something for everyone!

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A police car, pickup truck, sports car, and monster truck clang and bang and screech and vroom! This is a book that demands interactivity. It’s the best kind of read aloud because the reader can offer up his or her own interpretation of the mechanical cacophony presented on the page. This is a lively and fun book!

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As the days and weeks and months go by, baby will be ready to name things. Colours are a great place to start because they’re everywhere! I absolutely love the illustrations and the point of view in this book. I always knew crayons were alive!

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And she will begin to count.

1 is One is classic Tasha Tudor. The illustrations are of days gone by ~ bonneted girls and a boy writing on a slate; simple, natural settings with some of a whimsical nature (I especially enjoyed the “12 baby birds learning how to sing”). In addition to being aesthetically pleasing, the text teaches the numbers 1 through 20 in a rhythmical way. A joy for adult and child alike!

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Oh my gosh! It’s Canada’s 150 birthday this year. What an awesome year to be born in! What better way to connect than with a gorgeously illustrated book all about Canada. This book has legs….in the pre-reading years, it offers wonderfully drawn images of Canada’s iconic symbols, souvenirs and events, including the Dogsled, Inuksuk, Loonie, Totem Pole and the Zamboni machine. And as baby gets older, there is depth to the content of the book like information about the provincial flags. Lots of learning to be had here!

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There is no way I could build baby’s library and not include something from Eric Carle. This classic is designed to help toddlers associate colors and meanings to objects. The book contains all the wonderful and simple illustrations that Eric Carle is famous for. And its repetitive story of all the animals that are found, keeps everyone engaged, reading along, and chanting until…SURPRISE!

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Ok. I cheated. I know. But I wanted to include the idea of the series in the foundation of baby’s library. I want to entice my new reader to books not just for information and not just for the illustrations. I want her to notice what authors do when they write/illustrate/create their books. And that knowledge only comes about with some deep diving into multiple texts by the same author.

What is #nf10for10 anyway?

In 2010 Mandy Robek and Cathy Mere began hosting a picture book event that celebrates participants’ most cherished picture books.  I joined the conversation in 2012 and had so much fun that I wondered out loud if a nonfiction picture book event would meet with similar success. Never one to shy away from a conversation on books, Mandy and Cathy replied with a resounding “YES!”

And #nf10for10 has been a huge success, with folks posting 10 books on dinosaurs, or 10 books on the wonder of women, or 10 books for girl readers, or 10 books on architecture and building, or …

Here are the details:

  • What: 10 nonfiction picture books you can’t live without.
  • Hashtag:  #nf10for10
  • Who:  Anyone interested — educators, media specialists, librarians, parents, and book lovers.
  • When:  Friday, February 10th
  • Where:  All posts will be linked on the 2017 #nf10for10 page of the Picture Book 10 for 10 Google Community Site.

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Choices into Hope

I don’t regularly follow American news. Nor do I follow their politics of the day. Heck, I didn’t pay attention to the most recent U.S. election until after Trump won. It’s not my country. I can neither effect events that happen there nor can I be affected by the decisions made there (well maybe, but let’s not get into that now). I often don’t even join the Twitter conversations between American educators (or British or Australian) in my PLN. Too much of the context is different.

But, I have been moved by Michelle Obama.

The first time was this past summer when looking for mentor texts for the upcoming school year, I stumbled upon a Poynter post called “8 writing lessons from Michelle Obama’s DNC speech”.

I was hooked. The writing, the delivery, and the passion of the speech reeled me in.

So, when I saw mention of Michelle’s last speech as a First Lady fly by me in my Twitter feed on Friday, I didn’t hesitate to curate it for later viewing. This morning while making chicken soup, I listened and I watched Michelle Obama’s final message at the 2017 National School Counselor of the Year celebration.

 

A strong contender for my 2017 word of the year was hope for all of the reasons that Michelle states:

Don’t be afraid. Be focused. Be determined. Be hopeful. Be empowered. Empower yourselves with a good education, then get out there and use that education to build a country worthy of your boundless promise.

Hers is a message for all students, in every corner of the planet. One that young people need to hear repeatedly.

That’s the kind of hope that every single one of us — politicians, parents, preachers — all of us need to be providing for our young people.

But it is also a message that clearly spells out students’ responsibility.

But I also want to be very clear: This right isn’t just handed to you. No, this right has to be earned every single day. You cannot take your freedoms for granted. Just like generations who have come before you, you have to do your part to preserve and protect those freedoms. And that starts right now, when you’re young.

Sometimes students (and adults) think that choice means freedom from facing obstacles in their lives and freedom to do only that which pleases them. Michelle Obama’s speech to young people shows us that’s not the case. Rather, we need to learn to make the choices that make hope possible.

Full Remarks Transcript

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The walls come tumbling down

my-house

When my husband and I bought our first house, the first thing we did was tear down walls. We both love the spaciousness of an open floor plan, the generosity that the open room offers. When we shopped for our next house, we choose one with only one wall that sits at the midpoint of the room, dividing the main floor in half, but open at the ends. This house also has windows that give us a 360º view of the yard.

Space and light merging to create an openness that reflects who I am and my general attitude to life. My classroom door is open. I work in the open (online and public). My work is openly shared. There is no struggle here for me. I have no walls to overcome.

Many do, though, don’t they?

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We know that people put up walls for all kinds of reasons: lack of confidence, a sense of hopelessness, distress, fear. We know walls can protect us and provide us privacy, and we know they can also divide and isolate us. When we put up walls, we interfere with our ability to engage in the world, in our communities, and in our lives. You see this in your classrooms, as do I.

This year I want my students to see their walls. This year I want my students to discover why they constructed the walls. This year I want my students to tear down their walls. Because this year, I want my students to be open to make choices in their learning.

The choice

by Seth Godin

Attitude is the most important choice any of us will make. We made it yesterday and we get another chance to make it today. And then again tomorrow.

The choice to participate.

To be optimistic.

To intentionally bring out the best in other people.

We make the choice to inquire, to be curious, to challenge the status quo.

To give people the benefit of the doubt.

To find hope instead of fear in the face of uncertainty.

Of course these are attitudes. What else could they be?

And of course, they are a choice. No one does these things to us. We choose them and do the work (and find the benefits) that come with them.

Seth says it so well, doesn’t he? These are the choices we want our students to consider. My job is to find a way to get them there. To the other side of the wall.

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