Symbolic Monarch Migration

Symbolic Monarch Butterflies Have Arrived From Mexico

My first sighting of the season for a monarch butterfly happened just last week as it was fluttering through our outdoor classroom. Only the butterflies born in August make it to Mexico to winter in the cool oyamel forests. It takes several generations by the time we see the great grandchildren of those August butterflies return to Canada.

Every October, my Science is Fun club for grades 1-3, become involved with an intriguing educational website called Journey North. Our young club members take up the challenge to become ambassadors for the monarch butterfly, which is now a threatened species. This project is made possible through a program called Symbolic Monarch Migration. This year, 17 students from Term 1 worked together to make a beautiful, folder-size butterfly as well as individual life-size butterflies. A package was mailed in October containing the class butterfly, 17 little butterflies, a photo of our school and outdoor classroom, and a loot bag containing mostly stickers for a Mexican student showing appreciation for taking care of our paper butterflies over the winter. The timing of the mailing was crucial as it needed to coincide with the real migration of monarchs to Mexico.

Butterfly

Throughout the year, progress reports from Journey North were available about the location of migrating monarchs heading south in the enabling winds, how they fared in the oyamel forests, and then tracking of the new generations as they headed northward again in the spring. We discovered that a Mexican school near the sanctuary called Lazaro Cardenas Elementary received our class butterfly to take care of it for the winter. There were several posted pictures of the Mexican students including one in particular of a girl proudly holding our beautiful KCS butterfly. She was delighted to have received a Canadian butterfly to care for over the winter months.

Butterfly Mexico

In April, we received further notice that the migration northward had begun, both real and symbolic. All the paper butterflies that were sent to Mexico were leaving the surrounding schools and would find a new destination. Our beautiful club butterfly was reported to have migrated to a school in Chattanooga, Tennessee and in late May, we received a class butterfly from a Grade four class from Candler Elementary, North Carolina, along with a letter in Spanish from a Mexican student.

Butterfly 1

The children of Mexico promise to take care of the oyamel forests and hope that we continue to provide the nectar from flowers and milkweed plants that the monarchs need for survival. It is indeed an international effort to protect the monarchs, and our students are very proud to be “citizen scientists” as they engage in our KCS Habits to take an active role in taking care of our environment.

Each of our Science Club students received a life-size, decorated butterfly that also “migrated” from Mexico. These originated from a variety of places: Mexico, Germany, Hawaii and assorted States. A couple of our KCS individual butterflies have been reported to the website having landed in Rhode Island and North Carolina. We are hopeful that more butterflies will be reported.

The Symbolic Monarch Migration is a very rewarding project for both myself and the students in so many ways. I get just as excited as they do in the spring, if not more, when those butterflies make their way northward again. It is on my personal bucket list to try tagging monarchs in August. Meanwhile, the Science Club asks that you let the milkweed thrive in your gardens or plant some if you don’t have any. We are grateful to know that SKs will be supporting the efforts by creating a pollinator-themed planter in our new KCS Garden Project with zinnias, wildflowers and a butterfly bush; a wonderful collaboration to help our struggling, delicate monarchs.

Sharon Freeman RECE, SK teacher

Three Habits for Aspiring Olympians

At KCS, we spend a lot of time talking about the Habits of Mind, Body and Action. So when Olympic bronze medalist Kylie Masse visited us, we were thrilled to discover that her advice for future Olympians lined up perfectly with three of our own Habits!

  1. “Never Give Up.”

We all face challenges. But you can’t let them stop you. That’s why we think one of the most important Habits for success in life is to learn to “Persist”. And Kylie clearly agrees. She spoke to us at length about the challenges she has faced, which ranged from losing international competitions to getting cut from teams. However, she always came back to the same mantra – “Never give up.” It was that drive and persistence that took her all the way to the Olympic podium.

  1. “Worry Only About What You Can Control.”

Letting go of control is a hard lesson for everyone. The first step is to “Think Flexibly” – a Habit that helps us to work effectively no matter what the circumstances. In Kylie’s case, this meant learning to accept that she couldn’t control the temperature of the pool or the noise of the crowd or the speed of the swimmer in the next lane. So she adjusted her attitude, changed her thinking, and focused only on the things she could control.

  1. “Have Fun!”

Kids today live in a fast-paced world, so it’s no wonder the levels of stress and anxiety amongst children is skyrocketing. That’s one of the reasons why we encourage our students to make it a Habit to “Find Humour.” As Kylie pointed out, she could have easily burned out after only a few years of intense dedication and training. But because she held on to her sense of fun and humour, she arrived in Rio with a smile on her face and a calm heart.

Many thanks to Kylie for sharing her story, to the Parent Network for supporting the Talk That Matters Speaker Series, and to Henry and Charlie for inviting their cousin to visit KCS. We may not all make it to the Olympics, but we can all take some guidance from her words of wisdom!

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Resolving to be better global citizens

Imagine a generation of young people working to create a better world. This is the invitation from High Resolves, a program that originated in Australia for grade 7-12 students about how to act as global citizens. This year, KCS became the first school outside of Australia to participate in this program! We were anticipating an affirmation of what we are doing at KCS in the area of active citizenship. We were not disappointed!

With funding from the KCS Pickard/Bulger Family Citizenship Fund, all grade 7 students participated in three workshops: Collective Identity, Independent Thinking, and Social Justice. In each of the sessions, our wonderful instructor and Canadian Program Director, Chantelle Kohn, captured our attention and expertly delivered the vital messages in a respectful, open-minded fashion. Students were initially curious, and even apprehensive about these new workshops, but very quickly they became engaged in these timely, interactive activities. Students were able to move around and engage in collaborative group challenges. This made the 2 hours workshops fly by! They learned about: attributes of global citizens, how to think critically about messages in the media, and how to work towards social justice. At the end of each session, students were encouraged to reflect on their learning and write “I Resolve” statements. These statements demonstrate how students plan to incorporate their learning into daily life as global citizens.

In addition, we welcomed over 25 teachers, administrators, parents, board members and social justice champions from across the GTA to KCS so that they could learn more about High Resolves. We shared our positive experiences with colleagues from other schools so that they too may participate in this program. It was an excellent time for all of the adults to discuss: social justice, student leadership, and how to inspire students to make a difference. Here are some of their insights from the students via an anonymous survey conducted after one of the sessions:

  • “I think that the workshop was an amazing learning opportunity for everyone in grade 7. I learned a ton and will keep putting that learning forward to help the earth and the people that live there. I have a feeling that I can make a change in the world.”
  • “The workshop was fun. The whole concept of the learning process really engaged me in the activities. The presentation was great and overall I learned a lot. Everything was also explained very thoroughly in a way that we could easily understand.”
  • “It was stimulating, and made you think. I enjoyed it!”
  • “The workshop was a life-changing and opinion-switching experience. The instructor/presenter was amazing and taught me and many of my peers about the world and how we can make it better.”

We took a responsible risk when we invited High Resolves to KCS, but we’re thrilled that we did! We are already looking forward to continuing our learning next year in grade 7 and expanding the program to grade 8! Thank you to Chantelle for the wonderful learning experiences and thank you to the Pickard/Bulger family for their continued support of citizenship education at KCS.

Shelley Gaudet
Citizenship Education Coordinator

U13 Boys Great Performance at the CAIS National Basketball Tournament

It was an action-packed three days of basketball as the KCS U13 boys participated in the CAIS National Tournament at Hillfield Strathallan College in Hamilton.  Playing a grueling seven game schedule, the boys worked very hard throughout the tournament.  Thanks to excellent teamwork and resilient play, the U13 Boys made it to the Division 2 semi-final match where they lost to Holy Trinity.

The prestigious CAIS National Tournament invites basketball teams from across Canada to participate. For the past five years, the U13 boys have represented our school both locally, and as far away as Vancouver, British Columbia.

Each year at the tournament, a single team is awarded the coveted Statham Award for Team Sportsmanship. The recipient of this award is chosen by the sixteen coaches, and given to the team that best exemplifies the true athletic spirit and character of the game of basketball. This year we are pleased to announce that KCS was chosen to receive this notable award!

Additionally, a student from each team is awarded the Jeff Trickett Award for his sportsmanship, heart, and hard work. Congratulations to Rocky for receiving this honour!

Special thanks to the Tevlin family for their continued generous support of KCS through the Tevlin Family Fund for Sport and Outdoor Education. A grant from the Tevlin Family Fund paid for the tournament entrance fee and coaches’ travel expenses allowing our boys to hone their competitive edge and showcase the exemplary sportsmanship skills present at KCS.

Congratulations U13 boys!

Grade 4 Students Enjoy Very Dramatic Literacy Workshops!

What happens when you combine classic literature with a touch of creativity, dramatic arts and technology?  Kingsway College School’s Grade 4 classes answered this question with an exciting activity that brought our reading program to life.  Building on the elements of literacy in action, learning by doing and taking responsible risks, the Grade 4 students participated in one of two fantastic workshops facilitated by The Directors Cut and the Stratford Student Player’s Festival.

The Directors Cut and The Wizard of Oz

The Directors Cut is a teacher-designed, full day workshop that engages students in collaborative, hands-on, digital/media literacy.  Technology-based, the key goal of this workshop is to promote 21st century communication skills in a fun and interactive way. Under the guidance of Ms. Dulmage and Ms. Holyck, the first group of Grade 4s researched, planned and created a graphic novel style presentation using scenes from The Wizard of Oz.

The students teamed up to define each character’s traits, then captured the plot’s twists and turns using a professional style storyboard. Their collaboration and problem solving also included organizing costumes and carefully plotting out camera angles using the drama style of tableaux.  The critical challenge that defined each group’s task was to communicate the mood of a particular scene using only still images and no dialogue.  Some excellent scenes were captured as the tableaus were exported using iMovie and then transformed into rich graphic presentations complete with transitions, sounds, voice overs and awesome special effects.  As the students shared their artistic creations, it was great to watch Dorothy, Toto and her three companions come to life travelling along the Yellow Brick Road.

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The Stratford Student Player’s Festival and Midsummer Night’s Dream

Meanwhile, a second group of students travelled to Stratford, Ontario to participate in the Stratford Student Player’s Festival Teaching Shakespeare. Based on an inspiring professional development summer workshop, Ms. Pollett-Boyle and Madame Barchuk looked forward to having the Grade 4 students learn about Shakespeare’s Midsummer Night’s Dream via an interactive stage performance. In addition to reading the play together, the group investigated the life and times of William Shakespeare and discussed key literary devices, vocabulary and a student-friendly version of iambic pentameter.  The Grade 4s were very excited when professional actor Lara Jean Chorostecki (X Company, Hannibal) took time from her busy schedule to work with the eager KCS performers.

The Stratford workshop included stage combat choreography from West Side Story, followed by an analysis of characters, mood and themes from the Stratford classic Hamlet.  The most exciting part of the day was yet to come as the Grade 4s were called down to the theater to act out their scenes with a professional stage crew. Complete with one of the Grade 4s in the “booth” directing cues for lighting and sound, the KCS players took a responsible risk and performed their dramatic scenes in front of a live audience.  “I was nervous, yet very excited at the same time” commented one Grade 4 student as the entire KCS crew were congratulated for their stage presence, clarity and skillful interpretation of each scene.  The Stratford facilitators were doubly impressed when they discovered that the group from KCS was one of the youngest at the Festival.

As a fitting conclusion to the workshop, the students followed up by sharing their experiences with their classmates.  More importantly, when it was announced that funding for the Student Festival was expiring, the students rallied to the cause by writing persuasive letters to Stratford’s Educational Committee urging them to continue with the program!  After such a fun and enriching experience, the Grade 4 team looks forward to continuing with this wonderful celebration of literature and drama in action.

Pourquoi apprendre le français? / Why learn French?

« Why learn French? » If your child asked you this question tonight over dinner, what would your answer be? And how might your own experiences with learning the language influence that response?

The truth is there are many reasons to learn French, as our Grade 7 students recently discovered during a brainstorming session with graphic recorder, Disa Kauk. Their individual ideas contributed to the creation of two stunning visual reminders of ‘Pourquoi apprendre le français?’ and I encourage you to have a closer look at them the next time you are in the school.

In order for learning to endure in any subject area, we must see the value in what we are learning and understand our own reasons for learning it. This is especially important in the French as a Second Language classroom as most students only have a chance to practice their skills here at school. Students need to realize that French exists outside the walls of the classroom as well. With a curriculum now focused on authentic communication and real-life situations, this is truer than ever and families can play a vital role. Simply having a conversation with your child about the importance of learning French is a great starting point as it shows your child that French is valued outside of school. But you don’t have to stop there.

Parents often ask how else they can support their child’s French learning at home. Consider family movie nights in French by picking a DVD of a movie already familiar to your child in English and watching it together in French. Instead of watching the Leafs game in English, choose a station with French commentary. Point out French words on packages, in magazines, in stores and during your travels when you come across it. Visit a museum or gallery and take a tour in French. Listen to a French radio station. Take out French library books. You may even consider joining an organization like Canadian Parents for French which furthers bilingualism by promoting and creating opportunities for youth to learn and use French. Detailed information on exchange programmes, summer camps and many other unique language-learning opportunities is available on www.frenchstreet.ca. The possibilities are endless!

As a French teacher, I have seen a real difference in the classroom when students buy into their learning by taking opportunities outside of school to enjoy learning French. When they have more chances to practice their skills in the real world, they are more inclined to transfer that enthusiasm to the classroom and beyond.

Pourquoi apprendre le français? It’s never too early – or too late! – to start this conversation. When will you have yours?

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Wall of Service: Making the World Better

I was on my way to Mr. Logan’s office to chat about the Blue Jays, when something wonderful caught my eye.  Our Wall of Service, tucked neatly beside the KCS School Store, was nearly full!  I highly recommend stopping by the board and reading some of the bricks on display.

It does not take long to realize the incredibly positive impact that our students are making in their community.  There were several cards describing donation drives in lieu of birthday presents.  Other students held fundraisers or participated in events that raised thousands of dollars for many worthwhile causes including the devastating forest fire in Fort McMurray, Alberta.  I learned that one of our Grade 2 students was recycling batteries specially designed for hearing aids.  Another student shared how he and his family stepped in and collected clothing and other necessities when someone they knew needed assistance with family oversees.

Two of our Habits of Mind, Body and Action ask our students to do what is right and strive to make the world a better place.  A few minutes at the Wall of Service allowed me to conclude that not only are we on track, but that we are also in good hands.

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Practising the Hard Part of Listening

soundOne of our Habits at KCS is Listen to Understand. Hearing comes easily for most of us. Listening requires a bit more effort but we usually try our best with that. It’s the ‘understand’ part that is trickiest. Some cool things are happening here with that Habit and they’re a reminder of why it matters.

Understanding means stepping out of our old opinions, assumptions, and even otherwise-justified practices to fully understand those of others. It requires another one of our Habits, Flexible Thinking. Cognitive science Daniel T. Willingham helps explain why that makes it so tricky. In his book Why Don’t Students Like School:  A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom, Willingham explains that the brain, surprisingly, is not designed for thinking. That’s right. For all its smarts, it’s actually designed to avoid thinking. When listening, the unmotivated and undisciplined brain will work to hear what it wants to hear, or rapidly defeat what it finds contradictory and therefore too much trouble. Hmm. Does that sound like some conversations you’ve heard (or even had) before?

The KCS Habits are not just for students. Listening to our senior students recently, we introduced a modified timetable during the week of exams so grade 7 and 8 students had choice in how they spent their mornings: either in subject-specific extra help or an open-study session. Earlier this year, when our senior students asked for more independence, numerous other new practices based on student suggestions were introduced (some examples include: freedom to eat lunch with friends from the other class; grade 8s being allowed to eat lunch in the Student Lounge; Special Lunches for 7s and 8s in their corridor instead of Canada Hall; more choices for students who want to stay in to work during recess). Readers of “Stay Connected” are learning direct from the students about some of the changes they helped make happen. We listened and understood. The result has been a breath of fresh air for us all.

“Respect, manners and try your best” are school rules that we all strive to follow. Figuring out what’s best is tricky. Listen to Understand is the first big step. Students and faculty are showing they can take it from there.

Andrea Fanjoy,
Assistant Head, Academics
You can follow Andrea on Twitter @afanjoy.

Question and Be Curious, But How? – Part I

One of the biggest challenges in education is in knowing how far you have to go to make sure all students learn what matters. Some skills are picked up by many quite readily. Other skills, not so much. For some things the profession has a wealth of precedent, other things not so much. Deciding how far you have to go is driven by experience, knowledge, assumptions, and the amount of time teachers have to think about it once all other important demands are dealt with.

Question and Be Curious is one of our KCS Habits, and all evidence says it’s a habit that matters. It’s no exaggeration to say that democracy, progress, and the understanding of all that happens are rooted in asking and seeking answers to questions, and doing both well. Learning to ask questions readily and well, however, is not easy for many. Sure, students learn the grammar behind asking questions, and goodness knows they get thorough immersion in being asked questions. But teaching the art of question-asking lies in an educational no-man’s-land. When and how are students taught to ask their own questions?

The widespread absence of an answer to that challenge occurred to me as I read the book Make Just One Change by Dan Rothstein and Luz Santana, based on the work of The Right Question Institute. To be fair, most teachers try in various ways to develop this skill, and many students pick it up, either readily or over time, to at least some degree. That being said, and despite pretty significant efforts, I haven’t seen a system that can directly develop this skill in all students that is more convincing than what’s shared in this book. Called the Question Formulation Technique, it immerses all students in asking questions, directly teaches students about them, and engages them in critical analysis of their questions in order to develop awareness of the suitability and relative value of questions. According to Rothstein and Santana, students who’ve gone through this exercise have found it transformational. While I haven’t yet experienced it, I’m convinced enough of its potential that I’m borrowing a class to try it out.

Does it work? Will it work for every student? If it does, what impact will this have on their learning? These are the questions I am asking. Stay tuned for Part II of Question and Be Curious for the outcome.

Andrea Fanjoy,
Assistant Head, Academics
You can follow Andrea on Twitter @afanjoy.

Wonderful Wondering

WonderingAre you wondering enough?

It’s widely regarded that we all start out as wonderers, asking endless questions as soon as we have the words to do so. As we get older, and more concerned with appearing all-knowing, wondering winds down.

That’s a loss for us all. The world is made a better place thanks to wondering. The global challenges we face need exponentially more wondering, not less.

That’s why I’m so excited about how our grade 6 students are practicing their wondering skills. Their teachers have led them in creating ‘I Wonder Wikis’. The students will add to them throughout the year, documenting what they wonder about, and including the multimedia fruits of their efforts to pursue this question of interest. The wikis will be shared with their classmates and all will have the opportunity to comment and contribute (such is the wonder of wikis). Wondering turns into learning about an unlimited array of topics.

What do they wonder about? Here’s a sample of what they’ve started with:

  • How was bubble gum invented?
  • How do you help stray dogs?
  • What are the origins of Halloween?
  • How do robots work?
  • How does a computer work?
  • How was the baseball formed?
  • How does a stereo read a CD?
  • What would happen if I swam to the bottom of the ocean?
  • Why are pitbulls discriminated against in Canada?
  • How do birds fly?
  • How do clouds float?
  • Why is a cloud white?
  • What is the atmosphere in Mercury like?
  • Why do you need to cook raw meat?
  • How does wireless work?

Have no fear. Most of their day is still spent learning within the regular curriculum. However, question and be curious is a habit we’re working to establish at KCS. It’s a habit that leads to lifelong learning. And it’s a habit that may lead to questions that will transform the world for the better.

Wonderful.

Andrea Fanjoy,
Assistant Head, Academics
You can follow Andrea on Twitter @afanjoy.