Students leverage technology to learn information and concepts or show what they’ve learned in various ways. One such technology tool is the Scratch coding website, a block-based coding platform that allows students to create almost anything digital with coding blocks.

In one class, students used Scratch to create a population simulator that modelled the ebb and flow of populations in different ecosystems around the world. Students learned various coding ideas (e.g., how to automatically create clones of a sprite/character) and then applied these coding ideas to their simulation. In this specific example, students wrote code that allowed the camouflaged blue starfish a greater chance of survival than the pink starfish. 

Students learned coding skills (e.g., if/then conditional statements, loops / repeat commands, variables, Boolean logic) and applied them to their simulation, and also learned how to debug / troubleshoot their code. Design thinking was also employed in the creation of their project. This was because the students considered the end product and mapped out a plan of how to create their project. Along the way they tested their code to see that it worked and made changes along the way to ensure the project expectations were met.

Students had a blast testing their chemistry skills in a hands-on activity. The students had been studying the differences between pure substances, mixtures, and compounds, as well as the physical and chemical changes that occur. As a summative activity, they were asked to come up with the physical and chemical properties of six different known substances.

The students practiced their observation skills by utilizing tools and technology while planning and conducting experiments collaboratively. They had to determine whether their tests were fair before proceeding, based on their understanding of the scientific method and one-variable testing. Using an observation table as a guide, they created a bank of information. Finally, the students were given an unknown substance and asked to determine its composition. They worked together in groups of two to six and used inductive reasoning to identify the unknown substance.

Throughout the activity, students spoke in French and practiced new vocabulary words. They reflected on their learning and explained the data they collected and the conclusions they came to. This hands-on science experience helped the students learn about all aspects of the scientific method, from planning and conducting to observations, analysis, and communicating their learning.

Overall, the students had a fantastic time while gaining valuable knowledge about chemistry. They worked together, develop their observation skills, and use critical thinking to solve problems. This fun and engaging activity helped the young scientists develop their understanding of science while also practicing their language skills.

This year, a group of students embarked on an exciting writing adventure through a weekly writer's workshop. Each week, students set a goal for their work, whether writing, reading, or drawing. Over the course of the term, the goals have evolved to align with the Language Arts curriculum, with a focus on developing creative writing skills.

The students have also identified specific goals for each session, such as using descriptive language, checking for spelling and punctuation, and adding more descriptive details or dialogue. As they read their stories to each other, the class practices using voice and expression, noticing their spelling, grammar, and sentence structure.

After a few weeks of the workshop, the students were given writer's folders to keep their drafts and almost finished books. Once completed, their books have been added to the class library, where they can be shared with classmates and enjoyed for years to come.

The students have been filled with pride as they see themselves grow into authors and illustrators. Through this workshop, they have developed core competencies like communication, connection, and engagement with others.

Teachers at an elementary school engaged students in a delightful collaborative project combining storytelling and math. They read picture books that tickled the students' imaginations and challenged them to think mathematically. The students were then given the freedom to retell the story in their own way or create their own math story using various mediums like drawings, words or materials.

The project focused on developing key mathematical concepts such as addition and subtraction through words, actions and materials. Teachers also aimed to improve mathematical competencies like representing mathematical ideas in different ways, communicating mathematical thinking and problem-solving using multiple strategies. Moreover, the project aimed to foster core competencies such as communication and collaboration.

The students were given a range of choices on how to represent their math stories and solve math problems. This allowed them to personalize their learning and provided them with different access points to the content. Once they completed their math stories, the students shared them with their peers during a fun "gallery walk." They eagerly visited their classmates' math stories and listened to their creative problem-solving strategies.

This collaborative project enhanced the students' communication skills and improved their creative expression. It was an imaginative and engaging way to develop mathematical competencies while nurturing a love of storytelling.
 

Effective communication is a crucial skill that every member of our school community must learn and develop as it is an integral part of all aspects of learning. In a Grade Eight Humanities class, students selected one of several novels centered around the theme of survival. As they honed their comprehension and analysis skills, they were asked to join their classmates who were reading the same novel and engage in discussions to share their insights and observations.

However, it is essential to consider how these discussions should be structured. How can we ensure everyone's voice is heard? How can we effectively articulate our thoughts and support our ideas? How can we build on others' ideas? Two powerful teaching tools are commonly used in this type of situation: Socratic Dialogue and Fishbowl Modelling.

To practice Socratic dialogue, students are introduced to a set of sentence starters that they use repeatedly until they become second nature. These starters might include phrases such as, "My idea builds on Sarah's idea," "I would add that," or "While I can see why you believe this, I see things differently. In my opinion..."

Fishbowl Modelling is another effective teaching tool that enables students to see what a thoughtful discussion using these sentence starters might look like. After the class had learned and practiced their discussion starters, they watched a short film that addressed the same theme as their books. The class formed a circle around four people who discussed the film. Afterward, the students analyzed the elements that made the discussion successful and practiced those elements in their next novel discussion.

As students develop their communication skills, they enhance their ability to understand and connect with others. By expressing their ideas thoughtfully, listening actively, and engaging respectfully in discussions, they acquire essential skills that will benefit them both in and outside the classroom. By providing students with the necessary tools and techniques to develop these competencies, educators empower them to succeed in all aspects of their lives.