What's the Difference?

Start Summer Early? You have got to be kidding! (V-Day +12)

4/13/2020

Read any school website in any city, province or country and you will find something like: "We work in partnership with parents and extended families to maximize the learning experience of our students". Traditionally that has meant some combination of regular communication, encouraging parent volunteerism, an open door policy and numerous school community events.

Until the past month, it has never meant "parents we need your active help in teaching our kids". With its emphasis on remote and virtual learning, education in the age of pandemic has come to redefine the school, family partnership. All of a sudden we have been thrust into a new paradigm. Students stay home, teachers reach out, parents, extended family members, and caregivers help to deliver the goods. This is not what any of us signed up for. The greatest joy in teaching has alway been the daily face to face connection with students. Personal satisfaction coming not from laying on a curriculum, but rather from seeing, first hand, the growth in student knowledge, confidence and productivity that comes with careful and deliberate instruction, support and personal connection.

So how does that play out in the new virtual learning environment? For us it means, as much online face-time as possible. It means regular meetings, office hours, one on one time with a tutor, small group instruction in a virtual classroom. It also means, for the first time for everyone, that families can have a front-row seat in the learning process. No longer is the home school partnership defined by the limits of emails, phone calls, and occasional parent/teacher/tutor meetings. It has become a legitimate team effort in real time. Teachers delivering programme, and families providing emotional support, gauging when their child needs a break, or a snack, or simply to disengage from their screens. It's not the model that we are used to, and it has totally redefined, perhaps forever, how schools and families define their partnership.

The perennial question, "what did you do at school today?" has been flipped. No longer is it a dinner table conversation where an account of each child's day is prodded by strategic parental questions. These days it is found in an end of the day chat on Zoom, or Hangouts, or Meeting or whatever other platform teachers are using to connect with their students. For the first time in their careers, teachers haven't spent the day with their students, but parents have.

This morning, a local education reporter commented that the current situation was too stressful for parents and teachers and that the government should simply declare that summer holidays should begin immediately and put this remote learning experience out of its misery.

There may come a time when that will happen, but to even pose it now only demonstrates a basic ignorance of what is actually happening in homes and school communities. The days have structure and focus, students are connected with their peers, and teachers, and tutors, in most cases, face to face every "school" day. Parents are engaged in student learning in a rare and positive way, not just task masters at homework time, but as partners in supporting and connecting with their child's school experience.

Is it perfect? No. Is it better than attending school? Well, much has been lost, but some interesting things have been gained that are bound to inform educational practice, and parenting, in the future. Anyone who thinks that our kids would be better off if we ended this experiment really has no idea what they are talking about!

Nobody asked for this. As a life-long educator, I have never seen anything like it. It has been an amazing revelation both as a teacher and as a parent. The years of lip service to the school/home relationship are over and a new reality has set in. It's still rough around the edges, but it is working.

So, thanks to all of the dedicated educators that I work with every day, and especially to my own children's teachers who strive to make every day a challenge that is manageable and often quite fun! But especially thanks to those families out there who, in the middle of a global pandemic, are working tirelessly to maintain a sense of normalcy in their child's lives.

I cannot think of a better partnership.

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Building Community in a virtual world: V-Day (+5)

4/5/2020

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It's a quiet Sunday morning. Looking out the kitchen window I can see a hockey net set up on the patio, a pitch-back and baseball gloves in one corner of the yard, and horseshoes strewn in another. The playgrounds are closed, outdoor tennis and basketball courts are locked up or surrounded by caution tape and so we have been forced to create our own alternative outdoor activity option for ourselves and our two teenaged boys. In addition, we are lucky in North Vancouver, there are beautiful wilderness parks and trails and a broad selection of places to walk the dog, or go for a hike and still maintain responsible social distancing. The streets are quiet, rush hour is a thing of the past, most stores are shuttered and theatres and cinemas are dark. It is tough to maintain a sense of community when our biggest public duty is to avoid being too close to one another.

So, what about school? School is the ultimate community builder. When Spring Break ended, our sons, after sitting around for two weeks, were dying to reconnect with their friends and their teachers. By contrast Rheanne and I had spent the previous three weeks in constant communication with our peers as we worked at putting together virtual learning plans and structures for our respective schools. For us, the compulsory "staycation" became more of a "workation" and, as last week began, all of us who had been exploring platforms, building teaching and learning sites, and ramping up our own technical skills, held our collective breaths as our teachers and tutors came back online and we began the headlong rush towards an April 1st launch of our virtual learning programmes.

V-Day was on us in a flash, and right on schedule, miraculously, wonderfully, our students reappeared in our lives. To be honest we didn't know what to expect. Like us, they had been cooped up in their homes for over two weeks where your community shrinks to four walls and is made up of you and your nuclear family. It was a great reunion, lots of laughs and smiling faces (with maybe a few tears offline) as we began to adjust to this new definition of community. No fist bumps and corridor banter, no fort building and shooting baskets together on the playground, no walking to the corner at lunch to find some unhealthy snack but still, it was there. The sense of community and belonging hadn't been broken by weeks of self-isolation, it had been strengthened. And, on the strength of that community, the process of teaching and learning began anew. It wasn't the same, but it wasn't all that different either. There was the give and take, the laughter, the light of understanding, and the quiet asking for help - in other words - school was back in session.

So, even though we only have our first week under our belts, here are two take-aways for me from the past five days.

1. Community means everything. I realized that I had taken for granted the power of networks and mutual support systems. My spring break was spent leaning on our network of school Heads from the lower mainland and across the country for their insight and support; our KGMS Board met regularly through Zoom to discuss issues and offer ideas; and, I especially profited from the energy, creativity and dedication of our school leadership team - four remarkable women who collectively reinvented our programme and refocused our financial and business plan and gave us the power to move forward to support our kids.

Last week I had told everyone that we would have to treat this week like it was the beginning of the school year. We would have to establish new routines and expectations, redevelop our "classroom" protocols, and get our students back into the swing of learning. I was totally wrong. Our students came roaring back, happy to have the structures of school returned to their lives, over the moon to reconnect with friends, tutors and teachers, and excited to get back to the business of learning.
Our staff was equally thrilled to see their kids, to touch base with colleagues and to have something to take their attention away from the dire news that seemed to constantly fill the airwaves. They have been amazing, retooling their programmes, adjusting their teaching and tutoring styles, mastering new communication platforms and doing what they love, working with students.

I had worried that our school community might be broken, it has grown stronger in adversity.

2. Common cause strengthens family. Our boys, although frustrated that they have been cut off from their friends and that many of their favourite pursuits (baseball, basketball, dance, theatre, etc.) have been cancelled, have still remained resilient. They have set up their home offices, and have thrown themselves into this new world with determination (if not enthusiasm!). They too have enjoyed the chance to reconnect with their larger school community. And, if Rheanne and I used to spend half our time talking about school, and kids and programme challenges, now it seems like we devote about 150% of the day doing it! Having said that, I get the better of that deal as she is the most creative and talented educator that I know. And, there is always something new for me to learn.

Finally, one added benefit of no practices, swim classes, or evening meetings is that there are more games nights, family puzzles have re-emerged on our dining room table, we have resurrected nightly family dinners and discovered, thanks to virtual school quiet hour, the pleasure of having lunch together most days.

On Friday after school we had a staff virtual "Happy Hour". Over sixty of us (relegated to postage stamp sized windows on our respective computer screens) raised a glass together, talked over one another, were serenaded by our music teacher, and shared war stories about the week just passed. In other words, it was business as usual.

If this is what turns out to be the "new normal" for a while, I think that we are going to be okay.

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Going Virtual - School Like we've never known V-Day (-5)

3/28/2020

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When I started teaching, it was with a backdrop of blackboards (or green boards in the updated classrooms), chalk all over the arms of my blazer, pens and paper, and keypunch rooms for computer studies. Technology was limited to overhead projectors (the tech dream come true for math teachers); autoload movie and filmstrip projectors, and gestetner and ditto copiers. Photocopiers were reserved for wealthy businesses, and cell phones, laptop computers and video screens were something that you only saw on Star Trek (the original TV series that is!).

In that world, if a disaster hit, school would be shut down, shuttered and not reopened until the coast was clear. But luckily, we are not living in that world. We are living in a time and place where almost everyone is interconnected, information transfer and communications are instantaneous, and every home office, kitchen table, and basement rec room can become a combination of classroom and movie studio. This is the new framework for virtual school.

Just to clear, virtual school, as it is just starting to be delivered, is not online learning in the way that it has been practiced in the past few years. What had been "cutting edge" a month ago, is now passé. We are no longer talking about a student completing work and having it marked and returned remotely, where teacher/student contact is primarily by email and text, and the relationship is more clinical than personal. Virtual school is face to face, in real time, with not only teacher or tutor and student interacting, but classmates, popping up around the screen like some 21st century Brady Bunch intro, talking and sharing and joking with one another. To be honest, it's not as good as being together in the same room, but it is way better than the alternatives.

Next Wednesday, April 1st, KGMS goes live (well, virtually live anyway!). There will be an eclectic mix of direct instruction, real-time one on one tutoring, virtual hangouts, small, live, teacher-led learning groups, face to face personal counselling, SLP support, and self-regulation coaching. In addition, students and families will have access to a bank of resources and activities that can enrich learning even when not directly interconnected.

Will it work? Will it do all of the things that currently happen in our bricks and mortar school building? Who really knows?! All I can tell you is that it will be a product of careful and meticulous planning; enthusiastic professionals teaching and learning themselves as things evolve; and students, who will be tentative at first, but who will rise to the occasion and do the best that they can in this new world of school!

The last few weeks have been an incredible roller coaster, all of our lives have been turned upside down and inside out and many of those things that we have always taken for granted have been, one by one, closed or restricted or become too risky to do. Our challenge, in this time of becoming incredibly insular and fearful, is to begin to rebuild community, to reconnect with friends and colleagues, and educators with their students and their families. The COVID-19 Pandemic of 2020 has now become part of our collective global experience. The larger world will never be quite the same, so let's do our best to preserve the things that we value in our own lives, and work together for the benefit of our children.

Today, for us, is Virtual Day minus 5. The countdown officially started yesterday with a "Zoom" staff meeting with over 75 colleagues reconnecting and decompressing a little bit realizing that they were not alone in facing these new challenges. None of us; students, families, educators, or administrators signed up for this. But here it is anyway!

As I said to our KGMS community this week, Barack Obama had it right in his first Inaugural Address in January 2009 when he said: "The world is changing and we must change with it."

I can guarantee that he wasn't thinking about the world with which we are currently dealing, but it is still good advice for these remarkable times.

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Memory on Overload!

9/16/2019

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A couple of weeks ago I had the opportunity to speak at the ResearchED National Conference in London (UK). One of the unintended benefits of speaking to teachers, educational researchers and parents about what we are doing in our Universal Design approach to working with our students at KGMS, is that it forces me to reflect about why we do what we do. Almost invariably I end up turning back to some of the research that drives different parts of our programme and what it looks like in practice in our classes. On occasion it also makes me think twice about certain practices and whether or not we can do them better.

Many of our students struggle with Working Memory challenges. Working memory is the ability to hold information in the short term while performing complex tasks. It incorporates the ability to "draw on past learning or experience to apply to the situation at hand or to project it into the future". As an analogy, I recently heard on Quirks and Quarks that while the "hard drives" of long term memory in our brains can store an impressive 100 terabytes of information, our RAM - or working memory - holds very little but that limited data is critically important to the management of our moment to moment operations.

"It’s like mental juggling", says H. Lee Swanson, PhD, a professor of education with the Graduate School of Education at the University of California, Riverside. “As information comes in, you’re processing it at the same time as you store it,” he says. "A child uses this skill when doing math calculations or listening to a story, for example. She has to hold onto the numbers while working with them. Or, she needs to remember the sequence of events and also think of what the story is about" .

Unfortunately, teachers can overload a student's working memory capacity before he or she has the chance to cement it in their long-term storage. Often it is inadvertent and done mistakenly with the best of intentions. For example, if a teacher is thinking of "multiple modes of presentation" of materials (a basic principle of UDL) or gets caught up in the myth of "learning styles" and thinks in terms of auditory vs. visual learners, she or he might decide to present information in two different ways at the same time. Many teachers make the mistake of verbally giving directions, while posting them on the white board or SMARTBoard simultaneously. Faced with two discordant inputs of the same information, students can become confused and their working memories overloaded. A classic example of this, and one that most of us suffered through in school, is having a "read-aloud" session while the class follows along in their own books. Whether it is the teacher reading, or a series of students, the result is the same. The reader never reads at the same speed as the listeners. Consequently, everyone in the class is getting two out of sync inputs. What they hear and what they are seeing on the page do not match. Working memories are overloaded, and no-one can actually follow the plot.

Contrast that with a typical primary classroom where the teacher reads from a picture book and the students look at reinforcing images. Two complimentary inputs rather than competing ones. The visual image supports and reinforces the auditory inputs rather than muddling them.

When I think of my own experiences as a learner. I reflect that a lecture with visuals, or a short documentary film gets lodged in my long-term memory much more quickly than something listened to in a podcast or read in a book. It is important to remember that reinforcement, rather than duplication, is the key. And that when we think of multiple modes of presentation, it is not about learning styles, it is about managing our cognitive load and cementing our knowledge in our long-term memories.

Learning takes place when students successfully transfer new information from their working memories into their long-term memories. Once those decks are cleared, their working memories are open to absorbing new knowledge and begin the process over again. Long-term memory is like having a database in your brain. You can draw on any of your stored memories without effecting your ability to add new learnings. The faster and more efficiently that we can support our students in accomplishing this, the more their minds are open for business to learn new things!

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5 Things I learned about the Upside of Learning Down Under

4/12/2019

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Over the March Break, I had the privilege of speaking at an international Special Education Conference in Perth, Australia about our work here at Kenneth Gordon. Although it was a great opportunity for me to share our philosophy, approach, successes and challenges, the real learning came from having the chance to discuss ideas with researchers, teachers and other professionals from a different part of the world who work every day with students like ours.

I came back to school with a wealth of new insights, a library shelf worth of recent research to read and digest, and a great extension of the professional network of people that I share ideas with online. Upon reflection, here are my five main takeaways from my time in Perth.

1. Educators and parents ignore the body of solid research about how kids learn and develop at their own risk (and that of their students and children). Modern technology has given us the tools to understand how information is processed in the brain, and where and how different cerebral functions have an impact on learning. Considering that written language is a relatively recent cultural innovation in human development. It can be understood that the ability to read expertly (decode language and understand its meaning and context) depends upon adapting parts of the brain that were never intended for that purpose. One of the other speakers at the conference who is a recognized world-leader in understanding this field is Paris-based, Stanislas Dehaene who is a leading researcher about the cognitive neuroscience of language and number processing in the human brain. He delves deeply into this area in his book: Reading in the Brain. It is his contention that:

Parents and educators must have a better understanding of what reading changes in a child's brain. Children's visual and language areas constitute an extraordinary machine that education recycles into an expert reading device. [There is no question that] increased knowledge of these circuits will greatly simplify the teacher's task.

To be honest, after reading his research and speaking with him about it, I am convinced that he is right and that his findings can push us in the right direction. How simple it will be is a totally different discussion!

2. A systematic and explicit early teaching of the correspondence between letters and speech sounds is of great benefit to all children learning to read. It has become painfully clear that fads such as "whole language" or "reading recovery" are inefficient and often completely ineffective methods of teaching reading. Teaching by using a sequential phonetic approach offers the students the tools necessary to unlock the door to reading acquisition. As the student reads, he/she can apply the rules of our language and analyze what is written for greater understanding. This Synthetic Phonics approach (such as we use through our Orton-Gillingham trained tutors) is the learning of phonemes (the smallest unit of sound) and their corresponding graphemes (the written symbol for each phoneme) and, combined with Analytic Phonics (whole-word approach) which breaks down a whole word to its parts with the help of decoding, are all essential components of learning to read and correspond perfectly to current brain research.

3. It is important to remember that the issue in reading is not language acquisition. Almost all of our students approach reading with a rich vocabulary and understanding of meaning and syntax built in through years of talking and listening. Reading is just the process of establishing a visual interface between the symbolic representations of language on a page or screen and the massive database of words and phrases that are already imprinted in our long-term memories. As a result, the debate between coding and comprehension is a false dichotomy. They are not an either/or situation. Written language comprehension is simply the matching of decoding skills with existing spoken language comprehension. Expert reading is mostly a function of processing speed.

4. The acquisition of math skills follows many of the same patterns and pathways that the mastery and manipulation of sounds, words and language do. Daniel Ansari is a professor of psychology and neuroscience at Western University in London, Ontario. Part of his research focuses on working out which brain regions are involved in our ability to calculate. How is brain activation during calculation affected by the particular arithmetic operation being performed (e.g. do different brain regions subserve subtraction and multiplication)? And, does the type of problem-solving strategy result in the use of different brain networks? he is looking for answers to these questions in search for a better understanding of how the brain enables us to become mathematically fluent. What his research has determined is that the early acquisition of numeracy skills (number recognition and value, ordination, place value, etc.) is a great predictor of future math fluency. Jumping too early into computations, without mastering the basics, leaves students perpetually "behind" as maths become more complex.

5. There is no, "one right approach" for every student. (Spoiler alert, I already knew this!). In UBC professor Linda Siegel's book Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities she cites the excellent work being done in early literacy by the North Vancouver School District in the last decade. However, as she notes, even with a comprehensive approach that saw almost 90% of the general school population hit expected literacy levels by Grade 5, the results for students with learning disabilities still hovered around the 20% level. One thing became very clear as I met with educators from Australia and South-East Asia was there was no alternative to face to face, one on one work with students as a path to expert reading. Forget about the gimmicking programmes, and quick fixes, learning to read is a science and requires steady, repetitive work.

So, in the final analysis, the one real "revelation" that came out of my week on the other side of the world is that while research, analysis, and the anecdotal experiences of other great educators provide great insights and learnings, there is no substitute for roll up your sleeves work, day after day, to ensure real success for our kids.

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Balancing your Cognitive Load

11/20/2018

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Working memory is a balancing act. We all juggle pieces of information to solve problems, understand different situations and acquire new knowledge. The amount that we are able to retain and manipulate in our short term working memories is called our cognitive load. The average person can only retain about seven chunks of new information at a time and can usually manipulate only about half of it. Cognitive load theory uses "knowledge of the human brain to design teaching strategies that will maximize learning" for students. In essence it is really looking at how to optimize to load on individual students' working memories to avoid overload and preventing them from mentally shutting down and failing to learn new concepts.

Simply put, learning takes place when students successfully transfer new information from their working memories into their long-term memories. Once those decks are cleared, their working memories are open to absorbing new knowledge and begin the process over again. Long-term memory is like have a database in your brain. You can draw on any of your stored memories without effecting your ability to add new learnings. It is one of the reasons why learning processes tend to be sequential, as each new piece of information or concept is laid out and applied on the foundation of previously acquired knowledge. In other words, the more that you can draw on your long term memory, the more you can reduce the cognitive load on your working memory and optimize your learning.

Recently, the Centre for Education Statistics and evaluation in New South Wales (Australia) released a study entitled Cognitive Load Theory in Practice: Ideas for the classroom. It looks at three key steps in the learning process that vary according to the level of knowledge and understanding housed in a student's long term memory - their personal baseline.
The steps are simple and not surprising:
1. When teaching new content to students without much pre-existing knowledge, teachers should provide students with lots of detailed, fully guided instruction;
2. As the students’ knowledge and skill increases, teachers should provide a mix of guided instruction and problem-solving practice; and,
3. Finally, as students become very proficient, teachers should provide minimal guidance and allow students to practise their skills with lots of problem-solving tasks. Some students will progress to independent problem-solving faster than others.

The study goes on to outline seven different teaching strategies, with examples, of how to optimize cognitive load and maximize student learning. Two of these strategies in particular resonated with me. The first because it was something that was fundamental to our Universal Design approach; and the second because it provided a great insight as to how we could improve our own practice.

The study recommends that information be presented both orally and visually at the same time. It notes that our working memories have "two separate ‘channels’ – one for dealing with visual information, and another for dealing with auditory information. By spreading the delivery of information across both of these channels at once, teachers can manage cognitive load and make it easier for students to learn the information." This can be done by communicating information using both images and sound. Typically, our teachers always review the outline of the day verbally while pointing at the visual schedule on the front wall. The two inputs reinforce each other and cement the knowledge more firmly in long-term memory. We call it a visual support.

However, the study also presents a cautionary note. It reminds teachers to limit "inessential information" that might clutter the student's working memory and lead to overload and shut down. By inessential information it means inputs that are either irrelevant to the central learning at hand, or redundant. Specifically, if the identical information is being presented in two different modes it can potentially confuse or overload working memory rather than reinforcing learning. For example, if a teacher puts a long quote up on the SMARTBoard and then proceeds to read it out loud, the two inputs compete for attention in the learner's mind causing confusion and making it more difficult to absorb the learning.
See, I told you that it was a delicate balancing act!

When schools and teachers spend time talking about Executive Function, usually a critical component of their concerns revolve around the need to optimize working memory. Balancing students' cognitive loads in a systematic and deliberate fashion through carefully constructed teaching strategies is a key component in maximizing student learning. This study goes a long way in supporting all schools to move more deliberately down that path.

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With IEPs, the Medium is the Message about learning

11/4/2018

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One fall, before most of the adults in my school were born, I gave up on an undergraduate course in programming at the University of Toronto (involving key punch cards with lines of code and searching reams of paper for error messages). In its place, I transferred into a philosophy half-course taught by Marshall McLuhan. It was a rambling, eclectic mix of communication theory, the impact of hot and cool media, and a critique on how the industrial model of education was designed to stamp out differences in learners in order to make them into conforming members of society as a whole. For McLuhan, classrooms were like a typewritten page with the heading (teacher) at the top and straight lines of words (the students) laid out in neat rows below; schools themselves were little more than assembly lines producing standardized graduates in the same way Henry Ford had churned out Model T's in the 1920s.

More than forty years later, the analogy often still holds true in many of our schools and school systems. They are still primarily built on a mass production, standardization, model. They start with the proscribed curriculum and learners are asked to adapt to it as best they can. Students enter, are delivered a programme designed to meet the learning style of the mainstream, and then exit - more or less successfully - to move on to the next stage in their educational lives. It is an assembly line system, softened only by the professionalism of the people delivering it. Replicated in community after community, it is the McDonalds of education. Now, in fairness, not all schools or even school districts conform to this model. There are lighthouses where flexibility and individual student needs trump the constraints of textbooks and exams. But it takes vision and leadership to break these bonds in a culture that often demands a standardization of approach. These systemic expectations may be driven by rigidly constraining working conditions agreements (think "class size and composition"), by budget priorities, or by public perceptions and political expediencies that are driven by the results on high-stakes tests.

Whatever the reason, what should be a universal design for learning to meet the needs of all learners has been flipped on its head to mean "one size fits all" schooling and equity in educational opportunity, has been replaced by equal access to programmes, but not learning.

We are fortunate as a small, independent option to be free of many of these constraints. By contrast, what we try to offer is based on a mass customization model. This is the essence of creating a path to inclusion through applying the principles of Universal Design for Learning. Although the wide variety of structures, supports, teaching/learning approaches etc. are accessible to all learners, there is no question but that at the end of the day we are delivering individual programmes for each and every student. Our slogan could maybe be taken not from McDonalds, but from Burger King - you know - "Have it your way!" It is our on-going mission to differentiate the learning experience for each individual child and young adult and to help them to find their personal pathways to success.

Last week our staff sent home IEPs for parent information, reflection and feedback. It is critically important for us to ensure that the pathway and priorities for each individual student be laid out and her or his progress tracked and reported on throughout the school year. The macro principle of UDL is "what is necessary for one is good for all", but the micro principle of "meeting each child's needs within the larger context of the group plan" is even more important to ensuring student success. When you apply the principles and best practices of Universal Design to create a welcoming and varied learning environment for everyone, the fine tuning for each individual student becomes just that much easier!

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Outside, inside - It's all about learning

9/30/2018

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Last week, buoyed by spectacular weather, our students spread out across the Lower Mainland. Groups were engaging in sub-alpine studies up the Chief, Grouse Mountain, and Mount Seymour; exploring the tidal flats along Burrard Inlet; hiking in Capilano Canyon; paddle boarding and kayaking in Deep Cove; and camping north of Whistler. If there was an outdoor activity worth pursuing, our students, teachers and tutors were there! It was a great three days in the out of doors.

Now, it's back to the daily routine of classes and tutoring. But will much change? Last week was about learning by engaging with the environment, exploring, discovering, observing and having flashes of insight. This week will be the same, only the venue will change. Students will still get their hands dirty exploring in the Science Lab or creating in the Arts. They will still get that personalized attention and sparks of insight that comes with hands-on math activities or focused tutoring sessions. Teachers will build upon last week's group bonding activities and reinforce them in their classroom communities. New friendships will extend out onto the playground or in clubs and sports activities.

Outdoor School is a great opportunity for staff to hang back, and while someone else is running the programme, they can really get a different perspective on their class in action. And this time spent by teachers and tutors carefully observing their students responding to new experiences and different types of learnings will help to inform their practice and give them insights into how each of their children and young adults learn best.

To be honest, the first few weeks of school are a bit of a waiting game for students and the adults working with them. There are the tentative first steps of renewing the learning process; establishing classroom routines and rhythms; doing math and language arts assessments; and structuring a tutoring plan for the year. But really, everyone in the school community is holding their collective breath, waiting for Outdoor School. The adults are waiting to fully solidify that bond that will propel student learning throughout the year; the students are waiting to cement friendships and get to know their teachers and tutors in a less structured, non-traditional environment - one in which everyone, adults and young people, are learners together.

The sunny days of Outdoor School are now behind us, and perhaps symbolically, the fall rains seem to have begun. But our community has gelled, the pattern of collaboration and learning has been cemented and we are all ready to plunge into our next adventure in learning.

I can't think of a better way to start the school year!

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Welcome (back) to the KGMS Community

9/7/2018

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What a great week this has been! On Tuesday the school and grounds were packed with families and friends and teachers and tutors who were all getting together to celebrate the start of another school year here at KGMS/Maplewood. This was a time to check things out, to make new friends and to reconnect with old ones. An army of parent volunteers sprung into action to offer food and fun activities and staff had the chance to spend some time with parents and students, so that we could dial back potential anxiety, and demystify what they might experience the next morning. General consensus? It was great to be back!

Now don't get me wrong, I haven't heard a single person complain about the summer that we all just enjoyed. Long sunny days, mild evenings, and a seemingly endless series of opportunities to enjoy the beautiful environment that surrounds us. That is not to say that there weren't challenges - near drought conditions in many communities; a proliferation of wildfires and the taste of smoke in the air even here in the Lower Mainland; but, in many ways, this summer was reminiscent of the ones that I remember from my childhood, the ones that seemed to go on forever.

But now, we are back in business, and on Wednesday morning the doors flew open and in surged a sea of faces: some excited, others anxious; some frowning, others with wide, sunny grins; some timid, others bold; some determined, and others reticent – and those were just the parents! Our students came tumbling in the same way – there were the cautious steps of the newly arrived; the relaxed swagger of the old pros; and, everything in between. No matter how they stepped through the door however, by the time the school day came to an end I think that both our students and their parents made their way home feeling good about their days and their choices.

Needless to say, sooner or later the honeymoon will be over and the real tough sledding will begin. But for now, it's gentle as it goes as we ease into another long and productive school year. One of the greatest challenges in a school like ours is the development and nurturing of a sense of community among students, staff and families. There is a danger that people will see themselves as transient – taking time out from “real” school to do some academic skill building, personal reflection and growth, and, re-establishing a positive self-image before continuing on with their academic careers.

But this is a misconception. A year or two or three is an eternity in the life of a child. Each day is a new experience to be celebrated and integrated into a student’s sense of self and the world around her or him. That is why it is so important for us, as adults, to do whatever we can to provide opportunities for our students to feel that they are an integral part of something larger.

Research indicates that family collaboration with schools increases student achievement. The benefits of parent and family involvement include higher test scores and grades, better attendance, more completion of homework, more positive attitudes and behaviour, higher graduation rates, and greater enrolment in higher education. The payoffs for learning are obvious, not only for younger children, but for all our students. Although parent interest and attention is typically strongest at the primary level, continued involvement through the middle grades and in high school is important in encouraging and guiding our children’s development and achievement. At KGMS, we regard our relationship with our families as a partnership in which school and home share responsibility for each child’s learning. When this partnership is extended to include the larger community, the benefits are greater yet. Perhaps most important is that when responsibility for children's learning is shared by the school, home, and community, children have more opportunities for meaningful and engaging learning opportunities.It is our ongoing goal to provide a variety of experiences both inside and out of the classroom to continue to help our students to make those connections to the larger world.

Great summers, like this past one, allow us to recharge. Students, parents, and educators all emerge refreshed and reinvigorated from a summer like this. It’s a funny thing though, as much as I love summer, each fall when I experience first-hand the joy of learning once again, I remember that I love September even more!

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Boring is in the eye of the beholder!

8/23/2018

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As a long-time teacher of high school history, and the father of five children (the oldest of whom will turn 46 this Fall!), I have probably heard the phrase "this is boring" more times than anyone else on the planet. I have taken students across Checkpoint Charlie from West to East Berlin ("this is boring, it is taking so long just to go through this gate"); to the Tut exhibit ("can I skip the audio tour and go right to the snack bar?"); and to the steps of the Parthenon ("you mean we can't even go inside? What was the point of climbing all the way up here?"). I have listened to my own children complain about boring car rides, airplane flights, visits to the Louvre, symphony concerts, and baseball games (okay, may the last example is legit!) and I have heard countless times how boring I am because I would rather watch the news than subject myself to endless YouTube videos of questionable comedic value!

For my students, and even my own children, "this is boring" has typically been their first salvo in any negotiation about taking on a task that is difficult, cumbersome, or requires them to apply themselves without any apparent hope of instant gratification. Oh, I am sure that there are children out there (I hear about them at cocktail parties) who relish a challenge, throw themselves into the dreariest tasks, and will one day be on the covers of magazines that my own kids will be borrowing money from me to buy. I just haven't met too many of them! Most children and adolescents, while wonderful people to chat and play with, take on a new persona when the prospect of grunt work is laid before them. Even those of us adults who love their jobs, and parenting, and who would prefer to spend more time on their favourite leisure activities, have come to understand that hard and sometimes tedious work is often a necessary means to an end. Most young people, on the other hand, still live in that lovely world of believing that they only have to do those things which they find inherently interesting and enjoyable. And then, there is school....

As we approach the end of the second decade of the 21st century, the task of teaching has never been so formidable. How do you engage students who are used to being entertained rather than enlightened? How do you challenge children to stretch themselves beyond their perceived limits when the process might involve some tough sledding before the "fun" stuff begins? What implication does this have for the classroom? We all know that teaching and learning have changed. From the teacher-centred classrooms of the fifties and sixties, through the laissez-faire approach of the seventies and eighties, and following the data-driven decade at the end of the last century, the fourth era in modern pedagogy has emerged. The last ten years have seen the growth of outcomes-based, collaborative strategies that require hard work and commitment from both teacher and student.

Consequently, at the risk of being boring myself, the only real barrier to learning is the level of engagement of students and staff in the process. You see, to work effectively, this approach requires a lot of "boring" work! To be effective there must be time consuming planning and preparation by the teacher and tutor and serious application by the student. At Kenneth Gordon, we know that not every minute is going to be taken up by cool exercises with the SmartBoard, surfing the web on a laptop, or watching an engaging video on YouTube. There are actually going to be some minutes, hours, and days that are devoted to plan, old, boring work! Reading, researching, working through math problems, practicing songs, - you name it, it all takes time and effort.

If we want students to be capable, self-directed learners then we have to give them not only the tools to be successful, but to foster the attitudes that lead to success. Time dedicated to Social/Emotional Learning at our school is at least as well spent as hours on Language Arts and Mathematics. Students need to develop the confidence that they can learn, and that they can succeed in both school and in the larger world; and, they need to develop the ethic that, although some things don't come easily, they will come eventually, with hard work and parental and school support. If the outcomes are worthwhile, the attainment of them should be intrinsically exciting.

As for me, I always subscribe to the philosophy that "boring is in the eye of the beholder". The task in front of us is always neutral. How we perceive it, is entirely up to us!

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