BERNI Magazine
Case 6: Grade 5
BERNADETT ASKEY
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ducation is a way of life. Connecting education and design is Bernadett’s mission. Her role as a designer and educator is to inspire. She teaches based on learning outcomes and the individual learner’s abilities. Education should also be a community-driven project. As such, she is also a member the board of a the Mount Pleasant Family Centre in East Vancouver. There, she handles its mission mandate, fund raising and personnel. It all started in Budapest, Hungary where she habitually rearranged her furniture as a child. As a young adult she found employment in the printing and reprographics industry. Upon moving to Vancouver, BC., she began taking Interior Design. She completed her diploma at NKBA- and FIDER-accredited Lakeland College in Alberta. There she earned several student design awards. Her career in education began with tutoring fellow students at Lakeland. Back in Vancouver, she worked as the Education assistant for the Canadian Craft and Design Museum. Bernadett worked for several years as an independent designer and for local design firms. She started teaching at LaSalle College Vancouver and Vancouver Community College in 2002. She joined the Interior Design Department of the Art Institute of Vancouver in 2005. She completed her Bachelor of Science in Interior Design through the Art Institute of Pittsburg in 2009. In 2015, Bernadett earned her Master’s Degree in Adult Education from Argosy University. Now she lives and works in Vancouver with her husband and two young children. Her teaching philosophy is based on inspiring and supporting her students, faculty and colleagues. She provides a respectful environment for students to feel comfortable constructing knowledge. Her curriculum design is based on industry standards. She designs classroom projects to carry students from a novice level to expertise. Student’s learning styles, cultural backgrounds and personal skills guide curriculum design.
CASE 6 (Jan 7– Jan 18, 2019) This year, you are teaching grade 5 for the first time. The school is located in an inner-city neighbourhood and most of your students are from low-income families; many of the families struggle to provide basic necessities and a number of the students take part in a district-funded lunch program. Many students also have come from refugee families, speak a language other than English at home, and some have interrupted formal schooling. Here’s a recent entry from your teaching journal: What a day! The kids were restless and it felt as though I spent the whole day nagging them to do their work. Emil and Tony participated in math class by wandering around bugging people! After talking about this in the staff room, two colleagues discussed a range of classroom management practices that emphasize positive approaches that focus on building and preserving relationships to promote positive classroom contexts for learning. I wonder how I can build respectful relationships between my diverse students. I’m excited about teaching Core French this year for the first time. I really want to start by building a positive French learning environment that involves not only the Core French teacher and students, but also the support of the school, the community and parents. After school, I talked to Doug who teaches next door and he asked if I would like to do some planning that addresses a common theme across social studies, science, technology and visual art. This definitely sounds more exciting than the worksheets we’ve been doing, but I don’t know if my class is ready for it. How can we do interesting things if they can’t settle down? I wonder how I can utilize DPA (Daily Physical Activity) and Co-operative games in the gym to support my students’ concentration in class. I wonder whether the workshops I’ve attended that focused on drama, choral reading and readers’ theatre might help students with language and literacy learning. First term reports are due in two weeks and I’m glad I’ve learned how to prepare ahead of time. Still, I feel bad giving a “C” to somebody like Brajit who’s been working really hard. We had a heated discussion in the staffroom at lunch yesterday - Marilyn was defending letter grades as “great motivators” while Max and Ruta argued that they do more harm than good. People were actually starting to shout at each other – and then the bell rang.
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PROJECT BASED / INTEGRATED LEARNING
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roject Based Learning (PBL): an inquiry process that involves questioning, curiosity, doubts, and uncertainties about the world around us. Inquiry-based learning and teaching is best accomplished in a student-centred environment, where the learners determine their own learning needs with the help of reviewing their previous learning goals, or by basing the projects on problems they encountered. When posing problem, conceptual understanding happens rather than memorization, and students propose resolutions to problems. Real-world scenarios of inquiry based scenarios result in highly relevant learning, and ca incorporate placebased scenarios. Collaborative group work teaches students to take responsibility and be accountable for their learning and their group participation. Students must collaborate and negotiate viable solutions through negotiating and discussing alternatives. These interactions develop students communication and interpersonal skills. When students are active participants in the discovery of information, and creators of solutions, they become life-long learners. Through collecting information and posing questions, they also develop critical thinking skills, therefore they can see the possibilities of multiple solutions, not focused on the correct answer. Problem based learning prompts higher-order thinking.
TEACHER’S ROLE
The teacher is a facilitator/ guide or resource for the students. During inquiry projects, the teacher can have more time to interact with students, and can share the
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joy and discovery of learning. Teacher tend to be more involved, and feel that they affect students’ lives in a meaningful way. Interdisciplinary Learning is possile through PBL, as it often requires students to explore different academic subject areas in order to resolve the problem. It is important that students see connections between and amongst the subjects, and are able to relate and use their cross curricular subject knowledge reliably. Furthermore, inquiry based learning allows students to make connection between the material they study and relate to their own life.
KNOW YOUR LEARNERS
In Case 6, because students are involved, interested and have a say in the project, they less likely to exhibit behavioural problems. When involved with a project, which initiates self-learning and group work, students will less likely wonder around to “bug” people, but will be focused on their group task. The key is to have awareness of all the abilities students bring to the class, so small groups can be formed in a way to take advantage of different skills. Teachers should make sure that each group has a nurturing student. Peers can model and mediate discussions to arrive to a common solution. Groups should be helped by allocating different tasks for members according to their skill and developmental abilities. Combining students interest and the curriculum When the projects appeal to the developmental level of the student, such as to students who enjoy pretending, playing with
rhymes or fantasy , students will cooperate better. A great way to initiate topics, is to involve students into asking questions, brainstorming, and making their own inquiry questions and framework. In case 6, the teacher may want to use topics that come out of the classroom, such as behaviour and work ethics. In inquiry based learning, supplemental materials and activities are embedded into the flow of problem solving rather than being add-ons. A successful way to embed a problem is a way to correlate the problem(s) with the objectives of the curriculum, in a way that the activities move students forward in their learning and discover new ideas, ways of doing things and new solutions. Example: children make food that represent their ideas of a solution for a problem. BC Curriculum’s core competencies are supported by project based learning, because this type of activity allows students to work together. Students collaborate and learn from each other’s expertise. Furthermore, projects helps students to tackle a difficult problem that may be hard on one’s own. Collaborative Learning can help students work in groups to develop key competencies in communication and social responsibility. This social learning approach is the lifeblood of the projects and there is a significant focus on developing strong skills including leadership skills, communication skills. Through project initiation, question and investigations students can feel that they are at the driving seat and can take responsibility for their own learning. Reflection before, during and after projects and activities support extensive & flexible knowledge. Students can see their progress easily, and can determine their goals on
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/ files/contributed-resources/Wolves%20and%20Humans.pdf
their own or with the help of a teacher. This goal setting will encourage autonomy and continual opportunity to strive to better themselves. Students can also relate their new knowledge to previous content knowledge as well as to other subject areas. The origins of project ideas can be from current big issues in the community or environment. Teachers can also address class interest or class issues, celebrations or school events when creating a project. Parents, stories, phenomenas, seasons, questions about Indigenous or other communities, can greatly enhance student learning, especially when project statements are formated in a student fashion. Project ideas can also be created from a theme (a thread that ties together aspects of the curriculum). he process of project based learning starts with posing or inquiring a problem scenario. Students and teachers create lists: Facts (they have been given), Need to know (information they’d like to have, Learning Issues (things they need to look up). Once research and ideation have been completed, students pose possible solutions, such as how to resolve a problem. Students can also elaborate on new learning issues, review and reflect on their proposals before moving to pre-
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able to imagine themselves in the problem, and have the ability to pose solutions to the problem. Make the problem relevant to their world so they will cooperate. -> know your learner’s interest, and age appropriate themes/ideas/current activities. Apply rich storyline to prompt their curiosity. A task type of project problem statement: “You are in the fifth grade in Mrs Robert’s class. She has told you that you will be learning about Russia and you need to understand their culture.” A student-directed genuine project problem statement: “Our class has the opportunity to have a Russian pen pal. Here is what we know about her so far. She is also in the fifth grade, same age and will be visiting Canada this summer. She is curious to know something about the differences between your daily life and hers.”
PORTFOLIOS
Assessment using portfolios for lengthy project can act as a learning log. List Need to Know items, Learning Issues, Research, process drawings and evidence, reports, worksheets and even digital files of presentations, or videos, website references, collected pamphlets, photos of field trips. Teachers should provide students with the chance to revise earlier work and criteria coupled with an example of the project, as well as the choice as to how students present their findings.
AUTHENTIC ASSESSMENT
Teacher collects evidence through multiple activities and continually promote learning through the assessment process. The teacher’s goal should be to improve students performance and include self and group assessment. Assessment should occur throughout and parallel with learning process. For best results, teachers can use culminating activity (such as oral or written report, poster, constructed model). Furthermore, oral presentations should also be part f the assessment. Teachers can encourage positive working habits and group work by weighting the project components to carry the message where students should focus their efforts. As a result of Authentic Assessment, students develop the ability to transfer the process from one problem to another.
senting their defendable solutions.
HOW TO WRITE PROBLEM STATEMENTS
Phrase all problems in a way that students can see themselves as problem solvers. Give students the power to be
School Marina. Photo by Sue Sapp
Assessment for Reporting
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https://en.wikipedia.org/wiki/Indonesia_National_Science_Olympiad#/media/File:Osn_students_2017.jpg
ssesment techniques vary culturally in terms of what they measure. When we look at students physical, emotional, intellectual and spiritual aspectsof a child (Dr. Pamela Toulouse of Laurier University outlines Indigenous determinants of educational success.), teachers may be able to have a holistic idea of the student’s experience. It is impoirtand to understand the whole child, and his or her circumstances and value any life skills they bring besides skills standardised testing measures. This principle will create equal chances in the classroom for all students, foster engagement, and communicate that each child matters. The Measuring what Matters advisory commitee outlined some other skills to look for when evaluating students. These include citizenship education, creativity, health, social-emotional learning and the
teacher and student resources, such as Performance Assessment, Portfolio Assessment, Student-Centered Conferences, Student Self Assessment to help teachers with Classroom assessment. The The Foundation Skills Assessment is an annual province-wide assessment of all B.C, and nmeasures students’ academic skills in grades 4 and 7. The National & International Assessments measure reading, math and science skills of B.C. students and various age ranges of children participate. Details about Provincial Graduation Assessment $ Exams can be found on the Misistry’s website (https://www2.gov.bc.ca/gov/content/education-training/administration/kindergarten-to-grade-12/assessment). The four levels of perform-
quality of learning environments.
In case 6, the teacher can get a better understanding of her students by reviewing the previous year’s final report of each child. Diagnostic assessment can also determine the child’s current understanding and should be administered in the beginning of the year or project. Examples of this type of assessment is a pre-unit test, running record assessment, initial question-
BC PERFORMANCE STANDARDS
It measures reading writing, numeracy, social responsibility, healthy living and orderingi nformationcial based on the 4 levels of performance. Classroom assessment resources on the BC Ministry’s website shows 6 | Case Six | January 2019
ance are: Beginning, Developing, Applying and Extending.
DIAGNOSTIC ASSESSMENT
ing or short answers to “What do you know about...” type of questions.
https://www.ang.af.mil/Media/Article-Display/Article/863684/beyond-the-ordinary-portland-starbase-program/
FORMATIVE ASSESSMENT
This assessment occurs during learning, and can be used to evaluate the success of students achievement on an ongoing bases. Furthermore, the teacher can use this type of assessment to enhance his or her strategies of teaching. Examples of this type of assessment include homework assignments, quizzes, exit tickets, observations or student imposed questions. This type of assessment better aligns with Indigenous Perspectives, because it is reflexive, and enables feedback, reflection and improvement.
SUMMATIVE ASSESSMENT
Teachers use this type of assessment to measure learning outcomes after teaching a concept. This type of assessment can be compared with the BC Performance Standards, and aims to evaluate academic achievement. Usually occurs in controlled conditions. Examples of this assessment include final exams,
presentations, midterm and other tests. Using both FORMATIVE and SUMMATIVE assesments together is the most accurate way to easure student performance.
REFLECTIVE PRACTICES
This pracpractice happens continually, and helps students ask questions and make meaning of what they are learning while finding value in the information they are learning. The goal is to show students how to able to know their own progress, understand where they are in their learning and have strategies how to move forward.Students in Case 6 should be able to share their knowledge with each other, and compare their progress to core competencies, while being proud of their accomplishments. Sharing knowledge and celebrating achievements of goals can build a positive classroom environment.
REPORTING
Teachers need to provide a minimum of 5 reports on student learning must be provided each year, however, at least one written summative report at the end of the year, or each semester. Discussions are continual on the affects of using letter grades. Each board can decide on the form used and if letter grades will be provided. Summative reports must contain a student self-assessment of core competencies.
PORTFOLIO PROGRAMS
SeeSaw on-line student portfolio program https://web.seesaw.me and FreshGrade most common on-line student portfolio program in lower mainland. School districts like Surrey have a district account. https://www.freshgrade.com purchase licence and every teacher has the opportunity to use these reporting systems.
DIVERSE STUDENTS
Students with exceptional needs may have comprehensionon, visual or auditory difficulties. These students could exhibit time management issues, anxiety, or embarrassment. Adaptations are needed based on the IEP grading or other criteria. Linguistically diverse students, or refugee students may experience difficulty with cooperative learning environments. Teachers need to learn about each student’s background experience in terms of social and academic past experiences in order to be able to accommodate their assessment and set achievable goals. These students may be goung through Acculturation, in which they cycle through Euphoria, Culture Shock, Anomie and may reach Adoption or Adaptation to the culture. Teachers should take time to assess students language and literacy skills , educational background, socioeconomic status and cultural factors. Informal oral questioning, code switching (switching between two languages during conversation), and observations may be helpful ways to assess these students with diverse needs. During activities, teachers should provide multimodal representation of the material, and may individualize the assignment for Culturally & Linguistically Diverse (CLD) students (https://www. mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=100051&sciId=1458). ELL learners may also be aided the same way (http://pages.vassar.edu/children-of-immigration/2014/12/14/ english-language-learners-in-the-elementar y- classroom/). Providing word banks, dictionaries, examples of answers, portfolios, projects would also make assessment for these Photo: Tech. Sgt. Chrissy Best https://www. learnes accessible. airforcemedicine.af.mil/News/Photos/igphoto/2000049512/
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Core French “Learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.” (Bohon et al. 2017 Training for content teachers of english language learners).
http://averymccarthy.blogspot.com/2009/04/drawing-by-antoine-de-saint-exupery.html
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ncorporate French into the curriculum without making it feel like a distant, separate subject can be easy if teachers add every day activities to their student’s days. It is important to keep in mind that language is used for communicating socially with other people. It also serves as a tool for learning about other cultures through conversations with other people. The impact that you experience is important! The basic principals of language learning, such as practicing oral communication, providing multimodal ways for learners to engage with the language, and seeing the language relate to culture can create a positive atmosphere towards language acquisition in any classroom. 8 | Case Six | January 2019
Kolb’s Experimental Learning Recommends immersion in a language, and describes the following stages of language acquisition: Concrete experience, a feeling dimension Reflective observation, a watching dimension Abstract conceptualization, a thinking dimension Active experimentation, a doing dimension
script to read from). Grammar (non-explicit teaching of grammar and verbs, “J’ai” is “I have” practice is included in the activity as students learn how to ask a question: qui a…?) Another benefit is that everyone can participate! Art projects can be linked with French history, Canadian history, and research. Students would be able to learn about Metis culture, origin and appreciate language use. Images are forms of thoughts, and can be used as forms of expression. Children can be involved into practical application of French by finding a pen-pal (oenpalschool.com or postcrossing. com) and become personally connected with the culture. These personal connections bring the language and French culture reachable for students, and draw them into learning activities.
LANGUAGE COMMUNITY
https://www.simplypsychology.org/learning-kolb.html
FRENCH AND ELL LEARNERS
Developing student’s sense of belonging between students, teachers, parents and the broader community can be an important goal and tool when teaching French. Reaching out to the The Federation of Francophones of British Columbia (https://www.ffcb.ca/) or incorporating Radio-Canada listening in French and other sources of French such as magazines, The Source - Vancouver Based French/English News Magazine (https://www.larecherche.fr/) can all be great connections to French culture in a practical application. Dual language books, student’s personal stories and other projects can link Core French education to the BC Curriculum. Through
ELLs are already familiar with language learning strategies, so in Case 6, the teacher can build on their existing skills, by allowing them to use their L1 to learn French. Learning French can put all learners to the same page, as ELLs can do as well as the other students when learning French. The goal of learning French is to empower children to use the language in every day encounters, such as ordering food, greeting someone and being able to understand simple conversations and tasks in French.
TEACHING STRATEGIES
When teachers use graphic organizers, and label each activity clearly, or make sentence segments in French, students are encouraged to use their listening and reading skills. Word walls and using of Cognates are very helpful for new language learners. Cognates are “words that have a similar spelling, pronunciation, and meaning across two languages. Classroom routines, familiar repetitive tasks and phrases can easily be introduced in students daily activities. “J’ai Un, Qui A Deux?” is an active game that brings Math and French together. Students have the ability to create an immediate concrete experience to build on, while having oral language practice. Students practice their listening skills (paying attention for when your number is called, learn the sequence of numbers, while seeing the numbers they learn visually. Kinaesthetic learners (standing, physically holding the number) can be very inclusive and a great active learning strategy. All learners can practice their French reading skills (additionally, not cold-calling on students, as they have a small
skits, drama games, dialogues, oral (and choral) reading in a safe classroom environment, we can foster these big ideas with our French teaching. It is important to point out that students should be shown that there are different dialects, and words developed in different parts of the Worlds within French as well as English. The local way of speaking languages carries a lot of cultural and historical informations.
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The Effect of Poverty on School Learning. Poverty includes facets such as income, assets, basic services, but also self-respect, opportunities for education, social mobility, and participation in various forms of decision making. (Miller, Rein, Roby, 1967) https://www.maxpixel.net/Help-Poverty-Children-SufferingWar-Refugees-953246
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BC has the highest number of children in poverty, and in Canada, 1.3 million children live in conditions of poverty (that’s 1 in 5). (2016). Thirty six percent of First Nations women living off reserves experience poverty, and twenty three percent of Metis and Inuit women live in poverty. Single mother families experience hardship and twenty one percent of them belong to the low-income category.
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he many forms of poverty leads to stress, being tired, hungry, and affects children’s ability to get along with peers. All this combined can form: depression, insecurity, depression, low self esteem. School environments can trigger stress, especially if students do not get enough nutritious meals at home, lack sleep and have unmet health needs or have no access to clean and warm clothing. The stigma attached to poverty can be felt by these children in the school community through isolation, teasing. Students may point out someone who does not have fashionable clothing, up to date technology, or is part of a lunch or breakfast program. It is important that teachers talk about poverty in the classroom. Furthermore, poverty should not be associated with lack of intelligence, ability or education. There are many extra curricular activities, field trips and school programs that require parents to send money or help fund raise at the school. Some schools make competitions of which class brings in the most donations to different causes. Children are faced with thinking about fund raising, collecting money and are exposed to financial information about their school community. However, “In British Columbia, the School Act requires schools to provide, free-of-charge to every school-aged student, the educational resources necessary to participate in the educational program, with a few exceptions.” (School Fees and Equal Access to Participation in School Activities,2015, p.5).
CONSEQUENCES
In Case Six, it is the teacher’s role to look for any child that may be ostracized in their class. Teachers need to ask themselves this question:” What can I do and think about in terms of our children in my class, what do I need to observe in my class?” If a teacher notices any labelling of children with stereotypes based on their unmet needs, the teacher needs to include ways in which the student who is being stigmatized would be able to build their confidence in their abilities and develop overall sense of self-worth. Consider students individual strengths and any skills they have to offer. Highlighting positive aspects and being inclusive helps all children to come to understand that they all have different circumstances. Students may have experienced trauma (abuse, neglect, domestic violence), and may have higher level of Chronic Stress (living in crowded circumstances, unsanitary conditions, unsafe neighbourhoods, or experiencing hunger and financial strains every day).
REFUGEE CHILDREN
• • • • • • •
Being forced to flee their homes. Losses of close family or friends Exposure to war or combat. Witnessing violence, torture, threats to family. May have no memory of a period of stability. Disrupted education. Caring adults, who once might have been able to offer consistent comfort, become less available in the face of other survival threats. Parent distress increases. In Case 6, the teacher needs to be conscious if any child in her class may be experien-
cing reactions to the school environment, from which they may become anxious. Explicit instructions, preemptive discussions, and daily schedules are helpful tools in alleviating student’s stress. Some children who experienced trauma may be reliving previous violent events in their minds, may feel insecure in new situations, feel unsafe with locked doors, or meeting unfamiliar people. Separation anxiety, anger, sleepiness, difficulty concentrating, expressing anger or violence could all be signs of previous or current trauma.
ELL STUDENTS
Ell students l best among the same age students, and in a buddy system. Teacher should include diagrams, visual representation of the subject. Furthermore, teachers should make sure that assessment does not compare ELL students to the other’s in class. Inclusivity could be practiced by having other students read to ELL students.
CURRICULUM
Grade 5 and 6 Social Studies curriculum makes references to Global poverty and inequality issues, including class structure and gender issues. Sample topics: Treatment of minority populations in Canada and in other cultures and societies Unequal distribution of wealth, social justice issues, treatment of indigenous people. Human Rights issues and the changing nature of Canadian immigration over time are also topics in the BC Curriculum.
FAMILIES IN NEED
Support is provided by ELL Welcome Center, Settlement Workers, School-Based Specialists, StrongStart BC Early Learning Programs and Student Support Services.
RESOURCES:
1. Poverty, What is it? A discussion booklet for students in Grade 5 to 8 https://www.imagine-action.ca/Documents/KTP /Poverty-Discussion-Booklet.pdf 2. Homelessness: a Teacher’s Guide http://stophomelessness.ca/wp-content/upload s/2010/09/teachers-guidelr_10.pdf 3. BC Poverty Reduction Coalition - At School: http://bcpovertyreduction.ca/learn-more/school -resources/ 4. BCTF Antipoverty Lesson Plans: https://www.bctf.ca/SocialJustice.aspx?id=213 58&libID=21348
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DRAMA
https://news.hamlethub.com/carmel/places/495-join-camp-herrlich-s-acekidstheater-program495-join-camp-herrlich-s-acekids-theater-programtwo-drama-ideas/
“Dramatic Arts education is an important means of stimulating creativity in problem solving. It can challenge student’s perceptions about their world and about themselves”(Buchanan, 2018). Photo by Bernadett Askey “Drama will hook the children through linking with learning through imagined experience and playfulness which is a natural way the brain is wired to learn.”(Baldwin, 2012) Drama is an inclusive discipline where all learners can easily participate, and express themselves. In Case 6, the teacher have a great opportunity to build a safe space where drama education can occur, this subject matter can become a vital part of a diverse classroom. Characteristics of drama education: focuses on students, holistic, multi sensory language learning, process oriented. Drama activities allow for every student to be involved, and within the collaborative working environment, it builds self esteem for each student. Activities such as improvisation games, students improve their creative problem solving, critical thinking, listening and collaborative skills. Students think internally about how can they add to the scene, and think in the moment. Drama also encourages 12 | Case Six | January 2019
tolerance (through discussion of unfavourable characters), and puts everyone on the same level. Furthermore, students can have the chance to demonstrate their understanding in the whole body and it movement. Gardner’s Multiple Intelligences theory is supported by drama education. Students’ linguistic ability grows through play-scripting and performing. Logical-Mathematical intelligence develops through problem-solving. Visual-Spatial intelligence develops during experiencing physical and personal space between characters both symbolically and practically. Naturalistic intelligence also develops thorough drama, so as Musical intelligence, when music or rhythm is used as a stimulus accompaniment to drama. Interpersonal skills are acquired through social interactions, while intrapersonal
relationships are evoked through accessing personal feelings and then using them to guide behaviour in role-play. Children build empathy and social skills when they step into the shoes of another person, and work in a group setting to understand the thoughts, circumstances and emotions of another character/ child. Drama requires the development of physical control of the body and its gestures and movement therefore is relate-able to kinaesthetic learners. Drama also helps Spiritual intelligence to develop through imaginative play and by allowing students to explore different life situations and perspectives. Process drama is a teaching methodology in which students and teachers work together to create, explore and solve particular problems, theme or situations within the context of that dramatic world. Students have the ability to consider the topic and characters from multiple perspectives. Through process drama, students gain factual knowledge of the topic, and have a chance to practice rigorous standards-based learning. Components of drama helps students explore some common themes (things outside of people’s control, or people taking advantage of others or group dynamics). Episodes bring ideas to students about groups, families and communities. A leader character can show the positives and negatives of different types of personalities. Extended time frame helps students to become invested in the drama through the tension periods and reflect on the details through the slowed pace periods. Students can also become the integral audience and make their own meaning of the characters and the story. Drama starts with an introduction , followed by activities. Some activities within episodes could include Freeze-Frame games, Gossip Mill games, Video Clip games or Hot Seat games. Teachers should include discussion and reflection periods within the les-
https://dramaresource.com/key-stage-twodrama-ideas/
sons. The goal of including drama in education is to engage students deeply and emotionally in the process and the characters while they learn facts, methods gain and apply skills.
ELL DRAMA ACTIVITIES
can focus on language use by applying improvised scenes (unregulated and open drama), could also focus on language use with predetermined goals (less regulated drama activities), and can aid language proficiency (strongly regulated activities).
CURRICULUM CONNECTIONS
Drama education could include French and other languages through interpreting cultural differences, and using new vocabulary in a safe social setting. The BC Curriculum highlights exploring a range of cultures, as well as encourages reasoning and reflecting skill development. Drama helps students accomplish these goals in a playful manner while they further develop their communication and documenting abilities. The interdisciplinary nature of drama can aid students to make further curricular connections between subject matters. Social studies, and First Peoples of Learning can further be embedded into all learning activities by the use of drama education. For example, students tell their own stories through the drama and language of play in a n Indigenous inspired storyboard workshop. By learning about different cultures and ways of knowing, students can have a “lived in experience” the knowledge becomes more tangible and relate-able to their real life. Subject themes can help the class talk about themes such as sustainability, bullying, poverty, historical cultural inequities, refugees, and many other subjects. In Case 6, the teacher should be able to introduce subject matter in a way that still fosters inclusivity in the classroom. The Choral Reading This technique has several elements such as Refrain ( students join in the reading), Unison (all students read together), Cumulative (voices are added or subtracted as reading goes on), Antiphony (divided groups read selected parts), Solo lines, and Line Around (each line is read by different person in the group).
TEACHER ROLES
It is essential that teachers select material that the children are able to understand, relate to and memorize. Student’s interest in the subject matter can be included when drama is planned together with Inquiry based learning. Teachers can select poems or nursery rhymes that use refrains, and allow children to help select and interpret poetry. During rehearsals, children can listen to each other as they try different interpretations and performance styles.
https://www.ktufsd.org/site/Default.aspx?PageType=3&DomainID=1&PageID=1&ViewID =6446ee88-d30c-497e-9316-3f8874b3e108&FlexDataID=21124
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Geneva Convention: Definition of a Refugee, 1951, 1967 A refugee is a person who “owing to well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence…, is unable or, owing to such fear, is unwilling to return to it.” (BC MINISTRY OF EDUCATION, 2015)
askey studio
Thank you!