Assignment One Curation

  Assignment 1             Curation and Selection of 10 Resources:  Concept: Life Cycles

My selection of resources began with  the  BC curriculum grade 2 science Big idea: Living things have life cycles adapted to their environment; then as I delved further into the Inquiry Based pedagogy I began to intentionally expand and make wider connections cross curricular/grade levels because as a TL  I would strive to focus on the complexity/multiple dimensions of the more abstract concept of LIFE CYCLES  WITHOUT LIMITATIONS  to encourage higher order thinking and questioning of Inquiry based learning.

With this abstract concept in mind I attempted to curate a  wide set of resources that  best meets my schools demographics/needs where learning goes deep beyond the school walls to make connections  as global citizens of the 21st century. Click here for incorporating resources through BC teacher librarian Points of Inquiry framework with a 6 prong inquiry points with Inquiry based reading and IB learning benchmarks by grade levels. The 6 points which are used interchangeable are; Connect and wonder,Investigate, Construct,Express and Reflect.

Points of Inquiry

 I conducted a search inquiry on the BC Education curriculum search site under the concept of life cycles with no limitations to get the overall big picture of higher order thinking for K to 12 big ideas,content and curricular competency. I noticed a common big idea that kept appearing across many disciplines/subjects which was: DESIGN for the life-cycle includes consideration of social and emotional impacts. In the broader conceptual abstract sense this can refer to humans; animals, plants,and the cycles essential for life on earth;sun,stars,water and planets and the seasonal cycles created and how these diverse cycles affect us socially;economically and emotionally.(climate change etc;)
  As a TL its essential to begin with an understanding of the overarching connections/concept based big picture and provide  a variety of formats/multi literacy resources  for differential  unique learners with  a variety of  strengths ,weaknesses and cultural backgrounds as outlines in the redesigned BC curriculum . 
 I noted that the  Aboriginal perspective with in the BC curriculum  was; "understanding  how they use their knowledge of life cycles" . Aboriginal Perspectives for Education K-12         
 I checked  the BC curriculum for how I could insert fiction resources/ storybooks/novels into the synthesizing of life cycles. Under curricular competencies I noted, "fairytales and folktales illustrate universal aspects of life" and the life experiences,culture and current context of the audience influence the interpretation of a text." from this I sought to add a  fiction source..
 My desire as a TL would be provide resources that promote contextualized learning that engage students( relevant doing not knowing) motivating a spark of interest in wanting to go deeper ;cycling in learning - as you know more you pose higher order questions and problems.Students are  contributors participating in constructing their leaning discovery and are given time to reflect and share.  For more rational read:Inquiry Approach Rewards.
  Students and teachers are co creators of  never ending learning that is not contained but expanding. enriching by  making authentic interconnections across all disciplines. 
 My Life cycles concept encompassed across many subjects including science,social studies,math and literature from k to 12.

This background enabled me to  curate a contrasting list of resources with IBL processes in mind when planning for a learning plan as opposed to a lesson plan. Check out:Lesson plan to Learning plan. I attempted to curate a list to be responsive to differentiated  learning as further stated here;Goals of differentiation to scaffold learners towards their potential. 


  Collaboration is key to the curation of resources so input from all stakeholders is key. Check out: Creating conversations for Librarians:School libraries as sites of Participatory culture.
and use of professionally evaluated resource lists such as  bcbooksforbcschools ,School library Journal reviews etc; Commonsense media for educators K-7-Authentic Aboriginal-Resources as well as platforms for curation such as LibGuides and Symbaloo.

Annotation  curation of 11 best resources in Learning Commons for concept LIFE CYCLES by format.

 Digital resources

1.National Geographic for  Kids  
https://kids.nationalgeographic.com/explore/space/mission-to-the-moon/   Check out;"Mission to the moon" creation  videos and many more short video clips such as the daily cycles of the moon and tides and life cycles of holidays/celebrations. grades K-5. Brief description sets up students for further exploration of life cycles.

2. Wonderopolis "What Goes On Inside A Cocoon?".wonderpolis.Org, 2019, https://www.wonderopolis.org/wonder/what-goes-on-inside-a-cocoon
.-inquiry based questions; short video; highlighted words and Try it out activity, sparks students interest grades 1-6 Check out:  What goes on inside a cocoon? ;Why does the moon change shape?  the Life formation of Earth with; How did earth Begin?  What would Earth be like without the sun?( sun/moon cycles)and consideration of the social/environmental aspects "How can you make earth a better place?"

3. .BBC Earth;  oBarras, Colin. "The Animals And Plants That Can Live Forever". Bbc.Com, 2019, http://www.bbc.com/earth/story/20150622-can-anything-live-forever.
 comprehensive indepth coverage of Big questions/Discoveries and videos for grades 4-12 free with engaging photography. 757 results under life cycles. Check out: Can animals and plants live forever?  and Earth Timeline.

Audiovisual

4. Flipgrid "Flipgrid Resources — Flipgrid". Flipgrid, 2019, https://blog.flipgrid.com/amplify/#flipgridresources.
Easy to use short recorded videos of ideas,work and stories shared globally with educator sign up. Use it to  record life cycles happening from a bud to a flower, caterpillar to butterfly;pregnancy life cycle or the stages of human life and the differing views depending on the culture and gender(ie: Girls vs boys life;  how seniors are viewed etc;or the effects of the moon/tide cycles changing because of global warming.) authentic videos to address the social/emotional side.

 Visuals

5. Montessori Life cycle cards Chitwood, Deb. "Montessori-Inspired Life Cycle Activities". Living Montessori Now, 2019, https://livingmontessorinow.com/montessori-monday-montessori-inspired-life-cycle-activities/.- Quality real life pictures with small plastic representations.Many life cycle choices from turtles, beans,chickens,frog, butterfly etc from Safari Ltd. or Amazon and others.

6..Timelines-timelines-timelines -Timelines, Timelines!. "Timelines, Timelines, Timelines! - Montessori Services". Montessori Services, 2019, https://www.montessoriservices.com/timelines-timelines-timelines. .  Ideal for K-5; visuals of different formats of timelines including circle,map table,pictorial. Check out Montessori  pictorial timelines and life cycle cards/real life representations from Alisons  Montessori supplies and Neinhuis.

Neinhuis timeline of Creation of Life

8.  Montessori Timeline of the Eras -Products, New et al. "Timeline Of The Eras". Nienhuisusa, 2019, https://www.nienhuis.com/us/en/timeline-of-the-eras-nienhuis-montessori-usa/product/5374/.
Explore big concepts of history of all major events in linear form from Big bang to human Genome project.

 Non fiction Text

9. Nature watch Life cycle Book series Life cBooks), Life. "Life Cycle Book Series Set - Books About Life Cycles". Nature-Watch, 2019, https://www.nature-watch.com/life-cycle-book-series-set-10-books-p-1440.html.ycle  10 series;32 page each for K-3 real life visuals to investigate Animal and Plant Life Cycles .

10. Turtle Island Books. Bc.Ca, 2019, https://books.bc.ca/wp-content/uploads/Indigenous2018forWeb-singles.pdf.: The story of North America First Peoples;Grade 4-9; human history with Indigenous focus;making connections between past and present;includes visuals,inquiry projects;timelines and art projects.On 2018/19 BC Indigenous book list for BC Schools.Based on archaeological finds and scientific research.


11.Salmon stream."Resource". K-12 Resource Collection, 2019, https://k12.bcerac.ca/resource/?q=Salmon-Stream&ResourceTitleID=7913.
K-6;picture book; stages of a salmons life in rhyming text;cross curricular application;delves into life cycles;ecosystems and environmental awareness. colorful illustrations.

Primary first hand sources:

My Montessori preschool class made an caterpillar environment in a glass aquarium and watched as it  metamorphosis into a butterfly then let it go free. Along side were the life cycle cards and plastic representations to manipulate.

Encourage students to share their own stories; go on a nature walk; invite an expert biologist/scientist /elder etc  to come in.

Use Skype for Educators to interview an expert,go on a virtual field trip or collaborate with other  virtual classes learning and sharing.

 How did this curation address a diversity of skills,backgrounds and abilities?

My Montessori school is preschool to grade 8 and by the Gorge area in Victoria BC with a middle income and largely Caucasian  population with a small percentage of Indigenous students;Sikh religion and black race students as well as a few LGBQ students(grade 8)

My curation addressed my schools age range well with a variety of formats; audiovisual,visual,digital;primary;concrete representation and text. Unfortunately I was unable to obtain a fiction source based on life cycle concept as I hoped with my searches only one for grade 11/12.This was also the case for LBGQ resources. There were many results for Indigenous resources to choose from.
 I selected one Indigenous resource, Turtle Island from the BCERAC  evaluated  curated resources because it  made connections from the past to present to the future based on scientific collaboration.This book was  also recommended on the BC Indigenous book list in 2018. It also included cross curricular resources such as Inquiry projects covering grades 4-9.
I choose a salmon resource because its specific to our locale living by the ocean and the salmon life cycle is part of the K/1 curriculum and this source had many cross curricular literacy aspects. I choose the Nature watch life cycles hard cover series for its diversity of life cycles and easy to read/read aloud to younger students with real photography allowing students a variety of choices of life cycles to learn/compare etc.
Digital resources I  chose included  Earth BBC because of the importance of making the connections to our home and the environmental impacts of changes in life cycles while the other two fitted the younger students better and were free and easy to navigate.

How do you think it will enhance engagement with the topic?

The digital resources I viewed as a springboard to spark interest and provide a basis to form deeper questions and higher order thinking possibilities. (Connect and Wonder)The audiovisual resource Flip could be used as sharing /assessment tool with classmates. Visuals of life cycle cards and timelines I choose because they are Montessori materials that are durable and realistic and gives visual learners a concrete way of viewing a stages/cycles giving them examples in forming their own with many visual options such as charts;maps,tables circles etc. with a lot of opportunity for choice and discussions alongside the visuals.
Wonderpolis digital resource I found engaging for children because of its question format that naturally sparks curiosity in children even providing an opportunity for their own questions and comments cycling into KWL (Know,Wonder,Learn chart)

How do you think it will expand students reading,writing, speaking and technological capacities?

The variety of formats allows for students to expand their capacities in many ways.
For example;  Wonderopolis had the option of  listening with an audio feature or reading as well as short embedded video clips.The highlighted key words helped students to check in on their comprehension and opportunity for investigation for further constructing of context. The 3 question; Did you get it? is a quick self  assessment for students to use for their understanding. This resource is useful for leading students into higher order questioning and have them write out their own to spark  Inquiry based learning and then reading what they learned aloud with a choice of how they want to show their application/synthesis of learning. Digital sources could be used like Google docs or Buncee(A child centered platform like PowerPoint but easier to use) to express learning and share.

The visuals provide literacy opportunities in  learning about the use of pictographs/symbols and visualizing a large amount of time to scale by being able to read what it represents and be able to speak about it and create their own. Timelines can be done digitally and/or by hand artistically and gives students an opportunity to work with visual tools and make connections to how all around us we communicate through symbols/pictographs etc and  it is a life skill.
The text resources can be utilized in varing ways to enhance IBL as the connect and wonder/investigate stages generally (teacher or students both co create)  I would suggest partners or mixed ages like we do (grades 1/2 meet with grades 7/8) The series is high interest with colorful real life photographs to speak about but with lower vocabulary so easily comprehended and  through reading, listening., doing(life cycle charts with figurines; we have butterfly frog etc;) form wonder questions/problems.  I choose the series for its cross curricular(science,LA, math-fractions /calculating time periods in understanding cycles) and real life connections since many of the life cycles featured are everyday plants and animals that children have experience with and will also relate to the  real life illustrations.Students are motivated to wonder; why is the life cycle of a dog less then a human? how does the life cycle of a frog compare to a butterfly? why do you think the life cycle of bees are being affected?  Constructing the deeper analysis  and sharing it  takes on all forms above including dramas, artistic expression, dioramas,scripts; poems, Vimeo/SchoolTube etc.

 I decided on selecting a life cycle series hard cover books over more digital sources because my school only goes to grade 8 and these books are great for beginning to wonder/investigate with a concrete source and then by using more then one  life cycle to make connections. The grade 1/2 are going on a field trip to see the salmon spawning so the salmon book helped to increase their inquiry and relate to their experience. Hard copies are easier for younger students to manage independently and not get get lost online without a clear purpose. The BBC Earth digital site I felt was best for older students grade 5 and up and it gave them links to further information which older students can manage while Wonderopolis and National Geographic was suited for the younger students because of the text complexity and vocabulary and  level of questions format.  I choose life cycle and timelines visual representations because of the complexity /time ranges involved with the more abstract understanding of life cycles and visual literacy skills to make meaning of broad concepts within the context of a timeline.

 I tried to include differing formats to encourage trans-literacy learning that would spark their internal motivation and assists with teaching critical thinking that is essential in the digital age in ensuring the truthfulness/credibility of sources and creating open minded democratic citizens.

References:

Bctladotca.Files.Wordpress.Com, 2019, https://bctladotca.files.wordpress.com/2018/02/the-points-of-inquiry.pdf.

"Curriculum Overview | Building Student Success - BC's New Curriculum". Curriculum.Gov.Bc.Ca, 2019, https://curriculum.gov.bc.ca/curriculum/overview.


Www2.Gov.Bc.Ca, 2019, https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/awp_moving_forward.pdf.

Sasksla.Weebly.Com, 2019, http://sasksla.weebly.com/uploads/9/5/3/6/95368874/rewards_of_the_inquiry_approach.pdf.

"UBC Library | Ezproxy Login". Web.B.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=36b70af0-da32-4aa0-8c93-e0793f1e7c4a%40sessionmgr101.


Fnesc.Ca, 2019, http://www.fnesc.ca/wp/wp-content/uploads/2015/08/PUB-LFP-K-7-Authentic-Resources-for-Web.pdf.

Learning Log 3

Learning Log 3 Part One:

 How could you promote yourself as an Inquiry resource and collaborative partner?

I choose this one because this is a challenge in processing how I could insert myself at the point of need in IBL and as a meaningful trusting source to come to for collaboration and best resources.
  
Promotion is a multi prong endeavor that would include providing ease of access and clear communication through:

1.  Easy access to on going scholarly rationale for inquiry based learning verse Ib teaching?  What is it and Why? I think providing the links via email (can be part of SLL blog link) and a hard copy of articles in the staff room to read at their convenience. Examples being Stripling article; Inquiry through the eyes of Classroom teacher provides context between the subtle yet key differences of IBT and IBL and being able to meet teachers where they are. By asking key questions such as is," Are you allowing student led questions and teaching them how to ask higher order questions?  and  Library supported Inquiry provides a summary of what is IBL and the rationale for it.

2. Forming the right mindset to enable  a collaboration relationship(assurance win/win enrichment not prisoners dilemma of mistrust-The new power of collaboration TED talk) through conversations asking colleagues how and when can I be of assistance?  Consider their point of view and developing from the level of collaboration they are at.Collaboration Assessment tool is helpful in determining the progression.
picture

3.Create an ongoing  SLC  Inquiry blog with annotated links to inquiry frameworks, inquiry planning documents  such as the Collaborative planning guide Points of Inquiry(BC School Librarian) LibGuides , examples of IBL assessment such as rubrics and child led conferences of their work/mini  scaffolding conferences  and graphic organizers to frame learning etc.

4. Email a survey to teachers requesting their feedback on areas of need  for resources and contextualized use of them for IBL especially specialized ones such as maps, photos, databases; real world connections to community resources etc

4. Add to the school  e newsletter with timely articles that promote IBL and collaboration and evaluation of  digital and non digital resources  that fill a particular/and local need(student diversity, English as a second language;accommodating learning challenges etc;)

6. Become knowledgeable of the curriculum outcomes to be able to match specialized resources (multi-literacy)at point of need to contextualize their learning and offer to co-teach throughout or specific inquiry skills.
 These are only a sampling of promotion strategies as ultimately it's all about growth and  sharing learning  to benefit and enrich society. 

PART 2:

Discuss how the Integration and embrace of Indigenous ways of knowing can enable learning to be accessible for all learners.

Implementing Indigenous ways of knowing/processes are complementary to Inquiry Based Learning and provides a counter framework that challenges the traditional euro centric view of learning that enhances and creates differentiated learning for Aboriginal and non-Aboriginal learners.
  In Aboriginal Lens article for reconciliation states that :
Relevance requires: Incorporating Aboriginal world views and making them essential component of classroom and school curriculum. 
Responsibility requires: Employing the lens of Aboriginal ways of being in all classrooms.

I believe that their ways of knowing are beneficial not only for Indigenous students but  for all because by implementing their view on learning shows respect and understanding of Indigenous peoples historical place in our society in adopting their ways of  being benefits all students. 
In the Aboriginal ways of knowing states  ways of knowing:
-Learning is connected to land;culture and spirit.

 This opens up many possibilities for learning within students  local community by embracing students culture background and  faiths which is authentic; place based real life learning.

-Learning honors elders and know keepers through important teaching through stories.

This way of knowing is beneficial to all learners by honoring the importance of sharing knowledge and being  in the ;educator position passing their understanding on especially through the traditional Indigenous way of storytelling which is more personal/and authentic. Students collaborating/sharing with a variety of audiences (Montessori classes are 3 year spans where the younger children learn from the older children) gives them confidence in their ability to learn and understanding how they learned in order to pass it on.(meta cognition)

-Learning by relationships,respecting distinct cultures and perspectives.Creating a safe space in the circle where everyone belongs.

This way of knowing is transferable to all cultures and beliefs and by forming relationships this learning goes much  deeper in creating empathy and understanding others points of views. (walking in anthers shoes)  Relationship forming is key in creating a differential learning environment; with acceptance of all; when the teacher/ TL and student trusts each other and can capitalize on their strengths and  accommodate their weaknesses. Check out The Goals Differentiated Learning.

Nokum is my Teacher; By David Bouchard is an example of storytelling passed on by an elder(grandma-Nokum) to his grandson written and illustrated by Indigenous author/illustrator.

 Storytelling Northern Cree Indigenous author

  I really appreciated going deeper in my learning from comprehension  intellectually knowing the importance of Indigenous ways of learning but not really  understanding them in order to begin considering applying and analyzing why  to embrace them. I can see now how Indigenous ways are aligned with student led learning  with the goal of reaching their  differential potentials and varying learning strengths with and emphasis on observation scaffolding to doing; relationships, storytelling,visuals/symbols and a non-linear (as is IBL) way of learning.


 References:
Rheingold, Howard. "The New Power Of Collaboration". Ted.Com, 2019, https://www.ted.com/talks/howard_rheingold_on_collaboration?language=en.

"UBC Library | Ezproxy Login". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=ea31c0ff-3d73-4398-bbca-a863310cb504%40sessionmgr4007.

"Introduction To Inquiry - Opener". Library Supported Inquiry, 2019, https://librarysupportedinquiry.weebly.com/introduction-to-inquiry---opener.html.

Bctf.Ca, 2019, https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalWaysofKnowing.pdf.

Bctf.Ca, 2019, https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalLens.pdf.

"UBC Library | Ezproxy Login". Web.B.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=725faf70-bbb6-4364-93bc-679f053aed90%40sessionmgr101.