Math 20-1, 2, and 3 and Math 30-1 and 2 Summative Assessments and Demo Courses by Teachers from Across the Province

To get a glimpse of what other teachers from Lethbridge to Edmonton are doing to assess students in Math 20-1,2, and 3 as well as the sorts of questions folks are writing for the upcoming Math 30-1 and 2 diploma exams (it was a great session, well worth attending), see  http://learning.arpdc.ab.ca/course/category.php?id=78 .  You may need to have attended a CRCPD session to access some of these documents, but you can request permission for each demonstration course and summative assessment examples.

The Edmonton Regional Learning consortium received a grant from Alberta Education to support the implementation of Math 20-2.  Several teachers have been seconded.  See   http://learning.arpdc.ab.ca/course/view.php?id=46 for their work.

Furthermore, the Math 20-1, 2 and 3 learn everywhere courses are now complete at www.learnalberta.ca (click on the “T4T” tab to view).  You will need a personal account based on your teacher certification number to view these courses.

Perhaps we should look at what the Alberta Assessment Consortium (http://www.aac.ab.ca/) has to offer.  At one point (a decade ago?) Nina was looking at joining the consortium but the cost was fairly high ($3000/year or so) and they seemed to emphasize sorts of assessment we do not use all that much such as portfolios and explorations.  Nevertheless, it may be worth another look.

Centre for Excellence Foundational Learning Update - Terri Peters

       Much has happened since the beginning of the year.  We have a new logo, see below.  The design was created to be congruent between this Centre and the Centre for Excellence in Immigrant and Intercultural Advancement.  Diane Hardy and I will be presenting a workshop about our Centres at the Professional Development day on March 14.  We look forward to your ideas about how the Centres can assist in your work and promote your excellence to others.  Diane Hardy and Audrey Gardner will also introduce both Centres at a booth at the World Congress of Colleges and Polytechnics in Halifax this May. 

  

Share the Wealth was a resounding success with a general request for more in-depth workshops in future.  Thanks, again, to Karen Mercer for championing the event and finding excellent presenters.  The presenters’ expertise was well-appreciated and everyone had fun learning new skills and participating in discussions.

Here are some of the requests for future workshops:

·         Hands-on sessions about computers, using Google Docs, ITC use for self-learners,            and  technology tools related to math/science.

·         Adult learning vs. high/junior high school.

·         Cultural awareness, specifically Aboriginal.

·         More about how social networking is affecting college/work life.

And some interesting information from Deanna Jager’s workshop, “Teaching with Collaborative Technology/Integrating Technology in the Classroom.”  She asked her participants, “What technology do you use personally and professionally?”  See the chart below for their responses.  Hmmm …  I wonder what these stats would look like if we asked our students the same question?  And how might we use the computer literacy skills we have right now to better affect in our teaching and learning?  I can understand the avid interest in more workshops about technology.

iPhones and iPads at Bow Valley College - Carey Hilgartner

             I recently attended a presentation from Apple reps on using iOS devices in education. The focus of the presentation was the enterprise level of security.

Should the college use these security services, the college would be able to control and configure iPhones and iPads using the Mobile Device Management server and Configuration Manager. As a student or teacher, you would need to enroll into the system to use resources beyond basic wi fi, resources like Exchange email. Once enrolled, the college could enforce a passcode. Administrators would be able to restrict apps and device features, such as the camera.  They would be able to see what apps are on the device, but not the data. In fact, they could even wipe the data, not the apps, from your machine.

In colleges, the system is used to manage college purchased devices. Personal devices could remain outside but would need to enroll to access some services.

The central problem remains that iPhones and iPads are personal devices. They work well because they are not restricted by the places where we work. They are not Windows machines.

These devices are popular because they are reliable, simple and affordable.  They are an unprecedented education opportunity because teachers and students already use them.

Literacy From the Inside Out …Shaunna Konechny and Cobern Whitehead

For most, Christmas is a time for family and friends.  But good food, presents and good times with lots of laughter are luxuries that many of us take for granted.  Most of us can’t even being to imagine what it would feel like to not be allowed to see our families or even do something as simple as send them a card.  However, every year, many children are left without as their fathers sit behind bars, only able imagine what their children experience on Christmas morning. 

As instructors at Calgary Correctional Centre and staff members of Bow Valley College, we work hard to promote literacy in the adult students we meet.  This year, we had the opportunity to participate in the Calgary Correctional Centre’s first ever “Christmas Literacy Project”.  Through cooperation between Bow Valley College and Calgary Correctional Centre Programs, this project allowed incarcerated adult students to choose a book, record themselves reading and send the book, recording and a card home as a Christmas gift to their young children.  The response we received was very enthusiastic

            Our students come from hugely varied social and educational backgrounds, so there is an enormous range of talents and abilities in our classroom.  This became even more apparent once our participants finally completed all the necessary security screening and came from their housing units to the classroom to record their readings.  For some of them, even reading a book to their children was a totally new experience.

One student, in particular, carefully chose a low level children’s book and worked for over an hour to learn the words.  He practiced and practiced until he felt comfortable with each and every page before turning on the recording device.  He re-recorded each page many times until he got everything just right.  He then repeatedly practiced spelling his children’s names before writing a Christmas card for them.  Each letter was new to him, and every word was a challenge.  He worked so hard and was so proud of himself when he was done!  He left the classroom with the biggest smile on his face!  He now had a Christmas gift to send home to his two young boys, and, at the same time, he had just read his first book to them. What an accomplishment! 

Other students were also excited to read books for their children.  For instructors, it was fun (and reaffirming) to sit and listen to them record.  It was entertaining to hear these big, tattooed, scruffy looking inmates make different voices for each of the characters as they enthusiastically described the adventures of Barbie, Thomas the Train or Mumble the tap dancing penguin!  It served as a powerful reminder that even though we live very different lives than our population, at the root, we are all still human and share many of the same types of life experiences and needs.

Since Christmas, we have had two students come and thank us for running the project.  One stated that his three year old son has already memorized the story that dad had read to him and points to all the words as he listens to the CD each night.  This father is so excited about going home and hearing his son read the story back to him!  What an amazing reward!

Those of us who were involved in the “Christmas Literacy Project” are as excited, if not more, about the program as those who had the chance to participate.  Patty Kohl, Deputy Director of Programs at the Calgary Correctional Centre, is very enthusiastic about the potential of this program and already has plans for its expansion.  She feels that this program is especially valuable because it allows offenders to connect with both their children and education in a meaningful way in addition to promoting reading skills and new literacy.  Currently, Patty and our coordinator, Fran Anderson, are discussing how this program might look if it is expanded to run year round.  Obviously, we’ll have to change the name, but everyone here is excited to about its potential, especially those who can’t afford the cost of calling or even sending letters home.