BMHS AWARD WINNING BETTY BOBBER PROJECT

published by
School District 2
Get Your
Motor Running...
BMHS Award Winning
Betty Bobber Project
Page 16
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Contents
7
4 Superintendent and DEC Chair Welcome
8
5 Editor Welcome
M+
R+
A2 = EL
7 In The Zone – Student Health
8 M+R+A2 = EL – Guest Author Chris Toy
10 Hockey Day in Caledonia High School
11 It’s more than the ABC’s and 123”s - Run, Jump, Skip and Play
10
13 ABU – More than just a University
14 Innovative Learning Fund – Beyond Expectations
16 BMHS Award Winning Betty Bobber Project
19 Student Writing ‘The Monster that Ate the Alphabet’
21 Oral language - “Something to talk about!”
21 Parent’s Corner
13
23 Frye Festival – 10 years of making words fun
25 Being part of the writer’s process - Teens review
manuscripts for author and publisher, Paul Kropp
27 Racing physics
11
28 Look who’s from D2 – Karen Radford VP Telus
31 Schools - more than just bricks and mortar
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SPRING 2009
3
Messages
Welcome from Superintendent Karen Branscombe
W
elcome to our fourth
edition of ACHIEVE.
This
publication
has given the staff
and students of our district
an opportunity to share and
celebrate the great work being
done in our classrooms.
As you read through the
many articles in ACHIEVE
this month, you will notice an
underlying theme focused on
technology. Our featured guest
writer is Chris Toy. Chris is an
educator from Maine who was
instrumental in the successful
launch of student lap top
Karen Branscombe
projects in the state of Maine.
Chris currently consults for Apple Canada and he has worked with district staff
this year on strategic integration. Our featured alumnus is Ms. Karen Radford,
President, TELUS Québec. Karen was a student of mine at Riverview Junior High
School. It is wonderful to see the success that she is enjoying through her hard
work and determination.
The schools in our district have great things to celebrate in the area of
technology. Recently, I was invited to participate as a guest presenter on an
international Webinar with Superintendents from Calgary and Toronto. We were
asked to share Best Practices in technology from our areas. You can visit the
website and hear this interesting webinar at www.mindsharelearning.com.
New Brunswick’s Distance Learning programs and our Technology Mentor
program are applauded throughout Canada. New Brunswick is the only province
with dedicated lap tops for teachers, Broadband fiber connection that makes all
of our schools easily networked to the internet and a common server and portal
space; and because of this investment, we have been able to advance the use of
technology in our classrooms.
The City of Moncton was recently named one of the seven most intelligent
communities in the world. Robert Bell, Co-Founder of ICF recently visited Moncton
and one of our schools. It was interesting to discuss the use of technology with
him as he met with our students who are working on international projects with
students around the world. Lessons learned on a day-to-day basis now include
direct conversations with students in classrooms in many other countries.
So, if you are reading this from an I Touch, a computer screen or by flipping from
page to page in paper form, I hope that you enjoy the stories shared by students,
staff and our great guest writers. We no longer can have students “check their
technology” at the door as they inspire all of us to learn the advancements in this
field side by side with them.
Sincerely,
Karen Branscombe
Superintendent School District 2
Priorities and Progress
A message from DEC Chair Harry Doyle
M
y first message (Fall
2008) was about
your new DEC. As
I write now (Spring
2009) I think it is important to
give readers insight into what
I perceive has surfaced as this
DEC’s priorities.
DEC members have expressed
3 priorities:
(1) to raise the profile of the
DEC,
(2) to have a more active role in
financial management, and
(3) to play a greater role in
Harry Doyle
facility management .
Raising our profile: Early on the Chair and Senior Staff requested and were
granted an editorial Board meeting with the Times & Transcript. This was
a very productive meeting that provided open and honest dialogue and
opened lines of communication. As Chair I have been actively visiting schools
throughout our District and attending community events.
Financial Management: The DEC is looking forward to effectively participating
in the development of the 2009/2010 expenditure plan and budget monitoring
process. The DEC met face to face with our auditors where all members had
an opportunity to pose questions and exercise their financial responsibility.
It is my understanding that the DEC of District 2 is the only DEC to ever have a
face to face with Office of the Comptroller’s Auditors. I am extremely pleased
with the staff of District 2 and the results of the Audit.
Facility Management: One of our first duties was to be involved in assessing
and presenting to the Department of Education our priorities re Major Capital
Projects and Major Repairs. The submissions were made after a great deal of
discussion and the DEC determined to be much more involved in the future.
Some noteworthy happenings:
DEC Profile:
• Open Public Meetings: At the January Meeting a motion was passed that
for all intents and purposes we do away with the practice of our monthly In
camera ( Working Meetings)
Financial:
• The DEC was able to support the refurbishment of a Computer Lab that will
be used for students throughout the District.
Facilities:
• Announcement of 2 new Schools for District 2: Moncton North and East
Riverview
• Port Elgin Community School and Medical Center a joint partnership
between District 2 and Regional Health Authority B
In closing I invite you to attend our DEC meetings as they are open
to the public.
Harry Doyle
District Education Council Chairperson
4
SPRING 2009
Volume 3, Number 1
Achieve is published
twice a year by District 2
1077 St George Street
Moncton, N.B., E1E 4C9
(506) 856-3222
Circulation 20,000
Aubrey Kirkpatrick: Director of Finance,
Administration and Communications
School District 2
Achieve Publisher:
School District 2
Karen Branscombe
Superintendent
Senior Editor
Achieve Content:
Aubrey Kirkpatrick
(506) 856-3616
Editor - in - Chief
Senior Management Team
Editorial Advisory Board
Achieve production:
i communications inc.
264 Botsford Street, Suite 201
Moncton, NB E1C 4X7
Production Co-ordinator
Terry LeBlanc
Information provided in this publication is meant
to stimulate interest for quality education. Consult the School
District or your local School Administrator to delve further into
topics of interest. The opinions and views expressed in Achieve are
not necessarily those of School District 2 or the District Education
Council. Reproduction in whole or in part without
written permission is prohibited.
Story ideas and letters to the editor can be submitted to
Aubrey Kirkpatrick
Editor – in – Chief
Sales
Aubrey Kirkpatrick
Achieve
1077 St George Blvd
Moncton N.B.
E1E 4C9
E-mail: aubrey.kirkpatrick@ gnb.ca
Achieve!
From the Editor
A
chieve Magazine is back and better than ever!
I am very excited by the new look and feel of our
fourth edition of Achieve. As usual you will find
an excellent variety of articles, written by our
very talented staff and community partners, covering
District 2 from Pre-K to grade 12. I would like to thank
the creative people from i communications inc. who have
done an amazing job producing this edition continuing
the great work started by Urban Publications.
It is amazing how in a few months, since the last
edition, how the complexity of the world has changed
around us. From the historical appointment of US
President Barack Obama to the unprecedented global
economic crisis, everyone has been affected in one way
or another. I believe that Canada and New Brunswick
are in a very good position to recover quickly; however,
in the interim we are all experiencing our share of the
Aubrey Kirkpatrick
financial repercussions; we are all in this together.
All over North America School Districts are facing deep cuts. In times of crisis we must be careful
not to over react and throw the baby out with the bath water. Appropriate and measured responses are
in order to protect our bottom line – the excellent education of our students and future generations.
Education is the one area as a society we can least afford to cut deeply. David Leonhardt,
economic columnist for the New York Times stated it best, “Education helps society leverage every
other investment it makes, be it medicine, transportation or alternative energy. It appears to be
the single best bet that a society can make.” Now is the time to see unprecedented investment in
education so our future exceeds our expectations. If we do not invest in our children now we risk the
possibility of negatively impacting our future economy and the communities we live in.
This magazine is alive because we have companies and community partners that recognize the
importance of investing in education for the future! Thank you very much to our business partners
who help bring you Achieve.
If you have any comments or suggestions about this edition or in relation to upcoming issues
please email me at aubrey.kirkpatrick@gnb.ca I hope you enjoy this edition of Achieve!
Aubrey Kirkpatrick,
Editor & Director of Finance,
Administration and Communication
aubrey.kirkpatrick@gnb.ca
Visit School District 2 online at:
www.district2.nbed.nb.ca
SPRING 2009
5
6
SPRING 2009
Riverview Middle School
Students are
“In The Zone!”
By Monique McTiernan-Black, PE Mentor, School District 2
A
re you concerned about our students’ health? You should be! Current
reports on children’s wellness are frightening – we are raising the first
generation that may not live to be as old as their parents! District 2
is taking steps to reverse this trend!
Wellness awareness and promotion are among the priorities of all
New Brunswick Physical Education curricula. District 2 has led many initiatives
– from its nutrition guidelines to its focus on providing quality physical education
programming from kindergarten to grade 12. Our PE teachers are leaders in
innovative curriculum delivery, in large part because of exceptional professional
development opportunities provided for its PE teachers. Educators are encouraged
to be creative and Paula Gaudet is one who has jumped on board.
Physical Education classes at Riverview Middle School have gone “high
tech” and the students are loving it! District 2 has partnered with Eddie Pinder,
PE mentor in District 16, to give our children an experience that is proving to be life
altering! They are “In The Zone”!
Ms. Gaudet, with support from school and district staff, has introduced the use
of Polar heart rate monitors during her physical education classes. Participants
wear a transmitter/chest strap and a receiver/watch that gives immediate
feedback on activity intensity. This information is transferred to a computer that
stores and analyzes the data. Students are provided with a variety of feedback:
heart rate graphs, fitness assessment results etc. that are used in setting personal
wellness goals. Participants are pumped and so is their teacher!
The primary objective of the project is to help participants identify their own
“target heart rates” so they can exercise at intensity levels that will yield health
benefits. In other words – recognize when they are “In The Zone”! It is anticipated
that this experience will lead students to recognize their own bodies’ responses to
exertion so they won’t always need the monitors.
The second part of the project includes a “Tri-Fit” machine. This computer is
used to assess students’ fitness levels. Individual tests including sit and reach,
bicep strength, and skin-fold measurements are carried out using the “Tri-Fit”.
Data is analyzed and reported to students in a variety of ways: personal files,
graphical summaries and comparison reports that can then be discussed privately
for personal goal setting.
This exciting project has been made possible through the Department of
Education’s “Innovative Learning Fund” program and generous community
partners. RMS and District 2 would like to thank the Moncton Kiwanis Club which
generously contributed the $5,000 required for our involvement.
The 3 year goal of the project is to test all students at Riverview Middle School
in the fall and again in the spring. The students’ results will be saved for their
3 years at Riverview Middle School and the students will be able to see the gains
made in their individual fitness levels. The novelty of the “In the Zone” technology,
coupled with the individual feedback, will hopefully motivate students to reach
their “ideal” fitness levels and to continue with this fitness trend throughout
their lives.
SPRING 2009
7
M+
R+
2
A = EL
By Chris Toy, Guest Author
T
oo many educators express frustration about
professional development workshops, meetings,
and graduate classes that seldom resemble
what the professional literature tells us effective
teaching should look like. In fact, most educators
agree that the traditional lecture, now embellished
with the predictable collection of slides reiterating the
presenter’s lecture is the most common way professional development is delivered.
It is ironic and troubling when education, the profession that should be showing all
the other professions about effective teaching and learning inflicts 19th and early
20th century “sit and git”, lecture based, non-interactive teaching methods on its own
practitioners while
“Setting an example is not the main means trying to advocatest
of influencing others; it is the only means.” for engaging, 21
century, meaningful,
Albert Einstein
lifelong learning for
all students.
“In our work with teachers, principals, and superintendents across North America
and Asia my colleague, Jill Spencer, and I have identified four key activities present
in effective professional development. Interestingly, these same four activities also
appear regularly in successful classrooms. They are modeling, reflecting, adapting,
and applying. We have found that participants perceive professional development
more positively when they engage in these four processes”
As Einstein noted in the first quote after the title of this article, setting the
example, or modeling isn’t the main way, it is the only way to influence, or teach
others. Educators, staff developers, and leaders are certainly concerned with
influencing others. A mentor of mine once suggested that we should be less
concerned about children hearing us, and much more concerned that they
are watching us. This is true for anyone working with people, whether they are
parents, teachers, principals, superintendents, or presidents. Working effectively
with groups begins by demonstrating that our actions reflect what we believe
to be effective teaching strategies. The activities we model must be based on
current research and literature about effective teaching and learning. Seeing
the facilitator, or leader “walking the talk” legitimizes the leader’s invitation for
8
SPRING 2009
Modeling,
+
Reflection,
+ and
Adapting
Applying
Effective
Learning
participants to engage in what’s being modeled. Maine educator and author
Jill Spencer explains the power of modeling to engage learners.
“Modeling--It was a real aha moment when I realized modeling was more
than just showing and telling. It doesn’t matter whether it’s students or adults,
we have to immerse them in a safe and enjoyable experience of learning a new
skill, process, or concept. A concrete observable experience within a supportive
environment helps everyone take the next step of internalizing new learning.”
As Confucius points out in the second aphorism, thinking or reflection is
essential to effective learning. Meaningful reflection is too often missing from
professional development, classrooms, and our work with one another. We rush
from one activity to another, mirroring the same hectic pace we see in classrooms
as teachers with pacing guides struggle to “get through” or “cover” as many
learning standards, expectations, or benchmarks as possible, on a list that is
too long and still growing. Even though we know that unless there is thoughtful
reflection, meaningful long-term learning will be a small percentage of random
information and skills, we feel the pressure to move on.
We know that people must reflect about the significance of their experiences
to create meaning and relevance in their learning. But it’s not enough to recognize
this fact. The leader or facilitator must provide three ingredients for effective
reflection. There must be an expectation that reflection will occur. Participants
must be asked and
come to expect
“He, who would learn without thinking, is lost. “
that
thoughtful
Confucius
reflection will be
woven into the
workshop agenda. Reflection must be strategic. The facilitator must design
specific activities and prompts requiring participants to consider the significance
of each activity being modeled in the context of the workshop’s goals. Finally,
there must be appropriate time built into the agenda for meaningful reflection and
sharing. Without dedicated time, then there is no opportunity for reflection.
The key role reflection plays in the learning process is described in a most
interesting way by Calgary based educator and author Brenda Dyck as she ponders
a new term, “thinkering”.
“…the concept of “thinkering”, is a semantic conjunction based on the synthesis
of two creative processes - tinkering while thinking which leads to “thinkering”.
When we contemplate deeply (reflect) and spend a substantial amount of time
tinkering with an idea within a supportive collaborative environment, innovation,
learning, and personal growth results.”
As Eleanor Roosevelt reminds us in the third quote, action is important.
While modeling and reflection are necessary for learning, they are not sufficient.
The purpose of professional development is to support change that improves
student learning. Bill Ivey, teacher and founder of the middle school at StoneleighBurnham describes the transformative power of adapting, and applying newly
learned strategies in his own work with students.
“After attending a workshop by Mark Springer, one of the leading practitioners
and advocates of the democratic classroom model, it came time to design the
next unit in my
Humanities 7 course.
“You must do the things you think you cannot do.”
Taking the ideas
Eleanor Roosevelt
and processes from
Mark’s workshop,
I adapted and applied them in my planning and instruction, which lead
not only to an enjoyable unit but also to a complete transformation of my
own teaching.”
Valid models and relevant strategies must be adapted and applied in authentic
ways by those who will be using them. Workshop facilitators, building leaders,
and teachers must provide the time, expectation, and structures for all members
of the learning community to adapt and apply new learning in authentic ways.
Asking participants to describe how they would adapt and change the modeled
strategy in their next class, unit, or meeting encourages adaptation and application.
Feedback on evaluations indicates that requiring participants to adapt and apply
their thinking to authentic work helps them to see learning as more relevant,
effectively meeting the needs of participants.
In conclusion, modeling, reflection, adapting, and applying are each
effective processes for supporting learning. When used together regularly in a
comprehensive, well-planned, purposeful program aimed at improving professional
practice and engaging all learners in relationships for relevant and rigorous
learning, they become truly powerful tools for transforming teaching and learning
for everyone.
Quick Facts: A graduate of Bowdoin College and Brown University, Chris has
worked with educators, children, and families as a teacher, principal, presenter,
speaker, facilitator, and consultant for more than 30 years
www.christoy.net
christoy.net@gmail.com
Online Health Tools: improving our kids’ health one mouse click at a time
According to the Childhood Obesity Foundation,
obesity rates in children have almost tripled in the
last 25 years. Approximately 26% of Canadian
children ages 2-17 years old are currently overweight
i
or obese . This is of great concern because
overweight children and teenagers are at higher risk
of developing serious chronic health conditions such
as Type 2 Diabetes or heart disease in the future.
As any parent knows, getting kids to eat well and be
active can be a daily challenge. Few parents know
there are many online tools that can provide the
support, motivation and information required for
children to improve their overall health. These tools
are easy to use and allow individuals to assess their general health, target health risk factors and track improvements
over time. Being available online means these interactive tools are especially relevant for today’s students and young
adults, who are often wired to technology and constantly bombarded with electronic stimulation. While paper
brochures about the importance of eating well and exercising may not grab their attention, an interactive tool may
provide them with the hands on features they may need to become engaged and stay motivated in their journey to
better health. Many websites, such as www.dieticians.ca and www.hepac.ca now offer interactive tools and a wealth of
health and wellness related online resources.
With the incidences of childhood obesity climbing at an alarming rate, we must use all the tools we have today to ensure
our children have a happy, healthy and productive future.
i
http://www.childhoodobesityfoundation.ca/statistics
SPRING 2009
9
“Hockey Day”
In Caledonia
High School
By Donna Godfrey, Vice Principal Caledonia Regional High School
H
ockey Day In Canada” was celebrated throughout the country on
Saturday, February 21, 2009. We wanted to do something special here at
Caledonia. We reached out to our “Learning Community” at Hillsborough
Elementary School. On Friday, February 20th, each member of the
Hillsborough Minor Hockey League in Kindergarten through Grade 5 brought their
favorite book to school. We paired these younger students with members of the
League from Caledonia – from Grades 6 through 12. The younger players chose
a “Hockey Hero” and read their favorite book to him/her. All the hockey players
All the players together
Drug Abuse
Resistance
Education
P
10
ictured here, DARE instructors from the local RCMP present
crests to students at Dochester Consolidated School, the
program is offered every Tuesday for the next 6 weeks.
SPRING 2009
(from Kindergarten through Grade 12) wore their team jersey to school that day.
Our older students were such fantastic role models! I don’t think they fully realized
how much the younger players looked up to them until that day.
Of course, the activity ended with a friendly game of floor hockey – which
the Elementary Students won 3-2!
We received a lot of positive feedback from the community. It’s an event
we will certainly do again next year.
I organized the event with the help of Barry Snider – VP of HES.
Brandon McNaught (HES – Grade 1) reading his favorite
book “Where’s My Hockey Sweater/” to Martin Fullerton
(left/ CRHS – Grade 12) and Jared Hudson (right/CRHS
– Grade 11)
IT’S MORE THAN THE ABC’S AND 123’S!
Run, Jump, Skip and Play
By Karla Webster, Pre K Learning Specialist
M
ost often when we think about getting ready for school, we automatically
go to the alphabet and numbers because it is what we know. But
getting ready for school is so much more! It really is running, jumping,
skipping, hopping, balancing and most importantly playing. Don’t get
me wrong, letters and numbers are important but motor development also plays a
key role in successful early learning. Play is a child’s richest learning medium. Play
contributes to awareness of self and the environment, motor, cognitive, language
and social-emotional development.
Running, jumping, hopping, skipping, kicking, throwing and catching will help
develop stronger smaller body movements like using a pencil and cutting with
scissors. Children have rich imaginations and enjoy nothing more than creating
their own games and stories. An empty roll of paper towel can become the
telescope to see all the animals in the jungle or to explore the universe. An empty
box becomes the space ship to the moon. The ideas are endless and crucial to
early brain development.
Bob Sornson (PhD) created a developmental skills profile and he discusses
the essential skills to school success. Included in this list are gross motor skills.
Research has shown that if students lack sufficient gross motor skills, near
print visual is compromised. In this regard if balance is impaired then reading is
impaired. Many people asked why skipping and standing on one foot are on the
Early Years Assessment administered to all pre-schoolers prior to school entry.
Nancy Sornson describes a continuum of how adequate balance effects optimal
school readiness. The balancing on one foot and skipping enhance the learning of
the student in many areas beyond the benefits of a healthy body. She concludes
that children require gross motor activities which include bilateral skills (using both
sides of the body) and these activities have significant effect on visual motor, fine
motor skills, hand eye co-ordination, visualization and visual memory. Skipping
(step –hop with control), hopping from one foot to another help improve bilateral
brain development and help our little ones get ready for school.
So practice those letters and numbers but run, skip, hop, balance and play!
Play with your child:
• play hopscotch,
• catch and kick a ball
• follow the leader where you lead hopping, skipping, jumping etc.,
• do puzzles
• games like Ring Around the Rosie, London Bridge
• play with play dough and blocks
Explore the world of active play with your child and know that they are
getting ready for school.
SPRING 2009
11
A Phys Ed., Science,
and History outing with
70 students in 3 hours?
McKenzie
W
est Riverview Elementary School Grade 4 and 5 students were
recently treated to such an outing at the Irishtown Nature Park. The
group divided into three and rotated through the activities. One group
hiked and played games on snowshoes while another touched and
learned about the furbearing animals of the park and the last group sat in the one
room schoolhouse and heard how students learned there. Smiles, laughter, and
enthusiasm abounded as bodies were tuned; animals appreciated; and history
came to life. Many thanks to Mr. Taylor, Ms. Thibeau and Ms. Heather Hawker and
the volunteers.
12
SPRING 2009
By Shelley Sterling, Student
W
hile it is still common to hear the phrase “AB who?” throughout
Moncton, Atlantic Baptist University is no stranger to District 2. Of the
500 students who have received their B.Ed. from ABU since 2002,
close to half are currently employed by District 2.
“We have been told that upwards of 70% of District 2 hires are ABU students,”
says Bryan Taylor, an education professor at ABU.
And with promising new initiatives like the Literacy Partnership Program,
recently established by Jacqueline Bertrand, a resource teacher at Queen
Elizabeth, the connection between ABU and District 2 can only get stronger.
But how did the relationship between ABU and District 2 become so strong
in the first place? “Working with us over the past several years, the faculty at
ABU have been able to develop a strong Education program that jointly meets
our needs and the needs of the university. ABU’s graduates consistently come
well prepared for their interviews with a skill set to match our needs” says Karen
Branscombe, Superintendent of School District 2. ABU is known for consistently
preparing excellent teachers such that Kelly Lamrock, the Minister of Education for
New Brunswick, considers their program, “an example of one of Canada’s finest
institutions involved in the work of teacher preparation.”
Laura Archibald, a recent graduate (2008) who is now teaching at Birchmount
School, knows firsthand the quality of ABU’s education program. “Through the
hands-on approach of creating lesson plans and teaching my peers, I felt well
prepared going into the classroom. Our professors taught us all that we needed
to know such as setting up a classroom, establishing classroom rules and
procedures, and using the curriculum effectively,” she says. Laura went through
More Than just
a University
the COMP –program which was introduced in the fall of 2006. It is designed to
teach classroom management skills and ABU is the only university in Canada who
has a qualified instructor to teach this program.
“I still refer to my COMP manual from time to time. The program was one of my
favourite courses,” says Archibald. “We get our students to practice management
so it becomes a normal part of their skill set,” says Vince Ryan. “It’s fundamental.
If you can’t manage, you can’t teach.”
Of course there is more to being an excellent teacher than effectively managing
the classroom, which is why ABU professors focus on a range of skill sets. “They
taught us to take care of ourselves and to live balanced lives outside of the
classroom. That’s one lesson I learned at ABU that is helping me right now,” says
Laura. Mike BeLong, principal at Hillcrest, who has seen many interns since 2000,
can testify to this fact. “I’m very impressed with [ABU’s] selection process and
feel that [their] screening of candidates must include more than just academics,”
he says.
“The partnership that School District 2 has with ABU is second to none. It
has been a rewarding process to work with the leadership team at ABU. Student
success is directly related to the quality of teachers that we, as a
district, can hire.” says Branscombe.
As Stewart West, an Education Professor at
ABU, says, “if it’s not about the kids,
then what are we doing?”
SPRING 2009
13
Innovative Learning Fund Beyond Expectations
By Kandi Horsman, Innovative Learning Fund Coordinator, School District 2
ILF Helps District 2 Educators Prepare Students for
Highly Competitive, Global Economy
I
n speaking with educators, these comments echo those of the students and
teachers who are involved in 108 Innovative Learning Fund (ILF) projects
across District 2. Classrooms are abuzz with excitement as students develop
the knowledge, skills, and reasoning abilities necessary for success in our
highly competitive, global economy.
The ILF process itself is competitive, making certain that monies are used
to support the strongest, best thought-out applications across the province.
A signature project of When kids come first, the ILF has contributed $4.9 million
to 502 projects in the Anglophone sector since its inception in August 2007.
As of the most recent round, the committed educators of District 2 have secured
approximately $900,000 in ILF funding. In fact, District 2’s funding in the October
round was the second highest among the nine Anglophone districts. Combined
with the external funding brought in through partnerships with local businesses
and community groups, our educators have accessed well over $1 million to help
make their innovative ideas a classroom reality.
14
SPRING 2009
At Tantramar Regional High School, innovative ideas are certainly a reality.
Educators there have been awarded a total of 15 projects. Principal Jason Reath,
himself an ILF recipient, states:
“Student engagement is a key factor in successful learning. Activities and
experiences that require students to participate in their learning lead to these
higher levels of engagement. At Tantramar Regional High School, our Innovative
Learning Fund projects support these types of activities and learning experiences.
From using field equipment to collect real world data about our environment to
reflecting and reporting on questions relating to students’ everyday lives, our
projects put the student at the centre of the learning experience.”
At a second district high school, Caledonia Regional, the Tiger Talk Podcasting
Radio Club just celebrated its one year anniversary. The crew of eight students and
their lead teacher, Ben Kelly, have produced 20 episodes thanks to an ILF grant.
The episodes include interviews with teachers and students, sport team recaps,
parody songs and discussions about school-related topics.
Daniel Hopper, a Grade 10 DJ says, “Tiger Talk has improved my public
speaking confidence and ability over the last year.”
“I am actively pursuing a career in broadcast media because of this project,”
adds Wesley Taylorson, a Grade 12 DJ.
The Partnership for 21st Century Skills asserts, “Learning and innovation skills
increasingly are being recognized as the skills that separate students who are
prepared for increasingly complex life and work environments…and those who are
not” (Partnership for 21st Century Skills, “Framework for 21st Century Learning,”
2007, http://www.21stcenturyskills.org).
With help from the ILF, our innovative educators are doing just that—
ensuring that our students have the creativity, critical thinking, communication,
and collaboration skills essential for success in 21st century society.
For a complete list of District 2 ILF recipients, please visit the Department
of Education website at http://www.gnb.ca/0000/ilf-e.asp.
The Lego robotics project definitely helped us with teamwork
and problem solving…Hands-on learning is definitely more fun
than someone standing in the front of the class and telling you
how [to do it or how it works].
You learn at your own pace, not someone else’s.
Jesse Lewis, Grade 8 Student at Magnetic Hill School,
about the “Lego Robotics Enrichment Initiative”
This ILF project continues to spur the desire to learn
independently of adults – to investigate, to inquire, to test,
to repair, to work in their student teams to solve real-world
dilemmas. It brings forth discussions and enthusiasm that
carry over beyond the bounds of the program.
Kelly Graham, Grade 7 & 8 Teacher at Magnetic Hill School
& ILF grant recipient for the “Lego Robotics
Enrichment Initiative”
From my perspective, this project is giving our students
an authentic reason to write well, as the end product is
a performance of their writing (reader’s theatre, poetry,
monologue, puppet show, musical story, interview, etc.).
The quality of student writing is increased substantially when the
audience is more than their teacher; the success is more
meaningful than mere marks.
Sheila Thomas, Grade 4 Teacher at Havelock School
& ILF recipient for “Lights, Camera, WRITE”
SPRING 2009
15
Betty Bobber
Questions by Aubrey Kirkpatrick, Director of Finance, Administration and Communications
1. Tell me about this Bike Klub project?
Bike Klub started out as an after school program, mostly geared towards but not exclusive to, “At Risk” and
“Introvert” kids, reaching them by building custom bicycles from scratch. The klub has since evolved to building
custom motorcycles.
2. What are the educational outcomes for this?
The educational outcomes are directly in-line with the Automotive courses, Metals courses and to a certain extent
with the Wood shop courses. We teach shop practices, tool safety and operations, mechanical concepts and shop
mathematics. Along with this, we teach design principles, drafting, blue print reading, presentation, marketing and
presentation skills. The kids do all their own fundraising, building of displays, promotional materials, press kits,
etc. They must understand how things work before they can match items like motors and transmissions to other
drive train elements. They must understand braking systems, suspensions and geometries that go into the
construction of a motorcycle. We are big on “Respect”, respect for fellow klub members, ideas and ideals, shop
respect, tool respect and respect for the industry and industries involved in building a custom motorcycle.
3. Who started it? When? How long has it been in existence?
Bike Klub was started by Bernice MacNaughton High School Teacher, Marc Mazerolle in the fall of 2004, we are
currently in our 5th year of operations.
4. Who came up with the design? Who did the artwork on the bike?
The initial design was done by Teacher/Manager Marc Mazerolle, with Bike Klub members having full input on
aspects of design in relation to the oil tank, gas tank, rear fender, paint color and theme of the bike. All work done
to the bike was done by the student members of the klub, all bodywork and styling was done by the members.
The paint on the bike was applied by Goguen Custom Painting of Cocagne, New Brunswick under the supervision
of the Manager and the klub members. The theme of a 1955 Buick Roadmaster paint theme was brought to
Marc Mazerolle by the members, refined by Mr. Mazerolle and then approved. The pinstriping was done by Corie
“LowShow” MacKinnon of Riverview, New Brunswick. Members where present during both painter’s work with
input by the klub members. Other aspects like the details of metal dice as nuts
to hold the seat down, the “V2” sign for the ignition switch, piston turn signals
were all done by the students in the klub.
5. What is the official name of the Klub?
Unable to come up with a name, we called it Bike Klub, the “K” instead of “C”
comes from the “Kar Kulture” style of customizing, where the builders either
reuse parts from other vehicles or make their own parts, paint, etc...
6. I notice the name Betty on the bike, what is the story there?
The name “Betty” comes from a bike show promoter in Grande Prairie Alberta.
Three years ago the Bike Klub travelled to the Canadian AMD Bike Building
Championships with their custom bicycle, “Wendy”. While at the show, a parts
manufacturer donated the frame for the “Betty Bobber” and put us to the
challenge to build a custom motorcycle; we accepted and 3 weeks later in 2006
the frame arrived. We decided to name the bike after the person who made
the build possible, Belt Drive Betty, her actual name is Renee Charbonneau.
7. Who can belong?
Primarily, Bike Klub is open to any students of BMHS, however, Mr. Mazerolle
will accept any student that goes to any School District 2 High School as long as
the students agree to be responsible for getting to BMHS and getting home on
their own on the days Bike Klub runs. Bike Klub runs, Tuesdays, Wednesdays
and Thursdays from 3:30 to 5:00pm sometimes we go later. We also try to
come in one Saturday a month.
8. Any outside partners help with this?
Local business
Toys for Big Boys
Deeley’s Harley Davidson
Canada
Apex Industries
Brother’s Bakeries
Kent County Custom
Crowne Machining
Dr M. Hurst
Goguen Custom Painting
APM Automotive Supplies
Pinstriping by LowShow
Threshold Air
Eastern Battery Service
JH Stewart Ltd.
Moe’s Classic Metal Works
Irishtown Cycles
Various Individuals
Outside business
Merch Motor Works
Performance Machine
Corbin Seats and
Accessories
Exile Cycles
Matt Hotch Designs
Stroker’s Dallas
McKay’s Cycle Creations
Guilty Customs
Crime Scene Choppers
Crane Cams
Avon Tyres
Mid West Motorcycle
Supplies
Mid USA Motorcycle
Supplies
Trick Factory Customs
Goldammer Cycle Works
Avon Grips
9. How many hours were invested by all?
Hours are hard to determine, approximately 60 students over a 32 month
period worked 10 hours a week on this project.
10. I notice there was one female involved. What do you think she gained from
this non traditional role and working with all of these guys?
Bike Klub has always had female members, since the beginning. The female
members have never been treated differently from the male members, respect
is respect, gender does not matter. Now, if you are asking if the female
members have had “extra” issues to deal with, yes in some cases, at shows,
traditionally “bikers” are male and think females could not know about the
bikes, our female members had to overcome that and show them that gender
does not matter.
11. What did the students learn from this project? What higher order skills did
the students learn? Was this project viewed by others as a “typical shop”
class... stereotyping..
The biggest thing the students learned was it was not as easy as they thought
to build a motorcycle. Though a motorcycle seems pretty simple to build,
building custom elements proved to be a challenge even to the “top” student
members. They also learned that you cannot build a motorcycle of the level
Betty is without money and support from sponsors. They learned that they
have much more to learn!!
Primary skills in shop practice, tool knowledge, tool operation and practice,
construction and deconstruction process, trouble-shooting and problem solving
skills were learned and retained.
During the building process the students where taught the ADDIE process, that
is A-Analysis, D -Design, D -Development, I -Implementation and E -Evaluation.
This is a product life cycle and they knew they had to apply it to every aspect
of the build, promotion and presentation of the bike and the klub in general.
Other subjects that lend themselves to Bike Klub are or could be; Graphic Art
and Design, CAD, Drafting, Intro to Applied Technology, Business and Marketing
courses. Even though, currently this is an after-school program, there still was
the typical stereotyping of the members as “Cementheads” or “Shop Kids”.
The membership was, to the best of my knowledge, never affected by this.
Continued on page 22
Images by Jill Renton, Scuffed Boots Photography, www.scuffedboots.ca
17
18
SPRING 2009
The
Monster
that Ate the
Alphabet
He saw the monster that woke him up. “Ahhh!” wailed Billy. “Mom,
Dad, help!”
By Abby Lacey, Grade 3
Billy stared in horror as the monster opened his mouth up wide and….
O
“This alphabet stuff tastes delicious,” said the monster.
nce there was a boy named Billy. He loved reading monster stories.
“I wonder what monsters eat? I wonder where monsters live?”
he asked. Billy also always wondered if he could be like the brave
heroes he read about in the books.
One night, Billy could not get to sleep. Earlier in the day, he’d read
a scary monster book about a monster with five freakishly big eyes and a
terrifying habit of eating innocent humans. Billy, who was still awake, said,
“All will be well in the morning.” So, in a little while, Billy fell in a deep, deep
sleep. “Zzzzz…”
“Roar!”
Ate the alphabet?
“Ha, ha, ha,” laughed Billy.
eat the alphabet!”
“But Monster, you can’t just
“Call me The Mon, and if I can’t eat the alphabet, what can I eat?” asked The
Mon, a little confused.
“Hmmm,” thought Billy.
The Mon!”
“I know!
Follow me,
“Whee!” said The Mon as he followed Billy up the stairs. Thud! Thud! Thud!
“What could that noise be?” asked Billy. Cautiously, he stepped out of his
room and looked around.
Billy opened the cupboard. Squeak! He took out a can. He opened it and
poured it in a bowl.
Billy looked in
the kitchen….nothing. He looked in the living room….nothing. He looked in
his mom’s classroom (she teaches preschool)…..
said Billy.
“Roar!” went the noise, but this time it was louder.
“Roar!”
“Close your eyes and take a bite!”
And after that, all that The Mon ate was ….Alphaghetti!
“Billy, wake up! Time for church!” yelled his mom.
Billy ate breakfast.
“Mmmmm!”
He then brushed his teeth and his hair and ran downstairs. “Mom, I had
the strangest dream last night.” Billy had a feeling he would remember that
dream. He recalled how scared he was when he heard the roar. He decided
that he would save the Alphaghetti in case The Mon came back for more. He
wished that The Mon would help him in more of his nightmares in the future.
SPRING 2009
19
Like an orange, your eyes can
look and feel great on the outside.
But an optometrist knows
your eyes inside & out.
Eye health is more than 20/20 vision. If you haven’t seen an optometrist
in the past two years, please call for an appointment.
your eyes deserve an optometrist®
20
SPRING 2009
opto.ca
Oral Language “Something to Talk About!”
By Susan A. Dean, with assistance from Katherine Arsenault, Cheryl Rhindress, Heather Wood and Sue Smidt, District 2 Literacy Team.
Y
ou may be surprised to hear that ‘talking’ in the classroom is one of the
first steps to reading and writing. Educational researchers have known for
years that the foundation for any successful reading and writing program
is oral language. Oral language is the key to developing reading and writing
proficiency in all grades, but it is particularly important in the early years, when
children are learning how to read and write
There is nothing more exciting than observing our children when they learn
to talk. The babble of babies becomes the questions of three year olds, and the
questions of three year olds become the inquiries and comprehension of new
readers and writers. The oral language young children hear and participate in,
through play and discussion helps to define their world. They use this knowledge
when they learn how to read. Oral language is a natural and necessary stepping
stone to this process.
The Atlantic Canada English Language Arts Curriculum document for
Grade K-3 in the ‘Speaking and Listening’ section states over and over again
that children need to talk* in the classroom. It suggests that talking, reading and
writing are an integrated process and development in one area supports the other.
Essentially, we can’t learn to read or write without talking!
How does talking help children develop reading and writing skills?
• provides the necessary bridge between how language operates orally
and in print.
• clarifies thinking, which helps with understanding what we read and the
development of writing’.
• encourages children to tell stories in order to become better story writers
afterwards.
• helps children express themselves clearly, state their point of view, listen
cooperatively to others and hold a polite conversation – skills that allow a
distinct advantage in social situations throughout life.
*The word ‘talk’ in this article, like the NB curriculum document,
refers to the art of ‘speaking and listening’.
How can oral language skills be encouraged at school?
In the early years (Kindergarten to Grade 3), dramatic play and drama are used
to encourage students to practice the art of verbal negotiation and imaginative
thinking. In these activities children will creatively plan, negotiate and socially
interact with their peers through talking.
Young children at a block centre, practice some of the same skills used in
a corporate board room, where adults cooperatively plan and negotiate projects.
A puppet centre or dress-up center provides a perfect medium to retell a story or
create a new one.
Providing children across all grade levels with opportunities to participate
in book talks, literature circles/book clubs and encouraging group
discussions during science or social studies activities all engage students in
meaningful conversations.
How can oral language skills be encouraged at home?
Parents are very important in the development of oral language. Research
suggests that when we participate in meaningful conversation with our children
at home and provide opportunities for them to play with their peers, the easier
it will be for them to learn how to read and write at school. By the age of five
children develop a vocabulary of 10,000 words and there are many things that we
can do as parents to support this process. (See sidebar for more activities to try
at home.)
It is clear that we must build a strong foundation in oral literacy for our
children to become proficient and successful readers and writers. As Dr. Seuss
once wrote, ‘The more that you read, the more things you will know. The more
that you learn the more places you’ll go.” If we could be bold and paraphrase
his quote we might say, ‘The more that you talk, the more things you will know.
Themorethatyoulearn,throughtalking,readingandwriting, themoreplacesyou’llgo.’
The importance of oral language as a foundation for reading and writing is
definitely something to talk about.
Parent’s corner
Speaking and Listening at Home
•
•
•
•
•
•
•
Play language games like Scrabble, I Spy, Snakes and Ladders.
Set aside 10-15 minutes to discuss what has happened during the day.
Ask your child to retell a story or explain a favourite part.
Talk about a variety of print forms in magazines, newspapers,
telephone books, comics.
Join a book library and a toy library.
Establish a story time routine and read a wide range of books
(and then talk about them afterwards).
Begin an oral storytelling tradition in your family, by telling
stories about your childhood.
(Taken from First Steps, Oral Language Developmental Continuum, Heinemann, 1996)
21
Continued from page 17
12. What was it like going to the big competition?
The membership was very well prepared for the competition from the aspect
of the rules and what was expected of them during the competition; that is why
they scored full marks for conduct and self-promotion during the competition
itself. The elements not expected were the shear number of people that came
to the show, over 30,000 people either passed by or stopped and talked to the
members asking about the build and the bike and where the heck Moncton
was!! The students got to meet and make friends with other students from
the United States that share the same passion for motorcycles and motorcycle
building. They quickly learned that borders do not make people different;
they were all just kids loving what they do. They learned that just to get to the
competition was a winning action. Winning the IronWorks magazine “Overall
Winner” award for best High School built custom motorcycle and the IronWorks
Magazine “Technical Merit” award for best built motorcycle was overwhelming
to the members, so much so they didn’t even notice when the announcer spoke
our name again to give us a 3rd Best Overall in our open class of “EVO Hardtail
Custom Chain” where we competed against 8 other builders, most of whom
were considered to be “Master Bike Builders”. This award is outside of the high
school competition; this was a great honour.
Part of Bike Klub will be run during the local option course to be given next
school year at BMHS called Motorcycle Fundamentals 110. This will be taught
by Bike Klub Manager, Marc Mazerolle.
Bike Klub is always looking for annual sponsors, companies and individuals that
would be willing to contribute to the klub every year to ensure it operates. The goal
would be to have a motorcycle ready to compete in the Donnie Smith Chopper Class
Challenge every year and bring back the “gold” every year to Canada!!
Bike Klub competed in the Donnie Smith Chopper Class Challenge in St Paul
Minnesota on the weekend of March 28 & 29, 2009. This competition is the
only one of its kind in the world so it is considered by most to be the world high
school bike building championships. BMHS Bike Klub won the IronWorks “Best
Overall” award and the IronWorks “Technical Merit” award for best bike high school
motorcycle. The DSCCC is held during the Donnie Smith Invitational Bike Show,
one of the biggest bike shows in the Mid-West USA. Over 400 custom motorcycles
and over 30,000 people attend this event annually. Bike Klub’s entry “The Betty
Bobber” was entered in the Open Class Evolution Hardtail Custom Chain, where it
competed against 8 other motorcycles of similar style. These bikes were built by
“Master” or “Pro” builders and our bike finished 3rd Best Overall, an incredible feat
for high school kids aged 15 to 18 years of age.
13. Will this project start again? Future plans for Klub?
Anything else you can tell me?
Bike Klub will continue to run at Bernice MacNaughton High School as long
as there are students who want to build custom motorcycles and we can find
funding to help us do so. Currently Bike Klub is operating and has two bike
builds on the go. We have a 1967 BSA 650 Lighting Bobber project we call
“A Voodoo Woman Named Phyllis” and a late model Harley Davidson Soft Tail
Bobber/Street Fighter we call “Roxanne”. We will also be finishing our borad
track racer style bicycle “Sally” and starting another bicycle build with the
possibility of starting a custom pull wagon build.
An Apple for
the students
Contact info: Marc Mazerolle, Teacher/Manager BMHS Bike Klub
Bernice MacNaughton High School
999 St George Blvd, Moncton, New Brunswick E1E 2C9
Website: www.bmhsbikeclub.zoomshare.com
Phone: (School) 506-856-3469
Email: marc.mazerolle@nbed.nb.ca
Tel.:857-3258
120HighStreet,Moncton
NB,E1C6B5
• Family,Marital&IndividualCounselling
• FamilyLifeEducation
• FamilyviolenceCounselling
• EmployeeAssistanceService
• CorporateWellnessTraining
• CreditCounselling
• Meditation
www.fsmoncton.com
AUnitedWaymemberagency/
UneagencemembredeCentreaide
United Way of Greater
Moncton & Southeastern
New Brunswick Region Inc.
G
rades 3, 4 and 5 students at Claude D. Taylor thoroughly enjoyed learning
to use the District’s Mac computers. In March, they created pod casts
using Garage Band and took some entertaining and unusual pictures
with Photobooth. Through this technology, teachers inspired students
to practice reading, writing and speaking skills. Congratulations to all students
for their excellent work. Special thanks to Richard Daley and Betty Vick, District
Technology Mentors, for all of their help.
22
•Counsellingmatrimonialfamilialeetindividual
•Educationalaviefamiliale
•Counsellingpourlaviolencefamiliale
•Programmesd’aideauxemployes
•Formationmieuxetreautravail
•Conseillersdecredit
•Meditation
SPRING 2009
Building a safe, supportive community with our partners,
including School District 2, through projects like Roots of Empathy.
Inspire • Build • Change
To learn more about United Way, contact us
at 858-8600 or www.gmsenbunitedway.ca
Celebrating 10 years
of making words fun!
By Dawn Arnold, Chair, Frye Festival
F
or 10 years, the Frye Festival, Canada’s only bilingual, international literary
festival, has brought award-winning authors from around the world (and
around the corner!) into schools all over New Brunswick. These “word
experts” meet with students in their classrooms, libraries and auditoriums
to chat about the writing life, tell stories, feed imaginations, play with words
and generally put a friendly face on what it means to be literate in our society.
More than 10,000 students met with authors in April.
These authors play a huge role in inspiring kids to read and write. We know
because after 10 years, we are seeing some of the results. We now have events
outside of school for students from Kindergarten to Grade 12. These events put
the spotlight on our creative kids and let them know that their community values
their contribution.
Imagination at Work is for our youngest creators. All schools are encouraged
to submit one piece of work from one student in each grade from Kindergarten to
Grade 4. This work is then displayed during the Festival. There is a launch event to
which all the contributors are invited. The Frye Festival gives each child a t-shirt, a
certificate and the opportunity to shine!
Budding Writers are in Grades 5 to 8 and are selected by their teachers. These
students present their creations before a public audience at the Capitol Theatre,
which always includes some real life authors who provide an inspirational message
for the students.
For song-writers, poets and prose artists in high school, Café Underground is
the event not to be missed! The talent is always awe-inspiring and a great way to
discover new up-and-coming authors. This year, the students had an opportunity
to participate in workshops prior to their performances.
The Frye Festival donated more than $8,000 worth of new books to schools
this year. As well, as part of the Writing Contest, more than $3,600 in prize money
is awarded to winning high school students and $1,000 to winning schools for
the purchase of books. The prizes were awarded on stage to the students during
Soirée Frye the Festival’s annual literary extravaganza.
Making words fun for kids is a big goal of the Festival. KidsFest is an excellent
example of making words fun and is a firmly established family event for children
2-12. It takes place at the Moncton Public Library and this year more than
1,500 kids and their families attended. It is a great opportunity to meet some
authors, drop by the library, attend a writing workshop, see a play, write a poem,
swap a book, go “fishing for words” and so much more boisterous bookishness!
When the Frye Festival learned
that the annual Hackmatack
Children’s Choice Book Awards
was taking place in Halifax this
year, we decided to present our
own pre-award ceremony version
called
Hackmatack:
Taking
Reading to the Max! This was an
enormous success with more than
800 yelling, screaming, book-loving
kids in attendance. Thanks to the
support of School District 2 and
the energetic and zany “Game Show Hosts” Nathalie Olivier (Birchmount, Grade 6
Teacher) and Michelle Doucet (French Language Mentor, District 2) young readers
all over our community got to meet their favourite authors and be rewarded for all
their reading.
The Frye Festival is
also extremely proud to
help support the YMCA’s
Peer Youth Tutor Program
that involves so many
outstanding students in
our community as well
as Moncton’s Boys and
Girls Club.
The Frye Festival has
wrapped up for this year, but plans are underway for another exciting Festival April
19-25, 2010 and lots of community events in between. For more information visit
www.frye.ca.
SPRING 2009
23
Being Part of a
Writer’s Process
Teens Review Manuscripts
for Author and Publisher,
Paul Kropp
P
By Karen Bauer, High School Literacy Lead
aul Kropp has been writing novels since the late 1970s but, to the
adolescents in this project, he is a new acquaintance.
I met Paul Kropp the same way I meet a lot of writers, through the
pages of a book, in this case, one called The Reading Solution, Make
Your Child a Reader for Life, (1993). Last year he gave a writing workshop for
New Brunswick teachers and I finally got an opportunity to tell him how important
his book was to me as a teacher and parent.
His knowledge about adolescents, gained from years of teaching high school
English, and his passion for them and literacy learning, makes him a popular speaker
and professional development leader. He is the author of more than sixty novels for
young adults and has won nine literary awards. http://www.paulkropp.com/
The students know none of this, so Kropp will not be resting on his reputation.
Teachers Heather Dixon, Cynthia Hines, and Jessica Fenton agree to offer the
manuscripts, along with a letter of introduction from me, to potential reviewers.
Volunteers, all these students from JMA Armstrong High, Moncton High, and
Riverview High are now part of a writer’s process. They are about to read and
comment on two books that have not yet been published. Their work will influence
the author’s revision.
In short order, I have a group of students who are carefully reading and
responding to Books One and Two of a fantasy trilogy to be published by HIP
(High Interest Publications) Books. Eclectic mixes of readers, these students take
the task seriously, and with direct and insightful candor, complete their reviews.
They do not disappoint.
With the beauty and efficiency of computer technology at our disposal, we
communicate primarily by email. Students are writing for an authentic purpose.
Literacy teachers tell them consistently that they are writers and their writing
matters. The quick feedback from Kropp reinforces that. Here are some of the
things he said:
“What a smart reviewer!”
“You might ask the one reader to look at this revision of Chapter 6. We think it
is a big improvement.”
“This reviewer is terrifically intelligent. He’s got me reconsidering the whole
‘killing the guard’ scene.”
“I really appreciated the students’ comments. Many of the items they spotted
are being taken care of at this very moment. I sent (one review) directly to the
author because it was so positive.”
As I share these comments, students see the impact of their reviews. They are
heartened to know that what they say causes the publisher to make revisions to
plot lines, character’s names, and even the title of Book One. Everything from small
details to entire chapters has been changed in response to student feedback.
While the opportunity to review manuscripts was novel and engaging, my hope
as a literacy teacher was that its impact would extend beyond the limits of the
exercise. In debriefing meetings at each of the three high schools, I got to broach
this with the groups.
Students expressed
that because they knew
they were responding to a
work in progress, they read
the books more closely
and critically considered
such things as the author’s
intended audience, ability
to engage them as readers,
and the quality of the
story line. To quote some
of them:
“It was pretty cool that the authors and publisher asked for our input.
I found myself starting to critique another book I’m reading in class so
I guess it has caused me to read differently.”
“None of us ever had the opportunity to see a book before
it was published. Even though this wasn’t a genre I usually
explored, I felt I could comment on the books.”
“It wasn’t about the grades. It was about helping the author.
When I revise my own work, I will think more critically.”
“This experience made me reread so that I could make better
comments. I made some criticisms but I will take the good things that
the writer did and try to make them part of my writing style.”
“I think this made me a smarter reader
and made me learn some new things.”
How often can you say that you got to
work with an author and publisher?”
“It was about understanding the ideas
instead of fixing spelling mistakes.”
When I told Paul Kropp that I was writing an article for Achieve, he described
our project as fascinating and added that to his knowledge, “no other publisher
takes student response as significantly as we do.” I would agree. I contend that this
inclusion of students in a revision process that has left an impact on their future
reading and writing practices was a mark of his generosity. One of the student
reviewers maintains, “He listened to his audience. This was smart of Paul Kropp”
Aptly put. I think the same could be said of our student reviewers. I can’t wait to
share the advance copies of the published books with them.
SPRING 2009
25
Play a part in your child’s introduction
to French language and culture.
Across New Brunswick, grade one students are learning
more about our province’s French and Acadian heritage.
Share in their enthusiasm.
Be...Inspired
Be...Involved
Français
Acadien
Visit www.gnb.ca/0000/fsl for at-home tools and resources designed
to complement your child’s introduction to French language and culture.
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Racing Physics
Dagmar Horsman, CARS Council
T
ake one small car, add grade 11 and 12 Physics curriculum, mix with
automotive and physics teachers, and you get EXCITEMENT!
Physics Teacher Ian Fogarty from Riverview High School has
become a fan of the Revo 3.3 model car, looking forward to enhancing his
teaching with experiential learning opportunities offered by the vehicle. “I see my
physics class students experimenting with different tires and slopes and velocity.”
More significantly, he sees tremendous potential in engaging “smart individuals
who don’t experience success; students who’ve never taken an interest in Physics.”
He’s comfortable with the prospect of handing the sophisticated vehicle over to his
students to examine and explore, because he believes “they will spend time at
lunch and after school and they will break in the car and they will get information.”
Fogarty is thrilled to see the students take the ‘drivers seat’ in their learning,
to hear about what the students discover through experiments with the car and to
learn from what they learn.
District 2 has five out of the nine schools that were identified for this provincial
project venturing into new territory, exploring the potential of using automotive
technology as a way, “to ensure that grade 11 and 12 students can apply and
remember science and math concepts taught in physics” says Brian Gray, a Learning
Specialist with the New Brunswick Department of Education. The “Racing Physics
concept is designed to provide experiential learning opportunities for students”
that strengthens their grasp of the subject matter by demonstrating the relevance
of what they are learning to their day-to day experiences. Teachers attending a
professional development session focused on delivering Racing Physics noted the
importance and relevance of linking what will be taught with the students’ own
experiences. When teachers were asked by meeting facilitator Mario Chiasson, a
Tech Mentor with District 2, to suggest soft or stiffer springs for a car racing on a flat
track, teachers commented based on their own driving experiences or principles of
Physics. As teacher Mike
Cusack explains, “this
discussion points out
that we operate on some
common assumptions,
and that teachers who
teach the material on
the Revo car will have
to take the time to
synchronize on what, for
example, suspensions
are”. He goes on to say,
In stock.
In style.
“Some
kids might have a
background in NASCAR
racing; some will never have
encountered any automotive
technology. So it requires strong
teaching to make sure students are at the same place, starting with a common
vocabulary and understanding the basics of what suspension is all about; what
it looks like on various vehicles” before getting into a discussion on suspensions,
fluids, or the finer points of wheel alignments.
A large component of the ”making sure it does what you need to do” that
Gray referred to, in discussion with the teachers, has to do with the Revo vehicles
themselves, the race tracks, the sensors to capture data and the web portal and
other materials that the Department is making available. The biggest success
factor, however, rests with the teaching team that is assembling around the
Racing Physics initiative. At the
March 25th Department of
Education Racing Physics
meeting, the magic teachable
moment happened when Wally
Knowles, the auto teacher,
picked up parts of a Revo to
explain aspects of steering
and suspension terminology
and the group of physics
teachers, auto teachers and
facilitators all leaned in for a
closer look.
y2 - y1
m= x -x
2
1
v = v0 + at
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Karen Radford
Executive Vice-president and President, TELUS Québec
and TELUS Partner Solutions
Look who’s from D2!
By Aubrey Kirkpatrick, Director of Finance, Administration and Communications
B
ased in Montreal, Karen leads a regional team serving business,
consumer as well as wireless customers in Québec and is responsible for
growing market share and enhancing TELUS’ position, as part of TELUS’
national growth strategy.
Additionally, as Executive Vice President and President, TELUS Partner
Solutions, Karen leads a North American team that provides wholesale and
carrier services to telecommunications providers, as well as operator services for
customers at work, at home and on the move.
Karen received a Masters of Business Administration from Dalhousie
University in 1991 and a Bachelor of Science from Mount Allison University in
1989. Consistent with TELUS’ values, Karen is committed to her local community
and is a sought-after speaker on business issues, such as strategic leadership,
growth and development.
Karen serves as a national adviser to Youth in Motion and Women in Motion.
She is a member of the Alberta Children’s Hospital’s Board of Trustees, is President
and Co-Founder of the Women’s Leadership Foundation and a member of the
TELUS Montreal Community Board. In 2008, Karen joined the Board of Directors
for Loblaw Companies Limited as well as the Board of Directors for the “Fondation
du maire de Montréal pour la jeunesse”.
28
SPRING 2009
In 2004, 2005 and 2006, the Toronto-based Women’s Executive Network
selected Karen as one of Canada’s Top 100 TM Most Powerful Women. In 2006,
she was named to Canada’s Top 40 under 40 listing, a prestigious recognition of
40 Canadians who have reached a significant level of success before the age of
40. In 2007, Canadian Women in Communications selected Karen as the CWC
Woman of the Year. Just recently, Karen was presented with the Business and
Professions Award at the YWCA Foundation’s 2008 Women of Distinction Gala.
Karen and her family have been living in Montreal since 2005.
• A past president of Riverview High
• The oldest of 4 (my siblings are Heidi now in Boston, Cindy now in HayRiver,
Northwest Territories and David in Moncton)
• My parents still live in the area (now in Shediac) and we (Jason my Albertan
husband and our sons Jacob 7 and Reed 6) come home every single summer
without fail to see mom and dad and connect with all our family – cousins,
siblings, etc.. and to catch up with friends.
• I have lived in Riverview, Halifax, Ottawa, Saint John, Fredericton, Halifax
(again), New Zealand, Calgary (for 8 years) and now we live in Montreal (we are
just starting our 4th year here). I am very grateful to have the chance to enjoy
so much of our beautiful country.
What schools did you attend
Frank L Bowser (elementary)
Riverview Junior High
Riverview High School
How did school influence your career choice?
Mount Allison University (BSc)
Dalhousie University (MBA)
What kind of a student were you?
I was always curious and involved.
math and science.
Strong academically especially in
What was your favorite subject?...Least favorite?
Favorite was Calculus …don’t laugh..Mr. Constable. I can hear Mr. Constable
now telling Michele Belliveau, Scott Ford and I to get back to work.
Least …hmm that is a tough one .. oh yes, History – poor Mr. Carroll I wasn’t
his star student. I was part of the pilot where you could take one semester of
history and if you passed the exam you didn’t have to take the 2nd semester
in grade 10 and nothing in grade 11. I passed but it was the worst mark I ever
received. I remember the night before the exam even taping my notes onto a
tape and playing them thinking maybe while I slept something would seep in ..
PS It doesn’t work!
What advice would you give teens going through school today?
• Try everything academically, see what really peaks your curiosity
and stick with it.
• Stick with Science in high school because if you don’t, it limits the programs
you can apply for later and you just might change your mind as to what you
want to do with your life.
• No one knows what they want to do next – keep looking and
more importantly try some different things and see… I still wonder
what I will do next!
• Make a list of all the things you want to do in your life – seriously sit down
and start writing or typing. Get to at least 100 and then keep it somewhere
safe. I have been carrying my list for more than 17 years; I check things off
every year and add new things. It always serves to remind me what I believe
is most important and of the things I decided I wanted to do.
• Get involved – at school, at church, in the community… raise awareness
or money for a cause, volunteer.
• It is better to try things and fail then to not try at all.
• Stay in shape – be healthy, take care of yourself.
• Have FUN.
•
•
•
•
•
My confidence grew as I continued to learn and deliver results.
I was exposed to the world of math and science.
I was given the chance to learn and feed my curiosity through labs.
It allowed me to get involved, to make a difference to my schools.
It gave me the opportunity to build budgets, speak to assemblies, cheer
for teams at the top of my lungs, make friends, make mistakes.
• It gave me the chance to make choices.
What do you love about your career choice?
• It moves so quickly, the technology is fascinating.
• You can work in marketing, sales, operations, engineering, finance, human
resources, communications, etc... (I have worked in customer care,
marketing, field operations, planning, sales, IT, new business start up,
network operations, etc… )
• You get to work and learn from amazing people across the country
• You get to be active in the community as my company believes
in the importance of giving back.
• You can work and live in different cities and countries.
• Leading is an art and I will continue learning about it for the rest of my life.
• You are regularly pushed outside of your comfort zone (if you want) and that
helps you learn faster.
If you were not doing this, what other career would you be doing?
Hmmm these are interesting questions…
1. The area of health care – leading a team responsible for a health region
or health care for an area.
2. Working internationally – using my experience and my voice to represent
women and children at a large international NGO.
I think you can weave some of these things into your day job as well.
For example, I co-founded the Women’s Leadership Foundation that has raised
$2M for leadership development for women. We have worked with more than
3000 women in the past 4 years.
Which teacher had the greatest influence on you?
So very many…..
Mr. Brace (grade 9) – who made it cool to like math! He showed us through his
actions that we had a right to be proud of our accomplishments. He was an
optimist and he believed we could do anything in the world.
And
Mrs. Macpherson who took time to write me a personal note to boost
my confidence when it was shaken..
What motivated you to achieve at school?
I always wanted to prove I could do it.
I knew I needed to achieve in order to open doors for the future. I wanted
and still do want choices, it allows me to be in charge vs someone else.
My dad always asked me when I got a 95 who got the other 5 points – he was
teasing but it did make me try harder…
Parting comments?
• Believe in yourself.
• Notice the things that excite you, things that grab your attention / then ‘chase’
them – learn all you can and find a way to incorporate them into your life.
• Keep learning – trade school, college, university – continue on, it will help you
define your interest and it will give you so many more options in the future.
• Love where you are from!
SPRING 2009
29
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SPRING 2009
Dedicated to the People We Serve
La RRS B : au service de la population
Schools:
More than just bricks & mortar
By Aubrey Kirkpatrick, Director of Finance Administration and Communications
S
chool facilities are much more then bricks and mortar. School buildings
provide the foundation for effective learning; they are the cornerstone
upon which our young leaders are inspired and the place where the future
of our communities is determined.
For too long North America has neglected one of the pivotal elements in student
academic success, the school building. There is a growing body of research that
proves the school facility can have a very positive effect on learning and behaviour.
It should really be no surprise that a building with lots of natural light, quality air
and ventilation with good design will make a positive difference.
In the late 1950’s and early 60’s a major school building program was
undertaken to accommodate the children of the baby boom generation. As a child
I went to some of these new schools. These “new” facilities are still in service
today and have received little in the way of modernization or renovations.
There is not a sinister agenda at play nor is it any government’s particular
fault but this oversight is now starting to create a perfect storm. School District
2 has 38 schools with the average age of each facility being 47 years of age.
There are over $80,000,000 in capital repairs outstanding and over $1,000,000
in minor repairs backlogged. Each year District 2 receives on average $1.2 million
for capital repairs and $632,000 for minor repairs. The life cycle of the physical
plants are long expired and the building maintenance needs rise exponentially
each year.
The world around our 47 year old schools has changed dramatically. Research
and development has advanced at a tremendous rate impacting educational
programming like never before. The onslaught of rapidly advancing technology
has invaded every aspect of our lives except the local school house. Our school
buildings no longer meet the demands of this new world.
As we look to compete in this global economy we cannot afford to miss any
advantage we can provide our children. This includes building new and improved
facilities. “Education is the best investment we can make for continued economic
growth. A 2007 World Bank Study found a dollar invested in education returns
14.3% annually. Common stock over a 50 year period averaged a 6.3% yield”.
When we begin to set the vision for District 2’s shools we would do well to
follow the list of principles from the Imagine our Schools facility review of the
Halifax Regional School Board :
Student Achievement
• Maximize facility program delivery opportunities to meet future educational
needs
• Equitable access to full range of opportunities
Size schools to best deliver full range of program
and extra-curricular activities
• Plan grade configuration to optimize learning, social and behavioural needs
of students
Community
• Enhance opportunities for community centred schools through shared
or joint use
• Provide for safe, walk-able neighbourhood schools
“It takes everyone of us to build a quality place to live;
you too can make a difference start young by
volunteering in your community”
The Volunteer Centre of Southeastern New Brunswick Inc.
refers volunteers to over 150 community agencies.
Volunteer on-line at
www.volunteergreatermoncton.com
or for personal volunteer matching contact 869-6905.
Province
• Promote effective utilization of facilities
• Maximize full potential of community centred facilities
As we ponder the future of schools in NB we must filter our decisions through
the lens of student achievement, what is in the best interest of our children? If we
could look at NB schools through this paradigm, we could be well on the road to
greater self sufficiency.
SPRING 2009
31