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Ben Smith - UNDMG and ATL - Responsible Consumption and Production and Health and Well-Being

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Ben Smith - UNDMG and ATL - Responsible Consumption and Production and Health and Well-Being

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Connections to Grade 1 Communities Unit
-equal opportunities; same status in respect to civil rights...property rights and equal access to social goods and services.

This reminds me of a lesson from 5 years ago, where my grade 1s were very motivated to take action and send soccer balls to regions in South Africa. This of course can be adapted for any similar action.
Skills:
Thinking Skills
-analyzing- make connections to what I already know. (most kids love soccer!)
-evaluating- see thinking in different ways to solve a problem
Research Skills
-media resources to connect, create, and communicate
Communication Skills
-speak clearly to share and explain my ideas.
Emotional Management
-I know and manage my emotions, I stand up for myself and others.

If I taught this in class:
-Read the book GOAL by Mina Javaherbin. Have students make connections using the template: In this book...This reminds me of...
-Discuss equality by giving everyone a token. When they have something to say, they put the token in a hoop. That is their turn. Discuss how this was an equal chance to share a connection.
-Play other games that demonstrate equality, perspective and empathy.
-How to solve a problem: provide a few STEAM activities to try on his/her own. Then give opportunities to do the solve a problem in a group setting. Discuss the pros and cons of each. Brainstorm together as a class how we can help other kids have soccer balls (GOAL).
-Lead students in how to use media sources and campaign for donations or someway to take action.

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I selected  16 - Peace, Justice and Strong Institutions, and 17 - Partnership for the Goals. These fit nicely into my 'How We Organize Ourselves' unit on international relationships and a 'Sharing the Planet' unit on Peace and Conflict.

The following skills would be required
Thinking Skills
- Critical Thinking
- Creative Thinking
- Information Transfer

Research Skills
- Information Literacy - gathering information
- Media Literacy - looking at media texts to gather information

Communication Skills
- Exchange Information - for a 'model UN' style debate on the issue
- Literacy - reading information and writing ideas for the debate

Social Skills
- Interpersonal - working with a partner for the debate and then group decision making within the debate

Self-Management
- Organization - using time effectively, breaking down big task into smaller tasks

I would set this up as a Model UN debate and provide each student pair with a country to represented (key concept - perspective). As the teacher, I would model/co-create one country so that they could see an exemplar each day of what we were trying to achieve and reflect their work to. I would break down the preparation into smaller daily tasks and provide them with some basic research to get them started.

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UN Millennium Goals (Celeste , Carrie & Alex)

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UN Millennium Goals (Celeste , Carrie & Alex)

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We met as a group to discussion the variety of different ideas we had, and connected to 4 goals that could be used across all grades. Document attached with our ideas.

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8- Decent Work & Ec. Growth
14- Life Below Water

I selected these two goals because they are inter-connected in many ways. There is a societal need for decent work and economic growth, while life below water is directly and indirectly impacted by this. Does the need for jobs, the type of work that is done impact the quality of the earth's water and the life below it? These are issues that students can explore further using ATL skills.

What specific skills would a student need in order to engage in or develop solutions to begin achieving this goal?

· Research Skills

· Critical Thinking Skills

How would we teach students these skills?

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3 - Good Health and Well Being
6 - Clean Water and Sanitation

I chose to focus on these two goals as you cannot have good health and well being without clean water.  We have an issue in Canada where many First Nations communities do not have access to clean water and I thought it was important in grades 7 and 8 to frame these issues not just as charitable causes, but as political issues.  Throughout the world the solutions to these issues are developing the infrastructure (which can be done charitably) but the maintenance and continuity of these resources are political issues.  Using our own country as an example also allows us to be critical and honest about policy. Whereas when looking at other countries people are more cautious about criticizing as they may not see it as their place to criticize and there are often issues we don't know or understand at play, which is why change needs to come from within a country or community.

To be able to do this students need:
Thinking skills
- Formulating reasoned arguments supported by facts
- An open mind to acknowledge our own faults as a country
- Higher-order thinking skills to analyse the problem and the possible solutions
- Profound reflection

Research skills
- Students need to be able to filter information and choose reliable sources
- Students need to be able to read both sides of the issue and develop their own
understanding of the issue
- Effectively recording and citing their sources

Communication Skills
- Express their solutions clearly to their classmates

Social Skills
- Be mindful in their conversation so as to respect everyone
- Resolving conflict around the solutions
- Analyse the impact of the behaviours (individually and as a nation) that have
led us to this point and the repercussions of our behaviours going forward
- Have students consider alternative points of view and the many elements at
play (history, politics, culture, finances, etc.)
- Have students make a decision about the best possible solutions

Self-Management skills
- Set deadlines
- Stay on task
- Break a task into smaller steps
- Find personal relevance in the subject matter
- Create an environment where mistakes and differing opinions are
opportunities to learn and not obstacles.

If I was to teach this in class it would be a project where I teach the history that has led us to this point, present the problem and then ask for them to research and present their solutions. They could then form groups and synthesize their solutions to make them better. This would be followed by a roundtable discussion where students could debate to find the best solution(s) and table that as an action plan. I would frame this as a mock parliament and also take the time to discuss how our political system works and how decisions are made in our country. We could then draft a letter as a class to the Prime Minster and send him our solution with our reasonings.

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Session 5: 9:00-10:00am
1. Ensure you have shared your lesson plan and visual in this folder please: https://drive.google.com/drive/folders/1ha5iCutsVYbLqex70ovP28hYiOvdDuUv?usp=sharing & 6

Session 6
1.Review the UN Millennium Development Goals (2015)
http://www.un.org/sustainabledevelopment/blog/2015/12/sustainable-
development-goals-kick-off-with-start-of-new-year/

Post on the Padlet in the space below your response to:
• Choose 2 of the goals to focus on
•What specific skills would a student need in order to engage in or develop solutions/options that could begin to achieve this goal?
•Justify your response and include a short discussion on how you would teach students these skills in relation to a lesson on the UNMDG

Session 7: 1:45-2pm (& 8 asynchrnous)
1.In breakout rooms share your key takeways from the UNMDG activity
2.Talk to each other about, "Only someone from ____ would understand."
3. Elect a spokesperson to share your group's thoughts with the whole team
4. During the break, think about what skills are needed for students to be successful on the "big" K-12 projects in IB (PYP exhibition, MYP Personal Project, EE) and the "smaller" summative projects in your classroom

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Click on the file to see the text.

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1. My activity is composing music for instruments

2. Composition is a gift (melodies and chords “come to you”) though one can refine your skills and certainly improve. I've always intentionally and purposefully listened to music since I can remember. Growing up, I listened to a variety of music styles and genres (Baroque, Classical, Romantic, Impressionism… rock n roll, jazz, punk, rock, indie, alternative, heavy metal…) and focused on one aspect such as the bass line or drum pattern and variation or choice of chords and harmony. I have composed music since the age of five, so I am told. I may use one element (a nice chord progression) and apply it in a different piece, changing the tempo and style. I listen to geniuses such as Bach, Rachmaninov,  Bowie, Freddie Mercury, Chris Cornell, Dave Grohl, Teleman, Patrick Watson, Coeur de Pirate, and make a mental note of their techniques.

3. Lots of busking with my dad on two pianos. Listening to a variety of music growing up - always surrounded by musicians as my grandfather was an entertainer and both my parents played in symphony orchestras. Mimicking favourite pieces. Improvising on pianos, keyboard, recorder. Accompanying at school productions by ear. Composing music for school productions. Developing my skill every chance I got.

4. pic

5. My advice to others would be, "be prepared to be surprised".  You may expect to be talented in one area, but then a different genre may be more suitable. For example, I tried my hand at contemporary song-writing and found out I was terrible. I believe I am able to compose children's songs, but composing for ensembles is my niche. Keep your ideas in a notebook if you're more organized. I jot down five-staff notation on paper napkins when a tune/thought or chord progression comes to me or capture the tune on a piano.

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Synchronous Session #3: 2:00-3:00pm

1. Create your own lesson plan to explicitly teach one ATL or sub-skill from the DP doc (adapt to your age level and class)

3. Be sure to include the following on your lesson:
a. ATL skill
b. Content
c. Objectives
d.Action steps
e. Assessment

4. Upload the lessons to this folder: https://drive.google.com/drive/folders/1ha5iCutsVYbLqex70ovP28hYiOvdDuUv?usp=sharing

Asynchronous Session #4:
1. Create a visual that explains one element of your program where ATL's are included and you explicitly explain them to the target audience (ex. Could be parents, students, other teachers, etc., Ex perhaps you explain the exhibition and how skills are developed). www.canva.com is a great free tool for this

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2. I took a hands on course with a teacher where she taught us the basics and then we went out and practiced different skills. Then I practiced a lot and submitted different pictures through a Facebook group for feedback. I bring my camera with me, when I go places so that I can practice the skill over and over.
3.  Lots of pictures that are not great! Frustration, trial-error, general improvement over time.
5. Learn about the different settings on a camera, different types of shots that you can take, set up challenges/mini-lessons for them to try.

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Hanna's Skill - Teaching my puppy a new trick

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Hanna's Skill - Teaching my puppy a new trick

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1. Break the trick down into small parts
2. Teach the small part to your puppy with patience, positive reinforcement and lots of reputation.
3. It's important to go slow and not get frustrated
4. Keep the sessions short and frequent.
5. When you see even a small sign that the puppy understands what you want, praise and show excitement.
6. Link together 2 parts at a time.
7. Before long, you will have taught your dog a new trick :)

How did I learn this?
1. Trial and error
2. Belief that my puppy can learn the skill
3. Knowing what the skill or trick looks like
4. Being able to refer to a video of what it will look like

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S. Magee - Rhythmic Gymnastics - Rolling A Hoop Across Arms

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S. Magee - Rhythmic Gymnastics - Rolling A Hoop Across Arms

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-(verbal – instructions/teaching cues, visual watch others who had mastered skill, kinesthetic , - trial and error, adjust, repeat, repeat, repeat…)

1st - shown how to spin hoop on hand, position of hand is thumb up, fingers together as though shaking someone’s hand, small circular motions to get hoop spinning – repeat, practice & get comfortable with step #1

2nd transition hoop from hand to wrist by practice dropping palm to face ground, 1/2 circular motion of wrist to move hoop from fore finger/thumb indentation to wrist – practice, repeat, master… transition – action must encourage momentum of movement of hoop roll

3rd – extension of arms, body positioning open to encourage and allow space for hoop to roll wing space, neck and head back, tilting of torso, and extension of arms in horizontal balanced position – practice, repeat, master

4th – catching of hoop in receiving hand, timing of grasp as hoop initially touches open palm that is facing upward, visual track as hoop moves right to left across arms and chest to palm –practice, repeat, master

5th – continue to perform all steps in sequential motion to develop fluency, familiarity and consistency of skill so that more advance actions can be introduced to raise difficulty

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How Did I Learn It So Well?
I wanted to make maple syrup so I started with internet research as to what I needed do be able to do this. I also researched ways to best identify maple trees when they don't have their leaves. I watched videos on when to and how to properly tap trees and collect sap. I designed and built an evaporator using my knowledge about heat transfer, fire and evaporation. Through trial and error, I developed a method of evaporating sap into syrup that worked for me.
If you recorded me doing this, you would see:
You would see trial and error in knowing when to go out to get sap and learning how to deal with sap that freezes during a cold night. You would see redesigns and rebuilding of the evaporator. You would see over boiling of finished maple syrup. You would see a lot of smiling after I figured out a problem that I encountered.

If I was to teacher this to someone:
I would teach this as a step by step process using experiential learning and teaching.
1) I would teach how to identify Maple Trees, including marking them when they have their leaves
2) I would demonstrate how to tap trees.
3) I would set up the evaporator and run sap through it to show how it is done.
4) I would have the person then complete these things while I watched in the background to help along the way.

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Carol S. Dweck on how the two mindsets influence behaviour and achievement

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In groups, choose 1 of these 7 videos to watch and report back key takeways

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Best-selling author and social-emotional learning pioneer Daniel Goleman offers insights from his new book about how focus drives achievement and success. Ge...

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Room to Breathe explores the personal transformations that happen for students, their families, and educators as mindfulness is introduced in a truly challenging public school environment. By providing a raw and realistic look at the experience, it shows how integrating mindfulness, along with patience, skill, collaboration and more, can transform even the most difficult classrooms.

The trailer and the full-length film are available to watch, below.

Watch the Trailer

Watch the Film

Continue the Conversation

Share it with your principal and colleagues, and tell us what you think at community@mindfulschools.org.

Inspired to learn more about integrating mindfulness in your work with youth? Take a course to learn mindfulness or teach it to youth.

Buy the DVD of Room to Breathe, with special features, for your library, school, or institution from The Video Project. Use Promocode "MINDFUL25" for 25% off.

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Room to Breathe explores the personal transformations that happen for students, their families, and educators as mindfulness is introduced in a truly challenging public school environment. By providing a raw and realistic look at the experience, it shows how integrating mindfulness, along with patience, skill, collaboration and more, can transform even the most difficult classrooms. The trailer and the full-length film are available to watch, below.

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Mindful Schools Curriculum Training - Sample Footage - Introducing Mindfulness to Adolescents

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Mindful Schools Curriculum Training - Sample Footage - In-Class Instruction

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Stop at minute 5: 37

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Healthy Habits of Mind focuses on the value of mindfulness in the education system. Learn about the neuroscience, observe educator training, and watch the beauty of children practicing mindful breathing, listening, eating, movement, and heartfulness. Watch the Film https://player.vimeo.com/video/70357535 Continue the Conversation Share it with your principal and colleagues, and tell us what you think at community@mindfulschools.org.

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Day 1: Sessions 1 & 2                                      Synchronous Session #1: 8:30-9:45am 

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Day 1: Sessions 1 & 2                                      Synchronous Session #1: 8:30-9:45am 

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ATL Introduction
1. Take a look at the ATL self-assessment tool (on our Google Drive) and choose your "favorite" ATL
2. Chose a hero to share (can be a personal or public figure)
3. Does your figure embody any particular ATL skill?
4. Will introduce your partner's #1-3 and integrate an intro of their name, where they teach, and their role at their school

Asynchronous Session #2:
How did you learn that?
1. Think about an activity you really enjoy, are quite good at, and know that it can be difficult for other people (it doesn't have to be academic in nature, in fact, it's preferable that it isn't)
2. How did you learn to do it so well?
3. If I recorded you learning this (can be over a span of years), what would I see?
4. Post a picture on the Padlet that represents your answer (put your name in the title)
5. If you were explicitly teaching this skill to someone new, how would you teach them