Manitoba Association of Multi-age Educators

Tuition Funding: Re-Examining my Pedagogy and Practice Through Continued Education

Wed, 15 Apr 2026 01:17:41 GMT

The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source.

Tuition Funding: Educational Assessment

Wed, 15 Apr 2026 01:13:30 GMT

Submitted by: Janel Aquin

Educational Assessment is a course that is offered at the University of Winnipeg. I took this course as a part of my inclusive education post bac program. The course discussed how using effective and fair assessment tools can be life changing. As teachers, we assess students in a variety of ways using a variety of techniques and processes. This course widened my knowledge of assessment strategies and built upon my past knowledge of triangulation (for, as and of learning). I will take with me the expanded understanding of the role of assessment as learning where students self-reflect and begin to set their own goals to become motivated lifelong learners. This course helped me to understand the role of universal design for learning and how project-based learning ties into programming and assessment for all students across ability levels. Course content discussed the role of curriculum as a support to provide programming in inclusive ways using bloom’s taxonomy, criteria and rubrics. AI use was integrated with a project-based learning plan of our own. As we are all working in environments that encompass a wide variety of skill sets, this knowledge was foundational to understanding how to program successfully for a wide variety of abilities and learners—taking into account both their interests and strengths.

Creating Inclusive Multi-Age Classrooms with Sensory Supports at Glenwood School

Tue, 14 Apr 2026 02:02:41 GMT

Submitted by: Jason Ritchot

Thanks to the generous support of MAME, Glenwood School was able to purchase a variety of sensory items—including peanut exercise balls, magnetic tiles, stress balls, plasma cars, a floor keyboard, and sensory lights. These tools have had a meaningful impact on student engagement, emotional regulation, and classroom inclusivity, particularly within our multi-age learning environment .

Our multi-age classrooms, which serve students across a range of developmental stages and learning needs, have especially benefited from these flexible, sensory-based strategies. Students now have access to active seating and calming tools that help them regulate their bodies and emotions throughout the day. Items like peanut balls and stress balls have improved focus, while sensory lights and the floor keyboard support emotional well-being through movement and self-regulation. By making these resources available to all students, not just those with identified needs, Glenwood has fostered a culture of empathy, acceptance, and shared responsibility.

Beyond individual support, these tools have also encouraged social-emotional learning and collaboration. Resources like magnetic tiles and plasma cars promote turn-taking, problem-solving, and peer interaction. Neurodiverse students in particular have become more confident and engaged during both structured and unstructured play, helping them build essential social skills.

This initiative also strengthened professional collaboration. Teachers, student service staff, and clinicians at Glenwood worked together to share strategies and co-create routines that integrate sensory tools seamlessly into classroom life. This unified approach has enhanced consistency and deepens our collective commitment to inclusive education.

Other multi-age classrooms can benefit from similar approaches. Sensory supports offer practical, student-centered solutions that meet the diverse needs found in mixed-age learning settings. When intentionally integrated, these tools help create calm, connected, and inclusive environments where all students can learn, grow, and thrive.

Special Projects Grant : Exploring Animals Through Art, Adventure, and Ambassadors

Wed, 18 Mar 2026 01:50:43 GMT

Submitted by: Linda Hong

This spring, our Grade 1 and 2 students had the incredible opportunity to dive deep into the world of animals—thanks to the generous support of the Manitoba Association of Multiage Educators (MAME) and their Special Projects Grant.

Our adventure began with a special visit from Prairie Wildlife. Students were captivated by the presentation—and even more so by the two live animal ambassadors that joined us! Being able to see these animals up close sparked so many questions and conversations.

The excitement continued in June with a field trip to the zoo, where students learned all about different animal classifications. It was a perfect blend of fun and learning as they explored habitats, observed creatures up close, and made connections to what we’ve been learning in the classroom.

To extend our animal exploration even further, we used part of the grant to purchase a wide range of art supplies. Students created animal-inspired artworks using different mediums and techniques. These projects helped students express what they had learned in unique and meaningful ways.

We’re so grateful to MAME for making this possible. The grant helped us create rich, hands-on learning experiences that our students will remember.

Tuition Funding: Advanced Practices for Teaching Elementary and Middle School Literacy - University of The People

Sun, 08 Feb 2026 02:16:42 GMT

By Kaitlin Gutowski

Rethinking Literacy: What Today’s Classrooms Really Need

Teaching literacy in elementary and middle school today isn’t what it used to be—and honestly, that’s a good thing. The world has changed, and so have our students. As educators, we’re not just teaching kids how to read and write anymore. We're helping them navigate emotions, make sense of digital media, and express themselves in creative, meaningful ways. Let’s talk about what that looks like in real classrooms.

Storytelling as a Tool for Empathy

We’ve always known that stories are powerful. But in the early years especially, fiction does more than just entertain—it builds empathy and emotional understanding. When students engage with characters facing tough decisions or big feelings, they start to see the world through someone else’s eyes.

Take The Rabbit Listened by Cori Doerrfeld. This simple yet profound picture book gives kids a gentle introduction to grief, emotions, and how to support others. Books like this open up space for rich conversations and help kids process their own feelings, which ties directly into both cognitive development and social-emotional learning. It’s a reminder that reading isn’t just about comprehension—it’s about connection.

Literacy Means So Much More Now

We’re all seeing how the definition of literacy has expanded. These days, being “literate” means being able to:

Figure out if an online article (or AI-generated image) is legit
Understand and communicate using audio, video, visuals, and interactive media
Be smart, safe, and kind online
Create and collaborate in digital spaces

So, we’ve got to teach more than reading strategies. We need to talk about digital footprints, misinformation, and ethical tech use—yes, even in the elementary grades. That means staying up to date ourselves, even when the tech landscape is changing fast. It can feel overwhelming at times, but it’s also a great opportunity to bring real-world relevance into our classrooms.

Don’t Sleep on Poetry

Let’s not forget how magical poetry can be in a literacy-rich classroom. Short, expressive, and often deeply personal, poetry invites students to experiment with language in ways other texts don’t. It builds confidence, creativity, and even supports speaking and listening skills.

As Carter (2004) puts it, “Poems are perfect for developing speaking and listening skills – for discussing, analyzing, debating, reflecting upon, sharing – as well as for learning and ultimately performing.” Plus, when we bring poetry into shared readings or performances, we’re tapping into Vygotsky’s ideas about learning through social interaction. That’s where the magic happens—when kids build meaning together.

What This Means for Us as Teachers

So where do we go from here? If we want to meet the needs of today’s learners, we need to:

Use literature to spark conversations about feelings, relationships, and identity
Embrace digital tools—not just as add-ons, but as part of the literacy journey
Make space for creativity and self-expression, especially through poetry and performance
Keep evolving with the times and supporting each other as we do

Teaching literacy is no longer just about sounding out words or writing neatly. It’s about helping kids make sense of their world, their emotions, and the massive amount of information they’re exposed to every day. It’s complex, for sure—but it’s also incredibly rewarding.

Here’s to growing with our students, one story, poem, and digital lesson at a time.

Reference

Carter, J. (2004). Page to stage: developing writing, speaking and listening skills in primary schools. David Fulton Publishers. Retrieved from eBook Central (accessed through LIRN).

Modeling Communication

Sun, 08 Feb 2026 02:02:02 GMT

MAME Special Project Grant

By: Dallas Henson, Resource Teacher & Brandi Noble, Kindergarten Teacher

JA Cuddy School

For individuals with complex communication needs, Augmentative and Alternative Communication (AAC) systems open the door to connection, self-advocacy, and learning. Yet, introducing AAC is only the first step. To truly support its users, we must model how it’s used—consistently, intentionally, and with heart.

AAC modeling involves using an AAC system while speaking to a user. We can use the AAC system to teach the student how to use their device and demonstrate conversations. Think of it like learning a second language: you wouldn’t expect someone to pick it up without ever hearing it used, right? The same goes for AAC.

Modeling shows users that:

The AAC system is a valid, functional way to communicate
They see someone else communicating the same way
Language has purpose—whether it’s to comment, request, joke, or protest
It’s okay to explore, make mistakes, and grow
They increase their use of AAC and improve language skills

How Does Modeling Benefit Communication Partners?

They learn the location of vocabulary
They slow down their rate of speech (better model)
They emphasize key words and ideas
They interact more naturally (real life learning)

How to Model AAC Effectively

Focus on Core Words (Go, Want, More, Stop, You, It)
Speak Naturally (Touch & Speak)
Use Everyday Moments (Think Aloud/Declarative Language)
Be Patient (Model without expectation)
Get Everyone Involved (Embrace mistakes)

Modeling AAC for a Kindergarten Student with Complex Needs at JA Cuddy

September marked a new beginning in our Kindergarten classroom as we welcomed a non-speaking student with significant sensory needs. Our goal from day one was simple but powerful: to ensure he felt safe, supported, and understood.

We applied to MAME special project grant to buy an iPad, 2 apps: Proloquo2Go and Pictello , as well as a heavy duty case with a strap.

With support from our school team and Speech-Language Pathologist (SLP), we introduced Augmentative and Alternative Communication (AAC) tools—not as demands, but as opportunities. We integrated large low-tech Core Boards throughout our environment: in the classroom, the hallway, and even the playground. We used a visual ring to support smooth transitions, giving him visual cues that built predictability and reduced anxiety.

Most importantly, we modeled language on the AAC system during natural interactions. When he reached for a toy, we modeled, using declarative language, “Oh, it looks like YOU WANT the car!” When he walked to the door, we added, “It’s time to GO outside for recess.” We never expected him to use the device immediately. Instead, we showed him what communication could look like.

His family’s commitment to AAC mirrored our own. Eager to support their son at home, they began exploring AAC options. Due to the long waitlist at OARC, they invested in an iPad, and we collaborated closely to ensure consistency across environments. Our school AAC system became a model for the adults to use.

We recently introduced Pictello , to create personalized social stories to prepare him for routines and new experiences, building both comprehension and confidence. This app will also help to ensure a smooth transition into Grade One.

As we are fortunate in receiving this special project grant, our aim is to expand access to AAC tools and training—not only for this student, but for others who deserve the same opportunity to be heard. With continued support, we can build a classroom—and a community—where every voice has a place.

“Not being able to speak doesn’t mean you have nothing to say.” – Rosemary Crossley

Special Project Grant: Math Manipulatives

Sun, 08 Feb 2026 01:42:45 GMT

By: Jessica Kaminski

Lavallee School

Lavallee School recently received a generous grant from the Manitoba Association for Multi-Age Educators (MAME), which has enabled our school to purchase a variety of math manipulatives. These tools, which include tactile objects like cubes, counting beads, geometric shapes, equality balance scales, and ten frame kits, are designed to provide students with a hands-on approach to learning math concepts.

Before receiving the grant, our school had a very limited manipulatives collection, making it difficult to convey foundational ideas such as making a number, breaking a number apart, and equality, without tools that allowed students to physically manipulate numbers. Because our collection was limited, we had to share the manipulatives amongst our three classrooms, which meant that we couldn’t all use them in our day-to-day teaching.

The infusion of MAME's grant funding has transformed the early years math learning environment at Lavallee. We have seen a noticeable difference in student engagement and comprehension since we now have enough manipulatives for each classroom on our K-2 team. Students are now able to physically explore math concepts by building numbers and equations on a regular basis. These manipulatives allow learners to move beyond traditional methods and truly experience math as an interactive process. It also has created a lot of excitement for our learners.

Thanks to the MAME grant, our Lavallee K-2 team is making great strides in building foundational math concepts in our youngest learners. The MAME grant has provided much-needed math manipulatives that are making a tangible difference in how students approach and understand math. We look forward to teaching math with these wonderful manipulatives for years to come!

Plain Talk About Literacy and Learning: 30th Anniversary Conference New Orleans, February 2025

Tue, 02 Dec 2025 01:38:55 GMT

Submitted by: Cindy Pellerin

Thank you for the support from MAME and the Professional Development for Executive Members fund, I had the opportunity to attend the 30th anniversary of Plain Talk About Literacy and Learning in New Orleans. It was an informative , 3-day experience focused on literacy for all learners through evidence-based practices and collaboration. The conference had incredible presenters, some hands-on sessions, and valuable teaching strategies that I am excited to bring back to the classroom. Here are a few sessions that I attended:

Dr. Robert Brooks – Building Resilient Learners

Dr. Brooks emphasized the importance of:

Positive relationships between students and adults—and among peers.
Focusing on students' strengths, not just their challenges.
Creating a sense of competence , which boosts confidence, friendships, and academic engagement.

Linda Farrell – The Fastest Ways for Students to Catch Up When They Are Missing Orthographic Skills

Linda shared strategies for students struggling with foundational reading skills:

Teach letter names first , then sounds , and finally shapes .
Encourage students to look at the letter when making sounds—not the teacher.
Keep instruction focused—avoid overwhelming them with too much at once.

Practice Activities:

Alphabet songs (with and without visual aids)
Vowel identification
Random letter/sound recall
High-frequency word reading

Flashcard Strategy:

12-card decks per student:
4 known letters
2 just learned letters.
6 new letters

Mastery : 3 days of all-correct responses

More info: Readsters.com

Andrea Harrell – Comprehension: The Ultimate Outcome

Andrea reminded us that reading is more than decoding—it is about meaning .

Surface-level reading : Reading for speed or score
Deep reading : Thinking, questioning, and applying background knowledge.

Strategies:

Sound chaining (e.g., not → nod → pod)
Phoneme-grapheme mapping
Fluency trees : Building sentence fluency step-by-step
Beth → Beth has → Beth has two → Beth has two dogs.
Syntax building with sticky notes and index cards: who do
Example: The frog swims in the pond.
Phrasing practice : Read in chunks, not word-by-word.
Fluency cycles : 2 days on a passage, 2 days on a new passage then assessed with a new passage on Friday.

I have already started using syntax and phrasing activities in class to improve descriptive writing and fluency.

Dr. Kastner- Getting Started with Structured Literacy Grades 3-5

this session emphasized the importance of daily reading and writing in every classroom.

Key points:

Build background knowledge : through read-alouds, visuals, art, texts, discussions, and content-rich media.
Encourage talking about reading to deepen understanding.
Explicit vocabulary instruction :
Pronunciation
Meaning
Examples
Checks for understanding

Based on work by Anita L. Archer

Helpful Resources from these and other sessions:

CollinsDictionary.com
Learning Without Tears
Amplify
Heggerty
UFLI

I am incredibly grateful to MAME for making this professional learning experience possible. Not only did I come away with new ideas and research-backed strategies , but I also felt validated that I am already doing many things right. I have already started weaving these techniques into my multi-age classroom to better meet the diverse needs of my students and I am excited to see their literacy skills continue to grow!

**The next Plain Talk About Literacy and Learning conference is being held March 11-13, 2026 in New Orleans.

Structured Coral Responses

Tue, 02 Dec 2025 01:28:56 GMT

Submitted by: Lisa McAvoy

Grade 1/2

Marion School

MAME Executive Member & Blog Editor

In February 2025, with the support of funding provided by MAME, I attended the 30th Plain Talk About Literacy and Learning conference in New Orleans. This three-day conference is presented each year by the Center for Literacy and Learning and focuses on evidence-based reading research and strategies for educators of all grade levels. I attended a number of very informative and useful sessions. Two sessions I attended focused on increasing student engagement and provided a lot of simple ideas I could start using in my classroom immediately.

The first session was presented by Dr. Anita Archer. Dr. Archer argues that hand raising is inequitable and she encouraged teachers to use structured coral responses rather than asking students to raise their hands to answer questions. When teachers ask for raised hands we only hear one student’s voice and can only assess that one student’s knowledge. Often we see the same students raising their hands and this can discourage others from participating. With structured coral responses all students are expected to respond to questions. They are actively engaged, thinking and responding throughout a lesson. Structured coral responses are used when answers are short and the same. For example, when a teacher is showing a series of letters and students are responding with the corresponding letter sound, or students are reciting times tables or addition facts. To prevent students from blurting out, teachers can use a hand signal to indicate thinking time and then another signal when students can respond. (e.g. opening and closing your hand). Dr. Archer also encouraged the use of class coral reading from projected slides and the use of group cloze reading, where the teacher reads and then students fill in missing words. Other suggestions for whole class responses were to have students hold up fingers to indicate a certain answer or have printed response sheets where students could hold up a piece of paper to indicate a response. For these hold up questions, Dr. Archer says questions should be clear, students need think time, and they should wait until the teacher asks for responses to be shown.

Another presenter, Jake Dagget also encourages structured coral responses. Many people may know Jake Dagget from his popular Instagram videos where he uses songs, chants and gestures to teach and reinforce concepts and encourage active student engagement. You can see some of Jake’s chants on his Instagram account https://www.instagram.com/jake_daggett/?hl=en

You can also learn more about structured coral responses and adaptations that can be made for students with additional needs at this website https://www.aisnsw.edu.au/teachers-and-staff/teaching-and-learning/literacy-and-numeracy/foundations-of-effective-instruction/engagement-strategies/choral-responses.

The next Plain Talk About Literacy and Learning conference is being held March 11-13 2026 in New Orleans. Check out

https://www.mycll.org/plain-talk for more information.

Maximizing Learning and Collaboration with Light Tables at Minnetonka School

Wed, 08 Oct 2025 00:20:12 GMT

Special Project: AAC Device to Promote Communication

Wed, 08 Oct 2025 00:11:47 GMT

Submitted by: Kathy Klenk

A big thank you to MAME for the $1000 Special Projects Grant to purchase an iPad as an Augmentative and Alternative Communication device for the H.S. Paul School team to use to model language with their students. This device will have a profound impact on students with autism by significantly improving their communication skills. Many children with autism face challenges in verbal communication, making it difficult for them to express their needs, emotions, and thoughts. An iPad equipped with AAC apps, such as Proloquo2Go, provides a user-friendly and customizable platform that enables nonverbal or minimally verbal students to communicate effectively. In addition, we were able to purchase the Pictello app which will be able to showcase the learning that students are doing. This technology fosters independence, reduces frustration, and enhances social interactions by giving students a voice. Additionally, iPads are portable and versatile, allowing seamless integration into various learning environments, including classrooms, therapy sessions, and home settings. By investing in this tool, this grant directly supports the students' ability to develop language skills, build confidence, and engage more fully in their education and daily lives.

Pictello App Proloquo2Go App Our Developmental Learning Space aka “Ultra Play”

STEAM Based Collaboration MakerSpace

Mon, 19 May 2025 17:04:17 GMT

Submitted by:

Kara Grant

Springwell School

We at Springwell School would like to thank MAME and their Special Projects Grant Fund for providing us with funds to kick-off our STEAM Based Collaboration area in our school library. This area will promote collaboration, creativity, hands-on learning, imagination, and a variety of learning opportunities for our K-8 students for years to come. Creating a place in our school for students to focus on hands-on activities, to elevate their learning, and to learn together has been a goal of ours for the last couple of years. We hope to eventually expand the space to include a 3D printer to further our technology and art skills but for now we will focus on the circuits, gears, magnets, and coding activities that have been purchased with this grant money. We hope to incorporate exploration and collaboration time for our early years and middle years students as often as we can!

Book Review: An Educator's Guide to STEAM

Mon, 19 May 2025 16:49:54 GMT

Submitted By:

Kara Grant

Springwell School

Title: An Educator’s Guide to STEAM

Author: Cassie F. Quigley and Danielle Herro

Our school is well on our way to incorporating more STEAM learning options for our students. I felt at a loss and was unsure where to even begin! Other than constantly scrolling various websites for ideas, activities, and ways to link the ideas I had to my outcomes and curriculum I decided to begin my hunt for the perfect book to help me figure this all out! Which led me to my purchase of “An Educator’s Guide to STEAM.” Although this book was not completely what I expected it really enlightened a new way of teaching for me! This book did not focus on the hands-on activities which I have learned to be STEAM activities, this book focuses on teaching in a STEAM way; meaning that the focus is on making and teaching lessons in a problem-based, real-world connections kind of way. The lessons are organized to involve each STEAM component (inter-curricular).

This book provides multiple examples of how other teachers use STEAM in their classroom, (often for research and problem-solving tasks/projects) and it highlights how they incorporate technology, engineering, arts, and mathematics to a science-based outcome. This book emphasizes the importance of keeping tasks in a problem-solving manner, incorporating student choice, allowing for multiple solutions, using technology, and reminding us how important teacher facilitation is. There is also a section on STEAM assessment. If you are looking for ways to incorporate hands-on activities into your lessons to deepen the learning of your students this is not the book for you, but if you want ideas on how to teach the STEAM way, then this is definitely going to open up some new ideas and add to your daily teachings.

Special Projects Grant: A Successful Community Math Evening

183:899231349 (Lisa McAvoy) — Mon, 19 May 2025 16:25:18 GMT

Submitted by:

Laura Rheault

Lavallee School

We are thrilled to share the success of our recent family night, an event that brought together families, educators and our children for an evening of connection and math activities. This memorable gathering was made possible thanks to the generous grant from MAME that allowed us to purchase tables to create a welcoming and comfortable environment for all attendees. The evening featured an engaging presentation by Sarah Melo, who shared practical math strategies and conversations, that families can incorporate into their routines at home. There was a lot of smiling, laughing and participation from the students in attendance. Adding warmth to the event was a dinner of delicious Bannock tacos from the restaurant Feast Café Bistro. The combination of learning and sharing a meal, created a relaxed friendly atmosphere where relationships could grow. Thank you, MAME, for helping make our Family Night a resounding success and for supporting our mission to foster learning, connection, and community.

Special Project Grant: Arts & Crafts Club

Tue, 08 Apr 2025 02:16:58 GMT

Submitted by: Tina Arnott

A huge thank you to MAME for helping launch the Grade 5-8 Arts and Crafts Club at Victor Mager School! This club was created in response to student interest and is held weekly in the library. During our first session, we made Mindfulness Glitter Jars!

The club offers a fantastic opportunity for students to connect with peers across different grades while expressing their creativity through arts and crafts. We're so grateful to have used the funds to purchase supplies, and we’re excited about upcoming projects, including diamond art magnets, sun catchers, bracelets, slime, snow globes, dream catchers, and crocheted items. We can’t wait to see all the amazing creations that will come to life in future Craft Club days!

Special Projects Grant: Technology in the Classroom

Tue, 08 Apr 2025 02:03:53 GMT

Submitted by: Taylor DeCaigny

Hastings School

I want to start by thanking the Manitoba Association of Multi-Age Educators for the generous grant that has aided in the success of multiple students within my grade seven and eight classroom at Hastings school within the Louis Riel School Division. When I first introduced the recent technology into my classroom, which consisted of two iPads, two wireless keyboards and three pairs of headphones, the smiles and cheers from my students already made me realize how important working technology can be. After learning how they will be used in the classroom and how we treat technology, we quickly jumped into using them in multiple ways.

One area that has made a difference already is having access to the two iPads when needed, for example there are multi language learners working within my classroom, but they do not have access to technology all the time, this hinders their performance, when needing to translate something quickly in order to go to the next step of an assignment. Multi language learners have started three-point dictionaries on the iPads, which they use in every subject, when they are completing this on paper, it would take them most of the class to complete these to gain an understanding of the task before they even got started. They are now able to use technology to help in the process of learning the English language especially in areas like Science and Social Studies where the vocabulary is difficult. We also have a small g roup pull out for these students. We use the iPads as a way of manipulating letters, listening to letters, and reading decodable texts. Again, this is something that we can now use every day at the same time because the iPads are within our classroom and accessible at all times of the day.

Another area where the iPads and wireless keyboards have aided in the success of students is individuals who have learning gaps or have been diagnosed with learning disabilities. Students have used these to listen to books if they have difficulty reading books at the same level as their peers. Students use Duolingo to learn basic math facts with automaticity. Students can log into their Duolingo account at home and school and continue their progress. They can independently work at their level and feel successful while also working to bridge gaps with their learning.

The headphones and iPads have been used a lot when a student might need to regulate, they use music, breathing videos and relaxation apps to be able to have success within their school day. Others will listen to music to try and focus on the task at hand and not be distracted by the external stimuli.

Overall, the iPads, headphones and wireless keyboards have become an access point within the classroom to ensure that all students can have success throughout their day.

STEM Learning

Tue, 25 Mar 2025 00:10:12 GMT

Submitted by: Kristin Balleny

After recently participating in a STEM course for my Master of Education degree, I took some time to reflect on my experience. As an educator and student myself, frequently incorporating reflection into my day guides my practice and professional development. This STEM course has helped me learn new strategies and techniques to enhance the learning experiences of my students and improve my STEM teaching practices. Upon reflection, I will highlight five “big ideas” that this course has helped me learn.

Big Idea #1

STEM learning experiences must be meaningful and relevant. This fosters student engagement and helps them develop a deeper understanding of the content. Connecting learning to real-world problems that students can relate to increases their motivation to learn and the likelihood that they will apply their learning in the future. With careers in the STEM fields becoming more prominent in society, it is increasingly important that we provide our students with meaningful and relevant STEM opportunities in the classroom.

Big Idea #2

STEM supports the development of 21st century skills by fostering critical thinking, problem-solving, collaboration, creativity, communication, and technology skills. STEM activities encourage students to apply the knowledge they have learned in class to complex real-world problems, design creative solutions, and effectively collaborate with their peers. By engaging in STEM education, students gain the necessary skills needed to thrive into today’s rapidly changing, technologically advanced society.

Big Idea #3

Professional development related to STEM education was greatly emphasized in this course. It is important for educators to seek out opportunities that allow them to develop their confidence in STEM education to provide their students with authentic STEM experiences. Furthermore, taking the time to collaborate with your colleagues and share your learning is essential. Learning and growing as a team fosters deeper relationships, further develops your own skills, and creates a work environment that is more effective and productive.

Big Idea #4

STEM education highlights the importance of hands-on, project-based learning. Promoting active engagement and designing STEM lessons that encourage students to experiment, solve problems, and collaborate with their peers is essential. Project-based learning opportunities further enhance students’ intrapersonal skills, creativity, and problem-solving abilities. Also, considering the interests and abilities of your students maximizes their level of engagement.

Big Idea #5

Cross-curricular integration is the essence of STEM learning. Traditionally, STEM has often been implemented into individual subjects. However, this course has helped reinforce the importance of blending science, technology, engineering, and math with language arts, social studies, and art. Incorporating STEM into different subject areas helps students make connections to their world in a more holistic way, fostering a deeper understanding of the curricular content.

Social Studies:

Students can build a model of a community, while considering environmental impacts such as waste management, natural resources, and green spaces. The model can be build using recycled materials to emphasize sustainability. To incorporate technology, the students can record themselves explaining different buildings around the community that are linked with a QR code. Finally, they can cover math outcomes by calculating perimeter and area on their map or discovering geometric attributes on different buildings.

Language Arts:

Teachers can read books that contain STEM concepts such as “The Most Magnificent Thing” by Ashley Spires, “Ada Twist, Scientist” by Andrea Beaty, and “Rosie Revere, Engineer” by Andrea Beaty.
Students can write stories that are STEM-based. Stories would feature scientists or engineers solving a real-world problem. For example, a robot taking over their chores, a day in the life of a specific type of scientist, or inventing a machine that cleans up litter.

Art:

Students can design and build musical instruments using recycled materials. When decorating their instrument, it can contain elements of art such as line, texture, shape, and pattern.
Using simple coding apps such as Scratch or Tynker, students can create art by coding.
Students can sculpt animals that include their adaptations for survival. Stories about their animal can be written to incorporate language arts as well.

Useful Websites:

Play-based coding ideas without technology - https://www.naeyc.org/resources/blog/creating-play-based-experiences
Detailed example of incorporating STEM into read alouds - https://files.eric.ed.gov/fulltext/EJ1156381.pdf
Guide for teaching STEM to very young children https://bostonchildrensmuseum.org/sites/default/files/pdfs/STEMGuide.pdf
239 Cool STEM websites - https://www.mastersindatascience.org/resources/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/
List of 40 interactive STEM activities - https://www.playdoughtoplato.com/stem-activities-for-kids/

Starting my Post Bacc as a New Teacher!

Thu, 20 Mar 2025 01:55:22 GMT

Submitted by: Shaye Demke

Starting my post-baccalaureate as a new teacher was both exciting and nerve wracking. With only three years of teaching experience, I knew I wanted to continue learning, refining and developing my teaching practices. As a graduate of the University of Winnipeg, applying for the post-baccalaureate program was a breeze. I chose the “Inclusive Education” stream with the goal of one day becoming a Resource Teacher!

I am now about halfway through the post bacc program (having completed all courses online so far), I can confidently say is has been a transformative experience. The courses have provided numerous learning opportunities which have deepened my understanding of my current teaching practices while also exploring and navigating new strategies. My studies have encouraged me to reflect, adapt, and refine my practices.

Most recently I took the course titled “Exceptional Children 1” which focused on understanding and supporting children who have unique learning needs. The content of this course explored a wide range of exceptionalities and provided valuable insights through group work, individual assignments, and readings. I gained practical knowledge that I can directly apply to my classroom. One of the highlights was collaborating with other educators to share strategies for effective inclusion and differentiated instruction which was an experience I found both inspiring and practical.

Starting my post baccalaureate as a newer teacher has been an incredible opportunity to grow my confidence, gain specialized knowledge, and stay current with the latest in education. Balancing full-time teaching with course work has its challenges, however the journey thus far has been immensely rewarding, both personally and professionally. I am eager to continue learning and growing as I work towards completing this degree.

MAME members may be eligible to apply for up to $300 in tuition funding towards a post-baccalaureate or

master’s program in education. Check out our PD funding page for more information.

Special Project: Learning Commons at Lavallee School

Sun, 09 Mar 2025 16:13:24 GMT

Submitted by:

Amber Duff

Student Services

Lavallee School

We would like to extend our deepest gratitude to MAME for awarding us the Special Projects Grant for the Learning Commons at Lavallee School. Your generous support has made a tremendous impact on our ability to enhance the educational experience for our students, particularly in areas where interactive learning and hands-on activities are crucial for growth and development.

With the funds from this grant, we have been able to purchase a range of valuable materials and resources that cater to various aspects of education. Among the items we acquired are interactive books that engage children through vivid illustrations and storytelling, helping them develop a love for reading and a deeper understanding of language. The grant also enabled us to invest in fine and gross motor activities that promote physical development and coordination. These activities are essential for building the foundational skills children need for both academic success and daily tasks.

We are thrilled to have also purchased LeapPads, which have proven to be an excellent tool for interactive learning. These devices provide children with fun and engaging ways to explore topics such as math, science, and language arts, ensuring that they stay motivated and excited to learn. The addition of imaginary play kits has been another highlight. These kits encourage creativity and social interaction, allowing children to explore different roles and develop critical thinking and problem-solving skills. Through play, they also learn about the world around them and practice important life skills. Additionally, the grant allowed us to purchase sound blending games and phonics games, which are integral to early literacy development. These games help children build essential reading skills, including the ability to blend sounds and recognize phonics patterns, setting them up for success in reading and writing.

We are incredibly grateful to MAME for making all of this possible. Your support has directly impacted the growth, learning, and development of our students, and we are confident that these new resources will provide a lasting benefit to their educational journey.

iPads in the Classroom For Literacy Support

Thu, 06 Mar 2025 00:32:24 GMT

Submitted by: Jennifer Napper

Working in a classroom in the 21st century, technology is prevalent. However, we often do not have enough laptops and iPads within the school setting. Using the grant from MAME to purchase two iPads and a couple apps has been and will continue to be a huge addition to the classroom.

Lexico

Lexico is an app specifically designed to help support students with Dyslexia. It allows for you to scan a document into the app and changes the font to a font that is more easily read. The app will read the document aloud to you and you can focus on certain words and phrases within a text. You can also add a vocabulary list to practice a certain set of words. There is a tracking practice game, to work on finding real phrases within a set of jumbled words.

The app is definitely neat with the features mentioned above. However, the app is not user friendly. It took a long time to figure out how to use it and the help features aren’t super clear. It would be great if the app would tell you what the word means as you click it. The voice that is used to read aloud is very robotic and hard to listen to, it would be nice to have other choices.

Inspiration Maps

This app is great for organizing your thoughts for a prewriting activity. It allows you to add words and ideas and it puts it in a visually appealing way. There are many templates, or you can make your own. It is good for students who get stuck before starting to write paragraphs or stories. There are images that can be added, and it is easy to use.

ClaroSpeak+

ClaroSpeak is an app for reading passages aloud. It also breaks the information down a bit into sections that are easier to follow. There are many voice choices, and you can change the size of text. You are also able to adjust how big the spaces are between lines of text, the background colour, and the character spacing.

There is nothing super special about the app beyond basic reading and font. It would be better if there were more options for what to do with the text after it is in the document.

We will continue to see what else is out there and useful for literacy support within the classroom and will continue to get student feedback as we get more comfortable with the apps. I hope this is helpful in starting your journey with using technology to help support students with literacy challenges in the classroom.

Special Project: Shamrock School DEI Learning

Tue, 11 Feb 2025 01:15:25 GMT

Shamrock School DEI Learning - June 2024

Submitted By: Brittney Casavant

This year, as a staff and as a community, Shamrock School has done great deal of learning in the areas of diversity, equity, and inclusion. What began in November with reports of racist comments and negative behaviour blossomed into a powerful year of conversations, reflection, teaching, learning, and celebrating.

In November staff members met with 2 students from each class in grade 5-8. These 40 students were asked to share their experiences of Shamrock School. Many of them spoke about incidents of racism, sexism, homophobia, and general negative behaviour between students. What students disclosed was heartbreaking and much more widespread than we had anticipated. When asked what we as a school should tackle first, they agreed racism was where we should begin. Students wanted us to work and learn together with a place to share and celebrate the many cultures at Shamrock.

What followed next was 7 months of intense staff and student learning, work, and school wide celebration. As a staff we examined the feedback shared by students. As we began our staff learning a student voice group was also formed. Our hope was that the students would have a place to continue to share their experiences and guide us in our work.

June was a month of cultural celebration at Shamrock! In addition to all our Pride celebrations and learning we planned a huge number of culturally focussed school wide activities in June. Guided by a group of staff volunteers including teachers and educational assistants, we planned and ran a day of cultural workshops for the entire school. On June 6th, every student in grades 1-6 participated in 3 cultural activities and the grade 7/8’s took part in 2 longer workshops. The workshops were led by teachers, educational assistants, and community members. Each workshop consisted of an activity and some learning about the culture or country where it was from. Supported by the LRSD board office, our parent advisory council and the Manitoba Association of Multi Age Educators, the workshops presented were:

• Sushi making

• Indigenous drumming and story telling

• Bocce ball

• Cricket

• Halo Halo

• Indigenous beading

• Pinatas and Latin dance

• Nigerian story telling and music

• Hungarian games, art, and dance

• Perogy making

• African drumming

• Metis finger weaving

• Indigenous rock painting, feather wrapping and teachings

• Tae Kwon Do

• Henna art

The entire day was a huge success! The energy and enthusiasm throughout the building was amazing. Students and staff were so engaged and excited. Everyone was proud to share their stories and culture and loved learning about the cultures and traditions of others. We already have plans for an even bigger day next year!

Other activities in June include classroom activities such as games, art, language learning, potluck lunches, songs, and dances from around the world. As a school, we will get the chance to hear from special guest Gurdeep Pandher the Indian motivational speaker from the Yukon. We are also planning a school wide fashion show where students and staff will have the opportunity to show case their traditional cultural attire as they walk our red carpet.

We have had a powerful few months of learning and reflecting at Shamrock. What started out as conversation and ideas grew into impactful school-wide experiences and education. We recognize that our work is not complete and in fact is only beginning. We have so much more to learn, experience, share and celebrate. As a staff our next steps include using our DEI lens in subject areas and classroom activities. We want to continue our learning in this area as well as expand to other marginalized groups such as the LGBTQ+ community. We are committed and looking forward to continued growth and development as we continue our exciting journey of diversity, equity and inclusion at Shamrock School!

Special Projects Grant: Augmentative and Alternative Communication

Sun, 02 Feb 2025 19:26:47 GMT

Submitted by: Laurie Brewster

Lavalle School

In spring of 2024, the Lavallee School Student Services team utilized the MAME Special Projects Grant to purchase an iPad, iPad case, and Proloquo2Go App. We will be using these tools to train ourselves, our teachers, and our EA’s on using the AAC devices. Lavallee School has many students using AAC and fully supporting them requires total immersion and constant modelling. In the past, the only way to learn ourselves and to model for students, meant taking their AAC device away. Now we can practice on this new iPad and model back and forth communication without taking the students’ devices away!

Thanks to MAME for this opportunity. We are already planning more AAC PD for the fall!

MAME Special Projects Grant: Enriching Living Things

Tue, 21 Jan 2025 01:55:24 GMT

Submitted By: Kristie LaPorte

Shamrock School

Thanks to MAME and their supportive special projects grant, Ms. LaPorte’s grade 1/2 class participated in an enriching living things unit this term. We used the funds to purchase supplies that would enhance hands on learning and exploration of plants and animals. We purchased grow lights and planting materials in order to observe the growth of bean plants from seed to flower in our classroom. We also performed an experiment to determine the effects of plants not getting what they need to survive and thrive. We purchased classroom read aloud books to further our learning about growing plants, characteristics of animals and composting. We even got to make our own little mini compost snack cups. We learned about pollinators and how important they are to the environment then created wildflower seed balls to give to our grade 5/6 learning buddies. We will be completing our unit with a trip to Morning Sound Farm in June.

Here is a list of some of the books we purchased with the grant money:

Wanted! Criminals of the Animal Kingdom- Heather Tekavec

One Bean- Anne Rockwell

How a Seed grows- Helene J. Jordan

Compost Stew- Mary McKenna Siddals

Different? Same!- Heather Tekaev

Do Hippos Brush their Teeth?- Etta Kaner

MAME Tuition Funding: Critical Studies

Tue, 21 Jan 2025 01:42:28 GMT

Submitted by: Amanda Lake (She/Her)

Grade 2 Teacher

École Sage Creek School

Working on my masters in Critical Studies from the University of New Brunswick has been eye opening. This program focuses on ways marginalized groups are represented and impacted in education and discusses topics such as systematic racism, colonialism, Indigenous perspectives, feminism, disability, and more. Although the content is heavy, it's important work to do and I'm grateful for the opportunity to learn and better myself as an educator and as a human. I've had very meaningful online discussions with classmates and learned from educators across Canada who have given me many ideas and practices to implement. I find I am more regularly reflecting on the content I am teaching, the lens with which I present it, and the resources I use in my class to ensure a more equitable approach. I have taken many opportunities to dive into outdoor education and land-based learning perspectives when given optional assignments or topics to research as these two topics interest me and are part of my weekly practice in the classroom. It has reaffirmed the importance and value of the outdoors and the land. I am excited to continue with the second half of the program and continue to question, criticize, and grow.

Special Projects Grant: Benefits of Flexible Classroom Seating

183:899231349 (Lisa McAvoy) — Tue, 10 Dec 2024 00:29:21 GMT

Submitted by: Emma Easton

In recent years, educators have been increasingly drawn to the concept of flexible seating as a way to enhance the learning environment and cater to the diverse needs of students. Flexible seating refers to a classroom setup that allows students to choose where they sit, whether it be at a traditional desk, on a beanbag chair, or even on the floor. This approach aims to promote student engagement, collaboration, and overall well-being by providing a more comfortable and dynamic space for learning.

In my classroom I see various benefits of flex seating, especially with such a diverse group of learners. Every one of my students learn differently, and traditional seating arrangements do not always cater to the learning styles within my classroom. Flexible seating provides options for my students to choose a setup that works best for them, whether they prefer a quiet corner for independent work or a communal table for group discussions.

Another aspect of flex seating that is beneficial is how it promotes collaboration between students. By allowing students to work in different seating configurations, such as small groups or pairs, students can interact with their peers easily, share ideas, and work together on projects. Not only does flex seating allow for student collaboration, but it also enhances student engagement. When students have the freedom to choose where they sit, they are more likely to feel comfortable and motivated, leading to improved focus and participation in class activities.

There are many examples of flexible seating in schools. Floor pillows create a comfortable and informal seating option that can be beneficial during reading or group activities. Thus, encouraging a sense of relaxation and creativity. Adjustable or movable tables allow for easy reconfiguration of the classroom layout to accommodate different activities, such as group work, independent study, or presentations. Standing desks provide an alternative to sitting and allow students to work while standing, promoting better posture and increased blood flow, which can improve focus and concentration. Bean bag chairs or loungers offer a cozy and relaxed seating option that can be particularly appealing to students who prefer a more laid-back environment for learning or reading.

Flexible seating has emerged as a valuable tool for creating a more student-centered and engaging classroom environment. By offering a variety of seating options that cater to students' preferences and needs, educators can foster a positive learning experience that promotes collaboration, creativity, and overall well-being among students.

Thank you to MAME for supporting my flexible classroom setting and providing a grant which will allow for me to reconfigure the way my students learn.

Special Projects Grant: Modelling Adaptive Communication

Sat, 09 Nov 2024 04:34:37 GMT

Submitted by: Bailey Englot

Getting an iPad to use as a model of adaptive communication has been a gift to our classroom. I have two students who communicate at least partially with the help of the application Proloquo2Go on iPads. It has been incredible watching them navigate this way of conversing and witnessing how quickly they adapt to new vocabulary and new situations with the use of their devices. After attending a presentation with Lindsey Sharpe, our Speech and Language Pathologist from the Clinical Services team, I learned there was more that could be done to support their growth in communication than simply giving extra wait time while they respond in conversation. Lindsey’s suggestion was to find a way to access an iPad specifically for staff to use so that, just as we are always modelling verbal language for students, we can also model how to compose thoughts and questions with adaptive technology.

In my classroom, we have been talking a lot about what it would be like to have to communicate exclusively without our “mouth words” and how much communication is lost when you have to take longer to compose even the most basic of sentences or phrases. These significant empathy-building conversations are largely guided by the book our class is doing as our classroom read-aloud, Out of My Mind by Sharon Draper. I highly recommend this book for anyone who has a classroom that includes a student with communication needs, or anyone who would like to gain a deeper understanding of the gift of communication and what it is like for those who rely on adaptive communication tools such as an app like Proloquo2Go.

In addition to reading this book as a read-aloud as a class, my students and I will also participate in a Communication Challenge in the coming months where we each create our own vocabulary boards on file folders and for one hour we cannot use our mouth words – only words that we can point to on our vocabulary boards and other forms of communication. This is enormously powerful in terms of building empathy for how difficult it is to have a thought in our minds that we just can’t adequately communicate to another because of the limited words we have available. This year, we will be using the iPad as an additional tool to explore and try. When we do this challenge, it is amazing to see our students who rely heavily on their communication devices on a daily basis become the leaders in the classroom because they’ve had the most experience communicating in this way. If you would like more information on how I do the Communication Challenge in our classroom please email me at bailey.englot@lrsd.net .

I have much to learn still about how to support my students with complex communication needs, and how to continue to bring empathy and understanding to the other students but having this tool available to my staff and I feels like a very positive next step.

Special Projects Grant: Animals and Habitats

Sat, 26 Oct 2024 20:01:06 GMT

Learning About Various Animals and Their Habitats

Submitted by: Cindy Pellerin

I would like to thank MAME for their Special Project grant that allowed creative and direct learning activities to happen this past school year. We had Prairie Wildlife Rehabilitation Centre do a presentation for the Grades 1-6 about various burrowing animals in Manitoba. It was a great presentation that the students were very engaged with the presenters. Everyone learned more about various burrowing animals found in Manitoba. The presenters brought two ambassadors with them- a snake and a rabbit. The students really enjoyed observing each animal and learning more about each one.

My class had Painted Lady caterpillars in our classroom. The students watched how they grew each day and that they would be in different areas of the container. The butterfly habitat was set up with a couple branches, food, and sugar water. The caterpillars started the chrysalis stage. Next stage was when it developed into a butterfly, but it did not live for very long. Our other caterpillars never became butterflies. Though we did not have the opportunity to release the butterflies in the garden, the students were so excited to observe some of the stages of life of a Painted Lady butterfly.

The Grade 3/ 4 students studied a unit about animals then researched an animal of their choice. Afterwards each student created a diorama that they made with air-dry clay for the animal. Some students also used the clay for the habitat. After sharing with each other, they presented to a Grade 1/ 2 class. So much learning and sharing of their learning happened over those few days.

I would like to thank MAME very much for their Special Grant funding that allowed learning to occur that would not be possible without these funds to support the students learning. Thank you!

Book Review: This Book is Anti-Racist

183:899231349 (Lisa McAvoy) — Sat, 26 Oct 2024 19:40:53 GMT

“This Book is Anti-Racist” by Tiffany Jewel

Recently, my school finished a year long book study on “This Book is Anti-Racist” by Tiffany Jewel. At the start of the school year, our staff asked to have more training and education in diversity, equity, and inclusion. As a team, we decided to unpack this book to learn more. I would highly recommend this book because wherever you are in your diversity, equity and inclusion journey, it’s a starting point. Whether you take away some new definitions, ways you can acknowledge privilege and power you hold, start a journey of self love, or introduce this book to someone else, this book has important meaning. I would highly recommend adding this book to your summer “to be read” list!

YouthBIOlab Jeunesse

Sun, 09 Jun 2024 17:10:01 GMT

A great learning opportunity for students

Submitted by: Tia Van Landeghem

Teachers from 35 Louis Riel School Division schools gathered at the St-Boniface Hospital YouthBIOlab Jeunesse to learn about the biomedical inquiry and outreach partnership between the research hospital and the school division in April. Teachers actively participated in many of the “hands-on” science activities that the YouthBIOlab offers to students in grades 5 and up. Activities included the inspection and dissection of heart, lung and brain tissues, collecting and incubating bacteria cultures, and understanding more about blood pressure and hypertension.

Meghan Kynoch and Stephen Jones are both certified teachers with years of experience with medical outreach, and they expertly guided the LRSD teachers though the science activity stations. The teachers came away from the day inspired to refresh and renew their connections with the lab, and also with other teachers in the LRSD who share a strong interest in science education.

The YouthBIOlab Jeunesse and the LRSD have a unique partnership, conducting both in-lab and in-school biomedical science programming throughout the LRSD. Since 2005, the “It’s All About Me” partnership has provided no-cost in-school science programming for LRSD schools and students. The LRSD teacher PD on April 11th reaffirmed the ongoing and strong relationship between the Youth BIOlab Jeunesse and the LRSD. I highly recommend looking for into this opportunity for your students, the brochure attached has more information!

Special Project Grant: Math Resources

Sun, 09 Jun 2024 16:52:22 GMT

Submitted by:

Dawn Farrant, Katherine Hyshka, Elizabeth Charach and Lori Wilkens

Highbury School

Louis Riel School Division

Thank You MAME!

This spring, our grade 3/4 team, has begun to explore ways to ensure that math concepts are presented to students in a visual, hands-on format, that is engaging and functional. This began with attending some Professional Development with Sarah Melo of MeloMath4 kids, who I was introduced to at MTS PD Day last October. Upon returning to school, our team realized we lacked the manipulatives needed to do this in our classrooms. With the MAME grant, we purchased money kits, class sets of learning clocks, measuring tapes, and different sorts of dice with different number configurations. With the money remaining, we also purchased some science manipulatives to help with our Grade 4 Light unit. These included concave and convex lens, prisms and a kaleidoscope set.

Special Project Grant: Sensory Room

Sat, 01 Jun 2024 20:36:22 GMT

Submitted By: Kathy Klenk and Corinna Fulton

Thanks to the Special Projects grant received from MAME, our students from Kindergarten to Grade 6 are able to get their sensory and movement needs met with this amazing light table and accessories as well as a mini-trampoline.

With our sensory light table, students are able to explore and learn about the properties of shapes, colours and colour-mixing, patterns, numbers and letters as well as play various games like tic-tac-toe and bingo. With the multi-colour functions of the table, visual sensory needs are being met while student engagement is at its height. This is such a great addition to our Sensory Room!

Along with a little help from our school funds, we were also able to access some of this grant from MAME to purchase an ultra-bouncy mini-trampoline with a handle for those who might need additional support for balance. This is an effective tool for meeting movement needs for many students in our building. Even the gym teachers are borrowing it from our Movement Room for some of their stations!

Thank you so much to MAME for supporting our students with additional needs!

Special Project Grant: Novel Study

Sun, 26 May 2024 16:40:26 GMT

Submitted by: Nerissa Brownridge, Nicole Ziemianski, Elise Robson

École Varennes

École Varennes contains many multi-age classes including the grades 5/6 and 7/8s. Although there are lots of benefits to multi-age classes, one challenge for teachers is the selection of novel studies. Unlike straight-grade classes which can select a novel and teach it every year to a new set of students, multi-age teachers must have two different novels and rotate between year A and year B.

The novels that were currently available to teachers at École Varennes were in poor condition, showed little diversity and were very old. It was therefore within this context of urgent need, and with an additional aim of providing BIPOC representation to the available novel study collection, that the decision to apply for the MAME Special Projects Grant was made.

What a happy day it was when we heard that our application had been successful! Suzanne Simpson, the Teacher-Librarian invited the 5/6 teachers to the library where they discussed possible novels and looked at some samples of books to consider. The grade 7/8 teachers met and had a similar discussion and decided to proceed with the purchase of two English sets and two French sets of novels:

Novel #1: Amari and the Night Brothers

Novel #2: Le voleur des sandwich

Novel #3 : It’s Trevor Noah : Born a Crime

Novel #4: Percy Jackson: Le voleur de foudre

We are very grateful to MAME for this grant as it will undoubtably leave a lasting legacy at École Varennes and will impact over one hundred students annually. These novels were purchased in February and have been immediately put to good use. They’ve even inspired some weeding of the novel study collection and the creation of a new centralized novel study storage area. These titles have allowed BIPOC students to see themselves represented in the literature we highlight in classrooms, and have raised important themes for discussions in our classrooms.

Comic Book Teachings

Tue, 07 May 2024 15:43:05 GMT

Popular Culture Association Conference

Submitted by: Charlene Sacher

I just returned home from Chicago after attending the Popular Culture Association conference over spring break, thanks to the support of the Manitoba Association of Multiage Educators and the PD Funding grant. It was a great conference, but definitely out of my comfort zone. In this academic conference, I found that in every session, I could pull some information from and apply it to my teaching role.

There were many sessions on the censorship of media within schools and the impact on learning, the impact of isolation on families and communities and how we can address it, and many sessions on viewing literacy and other media through anti-racist, inclusionary lenses to support and lift up all folks.

In a couple of the sessions, they examined comic books and looked at them in interesting ways. One researcher looked at the environmental comic books often in our classrooms. When she examined these texts, she noticed that half of them are solo female characters out to "save the day" and the remaining half is split between mixed genders and solo male characters (although these were typically shown as animals). When she looked closer at these texts, she noticed that the solutions tended to be very individual-focused (recycle in your home, turn off your lights) and less on collective efforts, despite the collective efforts of many being more effective. I have also looked into this and will share an article I recently wrote Learning from Eco-Texts .

Another really interesting way that was suggested to use comic books, a great hook for many of our students, was to use them to teach about diversity, equity, and inclusionary practices. Some examples shared were using Thor to demonstrate moving to a new country and the culture shock that comes with being in a new community, using "Dr. Strange" and "Iron Fist" to discuss cultural appropriation, looking at the impacts of colonization by looking at examples where colonialism did not occur such as in Wakanda and the Talokan community. Other suggestions were to look at the impact of race, privilege, and power in the movie "The Falcon and the Winter Soldier", and look at sexism in the workplace as seen in "Captain Marvel" and "Agent Carter". These were just some of the suggestions that were shared by the participants to hook our students to discuss complex issues.

Thanks again MAME for supporting this learning. If you are interested in applying, please go to the website and click on Professional Development .

Author Tasha Spillett-Sumner: Thin Air Kids Festival

Sun, 28 Apr 2024 02:39:21 GMT

Winnipeg International Writers Festival

Submitted by: Natasha Kehler

École St Germain

We were thrilled to host the talented author Tasha Spillett-Sumner as a special guest for our first-grade classes during the Thin Air Kids program . Tasha captivated our young audience with her enchanting storytelling from her books, "I Sang You Down from the Stars" and "Beautiful You, Beautiful Me." Not only did she bring her words to life, but she also took the time to engage with our students, answering their questions and sharing insights into her life as an author. Tasha's visit sparked inspiration among our budding writers, encouraging them to explore their creativity and pen their own tales. Her impact on our classroom was profound, leaving an indelible mark on the hearts and minds of our students.

THIN AIR KIDS is a celebration of the best Canadian writing in English and French for kids of all ages!

Visit https://thinairwinnipeg.ca/ f or more information.

Stardome

Sun, 28 Apr 2024 02:22:19 GMT

Submitted by: Natasha Kehler

École St Germain

Our trip into the Stardome was incredible! As first graders, we had so much fun learning about the Sun and how it moves across the sky as the Earth rotates. We were amazed to see how the Sun's path changes with the seasons and delighted to discover that the Sun is a star, just like the ones we see twinkling in the night sky. Watching the Moon and learning about its phases was fascinating, and we even got to learn about constellations! The images we saw in the Stardome were mesmerizing, and we couldn't stop talking about our experience. It was an unforgettable adventure that sparked our curiosity about the universe!

To learn more about Stardome and booking an experience for your school visit the website a t https://www.stardome.ca/

NyKK-5!

Sat, 13 Apr 2024 16:06:21 GMT

Kindergarten Numeracy

Submitted by: Charmaine Rudnicki

Earlier this school year, I had the privilege of working with fellow LRSD Kindergarten teachers and colleagues as we received the NyKK-5 teacher training in Montreal, Quebec. This three-day workshop was a unique learning opportunity to discuss meaningful and engaging numeracy activities. I am grateful that MAME supported me with funds through their Professional Development Fund.

NyKK-5 stands for “Numeracy Kit for Kindergarten 5-Year-Olds”. The NyKK-5 kit comprises of activity cards and manipulatives that have been carefully chosen to address desired number sense skills through a targeted approach. Throughout the training, we discussed how to address skills such as immediate quantity recognition, counting, number knowledge, non-verbal calculation, story problems, and daily whole class activities. The training emphasized the importance of play-based learning and that activities centered around number-sense skills should be purposeful and promote insightful questioning by the learner.

The manipulatives found in the kit are items often found in a Kindergarten classroom – dice, snap cubes, square tiles, two-sided counters, and opaque counters. I was introduced to a new manipulative called “ Peeples ”, found on Amazon, which are referred to as “Little Nykks” in the kit. They have quickly become a preferred manipulative of my students! ("Peeples" are shown in the top left in the photo above).

It is rare to find opportunities that address specifically the needs of Kindergarten teachers and I am thankful that I participated in this engaging experience. Thank you very much to MAME for supporting my request and my professional development.

Decrepit House Writing

Thu, 04 Apr 2024 01:03:17 GMT

Submitted by: Riviera Cianflone and Bailey Englot

This lesson began with students using a directed drawing tutorial to draw a spooky, or decrepit, house. They then wrote their own real estate listing to attempt to “sell” their spooky house. Students were creative in their word choices to make their houses more appealing to a potential buyer. They spent lots of time finding “juicy” words to help enhance the effect of their writing. This activity highlighted various art skills like using fine lines, shading, contrast and outlining. This activity was a wonderful addition to the Halloween spirit of the season.

Amazing Eye Diagrams

Sun, 28 Jan 2024 00:48:02 GMT

By Linda Hong and Breccan Wilson

Shamrock School

In our Grade one-two classrooms, we created a 3-D diagram of the eye as part of our Five Senses unit in science.

Follow the steps below to create these amazing diagrams with your students!

Materials:

White cardstock, manilla tag, black construction paper, pink tissue paper, skin tone markers, water colour pencils (or other medium), black marker

1. Pre-trace and/or pre-cut the following pieces, depending on your students’ abilities.

a. White cardstock circle with a slit to the middle (for the eyeball)

b. Smaller white cardstock circle for the iris, trace a glue stick lid for the pupil

c. Half sheet of manilla tag with an eye shape traced on it

d. Banana shape on manilla tag for the eyelid

e. Rectangle on black construction paper for the eyelashes

2. Have your students study their irises in a mirror and use water colour pencils to draw and paint them.

3. When they are dry, colour the pupil with a black marker.

4. Colour the skin around the eye and the eyelid with Crayola colours of the world (skin tone) markers.

5. Cut out the eye shape.

6. Make the 3-D eyeball and iris by making a slit to the centre and overlapping one side slightly to make short cones.

7. Glue the iris onto the eyeball.

8. Fold the edge of the black paper and cut to the fold to make eyelashes. Curl them around a pencil.

9. Assemble all pieces as in photo.

10. Use pink tissue paper for the tear duct.

11. Mount on cardstock and label.

Sarah Melo PD: Becoming a More Confident Math Teacher

Tue, 12 Dec 2023 01:44:04 GMT

By: Shaye Demke

Another school year is in full swing, and I find myself continuing to question and wondering if my math instruction and learning opportunities are meeting the needs of my students. As someone who struggled in math as a student, I find math to be a subject that I also find challenging to teach. On November 15, 2023, I attended Sarah Melo's "Becoming a more confident math teacher" professional development afternoon. So many topics were covered in a short afternoon including structuring a math lesson, ensuring all students find success, quick ways to accurately assess students, how to bring in math language through conversations with students, how to build students confidence and so much more! Sarah touched on so many different entry strategies for all grades and ability levels. She also has a really great website, melomath4kids.ca where you can find so many videos demonstrating her techniques. Some other free websites that she suggested include “3 act math task” at gfletchy.com , estimystery, polypad (virtual math manipulatives) and so many more! If you have never been a part of one of Sarah's sessions, I strongly suggest it. I walked away from the afternoon feeling empowered, ready to adapt my teaching methods, and prepared with all the amazing resources and recommendations she had! Thanks MAME for supporting my professional development!

Website Review: Classroomscreen.com Online Whiteboard

Tue, 28 Nov 2023 00:43:04 GMT

Submitted by: Bailey Englot

Grade 5/6 Teacher, Shamrock School

After a few years of using a visual timer that kept getting dropped and banged around during daily classroom life, I came across a website called classroomscreen.com and it has been a game changer! It is free to use though you can purchase a subscription for it which would allow you to save the screens you create. In addition to the beautiful backgrounds you can choose, some of which are even animated, you can add different widgets such as a timer, a volume scale, add an image, include a list or other text, create a timetable, show a clock, use a randomizer, create a poll, add a video from online, and much more! I haven`t even explored all the options but I use this tool every single day in the classroom. The fact that there is a free version makes it that much better. I hope you find it as helpful as I have!

Special Project Grant: We Have a Light Table!

Wed, 15 Nov 2023 23:35:18 GMT

Submitted by: Verna Bridges

Marion School

Many teachers will validate that a light table in a classroom is beneficial for students learning. The use of the table can be used to enhance learning of math concepts, science, literacy, fine motor skills, and creative development. It engages their sense of sight, makes activities fun, and is an added sensory option for play.

Since the light table is new to our classroom, the students are openly exploring with the light. We have provided them with colour paddles, numbers and letters, pattern shapes, and various objects and paper. Through this exploration process, the students are using vocabulary from previous lessons taught, and having conversations with other students about what they have discovered. They are learning the importance of turn taking as we can not all use it at the same time.

Students will continue to explore through play and make discoveries with purposely placed materials. For example, with the addition of paper and pens, the students can trace letters and number to develop their printing skills. Practice tracing images to help students with fine motor skills. Adding a basket of natural items such as leaves, sticks, bark, flowers, students can explore the insides of objects and the vocabulary of transparent, translucent, and opaque.

We have many things to explore and discover with the light table. Be assured that the teachers will have just as much fun exploring ways to incorporate this learning tool as the students will.

Thanks to MAME for helping to support our learning with a grant for the light table.

École Provencher Gardens

Tue, 03 Oct 2023 00:24:43 GMT

Submitted by: Suzanne Simpson

École Provencher has gardens once again! In the early 1906 Brother Joseph Fink established gardens out front and split the large space into one garden to grow fruits and vegetables and the other garden to grow flowers. In 2023, between the shade of the giant elms, the shadow of the building itself and the presence of a parking lot, gardening on the north side was no longer viable.

Figure 1. Provencher School. https://readreidread.wordpress.com/2014/03/02/ecole-provencher-300-

avenue-de-la-cathedrale-winnipeg/

We knew that having a garden at Provencher would provide excellent hands-on learning opportunities for students and allow them to explore themes of sustainability, food security and life-cycles. So we decided to proceed with the project but this time, place the gardens in the back of the school where they would receive ample light and be easily accessible by the gardening hose. Our project started with the planning stages in early 2023 when a group of like-minded teachers gathered to apply for funding and discuss next steps. We were thrilled when we discovered that MAME had committed $1000 towards our goal of re-establishing gardens at École Provencher.

Students were invited into the process in mid-march and helped by selecting they types of plants they would like to see in our garden, by planting seeds and by caring for the seedlings during the early spring. They took turns watering our little tomatoes and milkweed plants. We also contacted the Louis Riel Arts and Technology Center and were grateful that teacher Richard Pharand agreed to build garden boxes with his students for us. They were delivered in late May and the grade 3/4s helped shovel the soil from the enormous mound into our new garden beds.

As of the writing of this article, we have transplanted the warm season plants and sowed seeds. We have planted tomatoes, cucumbers, celery, beans, lettuce, chives and one very large pumpkin. We purchased trowels, gloves, seeds and a special hose nozzle to help us care for the plants are they grow. It's hard to imagine that gardens have been absent from the school yard at École Provencher for over a hundred years. Thanks to the tremendous efforts of the Grade 2, and 3/4 classes, as well as the teacher planning committee and the parent volunteers who will help us during the summer months, the Provencher Gardens are hopefully now here to stay!

Getting to Know 2023-2024 MAME Executive

Tue, 27 Jun 2023 00:03:42 GMT

At our working retreat and AGM, our next year executive roles have switched up a little. We are pleased to introduce some of the core executive and their roles with their summer TBR list:

Co-Presidents:

Chairing our meetings, answering your questions, and assisting with guiding MAME forward!

Bailey; Middle Years Multi-age Educator

Professional Choice - Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance
Personal Choice - Lessons in Chemistry

Jessica; Middle Years Multi-age Educator (and our ghost blogger!)

Professional Choice - Keeping the Wonder: An Educator’s Guide to Magical, Engaging , and Joyful Learning
Personal Choice - Marple: Twelve New Mysteries

Secretary (and PD Funding Chair)

Keeping us all on track and recording meetings as well as helping to supply our members with funds for projects and PD

Charlene; Student Services in multi-age school

Choice - The Birth House by Ami McKay

Treasurer:

Dealing with all things monetary for MAME

Michelle, Early Years Multi-age Educator

Choice - WAYI WAH! Indigenous Pedagogies, an act for reconciliation and anti-racist education by Jo Chrona

Conference Chair:

Helping to organize and coordinate our fabulous volunteer team to provide you with relevant PD on MTS PD Day!

Jenn, Music Specialist and Multi-age Educator

Professional - new artists and albums to introduce new music in the fall!
Personal - the Stephanie Plum series by Janet Evanovich

PD Outreach Co-Chairs

Helping our members connect with additional professional learning opportunities

Krista, Student Services in Multi-age school

Professional - Take Care by Jennifer Lawson
Personal - Untamed by Glennon Doyle

Kaitlyn, Middle Years Multi-age Educator

Professional - Teaching to Transgress by Bell Hooks
Personal - Sapiens by Yuval Noah Harari

Webminder

Taking care of the website and working to provide online access to information for our members

Lisa, Early Years Mutli-age Educator

Professional Choice - Uncovering the Logic of English: a Common-sense approach to Reading, Spelling, and Literacy by Denise Eide
Personal Choice - Five Little Indians by Michelle Good

Growth and Changes at Shamrock School

Sat, 24 Jun 2023 15:31:26 GMT

By: Jennifer Herdman, Linda Hong, and Breccan Wilson

The Grade one-two team at Shamrock School would like to send a huge thank you to MAME for approving our Special Projects Grant applications. We were able use the money to help supplement our teaching including purchasing the supplies for hatching chick and duck eggs, going on two field trips, and purchasing some incredible books that connect with the grade two science unit for Growth and Changes in Animals and health unit for healthy eating. Below we will include a look at hatching with tips and things to consider, a description of our two field trips and a review of three of the books we purchased.

A Classroom Hatch

The highlight of our Grade One/Two team’s Growth and Changes in Animals unit was hatching chicks and ducklings. It was entertaining and memorable and provided numerous authentic learning opportunities. If this is a project you are interested in undertaking, be prepared for some extra work, a lot of excitement in your classroom and a constant influx of visiting students and adults! And when introducing any animal into your life, research how to care for them first.

We purchased the Brinsea classroom incubator kit online for one set of eggs, and some additional equipment for the other. The kit came with the incubator, egg candler (to observe the growth and changes within the eggs), food and water dispensers, panels for the enclosure (which would only be high enough to contain chicks for one week) and brooding plate (for warmth). We ended up purchasing a second-hand rabbit/guinea pig cage to use instead of the panels but used the panels when cleaning the enclosures. For the other hatch, we purchased a Brinsea incubator, a second-hand cage, a heat lamp and food and water dispensers. The chicken eggs came from Morning Sound Farm, who also offers field trips and the rental of their complete hatching and brooding set-up if you book a trip with them. The duck eggs were from Dusky Feathers Waterfowl Farm, in Cartwright MB. I happened to have a colleague who was visiting Cartwright at the exact time I needed the eggs, but they do ship them for $30 if you aren’t so lucky. You may also be able to source them on Kijiji. The feed came from Morning Sound Farm as well. We got a vinyl tablecloth for easy clean up, to put the birds on while observing and visiting with them. You will also need a large bag of shavings, or maybe more if you have ducks. Ducklings can also apparently use straw as bedding.

Fertilized eggs can be stored at room temperature for up to a week before you incubate them. The countdown to hatch day starts when you begin incubation. We chose to begin incubating the duck eggs a week before the chick eggs, so they would hatch at the same time. We set them both to hatch on a Monday, to maximize our time with them. I would recommend setting them for Tuesday, as the ducklings decided to hatch a day early. Fortunately, on the Friday, we noticed one of the eggs wiggling slightly, and could hear it pipping (beginning to tap on the inside of the shell) so we suspected they might make their debut over the weekend. We set up the web cam, created a Microsoft Teams meeting and invited all our students and the entire staff to watch the eggs hatch. We kept the meeting running so the school could check in on the ducklings during the day on Monday and invited the chicks to join with their camera on as well, so everyone could watch them hatch at school.

Below is a comparison of our experience hatching and caring for both species. You might find it helpful if you are considering hatching either one in your classroom.

Field Trips

We chose to go to the Children’s Museum and the Assiniboine Park Zoo for our field trips. We participated in the Feast Your Eyes program at the Children’s Museum which talked about the different food groups and what helps us grow, glow, and go. We spent time in a classroom setting, creating paper picnic baskets where the students added their favourite foods and activities, followed by a fun parachute activity where students crawled under the parachute to grab play food items and would then share which food group it belongs to. The Animal Life Cycles program at the zoo was also very eggciting! The students participated in a guided tour of the zoo, got to see what an animal’s daily life looks like, learned about various life cycles and many interesting facts! Both places offer great programs for all ages. The students especially loved their exploration time!

Book Reviews

Book #1: “You’re Called What?!” by Kes Gray and Nikki Dyson.

This is a hilarious story, including eye catching illustrations, that capture the reader’s attention through unique and silly, but real, animal names. The animals in the story laugh at each other’s names and try to prove theirs is stranger than the next. You’ll have to buy it to find out how it ends!

Book #2: Just Try One Bite by Adam Mansbach and Camila Alves McConaughey and illustrated by Mike Boldt. The book is written about the importance of healthy eating with a twist. The kids are trying to convince the parents that eating healthy is important and tastes delicious. There are also many rhymes throughout to keep it interesting and light.

Book #3: Guess What is Growing Inside This Egg by Mia Posada. This information packed story includes descriptions about a variety of animals and picture clues to help the reader guess what animal is growing inside the egg. Through rhymes and verse, it describes how animals care for their eggs and their young.

Additional Books Purchased:

A is for BEE an alphabet book in translation – By: Ellen Heck
Who’s Looking? How animals see the world – By: Carol Matas
A Business of Ferrets Collective Nouns of the Animal Kingdom – By: Lauren Beckwith
Just a Worm – By: Marie Boyd
Find out About Animal Babies – By: Martin Jenkins

Outdoor Learning Day at H.S. Paul School

Sat, 10 Jun 2023 19:07:50 GMT

By: Kathy Klenk

The Kindergarten, Grade 1 and 2 students were very grateful to MAME for providing a Special Projects Grant for their Outdoor Learning Day on May 18th. They were able to use these funds to spend the day outside with a focus on movement and taking the learning outside. Funds were used to purchase water toys and balloons, bubbles, scavenger hunt materials, backyard games, popsicles, rent carnival games as well as an outing to try out rock climbing.

In the morning, students worked together with their homeroom classmates to find all of the numbers or letters to fill their fence board. They raced against the other classrooms. They were so quick at finding their wooden pieces (maybe that was due to the rain…but they all had fun!) Thanks to the Grade 7 and 8 students who hid them all!

In the afternoon, students were put into multi-aged groupings of Kindergarten to Grade 2 students to take part in 8 different activity stations which included parachute, carnival games, backyard and recess games like 4 Square, bubbles, relay races, ladder ball, play structure, popsicles and more. They learned new games, met new friends and enjoyed nature all afternoon on quite a chilly day!

In addition, the two Kindergarten classes went Altea Active to work on their gross-motor skills and push their comfort zone limits while rock climbing and exploring the ninja course. So much exercise and fun was had by all!

Technology in a Diverse Learning Environment

Tue, 06 Jun 2023 01:47:32 GMT

By: Michelle Adolph

In today’s world, technology is everywhere. I can honestly say that every child in my classroom has used a tablet, cellphone, or video game system in their free time and knows exactly how to at least turn on the camera function. But do they use it educationally or with a purpose other than just to distract themselves? Most would admittedly say no.

As someone who struggles to use technology in my classroom knowing full well the kids will be using screens at home and in abundance, I was hesitant to have iPads exclusively in my class. Until recently, we booked our school iPad cart one half hour block per cycle and usually didn’t use them. That being said, being a huge supporter of small group activities, having a technology centre is special to the students and watching my first graders get super excited for independent learning apps is always fun. Not only do they ‘buy into’ the technology aspect, they look forward to it and it helps keep them on task and focused when I am working with a small group or one on one.

Currently, my school is using Reflex Math for basic math skills practice and although it suggests using it for grade 2 and up, my first graders love practicing their skills and earning ‘money’ to buy things in the store. The reward of getting a certificate after so many answered questions is tons of fun, too! We make a whole presentation of it once a month when everyone has one and they love cheering each other on!

We also use our iPads for a listening to reading station when doing Daily 5. This allows our class to listen to books they have picked through the free app Epic! and let’s them hear a story with fluency and follow along in the text.

As a multi-lingual classroom, we also use our iPads for demonstrating our learning with each other and our families. We often record ourselves reading or singing in Ukrainian. Those recordings are fun to share within the school (with permission) or even at assemblies! The students have a blast making videos and it allows them a space to share their learning if they aren’t comfortable speaking in front of a group. The great thing about recording their learning is that they can also take multiple ‘takes’ if need be and that relieves some of the stress off of them when performing. The students also enjoy using the Ukrainian keyboard function allowing them to type out words they are learning to read.

I have found that my grade one and two students also love presenting on the iPad. Green screen technology has come so far in the last few years that they are easily able to change their background to fit their personally written story or their research projects.

This easily accessible and guided technology use allows them to feel like ‘big kids’ and gives them educational tools to help them in their differentiated learning.

The independence these iPads have given my students has been a game changer. They are aware of the rules and guidelines in using them and they are using technology in a fun and educational way. It isn’t just busywork and is helping build a respect for the tools we use on our every day lives. Going forward, we hope to expand our uses and personally I will be researching ways to use the iPads for virtual field trips and reviewing prior knowledge.

If anyone has any suggestions on apps for first and second graders, please feel free to email me at: madolph@sunrisesd.ca . Thank you!

Take it Outside!

Mon, 29 May 2023 13:00:00 GMT

Outdoor learning ideas

“Every child needs nature. Not just the ones with parents who appreciate nature. Not only those of a certain economic class or culture or culture or set of abilities. Every child.” – Richard Louvre, author of Last Child in the Woods

May – the end is near and everyone inside and outside of the building can feel the change of energy. One of the best strategies to help make it to the final day is to embrace nature and the opportunity it brings with it. Here are a few ideas to get your students outside.

Keeping it Simple:

Play a cooperative game to get everyone moving and burn off some of that energy.

Here is a great resource: https://kidactivities.net/41-fun-cooperative-games-for-kids/ (choose a game that works best for your age and class dynamics!)

Read outside – either a read aloud or silent read- take a moment to embrace nature.
Take a moment to center everyone- stretch, breathe and try some yoga poses inspired by nature.

https://mommygonehealthy.com/yoga-for-kids-nature-themed-poses/

Sound maps – have everyone go outside with a piece of paper and a writing utensil and take a comfortable seat. Eyes open or closed hearing sounds students write words or draw pictures to represent the sounds they hear on the paper to map each out.

Share the maps afterwards- see what similar sounds students heard.

Walk around the playground.

Double this up with a community clean up

Sketch something inspired by nature or outdoors.

Or use playground as a texture collector and collect crayon rubbings.

A little more organization and thought (including potentially field trip forms if leaving premises, printing, and supplies):

Go on a scavenger hunt.

You can create your own sheet bingo style or create one as a class.
You can challenge students or partners to find a list of items that start with a to z
Connect it with your curriculum (science is a great place to look!) and see if students can find examples of something that connects with a unit of study ideas include:

Kindergarten - trees – find different kinds of leaves
Grade 1 – living things – different types of plants and animals
Grade 2 – air and water – find different types of water in the environment
Grade 3 - plants - different types of plants
Grade 4 - habitats - different habitats
Grade 6 - biodiversity of living things - categorize biotic examples.
Grade 7 - Earth’s crust - look for signs of erosion and weathering or different uses of rocks.

Do a playground or community audit.

Audits can consider various angles including accessibility.

Here is an example of an age friendly audit to consider senior citizens:

https://extranet.who.int/agefriendlyworld/wp-content/uploads/2020/02/Age-Friendly-Community-Walking-Audit-Checklist.pdf

Get to know the community and do a walk highlighting important stops along the way
Have a field day, Survivor, or Amazing Race style day
Have students create a STEAM challenge

Here is a fun idea that works- https://www.homesciencetools.com/article/how-to-build-a-solar-oven-project/

Enjoy a field trip to one of the great opportunities Manitoba has to offer!

Fort Whyte
Oak Hammock Marsh
The Forks
The Assiniboine Park Zoo
One of Manitoba's many farms, such as https://www.morningsoundfarm.com

Enjoy the last moments with your 2022-2023 class! As we embrace nature and opportunities for our students to interact with the environment around them, they are able to build meaningful relationships with it and grow to appreciate and enjoy all the beauty it can offer.

This summer get out and explore all the amazing things Manitoba has to offer and take time for nature to help recharge your own batteries.

Citizenship in the Primary Classroom

Sat, 27 May 2023 17:04:29 GMT

By: Charlene Sacher

Grade 1/2 Multiage Teacher

General Vanier

With the next provincial election just around the corner this upcoming October, I was thinking ahead to how to teach voting and our current democratic process to some of our youngest learners. This one is a throwback to 2021 during that election, but I plan on using this again!

We started with having conversations to draw their attention to the fact that there is an upcoming election and that many of their family members over 18 get to decide who to vote for. As a class, we discuss things we see, such as all the signs and how people who are running are sharing why they think they would be the best person to help their community. On our class calendar, we mark the day of the upcoming election, but I mention that their families might go and vote in the days leading up to the elections. We then hold our own election. However, my students are just in grades 1-2, so we are not looking at the political policies and platforms of the various parties in Manitoba like our older peers may be doing. Instead, we go through the process with the addition of a class fish!

I will purchase a classroom fish and let the student know that we will go through all of the same steps that the people who are running in the election will go through, but to choose the name for the fish. Students start by putting a name forward, they then need ten signatures to get the name on the ballot. During this nomination of name stage, it does not mean you are voting for that name, instead that you think it is a name that should be given a chance (students decided if it was an accurate word and it wasn’t a mean word, it should be accepted at the nomination stage). Once the names have been nominated, they become officially registered as possible names for our classroom pet. Students then work independently or in groups to create posters for the name and give a short speech about why this is a good name for our new fish. This is an excellent opportunity for all students to practice public speaking. Some students will write notes using words, some draw pictures to help them remember what to say, and some just go up and speak. We spend some time as a class listening to each group or person share why their name is the best name for the fish. The other students can then also ask some questions if they would like.

On election day, we have our election. Students each come into the classroom, where they are checked in by a poll clerk and they are marked off the class list. Each child is handed a ballot and then directed to the voting booth to make their selection. There are adults available to help them read the different names when needed. Students then fold their paper in half and place it in the ballot box, each getting a sticker. I act as the deputy returning officer of the polling station (our classroom), and with the help of our scrutineers, we count the ballots, and a name is selected. Students then go home with their “I voted!” stickers on with a new level of knowledge that they can share with their families. Many students shared that they got to accompany their family to a voting booth that evening and that it was very similar!

It is a great way to introduce a tricky topic and help students feel more comfortable with the actual voting process. This will help them feel more confident in polling stations as they grow into young adults when they encounter their first voting booths in our many important elections.

Special Project Grant: STEAM and Outdoor Learning

Fri, 21 Apr 2023 01:24:10 GMT

Submitted by: Tina Arnott and Stephanie Timmerman

The grade 1-2 teaching team at Niakawa Place school would like to send a big shout out to MAME for approving our grant application. We used the funds to purchase supplies that would enhance hands on inquiry-based projects and outdoor learning. Many supplies purchased were for STEAM exploration such as: engineering and designing sets, creative magnetic building sets, gears, construction sets and a microscope. We have already used our supplies during our grade 5-6 buddy time and for science (position and motion). As the warmer weather approaches, we look forward to using the supplies purchased for outdoor learning. The collapsible wagons and jumbo magnified glasses will be great for exploring and transporting other material outside easily. Thanks for this amazing opportunity!

Coming back from a break

Fri, 24 Mar 2023 02:11:38 GMT

After a break, it is important to reset to continue smoothly. Consider the first day back to ensure you have scheduled sufficient time for students to review routines and expectations as well as have sufficient time to reconnect and communicate.

To start the day, a morning meeting is an excellent way to bring back a sense of restart. Using the responsive classroom routine of: greeting, sharing, and activity, ensures every student has an opportunity to hear their name, optionally share their voice, as well as participate in a community building activity. We recommend a share that is not based on the experience of spring break but rather something all students- regardless of what they did feel equally able to answer. A few examples could be:

- what is your favourite outdoor activity?

- If you could meet anyone in the world who would it be?

- If food rained from the sky, what food would you wish for?

As for activities, choose a beloved favourite. Here are some potentially new options if you want to sprinkle in a new option. options: https://www.weareteachers.com/team-building-games-and-activities/

I also enjoyed the idea of "Remember the Time?" as written by Amanda at https://amandawritenow.com/5-fun-activities-to-do-with-your-students-the-day-after-coming-back-from-a-long-break/

This activity could also make a great first writing task for students to practice writing for the day.

As the day continues, do not forget to schedule in brain breaks, snack opportunities, and quiet time to give recharge opportunities for students.

Check out MmmathMania for some low prep full class numeracy games to practice skills from earlier in the year. https://www.mmmathmania.com/

At the end of the day, why not give students an easy stem challenge? This option from Let's Talk Science uses only a single piece of paper and scissors - perfect low prep! https://letstalkscience.ca/educational-resources/hands-on-activities/how-can-a-person-walk-through-a-sheet-paper

This critical thinking activity can be done in partners or small groups which is a perfect way to practice respectively working together.

On behalf of MAME - we hope some of these ideas makes planning that first day back a little easier. Rest, recharge and enjoy your own spring break.

MAME Funding

Tue, 14 Mar 2023 01:55:25 GMT

Hello MAME Members!

There is still time to apply for some of our funding that is available to our members. If you attended MTS PD Day this year and last year, you are a member (or if you paid for your membership each year). There are lots of funds still available. There is tuition funding for those who are pursuing a post-baccalaureate or M.Ed. There are funds available for both in-town or out of town professional development of up to $300 (if you become an executive you can apply for even more funds!).

There is also the opportunity to apply for funds for various special projects that you may want to get started in your own school. Some projects that have been funded in previous years is the creation of STEAM kits, school gardens, community kitchens, and classroom or schoolwide activities. This is your opportunity to get the funds to create your own creative project for your classroom and perhaps for your school.

Please see more details on our website https://www.multiagemanitoba.org/page-1

Multi-age Monday: Fast Finisher Activities

Sun, 26 Feb 2023 19:48:21 GMT

Supporting growth and challenging all students

It is one of the most common questions multi-age educators receive- how do you ensure that all students are on task? Especially when different levels work at different paces.* The answer can be found in two essential pieces of a successful classroom:

1) Relationships

2) Routines

* As educators we are always allowing for sufficient scaffolding, support, as well as adaptations or modifications to ensure success from our students- independent or group tasks may look different as well as expectations for what done is.

First, knowing your learners is key to a smooth classroom. It is only through relationships that true learning can be completed. As a best practice, look to The First Six Weeks of School to assist you in setting up a successful classroom community. This is a vital time for learners to share information about themselves as well as educators to observe and note key information that includes but is not limited to:

1) Literacy levels (reading and writing)

2) Numeracy abilities and confidence

3) Social abilities

4) Problem-solving skills

5) Critical thinking abilities

6) Artistic comfort

7) Interests

One of the many benefits of a multi-age classroom is that you know approximately half of your students from the previous year and can continue to expand and grow your learning relationship. Once this information is gathered it allows educators to make informed decisions on how to group students. Educators can create heterogenous and homogenous grouping depending on the need or skill. For example, you may want to keep similarly levelled students together to build on literacy skills while mixed-level students work together for a project in social studies allowing all students to use their strengths for the final product. When students are working at their level, they will be able to build on what they know and continue to feel confident in school.

Finally, routines. This goes without saying but a smooth classroom has a routine for everything and is explicitly taught, reminded, and reinforced throughout the year. An essential routine is what to do when you are done. Throughout the day there is often an opportunity for independent work and as students complete tasks they are met with, what is next? And you have to ask yourself what works best for your learners at their grade level and for you. Consider a few of the following ideas as potential tasks.

Early elementary, consider simple and easy options that are independent.

Silent reading (remember reading can be looking at pictures)

Printing practice

Drawing

Puzzles

Simple math pages (ie. Colour by number, math crosswords, etc.)

Elementary

All of the above as well as
Typing practice (if you have access to technology- Typing Club is great!)
Handwriting practice
Writing stories
Math fact/concept practice (online ie. IXL or paper)
Coding
Tangrams

Middle Years

All of the above as well as
Grammar practice (No Red Ink or Quill)
Special research projects
Classroom jobs
Assisting in younger classes
Vocabulary practice (Quizlet)
Math expansion ( https://courseware.cemc.uwaterloo.ca/27 )
Math puzzles (ie. Sudoku, kenken, magic squares, kakooma, etc.)
Math expansion ( https://courseware.cemc.uwaterloo.ca/27 )
Wordle ( https://www.nytimes.com/games/wordle/index.html )
Waffle ( https://wafflegame.net/ )
Canuckle ( https://www.canucklegame.ca/ )
Mini crossword ( https://www.nytimes.com/crosswords/game/mini )
Globle ( https://globle-game.com/ )
Birdle ( http://www.birdle.org/ )
Design something on Canva (all LRSD students and staff have full, free access using their LRSD email https://www.canva.com/ )
Math/Science - Legends of Learning ( https://www.legendsoflearning.com/ )
Duolingo ( https://www.duolingo.com/ )
Chess (can find online version on coolmathgames)
Scratch ( https://scratch.mit.edu/ )

This author, as a middle school teacher, personally prefers to ensure students are continuing to practice or grow a skill set based on the subject they are working in. If they finish science first, I always try to encourage a science activity first, such as practicing vocabulary set on Quizlet or finishing outstanding homework. If it is math, I try to always ensure there are either online practice websites available that match the current concept, games that could be independent or in small groups, the problem of the week, or finally a variety of easy math puzzles they can have fun attempting.

Examples of how this could look for independent tasks:

Menu s:

Boards:

Or if you are like this writer- a good old fashioned, not super fancy paper.

At the end of the day, students will all finish things at different times, and it is up to the educators to help guide students to ensure they have shown their best effort and then make strong choices that will most benefit their learning journey. (You can see why knowing your students is so vital!) To ensure an equitable classroom, try to sprinkle in opportunities for all students to choose the learning tasks provided- maybe this is choice time in elementary, “ketchup” time in older grades, or during afternoon quiet/ reset time.

Multi-age Monday: 20 Month Planning

183:899231349 (Lisa McAvoy) — Sun, 29 Jan 2023 17:04:45 GMT

At first teaching two or more grade levels in the same classroom can seem overwhelming, however, with a 20-month plan, the task can be more manageable. As a multi-age educator, our task is not to teach both curriculums simultaneously, instead it about teaching both curriculums over a 20 month loop. There are many ways to do this:

- Different grade level strands each year

o For example; grade 1 main themes first year, followed by grade 2 themes the next. Repeat

- A mix of box

o For example; choosing to combine specific themes for a natural progression during the year. In grade ¾ you may choose:

Science:

• Year 1: soils in the environment (3), rocks minerals and erosion (4) growth and changes in plants (3), habitats and communities (4)

• Year 2: light (4), sound (4), Materials and structures (3), and forces that attract or repel (3)

Some teachers are consistent with all subjects, some teachers do a mix of either idea depending on what works best for them.

Using a 20-month plan allows for teachers to ensure over an extended period of time all main concepts are covered. In order to help plan main topics for math, science, and social studies we recommend using the Curriculum Essential guides https://www.edu.gov.mb.ca/k12/cur/essentials/index.html. The next step is to take the essential outcomes and/or main themes, cut them up or use sticky notes and use large paper to organize your ideas before transferring your ideas onto a specific plan for each subject area and year.

For more information on a year plan: https://www.beingteachers.ca/year-plans#:~:text=Year%20plans%20provide%20a%20general,talking)%20goes%20only%20so%20far . There is an easy-to-follow template and examples provided on the website.

A last note on 20-month planning, considering E.L.A. and math. These integral focused subjects are often based on where each student instructional level is. Core skills will be taught each year and repeated, however, projects, themes, class read alouds, or activities may change year to year to ensure students are progressively learning at their level without repetitive work.

Here is a quick example of a rough plan in the first stages of development for grade 7 and 8. Notice similar aspects, with changes in themes. A few large topics such as poetry and short stories are flip-flopped year to year.

New The best part of having a 20-month plan is that it is only a plan! In order to meet the needs of our students year to year, we need to be flexible. These outlines allow us to focus on what is important and realize we have a long time to cover the necessary topics as well as assist our students in their own learning journey.

Bird Feeder Design Project

Tue, 10 Jan 2023 01:37:52 GMT

By: Charlene Sacher

Grade 1/2 Multiage Teacher

General Vanier

Together with our 7-8 learning buddies, the grade 1-2 class were busy learning about animals that stay in Manitoba for the winter and the adaptations that are needed to survive and thrive in our cold climate. Using our sunflowers and other seeds from our summer garden, we created bird feeders that animals can enjoy. Students worked together to plan and come up with a list of materials needed. Some made their feeders out of cut up fruit, pine cones, or empty toilet paper rolls. Students gathered the seeds from the flowers that were harvested in our garden in the fall, many students used wow butter or sun butter (to be nut safe) and created feeders to set up around the school. The squirrels and birds have been busy nibbling away on them the last couple of weeks. A fun and easy way to bring more wildlife back into the school yard.

Please watch the video if you would like to see one way to create a simple bird feeder for your own classroom.

99 Math

Sat, 10 Dec 2022 21:57:23 GMT

Submitted by: Jessica Small

Do you love Kahoot? And would love to use it to practice math concepts in class, however, do not want to make up the questions or have time to pour through all the student made games with wrong answers? 99 Math is a great option to gamify your class. This free program allows for teachers to choose from a variety of main topics and include options for subtopics including changing the skill level for the subtopic. For example, I want to practice multiplication facts with my class. I can then choose to include integers or decimals and finally I can define the range to practice from specific times tables or to be wide open. This is a great way to practice and reinforce concepts with students that does not require significant prep time from the teacher. A cherry on top for this program, you can import classes and can follow student successes and challenges throughout a term.

To see it in action, check out the youtube here: https://youtu.be/aj9hw-JnCgk

Decodable Texts have Given Our Students the Confidence to Learn to Read

Wed, 28 Sep 2022 23:32:08 GMT

Submitted by: Andrea Cunliffe

Science of Reading: Decodable Books

Sun, 18 Sep 2022 15:22:28 GMT

MAME special project grant

Submitted by: Lisa Croft

Through our own professional learning, we have come to understand that having decodable books to use in our lessons, during small group and 1:1 reading times encourage and extend student understanding and the practice of phonic skills, specifically the skills that we are teaching in our lessons. Our present classroom book collections consist of many predictable books and chapter books that do not specifically focus on improving phonic skills. Through the generosity of a Special Projects Grant from MAME we were able to purchase decodable books for our students in Grade 3 and 4. By having access to decodable books that focus on multiple phonic skills, we will be able to support student learning as well as share the resources within our Grade group, to support all students in Grade 3 and 4.

We have had such success this year, the two of us collaborating in our literacy blocks, using the systematic literacy approach of the Science of Reading, that together with our other Grade 3 and 4 colleagues we are looking ahead to a new collaborative project for the fall. Our September goal is to develop groupings and create phonics-based approach to teaching reading and spelling through routine activities, letter/sound work and multi-sensory centres for our entire Grade 3 and 4 student body. Having decodable books in-hand are essential to the success of the project as students need to practice specific sound skills that they have been explicitly taught within the literacy block. We want our students to feel confident and to see themselves as readers and decodable books will contribute to their success.

Thank you MAME! We are looking forward to starting the 2022-2023 school year with our literacy project well equipped.

Presentation on Multi-age Teaching and Learning

Fri, 10 Jun 2022 01:07:30 GMT

On Wednesday, May 25th, Jessica and Charlene shared the positive impact and benefits of multiage education and using 20 month plans to teach and reach all students with a wide range of parents and caregivers. The parents of Linden Meadows School had many thoughtful questions and insights as we learned together on how to make the transition to grade 7-8 multiage a successful one.

Thanks for including us in the planning for moving towards multiage education. Please reach out if you are interested in being supported with multiage. We have presentations for families, as well as for teachers, in how to move to being a multi-level/multi-age schools.

Cooking from the Garden

Fri, 10 Jun 2022 00:02:38 GMT

By: Charlene Sacher

Grade 1/2 Multiage Teacher

General Vanier

It is that time where we are starting to think about what sort of plants we are going to be planting in our school community garden. Last year, my student drew out the garden and read the back of packages to find out about spacing (a great math and literacy activity!), the students this year, benefited from their learning. As I teach grade 1-2 in a multiage classroom, half of my students were part of the planning process in the spring. In the late fall, we harvested all the herbs and vegetables and planned what make with our harvest. We had lots of tomatoes, potatoes, peppers, onions, carrots, and lots of herbs. We also had a small harvest of lettuce, zucchini, and squash.

I had planned some simple cooking methods that I planned on doing with the students… they had a much more adventurous plan. With the produce from the garden, they wanted to make chips. So, we made simple chips that we brushed with oil and added salt -they were an amazing (but very time-consuming) treat!

They also decided making fries and ketchup was a great use of our ingredients. I was worried about this process as I had never made ketchup before, but with a family recipe, adventurous spirits, and hard-working students, we were rewarded with tasty ketchup and crispy fries, straight from our garden!

And of course we shared our food with our friends who had moved onto to grade 3!

Special Area Groups of Educators (SAGE)

Tue, 07 Jun 2022 23:53:03 GMT

MAME, The Manitoba Association of Multi-age Educators, is one of 33 Special Area Groups of Teachers affiliated with the Manitoba Teachers' Society. To learn more about MAME and how to become a member check out the "About MAME" page in the links above.

Sewing Machines in the 1/2 Classroom

Tue, 24 May 2022 23:41:09 GMT

By: Charlene Sacher

Grade 1/2 Multiage Teacher

General Vanier

I love to do hands on projects with my students. I also love for them to see why math is important in their everyday world. We also do a LOT of cooking in my classroom. For students to cook safely in our classroom, we decided to design and create aprons.

Using a tea towel, I sewed down the two top corners. Students then needed to learn about non-standard and standard units of measurement. We learned about these skills, knowing that we needed this knowledge for creating an apron. Students then used to measuring tapes and linking cubes to measure out the ribbon that they would need to create the neck piece and the tie around the waist. Students decorated their apron using fabric crayons and pastels.

To sew the ribbon on correctly they needed to measure from the top of the apron to find where the waist would go. They had to fold the fabric in half lengthwise (hotdog style) to find the centre and do the same with the long waist ribbon. All the students then got to use the sewing machine to guide and sew their final product. They all looked so amazing!

Elections in a Primary Classroom

Thu, 07 Apr 2022 00:05:18 GMT

By: Charlene Sacher

Grade 1/2 Multiage Teacher

General Vanier

Our grade 1-2 classroom had a great time learning about the election process in our classroom. Instead of looking at those running and the parties that they represent, we did the full process through choosing the name for our fish.

We began with students suggesting names and then we created nomination forms. Students had to go around and get signatures from those in the classroom to have their nominated name get on the ballot. I reminded students that this is not who they will necessarily be voting for, rather that they think that the name should be allowed on the ballot. Once the nominations where in the race was on. Students choose which name they would be campaigning for and began to create posters. They also orally gave speeches about why their name was the best name for our new red betta fish. Great speeches and rational was given such as “The fish should be Blue because it has a beautiful blue tank and likes the blue pencil crayon” or “We should name it Ruby as it is ruby red”.

After a few days of campaigning, we were ready for election day. Many students had jobs such as scrutineers and poll workers. We were able to access supplies from Elections Canada who provided us with ballot boxes and screens.

The students ended up learning so much about our election process, and even encouraged their families to vote (this was during our last federal election). And as I am sure you are all wondering…his name is MAX!

Five-Minute Field Trips

Fri, 18 Mar 2022 22:26:15 GMT

Environmental Themed Field Trips

Written by: Tia VanLandeghem

Now that restrictions are beginning to be lifted in Manitoba, teachers can see the light at the end of the COVID tunnel. This means finally being able to participate in in-person field trips again! With that being said, once upon a time when COVID first hit our schools, teachers had to be creative in thinking of different ways to bring the field trip to the classroom. One way I was able to do this was with the help of the link below: five-minute field trips! Canadian Parks and Wilderness Society, Global Environmental and Outdoor Education Council, and the Calgary Zoo partnered up to create this amazing resource for grade 1-6 classes. The document provides teachers with cross-curricular, environmental education. It gives teachers an abundant amount of environmental themed field trips that can be done outside and even in your classroom. One of my favorites that I was able to do with my students during each season was the “Nature Scavenger Hunt”. This provides students with a basic checklist of different things that are found in nature. I would tweak the checklist depending on the season and students would head outside as our school’s “nature detectives” and get to work crossing off their checklist. This resource provides incredibly engaging, educational, and fun ways to bring the field trip to your classrooms, even once restrictions are lifted!

https://resources4rethinking.ca/media/5%20Min-Fieldtrips.pdf

Book it to Blooket!

Fri, 11 Mar 2022 23:31:16 GMT

You've played Kahoot. Now try Blooklet!

Written by: Jessica Small

As educators we embrace and leverage technology and online games to help introduce, review, and check for learning. Kahoot has become the “go to” online game, however, I would challenge you to switch it up! Try Blooket! https://www.blooket.com/

Similarities and Differences to Kahoot

Considering the versatility and variety of games, I personally prefer Blooket to Kahoot. It allows for students to engage with questions in different ways so that the game seems “fresh” instead of an overdone and repeated Kahoot which can get boring for everyone. I also love that a variety of them can be timed and as a teacher you just throw it on the projector and can walk around- there is no launching of questions. However, you do not see what the students see and it can take a game or two for everyone to grasp “what do I need to do?”

I hope you explore and enjoy this game platform as much as we do!

Jumping on the Bandwagon

Fri, 11 Mar 2022 23:02:24 GMT

Using Wordle in the classroom

Written by: Jessica Small

As a scroll my social media accounts there is an increasing amount of people that share their Worldle scores. What is Worldle? Just in case you have missed this growing game phenomenon taking the place of the average daily newspaper crossword, it is a web-based app where the participant is trying to guess the daily five letter word. Each guess allows the person to see if they had correct letters in the correct place (green), correct letters in the wrong place (yellow), or incorrect letters (grey). Think Hangman meets Mastermind.

But how can we integrate this into the classroom? https://mywordle.strivemath.com/ This website allows for anyone to choose a word of any length and create a link to send to students to try and problem solve what the word is. I recently tried this in my grade 7/8 class using some words from our current themes. It was great to see students challenge themselves, a few even guessed my first word the first try! Depending on your age group you could work through these challenges as a class or individual students or small teams. This could be a great way to practice word families. The best part is unlike Wordle, you can create as many words as you want. In the time of Covid- this was a great morning meeting game that allowed my students to wake up a bit.

The Shift to Structured Literacy Instruction Part 1

Fri, 04 Mar 2022 00:25:33 GMT

Welcome to Our New Blog

Thu, 03 Feb 2022 00:00:00 GMT

It’s official, MAME now has a Blog!

As part of our new website redesign MAME has moved from publishing an electronic newsletter three times a year to posting all our great newsletter content to our new blog. Follow this blog to learn from other educators about great professional development opportunities, useful activities, websites, books, and other educational resources that you can use in your classroom.

We love to hear from our members. If you have an idea you would like to share on our blog please contact our blog editor at blog@multiagemanitoba.org .