Regardless of who you are, WE ARE ALL LCC. There is something for everyone at our school.
Our newly launched blog focuses on four key areas of our school—Learning, Student Opportunities and Skills, the Environment, and Professional Staff—and the postings are intended to highlight the unique elements of LCC.
Enjoy the posts and we welcome your comments.
Ma première journée de Classe Rouge s’est bien passée. L’escalade était très amusante. Mes parents me manquaient terriblement, mais la première journée est toujours plus difficile. La nourriture est délicieuse et saine. Nous dormons dans la Rafale. Il y a un beau salon. Ma chambre, la numéro 312 a deux étages, un lit double et trois lits simples.
– Clément Virally ’16
C’est la première journée de la classe rouge. What a great day ! J’ai fait de l’hébertisme dans la foret. These are activities high up in the trees with ropes and some team building activities in the woods. C’est vraiment excitant quand tu te balances sur des buches de trois mètres de haut. Et la nourriture est merveilleuse ! J’ai hâte a demain !
– Michael Hamilton ’16
À la fin juillet, j’ai eu la chance de participer au congrès d’Alan November mieux connu sous la banière BLC (Building Learning Communities).
What defines a learning community you may ask? And why is it important? We know that in the 21st Century, one of the skills we need to teach children is to share resources and seek information through their various networks. As teachers, we must put ourselves through the same process and develop our own learning communities and teach children how to go about building theirs.
Ce congrès portant sur l’intégration des TIC a lieu tous les ans à Boston. Le congrès comme tel se déroule sur trois jours avec la possibilité de participer à deux journées pré-congrès
The BLC conference brings together classroom teachers, educational researchers, consultants and philosophers from North America and beyond which I thought allowed for a great balance between more theoretical sessions and practical workshops.
Below are links to some great teaching resources to integrate ICT into your classes and to help you and your students in developing a digital identity:
I attended two sessions with Marc Prensky, and ICT consultant. Prensky coined the terms “digital natives” (our students) and “digital immigrants” (us). His first session was titled “Partnering with your digital natives” where he talked about engaging students as being key to 21st Century learning. He reminded us that learning must be connected to passion and discipline (see http://www.marcprensky.com/).
Bob Perlman de la Californie et Thomas Daccord de Boston ont offert des pistes intéressantes en ce qui concerne les habilités necessaires pour le 21ième siècle (see http://www.21stcenturyskills.org/ and http://www.bie.org/index.php).
Daccord talked about asynchronous learning (textured literacy). It is the idea of multimodal text that really interested me (i.e., reading, writing and video texting). By storyboarding, students are able to read and write images which defines this new textured literacy. Daccord also stressed that we MUST teach critical thinking as kids are indeed tech savvy but, all too often, they don’t analyze content and search properly. Asynchronous learning gets students to create and teach one another (see http://www.edtechteacher.org/ and http://iearn.org/).
Autres sites et trucs intéressants à partager :
Twitter
I don’t spend a lot of time on social networks, but have found it very informative to follow some of the abovementioned presenters on Twitter and encourage you to do so!
–Nathalie Lemelin
Interim Junior School Director
When I first heard about the Youth Philanthropy Initiative, I must admit that I thought it would just be some more work that I simply would not have enough time for. I was not really looking forward to it. However, I soon realized that this was an extremely rewarding experience in which I had the opportunity to learn about small charities in Montreal.
We first decided on the Native Women’s Shelter as our charity because we were very impressed with the way the charity helped a small and often overlooked minority. We felt like they could seriously benefit from the grand prize of $5,000. We met with some of the workers at the shelter and even one of the women benefitting from their services. She said that the shelter had changed her life when she managed to get away from her old existence and start anew. She had been with, as she put it, a “bad man” and had been using many drugs. When we were introduced to her, she had been clean for eight months and was looking to move out on her own in the near future. This woman greatly inspired us when it came time to create our presentation.
Though in the end we came second in the YPI competition, we knew we still wanted to help the shelter in some way. Therefore, we organized a bake sale in which we enlisted the help of many people in our grade and raised $400 in support of the organization. There was also a free dress day at school in which everyone brought in one item of clothing. The school did not know what to do with them, so we offered to take all the garments off their hands and bring them to the shelter. The workers at the shelter were overjoyed and we felt like, however small, we had made a difference. Read about LCC in the NWS newsletter.
—Liane Bernstein ’09