Browsing by Author "Jaques, Shayla"

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    Enriching geometric understanding through early STEM pedagogy
    (Alberta Teacher's Association, Math Council, 2021-12) Langevin, Nicole; Takeuchi, Miwa A; Yuen, Jenny; Jaques, Shayla
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    “I just won against myself!”: Fostering early numeracy through boardgame play and redesign
    (2019-11) Jaques, Shayla; Kim, Beaumie; Shyleyko-Kostas, Anna; Takeuchi, Miwa A.
    Children can develop a wide variety of mathematical concepts as well as positive relationships with mathematics through playing and redesigning board games. In this article, we introduce the process of integrating board game play and redesign into early mathematics classrooms. Presenting the cases from Kindergarten and Grade 3 and 4 classrooms in a linguistically and culturally-diverse school, we highlight learning opportunities that fostered early numeracy. We discuss how children used and demonstrated their understanding of integrated numeracy including subitizing, understanding ordinality and cardinality of number, area-model of multiplication, spatial reasoning and problem-posing and problem-solving. Learning that children engaged in was holistic: the project not only fostered children’s early numeracy, but also helped them develop a positive relationship with mathematics and social rules to play games together, and see themselves as designers, problem-solvers, and creative people.
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    What the Front-Load?: Learning Language Through Complex Tasks
    (University of Calgary, 2016-05) Jaques, Shayla; Traxler, Rita; Rae, Erica; Werklund School of Education
    How do we engage new Canadians / English Language Learners in complex tasks? For the last 20 years English Language Learning pedagogy has emphasized the development of basic interpersonal communication skills (BICS) through “front loading” with low level, prescribed, rote activities. At Connaught School we know that our students, regardless of their English language proficiency, are capable of successfully developing interpersonal and academic language through complex tasks. We discuss a classroom project that exemplifies a deep exploration of curriculum through robotics to support the language development of a diverse population of English Language Learners and new Canadians.