All About Us!

The three of us are currently teachers at Willoughby Elementary in Langley, BC.  In the fall of 2012, we decided to try a new approach to buddies.  We took our three classes and created multi-age inquiry groups. Together, we have faced the challenges and successes that come with allowing students to explore their personal inquiry!  Together we easily saw the cracks, but worked cooperatively to discover the light coming through.
Let Us Know What you Think!

---

Barry Kroeker 

I am currently teaching in a grade 4/5 classroom with a wide variety of skills and needs. I went into this project blindly, not clear on what I was getting myself into. I was frustrated with "traditional" buddies in which my students simply got together with their buddy class and created a craft or played together. Although this nurtured the relationships between older and younger students, the actual learning was limited at best. The result of this frustration I was experiencing was a lack of enthusiasm from my part and we would only get together for special occasions. In comparison, the inquiry groupings have engaged weekly in real conversation  based on common interests. My class is now upset if we for whatever reason cannot get together with our buddies and they value their time with them. Although we were faced with challenges we initially did not foresee, we adapted and persevered. In fact, we modeled what the students were experiencing and collaborated on a regular basis. What I find most inspiring about this type of learning is the on task conversation that occurs between buddies. It has been great to observe the groups solving problems without the teacher or other adults getting involved. This experience has been incredibly valuable and I encourage all teachers to give inquiry based learning a chance in their classrooms. I believed all this in theory but my significant "Aha!" moment occurred during the  final production of our video with the different groups. One group in particular, inquiring on the topic, "Dreams" articulated the value of the multi-age buddies as if we had written out the script for them (which we didn't).  
In conclusion, although I went into this project not totally clear on what to expect, I found myself buying into the concept and value of multi-aged buddy projects and it will be a part of my teaching philosophy in the years to come. I have enjoyed going through this experience with two very dedicated and patient professionals. 

Nadine Keyworth

For the past three years, I have been teaching Grade Seven at Willoughby Elementary.  I began this year excited to start our multi-age buddy inquiry project.   Buddies have always been an activity that I saw value in, but was frustrated by the fact that the bigger buddy was often an assistant.  Often, many of my 7's were not eager to meet with their buddy.   When paired up randomly, several buddies were mismatched and not all relationships were productive and / or strong.  
 This fall, when we made multi-age groupings, we were hoping for the best.  There were many cracks but as time progressed, I could see the positive shining through them.  Inquiry was a journey for not only the kids, but also me.  I had to shift my thinking.  Each week, I enjoyed watching groups work through and answer their questions.  For one hour a week, I slowly became less of a teacher and more of a facilitator of their learning.  The most amazing part to me has been to watch traditional ‘A’ students struggle with balancing their role of learner and teacher with their little buddies.  The grade sevens have had to take on a greater role than they ever needed to in traditional buddies.  Their bond with their buddies is deeper.  I love wandering around the classroom and listening to the meaningful conversations and watching them work through their frustrations as a team.  It was great to watch all of the students take greater ownership of their own learning and problem-solve as a team.  I felt a shift in the room during buddy times where I became less of a teacher of knowledge and more of a facilitator of student self-directed learning.  The final product became less important than the skill set that all members of the group had to actively use - 21st Century Skills.
As a result of this project and my personal inquiry, I have been looking at all parts of my teaching through a new lens.  It has even changed the way I help my two young children at home view the world and ask questions. 
I am thankful that the three of us persevered through the pitfalls and reached a point where authentic learning and collaboration was able to take place.  Above all I am thrilled to see the level of engagement from all the learners, including myself!  I look forward to year two!

Bonny Kelly

I am currently teaching grade 2/3 at Willoughby Elementary.  In 2009-2010, I began implementing inquiry learning into my classroom. Encouraging my students to be curious, think, and investigate their interests and passions has been deeply rewarding and exciting.  The students' learning was infectious both with each other and with myself as the teacher.  I was often surprised at the topics they chose and their motivation and learning exceeded my expectations.  My tension with this type of learning occurred when each student was researching a different topic and they were often at different stages of their inquiry.  Time worked against me as I had to help them find resources at their reading level, and I knew scaffolding was needed for each individual at key points of their inquiry.  I saw the value in this type of learning, but I thought there must be a better way.  I wondered if big buddies could act as mentors and help me scaffold my grade 2/3's.  In a conversation with Nadine in the staffroom, our buddy inquiry project was born!  I had just been accepted for my Masters at SFU, so this project became my research focus.  I wanted to know how the introduction of multi-aged groupings during student led inquiry would impact its effectiveness and my teaching practice.  I also wondered if the older students would be able to scaffold the younger students effectively.  Throughout the project we encountered many challenges and had to problem solve along the way, but I believe this buddy project has taught all our students skills beyond reading and writing.  Communication, collaboration, critical thinking, curiousity, creativity, adaptability, accessing and analyzing information and leadership are skills our students have been learning throughout this project.  These are skills they need in the 21st century.   We, as educators, also practiced the above skills on an ongoing basis.  Collaborating with Nadine and Barry has enriched my experience and learning as a teacher.  I believe, “Collaboration… is a complex undertaking engaging creative imaginings that move far beyond individual abilities, and when fully engaged can extend an individual’s capacity to have a significant impact on the world.” (Bickell, 89).  

This applies to our students and ourselves as educators!   

We are all teachers for School District #35.  This website contains may external links. 
School District #35 and the three of us, Bonny, Barry and Nadine, are not responsible for any outside content.