About matinamosun

Music Teacher, Kingsway College School

Setting Students Up for Exam Success at KCS

Imagine you are sitting in a rowboat all by yourself. You’ve been told you need to get to an island in the middle of a lake. But there’s one small problem – you have no oars. So, you struggle to travel in the water, splash aimlessly, and ultimately end up frustrated with your goal still out of reach. Having the right tools can make all the difference in feeling prepared and in control of working toward our goals. This was just one analogy shared during out exam preparation sessions with Study Spot, one of our many learning partners, this fall.

At KCS, we want to ensure that we have done everything possible to set our students up for success. This means we don’t just teach students what will be on an exam – we also teach them how to prepare for an exam.

It begins by embedding backwards planning into our grade 6-8 program as a way to build and develop exam preparation skills long before anyone sits down to write an exam. This year it also began by having the grade 6 and 7 students work with one of Study Spot’s academic coaches, where students and parents learned that preparing for a big test such as an exam begins with establishing study and organization routines that stick.

During these coaching sessions, the students are introduced to many exam prep strategies, such as making a plan, sticking to a schedule, self-testing, and maximizing the “spacing effect” (the phenomenon whereby information is remembered longer when studying is spaced out over time). They also talk about the importance of work/life management, the importance of sleep, and managing screens and distractions. Finally, they are provided with a wealth of planning materials, including study schedule templates, an action priority matrix, weekly planners, and guides to the pros and cons of different visual organizers and information capturing tools. (FYI – all of these materials are available for download on the Parenting Resource tile on the KCS website.)

Continued throughout the year, our teachers design their program in a thoughtful and intentional manner, as we know that it takes careful planning to teach kids how to thrive at school and in life. Our students will be writing exams throughout high school and university, so we know that now is the time to teach them these essential study skills and organizational habits. And even though exams aren’t a regular part of adult life, those skills and habits carry over in different ways. Exams teach you to be organized, deal with pressure, persist, ask for help, identify key points, and sift through large amounts of information – all useful lessons for adulthood.

We know that even after all this preparation, exams can still be scary. But that’s okay. When we’re scared, we rethink our habits and apply them in ways that make us better equipped to handle the unexpected. Every time we try something new or challenging, we get better at handling it. The exam experience helps our students become more organized, pay closer attention to their homework, and learn to prepare for future challenges. Many students feel a great sense of accomplishment as exams wrap up.

Our hope is that by the time our students leave us for high school and beyond, they will have learned new habits and had many opportunities to put those habits to work. We also hope that because there will be elements of frustration and challenge along the way, they will also leave us with a deep and genuine sense of empowerment and confidence. In the end, we don’t want anyone to feel stranded in a rowboat with no oars. We want them to have the skills and tools they need to take their boat and navigate toward any destination they choose.

-Dr. Matina Mosun

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KCS Faculty are Lifelong Learners Too!

At KCS, we focus on developing lifelong learners. It makes sense that each year our faculty embrace new and challenging learning opportunities so that they can continue to support each student in this goal. With the goal of each student becoming lifelong learners, each faculty member is also actively involved in learning that is relevant not only to their teaching practice, but also their ongoing commitment to learning. Many teachers choose to take courses, read, share, and attend conferences to support their professional learning and their students’ needs. KCS’s commitment to lifelong learning is not only evident at the student level, but at the teacher level as well.

One particularly relevant professional learning experience is offered each year through CIS Ontario. Now in its seventh season, Cohort 21 brings CIS Ontario educators together for a year-long professional learning opportunity. Working collaboratively with some of the most passionate educators in the province, participants share innovative ideas, connect with experts in the field, plan for change in their schools, and engage in Design Thinking workshops to help develop a focus of a personal project called an Action Plan.

As a veteran of Season 4 in 2014-2015, I can honestly say that my learning experiences through Cohort 21 played a role in my decision to continue to research learning for six more years. Having a good understanding of student learning, I wanted to better understand teacher learning, and of course as a lifelong learner I am still figuring it out. Since then, KCS has supported three more faculty members throughout their own Cohort 21 experience. Last year, Season 6 involved our grade 2 team. Lisa Woon ventured out to discover new technology and Keri Davis went on a ride through project based learning. This year, Bob Hayes is exploring how to solve the world’s greatest problem and I’m back as a coach, still learning about learning.

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Lifelong learners tend to be those who are well supported in their learning efforts and this is something that KCS models across the entire school community. We’ll never stop learning because we are supported in both our efforts and our passions. We know from experience that this is what drives us to learn along with our students and our students know from experience that no matter what we are along for the ride.

Students Speak Through Music

Tracking Change Tracking ChangeIn the elective, Tracking Change, students are in the midst of composing a music track that connects to a social justice movement for change. Students have composed music tracks that connect to issues of education, equality, anti-bullying, and animal rights. The complexity of these issues is further highlighted by the multiple layers and texture of the compositions themselves.

Seeing these tracks on the computer screen and seeing the students working collaboratively and creatively is inspiring. The issues, while different, are linked. Students somehow find ways to connect to one another throughout the process. Using Apple’s GarageBand, it’s amazing to see and hear how students have managed to create a track that speaks to us through music.

A visit to Humber College Studios introduced students to the exciting world of sound engineering. It was interesting to learn that our work with loops, controlling dynamics, balance, and instrument recording were similar to what was being done in a professional studio.

Since our visit to Humber, students have begun editing their final tracks. Instrument levels are being adjusted, voices are being recorded, loops are being softened. The tracks are growing and changing just like the issues they represent.

Now in our eighth week, some students have decided to take their tracks another step further. In order to really drive home their messages, some are incorporating the music tracks into an iMovie project.

It is incredible to observe this creative process and to see how passionate the students are when it comes to creating a track for change.

Who knows where the next couple of weeks will lead us? Stay tuned!

Matina Mosun
Music teacher