Disney and Ken Robinson's Lesson - Find Your Tribe

I often (read almost always), think of my life as a Disney movie and as such, carefully consider the lessons to be learnt from Disney. One such important lesson is that one must overcome adversity before you can live happily ever after, think Cinderella and her evil step sisters. Sometimes one needs to take a calculated risk, think Tangled and Brave. Or, as Mator from Cars would teach us, one must often persevere in our attempts to connect with people (or with cars in Mator's case). However, it has come to my attention that I have missed an important Disney lesson. Fortunately, the infinitely wise Sir Ken Robinson pointed it out - find your tribe, because together you will be more and do more.

I started my second week at Hobsonville Point with the mission to catch up on some of the reading that happened before I started there this term. Of course being a TEDster, I began with Sir Ken Robinson's book, The Element. Although he has some fantastic insights about finding your passion, the part that really stuck with me is that of finding your tribe.  The tribe being a group of people that challenge you in a positive way, people that drive you to do more and to be more. Tribes often share a vision and as such, they can question, challenge and motivate. I realised then that I already have a tribe. And an exceptional one at that. My tribe is called #edchatNZ. They have challenged, motivated, questioned and inspired me fortnightly for more than a year now. And fortunately, I think many of the tweeting teachers have found the same.

My dinner has been sitting with me for the last hour. #edchatNZ you have been too valuable, and engaging to eat.
— Christopher Symon (@CJsymon) October 17, 2013

#edchatNZ gosh this tweet stream is moving so fast it's hard to keep up *happy birthday* to this dynamic group of contributors
— Justine Driver (@digitallearnin) October 17, 2013

I suspect that it is due to these teachers on twitter and their impact on my growth and aspirations that I may have found a second tribe to be part of. For two weeks now I have been able to go to work and be surrounded by inspirational personal and professional stories. I have been able to question my visions for education and my classroom with support rather than with the well cultivated cynicism that plagues teachers lounges all over the world. Granted that there are oodles of experience and learning to do from the individuals in any staff room, I have realised that in certain environments, my own thinking becomes limited, lower order thinking if you like. Maybe they will inspire an idea for a lesson or a better classroom management strategy. Maybe they will cause me to go back and look at the way I planned a lesson or a unit and restructure. However, I have found that the right mix of positive, passionate educators in a room, my own thinking, questioning and thirst for knowledge is extended. They keep me awake at night. Whether it is because I lost track of time reading a great book they recommended, researching a new perspective or idea they exposed me to, or simply lying awake at night with all the ideas that have been generated and are now keeping me awake.

Isaac Newton wrote "If I have seen further it is by standing on ye shoulders of Giants." I am fascinated and curious what the future will bring for all the members of the Hobsonville Team and their students. With such passion, commitment and skill all reigned in for one vision, I think the results will be exciting indeed! 

PS: If you aren't already, I urge you to follow the Hobsonville tribe and #edchatNZ on Twitter!

Project Based Learning - Phase 1 Complete

Late last year, I joined Twitter with a teacher account. Initially this was simply an afterthought. Something else to add to my personal website. The personal website having been an idea that someone suggested to improve my chances of getting a new job. As it turned out, I discovered a world (literally) of connected educators, excited to share, communicate and who were talking about their job as often as I want to. As well as all the new acronyms I now know (GBL, BYOD, BYOT, STEM), I learnt all about PBL (problem based learning) from the outstanding collaborators that roam the PLNs (personal learning networks). And so, I thought I would try this project based learning idea that everyone was raving about. I 'tweeted' that I was hoping to do this and whether anybody had some advice for me. The tweeting teachers did, and sent me some great ideas and readings such as this from Miss Noor.

I let the ideas simmer for a week or so, designed my own PBL task, and then, set it for homework.

I gave the students a goal: Evaluate whether using as much as possible renewable paper combats or aids the effects of global warming. Their assignment then had four parts, each with a different due date: I broke the assignment up into four parts. Part 1 - research the learning objectives, Part 2 - Class discussion, Part 3 - 200 word judgement of the situation in their own words and Part 4 - Designing a promotional item to educate the public on this matter. (For the whole assignment click here) and for the facilitated discussion help cards click here

My thoughts were that at least if this trial fails, then the class time wasn't wasted. We continued with normal science lessons at school; experiments, videos and activities, however, where appropriate I identified the links to the assignment. We also had one whole lesson as a facilitated discussion about our assignment.

PBL wasn't intended to be completed for homework however considering the excellent returns I got and how much I learnt about my students' abilities, I will (and have already started to) do it again. Of course giving the assignment for homework meant that lots of students missed the first due date. However, I am not worried about the missed due dates at all. Only a very small number of students did not return part four, the rest however, completed part one, two and three by the end of term. In addition, over an informal coffee, a colleague at a different school mentioned that her students didn't know anything about global warming despite having just completed a whole assignment about it. She said that all the students did was "copy and paste". Having heard the discussions and arguments my students had about global warming, having seen the opinions they formed in their "200 word judgement" and seeing some excellent presentations, I KNOW that my students learnt something. What's more, each and every one of my students had a newly formed opinion about global warming, each backed up by a different combination of reasons from their research and from our class discussions. I even had written proof of this!

The project also gave me an excellent sense of students understanding of research methods, their ability to process research, how well they manage their time, their presentation and organisational skills, but most of all, how much support students needed to feel comfortable expresssing their own opinions about academic material, not just the opinion that was expected of them.

All in all, a successful trial. Now, can you imagine the power of PBL in the hands of an experienced teacher? Or in my case, with a bit more polishing, tweaking and development?

It seems I have become and advocate for PBL.