Posted in Why Unlearn?

Introduction to Unlearning June 23 – August 17.

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Over the past 5 years, as an educator,  I have been on an unlearning journey. I have gradually transitioned from a traditional classroom to a more modernized classroom that reflects our ever changing world.  In the last year I have had the opportunity to share this experience at a few conferences via workshops, through my blog and twitter. I have been fortunate to be contacted by people who are interested in what I am doing. The most consistent comment / question that I get is, I love what you are doing, but where do I even start?

Everyday I challenge my students to seek out problems and find solutions. Therefore, I am going to walk the walk and will be taking the leap into the edupreneur world.

I am excited and nervous to announce that I will to be offering an online course / workshop for teachers who are interested in modernizing their classroom but just don’t know where to start.  The course will run for 8 weeks and will include the following:

  1. Why we need to unlearn.

  2. The importance of a Professional Learning Network in our unlearning journey.

  3. The gradual steps taken to let go of a traditional model to a more modernized approach to the classroom. (5 Steps to leaving the traditional model)

Each of the Step modules will include:

  • A video overview of what change was made to my traditional classroom.

  • Student Voice / examples

  • Links to the people / educators / resources that influenced the change.

  • Changes in assessment from traditional to reflective / gradeless.

  • Discussions: networking / brainstorming with other participants and myself.

  • 30 min one on one consultation with me / module.

You can check out a promo video here if you would like a little more information.

The course will be $299 CND / $249 USD.

The first session will run from June 23, 2019 – Aug 17, 2019.

Come and unlearn with me, register today here !!

Any questions please feel free to ask. Please share with anyone else who might be interested.

Cheers, Rebecca

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Posted in Why Unlearn?

Gas to Electric

habits

Last year I bought a new car.  I was driving a large SUV and wanted to find a car that was better for the environment and cheaper on gas – I live out in the country and do a lot of driving.  I really wanted a Tesla, but I didn’t buy one, here is why:

  1. Expensive
  2. Concerned about charging stations – if I wanted to travel from Ottawa to Hamilton (where all my family lives) I would have to stop at least once to recharge which would take at least 45 minutes and I usually don’t stop along the way.
  3. Limited infrastructure  – charging stations, concerns about charging it at home and at work etc.
  4. The fear of the unknown – I’ve only owned gas fueled cars before

I know that driving an electric car is where I need to go next, but when I bought my last car I wasn’t ready to make the change.  Ultimately, if I am going to drive an electric car I will have to change what I know about driving I will have to change my habits, I will have to unlearn what I know about owning a vehicle.  When it is time for the next vehicle, I will be ready.

In education we have a similar situation.  Many people see the need for change, but have not wrapped their heads around or come to terms with how to make the change from gas to electric or teacher lead / grade driven to student lead / reflective practice.

Five years ago I decided enough was enough and I made that transition from gas to electric in my classroom.  I went from the teacher telling the students what and how to learn to a facilitator that provides a framework, suggestions, guidance and support to students.  

As a gas fueled teacher I was the one always in control.  I had my students learning what I thought was the most important.  I had all my students complete all the same assignments and learn all the same things.  I assessed my students all the same way and I focused mostly on the content of the course rather than on skills.  

As an electric fueled facilitator I now expose my students to different issues / organizations, professions in the field that we are studying,  I let my students passions / interests drive their learning, I help connect them with community, I challenge them to get out of their comfort zones, I support them in creating networks that will help them now and in the future. I help my students find their passions and help provide them with skills that will allow them to pursue those passions all while obtaining credits.  My role is to coach them in their learning and to help them reflect and learn from what they do in the classroom. I have given up a lot of the control.

It has taken me five years to get to where I am, I get that it takes time to make the shift. Throughout my journey I have had many conversations with curious educators who want to make the shift. I have had the opportunity to share what I am doing at a few conferences and PD Days and the most frequently asked comment / question is usually, I love what you are doing, but how do I make this happen?  What I have found is this can’t be answered in a 50 minute session or over coffee.  Therefore, I am excited to announce that I am in the process of creating an online course / workshop to help guide educators looking to make the shift, but just don’t know where to start.  It is still in the infancy stage but for those who enrol, it will be a place to learn and understand your own why, a place to network with other educators and finally a place to brainstorm and reimagine your classroom. 

Who’s ready to make the shift from gas to electric?

Thanks for unlearning with us.

Cheers, R 🙂

Posted in Classroom Examples, Why Unlearn?

Dreams do come true if you persevere, my vision of an experiential passion based classroom have come true.

Screenshot 2019-03-17 at 5.16.33 PM

As mentioned in many of my previous posts my desire for change in education was sparked by my own educational experience and my introduction to trailblazers such as Sir Ken Robinson, and closer to home Dr. Peter Gamwell.  They have been fighting the good fight for years (in a time when it was even more controversial than today) and paved the way for today’s educators to start making some changes.

I am motivated to make change for my students, but even more so for my daughters in grade 1 and 6.  I am on a mission to change the way we do school and have been experimenting within our current system to make some of these changes happen.  As a part of my experiment, over the past 10 years I have been busy researching about different learning environments and different ways of doing things that reflect our ever changing modern world.  

In 2014 some colleagues and I went to visit Westmount High School in Hamilton Ontario who are one of eight schools that belong to the Canadian Coalition of Self-Directed Learning.  

I have read articles and watched videos about places like the Independent School, The MET, Iowa BIG and High Tech High.

I have learned to use Twitter to connect with others out there and have become a part of a Professional Learning Network that I never knew existed.  I learn so much from this network, whether it is seeing what they are talking about on their blogs, podcasts or vlogs, joining in Twitter chats / discussions or meeting up for virtual hangouts with educators from around the world.  I get so much energy and strength from these people.

Every year the research has inspired me to try something new in my classroom.  Each year I slowly let go of the traditional and move to a more modern style of teaching. However, there have been huge obstacles. Working in our archaic system can be challenging, but this semester some of my visions are starting to come true.

My vision starts to come true: Experiential, community connected and passion project based learning in action.

At the beginning of February my students and I embarked on a new journey of experiential learning with our new two credit course that the ministry calls Child Development and Gerontology TOJ4C paired with IDC4O.   We have altered the name to The Experiential Passion Based Study of Child Development and Gerontology.  All my research and the experimenting with my other classes has lead to this course.  I have learned what works and what doesn’t work, what some of the obstacles are and how to overcome them.  Over the 10 years of trial and error this is what I hope to have as our focus in the classroom.

  • Student Driven
  • Exit Outcomes (Essential Life Skills)
  • UN Sustainable Development Goals
  • Technology
  • Entrepreneurial Mindset
  • Social Media
  • Authentic Audience and Community Connections
  • Course Content as a vessel to work on all of the above

Now that we are a month and half into the course we are starting to get into the swing of things.  Generally this is what a week looks like:

Monday

The first ½ of class is dedicated to “Monday Meetings” here we get into randomly selected small groups, play a silly ice breaker game and then we have a very informal discussion about “course” related stuff.  We talk about what has been going on with their projects, we talk about issues that they might be having, the students support each other in solving those problems or brainstorming for new projects. They discuss the outings that they had in the previous weeks,  they share where they went and what they did, what they liked and what they didn’t like. And finally each student fills out a weekly form that helps them plan for the week. They jot down what they are going to work on, where they are going each day (because we are out in the community a lot) anything I need to know about their week and how they are feeling.  I am supported by our Student Success Teacher and our former VP (she’s retired) to help run these meetings. I am SO fortunate to have the support of these amazing ladies to make this happen!! We will refer to them as mentors from here on in.

*Nerdy Teacher Alert* I’ve learned how to use a chrome extension called DocAppender and it has been a game changer for keeping me and my students organized in a PBL classroom.  Message me if you want to know more and I will tell you about it!!  

During the second part of Monday’s class we have a guest come in from the field of Child Development and Gerontology.  These guests give students a look into different careers but also to hear about different issues that they may want to get involved with.  So far we have had amazing people come into our classroom to talk about topics such as: Elder Abuse, Children on the Autism Spectrum, Adult programs for people with cognitive disabilities and an amazing Social Entrepreneur Lindsay Barr who has set up an organization called World Changing Kids (WCK).  

So far we have had two students get hired to work in a one to one Autism program and another one is working with WCK’s on a podcast.  My goal is to provide the students with some inspiration for projects and connections to the community by having these guests in.

Tuesday

Our whole class goes to Woodroffe HS to work with their Junior GLP class.  This group of students are between the ages of 14 – 16 and have a variety of intellectual disabilities. They are in a specialized program called the General Learning Program.  Every Tuesday we meet up with the students to support them in their learning. For our first two meetups we have worked on building trust and relationships between the two groups of students.  Below is what one of my students had to say after their first meetup.

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Our last visit started our first “structured” learning experience together.  We started a 3 day workshop (given over three weeks of Tuesday’s) by Parkdale Food Centre on how to become solutionaries.  We will continue these workshops when we return after the break.

 

Again, I am hoping to provide my students exposure to different career paths, meeting new people and potentially ideas for their passion projects.  So far we have a group of two students who are interested in spending more time within the Woodroffe HS General Learning Program and they have paired up with the Senior GLP class and will be joining them on outings every Friday.

Screenshot 2019-03-14 at 8.42.57 AM

 

Wednesday

I have arranged for my students to rotate (every three weeks they change placements) around six different places.  In their rotation there are three different retirement homes right in our community and three different elementary classrooms (grade 1 EFI, grade ⅔ English and a grade 5 English) at the elementary school across the street.  We have been through one full rotation and started their second rotation the week before the break. These placements are hopefully giving them more exposure to different careers, but also an opportunity to learn about who they like to work with and who they do not.  Just like our connection with the WHS GLP group I had hoped to find more ways to inspire my students to organically find real world problems that they might want to try and solve. Like Don Wettrick I want my students to become “seekers and peekers rather than moaner and groaners”.

So, I got goosebumps when one of the groups came to me and said….

When the guest from NROC came in and talked to us about Elder Abuse she mentioned that one of the biggest issues for seniors is isolation, and when we visited the retirement home we really noticed that this was a problem.  So, we want to do something that will bring people together.

After brainstorming with one of the mentors about what they could do they came up with the “Mapping our Roots” Project.  The girls set up with the activities coordinator for them to have a slot on the weekly calendar. They went in for an hour after school one day, explained their project to any resident interested in listening / participating and then they chatted with the residents, asked them their names and where they were born.  They compiled all the information, bought a map and other items and brought it back to the retirement home at the end of the week. See what they had to say about it below.

Screenshot 2019-03-14 at 8.49.08 AMScreenshot 2019-03-14 at 8.48.44 AM

Another group is in the process of setting up a learn to curl activity for the grade 5 class that they visited.  These two girls took something that they are very passionate about and are working on sharing their passion with others.

Thursday and Friday

These two days are Passion Project days.  This is where the students choose projects related to the course that they will work on.  The project criteria follows Don Wettricks rule of three. Are you passionate about it, will you acquire new skills as you work on it and how will this project benefit others.  There is a lot of brainstorming and planning that happens for these projects. Once they have figured out what they want to do they must create a project proposal. In their proposal they have to create a detailed step by step process with short term goals (including dates) along with a final due date.  They have to connect course curriculum to their project and then they have to have it looked over and signed off by myself or any of the community mentors. Examples of some of the projects have been mentioned above. The projects are definitely not limited to working with people that we have worked with as a class.  Some students have come up with some really amazing things after a lot of brainstorming and soul searching. Some of these include:

  • Podcasting with Grandma and Grandpa.
  • Q & A style youtube channel about what it means to be a Muslim teenage girl in Canada.
  • Sean who wrote The Fault in our Education blog is going to accompany me to talk to a large group of teachers about his thoughts on education.
  • Organize a toy drive for two different organizations.
  • Working with Grandma to wash and style wigs for cancer patients.
  • Making students in our school aware that we have a gender neutral bathroom.
  • Creating a diversity calendar.
  • Creating a presentation on body positivity for middle school aged girls and going out into our community middle school and giving the presentation.
  • Selling clothes on Instagram to raise money for a charity.

The students are asked to chronicle their learning on social media everyday and then rap the week up with a weekly blog, vlog or podcast. (You can check us out at our class hashtag #TOJ4C). As well throughout the course they will complete quarterly reflections. They completed their first reflection right before we headed out on the break. I haven’t had the opportunity to go through all of them but if you are interested in hearing what two of the students have to say click below.

I am so pleased with how this course has unfolded.  There are so many things that I have dreamed about for my students that are now becoming a reality.  Don’t get me wrong there are still obstacles and keeping everyone motivated is not always easy. But, if I had given up on this 10 year long experiment when I hit roadblocks, this course would not exist.  So if you are trying new things out and feel like it’s not working, keep going, don’t give up because you are making a difference even if you feel like there are always obstacles, perseverance will get you where you want to be!!

Thanks for unlearning with us 🙂

Cheers, R

Posted in Classroom Examples, Genius Hour, Why Unlearn?

Continuing to Unlearn

The countdown is on and we are T-7 school days left until the much needed Christmas Holidays.  We are working really hard to stay motivated – students and teachers alike. We have had a lot of time to be working on our projects in all of my classes which gives me the opportunity to chat with all the different groups and see where they are at and what they need from me.  This can be exhausting but very uplifting at the same time. Today in my grade 11 class I did what I normally do and made my way around the classroom checking in on all the projects to see where they are at and if they needed any help. After a bit I decided to just sit back and observe the class.  To most onlookers they would have seen a bunch of teens lounging and laughing either on their phones or engaging in light hearted conversation. But what I heard and saw was this: two girls researching on their phones looking for schools around Canada to connect with to start a pen pal program, two other students yelling across the room trying to get people to sign up for a potluck that they are organizing for the class and the GLPs (students with disabilities) that we work with once a week, another two talking about how they can get their gender stereotype podcast out and redefining roles within their group, students discussing their former projects, some students just having a discussion about what…I am not quite sure, another one watching YouTube clips, one studying for a bio test, another one working on putting together tweets to make people aware of OI and finally another group brainstorming / chatting / procrastinating about their next project.  What I also didn’t see but trusted was happening was three other groups that were out of the classroom, one group was vlogging about their progress, another one was in another portable recording a song and the last group was working in the school painting a poster for their big event that is happening this Friday.

Below is what our classroom looks like, it is not just within the four walls of portable 10, it is everywhere and anywhere!
Our PBL classroom is not traditional so it should not look traditional.

Part of my internal struggle in our PBL classroom is that I have been conditioned along with everyone else in society to believe that school looks like: students following instructions, everyone working on the same projects with the same deadlines and of course being productive for the entire 60 – 75 minutes a day that they are in each of their classes.  I have to continually remind myself that if I micro manage them and am continuously telling them what to do they will never learn the skills of self regulation and time management. I continue to listen to podcasts, watch videos, read articles and have conversations with people out in the real world about how this generation lacks in every “soft” skill that exists.  I am happy to be the wiser person in the room to remind them every now and then to get going, but ultimately they need to learn to be motivated, to stay on task and to get stuff done. They need to have the opportunity to fail and learn from those failures so that they can learn coping mechanisms for when things don’t go their way. They need to be able to set goals, create steps to achieve those goals and have control over how they implement them on their own.  They need time to chat and brainstorm for their next projects so that they can learn patience and truly figure out what they want to work on.

I would have to say that I struggle everyday with the idea that I am allowing my students too much freedom and that they aren’t doing school “properly”.  However, when you as the “teacher” can unlearn what we have all been conditioned to believe school is, it is liberating for both you and your students.

Thanks for unlearning with us 🙂

Cheers, R

Posted in Classroom Examples, Genius Hour

Operation Project Based Classroom, how do I stay on top of all of these different projects???

project based learning

So we are two months in and we have been hard at work trying to change the world…project by project.  We have had some amazing things happen, some ok things happen and some failures. I have had days where I am so excited to share what is happening in our classroom with anyone who will listen and then there are days that I drive home ready to burst into tears because I feel so out of control.  At the end of every project my students are asked to reflect on what went well, what didn’t go so well and what they learned from the process. When I feel like crying I do what I ask my students to do and reflect. I take what I have learned from what we have been doing and try to find ways to make it better.  I love what my students are doing, I believe in what we are doing, but I often struggle to find a way to feel in control. Managing a project based classroom is probably my biggest challenge right now. I am by no means an expert at all, in this post I will outline how I am trying to keep it all together.

Taking my cue from Don Wettrick’s blueprint in Pure Genius we embarked on our project based learning by looking for issues around the school that the students could find solutions for.  The kids were super excited and had some really great ideas. As mentioned above we had some amazing things happen, some ok things happen and some failures.

Project Development Cycle

When working on our projects my students go through five steps from start to finish.

  1. Brainstorm projects and write up a proposal.
  2. Work on project until completion date.
  3. Reflect on the project.
  4. Negotiate mark with teacher.
  5. Start Over

Proposal

They are required to complete a proposal that includes:

  1. The issue that they will be exploring / coming up with a solution.
  2. Step by Step instructions that includes a completion date and mini goals to get there.
  3. At least 3 curriculum expectations that they will be covering as they complete the project.
  4. How many points their project is worth.

The proposal has been a lifesaver and pain in the ass all at the same time.  Once the proposals are complete they are what keep the students on track and give them guidance.  It makes them accountable and really helps them to stay motivated (for the most part). However, getting the proposals completed is tough.  Since the students have never mapped out their own learning before they require a lot of guidance and help. It is really hard for me to give each person / group the attention that they need.  There is one of me and 30 of them!! So I have recruited some former students, friends of mine who work from home, our former VP who is now retired and a set of Grandparents to come in and help me with this process.   This has been a huge help, especially in the brainstorming stage.

Another challenge I have found with the proposals is that since the students all started their projects at the same time most students were finishing up their first projects all at once.  This meant that I was having to negotiate / conference with students when they finished but then they required help to get started on their next project proposal. This was very overwhelming for me and I wasn’t sure I was going to make it!!  But we all powered through and got them all going on a second project. I am finding now that we are at the mid way mark, most students have such different deadlines it makes it so much easier. I have the ability to negotiate with only a few groups a week as well as helping those who need it on their next proposal or those who need help on the projects that they are working on.  

Once the proposals were completed and approved, the students got going on their projects. It was a lot of running from group to group to group but other than being tired at the end the day it was manageable.  I was able to move around and support students with their projects. However, where it became unmanageable was trying to figure out who was finishing up, who needed to work on their reflection, who needed to negotiate and who was starting the process all over again.  I had my students sharing their proposals with me in google classroom and was attempting to keep track of all of them there. I found this very difficult so I decided to use the board below to keep myself and the students updated on who was at each stage. For a couple of weeks I fixed this board up every morning and then would go over it at the beginning of each class.  I found it very helpful for me for a bit and just recently found it hard to stay on top of. I have now abandoned this method and am trying out a new tracking method.

Work - reflect- negotiate - brianstorm

I have moved from electronically looking at the proposals to having the students fill out a project list (they add their projects to it as they go), I ask that they hand write or print out a copy of their proposal and I have created a file folder for each student to keep track of all of their projects.  Now when they get a proposal approved a copy of it goes into that folder and I put what the project is, how much the project is worth, and when it will be completed into a spreadsheet. I have new whiteboards with every student on it with their project and dates and I will update my whiteboards probably once every two weeks or so.

human dev

My next step is to create a google form that I think I will fill out once the proposal is approved.  I am hoping that this will provide me with a spreadsheet where I can sort the students and keep track of each of their projects etc, we will see how that goes.

We are very much in a trial by error /  learn by failure situation in my classroom.  If you have a PBL classroom and have any suggestions I am SO open to any help you might give.

Thanks for unlearning with us.

Cheers, R 🙂

Picture
“School District of Ashland.” Project Based Learning Schools (3rd – 12th Grade) / Project Based Learning, Ashland Elementary Charter School, http://www.ashland.k12.wi.us/Page/1290.
Posted in Student Perspective, Why Unlearn?

What are the roles of teachers and students in an inquiry classroom?

inquiryclassroom

I am currently taking a course where we were asked to define the roles of the teacher and students in an inquiry based classroom…..so I thought I might write a quick post about it.  

Teachers Role

As more and more classrooms are shifting from teacher lead lessons to a more student centred student lead approach, it is evident that the roles of both teacher and student will need to change.  The “sage on the stage” or teacher knows best model is no longer relevant in our ever changing world. By no means does that mean that the teacher no longer has control over what is happening, it is that the teacher is no longer the keeper of all knowledge, as we now have access to anything and everything at our fingertips.  In this type of classroom the teacher needs to learn to let go and become a facilitator / mentor to their students. Teachers need to become the CEO of their classroom with many projects happening under them. In my opinion, in an inquiry classroom a teacher’s role is to:

  • Take Risks – be ok with failure.
  • Expose students to new ideas and issues that are in our world.
  • Provide opportunities for their students outside of the classroom.
  • Help ignite passion within their students.
  • Support their students in finding ways to explore those passions.
  • Help their students learn where and how to find credible information.
  • Support students on learning time management skills.
  • Connect curriculum to their passion projects.
  • Connect students to experts and community members that can support their projects.
  • Model the love of learning and promote lifelong learning.
  • Advocate on behalf of your students.
  • Help students reflect on their learning – what worked, what didn’t and what will you do differently next time?

Students Role

I have slowly moved from a teacher centred classroom, to a teacher / student centred classroom, to a complete student centred passion based classroom over the past 5 years or so.  My grade 12s have been a part of this for the last three years. When trying to think about what the role of the student is, I thought who better to ask then them.  This is what they had to say.

“In your classroom failure is okay and we are allowed to fail and it won’t be a bad thing or effect our marks. It is actually a good thing in this class. We are allowed to talk through all sorts of issues we have in the classroom to figure them out. It’s like everyone is apart of your project and contributes to it even though is just your project. We all like to see each other succeed. We also are allowed to use our phones and computers pretty much all the time without getting in trouble.”

“What became evident in your classroom is that it wasn’t a regular learning system that people have been used to for the last 10 years. We are allowed and encouraged to  delve in to our own minds and reveal are true passions. From there we are granted access to further research upon what we are passionate about in the inquiry process. We are also expected to do more self-directed learning as opposed to the traditional standards of memorize what the teacher says and study for the test. So our role is to become the guide to our own studying. We are encouraged to go on our phones and use twitter and other media devices to help enhance our learning. Whereas, in most traditional classrooms the only time you would be allowed to take out a media device is your computer when taking notes. We are still expected to work hard in both types of classrooms but we are allowed to fail in yours and make mistakes without getting a failing mark. We are also encouraged to talk about our failures over the course and reflect on them (in your classroom), as opposed to failing on a test and never looking at it again and missing that learning opportunity.”

“I find that I can help some less experienced students and I’m able to think bigger when it comes to things that I can do for school work.  We’ve been planning out our project, getting in contact with Parkdale Food Center, and I help other students figure out issues that they want to look at.”

So what I get from these students is that their roles are to:

  • Think big and figure out what they are passionate about.
  • Have an open mind.
  • Take Risks – don’t be afraid to fail.
  • Think creatively.
  • Support one another in their learning.
  • Guide their own learning.
  • Be more self directed.
  • Learn to time manage.
  • Use non traditional ways of researching.
  • Connect with community.
  • Reflect on their learning and learn from successes and failures.

 

If you look at the two lists they are quite similar.  Both teacher and student need to have an open mind, not be afraid of taking risks and failing and to support each other in their learning.

I feel as though I have left a few things out – I would love to add to these lists for future discussions.  Please let me know your thoughts.

Thanks for unlearning with us 🙂

R

Posted in Classroom Examples, Genius Hour, Why Unlearn?

Overcoming obstacles when transitioning to a passion based classroom.

motivational-Quote-on-obstacles-doubters-mistake-hardwork

The countdown is on here in Ottawa and we will head back to school in T-minus 1 week. I am super excited to get back into the classroom as I am feeling relaxed and recharged after some time away from school and have enjoyed some amazing family time and travel throughout the summer.  I have also been reflecting on the past school year, reading books such as A More Beautiful Question, Social Leadia, Code Breaker, The Wonderwall and Pure Genius, listening to podcasts, chatting with like minded people, connecting with community people and organizations that we will be working with in the fall and have been wrapping my head around what next years classes will look like.  

research-roadblocks-hero

Although I am excited and feel rejuvenated I am still anticipating a few roadblocks / obstacles in my unlearning journey. Some obstacles I have already dealt with, while I am sure there will be new ones that pop up as we go.  Below are three of the most frequently asked questions I get about transitioning into a passion based / inquiry classroom.  If you are not sure about the unlearning that is happening in our classroom you can check out some of my earlier posts that outline our journey.

The art of letting go…how I transitioned to a Student Centred Classroom

Students are suffocating and we need to do something about it.

How do I incorporate inquiry, innovation and all that other stuff they want me to bring into my classroom?

My Students do work even though I don’t give them marks…SAY WHAT???

Creating an Authentic Audience, using Social Media in the Classroom

 

FAQ

 

Does your Admin support this type of learning?

YES!!  I would argue that most administrators have jumped on this bandwagon and are looking for teachers to take risks and try out new things.  They too are unlearning and figuring out how to support these types of classrooms. I have found that communication is key in getting support of your administrators.  Explain to them the what, why and how of your vision and I can guarantee that they will be on board.

Roadblock: Board policies – Some of the biggest issues that I have faced when trying to change things up are understanding all the board policies, rules and regulations and staying on top of paperwork.   The unlearning process can be tough and these rules can be a huge deterrent for teachers, as most are rule followers. Experiential learning can be tough when there are all kinds of hoops to jump through.  Also as a teacher it is often tough to stay on top of all of the paperwork during the school year.

Suggestion:  Obviously there are rules that cannot be broken, but having an open dialogue about some of the archaic rules and regulations can help in finding ways to work within them.  When it comes to paperwork, work with whoever is in charge of field trips and get them to help you with it at the beginning of the school year. I am super lucky to have an administrator who helps me with it all 🙂  I am hoping to get as much paperwork completed before school starts so that it can be sent home right away, get it collected and let the hands on learning begin.

How do you get Students to buy in?

At the beginning of the course I spend an entire week with my new students in grade 10 (I have taught most of my grade 11s and 12s before so I will have an altered version of this) having them go through an “unlearning” process.  Instead of going through a course syllabus we discuss things like skills and characteristics employers are looking for in their new employees, the changing world that they live in that requires a more entrepreneurship and philanthropic mentality, we discuss creativity and innovation and look at how school has conditioned them not to think or be creative and finally we discuss the fact that society has failed them in convincing them that failure is a bad thing.  We watch TED Talks by Sir Ken Robinson (Creativity & Innovation), Angela Duckworth (GRIT) , Carol Dweck (Growth Mindset) and I tell them that FAILURE is expected in my classes. We talk about assessment and how it has prevented learning for the sake of learning but “learning” for a grade. We discuss that the process is what we will be focusing on rather than the product. We talk about the need for them to network and learn how to use Social Media in a meaningful way.  

Roadblock: By the end of the week I would have to say that I have a quarter of the students who are super pumped, half of the class that are a little confused but intrigued by this new method and then there is the last quarter who have been very successful in school and are very weary and still ask me, so how do I get a 90 % + in this course?

Suggestion:  Keep reiterating the importance of process to all students especially the ones who just want to know what they have to do to get the 90%.  Eventually they will understand that if they take a step back and try and figure out what they are interested in and passionate about the 90s will come.

How do you get Parents to buy in?

At the beginning of the semester I send an email to all of my students parents introducing myself, explaining what we will be doing over the semester and following it up with my teaching philosophy.  My introductory email is intended to have parents “unlearn” how school works and understand that in order to support their child in their learning they will need to “relearn” the way things work. I continue to email parents about once a month about what is happening in the class so that they can continue to support their children.  The students are all on Twitter so they should be able to follow what is happening and I share everything that we are doing via Twitter as well.

Roadblock:  Even though most parents are supportive of what we are doing, they are still very concerned about the mark.  I get where they are coming from, because unfortunately as of right now that is what will get their children into University or College.  

Suggestion: Again, I really believe that the more you dialogue with parents, the more they will jump on board. If students are working on passion based projects, it is inevitable that everyone’s “marks” will be great!!

I am NOT an expert, just a teacher trying to model risk taking, trying things out, failing and learning from each failure.  I am happy to share the good the bad and the ugly and love chatting with others about what they are doing.  

Thanks for unlearning with us.

Cheers, R