Brought together 12 boys ages 8 and 9 with a serious interest in building and design... Their first challenge was to design their dream school....I encouraged wacky and strange ideas....just to have them leave the idea of school being a rectangular room, with windows, two doors, and desks. What kind of school would you create and why? Lots of fun ways to enter school were explored...slides, ramps, and telaportation were a few... School in trees.... School with a conveyor belt around the perimeter, to move you from class to class... Superjet elevators, and a time machine will make history lessons all the more exciting.... Solar panels here, to heat the building... Robots to do the work...A super rope climber contraption...so students can climb while they learn. Thanks boys...your ideas were brilliant, fun, and inspirational! As well as planning our dream schools, we also learned a bit about architects, and we started looking at: building design, structural issues: compression, tension, bending, and finally, climate and geography in design.
Our next challenge: design a dream house and a 3 dimensional model, and present ideas to the team.
Brought together 12 boys ages 8 and 9 with a serious interest in building and design...
Their first challenge was to design their dream school....I encouraged wacky and strange ideas....just to have them leave the idea of school being a rectangular room, with windows, two doors, and desks.
What kind of school would you create and why?
Lots of fun ways to enter school were explored...slides, ramps, and telaportation were a few...
School in trees....
School with a conveyor belt around the perimeter, to move you from class to class...
Superjet elevators, and a time machine will make history lessons all the more exciting....
Solar panels here, to heat the building...
Robots to do the work...
A super rope climber contraption...so students can climb while they learn.
Thanks boys...your ideas were brilliant, fun, and inspirational! As well as planning our dream schools, we also learned a bit about architects, and we started looking at: building design, structural issues: compression, tension, bending, and finally, climate and geography in design.
Our next challenge: design a dream house and a 3 dimensional model, and present ideas to the team.
I am working with a great group of readers whereby we will meet for four sessions and each time discuss a book that we are reading. I was very impressed on day number one, when each student came with a copy of the novel, and a vast majority had already read the book. It was so fantastic to see students discussing novels and having a huge interest in books. I was in heaven!So how do you organize twelve strong readers to make sure they learn or are inspired, or "get something" out of the process? How do you choose the books to read?Since the students know their subject domain really well (reading), we brainstormed 4-5 possible ways to organize our time together, keeping in mind that we are together for 4 days (Nov, Jan, Feb, March). This took some time, but we came up with:1. Read the assigned book and spend 4 sessions on it (Mysterious Benedict Society)2. Read the assigned book and the other two in this series, and devote the 4 sessions to this series (Mysterious Benedict Society Book 1,2,3)3. Spend each session on our own book (like an individual book study)4. Spend each session on a different novel, but the entire group does the novel (end up studying 4 different novels as a group)After much debate and discussion, the students chose number 4: spend each session on a different novel. So, for our next book, we decided to cover the Septimus Heap series by Angie Sage, and will read book 1: Magyk.For our third session together, we are going to focus on a classic....we are thinking The Hobbit, or To Kill a Mockingbird, or maybe Lord of Rings. We are not sure yet, but I am looking for ideas...
So, what do the students do for the entire day, besides read and discuss the book?
In each session, the students are given a challenge for the book they are reading. I create big projects or challenges that they can spend time working on and developing. Basically, I know these students have been given excellent reading assignments in their classrooms, and we discussed the ways in which they have covered novels in their schools: book reports, chapter summaries, vocabulary sheets, and so forth. Many of their previous book experiences have been to break the novel down and look at facts and details, however, my goal is to let them be the book expert and try something different whereby they are making their own sense of what is going on.
The Challenge for the first book, the Mysterious Benedict Society, is to make a time line, or "frame" of the story, by taking 10 of the main events, and creating a project around this. The challenge is to use 10 events ONLY, so the students need to really know the main parts of the book. As well, the challenge is to present their information in a creative format: some students are making mobiles, others are presenting theirs as a diorama, or a flip chart. The possibilities are endless.
With gifted or talented students, big ideas work best.....give them big ideas to work with and the freedom to experiment and make meaning of what they have read. It will be interesting to see the 10 events that each student reveals...will they be the same 10 events?....we will have a great discussion by using their work as a spring board. The key is using their expertise to drive the process....to stretch them and make them be accountable for their decisions.
I will keep you posted on the outcomes of the first challenge..we will meet again in January. Students, I can't wait to see and hear your ideas about the Mysterious Benedict Society!
I am working with a great group of readers whereby we will meet for four sessions and each time discuss a book that we are reading. I was very impressed on day number one, when each student came with a copy of the novel, and a vast majority had already read the book. It was so fantastic to see students discussing novels and having a huge interest in books. I was in heaven!
So how do you organize twelve strong readers to make sure they learn or are inspired, or "get something" out of the process? How do you choose the books to read?
Since the students know their subject domain really well (reading), we brainstormed 4-5 possible ways to organize our time together, keeping in mind that we are together for 4 days (Nov, Jan, Feb, March). This took some time, but we came up with:
1. Read the assigned book and spend 4 sessions on it (Mysterious Benedict Society)
2. Read the assigned book and the other two in this series, and devote the 4 sessions to this series (Mysterious Benedict Society Book 1,2,3)
3. Spend each session on our own book (like an individual book study)
4. Spend each session on a different novel, but the entire group does the novel (end up studying 4 different novels as a group)
After much debate and discussion, the students chose number 4: spend each session on a different novel.
So, for our next book, we decided to cover the Septimus Heap series by Angie Sage, and will read book 1: Magyk.
For our third session together, we are going to focus on a classic....we are thinking The Hobbit, or To Kill a Mockingbird, or maybe Lord of Rings. We are not sure yet, but I am looking for ideas...
So, what do the students do for the entire day, besides read and discuss the book?
In each session, the students are given a challenge for the book they are reading. I create big projects or challenges that they can spend time working on and developing. Basically, I know these students have been given excellent reading assignments in their classrooms, and we discussed the ways in which they have covered novels in their schools: book reports, chapter summaries, vocabulary sheets, and so forth. Many of their previous book experiences have been to break the novel down and look at facts and details, however, my goal is to let them be the book expert and try something different whereby they are making their own sense of what is going on.
The Challenge for the first book, the Mysterious Benedict Society, is to make a time line, or "frame" of the story, by taking 10 of the main events, and creating a project around this. The challenge is to use 10 events ONLY, so the students need to really know the main parts of the book. As well, the challenge is to present their information in a creative format: some students are making mobiles, others are presenting theirs as a diorama, or a flip chart. The possibilities are endless.
With gifted or talented students, big ideas work best.....give them big ideas to work with and the freedom to experiment and make meaning of what they have read. It will be interesting to see the 10 events that each student reveals...will they be the same 10 events?....we will have a great discussion by using their work as a spring board. The key is using their expertise to drive the process....to stretch them and make them be accountable for their decisions.
I will keep you posted on the outcomes of the first challenge..we will meet again in January. Students, I can't wait to see and hear your ideas about the Mysterious Benedict Society!
The buzz word in education for the last two years has been "21st Century Learning". What is it and what does it mean?
The idea of 21st Century learning as outlined in the Ministry of Education's website is a framework for how we teach and learn in our knowledge based society. These ideas and principles in the document "A Vision for 21st Century Education" are similar to the ideas that have guided our practice in gifted education: Here's what some of the document says about how to transform our current state of education - in other words, let's move in this direction: A Flexible Educational Path: The transformed system would have a flexiblecurriculum that allows for more in depth study. Early in the student’s education the curriculum will remain structured and focus on the foundational skills. As the student progresses and gains more understanding and life experience they will, with the assistance of teachers and parents, take on more responsibility for choosing their educational path. The student would still have to achieve learning outcomes but focused on the student’s particular interests. This requires an “integrated”, “project-based” or “problem-based” approach to learning which will enable the student to understand how the skills they are learning are integral to their future life.A Blended System: The system would have a mixture of face-to-face classroom and online learning. It would also incorporate the immense range of learning
opportunities outside the classroom. Some students would prefer a heavier emphasis on classroom learning while others may prefer the options of online learning. There has already been a strong uptake of online learning in BC.Access to Learning Objects and Teaching Tools: Technology allows for better
access to learning objects, teaching tools, and information. This is important for
students, parents and teachers to collaborate in creating an individualised learning path that incorporates the information they need to know in more customised ways.Open Access to Information Systems: Students need to be able to access
information. Unfettered (but not unguided) access will allow them to learn and to teach themselves as they go forward. Furthermore, access to information will allow students to make informed decisions about their interests and understand the implications of new information for potential career decisions.Constant Feedback and Assessment: While the system will be more flexible, there is a need for assessment based standards that will be higher in the future than they are today. Technology can provide new options for assessment and improving learning outcomes. In particular it allows for timely assessment so that students, parents and teachers can be informed during, not after, learning and in ways that allow for correction and celebration.The document goes on to state that as we move to a knowledge based society, we need to develop certain skills and attributes. Skills and Attributes for a 21st Century:- Functional Numeracy and Literacy
- Critical Thinking and Problem Solving
- Creativity and Innovation
- Technological Literacy
- Communications and Media Literacy
- Collaboration and Teamwork
- Personal Organisation
- Motivation, Self-Regulation and Adaptability
- Ethics, Civic Responsibility, Cross-Cultural Awareness
What do we do in the Challenge centre that supports these ideas? We develop these skills and attributes on a daily basis: critical thinking and problem solving; creativity, collaboration, motivation, and ethics! Furthermore, we support students in a flexible education path that is driven by their needs and desires as learners.
This is powerful information. We are heading in an interesting and thought- provoking direction in terms of what education will look like 10-20 years from now. It is very exciting and also very daunting...but the possibilities are endless...What do you think of 21st Century learning?
The buzz word in education for the last two years has been "21st Century Learning". What is it and what does it mean?
The idea of 21st Century learning as outlined in the Ministry of Education's website is a framework for how we teach and learn in our knowledge based society. These ideas and principles in the document "A Vision for 21st Century Education" are similar to the ideas that have guided our practice in gifted education:
Here's what some of the document says about how to transform our current state of education - in other words, let's move in this direction:
A Flexible Educational Path: The transformed system would have a flexiblecurriculum that allows for more in depth study. Early in the student’s education the curriculum will remain structured and focus on the foundational skills. As the student progresses and gains more understanding and life experience they will, with the assistance of teachers and parents, take on more responsibility for choosing their educational path. The student would still have to achieve learning outcomes but focused on the student’s particular interests. This requires an “integrated”, “project-based” or “problem-based” approach to learning which will enable the student to understand how the skills they are learning are integral to their future life.
A Blended System: The system would have a mixture of face-to-face classroom and online learning. It would also incorporate the immense range of learning
opportunities outside the classroom. Some students would prefer a heavier emphasis on classroom learning while others may prefer the options of online learning. There has already been a strong uptake of online learning in BC.
Access to Learning Objects and Teaching Tools: Technology allows for better
access to learning objects, teaching tools, and information. This is important for
students, parents and teachers to collaborate in creating an individualised learning path that incorporates the information they need to know in more customised ways.
Open Access to Information Systems: Students need to be able to access
information. Unfettered (but not unguided) access will allow them to learn and to teach themselves as they go forward. Furthermore, access to information will allow students to make informed decisions about their interests and understand the implications of new information for potential career decisions.
Constant Feedback and Assessment: While the system will be more flexible, there is a need for assessment based standards that will be higher in the future than they are today. Technology can provide new options for assessment and improving learning outcomes. In particular it allows for timely assessment so that students, parents and teachers can be informed during, not after, learning and in ways that allow for correction and celebration.
The document goes on to state that as we move to a knowledge based society, we need to develop certain skills and attributes.
Skills and Attributes for a 21st Century:
- Functional Numeracy and Literacy
- Critical Thinking and Problem Solving
- Creativity and Innovation
- Technological Literacy
- Communications and Media Literacy
- Collaboration and Teamwork
- Personal Organisation
- Motivation, Self-Regulation and Adaptability
- Ethics, Civic Responsibility, Cross-Cultural Awareness
What do we do in the Challenge centre that supports these ideas?
We develop these skills and attributes on a daily basis: critical thinking and problem solving; creativity, collaboration, motivation, and ethics!
Furthermore, we support students in a flexible education path that is driven by their needs and desires as learners.
This is powerful information. We are heading in an interesting and thought- provoking direction in terms of what education will look like 10-20 years from now. It is very exciting and also very daunting...but the possibilities are endless...
What do you think of 21st Century learning?
Just worked with grade 6 and 7 students on a project that I call Personal Interest Projects....or Individual Projects. This is where students choose their own topic to research and create products of learning that demonstrate their understanding and passion of their area of study. For teachers in gifted education, a Personal Interest study is a project idea that we encourage classroom teachers to use. I often tell teachers that it is a great way to extend the learning of their students... and I give them strategies on how to create this process in their class. However, I am not really sold on the idea of just handing over this process to a student, and I really wanted to experiment with this project to see how it worked in a span of only four days. Although the process is interesting, I think to get a really detailed and stellar project from students, there needs to be a huge teacher directed component to this endeavour. This includes lots of scaffolding, breaking down the steps, and providing detailed feedback for students. Still, it was challenging. Although students were able to easily choose their topics, it was more challenging to refine the topic and push for deeper understanding, detail, and a well researched project. The topics chosen were: aliens, photography, the French Revolution, aerodynamics, coca-cola, Theodore Roosevelt, the Hunger Games series, Secretariat (the horse), Hip Hop dance, Mars Exploration, John Lennon, Apollo 13, and chocolate. Each student had an interesting take on their subject; most students created powerpoint or PREZI presentations. It was great to see how versed they were in making presentations using the smart board, researching their topics on line, and comfortably presenting their ideas to each other. Yet, I think that my unit on Images of Greatness was much more successful; simply because the topic range was not so huge.....in Images, a student chose an eminent person and I gave specific criteria that each student had to have in their project. However, in this unit, the range was huge....in trying to find out about their topic, many students did not know where to start or what to include. I met with each individually to help provide the structure and the format. The process of researching and presenting a topic of this nature is challenging for students. Some have never done this before, and for others, it is part of their regular curriculum... Over the years I have managed this process and the most successful Interest Projects where ones where I had lots of time to work with students. I required a written report as part of the criteria, and I would spend weeks on teaching students how to take effective notes, how to make an outline, how to write a rough draft, how to edit first drafts, and how to reference resources. Students would create detailed and well written projects, and then, I would have them make their presentations from here - using powerpoint, etc. This is so I would at least be guaranteed a well written and detailed document about their project.
However, with only 3 days of work ( needed the last day to do presentations), it was hard to get detailed drafts and I had to shorten the process.Overall, it was a great experience and the projects were interesting and wonderful! Thanks PIPer's! Teachers, have you done Personal Interest Projects in your class? Did it work for you and for the students? Was there valuable learning as a result?
I am very interested to know how this process works in other learning environments!
