Final Projects

These lovely students finished their projects in four days!  We created and designed our own planets, futuristic survivor belts, creatures, insects with adaptations, and space vehicles for travel.  We worked tremendously hard and most of all, we found learning lots of fun and adventurous!
 

Final Projects

These lovely students finished their projects in four days!  We created and designed our own planets, futuristic survivor belts, creatures, insects with adaptations, and space vehicles for travel.  We worked tremendously hard and most of all, we found learning lots of fun and adventurous!
 

Futuristic Insects

 As part of the project, students were to design a futuristic insect uniquely adapted to their planet or colony.


We discussed characteristics of insects:  head, thorax, abdomen; the ability to fly, antena features, and the like.  Then, students drew and created their insects with unique adaptations. 

 For example, if your planet has less gravity than Earth, how will that affect your insects?
What if your planet is really hot; how will your insect be adapted to the heat?

 This  student really got into designing his insect, with well thought out adaptations.

 The level of complexity varied from learner to learner; some students were very interested in making their ideas very sophisticated, and others were challenged by the idea of having to create an insect with at least three body parts (head, thorax, abdomen).

 

The final products were thought inspiring and interesting!

Futuristic Insects

 As part of the project, students were to design a futuristic insect uniquely adapted to their planet or colony.


We discussed characteristics of insects:  head, thorax, abdomen; the ability to fly, antena features, and the like.  Then, students drew and created their insects with unique adaptations. 

 For example, if your planet has less gravity than Earth, how will that affect your insects?
What if your planet is really hot; how will your insect be adapted to the heat?

 This  student really got into designing his insect, with well thought out adaptations.

 The level of complexity varied from learner to learner; some students were very interested in making their ideas very sophisticated, and others were challenged by the idea of having to create an insect with at least three body parts (head, thorax, abdomen).

 

The final products were thought inspiring and interesting!

Customization

I have been thinking about the concept of "customization" in the Challenge Centre.  A few weeks back, I worked with 14 students from my school, and I realized that by doubling this group, I would have a regular class size.  My first thought was "I wouldn't be doing this type of teaching, and the students wouldn't be doing this type of learning."  

The customization that is inherent in the Challenge Centre would not be possible in a "regular class", where a teacher is trying to teach a particular concept and make sure that each student has some form of mastery over it and understanding.  You don't get it....oh no what do we do..how can I help you?  You really get and need more....oh no, I'll get you to help student x who need a bit of review....you sort of get it...okay, here's a few more ideas to get you going and review it.... 
The pressure on a teacher to make sure that all levels of learning are occuring and that all learners are on task, thinking, doing, and understanding is quite overwhelming with so many different types of learners.  

This brings me back to Aldrich Clark's book, Unschooling Rules which I have been reviewing here and here . Aldrich Clark says "in education, customization is important like air is important".  In Vancouver, we tend to use the word "differentiation", but I like customization- less focus on learners being different and more on the learner as needing something in particular.

Aldrich goes on to state attributes in which kids differ, such as their facility with words, language, peers, authority, music, being separated from parents, need for food and sleep to name a few!

Then, he states that this rule (customization) seems to be both the most self-evident and the most disregarded.

How do we build in customization into our schools?  Can we do this?  I know that in the Challenge Centre, I  work with the concept of customization in all the work the students do.  This is the place to "go for it" and do something that interests you in a passion area.  And yet, I usually spend four days with the students, and  then they are off to their home school, and I'm teaching the next group.  
I do know that a great many students are getting some form of customization, or choice, or individualized instruction.  Many of the students I see are in very enriched environments, with lots of creative projects and assignments.  But are they getting enough? Is it enough?  

Aldrich then lists 15 models that are better for childhood learning than schools...this list includes:  summer camps, internships, family trips, organized sports, music and art classes, and libraries to name a few.

Often, I find students get this customization, and are involved in these "15 models" but usually it is after school.  Students I see are in music classes, competitive sports, after school writing programs, tutoring programs, reading programs, after school art classes, and the like.  These students are busy from 9 am to 6 or 7 pm with school and after school programming. This makes me wonder if they have enough time to play, relax, and spend with their families, which I believe is fundamentally important here.  

It is as if there are two sets of curriculum:  the school and the other.  How can we blend and make them one? How can we encourage students to follow their passions and really give them the opportunity to explore these passions?

Customization

I have been thinking about the concept of "customization" in the Challenge Centre.  A few weeks back, I worked with 14 students from my school, and I realized that by doubling this group, I would have a regular class size.  My first thought was "I wouldn't be doing this type of teaching, and the students wouldn't be doing this type of learning."  

The customization that is inherent in the Challenge Centre would not be possible in a "regular class", where a teacher is trying to teach a particular concept and make sure that each student has some form of mastery over it and understanding.  You don't get it....oh no what do we do..how can I help you?  You really get and need more....oh no, I'll get you to help student x who need a bit of review....you sort of get it...okay, here's a few more ideas to get you going and review it.... 
The pressure on a teacher to make sure that all levels of learning are occuring and that all learners are on task, thinking, doing, and understanding is quite overwhelming with so many different types of learners.  

This brings me back to Aldrich Clark's book, Unschooling Rules which I have been reviewing here and here . Aldrich Clark says "in education, customization is important like air is important".  In Vancouver, we tend to use the word "differentiation", but I like customization- less focus on learners being different and more on the learner as needing something in particular.

Aldrich goes on to state attributes in which kids differ, such as their facility with words, language, peers, authority, music, being separated from parents, need for food and sleep to name a few!

Then, he states that this rule (customization) seems to be both the most self-evident and the most disregarded.

How do we build in customization into our schools?  Can we do this?  I know that in the Challenge Centre, I  work with the concept of customization in all the work the students do.  This is the place to "go for it" and do something that interests you in a passion area.  And yet, I usually spend four days with the students, and  then they are off to their home school, and I'm teaching the next group.  
I do know that a great many students are getting some form of customization, or choice, or individualized instruction.  Many of the students I see are in very enriched environments, with lots of creative projects and assignments.  But are they getting enough? Is it enough?  

Aldrich then lists 15 models that are better for childhood learning than schools...this list includes:  summer camps, internships, family trips, organized sports, music and art classes, and libraries to name a few.

Often, I find students get this customization, and are involved in these "15 models" but usually it is after school.  Students I see are in music classes, competitive sports, after school writing programs, tutoring programs, reading programs, after school art classes, and the like.  These students are busy from 9 am to 6 or 7 pm with school and after school programming. This makes me wonder if they have enough time to play, relax, and spend with their families, which I believe is fundamentally important here.  

It is as if there are two sets of curriculum:  the school and the other.  How can we blend and make them one? How can we encourage students to follow their passions and really give them the opportunity to explore these passions?

Flanimals

The one never ending hit in my classroom is the book Flanimals.

Flanimals was created by Ricky Gervais, the British actor best known for the series The Office ( the UK version, not the American version).

My husband was working in the UK in 2006, and brought this book home, and I brought it to the Challenge Centre, as my two sons were too young to read it at the time. 
It has never left our classroom! Boys and girls (but especially boys!!) gravitate toward this book and when they find it; they do not want to let it go.  I have had arguments over this book:  "He's had it for too long...when is it my turn?" or "Where is the Flanimals book....did someone misplace it?".  

I will often find two-four boys crammed into the big green chair reading the book, discussing the various flanimals and talking about which one they like best.

The book is falling apart.  It is a much loved and cherished book in the Challenge Centre.  Returning students ask for it.

Why is it so great?  Ricky Gervais has created a book of made up creatures that have ridiculous names, and very silly character traits. It is an animal kingdom of sorts, made up of crazy creatures.  Kids love the book because it is humorous, silly, and appeals to the off-beat "child" in all of us.  Those with a keen sense of humour really enjoy it!


I encourage all parents of boys, and teachers to get these books (there is now 4 in the series, and I think an animated movie in the make!)  I also think this book is good for students that may not be into reading, as the visuals are great, the entries are not too taxing, and the humour will win over any child.


Definitely a worthwhile set of books to add to your home or classroom library!