Marvellous Marble Ramps

 For our Gizmos and Gadgets Challenge Centre, I had the students learn about the law of gravity by designing and creating their own marble ramps.  Criteria:  use boxes, cards, toilet paper rolls to create their structures, where by a marble had to travel down the ramp.

 First, the students had to create a blueprint or design of their structure.

 Then, they started designing their contraptions...

 The students took off:  I had them use tape and scissors, but I was there to cut out any major holes or pieces of cardboard using an exacto knife.  The discussions and ideas were fantastic...I heard many wonderful discussions about how they could get the marble down the ramp in an original manner.

 The students who worked on this design above, incorporated a bell that the marble would hit as it passed down the ramp.

 Inside and outside design

 I appreciated the originality of each design.   I thought it was fascinating how they embraced this project, using their problem solving skills to figure out how to best design the marble ramp. 

Marvellous Marble Ramps

 For our Gizmos and Gadgets Challenge Centre, I had the students learn about the law of gravity by designing and creating their own marble ramps.  Criteria:  use boxes, cards, toilet paper rolls to create their structures, where by a marble had to travel down the ramp.

 First, the students had to create a blueprint or design of their structure.

 Then, they started designing their contraptions...

 The students took off:  I had them use tape and scissors, but I was there to cut out any major holes or pieces of cardboard using an exacto knife.  The discussions and ideas were fantastic...I heard many wonderful discussions about how they could get the marble down the ramp in an original manner.

 The students who worked on this design above, incorporated a bell that the marble would hit as it passed down the ramp.

 Inside and outside design

 I appreciated the originality of each design.   I thought it was fascinating how they embraced this project, using their problem solving skills to figure out how to best design the marble ramp. 

21st Century Learning is alive and well

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?

21st Century Learning is alive and well

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?

Images of Greatness 2011: Letting it Rip...

 When working with a group of students who you do not know, and asking them to produce a large project in a few short days is a huge "leap of faith".  

This is the Challenge Centre.....letting the students "Go For It..." and creating something spectacular.  I have to rely on the fact that  I am asking them to step out of their comfort zone and create projects that are open ended and do not have a specific format.  I want them to decide on how they will share their learning and create their own interpretations.

 I give the students lots of criteria, show them lots of examples, and give them lots of options. 

 However, I rely on them to come up with their projects.  I am there to help them and facilitate the learning, but I really leave it up to them to decide what they want to create. 

 For some students, this is new and frightening.  For others, this is what they always do.  However, I have clear expectations about how we make this place safe so that all of our learning, wherever we are, is encouraged, and accepted.

 Celebrated. 

 In this particular unit, I wanted students to learn from the lives of "famous" people....and take this learning and apply to their own lives.  I want them to ask themselves, "What did this person do?"   and "Why are their accomplishments important to us, now?"  and "what hardships did this person have to overcome?".

 I also encouraged students to dress "in role" of the person they studied, to get into character of being this person.  Because of time constraints, and depending upon who the person is, some students were able to be in role, while others found it more difficult.

Students were encouraged to bring in laptops to work on their projects

 Many chose to do powerpoint presentations: this one is on Elizabeth May, leader of the Green Party

 A great project on Leonardo daVinci

 An alphabet book about Steve Jobs

 Martin Luther King Jr.

 Products of learning:  a model (bird's eye view) of Washington Monument when MLK jr. made his famous "I have a dream" speech

 Model of Martin Luther King Jr.

 Backboard projects

A painting

 Model of Anne Frank's annex; where her family and her hid; an interesting interpretation of the project....I appreciated the diversity of ideas.

 Time line of Anne Frank's life

 Project on David Suzuki; well researched and displayed.

 Project on Nefertiti, in a question and answer format.

An alphabet book was a popular choice.

 Queen Elizabeth 1

 Nefertiti time line...tea stained to make it look like an artifact.

Models of DaVinci's famous inventions.

I encourage the students to experiment, and make mistakes. I encourage them to try new things.....for example, one student spent a great deal of time on a product of learning and then decided not to use it in her presentation.  It was a valuable lesson and learning opportunity to realize we create things that may not be part of our overall plan, but it is still worthwhile to explore.

I was impressed with all the hard work and valuable learning.  We crammed all of our presentations into the afternoon and a bit of the morning, and we barely had time for questions, or feedback.

As well, I had no time to edit and proofread student's work.  If I had them for another day or two, I would have built this into the program -  so much of the work is not edited and in its "raw format".  I am always struggling with this aspect of the program, but since we have such as short time together, I have to "let this go", so to speak.

Thank you grade six and sevens; you are well on your way to being powerful and engaged learners!