If You Build It, They Will Come

Does workspace impact creativity, innovation and productivity? Google, Facebook, Samsung and a number of other major companies believe so. In fact, last year that explained how these companies are restructuring their office spaces. In the article new research argues there is a direct link between space and performance, and companies such as Facebook are responding. After reading this article, I wanted to learn more.

My wonderings led me to a book called, Make Space. This book is full of great ideas and advice on how to set up space for creative collaboration in a number of organizations. The book’s foreward was written by David Kelley, who started a company called IDEO. IDEO is an innovation and design firm that uses a design-based approach to help organizations. In his foreward, he writes, “Regardless of whether it’s a classroom or the offices of a billion-dollar company, space is something to think of as an instrument for innovation and collaboration. It’s not an initial, given condition, something that should be accepted as is. Space is a valuable tool that can help you create deep and meaningful [work].”  

This got me thinking: if space is linked to production, how can I change my classroom to optimize creativity and collaboration? What can I do to my space to spark the imagination of my students and get them excited to try something new?

I thought about changing the seating, the art on the walls, the layout. But these changes didn’t seem big or bold enough. Then I started thinking about what would get my students pumped about being in the classroom (besides having a classroom puppy, that is). The idea of building a video broadcasting booth crossed my mind. My students love to make films and be filmed. Was this too ambitious? Could we make it work?

I pitched the idea to my school's director, who gave the project the green light. Then I put the idea out to students. I asked them to join me in this ambitious task of researching how we could accomplish such a job. Eight brave students jumped at the chance.

We first met and brainstormed what we wanted the space to look like. We found images online of other DIY broadcasting booths and began to make a list of necessary equipment. Olivier offered to compile a list of all the technical equipment we’d need. He worked on it for three solid days, researching consumer reports and prices.

Once we had our equipment list together, we submitted a proposal to our amazingly supportive Parents’ Auxiliary to request funding. Within a few short weeks, we received approval for our request and we were on our way.


Orders for cameras, lighting, audio mixers and microphones have gone out. My group of eight is anxious for the arrival of all the equipment so we can finally begin to use the space. These students also presented at a recent assembly about all the uses for the space, such as recording podcasts, filming videos, creating stop motion animation, conducting interviews, creating news broadcasts, recording video blogs and using green screen technology.

During her assembly presentation, Devon called the broadcasting booth, “A space built by students, for students.” And that is exactly what it is. It is a space that was created so will come; they will come and be creative, imaginative and innovative.

Giving Students Voice and Choice

The year is 1986. I take my seat in Mr. Tipper’s grade six class and wait patiently. Mr. Tipper rises from his desk and begins to tell us that we’re about to begin an exciting new lesson. Did he say exciting? Yes!

He goes on to say, as part of our study of geography, we are each going to choose a country and write a report on the country and it’s major geographic features. He shows us a few excellent examples of reports that have been submitted by students over the past several years.

My excitement wanes. As I browse through the faded reports, I begin to think to myself, “But I’d like to create a travel brochure.” I can already see the front cover of my brochure and anticipate the trip to the public library to sign out a few books. I raise my hand and ask, “Mr. Tipper, can we do something other than a report?”

“No, we’re doing a report for this project,” was his quick response.

“Not even a travel brochure?” I asked, thinking surely, he would see the brilliance of my idea and allow my request.

“Nope, not this time. Maybe we’ll have time to do a fun project like that later on in the year,” he countered.

“But why?” I asked, knowing I was now crossing the line from keen to cheeky.

Mr. Tipper sighed, exasperated, and responded with, “It’s because this is how it’s always been done.”

Right. No wait. Wrong! I can’t do a brochure because it’s not what we’ve always done? Even in my 11-year old head, that didn’t sit well. I completed my report a week later. I’m not sure what I learned, I can’t even remember what country I chose to write about. And perhaps the reason was because I wasn’t able to show my learning in a way that I wanted to; in a way that got me excited about the material I was learning; in a way that allowed me to work within my strengths.

The year is 2015. Grade 7 students enter into their math class to be presented with a math menu, where they are able to choose from a selection of activities to demonstrate their understanding of math review concepts (Click here to view)

Students enter their Humanities classes and get the opportunity to show their understanding of the platforms of Canada’s federal political parties in a way that allows them to use their strengths, be it visual, oral, technological, or written expression (Click here to view)

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Students are able to have a say in everything from what leadership opportunities they want to be a part of throughout the year, to what outdoor education trips they’ll participate in at year-end.

I'm lucky enough to work for a school that aims to provide students with opportunities for Voice and Choice. Teachers and students all know that we learn in a variety of ways and likewise, express our understanding in different ways. As my school moves toward a more personalized learning approach to programming, we realize that empowering students to make choices based on interests and strengths motivates students to dig deeper. We want our students to love learning, to be inquisitive, to question, wonder, overcome challenges, and figure it out. These are the traits that will carry our students through high school, university and life.  

1986 is long gone, and so should be, the methods of that era. We are in a new age. Students are no longer seen as vessels that sit in our classes awaiting content that is passed down from teachers. Students and teachers learn together. How we learn takes precedence over what we learn and it is my belief that students should have a voice and choice in how that looks.  

So, You Think Homework is a Sign of a Rigorous Program? Think Again.

I just had to share this recent post from Edutopia:

Myth #2: Homework Boosts Achievement

There is no evidence that this is true. In Finland, students have higher achievement with little or no homework and shorter school hours. The more important factor is what students experience during the school day. Project-based learning, as one example, places the emphasis on what is done during the day. If students choose to do more after hours, that's their choice. There also may sometimes be other good reasons to assign homework, but there should be no illusion that homework will help increase student achievement.

Want to read more? Click here.

Can We Teach Creativity?

“Creativity is as important now

in education as literacy and we should treat it with the same status.”

― Ken Robinson

If creativity is a new generation skill, how can we teach it? Quite simply, I don’t think we can. I do believe; however, it can be trained. Creativity is like a muscle. It must be exercised in order to grow. Studies show that our potential for creativity is minimally dependent on genetics. Environment is a much greater determiner of our creative potential. As educators, we must create a space for creativity training. I believe, this training can be done in isolated blocks of time that have little to nothing to do with the curriculum mandated content. Instead, we exercise our creative muscle regularly and with intention, thus creating a solid foundation that allows our students to then, build content on top.  

So let’s get practical. I’m all about the practical application of this sort of thing. Here are just a few exercises I have done with students to get their creative juices flowing:

1. Write the following on the board then challenge students to turn it into 950 by adding only one straight line (*see bottom for solution):      I 0 I 0 I 0

2. I often take my students through “guided writing activities”. I provide my students with large sketch pads and have them close their eyes. I then begin telling them an imaginative story and pause from time to time to have my students fill in the blanks, either through written word or through simple sketches. For example, I may begin the story of a hot air balloon ride but ask students to sketch the view. Then I pick up the story after a few moments and pause again to have students write for a few moments about their fears of flying over the large expanse of ocean.

3. I have students bring 12 tiny objects to school that can all fit in the palm of a hand. I then ask students to write a short script for a play and use the objects as the actors/props. Students are then able to perform their plays for peers (they love this one!).

Here is a link to one of my favourite websites on creative thinking. It has a bunch of exercises and thought experiments that get your mind thinking in new and extraordinary ways. Below is an example:

The Matchstick Problem

When we approach a problem we create a kind of mental model that is based on how we were taught to solve such problems. Below is an arithmetic problem using matchsticks to form Roman numerals and operators (+, -, and =). The equation is incorrect.

Incorrect Equation

PROBLEM

See if you can solve it by envisioning a solution in which only one matchstick is moved to create a correct equation. You can only move one matchstick once (but not remove it).

Many people have trouble with this problem because they learned in school that solving arithmetic problems is a matter of manipulating quantities. For example, many people play around with this problem by moving the matchsticks that change the numbers, for example by taking away the first matchstick forming the “one” in the Roman numeral IV, changing it to a V.

This “learned” perspective of what an arithmetic equation is brings many people to a complete standstill and they declare the problem impossible. The very knowledge of arithmetic prevents us from approaching the problem on its own terms. Consequently, our thoughts go around in circles. We waste time reapplying methods we’ve learned in the past we already know to be futile.

Creative thinking is knowing how to look at problems in many different ways. Instead of looking to exclude possibilities, look for ways to include them. Creative thinking involves changing the way you’ve been taught to look at things. When you change the way you look at things, the things you look at change.

The solution to the creativity challenge #1 is  I 0 T 0 I 0, as in the time, 9:50 ;). Here is a link  to a few more creativity exercises I have done with my students. I’d love to hear from you about the ways you are using creativity training with your students.

This is the Face of the 21st Century Learner

Ann Makosinski

This is Ann. She is the face of the 21st Century Learner. Ann currently attends St. Michaels University School as a grade 12 student. When she was 15, she invented a human-powered flashlight. As a result, she made Time Magazine's 30 Under 30 list, was Google's Science Fair winner, has delivered four TED Talks (click here to watch), and was featured on the Tonight Show. A. Ma. Zing.

Don't get me wrong, I don't feel that all students need to attain celebrity status in order to be successful in today's world. It isn't Ann's success that makes her the poster child for 21st Century Learning. It is her curiosity, her desire to innovate, her strong communication skills, and her global perspective. Ann is the whole package. Not to mention, she's dead cool.

If we, as educators, are trying to figure out how to teach the 21st Century Learner with intention, we need to know what the end product looks like. I recently sat down with Ann to pick her brain as to what she feels has contributed to her success. She spoke of growing up in an environment where she wasn't given everything she wanted and that she had very few toys. She was encouraged to "make" from a very young age. She told me about how she and her father would stop by the University of Victoria's junk pile of scrap electronics, and would pick through bits that she would take home and later take apart.  

Ann's parents both work at UVic and have done so for all of Ann's life. As a young child, because her family never bothered with a babysitter, Ann spent hours inside her parent's offices. They didn't arm her with toys from a store to keep her occupied. Instead, she was left to her own imagination and learned to entertain herself through creative play. 

 As a teenager, Ann continued to join her father at the university and was given access to lab space where she would eventually build her flashlight prototype. She also had a lab space at home, equipped with a microscope her father picked up at a garage sale, some basic electronic tools and large surfaces. This space allowed her to play, experiment, build, innovate. 

Essentially, from a young age, Ann had access to, what would now be considered, a MakerSpace. She had a place to go that allowed her the space and tools necessary for her to be innovative without instruction. 

Remember the film, Field of Dreams? Remember that line, "If you build it, [they] will come"?  Well, I believe, if you create the space that fosters innovation and creativity, they will come. Students will come to that space, they will create and make and collaborate and all those other deliciously raw and natural things we want our kids to do. They'll put down their phones, pick up a drill, and make. 

Making is creativity. Making develops all of the 21st century skills we are working so hard to teach. Perhaps as teachers, we need to give as much thought and emphasis in answering the question where will we teach them as we do to the question, how will we teach them? 

The MakerSpace Hype

There’s been a lot of hype about MakerSpaces recently. Their popularity seems to be growing legs and I can see why. A MakerSpace offers so much of what we are trying to create for the 21st Century Learner. Schools are hurriedly putting together applications for funding, 3D printers are being ordered, walls are being covered with whiteboard paint, modular furniture is being assembled. Are we buying into the latest educational fad? Is it worth all the hype? 

Here’s the best definition of what a MakerSpace is, taken from Victoria MakerSpace’s website:

A Makerspace is a member operated shared space where people come together and collaborate while sharing tools, resources and knowledge. One tool can be effectively duplicated many times over by sharing it, in the same way that our learning experiences are shared.

I recently took the opportunity to visit Victoria MakerSpace. Click here to check out their website. I wanted to see what the space had to offer and how I could transfer what was happening there, to my own school and/or classroom. First of all, wow! What an amazing, and inspiring place. You know that feeling you get after you’ve made something with your hands? Perhaps it wasn’t very complicated, but you took it from concept to reality and to hold it between your fingers brings a sense of satisfaction like almost nothing else can. Well, Victoria MakerSpace is a gathering of people, all in that state of mind. The energy was electric. What really struck me was how collaborative and organic it all seemed to be.

Trying out the Oculus Rift at Victoria MakerSpace

I have to admit, I was a bit taken aback by how ad hoc it all seemed to be. There weren’t many rules posted anywhere, no schedules or strict sign ups. It was simply a place where people of all walks of life came to make stuff. If you don’t believe me about how cool this place is, just have a look at the rules that guide them:

Before you become a member of Makerspace community, here are some basic principles we should all stick to.

• 

  The Mission

  Be excellent to each other
• Failure is a means to success
• Lack of knowledge is an opportunity, not an obstacle
• Your experience here is what you make it
• Any and all illegal activity is strictly forbidden; any and all creative activity is strongly encouraged
• Pick up after yourself – this is a shared space.
• 
  

It’s all about creativity, collaboration, inspiration, and willingness. This is what I want for my students, my classroom culture, my school.

The concept of a MakerSpace tends to be closely connected to technology. People think they can’t have a MakerSpace without a 3D printer, a greenscreen and robotics software. I’d like to turn that idea on its head. Although those tools would be fantastic to have, they aren’t necessary. 

A MakerSpace is about making. Full stop. It is about having the space to create, be innovative, problem-solve, and collaborate. It is what we're all working so hard towards creating in our 21st century classrooms. Is it worth the hype? Absolutely.

Collaboration on Wheels: 21st Century Classroom Furniture at Work

I have recently become interested in how the environment impacts collaboration and innovation. I have been looking at how various local organizations and businesses are using space in creative ways to foster 21st Century Skills. Furniture makes a statement. It can inhibit or inspire. This article has some great ideas for the classroom. Now...to find the funding...



Collaboration on Wheels: 21st Century Classroom Furniture at Work

10 Signs of a 21st Century Classroom

10 Signs of a 21st Century Classroom

What Does a 21st Century Classroom Look Like?: Collaboration

What Does a 21st Century Classroom Look Like?: Collaboration

Creating Group Norms, an Essential in Teaching Collaboration

One of the first things I did with my students before I began our first group project was to establish group norms. I showed my students a list of potential group norms and we decided as a class, which ones we felt were our non-negotiables. We wrote them on a giant sticky note and had it visible at all times. At the start of each group work session, we revisited the group norms and chose one that we were going to make our focus for the day.

Below is a list I nabbed from a human resource website with a more detailed list of group norms. Click here to go to this site. It is written using corporate language but with a few modifications, I feel these make great group norms as well.

• Team members as coworkers: all team members are equal; every team member's opinion will be thoughtfully considered; each team member will keep all commitments by the agreed upon due date; each team member agrees to constantly assess whether team members are honoring their commitment to the team norms.
• Team member communication: team members will speak respectfully to each other; will not talk down to each other; will positively recognize and thank each other for team contributions.
• Team member interaction in meetings: team members will listen without interrupting; hold no side or competing conversations; follow the rules for effective meetings; attend the meeting on time; always work from an agenda; minutes will be recorded at each meeting; end meetings on time.
• Team organization and function: leadership will rotate monthly; the team management sponsor will attend the meeting, at least, monthly.
• Team communication with other employees including managers: team members will make certain they have agreement on what and when to communicate; complaints about team members will be addressed first in the team.
• Team problem solving, conflict resolution, and decision making: team members will make decisions by consensus, but majority will rule if timely consensus is not reached; conflicts will be resolved directly with the persons in conflict.

Teaching Collaboration with Intention

I realized this year, before starting a new group project with my Grade 6 Humanities class, that I spend very little time teaching my students how to work well with one another. I was great at reacting when things went off the rails and used these opportunities as "teachable moments," however, I never taught collaboration in a proactive way. I know! Unbelievable! But I don't think I'm on my own with this. We put kids in groups all the time and expect them to work well with one another without putting much time into fostering the necessary skills. So this year, I have made it a focus to teach collaboration with intention. Here is a short clip that summarizes students using a reflective feedback model to discuss their experiences:

Click here to view clip

Teaching 21st Century Skills with Intention

The world of teaching has changed drastically since I made my teaching debut almost two decades ago. It seems to me, more change has taken place in the last five years than in the last fifty, or the last one hundred and fifty for that matter. Of course, this is all thanks to our new technologically-dependent existence. With technology morphing how we do everything, we, the consumers, must also morph how we do things in order to keep pace. Educators are beginning to realize that we need to change the way we teach in order to meet the needs of the world that awaits our fine young graduates.

Here's the deal: no longer are facts crucial. Once upon a time, they were, and the guy with the most facts won. Don't get me wrong, there is still a place for facts. I'm amazed as the next guy by that individual at the local pub quiz that correctly answers 97 out of 100 questions that were written by Mensa International members. However, if I need to know a fact nowadays, I can take my phone out of my pocket and ask Siri. Technology rocks.

Back in my day, my parent's day, my grandparent's day, teachers were the masters of knowledge. They stood before a captive audience and regurgitated the facts that were regurgitated to them when they were captive audience members. Students filled their brains with facts and content, showed how much they could remember on final exams, graduated with A's, got into universities, got degrees, then entered the real world where they applied about 5% of their $150,000 knowledge. They learned what they really needed to know on the job. 20th Century Schools were good at teaching the basics: reading, writing, and arithmetic. They taught us how to communicate both verbally and in written form. We learned how to format a paragraph and how to spell. We learned our multiplication tables and how to use the Dewey Decimal System. We learned a great deal. But the world has changed. No longer is it all about what we know but rather how and we come to know things.

The 21st Century graduate needs to be armed with a different skill set and I am on a mission to figure out how best to facilitate that.