If Given the Chance, What Do You Ask your Guru?

When the story first came across my Facebook feed that Sir Ken Robinson was going to be speaking in Victoria, I was dubious. The Facebook post told of a conference that was being held called, Summit at the Pier, and Sir Ken was going to be the keynote speaker. Within seconds, I was on the Summit's webpage signing up as a volunteer, sending in my bio, professing my willingness to do anything just to have the chance to be in close proximity to the man that changed everything for me.

I watched my very first TED Talk about six years ago. It was delivered by a man that asked some tough questions about what the current school system is doing to our kids. He suggested that schools were killing creativity and as I listened to him speak, I had to admit, he was right.

Sir Ken Robinson's words changed the way I teach. Because of him, I teach creativity with intention. I offer a personalized approach to meeting student needs. I use the inquiry process with every lesson and I encourage my students to find their passion and feed it.  I have learned more from him through his books, interviews, and talks than I have from any university course or professional development. And now, I get to be in the same room as him! I'm not joking when I say I'd rather meet Sir Robinson than Santa.

He is the keynote speaker at Summit at the Pier, a student leadership conference being held on October 1-2. The conference is for students from grades 9-12...no adults! I have the awesome privilege of being a facilitator at the conference and therefore, will have the chance to hear him speak. For the adults that are dying to hear from him, the organizers of the Summit are hosting a brunch and fireside chat with the man of the hour in a more intimate setting. Tickets to this event are being snatched up quickly. I will also be attending the brunch and I am buzzing with excitement.

Not often does one get to meet their role model. If given the chance, I'd love to ask him a question. But here's the snag, what do I ask? If it were a one on one, I'd be firing questions at him like a machine gun. However, I will be competing with dozens of other keeners that will bite, slash, and claw their way to get that chance to exchange a few words with their guru (or maybe that's just me...I can be feisty). So, I need to think carefully. I may only have one shot at this and it needs to be good. I'll keep you posted.

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)

.

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.