Tag Archives: presentation

The habits project

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I have a project that I’ve been working on for quite a while now. I’ve been telling myself that I want to finish it, but I haven’t put enough time in (yet). It involves making 10 short (2-3 minute) videos based on James Clear’s Atomic Habits for students in a school where they get a lot of self-directed time. I’ve actually spent a fair bit of time white-boarding and developing the idea.

I have spent a few more hours going through James Clear’s 30 Days to Better Habits lessons, and I’ve worked on creating a script for the 10 lessons I have in mind. I’ve done a lot of work, but now comes the execution. Now I’ve got to actually record and edit/produce the videos.

I’ve used so many strategies I’ve learned in this book to create regular routines around health and wellness, and also to be more productive at work, but for a project like this, I have really not used the strategies. I have blocked off time and worked on it in large chunks, but I haven’t made any routines or habits to get this done… and I probably won’t. Instead, I’m going to block a bunch of time to do the recording all at once, and what I get will just need to be ‘good enough’, and then I’ll block some more time and try to do a marathon of editing.

The big question is, will this be shown to students this year or to start next school year? I won’t know until I start recording and then see how long it takes to edit one of these. But this has been a project in the making for almost 2 years now and I feel like if I don’t share my plan, I won’t get it done for another year. Wish me luck.

BIG Question Institute Webinar on Inquiry Hub

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Here is the video from the BIG Question Institute Webinar teachers John Sarte, Al Soiseth, and I did on our school, Inquiry Hub Secondary. (On Vimeo)

Here is the comment I wrote on the webinar recording page on the BIG Questions Institute site.

Thanks for the opportunity to share Will, it was great to connect.
Here are a few links that we were going to share that we didn’t get to on the final slide:
http://Educators.inquiryhub.org – Created for the Cmolik award, which we lost out to Peter Liljedahl, mentioned in the webinar.

And our school YouTube page, which includes the ‘How far will you go’ student created video I mentioned.

And a couple posts I’d like to share… the ‘Teacher as Compass’ post that it turns out you prompted with a Tweet… and my ‘Learning and Failure’ post. We didn’t really get to this in the presentation, but one of the things I’m most proud about at our school is how we teach students to embrace would be failures as learning opportunities from which to grow and improve.

Thanks also to all who attended. Happy to share other resources such as our Inquiry courses.
Dave

As always, feedback appreciated, either here or on the BIG QI page.

Every learner is a hero

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Yesterday Inquiry Hub teacher John Sarte and I did a webinar with Will Richardson. In it, we shared the ‘Every Learner is a Hero’ whiteboard model we’ve been developing. I realize that this was drawn over 2 years ago and yet this was the first time we shared it in full.

There is a lot here, and John and I will share more, but here are some ideas on this whiteboard that I’ve already shared:

  1. The metaphor of Teacher as Compass – Think also of ‘Teacher as Guide’.
  2. The relationship between Learning and Failure , which involves re-examining the term failure.

It’s about more than just Transforming our Classrooms…

It’s about creating a place for students to Dream, Create, and Learn… where student voice isn’t just about students presenting, but also about them helping to develop and create the learning spaces and experiences they want.

Students should be the heroes of their own learning journeys… after all it’s their learning that really matters.

 

Join our webinar this coming Wednesday

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This Wednesday, Jan 17 at 4pm PST, please join us to learn about Inquiry Hub Secondary School.  I’m looking forward to connecting with Will Richardson again, I’ve followed him and been influenced by his thinking since I started blogging in 2006. When he suggested connecting for a webinar I knew that I wanted a teacher with me, and who better then my colleague John Sarte. John is a founding teacher at Inquiry Hub, and he has been truly instrumental in developing the vision of our school, and helping us create our unique learning environment. Here are the webinar details, I hope that you can join us!

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FREE WEBINAR: “Inquiry Hub: The Dream, Create, Learn School” with Dave Truss and Dr. John Sarte – Hosted by Will Richardson

Details

Join us for this important overview of a compelling school model that highlights the power of project-based learning.

Inquiry Hub is a small Coquitlam School District (BC) high school that is unique in its approach and delivery. Known as the Dream – Create – Learn school, Inquiry Hub was born out of the idea that students don’t need to spend every minute of their day siloed into individual courses, without any unstructured time. It has evolved into a community of students who work both together and individually to complete the required curriculum while also designing some of their courses and their day around inquiries and passion projects that they want to pursue.

Grade 9’s and 10’s do cross-curricular projects using SCRUM project management, collaborating to get work done efficiently and effectively, and they also take an Inquiry Course designed around developing strong presentation skills and documenting their learning journeys, doing passion projects that they design. Grade 11’s and 12’s construct year-long IDS – Independent Directed Studies courses where they delve deep into their interests.

A key component of the program is DCL time, coined after the Dream – Create – Learn motto, where students are not in a structured class, but rather have unstructured time to work on their class projects, homework and assignments, and/or on their passion projects. Central to this is creating a community of learners who are eager to help each other and who have learned that failure is part of learning. Projects can be too big, too challenging, too overwhelming, but still result in a final product or presentation that exceeds expectations.

Wednesday, Jan 17 – 4:00 PM – 5:00 PM PST

RSVP now to join us for this important session with principal Dave Truss and teacher Dr. John Sarte.  (You’ll need a free membership to Will Richardson’s Big Questions Institute Community to RSVP and join us.)

Imperfectly great

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Our open house last night was wonderful! Our students were amazing ambassadors for our school and really did an excellent job with their presentations.

I was discussing it with one of my teachers that did the bulk of the work supporting our students and we reflected on the presentation. My comments were that it was the the worst show we’ve done with respect to the technical side and the best show we’ve done with respect to the messaging.

The technical issues included long(ish) transitions/set up between parts of the show, a live feed failure (beyond our control), a microphone feedback pop right in the middle of a performance, as well as a few mic level issues. The thing is, these weren’t awful, they just weren’t up to our usual high standard.

When speaker Alvin Law came to our school a few years ago at the end of the show he said to me, “What kind of a school is this?” I was a bit confused by the question and he said, “I present all over the place, to big companies with massive budgets, and I’ve never had a sound crew so professional and have the sound work so well as with your kids today.”

I tell sound/tech crews that their job is to be invisible. When a microphone is too quiet, they get noticed, if a microphone pops with feedback or if there is a delay in setup, they get noticed. A good team isn’t noticed because everything works. Last night the tech issues were not awful, they just weren’t perfect. No one in the audience would point it out as disappointing, they would all recognize that this was a student run show and there were a few minor kinks.

That’s the thing about truly letting the students lead, it’s not always going to be perfect, but there is a positive vibe that is given off when students get to run the show, and ‘perfect’ is usually a less than realistic goal.

The overall presentation was really solid, in fact I think the messaging was very focused around student voice and you could hear that throughout the show. It’s funny because I can think back a few years to a show where everything went exactly as planned and the show was pretty much perfect. When I told my teacher that I thought this show was even better than the messaging of that ‘perfect’ show, he agreed and said, that show was too slick. It was polished but student voice didn’t come through.

We’ve gotten pretty good at letting students really lead. We’ve worked with perfectionists who stress about every assignment they hand in and taught them how some things need to be good enough, and helped them rethink the definition of done, while other things they do they should really make as perfect as can be.

While a big presentation to over 160 people should be as perfect as can be, when you are letting students run a show and the students who do so change every year, things won’t go perfectly every time. But the job is done. The presentation is over, and what we saw were some awesome kids, doing their best, and putting on a great show that really showed that they take pride and ownership in our school.

Last night was imperfectly great. The show was not as tight and seamless as we’ve had in the past, but it was authentically a student production. It had student voice, and I thought the messaging was the best we’ve ever shared as a school. Our students were awesome!

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Here’s a short video clip from the event.

Our Big Event

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Today is our school’s annual open house. We have about 150 people that reserved seats. After 11 years we still rely on this event to get students and their parents interested in applying to attend our school. It’s amazing to me that more students don’t want the Inquiry Hub experience for high school.

I know a tiny school doesn’t meet the needs of some students who want a big high school experience. However I also know the format of the school with self-directed inquiries and way more unstructured time for working independently and in groups is ideal for so many students. I know that our students find the transition to university easy, and that they don’t only feel prepared but also thrive in post secondary environments, since they have practiced being inquisitive, self-directed learners.

Yet, without hosting this big event, after visiting our middle schools to introduce our school as a viable choice beyond their catchment high school, we would struggle with enrolment. And so tonight is a big event for our school. More than half of our students are participating in or helping to run the show. They did the majority of the planning, and they will be amazing ambassadors.

I love their enthusiasm, and it makes me proud to see our students excited to promote our school. It’s going to be a great night.

School Ambassadors

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Last Friday six of our students presented to 34 middle school cohort student teachers from the University of British Columbia. They had prepared the presentation for two visiting Northwest Territories teachers a few weeks back but I didn’t get to see it. In preparing the presentation I had asked them not just to share some of the amazing inquiries they get to do at Inquiry Hub, but also ones that were challenging and did go as well as planned. I didn’t get to see their first presentation but I watched this second iteration.

Most of them didn’t just share a challenging inquiry, but their worst ones. They had me and their audience laughing as they described how things went epically wrong, or how what they thought would be a topic of great interest barely held their attention for 2 days. But more than that, each and every one of them eloquently expressed their learning from that epic failure.

Sitting behind the students, there were a few times I had the urge to say something, but I forced myself to stay quiet. Each time I had the urge, the students ended up helping each other fill in the blanks I thought were missing, and in several of those cases better than I would have… and allowing them to lead, without speaking up, gave more authenticity to the presentation experience than I could ever have contributed. I did come in at the second half of the Q&A and answered a few questions, but at that point the presentation was basically over.

I wrote this in an email to these students and their parents. I couldn’t be more proud of these young learners and leaders:

Greetings to our Inquiry Hub Ambassadors and their parents,

A few weeks back, I asked a few students to present to two educators from the North West Territories during our Pro-D Day. Today, those same school ambassadors provided school tours and presented to 34 Middle School Cohort Student Teachers from UBC. I didn’t get to see the presentation to the NWT teachers but I did get to watch today. I just want to say that it was an honour and a privilege to have these 6 wonderful students represent our school, and share their inquiries and learning experiences here at iHub. 

They represented our community, and their learning, extremely well and the student teachers were impressed, and I’d even say ‘blown away’ by their presentation. Their ability to respond to the Q&A questions the student teachers asked was also exceptional. 

I wanted to share this with them and their parents and to say on behalf of our school… Thank you!

Have a great weekend,

Dave

AI is Coming… to a school near you.

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Miguel Guhlin asked on LinkedIn:

“Someone asked these questions in response to a blog entry, and I was wondering, what would YOUR response be?

1. What role/how much should students be using AI, and does this vary based on grade level?

2. What do you think the next five years in education will look like in regards to AI? Complete integration or total ban of AI?”

I commented:

1. Like a pencil or a laptop, AI is a tool to use sometimes and not use other times. The question is about expectations and management.

2. Anywhere that enforces a total ban on AI is going to be playing a never-ending and losing game of catch-up. That said, I have no idea what total integration will look like? Smart teachers are already using AI to develop and improve their lessons, those teachers will know that students can, and both will and should, use these tools as well. But like in question 1… when it’s appropriate. Just because a laptop might be ‘completely integrated’ into a classroom as a tool students use doesn’t mean everything they do in a classroom is with and on a laptop.

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I’ve already dealt with some sticky issues around the use of AI in a classroom and online. One situation last school year was particularly messy, with a teacher using Chat GPT as an AI detector, rather than other AI detection tools. It turns out that Chat GPT is not a good AI detector. It might be better now, but I can confirm that in early 2023 it was very bad at this. I even put some of my own work into it and I had Chat GPT tell me that a couple paragraphs were written by it, even though I wrote the piece about 12 years earlier.

But what do we do in the meantime? Especially in my online school where very little, if any, work is supervised? Do we give up on policing altogether and just let AI do the assignments as we try to AI proof them? Do we give students grades for work that isn’t all theirs? How is that fair?

This is something we will figure out. AI, like laptops, will be integrated into education. Back in 2009 I presented on the topic, “The POD’s are Coming!”

(Slideshow here) About Personally Owned Devices… laptop etc… coming into our classrooms, and the fear of these devices. We are at that same point with AI now. We’ll get through this and our classrooms will adapt (again).

And in a wonderful full-circle coincidence, one of the images I used in the POD’s post above was a posterized quote by Miguel Guilin.

It’s time to take the leap. AI might be new… but we’ve been here before.

Authentically empowered

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In a recent post. Process, product, and purpose, I shared that there are some teachers coming to learn about our self-directed, inquiry based school. And that our students will be planning and presenting to these teachers. I wanted to expand a bit on the process.

One of our teachers shared this diagram with the students to help them:

Then yesterday they pulled me into their meeting to ask a few questions, (the teacher I mentioned above was teaching or he would have joined us too). The students asked me what my vision for the presentation was.

I said I would like it to be story based. That there are two stories to tell:

1. What’s the experience of a student – both their experience in a school day, and moving from Grade 9 to Grade 12.

2. What is their story? How can they share their personal stories of doing progressively more challenging inquiries?

I also made sure to ask questions about how they would do this and not just make suggestions. My talk with them was a discussion not a one-way sharing. They invited me to the conversation. My final suggestion was that I knew what they were planning was going to answer all the questions the educators asked in advance… So rather than addressing those questions directly, which would disrupt the flow of their narrative, they should end the presentation with a slide of their questions and ask if they missed anything or needed to answer any of them with more depth. They liked this idea as a way to start off their Q&A at the end.

That’s all the direction they got. I was in the room with them for about 15-20 minutes. They will create the presentation and they will want to show it to us before presenting. We won’t have to ask them to see it, they will ask us for feedback and input. That’s part of the process they’ve learned. Further to this, there are 6 of them and we didn’t pick a leader, we didn’t tell them how to organize themselves or the presentation. I did mention that the presentation should be cohesive and not look like 6 different presentations, but I gave no examples of what I meant by this. They didn’t ask, they understood.

If these were a group of Grade 9’s & 10’s we would have scaffolded this a bit more, but these four Grade 11’s and two Grade 12’s are now seasoned presenters. At least one of them will inject some humour into the conversation, any one of could will ‘wow’ the guests with the depth of their inquires, all of them will be incredible ambassadors.

And one final note: none of them are doing this for extra credit. All 6 of them are coming in on a professional development day when all their peers are off school, and they are doing this voluntarily. Why? Because we asked. Because they get to design it, and because they know they go to a pretty unique school and they want to share their story. If they didn’t get the chance to be authentically empowered in this way, it would have been unlikely that the first 6 students I asked all agreed to volunteer. They are six awesome ambassadors, sharing their stories, in their own way, and still meeting the goals of the presentation.

Our guests are going to have a great experience learning about our school from our students, while we will be in a room next door doing our own professional development.

Process, product, and purpose

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I love this quote from David Jakes:

“Design creates useful things. Much has been written by various educators about valuing process over product, but in the real world, people create things. It’s easy to value process over product when the product is a grade or points on a test. In your classroom, shift from a transactional approach to a design-based transformational one where the product has value and meaning to students and has the potential to impact intellectual growth, spark personal development, or contribute to improving the human condition.”

There is a lot of talk about process over product. However this comparison is built on a false dichotomy. It’s not about one over the other, rather it’s process with the purpose of producing a product.

For example, when looking at design thinking, we start with empathy for the end user. The final product is the goal, it’s the purpose we are designing for, but the process of design thinking is the journey we go on.

So, it’s not process over product, it’s process with purpose. The final product is important, be it a presentation, an app, a business or business plan, a play, or a piece of art. How you get there is important too. Understanding the purpose, having a real reason to produce a final product is the reason to go through the process.

What’s exciting is having students learn, value, and be motivated to go through the process to get to that final product. That’s a shift from a more traditional test, or a cookie-cutter assignment where everyone produces an identical final product. Instead the students are part of the process, and understand the purpose of getting to the final product… which they have constructed or co-constructed.

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Here is a specific example: There are a couple educators from the Northwest Territories coming to visit us at Inquiry Hub. They are heading this way to see Trevor Mackenzie on Vancouver Island, and he recommended they come visit our school. Unfortunately the only day they can come is a professional development day when there are no kids at our school. So, I asked 6 kids if they would be willing to come in and present to these teachers.

Once they agreed, I sent this in an email to the teachers coming to visit:

“As an FYI, I’ll be handing over the presentation fully to the students, they will design what it looks like. With the design thinking model in mind, the big question is “What does the end user want/need”… so, please give me a short write-up of what you are looking for.

They will give you the shape of our day, what the student experience is like, but beyond that what do you want to get out of the visit? Whatever you share is exactly what I’ll be sharing with them to prepare with.”

Our students will design the presentation, they will understand the purpose of their final product, and while the process is important, and while they have had a ton of practice producing great presentations, they know that delivering a good final presentation to an authentic audience is what will matter in the end.

It’s not one over the other, it’s process for the purpose of a good final product.