“When students are emotionally invested in the learning process, commitment and performance will typically go up. Scott Barry Kaufman, a psychologist who studies learning and creativity, said, “If we want to see what young people are capable of achieving intellectually and creatively, we have to engage them in activities that matter to them.” By linking students to their personal interests and their own creativity, they can explore questions like: What do I love? What am I good at? What problems can we solve? What do we want to create? Why is this important? How will we figure this out? What might we contribute to the world? It’s within this productive struggle and its inherent ambiguity that students can build a self-inventory of creative and adaptive capabilities. These life-building skills will transfer beyond the project and the classroom. Students can discover what’s possible for themselves and what they’re capable of.”

~ Robert Attwell, Student-Powered Inquiry-Based Learning

Robert visited our school last year and wrote this article, published last month in Canadian Teacher Magazine. (See a PDF of the article here.)

A couple days ago 5 pre-service teachers from Simon Fraser University visited our school for the day and I had them end the day learning about some of the inquiries that on of our Grade 12 students, Jacob, did while he was with us since Grade 9. Afterwards, I asked Jacob, what’s something that he really liked about coming to Inquiry Hub, and what’s something he thinks he might have missed coming to such a small school?

Jacob chose only to speak about one thing. He said, ‘If I didn’t come here I’d never have had the opportunity to do all these projects, or I would have had to do them on my own time… except I probably wouldn’t have had the time to do them.’ Essentially, he has had school time to work on projects and inquiries that have mattered to him.

I think that should be something all schools spend a bit more time doing.