Lesson 3 asks three questions:
Developing good habits starts with obvious intentions. This works well as part of the 2 Minute Planning suggested in Lesson 2.
Atomic Habits Lesson 3 – Make It Obvious
Lesson 4 will be shared on Monday, I’ll be taking the weekends off from these 10 lessons because they are being introduced to Inquiry Hub students on 10 consecutive school days.
Creating Lesson 1 was a comedy of errors.
Version 1: I have Descript which adds captions, but I didn’t use it for my upload, despite knowing that I have a hearing impaired student at my school. That wouldn’t do.
Version 2: I added the captions, re-uploaded to YouTube, and only then noticed that the captions spelled James Clear’s last name as Clare. That wouldn’t do.
Version 3: I uploaded the 3rd version and noticed my cover title said ‘Identity based Goals’. The whole video is about Habits, not Goals. That wouldn’t do.
Version 4: Is live and good enough!
I’m going to focus more on just getting these done now, rather than changing minor imperfections. That said, I’m open to feedback.
Atomic Habits Lesson 2 – The Two Minute Rule.
This goes more specifically into Two Minute Planning. I’m not sure if this follows the true intention of James Clear’s two minute rule, but I think it works well for students to ritualize a good habit.
I’ve had this ‘in the works‘ for a very long time. Here is lesson one of ten:
Lesson 1, ‘Identity Based Habits‘, is the first of 10 Lessons based on James Clear’s book ‘Atomic Habits’. It was created by Principal David Truss for Inquiry Hub Secondary Students.
I will share all 10 lessons here over the coming weeks. Atomic Habits is one of the best books I’ve ever read, and I wanted to share what I’ve learned with students at our school. These students get a lot more unstructured time than most high school students, and developing good habits about using that time well is something that can drastically improve a student’s effectiveness and output.
I hope to help guide our students to better productivity.
I can’t describe the joy of participating in grad at Inquiry Hub. These students are amazing. Our student focused show, with performances and videos that highlight the whole school are such a community building and community honouring event. The night warmed my heart, and I teared up more than once.
Here is my grad address. I really don’t have more to say, other than it was an evening that recharged my battery. It reminded me of why I love my job.
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Now and the Future – iHub Grad Address 2024
Greetings Honoured Guests, Parents, Family Members, Teachers, and Students including our very special Grads of 2024.
In your yearbooks, I wrote this as part of my message to you:
Asking questions is key to learning and I think at Inquiry Hub we do a pretty good job of getting students to ask good questions… and then answer them. There is a lot of conversations, dialogue, and debate that happen inside our school walls, and from that students learn not just about things, but they also learn the skills to discuss and negotiate and support their ideas in meaningful ways… and sometimes even to change their minds. A growth mindset is so much better to navigate life with, compared to a fixed mindset.
In a civil society, dialogue is the one problem-solving strategy that should be sacred. To do this, free speech is essential. But right now, outside the walls of our schools, there is a culture of ‘attack the opposition’ that is very scary. We need to be resilient when hearing opposing views, and understand that, we must be tolerant and accepting of opposing views, unaccepting of hateful and hurtful acts, and smart enough to understand the difference. When we can’t have conversations with people that have different views, we don’t grow as a culture or as a society.
That was a message for right now. There is so much conflict and strife in the world, and it can sometimes feel a little bleak.
But here’s the thing, I’m really excited about the future our grads have before them. It’s a future that is beyond my ability to predict, but I’m going to try anyway.
Our grads understand how to see the world from multiple perspectives.
You understand the challenges but you are also solution oriented. And you are going to have tools and strategies that no other generation has had.
Here are four predictions:
All this to say that while it seems like us old folks have left you a pretty messed up world, we are less than a decade away from some key turning points where you have more freedom and choice, more access to cheap energy, and more free time than we could ever have imagined as recently as when you were in Grade 9.
It’s an exciting time to think about what the future holds, and when I think about you all as creators, artists, thinkers, dreamers, and leaders, I’m excited about your generation building the future I get to grow old in.
Inquiry Hub isn’t perfect, but it is a very special school. It is a place where our students feel they belong. A place where you get to be courageous learners and leaders, and a place that I hope you carry fond memories from.
To the class of 2024, I can’t wait to see what the future holds for you… and for what you will do to help shape that future. Be brave, be strong, and help build a community where everyone feels they have a place, and a way to contribute.
Thank you.
I’ve had the privilege of watching a few final presentations for our IDS courses – Independent Directed Studies – at Inquiry Hub. Our students choose a topic and put 100-120 hours of work into research, design, and creation of their own courses. The topics vary considerably from making a movie to learning to suture stitches, to designing a facial recognition doorbell, to creating a tabletop role playing game based on the student’s heritage.
I love seeing the diversity of the presentations, and the passion and enthusiasm students have sharing their work. I’m so impressed by both their presentation skills and so their slides. These students could teach a thing or two about how to create a slideshow to many professional presenters I’ve seen.
That’s because they get a lot of practice designing presentations and presenting. They have to do so in groups and on their own many times a year… more than in any typical school. And they get feedback, lots and lots of feedback, from peers as well as teachers.
For these final presentations parents are also invited, and even if parents can’t make it, students still have an audience beyond just the teacher. Students can invite anyone they want to watch, and we’ve even had two of our secretaries invited because they have similar interests in the topics, one on hairdressing and another on embroidery. The community aspect of these with parents, mentors, and community members joining in is absolutely wonderful. Our assistant superintendent also joined for a couple presentations.
It’s pretty special watching these final presentations. I think that every student should get a chance to delve into an area of interest that they choose. Learning shouldn’t just be about transmitting knowledge but about knowledge construction, and what better way to do this than to have students design their own learning experience?
Yesterday, when I took a look at how it’s easier to make school work Google proof than it is to make school work AI proof, I said:
How do we bolster creativity and productivity with AND without the use of Artificial Intelligence?
This got me thinking about using AI effectively, and that led me to thinking about ‘content free’ learning. Before I go further, I’d like to define that term. By ‘content free’ I do NOT mean that there is no content. Rather, what I mean is learning regardless of content. That is to say, it doesn’t matter if it’s Math, English, Social Studies, Science, or any other subject, the learning is the same (or at least similar). So keeping with the Artificial Intelligence theme, here are some questions we can ask to promote creativity and productivity in any AI infused classroom or lesson:
“What questions should we ask ourselves before we ask AI?”
“What’s a better question to ask the AI?”
“How would you improve on this response?”
“What would your prompt be to create an image for this story?”
“How could we get to a more desired response faster?”
“What biases do you notice?”
“Who is our audience, and how do we let the AI know this?”
“How do we make these results more engaging for the audience?”
“If you had to argue against this AI, what are 3 points you or your partner would start with?”
In a Math class, solving a word problem, you could ask AI, “What are the ‘knowns and unknowns’ in the question?”
In a Social Studies class, looking at a historical event, you could ask AI, “What else was happening in the world during this event?” Or you could have it create narratives from different perspectives, before having a debate from the different perspectives.
In each of these cases, there can be discussion about the AI responses which are what students are developing and thinking about… and learning about. The subject matter can be vastly different but the students are asked to think metacognitively about the questions and tasks you give AI, or to do the same with the results an AI produces.
A great example of this is the Foundations of Inquiry courses we offer at Inquiry Hub. Student do projects on any topics of interest, and they are assessed on their learning regardless of the content. See the chart of Curricular Competencies and Content in the course description. As described in the Goals and Rationale:
At its heart inquiry is a process of metacognition. The purpose of this course is to bring this metacognition to the forefront AS the learning and have students demonstrate their ability to identify the various forms of inquiry – across domains and disciplines and the stages of inquiry as they move through them, experience failure and stuckness at each level. Foundations of Inquiry 10 recognizes that competence in an area of study requires factual knowledge organized around conceptual frameworks to facilitate knowledge retrieval and application. Classroom activities are designed to develop understanding through in-depth study both within and outside the required curriculum.
This delves into the idea of learning and failure, which I’ve spoke a lot about before.
In each of the examples above, we are asking students challenging questions. We are asking them to critically think about what we are asking AI; to think about how we can improve on AI responses; or, to think about how to use AI responses as a launching point to new questions and directions. The use of AI isn’t to ‘get to’ the answer but rather to get to a challenging place to stump students and force them to think critically about the questions and responses they get from AI.
And sometimes the activity will be too easy, other times too hard, but even those become learning opportunities… content free learning opportunities.
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.
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:
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.
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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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.
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.)
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.
