Tag Archives: inquiry learning

Passion Project

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At Inquiry Hub we don’t just have genius hour where students spend an hour a week on a project. Instead we have a full for-credit course that students take to follow their learning passions and interests. Yesterday I got to see a couple progress presentations, where students shared where they are on their current learning journey.

I’m always surprised by the diversity of questions students choose to tackle. Students find both creative topics and also creative ways to express their learning. But what I enjoy most is seeing the enthusiasm with which they go about learning. Having a specific course that lets students pursue their interests and actually get credit for it, rather than it be something extra that they do, adds an element of purpose to the project.

Imagine being an inquisitive student who spends their entire day learning what is on someone else’s agenda. Go to class, get the work for that specific subject, then go to the next class and repeat. Then lunch, then repeat for two more courses. The courses could be engaging, the teachers can be fantastic, but the choice of what to study is completely predetermined.

I think genius hour is great when there isn’t a full inquiry course to take. So are assignments where students have choice to make the assignment follow their interests. But maybe students should have inquiry/passion project time every week, at every grade… Scaffolded more in the younger years, but provide to every kid, every week.

Who owns the learning in a school? Who should own it? If you think students should at least partially own their own learning, then at some point in the school day or school week, they should be allotted time to do so. School should be a place where students have a say in what they get to learn.

Jeff Hopkins on the Pacific School of Inquiry and Innovation

Last night I saw this tweet by Jeff Hopkins promoting a new vlog/podcast series ‘School of Thought Victoria‘. Perfect timing since I just finished my most recent audio book and ended up in long drives today. So, I’ve already devoured 3 of the four videos already (I listened, I did not watch,  which is all you need to do since it is a discussion).

So much of what Jeff has shared with Alex Van Tol about the Pacific School of Inquiry and Innovation resonates with me, and what we are working on, and towards, at Inquiry Hub Secondary School. In this series, Jeff is outlining 20 convictions that the school is modeled on. I am looking forward to every one of these conversations.

Here’s what I’ve listened to so far,

Agency:

Inquiry Process:

Learner vs Student:

Subscribe to the channel, and listen to Jeff’s wisdom.

Missed opportunities

Here is a quick look at how we are doing with this thing called remote or distance learning. While things are good, I think we should have been more prepared for maximizing this ‘opportunity’, rather than just being more prepared to cope with it.

Background: Since returning from China in 2011, I’ve been a leader in Coquitlam Open Learning, the district’s ‘Distributed Learning’ (online) school. That year my Principal, Stephen Whiffin, pitched the idea for Inquiry Hub Secondary and I got to co-found and lead this innovative, blended learning school. I’ve been directly involved with integrating technology into learning as a leader for over a decade, and this has been an integral part of my role for 9 years now.

Current State: Over the past several weeks my staff of teachers have definitely struggled far less than most teachers.

For my online teachers very little has changed other than they are working from home, and assessment practices had to change in some courses. We have always provided testing and support blocks at our schools, and supervised assessments have been key to validating authenticity of work done at home.

For Inquiry Hub, every class was already on Microsoft Teams, and/or had a class OneNote, and/or had digital resources shared in Moodle. Classes moved digital, but there are still many opportunities for students to connect online, have meetings and discussions, and continue with lessons and assessments as if we were still in the building.

So, the transition to remote learning has been smooth. Great… But what are we missing?

The online school: We are continual entry, and so my teachers, at any moment, have students starting the course, doing their final assessment, and everything in between. As a result, they almost never run synchronous lessons. So while I previously mentioned two great ‘Learning Experiences‘ my teachers did with students, these are exceptions rather than the norm. And as I mentioned above, assessment changes needed to be made, but I’d say the changes we made were not really groundbreaking or norm-changing. We are doing a good job, but we aren’t pushing any boundaries.

For Inquiry Hub: We’ve really had a smooth transition, kids are still getting a lot of support, and we have, as a staff, had daily meetings that always touch on two things: How are kids doing/who needs support? And on professional development and planning for some great integration of courses working in edu-scrums for next year. This is exciting work, and it happens in the background while teachers are working smoothly to maintain a continuity of learning for students.

So what’s missing? Where are the missed opportunities?

  • Relevance: what have we done to connect and relate the global experience to what we are learning in class?
  • Service: What could our students be doing to support their community?
  • Assessment: What a great opportunity we have to rethink our online testing and personalizing it for our online learners?
  • Community: What more could we do to build community ‘in’ our schools, both for students, and for families?
  • Well being: How could we better support the kids we know are struggling, and also identify and support the kids who are struggling that we don’t know about?
  • Course delivery: What opportunities do we have for students to learn in different ways?
  • Inquiry learning: How could we leverage support for students inquiries when there are so many homebound experts in different fields that would love to help students out?
  • Supporting colleagues: How have we shared what we know and do well with colleagues that are struggling with the transition?
  • I wonder if we wouldn’t have innovated more if the changes required were more drastic? Have we missed too many opportunities with a smooth transition? Will we be further ahead when things return to normal, or will things go further back to normal than they need to be?