Tag Archives: learning

Body and mind

Background:

I’m loving my return to archery. I now realize that when I readjust my healthy living goals for 2021, they will need to include finding time to shoot arrows. Just like I created time for writing and exercise over the past couple years, I need to carve out some regular time to shoot. Over this week the first thing I’ll do is figure out a way to do so indoors at home… that’s not just safe, but safe in my wife’s eyes.

These last couple of sessions, I’ve been working on my release. With a compound bow, the goal is not to squeeze the trigger with your thumb, but rather to pull your entire arm back and have the back tension of your arm and hand cause your thumb to trigger the release. To do this, your hand needs to be relaxed, your thumb needs to be securely around the trigger, and your back tension should cause the release such that the release surprises you. Being comfortable with this surprise takes getting used to, and so does the idea of not squeezing your thumb.

Body:

It’s interesting when you learn a new skill how easy it is to fill your conscious mind with everything except what you need to focus on. I want to be surprised by the trigger release, but my body is waiting, anticipating it, and taking my attention away from my focus on my release. I want to relax my sight, and let the scope pin float around the target center, but my thumb bounces on the trigger when I see the pin dead center. I want to feel my arm pulling back but instead I realize that my thumb pushed down… only after I’ve taken the shot.

With any new physical skill, I find that my body awareness is my biggest challenge. In the past, when I’ve gone to a core fitness class, the Physio guiding us would adjust my body during an exercise and say, ‘Do you feel the difference?’ Usually my response is ‘No’. I need to look at a mirror and practice the difference, but I don’t feel it.

And Mind:

With archery, I’m starting to feel the difference… but I have to be both focussed and relaxed: Focussed enough to be paying attention to as little as possible, honing in on just my release and not anything else that distracts me; Relaxed enough that I am genuinely surprised by the release, and not in a heightened state of preparation for it. The state of being simultaneously focussed and relaxed is not easily attained.

It’s about unifying body and mind. Having both act as one.

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.

Back to archery and a focus on process

Yesterday I took a hacksaw to the combination lock on my compound bow case. It has been about a year-and-a-half since I shot any arrows with this bow. I did shoot some arrows one afternoon this summer, but that was with a recurve bow, for 45 minutes. Other than that, I basically shelved my new hobby for way too long… obviously to the point that I couldn’t even remember the combination to the case lock.

Today I was lucky enough to be able to shoot a few arrows, and get some (safe and socially distanced) coaching. I was expecting to be rusty, and to have bad form, but I shot surprisingly well. Then I got some key coaching around my thumb release that helped me shoot the most consistent I’ve ever shot!

Reflecting on how well things went, I think that I am fortunate to have a few things going for me. First, I’m still fairly new, so I don’t have years of ingrained bad habits. Second, I had some decent coaching early on, and my bow hand and anchor (where I place my draw hand against my face) are things that came back to me really easily. Third, I’ve kept myself really fit, and having recently recovered from an shoulder injury, a few of the exercises were also excellent for improving my archery strength as well. And finally, I had excellent coaching!

I started archery in the summer 2016. I was recovering from 6 months of chronic fatigue, and realized that if I didn’t start this hobby I’ve wanted to start at this time of renewal, I never would. Then in 2019 I made an intentional decision not to spend time on archery when I rededicated myself to being healthy, but realized to make certain commitments, I also had to make some sacrifices. Now, as 2020 comes to a close, I’ve decided that archery is something I really enjoy and want to get back into.

My favourite part of archery is that it is all about process. Yes, I want to shoot well, and yes the ‘end result’ of where the arrow lands is important. However, once I’ve released the arrow, there is nothing I can do to change that shot. If it isn’t as good as I had hoped, I have a choice of letting it affect my next shot, or I can focus on the process and shooting ‘fresh’ and probably better the next time. It is a mental game that forces me to to ‘let go’ of results and focus on being present. It is a form of meditation, of being in the moment. And for someone who tends to be ‘in my head’ a lot, archery doesn’t allow me to escape from ‘the now’.

I’m excited about returning to this fun hobby, and I’m sure that I’ll have more lessons to learn from, and reflect on, in the coming months.

Failure is a frame of mind, not an outcome

I’ve written a lot about learning and failure. In a post titled, Learning Through Failure vs Failing to Learn, I said,

“When we talk about learning from failure, we are not actually talking about failure, we are talking about perseverance, and resilience, and tenacity. We are talking about coming up to resistance and unplanned outcomes and working through them to achieve a goal. We are talking about students learning significantly more than if everything went their way.“

Listening to many students at Inquiry Hub, you hear them talk about this in an amazing way. They share the very ethos behind this idea:

For anyone that didn’t bother to watch these two short clips, here is what Thia said in the second one,

“Inquiry projects aren’t about always being successful. It’s about trying something new, learning new skills, creating something. It isn’t always about being the best at it, or succeeding in it. You might have a failed inquiry, and that’s completely ok. It doesn’t always have to be a success for it to be a good quality project. It’s all about the process.”

What’s interesting is that if you don’t understand this idea, it sounds like accepting failure is ‘OK’. If you don’t recognize that students are talking about putting themselves ‘out there’ and trying something beyond their comfort zone, then it sounds like they are giving themselves a participation badge for just showing up. But if you truly understand and embrace the idea of learning through failure, you aren’t talking about failure at all.

Elon Musk just had a rocket explode upon landing and called it a success because of the data they collected.


I’m sure there are people who get this. I’m also sure there are people who laugh, “Ha, you call that a success? What a loser.”

A real loser is one who doesn’t try. A real loser is one who gets an outcome they don’t want and quits. A real loser is someone that makes excuses rather than steps up to make things right.

People who do epic things, and people who try epic things and don’t succeed, understand that failure is a frame of mind, not an outcome. They understand that learning is a journey, not a destination.

The future of conferences

In the past few weeks I’ve participated in Microsoft Teams and Zoom meetings with Jeff Borden and Dean Shareski. Both of them did a great job, but I look forward to doing face-to-face conferences again. Dean recently wrote, ‘The Future of Professional Learning Part 1‘,

“I do wonder if we’ll be more intentional about what constitutes and justifies a great face to face experience and what can be highly effective as a virtual option?”

This got be thinking about where we go with conferences post-pandemic? In response to a tweet about his post, I said,  “I was tiring of regular conferences, now I miss them. I think they will evolve to be more engaging (why travel somewhere for a PowerPoint that could be on Zoom) and I also think we might see more (online) pre/post conference engagement and learning.”

To expand on this idea, I don’t see things like pre-presentations or assignments and tasks being given before a conference (read as ‘not homework’), but I do see opportunities for conversation, interaction with the presenter, and with other conference attendees. I see icebreakers and teasers.  I see feedback to the presenter about what the attendees want. I see presenters providing clear learning intentions and a framework for their talk. I see presenters providing a personal introduction so that instead of the first 5-10 minutes of a 1 hour presentation slot being “This is who I am”, the presentation starts with an activity, engaging people with other people who have already connected online. I see interactive presentations that rely on participants being involved and engaged with the material.

Think about it. Why spend hundreds of dollars in flights, hotels, and food, to go to a room and get a PowerPoint and ‘talking head’ that could easily have been delivered to you at home? When I went to ISTE, my favourite memories are the blogger’s cafe, and meeting friends to do podcasts with (Shelly Sanchez Terrell and Kathleen McClaskey), and the people I went to ISTE with from my district. When I went to SXSW EDU, the people I went with and the podcasts that I did are the only things I remember (David Jakes, Jeff Richardson, and after the conference Miguel Guhlin). The future of conferences will need to be much more about creating experiences and making connections and less about presentations… this was already happening, but now that we have created digital experiences that will compete, the pull of conferences needs to be about enriching the experience and making it worth the effort to travel.

When students own the learning

Last night was Inquiry Hub’s open house. I shared a post about our open house last year: A Place to Dream, Create, and Learn. A year ago we packed around 200 people into our gym and had a great night of presentations:

But with Covid-19 this year the event had to go digital. We held a YouTube Live event. Show starts 26 minutes in or you can watch topic-based sections here: InquiryHub.org/open2020

It is such a privilege producing something like this with these students. They worked so hard preparing the event. They created scripts, videos, music, and designed posters, (like the 16 individual posters that fit together to create a single poster below, used as one of our backdrops). And students learned how to use all the equipment along the way. We had 3 cameras and a slideshow presentation, and while transitions could have been a bit tighter, I’m so impressed with how this student-organized event went.

One neat thing that we did was that we had a question submission form that we advertised before and during the show, where viewers could ask questions. Then we answered them live, throughout the show. Our student producer fed the questions to our student MC, and she directed them to our student and teacher panel depending on who she thought should answer. This is a challenging thing to do well in a live show… especially having never done it before. Of all the questions asked, I think I offered one of the weakest answers (because I rambled a bit on what should have been a 10 second answer). Beyond that flub, we didn’t need to have an answer clarified by someone else.

We had over 180 live viewers at the start of the show and still had over 170 viewers 40 minutes in. To keep that many people watching for that long is a testament to how smoothly things went.

Through the night, one thing was clear: when students take pride in their school, when they feel they own the learning, they will step up and deliver a great product when called upon to do so. Students thrive when they own the learning.

—-

(Just dug up another similar post I wrote about one of our previous open houses, prompted by a Facebook memory,)

 

Logo Composite Design by Maddison D, Grade 10

The speed of change

Yesterday I was having a conversation with my colleague, Dave Sands, Principal of Technology Implementation in our district. He shared some good news that our 14th and final middle school in the district is becoming a BYOD – Bring Your Own Device school. This is a great accomplishment for our district. It starts with ensuring the infrastructure is in place. Next, teacher technology, capacity, and readiness are essential, and finally there needs to be support for families that can not afford their own technology. This takes time.

In the conversation I remembered a presentation that I did in 2009 at the Building Learning Communities conference in Boston titled “The POD’s are Coming!”

In the presentation I said, the seed of this presentation started with a conversation and a blog post. Here is what I said in an October 2008 post:

“PODs. We are about 5 years away from most of our students bringing PODs to school, Personally Owned Devices. I’m talking about pervasive access to laptops and iPhone-like devices in our schools. Every kid coming to school with more capability in their pockets and hands than most teachers have on their desk right now.

So in the presentation in July 2009, 9 months later, I said that we were 4 years away from this happening. I was wrong. It took 7 years longer than I thought.

When I look back now, I can see that we weren’t ready for this in 2013. The infrastructure was barely there, there was a lot of fear around the use of technology in the classroom because of the distraction (and disruption) technology causes, and teachers were not ready to lead the charge.

I know many other districts aren’t where we are, and yet we were 7 years slower than what I imagined was possible. Progress and change happen slower than we expect in schools. However, in the world we live in now, 7 years is an eternity to be behind doing what’s possible.

We will need schools to be far more agile in the future.

What students remember

What students forget:

  • The Krebs cycle
  • Historical facts
  • How to solve quadratic equations
  • The homework they did
  • Answers on tests
  • Worksheets
  • Teachers who will forget them

What students remember:

  • Teachers who will remember them
  • Teachers who listened
  • Teachers that made them laugh
  • Teachers who were passionate about teaching
  • Teachers who didn’t give up on them
  • Friends
  • Engaging projects
  • Sports and clubs

These lists are not extensive… but they are the inspiration for a question: What will students remember about school during the 2020-2021 pandemic?

Teachers have it tough right now. Students too. More than ever teachers need to focus on teaching students, not subjects.

Yesterday I saw an article with a title like, ‘Study shows students are months behind in reading skills due to remote learning.’ Squeezing one more book into the year won’t change that. Showing students a passion for reading will.

Focus on students… and they will remember you, and what you taught them, for all the right reasons.

Voice and choice

This was my Facebook memory from 3 years ago:

Spent well over 15hrs at work today and came home totally pumped! Students rocked their presentations at our open house tonight.

The whole event exceeded my expectations, starting with about 240 people coming (more than I had reservations or seats for), and ending with students interviewing each other with questions from the audience.

It is simply amazing what student’s can do when they are given voice & choice, and they are provided with time to explore their passions and publicly share them.

Congratulations to our Inquiry Hub students, you were amazing school ambassadors today!

I’ve been thinking and writing about giving students choice, voice, and an authentic audience for over a decade now. And, I’ll always remember this night as the night I really saw it fully come to life.

Everything about this open house went amazing. The only challenges where parking, and adding more seats to the gym. The students did 90% of the planning and executed a seamless event with perfect sound and incredible presentations that opened people’s eyes to what’s possible when students feel empowered in a school.

The best part of the night was watching students interviewing students about their inquiry projects. Our students got to share what kinds of projects they do, designed by them, to follow their passions and interests as part of their school day. This is the real strength of what we do at Inquiry Hub.

There are students just like ours in every school. The difference is, in many other schools, students spend their days following a pattern of going class to class and doing what the teacher tells them to do. Yes, some of those things teachers ask them to do are amazing. But students seldom get a part of their day to choose what they want to work on. Students seldom get to design their own learning on a topic of their choice.

What we’ve learned as educators at Inquiry Hub is that to do this, students need scaffolding and support, working on progressively bigger projects. Students need assistance with time management and being self directed. And students need to try, fail, learn, and grow.

Whenever I hear a senior student at Inquiry Hub talk about their projects, they talk about being fearless learners who aren’t afraid to fail along the way. They will often do this while telling a story about something others would consider a huge success, but to them there was still more to do, or aspects of the project not yet achieved. This resilience only comes when students feel they have voice and choice in their learning, and this open house three years ago told me that we were finally achieving the kind of student empowerment we were hoping to achieve when we started the school.

Students following their passion

Last year I didn’t update the students page on the Inquiry Hub website. The past couple weeks I’ve added projects by Senn and Miró, and I’ll add more next week. One of the best things about Inquiry Hub Secondary is getting to see students work on passion projects that they decide on, and that they design their learning around.

Students projects come to life when students get to follow their passions and interests. If you’d like to learn more, we have a website for educators. Even here, you will hear student voice. Soon we will have a digital open house. Students are working on both advertising and content for this event.

We are small, and agile, (and have students working in scrums – more on this later). We have educators who are passionate about what they do and focus on supporting our students. And we have self-directed students who are still taking all the required courses for graduation, and also working on projects they want to work on.

Visit our student page or our educator page to learn more.