Tag Archives: learning

Un-handyman

I’m trying to set up a new pump, sand filter, and solar panels for our above ground pool. Whenever I do something like this, my ineptitude at being a handyman goes on full display.

Wrong items picked up at Home Depot, not having everything I need, and hours of watching other people do what I want to do on YouTube, lead to hours of work and very slow progress. To top it off, the flexible piping that was supposed to arrive yesterday still hasn’t come in.

So now I have a half-done job that can’t be finished, and even when the piping comes in, I’m still not 100% sure how I’m going to strap the solar panels onto my garage roof?

I wish I had more skills in this area. I don’t. The good news is that I got a fair bit done today… by putting a lot of time into the project. However, there is still a fair bit to do, I’ll probably end up at Home Depot 2-3 more times, and I’ll be rewatching a few videos when I’m ready to start the new pump and filter up. Such is the life of an un-handyman trying to do handy things. If I keep doing things like this, hopefully I’ll be able to remove the ‘un’ and just call myself handy.

In times of change

I recently shared this quote with a few teachers when I gifted them a book.

“In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.” ~ Eric Hoffer

In a conversation with another educator this weekend we talked about the fact that we both knew some people who were terribly upset about technology upgrades because it took them out of their comfort zones. This isn’t just a fear of change, it’s also a frustration about not having everything where it ‘should be’. It can be hard to lose your favourites on your browser, if you never signed in and saved them. It can be frustrating to sign into all your accounts again, or to re-setup all your quick shortcuts (again).

But maybe this becomes the time that this person can learn to sign into their browser and take their favourites with them wherever they go. Maybe they can begin to use the cloud to save their documents rather than their hard drive. But they won’t do this without help.

We can share fancy quotes about the importance of lifelong learning, but if we aren’t helping to foster adult learners on their journey, then are we fostering a learning culture ourselves? Everyone is on their own journey with their own comfort levels. When we push people out of their comfort zones, we need to provide the scaffolding and support so that they can learn and adapt. That doesn’t mean that we keep people in their comfort zone, that we don’t make the need to change… But it does mean that too much frustration without support leads to people shutting down rather than being willing to change.

Delightful laugh

We have a student at our school with the most delightful laugh. She spends her day in the classroom across from our office and she finds many times during the day to share that laugh. My office staff have told me that the same students have to stay in that room, Room 8, next year, because they want to keep this student close (our other classrooms are quite far from the office). While this won’t work with our planning, I totally agree with them.

Isn’t it amazing how influential and powerful a wonderfully contagious laugh is? It makes us happy just to hear her, we don’t even know why she is laughing most times, and it doesn’t matter.

And for those wondering how there is ‘room’ in the day to hear so much laughter, the students in this class are working independently for about 30% of the day, and for up to 3/4’s of that time there might not be a teacher directly in that class… so is this student off task? About 90-95% of the time, I’d say ‘no’. How do I know this? Because this student and all the peers that sit around her get their work done on time and do a great job. Their report cards are great, and the presentations they do are outstanding. And when I randomly visit the class, I catch them on task rather than off task. They have created a culture where being self-directed learners is fun, and where laughter is part of their learning experience.

We are going to have to really appreciate the laughter this month, as the year comes to a close. We can’t keep this class in this room when they will be collaborating and taking senior courses with the grade above them next year. But I’m willing to bet we will miss and talk about that laugh next year… and when we do hear it, we will reminisce about the year of laughter in Room 8.

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As a fun aside, this is the same student that called me ‘The Big Shebang‘.

Choice time for teacher Pro-D

Last Friday I had a Pro-D, Professional Development Day, with the Inquiry Hub staff. We started the morning with a book talk, sharing what we have learned from books we are reading.
A few weeks ago, I had my teachers fill out a form sharing the title and link to a book that they wanted to read for their own personal development. I said that it didn’t have to be education-related, just something they wanted to learn from. Even though I said no obligation for follow up, my iHub staff suggested the book talk as part of their Pro-D day.

I loved hearing all the ideas and educational connections they made to the books they were reading.

Next, we moved on to personal learning time. We each shared what we were exploring, planning, or investigating, and then had an hour and a half to work on it. For example, two teachers worked on updating a questionnaire we give students when the apply to the school. Another teacher worked on a unit in one of his courses he thought needed work, and another teacher created a ‘Diversify your feed’ document and shared it with our staff and students:

I decided to create this image using information our team developed at our previous Pro-D. My way of making sense of our vision for the school:


We got together again (digitally, we weren’t meeting face-to-face) after lunch to share what we’d done, then we did some group planning around our timetable next year… a real challenge in a small school with a small staff that offers so many options for students.

Most of our day was about choice. Teachers got to share learning from a book of their choice, then they got to choose what they wanted to work on, before getting together for collaboration time. We spend a lot of our day at Inquiry Hub giving students time to work on things they want and need to work on. Our students have a lot of self-directed time at our school. It only seems fitting that when it’s time for our staff to learn, that we do the same.

Even though teachers got to choose what book they learned from (it didn’t have to be the one I gave them, although that seemed to be the one they mostly shared from), they were able to be really diverse in their sharing. Even though there were no constraints on what their personal learning time was used for, we shared our intentions before splitting up to spend that time on our own, or together by choice. We had accountability built into the day, but it was filled with personal choice.

It’s not just our students who benefit from choice in learning, our teachers benefit greatly too!

Teaching and Trust

I surveyed our Grad 9’s a couple days ago. Coming from middle school, and getting stuck in a single cohort, they really didn’t get the experience at our school we wanted for them. At Inquiry Hub our students usually connect across grades, and interact as a larger community, which is important in a really small school. But although we were able to give them full days, unlike large schools with a lot more cohorts to manage, the environment our 9’s came into is far more like an extension of a single class in middle school than a high school. That said, they really don’t know what they are missing compared to a regular year here… they’ve never seen it.

I asked them to write on a piece of paper, a positive, a challenge, and/or a suggestion or wish, and I collected them. They could write about any or all of these.

Here are a few of them:

The challenges and suggestions were all related to covid restrictions, with less clubs, and a lack of connection with other cohorts. Beyond that the comments were very positive.

“I like the open and just overall welcoming environment.”

“I like how you can structure your own day…”

“I like how our courses let us set our own goals and learning paths.”

“Even though our community is so small, I like how close we’ve all gotten.”

One comment in particular was quite interesting to me:

“I love how much the teachers trust us here.”

I agree that our teachers give students a lot of freedom, and choice. And students at iHub get a fair bit of unstructured time to work on what the want/need to work on. But I never thought of this through the lens of trust, like this student.

When students feel trusted, they feel empowered, they feel they have a responsibility to keep that trust. It’s an interesting lens to see the dynamic of the classroom through. How does the relationship between the students and the teachers change when trust is given and valued? Where does the responsibility for learning fall in a trusting relationship? What else is fostered in a trusting environment?

Kudos to our teachers for creating such a wonderful learning environment in these challenging times.

Obstacles become the way

When I wrote Learning and Failure I struggled with the word failure. Setbacks and obstacles that some see as failures can often become the impetus for far greater learning than if the roadblock never needed to be faced.

Here is the end of the post:

“The learning potential of failure is significant. If the work is meaningful enough, there can be more learned from an epic failure, than a marginal success, where the measure for success was set too low.”

One of our students at Inquiry Hub is working on developing an artificial intelligence (AI) program that can listen to a song and determine the key of that song. The workings of this are far beyond my understanding, but in his reflection about his learning so far, (after doing a great job explaining the process), he shared this in his ‘Log of Milestones’:

– Made a python script to automatically take a mp3 file, and find its music key by making a query to Tunebat. I got blocked by Tunebat, because they identified my automated queries as an “attack” on their server.

– Wrote a Firefox web extension using javascript to make the queries to Tunebat not seem automated, and therefore not rejected. Managed to work.

And then later:

– I found there was a way on Python to fake a web request to Tunebat without getting blocked.

I love seeing this creativity and resiliency. The obstacle becomes the way. He sends hundreds of automated requests to a website, essential to give him the large amounts of data he needs to train his AI; the website sees these automated requests as an attack on their server (this is known as a DOS attack); So he writes first a web browser extension, then later a python program, that tricks the website into answering his thousands of requests without seeing them as an attack.

The roadblock or failure isn’t a failure, it’s an opportunity to adapt, be creative, and learn new skills.

F ailure

A lways

I nvites

L earning

The invitation is always there, the opportunity to overcome can become the place where amazing learning happens. A potential failure can become the impetus to build resilience and to create new and unforeseen challenges to overcome. It can become the thing that makes the learning experience a worthy experience to remember… more memorable than the easy ‘A’ on a cookie-cutter style learning experience where the outcome is uniform for all the students who jump through the same hoops to get that ‘A’.

The obstacle can be the failure point where people give up, or it can be the opportunity to overcome. The learning invitation is there, as long as the drive, resilience, and effort are there to push a student.

Sure in this example he might not have been able to fool the website, and maybe his efforts could have come up short, but I don’t think that would have stopped him anyway. His attempts at a workaround could still have provided a lot of learning that he never would have had otherwise. The obstacle became the way, and while the positive outcome this time was rewarding, so too could have been a so-called ‘failure’. There is nothing artificial about this kind of learning.

More like real life

I enjoy seeing teachers talk about assessment like this:

The best part of the clip is when Mrs. Lemon says, “I wrote better tests that focus less on recall and more on application.”

Although, I love the ending too… “At the end of the day, this is more like real life. There are very few circumstances where are you don’t know the answer to something and can’t look it up.”

What future are we preparing students for? How is our assessment demonstrating this? Are we showing what we value by what we measure, or are we just measuring what’s easy to measure?

Still a rookie

I sometimes need to remind myself that I’m still new to archery. Yesterday I did something bizarre. Twice in less than an hour, I launched an arrow into the wall about 8-10 feet above my target, mid draw. My trigger release didn’t misfire, I somehow pulled back at a bad angle and let the string slip out of the release. Both times I was shocked. Both times I had no idea what I did to cause this. Both times I knew it was human error and not my equipment, but didn’t know what to do differently?

I spent the rest of that practice paying so much attention to my draw that I didn’t shoot very well. Today in practice I looked down at my hands just before I drew and I saw the problem.

Before I begin the draw cycle, I put tension on my bow string to get the feel of my bow into the right spot in my bow hand. I don’t know when I started doing this, but I was pulling on the release with my thumb up. However, the draw cycle involves drawing back with my pinky finger up. So, I’d put tension on the string, thumb up, raise my bow, and as I started my draw cycle I’d have to rotate my wrist 180°. In that process I must have twisted my pinky finger too far back allowing the string to slip out of the release… twice. Two arrows destroyed, and at the time, not a clue why?

Today I shot very poorly in my first round, then mostly much better the second round. Mostly.

I scored a 280 and my personal best is 281. But I don’t see the the good shots, I see the 7 in the red outer circle of the third target.

I don’t see the perfect score in end 2, I see the two 8’s in a row in end 6… the 7 after the two X’s overshadow the X’s in end 8.

Cognitively, I know that I need to ‘let go’ of the mistakes. To learn from them. To not let the previous shot affect the next shot. I like archery because it can sometimes feel like meditation. But then I treat it like a competitive sport and get mad at myself for not being better than I am… Like I’m not still a rookie, learning the ropes and shooting arrows accidentally, because I lack body awareness.

I’m my own worst enemy, placing too much pressure on myself, and not celebrating the successes. I forget that scores under 270 were a regular thing for me just 3 months ago.

I forget that the journey is what matters, and that I’m on a good path to getting better. And I forget that the path will be faster if I focus more on doing things right, again and again, rather than being upset and clouding my brain with unproductive thoughts and feelings.

I’m just a rookie, and I’ve got a lot to learn. 1,000 arrows from now I will be better. How much better? Well, that depends on if I can keep my expectations realistic, and focus on improving rather than beating myself up with unrealistic expectations. 280 is a great score, I only got 281, my personal best, a few days ago. I learned a valuable lesson today, and hopefully won’t ever release an arrow during my draw again. I am getter better!

Tied my personal best

Today I a shot a 280. The last time I scored a 280 was January 30th with my old bow. I still had a few inconsistent shots, but in a way that is good news. If I clean up those loose shots, I’m going to easily beat this score.

I also found a great app to score for me. It gives you the option to mark the spot on the target where your arrows landed. Then it tallies the score and shows you a final set of targets with all your shots marked on it, and also a set of targets for each round.

I still have so much to learn, and hopefully this app will help me see patterns in my shots that will help me. And now ‘I just need to shoot my next 1,000 more arrows’, my mantra on this wonderful learning journey I’m on.

Habits vs Distractions

The kids that are perfectionists, work for hours on something that was good enough long before they consider the work to be finished.

The kids who loves to do research collect so much of it that it becomes overwhelming.

The kids who are easily distracted spends too much time catching up on work that should already have been handed in, and are perpetually putting off work that should be done now.

The kids that stress about the class they don’t like, spend less time and energy on the classes they enjoy.

The kids that work on more than one thing at once end up doing less of everything as they bounce from task to task.

The kids that should ask the most questions ask half as many as the kids that really don’t need to ask, but want to make sure they understand, or are doing things correctly.

It’s not always a lack of trying, it’s not always a lack of effort. It’s the lack of the understanding of where to put effort, what to do next, when to ask for help, and when to either remove distractions or remove themselves from distraction.

But the good news is that habits are learned. Success can provide as much serotonin and reward stimulus as distractions do… but only if the habits are in place to make the rewards consistent. Otherwise, video games, social media, and the illusion that multitasking is actually a thing, trump the rewards of good habits.

Sometimes we give kids too much choice, too much time, too many extensions. Sometimes what they need are high expectations, and hard deadlines. Sometimes they need a teacher checking in on them, asking to see work in progress, and giving timely and precise feedback. Sometimes kids need teachers to help them with their plan of action, and then hold them accountable to the plan.

Because sometimes the appeal of distractions are too strong, and giving a kid time to choose what they should do next isn’t really giving them a choice. Because sometimes distractions are too strong, and kids are not really choosing, they are falling back in the habit of doing the things that feed their brains with serotonin. They don’t get the same rewards from hard work, because they don’t have the habits to ensure that hard work pays off. Sometimes we need to make the choice for them, then instead of praising the work, we need to ask them how they feel getting the work done. Sometimes we need to help build good habits for them, because the alternative is to let the distractions win.