Tag Archives: students

Defining the Unconventional

Inquiry Hub is a very different school than a conventional high school. Students get a lot less direct instruction, they do a lot more group work and presentations, and they get time in their day to work on passion projects. These passion projects serve as their elective courses, and they get credit for doing them. And while we can’t offer the amazing array of electives courses students get in a large high school, students get to go in-depth on topics of interest in a way that they just don’t normally get to in a ‘regular’ high school.

Despite our grads moving on to programs like engineering and computer science, and despite acceptance to UBC, SFU, Emily Carr, BCIT, Waterloo, McGill, and other universities, colleges, and technical schools, we still get parents concerned that somehow their kids will be disadvantaged by going to our school.

Our kids transition to university very well, and do not struggle in their first year, unlike 12-15% of grads across the province that graduate high school successfully then don’t make it through their first year of university. But incoming parents are still worried that their kids won’t be prepared for university. The skills they learn in our school to self advocate, self-direct, and structure their own learning are exactly the skills student don’t get in far more scripted learning environments where the teacher tends to determine what students are doing for almost the entire day in a traditional block schedule.

Skills learned at Inquiry Hub not only help students when they get to university, but these skills also help students be more entrepreneurial, more innovative, and more prepared to be productive in a knowledge economy. Our students will prepare presentations for a midpoint in a project that would blow away what a team would do for a final project in another school, or even what a marketing team would do for a client pitch. Guests in our school are continually blown away by the confidence and professionalism of student presentations.

We are still iterating, we are still learning, we are still figuring out how to help students who struggle… but that’s part of what makes the school great. The environment is dynamic, flexible, and responsive. And students learn that learning is a process. They learn to share their learning in meaningful ways. And they learn to be productive members of a learning community. If that’s considered unconventional, we’ll just keep being unconventional.

Lack of Resourcefulness

Working with kids, I sometimes see a pattern where students who struggle would avoid their own struggles by trying to help others. They can’t get their own struggles in order so they try to become the helper and healers of others. It’s easier to be the saviour than the person needing saving. The endorphins from being needed masks the depressed feelings of needing help and feeling helpless.

But when this happens, the kid doing the helping and avoiding their own work that needs to be done is not resourceful enough to actually help the other kid. They are just helpful enough to create a dependency, to build a mutual reliance on each other, with the co-dependent relationship being the only real benefit.

Now you’ve got two kids that both need help, but they look to each other for that help, rather than looking to someone that can really help them. Furthermore they are now both avoiding the work they need to do for themselves.

This is why students having at least one adult on the building that they have a positive relationship with is so important. Because kids don’t always have the resourcefulness to help other kids, and adults need to intervene when students are hindering growth by trying to help each other. But an intervening adult who doesn’t have a good relationship with the kid or both kids can actually embolden the unhealthy relationship between the kids.

This is one of the most challenging things to deal with in a school, when un-resourceful kids are trying to help each other in order to avoid doing the things they need to do to become more resourceful. It’s a cycle that needs to be broken or it can spread to even more kids. In the end, it’s about providing support and helping build resourcefulness rather than allowing un-resourceful kids try to help each other.

You can’t have both

Sometimes you have to choose. You reach a fork in the road and you have to make a choice. Too often kids try to take two paths at the same time. They want the benefits of two competing options and so they try to do everything. Two sports with game times on the same day is a perfect example, but there are many more ways they try.

The hardest thing to tell a kid that wants to ‘do it all’ is to just pick one. Sometimes it’s a good life lesson to have them try both paths, but sometimes it’s better to draw a hard line and say ‘you have to choose’. Sometimes trying both means being successful in neither.

Successful people don’t spread themselves too thin. They don’t try to be the best at everything. They don’t half-commit to more things than they can handle. For a kid, sometimes a guiding hand is needed, and an ultimatum. As an adult it’s about drawing those lines yourself. It’s about being able to say ‘No’. It’s about understanding that you can’t always add more and still add value.

Sometimes the choice needs to be either/or, not both.

Kids being kids

Last night we had a school dance. I’m at a school with only 87 students, over 50 students came. The whole thing was organized by students, there was a student DJ, and the atmosphere was as alive as if there were 250 students there.

Most kids dressed up really fancy, some were in clothes they wore at school. Most danced, some sat in small groups and talked. Very few spent time on their phones. Everyone seemed to have fun.

This is a crazy time of year. My days involve a constant flow of overlapping demands. I had a Principal’s Christmas dinner on Monday night, I had my daughter’s university showcase performance Tuesday night, and I was at the school yesterday for close to 14 hours, only leaving after helping our custodian and locking up after the last students left… but it was totally worth it to see kids being kids.

Teaching in an era of AI

Yesterday I wrote about Next level artificial intelligence and since then I’ve learned quite a bit about ChatGPT capabilities. It’s an amazing tool and people are catching on, with over 1 million users trying it out in just 6 days. The implications for teaching are huge. Students can use this AI to have original work created for them that will not show up in a Google search if a teacher suspects plagiarism.

For years now I’ve heard the mantra that teachers need to ask questions that you can’t find the answer to on Google. But those questions could be uniquely answered by Chat GPT with no way of a teacher knowing it wasn’t done by a student… other than the fact that the writing might be of a higher quality than usual.

I don’t see Chat GPT completely doing all the work, but it will be a tool students use to build on. For instance, I asked this AI to do the following:

Write a 5 paragraph essay that compares and contrasts Winston Smith in George Orwell’s novel 1984 with Bernard Marx in Aldous Huxley’s novel Brave New World.

This is what it came up with in about 5 seconds:

Winston Smith and Bernard Marx are both characters in dystopian novels, but they have some significant differences. In George Orwell’s 1984, Winston is a rebellious member of a totalitarian society who secretly resists the oppressive government. In contrast, Bernard Marx in Aldous Huxley’s Brave New World is a member of a highly technologically advanced society where the government has complete control over its citizens.

One of the main differences between the two characters is their relationship with their respective governments. Winston is actively opposed to the government, and he goes to great lengths to avoid detection and to resist their control. Bernard, on the other hand, is more accepting of the government’s authority, and he is content to live within the strict societal boundaries set by the ruling class.

Another significant difference is their social status. Winston is a low-ranking member of society who works in the Ministry of Truth. He is not well-liked and is considered an outsider by many of his coworkers. Bernard, on the other hand, is a high-ranking member of society and is considered to be one of the ruling elite. He is well-liked and respected by his peers, and he has access to privileges and luxuries that are not available to the lower classes.

Additionally, the two characters have different views on love and relationships. In 1984, love is considered to be a dangerous emotion that must be suppressed. Winston, however, longs for intimacy and connection, and he ultimately falls in love with Julia despite the risks. In Brave New World, love is viewed as a primitive and outdated concept. Bernard, like many other members of society, is content with superficial relationships and casual sex.

Overall, Winston Smith and Bernard Marx are two characters who live in vastly different societies, and they have different attitudes towards the government and their own social status. While Winston is a rebellious outsider who longs for love and connection, Bernard is a conformist member of the ruling class who is content with the superficial relationships of his society.

Now I don’t think this is a great piece of literature, but I will tell you that the comparing and contrasting that was done offers insights I might not have made if I was writing this essay on my own. This would be a great starting point to a more comprehensive essay… which I could further get Chat GPT to assist me with.

This is a game changer for teaching. The question won’t be how do we stop students from using this, but rather how do we teach students to use this well? Mike Bouliane said in a comment on yesterday’s post, “Interesting post Dave. It seems we need to get better at asking questions, and in articulating them more precisely, just like in real life with people.“

Indeed. The AI isn’t going away, it’s just going to get better. When I asked the question above, I didn’t ask the AI to give specific examples as evidence. That was my first and only attempt. What happens if I iterate a bit more? Add more detail? Put the result back into the AI and ask it to make improvements?

We aren’t going to be able to teach around this tool, so we are probably going to have to teach students when and how to use it. Teaching in the age of very articulate AI is going to have to look different than teaching just a few years ago.

Invisible hold

The things that hold us back the most are usually invisible to other people. It’s a lack of confidence, a crippling amount of self doubt, a hesitation for fear of not being right, or valued, or heard. I see it a lot in students. These internal stressors are portrayed as avoidance, distraction, shyness, hesitation, and even self deprecating humour.

Don’t understand something? “I’m stupid.” Or just pretend to understand to avoid looking stupid.

Treated poorly by a fried? “I deserved it.”

Don’t know where to get started? Just do something else off topic rather than ask for help.

Sometimes it’s not a lack of work, but putting too much in that’s the problem… “It’s not good enough”, “It’s not my best work”, or “It’s not ready”… and all the while it’s better than what most students will submit. Perfectionism is crippling and sometimes “I didn’t try” is easier to face than trying hard and it not being up to par, or knowing just how hard it is to always do great work all the time.

We see a lot of undesirable behaviours, but we don’t see the hidden challenges, the internal struggles, the invisible hold of insecurities that are the root of the behaviours. We see the byproduct of the struggles but not the struggles themselves. Addressing the behaviours does not always address the problem.

This is why it’s important to teach students and not just subjects. Why relationships matter as much as content. Why it takes a village to raise a child. Helping students reduce the hold of their challenges and doubts is as important as any subject we might teach. The best thing we can teach is the wisdom to know themselves, and the confidence to know that they can be and are valued members of our community.

Student led tours

After a long period without visitors to our school, we are slowly starting to get people visiting to learn more about Inquiry Hub again. When guests do the tour, I don’t go with them. I greet them, introduce them to a student, send them on their way, and encourage them to ask their tour guide and other students what it’s really like at the school. I’ll sometimes joke, like I did yesterday when I said, “Claire will show you around and after I leave you she can give you real dirt on the school.” Claire, in grade 11 and wanting to give tours since her no-visitor-mask–and-stay-separate-pandemic-grade-9-year, played right along, joking about how horrible it is to go to the school. Good for a laugh to break the ice and start the tour off relaxed.

Now, I’m not going to pretend that I didn’t give Claire pointers to talk about, but there is no script. I want to make sure she talks about the inquiry courses, the supports provided, and the schedule, but I honestly don’t know exactly what Claire shared with the visitor. She gave her version of the school not mine.

And inevitably, whether it was Claire, or any of my previous guides, when the visitor comes back to the office, I hear what an amazing ambassador my tour guide was. I also encourage visitors to talk to other students about the school and their projects, and I know when they took my advice because they tell me they did ask, and how great our students are.

I had a similar experience as a visitor at the Science Leadership Academy in Philadelphia, and High Tech High in California. Both with engaged students, passionate about their schools, giving me the tours, and me talking to random students that would answer my questions.

The reality is that the tour would not be as good if I tried to provide the narrative. It wouldn’t be as authentic. Do the students miss sharing anything important? Probably. But visitors will ask questions, and learn what they need to, or they can ask me after the tour. But the magic happens when students are trusted to be the ambassadors and not just presenters… and when they are trusted to lead, without an adult present. After all, isn’t it their school?

Field trip

Yesterday our school went on a field trip to a nearby lake. As part of the day we offered the opportunity for kids to go on a short canoe trip. The route we take is quite shallow and students get to paddle between tree stumps and under a small walking bridge. The whole trip lasts 45 minutes to an hour depending on how good the students are canoeing.

Before we go, we get life jackets on and do a short safety chat, followed by a few instructions. We also ask students about their background both paddling and steering a canoe, and make sure the more inexperienced paddlers are put in the front of the canoe, and the more experienced paddlers steering in the back.

I’m always amazed how some kids overestimate their abilities. They confidently get into the back of a canoe, and then the canoe starts meandering off in any direction except straight ahead. We had to switch out people a couple different times, because there would be no way for that canoe to safely stay in sight of the other canoes.

We also had one student insist that it would be too embarrassing to be moved, and took an extra 20 minutes longer than everyone else. The other teacher remained close and when we were around the last bend he and I took the rest of the canoes in, then got in the same canoe and went back out to be with this canoe.

This was fine with us because it was before lunch and so we weren’t delaying another group going out, and also the person in the front of the canoe was a friend who wasn’t seeing this as a bad situation in any way. They both had fun and when they were done even joked that they were first back because no one else was at the beach.

It seems like all of the kids really enjoy the trip. It’s fun giving them a few tips and watching them weave through the section that has tree stumps, and ducking way lower than they need to in order to get under the walking bridge. It’s also wonderful to see them appreciate being out in nature and enjoying the scenery. On top of everything we had absolutely gorgeous weather, with warm sunshine and hardly a breeze… that’s not always the case in early October. It felt like a beautiful summer day.

We haven’t done a field trip like this in almost 3 years, and the day could not have been better. Some students fished, some went on a hike, some played card games or tossed around a frisbee, and many played capture the flag to end the day. So often on field trips everyone is corralled into specific activities and the entire day is planned for them, but this trip is about connecting as a community and letting kids… be kids. Sometimes it’s good to allow students choice, and to give them the time to play, to choose their own activities, and to connect with each other organically. I’m already looking forward to doing this trip again next year.

I want, I wish, I hope, I dream

Tonight is our first event of the year where we invite parents into the school. We are having a meet the teacher event followed by a PAC – Parent Advisory Council – meeting. In preparation I am putting up a wall of photos of our students and staff (the Inquiry Hub community is 100 staff & students). I did this 5 years ago, and 5 years before that, so all of our students from grade 9-12 have not done this with me before.

It’s a black & white portrait of each kid with a quote underneath it. The quotes all start with one of 4 prompts: I want…, I wish…, I hope…, or I dream…

Here is a video describing the project from 5 years ago (starting at the 4 minute mark).

This is the process for getting these photos:

1. Ask students (in a form) to share the response to four questions:

I want…

I wish…

I hope…

I dream…

I try not to give examples. (I learned a couple lessons here. The first lesson I learned the last time I did this is to ask a follow up question: “What’s your favourite answer”, to help guide my choice when I pick their response to go with the photo. The second, hard lesson I learned this time is not to also ask for a school goal in the same form… this resulted in a number of students focusing all of their answers on school goals.).

2. Take high quality headshot photos of students with a blank background. I used a green screen, but a blackboard or even a white wall works. The main secret is to not have kids too close to the background. Another trick is to tell them NOT to look at the camera. Even just a class of 30 faces staring at the camera would look like a mug shot wall, and so looking away from the camera gives a softer, easier to look at collage of faces. (Another hint, set the camera up to take a black & white photo and save yourself conversion time.)

3. I created a black frame on PowerPoint with 4 boxes, having a slightly larger one on the bottom for text (with size 20 font and a light grey text rather than full white). I also set the slide size to 8.5″ x 11″ (the same size as letter paper). Then I add the photo, right-click it and ‘move to back’ behind the frame, then size the photo inside the frame and adjust the placement. (Another tip, once you’ve got the frame with text box set up, and you’ve tried the first photo and text and are happy, duplicate this slide, delete the photo and text so you have an empty frame on the second slide. Now duplicate this slide as your master.)

4. Convert to PDF, then take a Zip drive to Staples or your business print shop of choice, and print on 80 stock photo paper. Doing the prints here will cost under $1 each instead of several dollars at a photo place and the quality will still be great as long as your photos are high resolution and focussed (use a tripod in step 2). This year I shared a link to a password protected file that I opened when I got to the store, rather than carrying a Zip drive, but it took over 5 minutes to download because the file was over half a gig in size!

5. Place the photos on your wall. I did 3 rows alternating 4 and 5 columns of photos on the panels in our hallway. I don’t think they need to be done so neatly, but with the writing on each image, I suggest space between the photos and not an overlapping collage.

Here is part of this year’s wall with student faces blurred with an app. The pictures are very sharp.

The overall effect is pretty powerful and the wall really makes a statement. I love that everyone’s voice in the community is shared.

I first did this with a Grade 9 class 22 years ago, and it’s still a favourite project that I enjoy doing. And with that, I’ll leave you with my photo. Out of respect for privacy, I won’t be sharing clear photos and readable quotes of students, you’ll have to visit the school to see it.

Unexpectedly clever

There is no such thing as a perfect worksheet, and students will often read a question and figure out an unintended way to answer it. Here are two clever responses… the difference being the teacher’s assessment.

I look at the first one and I can hear the Madagascar movie version of it in my head. The teacher states the obvious, “Not the answer I was looking for” and gives it a big red X.

It’s obvious in the second one that the answer also wasn’t what the teacher was looking for, but that teacher gave it a big red check mark and a star.

“Not what I was looking for” does not mean wrong.

A clever response may be unexpected, however whether it was an intentional circumvention of the intended outcome or just insightful and clever it deserves to be appreciated rather than marked incorrectly. In my books, both these kids deserve a star.