Tag Archives: students

Presentation day

Yesterday was a day at school when many students were doing year-end presentations for their inquiries. In the morning I visited the Grade 9’s and watched the tail end of one presentation and then the full following presentation. In the afternoon I got to see several Grade 11 & 12 presentations. Overall, I was very impressed!

My biggest takeaways were first how confident the students were. We have created a great culture where presentations happen all the time and students demonstrate that they are comfortable in the front of the room. Also, student feedback is awesome. Students in the audience share genuine praise and feedback.

But the thing that really impressed me was the design of the presentations. The slideshows each had clear themes, and almost all of them were not typical to PowerPoint. They didn’t feel like students took a theme and plugged their slides into them. Rather, they had the look and feel of something designed by the students, and in many cases they did fully design every slide themselves… making sure to have continuity from slide to slide.

From grades 9 through 12 the slide design was better than almost any presentation we would have had at the school 5 or 6 years ago. The students also had a story line through their presentations. Good delivery, good design, good storylines, these students can really put together solid presentations. I could definitely learn a few things from them about creating and delivering a good presentation!

Problemize the learning

Yesterday I heard Warren Woytuck from The Critical Thinking Consortium present at the ACE Conference. Here is one of his slides about problematizing a question:

Note how by adding value descriptors, by specifying the intention of the question, the question changes to one where students need to compare and contrast, to qualify, make judgements, and/or explain their answers. And more than that, students need to ask more questions to come to an answer.

To me, that’s the key to a problemizing a question… How can you change a question so that it provokes more questions? If you ask a question and either:

A) Google can answer it; or

B) You already know the answer students will come up with; or

C) All students come to the same conclusion…

Then you didn’t really pose a good problem. You didn’t promote critical thinking.

When your questions are problematized, students need to interact with the question in a more meaningful and engaged way.

Homework (again)

I wrote this about Homework, 11 years ago today.

“I question the value of most homework.”

The post shared a scenario where a Math teacher gives homework out and only 30% of the class gains from the practice. Do the math… That’s 21 out of 30 kids not getting much value out of the assigned the work.

The post also talks about how ‘equal’ is not equal to ‘fair’, and giving the same homework to every student isn’t fair when one student can do it unassisted in minutes, and for another the same homework would take an hour with help.

In August of last year I shared another post on homework and imbedded a Tiktok where a parent basically says the purpose of homework is to condition students to do unpaid overtime at home. And then I list: “When is homework a valuable use of a child’s time?”

My first response on the list: It usually isn’t.

It usually isn’t. 11 years later I still question the value of most homework. Let kids be kids at home. Want them to do homework, create something they actually want to do at home. Otherwise, teach them what they need to learn at school.

Teach them how to manage their time well. Teach them it’s ok to ask questions when they don’t understand something. Teach them to focus on something for a concentrated amount of time and then to take a brain break. Teach them to teach something in order to learn it. Teach them habits that help them get work done when it needs to get done. And then let them be kids at home.

Just show up

I shared this in an email home to parents recently:

While I know this has been a challenging year for many students and families, I think it’s important this time of year, as we head into a report card next week, to remind families of how important attendance is at our school. Students with significant absences tend to fall into a very unhealthy loop that includes:
Falling behind in work; Telling parents they work better at home, but missing key instructions to help them at home; Not getting the support they need; Not feeling good about being behind and finding reasons to avoid school.

Ultimately, we can’t help students that aren’t here at school, and the best ‘medicine’ for a student with too many absences is a dedication to getting to school as long as health conditions don’t prevent it. This isn’t a problem we can find a solution for without parent support. Please contact us if you’d like to discuss attendance further. I, or one of our team, will be contacting some of you after report cards go out.

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Report cards have now gone out and I will be calling a few parents to talk about concerns we have around poor attendance.

We live in a society now where there is so much pressure to do well; to be your best; to shine. It’s not easy. But sometimes the message doesn’t have to be ‘you are awesome’, ‘you have so much potential’, or ‘push yourself’. Sometimes the message of ‘just show up’ is all we need to hear.

  • Don’t plan an hour workout, just show up at the gym.
  • Don’t worry about how much you have to do, just start.
  • Don’t create a huge ‘to do’ list, pick 2-3 things you know you can get done and check those off… even if showing up is one of those things!

It’s easier to act your way into a new way of thinking, than thinking your way into a new way of acting. ~Richard Pascale

Just show up!

How can I add value?

I have a friend who asks this question a lot. When we connect, if there is ever anything to be done together that’s the question he asks, “How can I add value?”

It’s simple and direct… I’m here to help, and happy to add some value to what is being done.

When I taught leadership to students, sometimes I came across a kid who was like that. They didn’t really see themselves as leaders, but they were. They were not necessarily the kids who wanted to run the show, but they were the ones who arrived to an event early, they stayed late to clean up, and if they saw someone working on something like stacking chairs or creating a poster, they went to help without being asked. They found places to add value.

People like this don’t always get the recognition they deserve… if you know someone like this, take the time to thank them, to appreciate them. It’s a special kind of person who doesn’t look for the attention or limelight, but is always there to help.

Perfection Paralysis

Most of us can’t imagine working on something for an hour or two then ripping it up or clicking ‘Select All’ and then hitting delete. But for students who are bitten by the perfectionist bug, it’s just something they do when what they’ve done doesn’t meet the high standard they place on themselves. They will miss a deadline because what they have written will only get them a low ‘A’, rather than a much higher one that they have their heart set on. They will have done 2 hours work on something they think will get them a 90%, then another hour and a half making it a 95%.

This is achievable for a perfectionist working on one project, but will absolutely bury them when they are trying to do this on 3 or 4 assignments simultaneously. The thing is, trying to tell a perfectionist something is ‘good enough’ is like telling a Golden Lab to save some food for later. It’s just not in their nature.

The message we try to give at our school, which has its fair share of perfectionists, is to choose your perfectionism. Don’t disregard it, but use it in some places and not in others. We do agile/scrum projects where part of the project is ‘defining done’ so that students can achieve tasks and move on, rather than spending too long on too many parts. We set challenging timelines where the focus is on completion rather than perfection.

It’s not about taking perfectionism away from a perfectionist, this is a skill many others need to learn. Instead, it’s about helping them learn to harness this skill without it consuming them. It’s about channeling perfectionism where it matters, on projects that matter, and not overwhelmingly on everything. It’s not a habit to break, it’s a skill to use when doing things where perfectionism makes a difference, rather than being something that consumes a kid with unrealistic stress and hours of wasted time.

Good kid, bad choices

Sometimes good kids make bad choices. They do things they shouldn’t, and when they are caught they have to face some consequences. But when they do, it’s a lot easier to work with them, to come to an agreement about how behaviours need to change, when dealing with a good kid. It’s easier to work on what wrongs have to be righted, when you know they are good kids. It’s not hard to deal with good kids when they make bad choices, the bad choices don’t make them a bad kid.

The thing is… all kids are good kids. When you start with the premise that every kid is inherently good, then the important thing becomes dealing with the issue. The focus becomes restitution and not punishment. The discipline becomes logical consequences. The issues and circumstances that led the good kid to make bad choices becomes the thing being dealt with.

Making things right might include the student doing something they don’t want to do. It might include challenging consequences, this isn’t about giving a good kid a break. It’s about seeing the good in someone and asking ‘how can I help this kid see that they are good and help them realize they made a bad choice?’ It’s about making the situation better, then laying the groundwork for the student to make better choices the next time.

Good kid, bad choices. If that’s where the conversation begins, if that’s what you see, then the work done to make things better feels authentic, and is more likely to foster better behaviour in the future… Because you expect good things from good kids, and good kids learn to do good things when they believe they are good.

Favourite question

Inquiry Hub is a school where students need to be self directed. A good portion of a student’s day is determined by the student. On any give school day students can have 1-3 hours where they are deciding what they want to work on. There is always work to be done for courses. There’s always a student chosen inquiry to work on. There’s always a distraction that can pull them away from their work, since they have full access to their laptops and the internet, and access to any other personal device they bring to school.

It’s a subject of a future post, but I’d love to develop a K-12 Inquiry Hub with a vision where it’s a school for every kid. But we get students at grade 9, and if they come to us without self-directed skills, and distractions prevent them from independently working and getting things done during their school day, or if they don’t self advocate when they are stuck, then our school becomes a really challenging place. It becomes a place where a student is always overwhelmed, or catching up on work, and never doing their inquiry projects… which is precisely why they came to our school.

When we interview our applicants (an interview with students and parents), we have a series of questions we ask, which really help us uncover their learning habits, and if they will thrive in our school. One question that we ask near the end doesn’t always tell us a lot about this, but it’s my favourite question. “Tell me about a time when you really had to work hard to accomplish something.” I then elaborate, “You felt a great deal of accomplishment when you were done, but it wasn’t easy.” And, “It doesn’t have to be school related.”

This question is about grit. It digs into a personal story of perseverance. And students often share some really interesting stories. We often learn about an aspect of their lives that we would not have learned otherwise, like the student has their black belt in Karate, or they’ve done 8 years of dance. I also like asking it at the end of the interview, because it finishes the interview with students thinking about something that gave them a good sense of accomplishment.

Last night we did our last scheduled interview, and I’m looking forward to a freer evening schedule, but overall, I really enjoy the process we go through and we end up with some truly amazing kids in our school. Students who thrive and find their tribe.

We are (digitally) open

We had our second digital open house in 2 years last night. 9 students were there, 2 crew and 7 presenters, but there were many more that were showcased in videos, and involved in music and artwork to help make the show possible. It was definitely a student-made production.

This year the presentation relied heavily on audience participation. One of our seniors opened the show then manned the back end of our online form where people watching could answer questions. Then he and our host decided who would answer the question. We had 3 stations set up with microphones, one for the host, one for students, and one for teachers.

Doing this live with 3 camera views, 5 microphones, and a program that bounced back and forth between these based on audience question… live, is no easy task. On top of that there were videos scheduled, and when each person spoke, their names would come up with a slick animated graphic, designed by a student.

Anyone that has tried to run a live event would know just how challenging this would be to run. And our students did a fantastic job! It’s awesome to be able to work with these students and our team of teachers. And hopefully our open house will draw more great students to the school.

Satisfactory Work Habits

When report cards go out, they include Work Habits. The usual standard is either that you got a ‘G’ for good, or you haven’t done a good enough job. Admittedly, as a parent, I wanted to see ‘G’s more than ‘A’s, because I wanted to know that my kids were trying their best.

At Inquiry Hub we look at it differently. We think the scale is skewed to the negative with ‘Satisfactory’ being something bad, when in fact in means you are doing a ‘good enough’ job. This was part of my message home to parents that went out on report card day:

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Work Habits – The work habits provided are ‘G’ – Good, ‘S’ – Satisfactory, and ‘N’ Needs Improvement. 

Many middle and high schools break this up as ‘G’ = anything above average. ‘S’ = There are some issues. ‘N’ = Not good. Some schools even give awards for students that get “All G’s”. That is NOT what we do here. The word ‘Satisfactory’ is not a bad word. Satisfactory means doing what needs to be done. That’s not a bad thing… could it be better? Yes, it is possible that a student can step up and do more than they need to… that’s ‘Good’. And for us an ‘N’ means that work habits need improvement, like most other schools. 

We like to have a positive distinction between ‘Satisfactory’ and ‘Good’ rather than ‘Good’ being the only measure of doing good work. It’s more important to us to separate 2 kinds of ‘Good’, than 2 kinds of ‘Needs Improvement’. In fact, we have many over-achievers in our school, and one thing we stress is that sometimes it’s perfectly OK to do ‘enough’ work in one area so that you can focus more attention in another area. Can you still talk to your child about moving from ‘S’ to ‘G’? Sure, but please don’t put a lot of emphasis on this! ‘Satisfactory’ can often mean, “I did what I needed to do to get the job done.” If everything you do is always good, that’s a heck of a lot of stress to deal with when you have a lot on your plate. 

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This approach seems even more apt now that we are having students do SCRUM projects, because part of working on a scrum team is defining what ‘Done’ looks like. For some parts of a project ‘done’ doesn’t mean ‘excellent’, it means good enough to move on. This is an important skill to learn. The interesting thing is, when you are working on a team, the collective definition of done is usually more than just ‘satisfactory’, and is already better than ‘good enough’. This isn’t about putting the least amount of effort it, it’s more about not extending the team so much that they can’t finish a project on time.

Sometimes satisfactory work really is the goal, so that you have the time, energy, and enthusiasm to do other work at an excellent level. A satisfactory work habit means that you’ve done what you needed to do.