Writing is my artistic expression. My keyboard is my brush. Words are my medium. My blog is my canvas. And committing to writing daily makes me feel like an artist.
I’m genuinely excited about the year ahead. I know things are far from ‘back to normal’. I know safety is still a primary concern, and we’ll be wearing masks for quite some time yet. I know there will be unexpected challenges that come our way…
But the first day of a school year always holds so much promise! There is so much potential for us to do awesome things, and to watch our students shine. It’s an opportunity to look forward knowing that as educators we make a difference in people’s lives.
“With great responsibility comes great power”… that’s the reverse of the Spiderman quote, “With great power comes great responsibility”, and a teacher, John Sarte at Inquiry Hub, uses this to explain to students that while we give them a lot of time to work independently (a lot of responsibility) that comes with a lot of power. This is something that teachers understand, because they are given the great responsibility to teach, and they have tremendous power over what that experience looks like.
And collectively we have so much power over what the year ahead looks like… Let’s keep our optimism up, and make this school year exciting, engaging, and full of meaningful learning for everyone (teachers and students alike).
A decade ago I wrote that “I question the value of most homework“, and that still stands true. This parent adds an element that I hadn’t thought of.
Over the years I’ve restated my thoughts a number of times, but I’ll try to be succinct here.
When is homework a valuable use of a child’s time?
1. It usually isn’t. I want to start and end with this point because we have students in school for most of their waking hours. We don’t have a clue what they go home to and how much time and support they have, if any, with parents after parents get home from work. What we do know is that there is a lot of inequity in support and students who are most disenfranchised often have the least amount of resources to get homework done. The school day is long enough, and school is where there is the most equity for supporting student needs.
2. When they are doing extensions on work they want to do, or is hard to do at school.
Examples:
• An assignment that provides choices and those choices include doing extra or extending learning beyond the classroom… but done by choice, not required.
• A passion project where a student might work with a parent using a tool at home that isn’t available at school, like a scroll saw or soldering iron for example.
3. When they are asked to teach something to their parent, or interview them.
Examples:
• Teach you parent 3 different ways to add together two 3-digit numbers
• Find out where your grandparents were born, or interview your parents about your heritage.
*Both of these examples require sensitivity to provide alternatives for some students where these assignments might be challenging for them.
4. When ample time has been given in class, and students didn’t use their time well.
Note: Sometimes kids need more scaffolding at school to help prevent this from happening, but as long as they are capable of doing the work, this is a logical consequence.
5. Occasionally when big projects or presentations are due, homework might be necessary.
Note: This should be something only required occasionally, not weekly. Sometimes work piles up a bit around big deadlines. It’s healthier to teach students that some deadlines like presentations matter and need to get done on time, while other things can include extensions and more time at school for support.
I’ve created a survey for my Grade 11’s and 12’s. They are the only students in our school that know what our community and culture was like pre-lockdowns and pre-restrictions into cohorts to deal with the pandemic. The 11’s only saw this from September to February of their grade 9 year, the 12’s experienced it for a year and a half. I am asking them these questions for a few reasons:
1. I want them to remember what makes our school special.
2. I want them to share their perspective so that we know what students find valuable about the culture we had before restrictions altered our environment.
3. I want to learn what students didn’t like or enjoy, so that we don’t bring those things back.
I created the questionnaire and shared it with teachers for feedback. I also shared it with one of our grade 12’s. The teachers said, ‘good questions’ and gave a suggestion or two. My student said the same, then went on to give me a whole slew of suggestions that will make the survey easier to understand and respond to, and provide better (clearer) feedback to us. This student’s suggestions allowed me to see the survey through a student’s eyes, and gave me perspective that I could not have had otherwise.
Sometimes we do things for students without having empathy for their experience. We design activities and assignments without thinking of the user experience… without including them in the design process. Often we can make these activities and assignments for students so much better… if we just remember to ask a student.
Yesterday was the last of school for students, and today is the last day for teachers. For the past couple years, we’ve had grads where the students came one at a time, and so part of that included them giving a short interview.
The 3 questions we asked were about favourite memories, advice for new students, and future plans.
Then yesterday afternoon I decided to interview two of our teachers who are leaving us next year. I don’t have the video ready, but a couple questions I asked them were, “What could other schools learn from us?” and, “If you could wave a magic wand, what would you change about Inquiry Hub?”
I really enjoyed my conversations with these teachers and they made me realize that I should be asking our grads more questions before they leave us. I also had a conversation with one of previous grads and mentioned I’d love to interview him as well. We can learn a lot from exit interviews, and I plan to take advantage of this in the coming years.
At Inquiry Hub students learn the difference between a working portfolio and a presentation portfolio. They don’t get electives in the same way a student in a large high school gets theirs. Instead of a Grade 9 looking at a large catalogue of courses to choose from, students get a couple ‘mandatory electives’… yet they end up with more choice and variety than students in big schools with many elective choices. This is possible because one of the mandatory courses is Foundations of Inquiry, where students get to choose their own topics.
In Foundations of Inquiry, students create a working portfolio. Using OneNote, they share their documentation of work and progress with their teacher. They will include photographs, videos, and journaling, as well as reflections, progress reports, and copies of presentations done as part of the process. These notes are not public, beyond teacher access. In a way, these portfolios are the rough draft of what’s being done.
We also encourage students to publicly share their work. This can include on a blog or website, or a presentation beyond the classroom. It can include contacting mentors and experts and sharing what they have done. And it can include creating videos or doing presentations to family and community at school. These are public opportunities to share their portfolio, and this portfolio is polished and ready for sharing out in the open.
A daily journal like this is sort of a mix between the two kinds of portfolios. Writing every day, I don’t get to share polished work. I have no editors, I am generally sharing my first draft, looked over only by myself, once or twice, before scheduling the post to go live at 7:22am on most mornings… a random time I have selected and stick to on weekdays, when I’m up and writing before 5:30am. Weekends I publish later, and immediately after writing, rather than scheduling.
This is by all means a working portfolio. Some of my ideas are half baked. Some are fleeting thoughts expanded into a handful of sentences. Some are ideas like this where I give a long background before getting to the idea at hand. Some are thoughtful reflections that seem far more thought out than they actually are. And some really aren’t that good, and wouldn’t pass an editor, or even myself if I looked at it two days later.
A journal like my Daily-Ink is a constant work in progress, it is a working portfolio of ideas and thoughts. Yet, it is also very public. When I schedule a post, it automatically goes to RRS feeds, it gets put onto a Facebook page, and it is shared through Twitter and LinkedIn posts. It is put on public display on many fronts for anyone interested to see. It’s a glimpse into my mind, and it shows the rough edges. It is at once a draft and a final copy.
I don’t think many people would be comfortable doing this every day. I have to say that it is a huge commitment, but a rewarding one. Sometimes words flow and I feel an incredible sense of satisfaction. Sometimes I stare at a blank page with no idea what to write, questioning why I do this to myself? But, I wrote this one day and now share it as my blog tag line:
Writing is my artistic expression. My keyboard is my brush. Words are my medium. My blog is my canvas. And committing to writing daily makes me feel like an artist.
As I state in the post, “The act of writing makes me a better writer. The commitment to this act every single day is itself a reward, making me feel like I’ve accomplished something before I even start my work day.”
It’s not perfect, (in fact I found a typo in the quote above that I went back and changed). This is a working portfolio… it just happens to be one that I share publicly.
We had our final PAC meeting of the year last night for Inquiry Hub. At the end of the Principal’s Report I did a quick ‘Thank You’ to parents, students, and teachers. One thing I mentioned when I talked about the students was resilience. I am so impressed with how resilient students were this year.
We’ve had students deal with family hardships that no kid should have to deal with. We’ve had students who have had their own struggles that they need to face. We’ve had students who have struggled previously that have stepped up and found ways to be more successful. These students are especially resilient, and may not even realize it.
We’ve also had many students who have come to school every day and just made the most out of this year. In many respects it has been a challenging year, one where things did nothing go as expected. But students have come together and created community. They have supported each other. They have found ways to thrive.
And they’ve learned so much! I’m absolutely impressed with some of the inquiry projects that were done this year. And when I’ve watched student presentations, I’ve seen slides that are so well put together that you would think they were going to a design school. They aren’t just putting information on a page, they are conveying a coherent story. While this is usually something we consistently see with seniors, this is now something that we are seeing at every grade.
And students are committed to helping each other. They have come together and showed how much they care for one another, and supported each other. The examples I can think of are plentiful, but also a little too specific to share here without asking permission. The point being that during a global pandemic, when I’d expect to see more individual concerns for student well being, I’ve instead seen resilient kids coming together to help each other.
We don’t always give kids the credit they deserve. They are amazingly resilient and at a time when many people are dealing with hardships greater than they normally have to face, our students, our kids, have been dealt a challenging school year and have made it through this year surprisingly well.
I can’t wait to see what these kids do when we are able to provide them a full school experience next year… it’s something I really look forward to. I’m already excited about what September will bring.
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‘.
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.
This video came up as a Facebook memory from 4 years ago.
The process of applying for an award like The Cmolik Prize for the Enhancement of Public Education in BC was rewarding because it forced us to reflect on what we do. We have really evolved as a community since this video was made, and while we don’t necessarily give students as much freedom as we have in the past, we’ve created better scaffolding to support students getting their work done… on both the school work they need to do, and the projects they want to do.
A couple recent Daily-Ink posts have focussed on the school: Students design the school about student designed and created murals; and, Obstacles become the way about a student working through a problem rather than letting that problem become an obstacle or a failure point in his project. Creating the space for these things to happen is, as Al says at the end of the video, a worthy goal. Weve fostered a pretty special community where we get to see our students thrive.
In some ways this has been a long, challenging school year. Covid-19 has made the year a shadow of what is normally expected. That will happen with a global pandemic’s agenda undermining activities, events, and plans usually completed in a school year. Yet here we are at the start of May, with just two months of school left before the year is over. Normally at this time of year, I start thinking about what I’d hoped to accomplish in the year, and reflect on if I’ve met my goals. I also think about what I want to accomplish before the school year is over.
My mind goes to our Grade 12’s, thinking about our grad ceremony, that I want to be special for them despite greater restrictions than what was possible last year. I find myself thinking about our June PAC barbecue that usually comes after grade 8’s spend a day at our school, organized by our students, to help our future grade 9’s learn about what September will be like at our school. Holding this virtually doesn’t give the incoming students the experience we want, and doesn’t give our current students the leadership experience they want and enjoy.
I have never before entered the month of May thinking about what I can’t do, rather that what still needs to be done. No year end field trips, no student organized pot lucks, no gatherings of any kind. It’s hard to look towards the end of the school year without thinking first that it won’t be what I hope it to be, and second that it will be over before we realize it. It’s also hard to think that September will likely be quite similar, with few restrictions being lifted.
I’ve been saying since before the Christmas holidays, ‘Things will start to return to normal by January 2022″. This has given me some solace because I don’t find myself disappointed when the vaccine rollout is slower than I had hoped, or when there are promises of things being normal by September when I know that won’t be happening. The long horizon of waiting for the start of the next calendar year before we see movement towards normal has kept me from holding unrealistic optimism that would surely end in disappointment.
But here at the start of May, the disappointment is hitting me a little. I want to see an exciting year end. Our grad is usually an epic year end annual celebration, student run, with entertainment and performances by our student body. But for the second year in a row this won’t happen the way we wish it could. If I’m honest, I’m starting May without the excitement I normal feel. Normally I would see so much to do ahead and realize the year will be over in the blink of an eye, but this year I’m just hoping to end the year positively. I’m hoping everyone stays healthy, and I’m hoping my expectations for January 2022 come a little sooner than expected.
