“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”
― Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change
With this in mind, it is important that we (teachers at HPSS), in our focus on student-centric learning and personalisation, use creativity in our use of the learning design model. We do so collaboratively, exploring natural connections found across key concepts. The quote from Freire holds a very important message around guiding, not dictating, not filling empty vessels, but allowing the learner to become themselves. Across the last term, our very first one at HPSS, we have attempted to do this by exploring the key concept of “identity” across the Specialised Learning Modules. I would like to reflect on the learning and guiding that I was involved in across the term. From here, I would like to look forward to the new natural connections we are exploring in the Term Two key concept of “space and place”.
During term one as well as my role as a hub coach and big project guide, I have been involved in two learning modules. The first is a “big module” that I worked alongside SOLO and assessment guru, Megan-see her blog here… http://mrsmeganpeterson.wordpress.com/ and also the Specialised Learning Leader, creativity and inquiry expert Steve-see his blog here… http://stevemouldey.wordpress.com/. Our module was called the Museum of Mihi and the intent of this module was to…explore how people represent themselves and their identity through the artefacts that can represent you.
Key Concept: Identity
Threshold concepts: Identity, Heritage, Creativity, Culture, Engagement
Key Learning Areas: Social sciences, arts, health & physical education
Skills: Movement Skills, Curation, Analysis of Text, Resource Interpretation, Digital Citizenship, Exploring and Interpreting elements, conventions, techniques.
Our development of the module could have been possibly been considered by Friere as being created by artists…but the focus was on guiding through exploration and making sense, then allowing learners to generate and share “themselves” through their “Museum” in their own autonomous way. Learners explored some generic aspects, including their Pepeha, family tree, connections to whenua, own timeline of life events, passions and interests, pathways and possibilities from past, to present and on to future self. They then experienced an awesome day of provocation of possibilities. A day trip to the Auckland Maritime Museum, Auckland Art Gallery and onto the War Memorial Museum. The focus for learners was on the artefacts, the stories, the exhibitions, the curation and was set to provoke and inspire learners on where they could take their own museums. A picture tells a thousand words, so here are some to show the day…
Auckland Maritime Museum
Auckland Art Gallery
War Memorial Museum
The day was a great success and provided food for thought in the next phase of the learning journey. Learners set about generating, refining and sharing their “museum of mihi” and many of them put into action aspects of curation, story telling and exhibiting they had learned about on this day. Here are some of the final exhibitions…
After the exhibitions had been shared, learners and their peers, self and peer assessed using awesome SOLO rubrics that Megan had developed to consider and make visible their learning…
I look forward to using this type of assessment with the learners (as we are heading) next term and into the future. The learning was made visible and was quite easily married up with the levels, showing those who had gone deep with their learning and those whose museums could have been developed further. The rubric was used upfront with the learners and so allowed for development and refining to occur. I believe the module was a huge success and this was confirmed through learner feedback on reflections. Most got to a deep level of thinking, however, there were a few still working at a surface level also.
I also taught a SPIN this term on my own. This was called P.A.S.S (Physical Activity, Sport and Society). While the big module lasts a whole day each week, a SPIN class is 90 mins once a week. The description of the intent of the module was to…explore influences on identity for you, others and society through a variety of sports and physical activities.
Key Concept: Identity
Threshold concepts: Identity, Engagement, Influences
Key Learning Areas:Health & physical education
Skills: Movement Skills, Socio-critical skills, Interpersonal skills, Thinking Skills
In this module while wanting to explore identity, I did not want to take away from working in “the physical”. The start of sessions was used to “explore” influences on identity, then the session worked to “make sense” of the influenecs through practical contexts and finally the debrief set to “focus” the learning. The learning was through practical as opposed to generating an outcome as many other modules did, where creativity was a focus. Influences on identity explored included…passions, interests, inclusion, fair play, socio-economic factors, role models, media, stereotypes etc… On reflection I believe that the learning was surface learning rather than deep as with the big modules. This was caused two fold, time on SPINs and also the number of influences I explored. I do wonder if I did justice to the learning. However, it made more sense to me (my concerns), when Lisa taked to me about how she had similar thoughts and so had limited her focus and gone for more depth, on reflection I feel I should have done this. I believe that Bryce got to a deeper level with his module as his focus was in on “gender and sexuality” in sport so he went deeper. This is a good thing to note and I will definitely consider depth over breadth in the future. The other impact on the depth is that created by the tension in PE between practical and theory. I held firm to the fact I wanted learning through the physical. I could have spent more time on just the theory, however, this does not align with my philosophy and so I need to continue to explore how I keep this as practical as possible, but still allow for depth of learning to occur.
This is an example of some triggers in this module…
Term one was an amazing experience in a school breaking silos, connecting and personalising learning. Full on at times, the hard work involved in ongoing reflection, collaborative planning, responsiveness and student centric learning is so important to our vision and values. I feel proud in the steps we have made as a school community, engaging both learners and their whanau in education and look forward to the up and coming term.
I look forward to my Big Module next term called the MASTER behind the chef…MASTER standing for…
“Mountains, Arithmetic, Science, Through food, Exploration and Rotorua”
Learning objectives: Explore by deconstructing the processes and different perspectives in the nature of science.Focus by synthesising knowledge of maths and science through food.
Key Concept: Place and Space
Threshold concepts: Measurement, ratios, decimals and percentages, fit for purpose, rocks, soil, volcanoes, tectonic plates, water, nature of science
Key Areas of Learning: Mathematics, Science and Food.
Skills: Accurate measuring and estimation, carrying out scientific and mathematics investigations, involving, concepts, knowledge, nature and practice, design skills.
I am teaching this module with the infamous, creative and future focused Danielle from edchatnz-see her blog here… http://missdtheteacher.blogspot.co.nz/ and the amazing and inspiring Pete- see blog here… http://petefoodtech.wordpress.com/2013/11/27/d-is-for-dunce/ watch this space for on-going reflection on here…
I am also teaching a small module with awesome Specialised Learning Leader and another SOLO guru, Lisa. We are teaching “thought in sport”.
Learning objectives: To explore by investigating ‘Thought in Sport’ in a variety of contexts. To test the potential of your mind by applying a range of strategies to improve performance. To reflect on the effectiveness of your performance improvement.
Key Concept: Place and Space
Threshold concepts: Physical Activity, Making meaning, Communication
Key Areas of Learning: English and Helath and Physical Education
Skills: Critical Thinking, Evaluation, Paragraph Writing using PEE structure, motor skill learning
The most exciting thing that has occurred so far is as we began collborative planning our Hobsonville Habits naturally arose out of the planning. We are going to explore… “Purposeful, resilience, collaborative, adventurous and reflective” as habits used in the context of “thought in sport”. Again watch this space for where we proceed here…Back to the teacher as an artist…we need to use our school values and vision to continue to innovate, enagage and inspire…we can be a creative artist…however, we also need to continue placing the learner at the centre to co-construct what their “masterpeice” in life may be, as…
“If the structure does not permit dialogue the structure must be changed”
― Paulo Freire