Putting Ourselves In the Position of Students

The post was originally published in my school’s blog, CambridgeLearns, on October 4, 2015.

Slide50This past Friday afternoon after a busy week at school, many Cambridge staff members participated in a few fun social events. First, we headed over to the Bose Corn Maze where we had a great time answering trivia questions and navigating our way through the corn in teams.

However, this learning story is much more about the second event – Curling. I’ve watched Curling many times on television, but never appreciated the amount of skill involved.  I very quickly found myself on my back after trying to actually curl my first stone. I wasn’t really embarrassed because I know that while everyone had a chuckle, no one was making fun of me. As I continued to try, and try really hard, I began to grow frustrated that I was struggling so much with a task that others made seem so easy. In fact, some teachers who had never curled before looked like experts right away! My struggles had nothing to do with the instruction either. Our teacher broke down the task into small parts, modelled these, and gave us ample time to practice. I just was not going to catch on to this activity without more time and practice.

IMG_2755In that moment, my mind immediately went to our students…your children…who are asked every day to put their learning out there, to risk-take, and to try things that are very difficult for them. I thought of the feeling many students have when they struggle to learn new things.

That’s why I think it’s always important for us all – principals, vice-principals, teachers, parents –  to be learners too. When we put ourselves in these positions – positions where we play the role of the learner – we are made conscious of what it feels like be a little afraid, to take risks, to struggle, and most importantly to persevere and see ourselves get better at something.

Despite the quality of our instruction, not all students will grasp concepts the first, second, or maybe even third time around. I think the most important lesson we can teach children is to always work hard and to keep on trying because with enough time and practice, any of us can be great at something.

So…

When is the last time you put your own learning out there?
Risked?
Failed?
Got up?
Tried again?
Refused to give up?

The Principal’s Office

FullSizeRender 3I have been an Elementary Principal for 6 years and I love my job! Many views in education run deep and one such view is the role of the Principal. As I think back to my own schooling and how I viewed the Principals I had, it is clear to me that many students and parents still view Principals as I did. To me, Principals were scary, distant figures. You didn’t go “see” the Principal unless there was big trouble. The Principal stayed in the office and it was rare if you saw him/her outside or in your classroom. And, you most definitely didn’t want the Principal to phone your parents because you’d have consequences at school and even worse consequences at home. Does any of this resonate with you?

When I first became a Principal, I remember being outside at recess and a young student coming up to me and saying, “Shouldn’t you be in your office?” More recently, a parent came up to me in some distress asking, “Is everything OK? I heard James (not the student’s real name) was in your office today?” As a new Principal, I remember everything coming to a halt in a classroom when I walked in, with the teacher stopping whatever was happening to either have the class greet me or explain what the class was learning. The view of Principal, it seems, runs deep…even though much has changed in education since the time I was in elementary school.

Each day, I try to transform this view of a Principal’s role because I don’t want students, parents, and teachers to view me the way I viewed my Principals. To me, Principals need to model the learning they expect to see from others. Principals need to experiment and take risks, reflect and learn from mistakes, help others with their learning, and share their learning with others. Principals need to be people that ALL students, parents, and teachers trust and feel comfortable speaking to. Principals CAN’T be figures that people are afraid to approach and talk to.

What I do, I do because I believe relationships are central to the work Principals do in schools. I believe Principals should:

  • Go to school everyday with what I once heard called a “servant heart”. Effective Principals serve others, which in turn, encourages people to do the same.
  • Try to be outside before and after school greeting families and making sure they feel welcomed.
  • Also go outside at recess, play, and connect with as many students as possible.
  • Get out of their offices when they can and get into classrooms because that’s where the magic happens.
  • Do everything possible to not be “scary”, and that often means being a little bit silly.
  • Invite groups of students to work or have lunch together in their office.
  • Allow themselves to be vulnerable because that let’s everyone know Principals are human too!

Sure, sometimes Principals have to deal with difficult situations, upset parents, students who need reminders about expectations, and a myriad of other scenarios, but these tasks are made much easier when Principals are viewed as the caring, involved, professionals they are, rather than the scary monsters some people think still lurk behind the door to the Principal’s office.

Layers

“Layers… Onions have layers. Ogres have layers. Onions have layers… 
You get it? We both have layers!”

-Shrek

IMG_7264I’m a lucky person!

I consider myself lucky for many reasons. Among these reasons are my health, the family I am part of, and the work I do in schools that allows me to make a positive difference every day. What more could I ask?

Most people who know me would also say that I am fairly laid back and that not too much bothers me. For the most part, I think that’s true.

I’ve been sitting on this blog topic for some time and it’s only until quite recently that my wonderful admin partner, Kelli Vogstad (@KelliVogstad), encouraged me to express my thoughts. So, here I go.

I sometimes feel misunderstood and it bothers me! There, I said it.

You see, I have been with the same school district for over 20 years and I have come to be quite “typecast” in that time. In case you didn’t know, many consider me to be a “techie”, as in I like to use computers, iPads, sound equipment, and so on. While I can’t argue this, it bothers me to be considered so one-dimensional. Don’t get me wrong, I think if leveraged properly and integrated thoughtfully, technology can most definitely have a positive impact on student learning.

But, here’s where I reveal a layer of myself most people wouldn’t expect…

I also believe that technology is not THE answer. Using technology to simply replicate what we’ve always done in classrooms, is a waste of valuable funding and doesn’t significantly move student learning forward. Technology cannot save bad teaching or poorly designed learning experiences!
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Obviously, issues in education have layers too!

The fact is, my love of technology is just one aspect of who I am. Like Ogres and everyone else in this world, I do have layers. That’s what makes us all special and unique.

As I write this, I wonder if we sometimes overlook the uniqueness of those we work and learn with everyday.  Do we look at people and issues through a narrow lens and generalize? Are we blind to the layers below the surface? What thoughts come to mind when you consider the following statements:

Male vs. Females students?

Primary vs. Intermediate teachers?

Novice vs. Experienced teachers?

Loud vs. Quiet classrooms?

Siblings of a student you’ve had in your class before?

A student’s socioeconomic background?

Appearance?

This list could go on and on. The point is, many of us have become so busy, we often don’t spend the time needed to do important things well. In schools, we feel pressure to “cover curriculum” so we hop from lesson to lesson and unit to unit without digging deep into meaningful learning.  In working with students, do we follow Dr. Gabor Mate’s advice and “collect” students before we direct them?

We can only do this if we are truly committed to teaching kids first… and subjects second!

How do we welcome students each day?

How do we welcome students who arrive late?

How much do we know about each of our students and do we care?

Do we work hard enough to uncover and appreciate the layers in those we work and learn with everyday?

What I Notice…

IMG_7571The best part of the work I do in schools is visiting classrooms and participating in the learning taking place. I have previously written about my passion and belief about the kind of work students in schools should be engaged in. You can read more about this HERE, HERE, and HERE.

Something that has become evident to me is that students are just like adults: they thrive when doing work that is interesting and meaningful. As adults, we value our time and consider it precious. We don’t tolerate requests to do tasks that are irrelevant to us. We demand to know WHY we are doing what we are doing. BUT…

Do we treat students’ time the same way?

Do we ensure that students see the relevance of the work we ask them to do?

Is the work we ask students to do in fact relevant?

How do we react to students who express (in various ways) that the work they do in class is not personally meaningful?

Do we pay attention to these reactions and what do they mean?

When I speak to others about school, I always say that if I ever went back to classroom teaching, I would be far more effective than I ever was before I became an administrator. Why? Years of visiting classrooms and witnessing what does (and doesn’t) work has given me valuable perspective. Where I used to focus on the teaching, I now focus on the learning. Teachers jokingly  say that they get nervous when I visit their class. Of course, that is never my intention. I visit to experience the learning from a student perspective. I ask questions:

What are you learning?

Why are you doing this?

How will you know you’re done and that you’ve learned what you were supposed to learn?

Most of the time, students respond by explaining what they are DOING, rather than what they are LEARNING. Students always find it challenging to  articulate WHY they are learning something. Most of the time, there is value and a good rationale for the work teachers ask students to do. The missing link is that we often don’t share this information with students. What we are talking about is “Learning Intentions“: sharing with students WHAT we expect them to learn and WHY. Learning intentions are most effective when they are clear, visible , and in language students can understand.

This past week during class visits, I noticed students in several classes engaged in hands-on, meaningful, and interesting learning experiences.

My first learning story comes from a grade 5/6 class that participated in a hands-on activity whereby they learned to frame a wall – a REAL wall, with lumber, nails, screws, and carpentry tools. This activity was part of a larger project in which students design an actual home. The why of this work is obvious:  our students will one day be homeowners, they will be required to design and build, they will measure constantly throughout their life…

Before constructing their walls with power drills and hammers, the Learning Intention for this activity was made explicit for students:  they were doing this work because eventually, they will have to use tools to perform tasks in their own home. If we are skilled in taking care of small tasks on our own, we can be independent and not rely on others all the time. We also shared that there will be a huge demand for skilled trades people in the future and for students to consider trades the next time someone asks, “What do you want to do when you grow up?” The following images show students excited, engaged, proud, and fully understanding not only the WHAT of learning, by the WHY.

My second learning story comes from a Grade 3 class I visited. When I arrived, I was intrigued by what I saw: black tarp on a table, and four eggs standing lengthwise in bottle caps. This I had to stay for! Students were going to test the strength of these eggs by slowly stacking heavy textbooks on top of them.  All of this was part of a structures unit where students were learning how structures could be built to maximize their strength. As each textbook was placed on the egg, suspense grew. 25, 26, 27, 28 textbooks. Then the 29th textbook was placed on the stack and there was a slight movement. A moment later, the eggs began to crack and the stack toppled:

IMG_8120The students in this class were riveted, and so was I. Because we decided to record the event in slow motion, we had the opportunity to view the eggs cracking over and over again. Eventually, students identified the egg that cracked first, second, third, and last. They noticed that they cracked in sequence and in a clockwise direction.  The “wheels were turning” and the questions started.  What if we did this demonstration again? Would the eggs crack in a similar way? This is evidence that learning isn’t always about coming up with answers, but rather promoting curiosity and igniting passion!

1356452B-7D39-4CA0-A827-9A872EE9BE1E-2562-000002FAD15746F5My third learning story is about how we do our morning announcements. Students have ownership over this activity and take it very seriously. Very often, students arrive early to school to prepare, even though we don’t do announcements until 10:15 a.m. When it is time to do announcements, students arrive on time and prepared.  I think a large part of this ownership comes from the fact that not only do the 650+ students and staff hear what is said, but that the announcements are recorded, tweeted, and published on our school website and blog in real-time. In other words, their audience is the world. Listen to our morning announcements HERE. Students know they are doing real work!

IMG_0321My final learning story comes from Kindergarten. I love to visit Kindergarten classrooms because of how creative, carefree, and risk-taking our youngest learners are. I can witness students experimenting with language and developing an understand that language can be powerful and used to communicate their thoughts and feelings. During a recent visit, I received a detailed drawing so I asked the student to tell me about it. I had my iPad with me so I asked if the student wanted to send his story to someone. He said “Yes” and that he wanted the story to be sent to his teacher, our music teacher, and our teacher-librarian. Using the ShowMe app, I recorded the story. Hear Keaton’s story here. Once others knew they could record their stories and send it to others to hear, I soon had a line of students ready with pictures in hand. Again, I think this goes back to the inherit need students have to do work that is meaningful. The audience in this example made the learning meaningful!  Listen to a few other stories HERE and HERE.

All of these stories took place in the last week and all have a common thread: students actively engaged in interesting, hands-on, and meaningful learning experiences. As educators, it isn’t always possible to prepare “home-run” lessons that wow students. What is important is to ask good questions during planning:

Would I want to do this task?

Why are students learning this and how will I let them know?

How will I engage students? 

What do the learning stories in your school reveal about what people believe about the work we expect students to engage in?

Innovation Week – Unchartered Territory

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gvInnovationWeekTo me, being innovative doesn’t just mean making things different, but making things better! Given this,  I think our first Innovation Week at Georges Vanier Elementary would meet the criteria for being innovative. Our Innovation Week took place from December 9 – 13, 2013, and was inspired first by witnessing Genius Hour in many classrooms in our school, then by hearing about Jesse McLean‘s experience with his own Innovation Week at Greystone Centennial Middle School in Parkland School Division in Spruce Grove, Alberta. What prompted us further was hearing about Innovation Week over at Fraser Heights Secondary in Surrey.

Discussions started with staff members who embraced the idea, then we began to advertise to students. I have to say that as much as we tried to explain what Innovation Week was (though not really being too sure ourselves), I’m not certain students actually understood what they were signing up for or what they were missing. Some took their application, filled it out as best as they could, while others opted out and decided to wait and see what Innovation Week would look like.

We had a total of 75 students from Grade 3-7 participate. I was neither surprised or disappointed by that number as I didn’t really know how the event would evolve. What I do know is that since there were not enough students participating to collapse other classes to thereby free up teachers, I was alone with the group much of the time. Special thanks for our EA staff who came in to assist and to the many teachers who stopped in to look and ask questions, all on their free time. I even had a teacher who retired last year, Liane Jagger, come and assist for three days. What a great help!

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Innovation Week projects included:

  • Developing an app.
  • Website development.
  • Remote control car modification.
  • Creating a document camera.
  • Building a Minecraft server.
  • A jewelry holder.
  • Christmas crafts.
  • A new and improved chair.
  • A rolling storage container with built-in iPod charger.
  • Modifying a Snickers Bar.
  • A new breakfast cereal.
  • (Just to name a few).

So how was learning improved? Over the course of the week, students:

  • Were engaged in personally relevant learning.
  • Adjusted their initial plans based on the challenges they were having.
  • Became increasingly independent.
  • Confirmed that they made good choices regarding learning partners or realized that the choices they made regarding partners did not help them in their learning.
  • Reflected on the competencies they were developing and demonstrating.
  • Were inspired daily by videos about creativity and innovation. One favourite was Steven Johnson’s Where Good Ideas Come From below.
  • Were on-task and continued to work without direct adult supervision.
  • Developed ideas for future Innovation Week Events.
  • Were extremely proud on of their learning on presentation day, sharing their projects with peers, teachers, and parents.

Most impressive to me was the curiosity of students who chose not to participate in our initial Innovation Week. These students were often out in the hallway, peering inquisitively at the work begin done inside the gym, asking to come in and see what was happening. But most rewarding to me was the response I received when I asked the group involved in Innovation Week, “Would you participate again?” They emphatically said, “YES!”

As an aside, other innovative ideas that were popping up around the school while Innovation Week took place in the gym.  In Ashley Henderson and Matt White’s classes, students participated in Learn a New Skill week and, like the students participating in Innovation Week, were initially taken aback when given the opportunity to make their own decisions about their learning, but later embraced the freedom of the experience. Skills students decided to focus on included:  juggling, learning card, magic and coin tricks, stop motion animation, duct tape purses, and optical illusions. While in Francoise Rempel and Hugh McDonald‘s classes, students spent time everyday working to create Rube-Goldberg Machines.  I had the chance to visit on the last day and were students ever challenged and engaged!

2013 ended in a very positive way at our school and I look forward to working with our wonderful staff  and community to further explore ways to innovate in order to further engage our learners and bring genuine enthusiasm to the work they do.

What innovative ideas are swirling around in your head?  Are you ready to share them and put them into action?

What’s Different Now?

photo-116Colleagues from my school and I are days away from a sharing session at which we will share our Innovation Learning Designs (ILD) journey with other schools. It has been a journey, but like most journeys, I don’t foresee an actual final destination. How can I? One of my greatest realizations now is that two short years ago we could not have foreseen where we are today, nor can we foresee where we will be in another two years. I often joke about the fact that when our initial ILD proposal was written, no one on our team had ever touched an iPad, let alone worked in a wireless environment. How could we possibly predict where we would go. That’s why it was fascinating to meet with members of our team and answer a question like:

What’s Different Now?

You’d think the place to start would be to discuss the obvious things we are seeing our students doing. What’s different now? Students are:

  • Documenting and reflecting on their learning via ePorfolios
  • Following passions and determining what and how they learn during Genius Hour
  • Writing in and out of the classroom, in and out of class time,  for authentic purposes through their eBooks and blogs
  • Developing questioning skills and learning about the world around them during MysterySkype sessions
  • Bringing their own devices so that research and publishing resources are at their fingertips
  • Fulfilling their need to socially connect with peers around the world through projects such as Global Read-aloud, Postcard Exchange, and blog commenting
  • Creating, building, and sharing furniture as part of the WikiSeat project

Yes, things have changed for students. No, I could not have predicted these changes just two short years ago.

But, something surprising happened along the way. Many of our teachers transformed – as did their practice. Before technology impacted students, it first opened doors to our teachers. What came through the doors forced many on staff to think critically about what they were doing, encouraged them to share the already great things going on in their classes, and exposed them to what I consider to be the only source of high quality, on-going professional development. Quite frankly, none of the rich activities listed above were taking place prior to the floodgates opening. When I say floodgates, what I really mean is the combination of…

Wireless + iPads + Twitter +Connection

…and I attribute all of this to the ILD process. Historically, hardware replacement was based on the premise of having so many machines for so many students and replacing it every so many years. Frankly, this method was flawed. Successful implementation (which was present only in pockets around the District prior to ILD) was dependent on who your admin was and who was on staff. Mostly, hardware was given to schools with most asking the question, “Now what?” ILD forced schools to come together, work collaboratively, and develop a plan based on learning that could be supported with technology. It had never been done this way! The fact that teams committed to professional development and sharing further strengthens the process. So has ILD been successful? I dare anyone to say it has not. There is a tremendous amount of evidence to support this:

Part of the Surrey contingent at #ConnectEDca
Part of the Surrey contingent at #ConnectEDca
  • Over 30 educators from Surrey attended the recent #ConnectEDca conference in Calgary. That’s over 10% of attendees. There is an obvious thirst for learning and sharing.
  • I have NEVER been connected to more administrators and educators as I am today. These people both validate and make me question what I do.
  • Home-School Communication has been enhanced. Parents are reading the school blog and following our school Twitter feed. At a recent parent event I shared the Vanier News (our school blog) and asked how many parents had visited the site. I was amazed when probably 75% of parents put their hands up!
  • Teachers are venturing off (virtually and physically) to other schools and bringing back innovative practice. There is definitely a “cross-pollination” of ideas taking place.
  • Teachers are increasingly open to change and new ideas now that the world of teaching and learning has been opened to them.
  • Teachers are becoming increasingly reflective via blogging. It is now cool to reflect, blog, and share.
  • Teachers are CONNECTED!
  • Since there is technology in each room, it has become “invisible” with the focus being on authentic learning experiences.

photo-115So as I look back and look ahead, I am amazed and excited. Amazed at the growth that has taken place in our students. They are excited about learning. Many arrive early most mornings. A teacher who recently had her students start blogging (which was a HUGE leap for this teacher) shared excitedly with me one morning that many of her students wrote a blog the previous evening, even though it was not assigned. Students writing?  Because they want to? How could this be? It’s happening!

I am excited because teachers are now not only excited about their student’s learning, but their own learning as well. The most significant aspect of our ILD journey has been, and will continue to be, the growth in the adults in our building. For truly when teachers become co-learners with students and are open to risk-take with opportunities that promote innovation, creativity, and doing authentic work, then the journey will be a grand one for all.

I look forward to the continuation of this learning trek…

I would like to personally thank Elisa Carlson for her drive, determination, and support in moving so many educators forward in the Surrey School District. She was the first one to give me the confidence to share my views, learning, and understanding.

Elisa, thank you for valuing those around you and for asking the difficult questions that needed to be asked!

Students Shine In A Culture Of Creativity

“Don’t be afraid to fail. Don’t waste energy trying to cover up failure. Learn from failures and go on to the next challenge. It’s OK to fail. If you’re not failing, you’re not growing.”

-H. Stanley Judd

The Catalyst. No longer a piece of welded metal but a piece of art!
The Catalyst. No longer a piece of welded metal, but a piece of art!

I don’t know about you, but today was a great day! May 30 was Georges Vanier Elementary’s first ever WikiSeat Showcase. If you’ve been following our WikiSeat journey, you’ll know that it’s been one of great learning, risk-taking, and uncertainty. When our WikiSeat experience first began and we gave students catalysts, none of us…Ron O’Neil, Matt White, Hugh McDonald, Gallit Zvi, Francoise Rempel, or myself…knew where we were going or how things would end up. Our experiment also was very public as students continued their work during separate visits from educators Lindsey Own, Michelle Hiebert, Chris Wejr, and Kristin Peters.

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Today was such a rewarding day because of how our students rose to the occasion. With adults taking on more of a facilitator role, students were encouraged to think for themselves, solve problems, create something totally unique, and do this all for an authentic audience. This morning as WikiSeat participants sat ready to present their creations, hundreds of peers poured into the gym, viewed projects, and asked questions. We were visited by the local newspaper as well our District’s media department, making the learning very “real” for students. Best of all, learners were completely focused on what’s important…their learning rather than letter grades (which by the way were not assigned to projects).

As I stood back and marvelled at how excited and proud our students were, I thought a great deal about school culture and about how school culture determines whether or not opportunities such as these every make it to students. It’s certainly a culture I try to foster at our school, but it’s a task I cannot do alone. I am thankful to the educators who participated in this project not only because they took part, but that they embraced and celebrated the sometimes messy and ambiguous learning that comes from innovation and creativity.

Leaving our comfort zones was made easier knowing that we can ALL be creative, and that all students truly have the opportunity to shine in a culture of creativity!

Where do we go next?

When Square One Isn’t A Bad Place

“Maybe it’s not about trying to fix something broken.Maybe it’s about starting over and creating something better.” – Unknown

Yesterday as I sat, dissatisfied, looking at my WikiSeat, I made the decision we all need to make sometimes – to start at square one! Sometimes you think you have a great idea, but when faced with what the idea really looks like, you change your mind. So I dismantled my WikiSeat and went back to the drawing board. I eventually drew something I liked better, then set about figuring out how to make the design work. Five hours later, and after trips to the Home Depot and fabric store, I was finished my WikiSeat (with the exception of some sanding and staining I need to do).

My WikiSeat 2.0
My WikiSeat 2.0

Today, I made a point of mentioning this work to the students at my school. I wanted to let them know that a little struggle along the way is OK. It also shows that not only is starting over sometimes the best decision, but being back at square one isn’t a bad place to be because it shows you’ve been reflective and haven’t settled on something you weren’t happy with.

Meanwhile, students in five classes at Georges Vanier Elementary have continued to work on their own WikiSeat projects. From the first day we introduced the catalyst to them, there have been several construction days – and yes…they have been chaotic. In fact, what we as adults have realized is that in addition to all the learning students have done, there are many things we have learned about how we would roll out the WikiSeat project next time, such as:

  • Encouraging students to spend more time on the design and model phases
  • Working with classmates in their own classes as coordinating schedules has been problematic
  • Staggering times when classes work on their WikiSeat project so students have access to the tools and support they need
  • The importance of modelling creativity and resilience for students
  • Conducting “mini-lessons” on important steps in the building process such as measuring, marking, drilling, and upholstering
  • Reminding, reminding, and then reminding a little more when important dates are coming up
The Catalyst!
The Catalyst!

But for me personally, today was the most rewarding day in the WikiSeat journey so far. A few classes were out of the school and I had the chance to work with a couple of small groups. Half way through the day as we were cutting some wood to length, I heard a student say, “This has been the funnest school day” … or something to that effect. He didn’t say it because he thought I would hear it, but because I believe he was genuinely enjoying the work he was doing.

Mostly, the students today enjoyed doing work they were proud of and personally invested in. As the conclusion of this project nears, we look forward to our WikiSeat showcase on May 30th and the celebration of student (and teacher) creativity!

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Doing Work That Matters

“Deprived of meaningful work,
men and women lose their reason for existence;
they go stark, raving mad.”

-Fyodor Dostoevsky

I hear it all the time…We could focus on the stuff that REALLY matters if it wasn’t for all the small, menial, (and yes sometimes bureaucratic) tasks that sometime seem to dominate our time. The more time I spend in schools and with my own growing children, the more I believe that kids feel the exact same way adults do about the importance of our time. Specifically, they not only want to do work that matters, but they also have the need to know why they are doing the work. The more I look around, the more examples of this I see.

photo-75My oldest son Jake is in Grade 11. He’s a good kid, does well in school, but nothing in school has ever really interested or motivated him. But recently, I’ve noticed a change – a good change. He has combined his passions of soccer and technology and has started to write a blog about one of his favourite teams; the Vancouver Whitecaps. His blog isn’t something that he just throws together, but rather something he devotes a great deal of time and care to. In fact, for the first time I can recall, he spends the time to make his blog “just right” instead of “just good enough”. He contributes to other blogs and has bloggers write for his. I was most impressed when, before our last Whitecaps game, Jake told me that he didn’t need his ticket because he had been given press credentials and would spend the game watching the game from the press box with the media. A few days later, he met with the editor of a local newspaper to discuss the possibility of doing an internship. Yes…Jake working for free in order to learn! To him, this is work that really matters!

Another great example of students embracing work that matters is the recent 30-Hour Famine that took place at Georges Vanier Elementary. I’ve always loved working with our senior students, but being a few months away from moving on to high school, some can have the attitude that they no longer need to buy into any school events. Teachers at the school promoted ownership by introducing the idea of doing a 30-Hour Famine and allowing students to discuss charities they were interested in supporting. Together, students and teachers agreed on dividing the money three ways between Kiva, BCSPCA, and the Make-A-Wish Foundation. There was something about helping people, children, and animals in need that struck a chord with the 54 students who decided to participate. When the event had concluded, over $3900 was raised. Who said you can’t get Grade 7 students to care?

Finally, many teachers at Georges Vanier Elementary have introduced their students to Genius Hour, a time weekly when students not only get to learn what they want, they get to decide how they will share their learning with others. How do I know this approach is making a difference? It is obvious when you walk into a class during Genius Hour that students genuinely care about what they are learning because the learning is meaningful to them. Initially, some students find it difficult to come up with topics because they’ve rarely been asked what interests them or what they would like to learn more about. With time, the process becomes natural and topic selection easier.

Do we give students enough opportunity to consistently do work that really matters to them? Probably not, but the work I see currently being done throughout Georges Vanier and many other schools gives me hope that the shift towards passion-based, student-centered learning, has not only started, but is beginning to grow. After all, we all deserve and yearn to do work that is personally fulfilling and meaningful!

I’d love to hear about strategies and projects you implement to make learning meaningful for your students!