I first came across the idea of enabling constraints when investigating Complexity Theory for my thesis. The book Engaging Minds gives great examples of how the right level of constraints are required to truly cause creativity to occur. This was echoed recently in a post by Tom Barrett in his post about setting the right level of constraint for learning in your class.
As this school year started, Hobsonville Point Secondary School was entering it’s 2nd year of operation and that brings new levels of constraints. 2 Year levels to plan for so double the students and some (nowhere near double) new staff on board. So, how to evolve our structures.
First of all, the 3rd generation timetable:
Specialised Learning Modules are co-taught by 2 teachers and last year had 2 teaching blocks, we wanted to deepen this so worked a way for each to have an extra hour this year. We also wanted to leverage teacher-student relationships more to enable learning so students will stay with the same teachers for a semester (2 terms) even though the focus concepts shift in the 2nd term from Culture and Diversity to Relationships. Continue reading →
This term I am teaching a module on Economic concepts called The Apprentice. Each week is a different challenge based upon a different concept or skill. So far we have investigated resource types, consumer rights and made an advertisement. Today our focus was on the concept of Scarcity and I decided to approach it as a 90 minute Design Thinking challenge.
As usual, we started the class with a What If question – today’s being: What if there were no chickens left in the world? With 5 minutes to write down as many ideas as possible and then sharing a few answers, 10 minutes of our precious 90 minutes a week was gone. We had, however, opened up into a divergent mindset ready to think creatively in our task at hand today (as well bemoan the loss of KFC and pancakes from our lives).
The only form of direct instruction in the lesson happened next as I led a whole class discussion on Scarcity. What does it mean, what are some examples etc. Students then chose a specific scarce resource and worked in groups for 10 minutes to generate a list of all the different things it is used for and what the issues are with it as a resource. After this the group had to come to a consensus as to what the key problem is for that resource.
Seeing your Principal send a tweet like this is so incredibly affirming and validating of the work you have been undertaking. Especially when it comes on a day where your team is sharing the outcome of weeks of work putting together the structures for learning to take place in your school.
The time spent on the vision, values etc. last term was the foundation for the structures coming into place over the past 2 weeks. All our decisions in putting these in place are well grounded in the school vision and values. Then in one day this week we introduced the staff to all the structures supporting the delivery of our curriculum: Continue reading →