I recently read The Falconer by Grant Lichtman and thoroughly encourage each of you to do the same!
It really pulled some thought threads together for me and I found myself nodding away and tweeting quotes the whole way through the book. I had read the book to try and find ways to take Design Thinking from a process to a mindset and it has absolutely helped me to do this.
We have an awesome opportunity at Hobsonville Point Secondary School to be part of a team looking to redefine secondary schooling. And I really mean awesome – in all senses of reverence, admiration, fear etc.
It is an opportunity to do something completely out of the ordinary which sounds great but at times can be scary, uncomfortable and unsettling. Now, for me, I see this more on the excitement level of awesomeness but I’m also someone who is scared of heights but absolutely loved the Sky Dive I did a couple of years ago.
As teachers we expect students to be ok with being uncomfortable, learning new things every week and embracing the opportunities that exist. But, at times, we aren’t ok with being constantly in that situation ourselves. This post is essentially about encouraging teachers to embrace those challenges and be ok with being uncomfortable whilst you do so. Continue reading
Wow! Term 1 of HPSS is done. Awesome, Term 2 is close to starting!
This was the thought running through my head as I drove to work this morning. It sums up very succinctly what this reflection is about: how Term 1 has gone and where to next.
To start our last day of Term 1, Maurie asked us to briefly say 1 thing that we are most proud of 1 term in to HPSS. These were the thoughts that ran through my head:
We are currently completing the second iteration of our module development and selection process. Personally, I believe that our great Term 1 Modules have been given far more relevance and rigour this time round through the introduction of small refinements to our process.
The concept for Term 2 is Place and Space and each Learning Area, when planning over the 2 year framework, had already designated their threshold concepts and skills for this:
Term 2 Threshold Concepts and Core Skills
The module design process this time started with student voice. Representatives from each Hub met to say what they had learned previously about Space and Place and to provide ideas of what students would like to learn about. Their ideas poured out and a 4 page document was then shared with staff to provide a 2nd launching pad to the designated concepts and skills.
Each Learning Area then met together to discuss the possibilities this term when focusing on their specific aims and how the student voice ideas matched. This would allow the focus skills and concepts to be presented in a way that was relevant to our students. Continue reading
You may have noticed in recent posts that I have been spending a lot of time making and playing with robotics lately. This is a new interest and definitely not something I had any skills in (in fact my partner would gladly tell you about how useless I generally am at stereotypical manly making type skills). I have, however, been learning rapidly and this is due to the awesome help I have been receiving from others.
This post is primarily a thank you to those who have personally helped me and my students but also indirectly to share the awesomeness of the global Maker community who exemplify a culture of helping others. Instead of guarding their inventions and tinkering privately, they share instructions, the code that makes it run, have help forums and openly encourage people to take them and try to improve them. In this manner, the community is self-perpetuating and constantly improving itself.
My interest was initially sparked by seeing and hearing about the tinkering of Mark Osborne and Stephen Lethbridge. Continue reading
On Mondays I teach in a Big Learning Module called the Museum of Mihi. This is a cross curricular (Social Studies, Health and Arts: Drama) module which I co-teach with Megan Peterson and Sally Hart. We have 3 x 90 minute blocks during the day with the same 37 students. The module has been based on exploring students’ personal identity through the artefacts and interests that represent them. Students are then generating their own museum exhibitions to share their identity with peers, parents, staff and invited guests.
Today we started with a reflection exercise on defining personal identity and shared identity; describing their personal identity and then explaining which aspects of their identity they would focus on for their exhibition. Then we were off to our Maker Space to generate their exhibition artefacts.
This afternoon I took our Future Learning Big Projects group to the Mind Lab in Auckland. They had 2 challenges to complete:
Original Source unknown
Over recent times I have gained the nickname “Excited Puppy” at work and even been given the picture above by a workmate to represent me. This is because I seem to be amped all the time about the awesome stuff happening at Hobsonville Point Secondary School or whatever the latest book/article/blog I read has taught me.
A week ago I wrote Warm and Demanding about how we were working through some challenges at school. That post cleared my mind again and helped me to see that we are going to figure out solutions and reiterate processes based on our vision. Since then I have been in a strong “excited puppy” phase again as I have been able to focus on all the great things occurring.
Continue reading
As we are halfway through Term 1, I thought it must be time to reflect on (and share) how the term is going. In line with my current thoughts on assessment, it will be descriptive and diagnostic rather than a pointless grade giving exercise!
This term I am teaching 2 collaborative modules: Museum of Mihi with Sally Hart and Megan Peterson; and Mapping Me with Cindy Wynn. I have also been involved with 1 Big Project and am Learning Coach for Reweti Hub.
Museum of Mihi
Our course description was: “In this module we will explore your identity through the artefacts and interests that represent you. We will look at how different people choose to represent themselves with different objects. You will then decide how to share your museum of yourself.”
Megan, Sally and I have collaborated really well in both the planning and teaching of this module. Continue reading
Last year we started using the phrase “warm and demanding” to describe our approach (Maurie and Lea to blame for bringing this phrase into common usage). I remembered this from Restorative Practice workshops and quickly saw how it could apply across much of what we were planning. Initially I viewed this as being a phrase for our students, now I realise it describes how things are for staff at Hobsonville Point as well.
Steve Mouldey 