Not a box – is a great story/video that demonstrates our need for creativity.
Key messages to promote to our students are – Be curious – listen to yourself – humble is cool
Curiosity is Finding the problem that nobody else has solved.
6 pillars to apply in the classroom – challenge, collaborate, responsibility, respect, real things, choice.
Does our current structured system allow for our students to express creativity? why cant we tip the system on its head? McIntosh suggested Negotiated timetables where students choose what they work on with regular check ins. Evidence suggests that students are more motivated when they are free to worth within less confined structures.
What about our lass room environment? something as simple as the layout of tables. Mixing it up and moving students to the centre of a horse-shoe model allows the teacher to have face to face discussions with all students and stimulates meaningful conversation.
Why can’t our senior school classes take some ideas from primary teaching?- providing physical materials for students to explore related to a topic. This allows students to start developing their own questions and allows for collaborative construction assignments and assessments tasks. Students become anthropologists. Flexible structures that foster creativity – Have you tried this in your teaching at TSC? How has it worked for you? What challenges would we face fitting this type of practice into the SACE?
McIntosh suggested the idea of having two types of questions. Google-able (ones we can find answers to on google) and not google-able (questions requiring extra thought- ones we can’t just look up). What type of questions are you asking our students? Are you encouraging and providing opportunities for your students to ask not google-able questions.
It was suggested that we create inquiry walls and spaces for students to display these questions. This would be great for the research project. Students could write up their questions and other students could provide feedback and add to them. Alternatively we could have a big wall of not-google able questions that students could add to – then people could you these to help choose research project topics? A great addition to the new learning hub.
How much of your lesson time is being controlled by you? We are all aware of the power of students learning through teaching their peers but are we providing adequate time for students to do this? This would allow for Micro- teaching without staff where students could teach other students.
McIntosh suggests that learning is founded in the questions – where have I been? Where am I now? Where am I going? – he suggests that we actually get students to answer these questions. There is enormous value in getting students to make assessments of their own learning. Often they have far greater standards of themselves than those that we assess them by.
Visual tags can be a useful way of students expressing whee they are at with their learning. Students print out pictures to describe how you feel about learning at any given point.
McIntosh suggests Having laptops and iPads open in front of students with curriculum documents when planning units, students can ask questions and establish the boundaries that they need o work within.
While we all acknowledge the value of feedback we sometimes lose track of feeding forward. It is great to give the information to students while they are still working on an activity so that the input is still relevant to students – this can be lost when information is shared after an event.
If you have an apple and I have an apple and we each exchange we each have one apple. If we have an idea each and we exchange then we both have 2 ideas.