Our journey into inquiry-based learning has been wrought with both challenges and rewards this week. Something new I have just started is “Genius Hour”; every Friday each of my divisions spends one hour exploring projects and wonderings they are passionate about. Some students have embraced ‘Genius Hour’ wholeheartedly; finally here is a chance for them to pursue their own interests rather than be tied directly to the content outlined in the British Columbia Curriculum. Others, however, have found the freedom to explore their passions daunting – some have said they aren’t sure what their passions are in grade eight and are finding it a struggle to identify something they are wondering about. In reflecting on these challenges I think students are struggling with the freedom to choose what they want to learn more about because it may be so unlike much of what they have encountered in traditional school settings up until now. It is ‘normal’ for students to learn more about things they are passionate about in their spare time (hockey, ukulele, violin, lacrosse, soccer, manga, etc.) but it might not be as familiar to be given this opportunity during school time and in class. It even seems to make some students a little uncomfortable. The fact that we have encountered struggles tells me even more how important it is to foster this love of ‘wonderment’ and inquiry in my students, and I am glad that the new curriculum supports this style of learning. As I say to my students on a regular basis: ‘Life is filled with hills and valleys; it is when we struggle that we grow as individuals and as learners.’
On a positive note, in ending my introductory class to the Early Middle Ages with Division 8-3, I asked them to write down some questions that they were wondering about the middle ages, especially during the early part of the middle ages (500-1100 C.E.). Many students grumbled that they didn’t yet have any questions as they didn’t know anything. After they left the classroom to go to their exploratory classes, I looked at the pile of questions before me, thinking that there would be very few questions actually written down. Happily, I was surprised; the students have already come up with some incredibly critical, thought-provoking and interesting questions that they wish to explore. As this is early in the year, while our inquiry unit into the Early Middle Ages will be primarily guided and structured by me (unlike ‘Genius Hour’) it was great to see the amazing questions my students started asking as we start our journey into inquiry-based learning.
Some reminders for this week:
ELA - narratives (finished copy, typed) are due THIS FRIDAY;
Genius Hour proposals were due today (TUESDAY)
SOCIALS - definitions for new unit due TUESDAY (8-3) and FRIDAY (8-6); Religions projects are OVERDUE
FRENCH - some students need to do some quiz rewrites; working on ER Verbs comic (due next week)
I will send home an informal report next week - I want to collect the narratives this week before I send home the interim.
On a positive note, in ending my introductory class to the Early Middle Ages with Division 8-3, I asked them to write down some questions that they were wondering about the middle ages, especially during the early part of the middle ages (500-1100 C.E.). Many students grumbled that they didn’t yet have any questions as they didn’t know anything. After they left the classroom to go to their exploratory classes, I looked at the pile of questions before me, thinking that there would be very few questions actually written down. Happily, I was surprised; the students have already come up with some incredibly critical, thought-provoking and interesting questions that they wish to explore. As this is early in the year, while our inquiry unit into the Early Middle Ages will be primarily guided and structured by me (unlike ‘Genius Hour’) it was great to see the amazing questions my students started asking as we start our journey into inquiry-based learning.
Some reminders for this week:
ELA - narratives (finished copy, typed) are due THIS FRIDAY;
Genius Hour proposals were due today (TUESDAY)
SOCIALS - definitions for new unit due TUESDAY (8-3) and FRIDAY (8-6); Religions projects are OVERDUE
FRENCH - some students need to do some quiz rewrites; working on ER Verbs comic (due next week)
I will send home an informal report next week - I want to collect the narratives this week before I send home the interim.