How have Great White Sharks evolved?
Has soccer equipment improved player performance?
What does it take to survive on Mars?
I’d love to spend a day researching each of these questions from our Grade 6-7 students. If only I had the time!
The Grade 6-7 teachers at BICS understand that students likely feel the same way: They have interests that they would love to learn more about, if only they had the time. Although we provide opportunities within the BC curriculum for students to follow their passions, we felt it was important to truly honour, encourage and celebrate our students’ curiosity by offering them a day to inquire into any topic that interested them.
This idea is not new. For years companies and schools have been providing “genius hours” which allow employees and students time to pursue their passions.
We tried to balance making this an open day of learning with a format that would achieve the objectives below. There is usually more structure behind inquiry than what first meets the eye. We wanted students (and for #3, parents as well) to:
1. Enjoy curiosity
2. Practise their critical thinking and digital literacy skills in acquiring, evaluating, and synthesizing information
3. Gain greater familiarity with the cycle of inquiry
4. Have an opportunity to share their interests and learning with classmates, parents and teachers
5. See that adults love learning too
Step One – Ask an “important“ question that is worthy of your time.
We gave students a strategy called the Question Formulation Techniqueto pick a “big” question that would sustain inquiry. Students were asked as a class to create criteria for what constitutes important.
Step Two – Share your question.
Students shared their question on the website padlet (http://padlet.com/wall/openminds2013). This allowed other students and parents to see and respond to the questions of all 75 students participating. In one instance, a parent shared a student’s question with a professor and head of the Criminology Department at Simon Fraser University. The professor emailed the student’s teacher a page worth of fascinating questions that the student could consider. More importantly than receiving the questions was that the student understood that her learning was important enough to society that a complete stranger took the time to respond, in depth, to her learning.
Step Three – Explore
A handbook for each student provided a timeline for the day, a guide to evaluating website credibility, the location of technology (75 ipads and laptops), and a description of quiet and silent workspaces available. Students were also given three rules:
1. Love learning
2. Learn a lot
3. Make your learning purposeful.
Within five minutes of being released after instructions, all 75 students were fully engaged in their research.
Step Four – Share Your Learning
The focus of the day was on learning, not sharing. But, we believe that engaged learners want to share their learning so we used the afternoon for students to visit with other students to learn about their topics. Many parents joined in for this process. Students were given a marker and a piece of large chart paper as the only tools, other than talking, to share their learning; the focus was on content not presentation.
After students spent the morning largely on computers, we wanted them to understand the importance of sharing their learning with others: not all information is on the internet and information that is available online is often scattered. It takes a person, a student, to synthesize this information into a format that makes sense for them and perhaps their context.
Step Five – Reflection
For the last half hour of the day, students were given a reflection sheet which asked several questions related to their learning and the learning of others. Students were asked what they found challenging, what was something they did that they will use again, when and how they did their best work as well as what they would do next time. In response to the learning of others, students were asked what the most surprising thing they learned was, the most interesting thing, and something they learned that they want to remember.
In observing students, reading their reflections, and speaking with some of the parents who attended, we learned a number of things:
· We may need to give students more time to work with their topic and questions prior to the actual Open Minds day: finding relevant learning materials, creating a mind map, engaging with each other’s questions on Padlet
· Parents enjoyed the opportunity to engage with their child`s learning and the learning of other children. About twenty parents came for all or parts of the day; we even had a parent come to learn about her own topic, nicely modeling her passion for lifelong learning.
· The involvement of parents and our school’s Principal heightened students’ beliefs that this day, this celebration of their curiosity, was important.
· Our students need more digital literacy skills; accessing and synthesizing information
· We have a truly remarkable group of grade 6-7 students who worked hard throughout the day with little prompting from their teachers.
· Most students, not all, really enjoyed Open Minds.
While teachers often see themselves as confined by time, it is refreshing to see ourselves as controllers of time as well. We have the ability to prioritize and make time for what we think is important. Open Minds has been a great way to make time for students to celebrate curiosity and explore their passions.
Thank you to the grade 6-7 team of Mrs. Magrath, Mrs. Rogers, Mrs. Wilcott and Ms. Layzell (on mat leave) for helping plan Open Minds and with the writing of this blog post.
If you have an interest in some of the ideas shared in this post, some of the links and documents below might be of interest:
1. Click here for a post by West Vancouver Teacher Darren Elves for more information on student questions and the Question Formulation Technique.
2. Click here for other posts on inquiry at BICS.
3. Click on the files below to access some of the documents we shared with parents and students for Open Minds. If you are an educator, feel free to use/modify these documents.