Contextualised learning

Have you missed me?

It’s not that I’ve stopped teaching or reflecting, it’s just that my wife and son have returned home from Scotland so I’m not as available as I’d like to be. After a day teaching, night-time reflection tend to flow from my brain like bricks through a… funnel… small funnel. See? Rubbish. I can’t even muster a simile at this late hour.

As the term has progressed several things have organically metamorphosed and we are now in the process of setting up a class business and redesigning our learning space. Both of these events are at the very early stages, however they are shaping up to be the two most interesting learning sequences I’ve been part of.

As I said, these have both happened organically. Neither was part of my long-term plan for this term, or even remotely close to the front of my brain. I have had ideas along these lines in years gone by but have not had the nous or confidence to undertake them.

Since the glory of the #EdChatNZ Conference, I am pedagogically confident enough to run with things as the crop up mentally rearranging my thoughts quickly before jotting down a few things as the idea unfolds.

Here’s how it has worked…

Learning Space Redesign

This was fairly simple to get off the ground. I suppose the germ of it came on my visit to Hobsonville Point Primary during the #EdChatNZ weekend. Open spaces, breakout zones, self-directed learning and much, much more. It was all there just waiting to be transposed to South Canterbury by a willing lone-nut.

I thought a good place to start was showing the students some new schools to give them ideas and have a discussion with them about what sort of things they wanted in their learning space.

Our various discussions have now led us to the point where we are about to compose a letter to the principal to ask whether there is room in the budget for new things. Tomorrow we will compose this letter and arrange what I’ve called a face-to-face.

This all sounds very formal but the point is contextualised learning, active learning¬†and metalearning (thinking and talking about learning). If there’s one thing I’ve learnt this year is that kids are far more engaged and enthused when they understand why they are doing what they do. I can see these guys get excited about this process.

The Class Business

Like the new classroom project our class business idea has morphed out of my brain and into our learning vernacular is our class business. Every year we need to raise and care for a garden. After returning from my conference epiphany I started to ask “why” about everything and the garden was no exception. I posed the question to the class:

How can we turn the garden project into something more interesting?

Our discussions ended with the class deciding to create a herb growing business.

The homework this week: the kids have to write their CVs so they can outline the skills and talents they can bring to the various positions we’ve decided we need to run our business. Those positions are gardener, marketing, financial officers, sales and product design.

It has been really interesting to see the excitement brewing about this project. Living in a rural area most of their parents own their own farms or are self-employed in some way so they are totally aware of the context of their learning. They’re also absorbing the financial literacy learning like sponges because they know¬†exactly when and where they are going to use it.

This is going to be a pretty awesome journey. More updates as they come to hand.

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