In Synergy, a non-departmentalized, non-graded, transdisciplinary, community-issues-problem-solving course, we use blogging as a means to communicate and collaborate on ideas as well as to reflect and to revise thinking.
Currently we offer our learners an Action-Traction-Reaction prompt to spur their thinking, reflection, and writing.
One of our learners offers this reflection that connects his thinking about his team’s project with the ideas from Jamie Oliver’s TED Prize Wish:
Relating Jamie Oliver’s Prize Wish to my Project
Posted on November 17, 2011
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Jamie Oliver, a celebrity chef, wished to educate every child about food as a use of his TED prize. I’ve known about his fight against obesity and eating right since learning about his TV show in 6th grade, so this wish makes sense to me. He’s creating a
Strong, sustainable movement
to educate every child about food.
The core of this action is to create a movement. This core action could be applied to my project, because in my project we are trying to get people to clean up after themselves, and stop cutting in line. Both of those problems are just bad examples that people have seen and copied. Creating a movement would create new standards in the community for cleanliness in the lunchroom, and could reverse the bad examples in place there.
For Jamie’s wish, he wants to create an online community and also a movement. He said
The grassroots movement must also challenge corporate America to support meaningful programs that will change the culture of junk food.
I didn’t know what a grassroots movement is, so I looked it up. I came up with this. “A grassroots movement (often referenced in the context of a political movement) is one driven by the politics of a community. The term implies that the creation of the movement and the group supporting it are natural and spontaneous, highlighting the differences between this and a movement that is orchestrated by traditional power structures.”
For Jamie’s project, he is relying on creating a following, that would create the foundation for his project and help spread the message. But he also would like to create traveling kitchens and a traveling food theater to make his project entertaining and interactive. From my perspective, the traction for this project is based on two components: people and interaction. This is a good formula for other projects who are looking to gain traction in a community. You draw the people in with interaction, and then rely on them to feel passionate and spread the word.
In the comment section of the article, many people were eager to partner with Jamie’s project to support and help organize his ideas. I think that the biggest way to attract reaction like this, is to be backed by TED! But the other large factor is that he’s addressing a large problem and is presenting a sound project plan. Creating this plan is an easy thing to do in Synergy to make sure our projects look attractive in the eyes of the administrators inside and outside of Westminster. If our projects only look half-baked, they won’t attract support.
“Grassroots.” Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 20 Nov. 2011.
[Permission to post obtained from student and student’s parent.]
Do we write to read and learn what we are thinking? Do we prototype, seek feedback, and revise? How do we connect our thinking to the ideas of others?
Are you mapping your school’s journey in this 21st century? Do you know which maps to reference? Do you know which maps to chart yourself? When your school drives a flag into the frontier line of one of these proverbial maps, does your school have clear travel plans, itineraries, and methods of travel to reach the destination(s)?
One practical step: Now that most of our schools have finished “backward designing” and “mapping” subjects (math, language arts, science, foreign language, social studies/history, the arts, etc.), it’s time to do so for the six Cs: What’s your K-12 creativity map? Your collaboration map? Your character map? Your cosmopolitanism/cross-cultural competency map? Etc.
One larger step: Since before the beginning of the university centuries ago, knowledge has been compartmentalized, by the subject area disciplines, those noted above and many others: It’s worth wondering if students wouldn’t be better-served if we paid more attention to organizing knowledge in the service of skills rather than the other way around. And experimenting with how project-based learning, inquiry learning, expeditionary learning, STEM robotics, and the like as the vessels for re-engaging students in real-world problem-solving, “where “just in time” learning replaces “just in case” learning.
Onward cartographers and journeyers! It’s about learning!
Brief context: I co-facilitate a course for eighth graders; the course is called “Synergy.” Synergy is a non-departmentalized, non-graded, transdisciplinary, community-issues-problem-solving course. My teaching and learning partner Jill Gough (@jgough; Experiments in Learning by Doing) and I co-created the course and we are the two adult-learners among twenty-four student-learners. [If you want to know more about #Synergy, then you can search that category/tag on either of our blogs.]
Brief story: Yesterday, Jill posted this TED Talk on our Synergy Posterous (the collective observation-journal system for our team). Mick Ebeling’s talk is well worth the 7.5 minutes. Be inspired to do something you think impossible…
A sub-group on our team is interested in something they are calling the Graffiti Project. A few student-learners are curious about graffiti and such questions as “is graffiti art or vandalism…could it be both?” Or “why do people paint graffiti…not the quick ‘dirty word’ kind, but the elaborate, beautiful, intricate-scene kind?”
Curiosity begets a project. A project begets an investigation. An investigation begets a TED talk. A TED talk begets…
What could come from this series of path points on our journey in Synergy? Perhaps the team, ages 13 to 40-something (high 40s!), will internalize these critical questions of innovation, connection, citizenship, relationship, and possibility:
The prompt: Do you think our Synergy team’s project possibilities are accurately and fairly represented? Why or why not?
“I think they are accurately represented because it’s easy to see and understand, as well as find one in a group of many that you are passionate about. I think we should have a survey. I think they are fair to everyone’s choices, and I like that everyone got three post-it notes.” ~ BM
“I think our Synergy team’s project possibilities are more accurately and fairly represented with the idea wall system, because we thought of what projects we were most passionate about, and then as a class they were organized into groups on the wall, according to their topic. With the other system they were categorized under tags that each of us individually had tagged, in our own language, and five out of 300+ of our tags were represented with that system. I think this left out a lot of other project possibilities that many people in our class feel passionate about. In my opinion, both of these systems were flawed, but I am excited about many of the projects, and with both I was able to see one or two projects that our class had identified, that’d I’d love to start working on.” ~ OK
“I think that the project possibilities that are represented are fairly represented but we have more ideas that we can add to the wall. Also I think the tagging system was very complicated and hard to understand, but we did a good job of cleaning it up and getting everyone to use the same tagging language to tag their posts.” ~ MB
“I believe that our Synergy team’s project possibilities are mostly accurately and fairly represented, but I don’t think that’s true for everyone. Every team member has put there idea up on the idea wall, but everyone does not understand what each idea means.” ~ OV
“Everyone definitely had an equal say in what we have so far, so I think it is apparent that the data we have is fair. I think the idea wall represents our project possibilities accurately, but the Posterous tags do not. I think the idea wall works because it represents what stuck with people. It specifically represents PROJECT ideas, while the tags also represent random observations that projects cannot be done on.” ~ FS
“I don’t think that our Synergy team’s project possibilities are accurately and fairly represented through our Posterous Idea Wall. I don’t think they are accurately represented because we have over 300 posts and there are bound to be posts that are as equally important to us that we forgot about. Others aren’t represented well, because they are thrown into a miscellaneous category. When something is put in a category like this, people tend to skip over it and ignore it. For example when people are choosing project possibilities that interest them, they will probably skip over the “Other” categories and head straight to the ones that have titles. Although there are some down sides to our wall, like the ones I stated above, our Synergy class has made significant progress through this exercise.” ~ DJ
“Well, I did but now I have realized that they really aren’t. Before, I thought that they were because of the sticky notes and Posterous posts, but now I think that they are not. Today at the end of class, we tried to decide on a number of project ideas for the poll. I thought that we should vote because the final numbers were 8 and 12. Someone suggested that we use 10 because that is between 8 and 12 but some people weren’t satisfied.” ~ CC
Based on the feedback from our young learners, we have learned that we need to work with our team to create a better understanding of the “folksonomy” aspect of tagging our observation journal posts in Posterous. From Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age by Suzie Boss and Jane Krauss:
“Folksonomy” refers to the social taxonomy or classification system that evolves as users collectively make sense of what they find on the Web. Users associate “tags” or keywords to the content they bookmark, and they can see how others have treated the same material.
The easiest way to understand the power of bookmarks and tagging is by using it. [p. 22]
We are working to develop a common language with our tags. We are learning by doing as recommended by Boss and Krauss.
After more work and reorganizing the Post-it Notes from the idea wall, the team decided to use Poll Everywhere to formatively assess the team’s thinking and preferences. We (Bo Adams and Jill Gough) created the topics for the poll based on the top 10 tags from our Posterous blog. Our learners decided that these categories, shown below, were similar to the categories from the idea wall.
As you can see, we definitely need to work on developing a common language and understanding of tagging. School, for example, is a pretty broad topic for project selection. There were 82 posts tagged with school in our Posterous observation journal site.
Here are the results after the first poll.
Our learners discovered that their categories were too general. If you wanted to work on the KP Challenge, did you select school or cafeteria? If you were interested in organic food or obesity, did you select environment, cafeteria, or health? Fortunately, the Post-it Notes contained more details. Our learners then asked to eliminate the general categories where they showed no interest and add more specific categories to eliminate some confusion. For a quick glimpse into their discussion and work, we offer the following iMovie*.
Here are the results after the second poll.
Serving as their coaches, we now had to intervene. PowerPuff does not meet the standard of project or problem for our course. We want our learners to work on projects or problems that effect more than half of one grade in our division. Our learners were assured that we would help them work on this project outside of class if they are serious about pursuing this as a community issue. One of our learners made a motion from the floor to poll again with the category PowerPuff removed.
Again, there was discussion coupled with questions. Could the KP Challenge and Line Cutting choices be grouped together?
In groups, our learners’ next task was to use the technique of brainwriting to share, connect, and contribute to the team’s ideas of the selected topic.
Learners are now working on project concepting using a worksheet we adapted from BIE.
For the projects where there are less than 4 teammates, how will they cover the internal, team “leads” for each essential learning needed? Will these teams choose to push forward on the project they have selected, or will they choose to join forces with another team?
[Cross-posted at Experiments in Learning by Doing]
[*NOTE: iMovie video effects have been added to the movies because of a new school policy about student images on faculty blogs.]
If you are anything akin to a regular reader here at It’s About Learning, you probably know that I am fascinated by the various, creative approaches to “schooling” and education. Because we are in more of a “learn anything, anywhere, anytime” developing culture, school will likely adjust to these cultural shifts, or school as we know it may become increasingly irrelevant. On a regular basis, I attempt to stay current with research and experiments and practices related to this school-transformation in which we are involved. Blended learning, DIY University, and unschooling are just a few of the emerging educational practices complementing, supplementing, and recreating “traditional,” industrial-era schools.
Recently, a parent sent me a link to a blog entitled The Wise Routes Project Blog, and specifically to a post entitled “Ride Somewhere Far.” Many thanks to the parent…my interest is peaked, and I thought some of you might like to join in the investigation. Enjoy. It’s about learning.
it's about learning 