What's different?

by Mike Kaechele

I thought I would reply to Shelly's question about what is different this year. I am at a new problem based learning high school that opened two weeks ago. We have just over one hundred freshman coming from twenty different districts in our county. They have never been in a PBL environment before so we spent the first seven days on a project where students explored what our school is about through various activities. On the last day they had two hours to edit videos they had been taking through out the week and present to their class. The groups are allowed to go into the common spaces and work collaboratively. This is what it looked like:

As a teacher I find this type of learning exciting. We have an open filtering policy. Between the open internet and structure some students are a bit lost and off task at times as this is such a huge culture shift from the traditional classroom that they are accustomed to. I will not claim that we have this all figured out but I loved this moment of walking around and watching students work. I am fully prepared to be amazed at what students will do the next few years as they grow in our space.

Here is one of my favorites:

Housing Theme

by Mike Kaechele

In my 8th grade applied technology class we do a unit where we build balsa towers. We start off talking about the history of building and architecture while investigating the strongest shapes that make up buildings. Students then research different design ideas on the web. We talk about the science concepts behind the project daily with opening discussions about force, mass, center of mass, loads, and buckling. Students draw their towers to scale measuring the angles and lengths to calculate whether or not they will have enough sticks to complete their design. After we break the towers students calculate whose tower was the most efficient. At the end I have had students write letters to our local mayor designing a tower for tourism or blog about their experience on our class blog. So we integrate math, science, history, and language arts into one project where students research, design, build, destroy, and evaluate.

But this project lacks a few things that I would ideally (see my ideals listed here) like to see: not enough student choice, the projects all tend to look the same, and too much of the structure of the unit is pre-designed by me. So I would like to expand this idea to a larger theme that could be taught by a single teacher, perhaps in an elementary setting, or by a team of teachers at any level. I like the idea of "theme" better than "unit" because I envision the teachers having some idea of what will happen but the students influencing the process so that where it goes and ends up is open-ended.

For starters it would be a theme on housing. The unit would look at what kinds of dwellings humans choose to live in. It would emphasize the political, social, economical, cultural, and environmental factors that influence these choices. I was originally going to separate these suggestions by subject area but they are too intertwined so I will just list some possibilities. This theme is designed to fit an "all day" integrated project not just a one hour class.

• Housing could be looked at in terms of the history of architecture from different countries, climates, and/or cultures around the world. 
• Students could watch films like Garbage Warrior to learn about modern, environmentally friendly building methods. This film also brings up the problem of strict building codes limiting innovation.
• Students could analyze the role of government in establishing building standards and codes and influencing building policy through laws and incentives. They could look at the advantages of quality control vs. the disadvantage of limiting innovation.
• Students could study how the environment effects the shelter needs of humans in different climates. For example they could learn how and why Inuits chose to make igloos and Mongolians make yurts. 
• Students could learn about recycled homes or innovative urban designs like this Chinese egg.
• Students could learn about differences in impact between single family homes and multi family complexes and even communes.
• Students could look at children's bedrooms around the world to compare differences in living standards.
• Students could learn about the millions of people who have no "home" but live in shelters, shanty towns, refugee camps, or even in garbage dumps.
• Students could learn how toxic or carcinogenic materials have been used in construction.
• Students could go on local field trips to view historic and/or modern architecture. Students could visit "green" buildings.
• Students could watch this TED talk about how the differences in engineering in Haiti and Chile led to contrasting results from the recent earthquakes. 
• Students could interview architects, construction workers, and engineers in person or through Skype. 
• Students could learn about differences between LEED, Green Built, zero energy, and passive home designs. They could analyze how much of these programs are political and how much of them are actually environmentally responsible.
• Students could analyze statistics about how humans live across the globe. Then they could create an infograph about how the choice of materials effects human health and the environment.
• Students could research the dwellings of indigenous people and compare them. Students could have debates whether modern or indigenous dwellings are better for human life and the environment. 
• Students could perform energy audits of their own homes figuring out the volume and square footage of their homes and finding cost/ square foot to heat and cool their homes.
• Students might study an important architect such as Frank Lloyd Wright or a branch of design such as feng shuai.

Every group of students would not do all of these things but different groups would choose the topics that are most interesting to them and even suggest other ideas. Some students might choose to branch off into related topics such as environmentalism, capitalism, architecture, interior decorating, sustainable native plants, etc. The directions this project could go are almost endless. Hopefully it is obvious that intertwined in all of these ideas is math, science, social studies, language arts along with art and technology.

The cumulative project would be for teams to use what they learn to design, draw blueprints, and make a scale model of an ideal ecological dwelling (like this example). It may or may not look like a conventional house with conventional materials. It could be influenced from any of these activities from cultures around the world. Students would also have to provide a budget for the estimated cost of the materials of the home. They would have to show the energy consumed. Students would also present their homes to their peers (and broader audiences through social media) and describe the benefits of their models.

These are my thoughts for a practical theme based on my key beliefs of the best practices of student learning. What are your thoughts? What would you add/subtract? How could this theme or a different one be used for student-centered learning in your classroom?

Homebases of Learning

After the Oxford Debate formally finished this morning, the assembled took three questions -- two from the audience and one from online.

Richardson has a great observation about Jupp's inability to answer one of the questions and what it implies about his understanding of what's really going on in ed tech.

It would be enough to write the guy off. After all, buildings? As 'houses of learning'?

But, it's funny: despite the fact that I'm surrounded by all of this technology and it allows me to work beyond or even without the walls of that old school building, I'm still in favor of having a building, a homebase, some physical space where your own mind rather than your digital device can develop memory and love and pride.

That's not to say that you can't develop those things on-the-go, but I'm still a sucker for having a 'homebase'.

A 'homebase' is a safe place you can always return to. The doors are not locked. And they swing both in and out. A 'homebase' is a place where you don't always feel like a tourist.

I guess the bigger point related to so many of our schools is that they are not 'homebases'.

I see a future where we treat the school building as a community headquarters.

Students and teachers do not always have to be together in the building; and world travel, virtual learning, and global networking are encouraged. But the building still remains the place where we can gather as a local community with our neighbors and families. It's the place where members of our community who have been off on wild travels can return to tell us what they found out there. It's the place where we can gather to share something you can't share online: real smiles, real laughter, real hugs, and high-fives.

Because that's important stuff; it's stuff that teaches us how to live with one another.

If we really wanted to walk the walk and not just blame the talk, we'd sit down and rearrange how we organize our streets. Our neighborhoods. Our cities, suburbs, and farms. Because how we are spatially, geographically, and architecturally organized directly effects how we teach. And how we learn.

Buildings are important. I agree with Jupp that a school-building can be a 'house to learning'. But not if we don't take the broader implications of architecture and urban planning seriously.

I went to a high school situated on a campus. We had six main buildings. Underclass, Upperclass, Cafe, Performing Arts, Field House, and an old tower.

My sisters went to a school where everything was stuck in one fortified brutal building.

I have deep feelings and memories of places on my campus. They still inspire my memory.

What does that fortified brutal high school my sisters went to inspire?

As we talk about the integration of technology into the learning experience, we also need to talk about the re-examination of school architecture. Let's take what Jupp calls those 'houses of learning' and make them 'homebases of learning'.