Tuesday, 27 October 2015

What does 'collaboration' look like in Big Projects?


 

This week I am asking our project guides to scaffold opportunities for students to reflect on the quality of collaboration going on in their projects.  But what does collaboration actually mean?  Why is it considered a "soft skill"?   How do you assess or make judgements about collaboration? 

The term collaboration is defined very simply as working with others for an intended outcome.  Often this is producing something such as research, art, products, events, presentations, etc.  But true collaboration should mean more than this - not just working with others, but working in ways that enhance the experience and outcomes for everyone involved.  In recent years I have heard the term 'soft skills' used when talking about collaboration in the classroom.  Soft skills are the top skills employers are looking for in their business or organisations when recruiting new staff.  These skills are not assessed in a traditional school curriculum, even though they are more in demand that ever before.  But our curriculum does acknowledge the importance of collaboration, as the Key Competency  'relating to others' and teaching this needs to be more explicit in our secondary schools.  A thought provoking blog to learn more about what makes effective collaboration is from the Social Change Collective - in particular a blog written by Robyn Lui.  Her narrative on working together and what hinders and helps teamwork is well worth a look.   Another resource is this inspiring Ted talk by Tom Wujec  "tell me how you make toast" which looks at the power of people who contribute to a team when it comes to projects and/or making change 


Something I am pondering...

Most teachers will think they know how to collaborate effectively - it involves communicating with others in the team, supporting them, doing your fair share, etc etc .. but how to we make sure all our students are actually doing this in their projects? More importantly, how do we make sure that they all improve their collaboration skills, to become a more valuable member of a group as each project comes to completion? How do we help structure and scaffold project learning activities that develop these dispositions rather than just let it 'happen' as they move from project to project?

In a recent survey of our HPSS students (completed after their Big Project in August), most felt they had learned team work skills as a result of their projects.  But how did they learn these? What aspects of the Big Project process taught them skills that made their abilities to work in a team seem greater?  This is something worth exploring further and I hope to do so in the near future. 


Students respond to a question about teamwork  - over 80% felt Big Projects helped them develop teamwork skills



Collaboration is assessed by the students themselves...

At HPSS, our students are the ones responsible for assessing the ability of their peers to collaborate effectively in Big Projects by making judgments and evaluating how effective their peers are.  I have generated a rubric on collaboration which is shared with students.  They then reflect on their team members ability to be collaborative during their 15 week project and award a SOLO grade. 

Collaboration: Working effectively with others to contribute to positive project outcomes.

The process involves
 - Students are allocated another member of their team to complete the collaboration report.  
 - Students then collect feedback from others in their team about how well that person has been collaborative during the project - it is strongly connected to perception.  
- Students use that information to fill in a 'google form' that creates a collaboration comment and identifies a level that students are working at.  
- Students receive this feedback in their 'end of project' report. 

I use this 'meme' a lot in my role at HPSS - trying to get students to think more critically about the way their team members are collaborating.  




Big Project team members share a common goal with a common plan to ensure this goal is met.   Collaboration is an important part of that process and the rubric helps unpack for students the different components of high level collaboration: 

role responsibility            communication              purposeful                responsive                critically reflective   
       
Unpacking the rubric gives us an understanding of what we are looking for when students are completing a group work project.  Students need to take responsibility for tasks, be relied on and take ownership of an element of the project.  Teams need their members to show initiative and be responsive, especially as the project evolves, problems arise and solutions are needed.  Teams work well when members are purposeful and fulfill a range of roles, not just those allocated for a successful project outcome.  But teams also need to be critical and reflective, about the project and with each other, helping team members grow and complete tasks more effectively through constructive feedback and feed-forward.  
Source: Robin Lui 

Moving forward, in 2016, I am thinking that students should generate a 'project team contract' (similar to the one BIE have developed HERE)  whereby the components of collaboration are unpacked and related to the specific context on a team project and the different roles that have been identified.  Student can then see what positive collaboration looks like and aim to work towards what has been agreed on.  Watch this space....


Can students make valid judgement about their peers?  

The simple answer is that many can, and some cannot.  Most students relish this opportunity and take it very seriously, collecting team member voice and thinking deeply about how that translates to the collaboration rubric.  Some students, often working with friends, are rose tinted in their perception of the contribution their team members have made.  There is also a small group who can be overly critical of their team members, focusing on one particularly bad event, rather than the overall contribution that has been made. 

Here is an example from 2014 of a student with the ability to give positive feedback and feed-forward as well as some constructive criticism.  I smile every time I read this because they really get to the heart of the matter - why collaboration is so important.  

Student A, you didn't do much, but did help out with setting up the sound equipment and working together with Student B and C. One thing that you did well was help create the sound track for Save The Epilobium, your part in the Epilobium video was good and it made the video better with the music you added. You should come to the school show rehearsals next time so you can know what we need to do and what we don't need to do, so you can fill in for the people who weren't here. In your next Big Project you need to stay on task and not procrastinate, because that lets the team down and means we have to do more work.

There is still more work to be done in this area - it's important that students all understand the rubric and what collaboration genuinely looks like at each SOLO level.  This is something we are continuing to focus on as we grow project learners in our school.  Unpacking the rubric, with a guide, in relation to a specific project context will prove much more powerful than looking at collaboration in a general way. 


So, what do our guides need to do? A challenge for this week...

Google Doc HERE
This week I have asked our guides to create an activity or scenario whereby students feel confident and secure enough to provide honest and meaningful collaboration feedback to their peers.  For relational and extended abstract collaboration, purposeful feedback needs to be generated and acted on.  Creating a situation or environment whereby honest and constructive feedback can be given, will allow students to see this happening and can be acknowledged when evaluating their peers.  

There are many different ways this could be approached and I intend to share successful activities in this blog as the week progresses - so watch this space :) 





FINALLY - Other helpful places to find insight
Edutopia - http://www.edutopia.org/blog/nurturing-collaboration-5-strategies-joshua-block

Teaching Channel - https://www.teachingchannel.org/blog/2014/03/25/deeper-learning-student-collaboration/








Monday, 26 January 2015

Our first sustainability project at HPSS

Tackling sustainability through project based learning


When I think of the understandings and concepts our students need to know to face a 21st century future worth living in - I always think of sustainability first.  The problems of finite resource use, exponential population growth and climate change must be tackled by this new generation, they have no choice.  As educators we have a responsibility to provide them with skills and knowledge so they can make decisions that will prepare them for a world we do not fully understand yet.  Luckily we also have a curriculum that identifies environmental sustainability - as a value and as a future focus. Yet as students move from primary school to secondary school, often this concept is forgotten, replaced by NCEA workload that could engage students in meaningful learning about contemporary, local and global sustainability issues, but often doesn't - favoured instead by old, more comfortable topics, that teachers are familiar with.

Big Projects has three key themes, based on curriculum values and future focus - enterprise, citizenship/community and sustainability.  These concepts will be explicitly explored through our project learning programme (not  overlooked).  We launched our first sustainability project in the middle of last year, with some really great successes.  This blog is about sharing them with you.

B3 - Bring Back Biodiversity! 

One component of Big Projects is to have everyone working towards a common goal/outcome/challenge, but doing it through different pathways to ensure personalised, engaging learning experiences for all students.  The goal of B3 was to take action that would increase or support the biodiversity living in Hobsonville Point.  How students accomplished this was through a wide range of projects which included:


  • Designing and building a 'native garden' for a local resident.  This garden can then be used to educate and encourage other new residents in the area to plant native plants in their gardens to attract native wildlife.
  • Tackling a major pollution incident in a local mangrove inlet, being resilient when picking up thousands of plastic bags, making a website and a film to promote their positive actions to others in the community.
  • Helping to raise awareness of the plight of an endangered plant on Hobonsville Point - Epilobium.  Creating flyers, a Facebook page and a short film on YouTube, students have begun to raise awareness in the local community.
  • Monitoring storm-water pollution in our local retention ponds, recording data and sharing it with local council and creating a website to inform local residents about pollution issues in our waterways.
  • Making a short 5 min documentary to highlight the issue of protecting biodiversity in Auckland .  "Epilobium" won a sustainability film award (Outlook for Someday).
"Epilobium can be found on YouTube

A reflection of each projects work and student learning has been collated together on this website: https://sites.google.com/a/hobsonvillepoint.school.nz/hpss---bring-back-biodiversity-b3/


Making it authentic and 'real world' 

The 15 week projects were all co-constructed by the students with support from their project guides (who did an amazing job at encouraging their students).  But they weren't working alone.  B3 was a project created in partnership with the Auckland Council who are strongly involved in environmental protection of the area.  Experts from the Biodiversity and Biosecurity teams worked with our students to help develop actions and plans about what could be achieved in the project time frame.  Experts from Waicare and Sustainable Coastlines were also on board to give help and support.

This Big Project was in partnership with Auckland Council


The Big Project structure

With all Big Project learning experiences, there is a structure and framework to guide students through the process (see early Blogs for more detail).  Each project starts with the Kickoff.  This 'event' involved the whole school taking a 'walk' to the local pollution event and seeing for themselves the devastation of what thousands and thousands of plastic bags can do to the local environment.  It was a 'silent' walk, students in single file.  The Auckland Council worked hard to ensure the site was safe and accessible to our students which was fantastic.  The Kickoff was a success in many ways - no one fell down the cliffs and most students thought the bags were terrible.  However, I underestimated the 'city kid syndrome' whereby the students were so far out of their comfort zone, just walking along a muddy track, that the extent of the pollution event was missed by many. Some were so busy trying to keep their sneakers clean, that they didn't quite have the capacity to even see the bags around them.  Regardless, it was a wonderful way to launch a project aimed at protecting the environment.. actually getting students to be in a natural environment, even for 60 min was worthwhile :)

Mary from Auckland Council talking to our students about the rubbish

Our students off on a wilderness walk - a real culture shock for some!


Planning and Action stages were all varied and involved experts of some description.  Steve Mouldey engaged the support of a local 'landscape architect' to evaluate the garden plan the students created.  Sally Hart and Bryce Clapman worked with Mary Stewart from Auckland Council to take the best possible action to clean up the pollution in the local inlet.  Cindy Wynn worked with Chris Ferkins to help the students understand the biology of Epilobium.  Jill MacDonald worked with an ecologist, Marnie from Waicare, to learn about the wildlife in our local stormwater ponds and streams.  Pete McGhie facilitated our film students, collaborating with musicians from House of Shem to create the music for their Epilobium short film.

Action Packed with Plastic team really making a difference - Image courtesy of Sally Hart


Showtime was an exhibition event, co-created by our wonderful design teacher Liz McHugh.  Members of each project group were selected to summarise the key actions of the project and 'share' these in an exhibition board, to be seen by members of our local community and Local Community Board Members from the Auckland Council during a school show event.  Students talked to parents and Councillors about their projects and shared what they had learned about sustainability and hopefully, a little about biodiversity.  The boards sit proudly in our school entrance way even today.


Annie talks to Nick, Green Party local candidate about Epilobium - Chris from Auckland Council on far right.

Action Packed with Plastic exhibition board- created by Jalen and now stands in our school entrance way 

Cindy Wynn and Matthew stand with Ivy and her husband, the local residents who requested students design and build their native garden.  They were very very happy clients! 

A local paper reports on the efforts of our Epilobium team.  


Final look was a student reflection on the project and what they had accomplished.  I will blog about this soon with some 'data'a and 'pretty graphs' to show student reflections :)

Final Reflections for 2015

In my opinion Environmental Education is a fundamentally important component of a child's education. Every young person MUST leave secondary school with a solid understanding of what it means to behave and consume in a sustainable way.  They need to understand that we are dependent on our environment and our environment is dependent on us.  Did our students in B3 walk away with the best possible understanding of biodiversity and the importance of protecting it?  I know that they certainly developed a new perspective.  Did they show personal and social responsibility - definitely.  However, we could engage our students further with increasing the exposure they had to outside  experiences and expertise.  More trips and interactions with similar successful projects or role models would have really helped inspire our students even more.  Giving more time to engage with the community and encouraging other groups/residents to take their own actions would have also been meaningful.

As we develop Big Projects and the structures that underpin student learning experiences, explicit learning objectives from learning areas related to the projects will occur.  The NZC provides wide scope to do this in a wide range of learning areas.  It's about guides and students exploring the curriculum and finding the links to what is being done and building a more rigorous approach to making curriculum connections.  We know that learning is actively taking place, but we perhaps need to be more explicit in how we facilitate, monitor and evidence it.

In 2015 we are planning a sustainability project around the challenge of "growing good food" with the aim of creating a project around promoting local gardens, food for bees, buying local and supporting local businesses trying to make a difference in the community.  We will be partnering up with Kai Auckland and the Auckland Council again for this project...














Thursday, 18 September 2014

Build Our Culture - bringing together the important ingredients


BUILD OUR CULTURE...

When starting a brand new school, you are creating more than just a brand new learning environment, you are creating a brand new culture.  In addition, at Hobsonville Point, we are opening in a brand new community.  This in itself is an authentic situation that allows for students to contribute and participate in meaningful way.  Helping to develop a new school culture is a task worth tackling.  So with this in mind, the first 'big' Big Project at HPSS was a challenge to our students...


A WORTHY CHALLENGE: Help build a positive new school culture through the exploration of our very own Hobsonville Habits and promote these in our wider community.  See Sally's great poster of our habits here.


(note: Challenge based learning is a great concept - check out this website for some ideas - CBL)

In addition to this challenge, help meet the needs of construction companies in this area, by helping to create a positive community spirit and hide the visual pollution of very large construction site!

This project was developed with two community partners...

OUR AUTHENTIC PARTNERS:




AVJennings - a large property development company responsible for designing and building a range of housing projects in the local area.  And...   

Hobsonville Land Company who are responsible for the entire re-development of this historical airbase site.  They have a responsibility to also develop a positive community spirit.  

In partnership, we worked together with representatives Joanne and Kathleen from HLC and AV Jennings to create a Project Brief:
    • Designing banners (1.8m x 3.0m) to be printed and displayed in the community next to construction sites, to reflect the past, present and future of this new community using HPSS Hobsonville Habits
    • Exploring this context collaboratively, developing technical and thinking skills alongside conceptual understandings of community and cultural values.  Modes of exploration can be wide-ranging such as performance, design, writing, visual, action based, history, sculpture, sport, etc. Non picture based contexts will be captured in a photographic visual for the banners.
    • Exhibiting and sharing these new skills and understandings in an Exhibition at the school and Hobsonville Point Farmers Market - where the community can see our learning journey and final outcome of this Big Project.   

To ensure the most authentic 'real world' partnership, an artist and consultant (Naomi McCleary) was commissioned by AV Jennings to work with our students.  Naomi provided guidance and feedback, throughout the project, on a range of elements such as billboard and banner impact, colours, shapes, themes and overall design ideas.  


PERSONALISING THE PROJECTS:

To ensure every student could engage with the project we developed a range of project contexts in which to explore the Habits. Sport, sculpture, robotics, drama, music, dance, conservation, design, photography, poetry, and outdoor education were some of the areas we offered opportunities in.  Personalisation and student voice came as the original project idea EVOLVED with our students.  Our project guides 'co-constructed' what the project finally became along with their students.  Some examples include: 

Sally, who chose 'contributive' and helped her students develop coaching skills to use with the local primary students.  They worked hard to develop drills, game plans and taught a range of skills including how to work as a team. 

Cindy chose 'responsive' and helped her students audit and restore the native wildlife around our community. Activities included a community survey to gauge community beliefs and awareness, tree planting in the wetlands area, installing pest tracker tunnels around the school and testing water quality of local stormwater.  

Others, such as Liz and Kylee took on the role of the physical banner construction - teaching students valuable skills in design, photography and Photoshop which lead to the projects all being photographed and 11 banners being constructed!   Collaborating with all other groups, these students were responsible for the habits being expressed in a visual medium.  They took other student groups work and actions and formulated the concept we see in the community today.


CELEBRATING SUCCESS: SHOWTIME!

Our Build Our Culture Exhibition Invite




Our final exhibition evening was a fantastic way to see everyone's hard work and celebrate all that we had accomplished.  Liz, our wonderful exhibition coordinator, professionally 'hung' the printed banners with the help of her design students.  We had over 250 parents attend the event.  They met with students, asked questions about their projects and discovered a little more about our Hobsonville Habits.  They also had the opportunity to give our students feedback using our exhibition  feedback form.  

Our music, dance and drama projects also put on a small performance during the exhibition.  




BIG PROJECTS SHARE A JOURNEY, NOT JUST THE FINAL PRODUCT... 

A Build our Culture website was created (linked to a QR code found on all the banners) that shared not just the final banners but the LEARNING STORIES  of our students.  The website achives the full story behind the 15 week project , where a range of ideas, experiences and outcomes are shared.  Here we can find videos, websites, blogs, brochures and many other ways in which students have shared their project journey with the community. The website also symoblises the 'we' not 'me' values of Big Projects - everyone together meeting the challenge and working with our partners.  



An article in the local paper helps share the project further.


A FINAL LOOK

With all Big Projects there is a critical reflection and analysis of what was achieved over this time.  Our students could do this in a number of ways, but for many the structure of a Final Look Activity Sheet really helped their evaluations and reflections.  


MY OWN REFLECTIONS: As a 'project director' I learned a great deal during this time. One would think 15 weeks is a very sufficient amount of time for project learning, with time being a very important component of a projects success.  But, when you include an entry event, a planning phase, time to create a quality outcome, a learning journey to record, inquiry to undertake, expertise to connect with, an exhibit to plan, collaboration to do and reflection to make... 15 weeks kind of flies by!!!!

I think for a first project for our Year 9 students, the efforts of everyone should be be celebrated.  Students were engaged and the feedback was incredibly positive. Students enjoyed the challenge, developed a range of skills and felt a strong desire to do a 'great job' for our partners.  

Like all learning experiences, there is room for improvement.  Limited time left our design team highly stressed and struggling to ensure a quality outcome for every project group.  While some groups struggled to keep the momentum going for the entire length of the project.  Not all groups produced a learning story to share with others, leaving gaps in our understanding of how the project was undertaken.  But with no exemplars and a very first effort, I feel it will only get bigger and better!


Our team of project guides were fantastic and they took on the challenge with energy and enthusiasm consistently each week... amazing!  


Finally, John Larmer and John R. Mergendoller from ASCD have produced an interesting article entitled "the seven essentials of Project Based Learning".  I feel we incorporated these in Build Our Culture, some more deeply than others, but all in some capacity.  We may not have the 'need to know' within a curriculum subject area, but we have a 'need to know' in an authentic context with an accountable outcome for our students to meet.  Instead of a driving question, we had a meaningful challenge - both provide the same thing, a framework to help engage and inspire our students.  Our Hobsonville Habits were in full force throughout! 


I look forward to our next Big Projects... yep, next time there are two on the go!







Sunday, 11 May 2014

How do we evaluate Big Project learning?

Our values, the rubrics and some co-construction....


Where do we start with assessment in Big Projects?

There are three key elements to the "timetabled" learning at HPSS; hubs, learning modules and the Big Projects.  Big Projects have been identified as having the framework and learning outcomes that allow for the growth and development of ALL our school values, in a truly authentic, real world context. These values are:    

HPSS VALUES

Excellence - both academic and personal.

Inquiry - the process that engages life long learning.

Connectedness - relationships between learning and being connected to the world students live in.

Collaboration - working effectively together to create outcomes greater than the individual parts.  

Innovation - addressing and embracing worthwhile challenges through thinking creatively, differently, strategically.   


Big Projects brings these 'values' to life in a tangible, and hopefully student-centred, way with relevant, engaging contexts for learning. How many schools can honestly say that their underlying values are explicitly developed and nurtured within their students? Would they be able to measure/track the development of these values?  Some values perhaps, but certainly not all!

The Big Project vision is an assessment framework which is holistic, relevant, meaningful, and involves more than just one voice.  I have a goal, to involve everyone; students, project guides, outside partners, audiences, all giving each individual student feedback on their learning and outcomes which have been documented and evidenced.  Not only that, but embracing the mantra of 'so what and what now?' by giving useful, realistic and truly helpful advice on how to improve their project based learning in the future.  

Looking at the research and practitioner advice:

One of the wonderful things about Big Projects is this is not a world first.  For years really innovative and inspiring teachers have been engaging students in project based learning to help make education more meaningful, relevant and purposeful.  In developing our own Big Project assessment structure, we have looked at others who have already forged a path in this area.

Of course, the Buck Institute of Education (BIE) was my first port of call, with 25 years of experience and a huge data base of resources on assessment in project based learning. It may not completely align with all the Big Project elements, but the ingredients around student centred learning are the same. 

A blog from Cady Smith really helped put my mind at rest - assessment should be co-constructed, it HAS been co-constructed, and it improves student outcomes.  Her ideas are found here. Her blog also contains a webinar that explores student and peer assessment and the role of a public audience in assessment - just what I was thinking - audience assessment!  John Larmer has made some insightful observations about quality of work in project based learning - His ideas are found here.  

It was really important for me to have academic, evidenced based research guiding decisions about Big Project assessment. Beyond BIE, Edutopia (while based in the Northern Hemisphere again) was able to provide even more of that research - the link is here. 

Rubrics and Exemplars - the key to assessment success...

More than any other strategies, using rubrics and student exemplars have been identified in the academic research as being the most powerful tool for enhancing student learning and achievement outcomes.  So, we shall embrace these in Big Projects. 

Here at HPSS, we are working with SOLO taxonomy - a model that describes levels of increasing complexity in a students understanding.  My colleague, Megan Peterson, has written her own insight into SOLO in her blog - which can be accessed here (thanks Megan).  So, trying to merge SOLO into my rubrics was my first challenge.  I am new to SOLO, but have quickly seen the huge value in empowering students with a meaningful language and simple structure they can use to track and evaluate their own learning and achievement.  It is a tool.  

Produced by Pam Hook (@arti_choke) http://pamhook.com/wiki/The_Learning_Process


So, with the following in mind...
1) This is our first year of Big Projects and we have a cohort of Year 9 (13yrs) students.
2) Our assessment criteria should begin with small steps and build over the years as the project complexity increases and the skill base of our students grows.
3) The school is new, staff are finding their feet.  Keep things simple and straightforward as much as possible.
4) Embrace the start, but make it a 'work in progress'.  Let it evolve through a process of co-construction with our students and let it be personalised.

... I (along with lots of help from my colleagues - thank you Di,Megan,Liz and the PPT team) developed the very first BIG PROJECT RUBRIC...  the aim was to allow students the opportunity to see how their project learning would be commented on, judged, scrutinised, evaluated, assessed, etc etc. Personally I sometimes feel uncomfortable trying to label this, however, at the end of the day, this is a form of assessment.  

And it looks like this: 




The whole 3 page document - including 'unpacking the language' can be seen here - HPSS BIG PROJECT ASSESSMENT RUBRICS VERSION ONE 2014

This is truely a work in progress.... and I look forward to the feedback and feedforward we get from students and staff after the first Big Project finishes at the end of this term - 2nd July.  

But it needs so much more... co-constructing this with our students.

While a rubric in itself is useful and helps everyone understand the learning, skills, tasks and outcomes required, it is not what will generate a quality Big Project.  Project guides are required to unpack the rubric with their project teams and re-build them again BUT together and with the specific project context in mind.  

So what does THAT look like? The first initial stage could look like this....

Unpacking the Big Project rubric with my Restore Our Region students
What is this?
I'm afraid I have yet to explain the first fully fledged Big Project at HPSS. Look out for a "Build Our Culture" blog post soon. 

This image above represents the unpacking of the initial rubric (shown previously) in the context of a Big Project called "Restore our Region".  It involves a small group of students with a passion for being outdoors, at 'one' with nature AND destroying weed species with sharp implements!  However, to ensure this project fits the criteria of 'making a positive difference in our community' , these students are using their experiences to inspire others in Hobsonville Point to do the same.  They hope to educate locals about weed species, special native plants that live here and the importance of protecting areas of forest on the point.  

BTW - This is my team in action (another Blog in the pipeline about these guys!) 
Nikita, Jalen and Nick proud to be out attacking our weeds.  Watch out Wattle!
The co-construction of ideas involved in our group discussion whereby the students identified how their plan of action involved the HPSS values of inquiry, connectedness, collaboration and innovation. They came up with their ideas and I helped develop others that perhaps they had overlooked.  In the end, they felt like all the values had been 'engaged' within their project.  They also focused on Excellence - a value that will be judged on the level of authentic difference or the significance of impact a project will make.  They feel they have the components to show 'excellence' but they will need to accomplish all they have planned to do... and there is a mere 7 weeks left.

Next week we will work together to turn our initial ideas into a "Restore Our Region" rubric, based on the SOLO taxonomy.  For example, developing criteria around the value of inquiry.  We can move from the uni-relational stage of 'asking a question about plants' to a more extended abstract skill of 'engaging in purposeful questioning with local experts about native plants and weed species to provide the knowledge needed to fulfill our goals of producing informative resources for the community'.  We will need some outside help to get it right and it probably wont be perfect the first time around.  But over time lessons will be learned and the co-constructed rubric will become more powerful.

I'll keep you posted on that one....

What about the student exemplars?

Hmmm, this is slightly more problematic.  Over time we will collect a wide range of excellent student work that will inspire others and help students see the potential within project based learning.  We have a focus in Big Projects around telling the story and recording the journey.  These can be shared and give so much more of the picture than a final product.  That is exciting.  But for now we have little in the way of quality exemplars.  Over the next few weeks I intend to find some relevant ones.  In many ways they will not be for students as unfortunately it will be too late for our first project.  But instead, I hope to use them with our project guides, to help us all gain a similar understanding of what our values and quality project based learning looks like.  We need to make judgements in a fair and consistent manner when it comes to assessing the true outcomes, or as Pete would say - the story, of a Big Project.  I hope to turn to Albany Senior High School, a neighbouring secondary school that has had a Project Based Learning programme, in place for just over five years.  Hopefully, with exemplars from globally renowned teachers and our local expert colleagues (in the process of developing their own best practice), I will find the exemplars we need to ensure the first assessment of Big Projects is as close to 'our best practice' as we can possibly make it.  

I'll let you know how it goes!


Sunday, 16 March 2014

Big Project Showtime... our big move!

Showtime - celebrating our first day at HPSS!

Showtime is all about the celebration of the development and efforts students have made during their Big Projects.  It involves sharing the learning journey with an authentic audience, students presenting their response to a challenge (or their action to make a difference) for the whole community to see.  Showtime will come in many different shapes and sizes in the future, depending on the project.  But they will always add something to a project's success and be authentic in both delivery and participation!  

On Monday 3rd of March 2014, HPSS was the newest school in the world! And we used our Big Project time to celebrate moving into the school. Students were creative, innovative and passionate.  As a result, we had so much to experience on the day and the challenge of making it special was met! 

Moving In day was definitely news worthy!

Showtime was our moving in day.  The itinerary looked a little like this:  

09.00 am - Meet with Primary students and say thank you for having us! Gift of Kauri presented.
09.20 am - Walk over to the secondary school together (with primary school).
09.45 am - Official opening of the school - Maurie to cut ribbon (with messages) and Balloons
               released.
10.00 am - Official school photo taken and presentation of flags, banners and cake!
10.10 am - School Exploration Treasure Hunt - using QR codes.
10.45 am - Obstacle Course race.
11.00 am - Shared Morning Tea in community colours.
11.30 am - Auditorium presentations - Meeting Arohanui students, documentaries, school 
                mascots, dances, music, presentations!
12.30 pm - Off to our learning modules to begin the 'normal' school day!

Pictures speak louder than words...

Adriaan gifts one Kauri for the Primary and we'll plant the other!
Walking down the road, to our brand new school!

Banners, ribbon, students... we are ready!

Excitement is definitely in the air...

Finally, Maurie our principal cuts the ribbon and balloons with messages are released!
Here we are!  The foundation students and staff at HPSS!


Showtime was a celebration

Students had a lot of fun and were an integral part of making the experience special and meaningful.  There was a lot of learning that came as a result of this project - for both the students AND for us, the team organising Big Projects.  But this will be explored more in the next blog - our Final Look stage, where we review and reflect on the process and think about the so what?  and the what next? This is the last stage, but is most critical!


Sunday, 2 March 2014

the Plan and the Action... we are DOING things here at HPSS

"What is the PLAN, Stan?"  

So, we had our Moving In Kick Off two weeks ago.  Maurie inspired our students to take up the challenge of making the first day of HPSS the most memorable day possible.  

The next stage is making a PLAN....

For Big Projects to be a success, a very through, reflective and well researched plan must be formulated.  It is co-constructed by project team members and a project guide and in the future authentic outside partners will also be involved.  The Plan stage asks students to think about the important questions- the what?, how?, when?, where? and who?  The questions could be 'endless' but are mostly based around... 
  • What are we going to do?
  • What do we need to find out? 
  • How will this address the challenge?
  • What roles do we all have?
  • Who will we need to make things happen?
  • What resources and skills do we need?  
  • When do things need to happen by? 
  • Where will we work?  What space do we need? 
To help put these answers (ideas) in a structured way, that can become an artifact and evidence, our Big Projects team have developed a Planning Template (drawn and produced by our wonderful Liz). This tool helps students to refer back to prior thinking, reflect on ideas and to see the many different components /requirements of their Big Project.. getting the big picture. 

Planning Template sheet for our Big Project teams

This template will continue to change and improve over time.  We already have a different layout for the next Big Project planning sessions.  Watching this tool evolve and develop over the year will be interesting... well for me at least!

So with a plan in place, it was time for action....

Our students haven't had much time, but in the 2 weeks they had to plan and put this into 'action' there has been a 'hive of activity' in the school on Tuesdays - Big Project time. 

Some projects our students have been working on include:  

All the amazing project ideas from our Yr 9 students for Moving In

So, lets see the students in action....

Megan's hub making a banner of foundation students and staff

Steve's hub trying to contact Eminem to send a 'good luck' message! 

Bryce's hub making Hobsonville Habit popcorn - chilli flavoured = adventurous!

Pennets designed by students in felt

Some groups worked together from many different hubs

Getting the signage together for our community shared morning tea!

Phew.. so many students engaged and worked hard!  Such a short time frame for this challenge means that students had limited ability to carry out the inquiry and connectedness needed for Big Projects in the future - but innovation and collaboration was found in bucket loads!!!  There have been successes and failures this week - but even when a project falls over, the learning is powerful and students have all understood this and embraced it.  Some have realised the importance of communication and that working together means more than just doing tasks the team needs... there will be plenty to think about when we do our Final Look.  

Tomorrow is Showtime!

Tomorrow we move into the newest school in the world! It will be the first day of this school and this day will never happen again.  Our students have worked hard to make this day as special and memorable as possible (given the limited time and resources) and I am confident they will love every minute.. and the legacy will be long lasting and one they can be proud of...

I'll keep you posted!


 

Sunday, 16 February 2014

Here we go! Big Projects begins at HPSS

MOVING IN - Big Projects Kicks Off

There are many different ways we could introduce Big Projects to our Yr 9 students.  We could stand in the front of a room and bore them to tears with a power point presentation on the different aspects of this new curriculum area OR we could just get on with it. Big Projects is about DOING, so lets start with the doing and look back and learn from the process. We can do this when we reflect in the "final look".  

What does our project involve? 
Moving In is about making the first day in our brand new school the most memorable we can.  It's about sharing with our community who we are, acknowledging the importance of being the newest school in the world and ensuring this once in a school's lifetime event (the first day!) is as meaningful as possible.  

So what was the Kick Off?
We felt that Maurie (the principal) was the best person for this job.  Who else has the charisma to inspire our students.  We marched off down the street from the primary school (where we are currently based) and headed to the secondary school site.  Maurie gave a stirring speech!


Maurie explains the importance of our moving in day!

Exploring the possibilities
Students trundled back to the primary school, enthused and excited.  We sat in our hub groups and brainstormed all the opportunities for making our move special.  Students went wild - carnivals, balloon rides, banners, dances, parades, water slides... the works!  Careful conversations with their project guides (teachers and hub coaches) led to more refined and perhaps realistic ideas - important considering the 2 week deadline!  Students in their communities shared their ideas.  Connections were made, groups aligned and new ideas emerged.  

In previous blogs I have discussed the key ingredients to a great Big Project.  This has many of them, starting with a meaningful challenge - making our first day memorable.  It involves a partnership between staff and students, who are working together to make this experience as impressive as possible.  It allows for a wide range of learning opportunities and students can take their unique talents and interests and use them for a positive outcome that everyone is contributing to.  We have a common goal and we are working as a team to make it happen.  Students are participating, contributing, using their inquiry skills, managing themselves and being innovative!

Kick Off lead to ideas and these ideas have groups, teams, partnerships and  plans - banners, flags, kites, shared food, documentaries, treasure hunts, websites, cultural performances, QR codes, music and more... our first few hours at HPSS will be special.. for everyone!

As we move from Kick Off to Plan I will keep you posted!