Thursday, 24 December 2015
The Waiting Game
The past few months have been a blur of activity. They have provided me with some of the most rewarding personal and professional experiences in my career. Much of the time was spent on preparation for IB MYP verification visit. In and of itself, that was an excellent experience. The feedback provided by the three appointed IB visitors was most useful in helping our school continue with its journey toward becoming a full IB World School offering the continuum programs of PYP, MYP, and DP. Now the waiting game begins as we look forward to receiving official feedback from the IBO.
It is perhaps a truism of the modern workplace that all work is collaborative in nature, and that the best work is produced in teams. With 40 plus teachers, at least a dozen learning support staff and faculty members, plus administrative supports, the visit involved a vast number of people in total, over half of the school. Students and parents were also involved in the visit. Each person played a significant role in making it come together, and I am truly grateful for their input and effort. Many wrote units, taught lessons, brought in new assessment tasks and guidelines. Others helped write and re-write policy documents. Important details were planned and managed by an expert staff who went above and beyond their ordinary job descriptions. Students and parents shared how the program is transforming our school. In short, it was a team effort of sizable proportions.
While it will be some time into 2016 before the official report is received, I am certain that our visitors were welcomed to a great school that is striving to become better. With guidance and direction, it is hoped that our MYP journey continues in full force in the coming year and beyond. A holiday break affords the time to reflect on how far the program has been advanced over the past two to three years. Greater familiarity is evident, professional dialogue around a common pedagogy has increased, and teachers are speaking the language of IB with growing confidence. It bodes well for the future of our school, and we look forward with great anticipation to receiving official feedback. It would be nice to get an early Christmas present from the IBO, but that is perhaps just wishful thinking. Meantime, the waiting game is on.
Friday, 21 August 2015
A Sense of Belonging
Upon returning from the IB Americas Conference held in the great mid-American city of Chicago, I have a better understanding and respect for the organization known as the International Baccalaureate. The IB Americas is one of three global regions within the IB organization. Its regional conference held in Chicago was truly something to behold. Over two thousand educators from North, Central, and South America were present in the heart of Chicago for a four day conference that featured outstanding keynote speakers, excellent student presentations, and most importantly, expert-led workshops that unpacked the pedagogy of the IB. It was a whirlwind of activity in the Windy City.
Credit to the organizers for putting together a first-rate conference that was expert in every regard, and meticulous in its planning. It was a first-rate conference at a first-rate venue in a first-rate city. The theme was: "Educating for Life". Current best-selling author and journalist Paul Tough ( http://www.paultough.com/the-books/how-children-succeed/ ) spoke on the need for developing character and socio-emotional skills in addition to cognitive skills. The power of narrative was in evidence as children's author Carmen Agra Deedy spoke of early experiences that led to a lifelong love of reading, and by extension, learning. Spanish mathematician Eduardo Saenz de Cabezon delivered an engaging talk in Spanish (translated into English), simultaneously making math relevant and showing the importance of language acquisition. Renowned educational commentator Sir Ken Robinson delivered a witty and intelligent closing talk on the changed role of the educator in the current age.
Perhaps the greatest takeaway was the notion of a sense of belonging, belonging to something greater than oneself. It was a great pleasure to take part in this conference alongside colleagues and like-minded educators. No one organization can be said to have all of the answers to the challenges facing education. Yet, the IB does a terrific job in providing an excellent framework for providing a holistic, integrated, and inquiry-based education from elementary through secondary levels. That is an accomplishment unto itself. With an expanding educational community that provides excellent resources and supports to its teachers, the IB can be said to be a forerunner in the educational field. Taken together, the IB is an organization worth belonging to.
Saturday, 2 May 2015
Putting The Game Into Perspective
High School sports are great. Under the best circumstances, young athletes push themselves to the limit, learn new skills, and compete against other adolescents in healthy competition. Team sports add the dimensions of collaboration, cooperation, and camaraderie. If done properly, these too can be valuable experiences that develop character and create life-long memories. As a coach, I get to enjoy these moments with the teams that I work with, and in some measure, get to enjoy the same benefits without the sweat equity. Coaches are subject to their own sweat equity, but that is another matter. Taken together, wonderful experiences can be had by all.
Sometimes it seems as though games and sports are a matter of life and death. They aren't.
This was made clear to me this past week as I had the privilege of coaching in the Nick Micieli Memorial Soccer Tournament in my hometown of St.Catharines, Ontario. I never knew Nick, nor did most of the players in the tournament. Thanks to the tournament organizers from St.Francis Catholic Secondary School, we were to learn that Nick was a promising young man who played high school soccer, went on to college, and died under unfortunate circumstances on his first day at work in an industrial accident.
Played on the first day of May on a sunny day in Niagara, our team had a great run to the final. We faced a worthy opponent in the championship game. Our team battled valiantly, demonstrating all of the best qualities that high school sports can bring out in young men and women. We lost by the narrowest of margins, our opponents from Notre Dame College School in Welland deservedly running out winners by a 2-1 scoreline. The trophy and plaque presentation was made by Nick's parents. Brief remarks revealed the sort of character and values that are evident in the Micieli household. We can only imagine what the family would do to see their son play one more time, one more game, one more day.
Afterwards, congratulations were offered to the winning side, thanks proffered to the tournament organizers and the game officials. As the crowds filtered away, our team lined up to shake the hands of Nick's parents, each player greeting the family with a firm handshake and a genuine word of thanks.
I don't think I have ever been prouder of a team I coached. It was an honour and a privilege to participate in such a tournament with these young athletes from Ridley College, and it put the game- all games- into perspective.
Sometimes it seems as though games and sports are a matter of life and death. They aren't.
This was made clear to me this past week as I had the privilege of coaching in the Nick Micieli Memorial Soccer Tournament in my hometown of St.Catharines, Ontario. I never knew Nick, nor did most of the players in the tournament. Thanks to the tournament organizers from St.Francis Catholic Secondary School, we were to learn that Nick was a promising young man who played high school soccer, went on to college, and died under unfortunate circumstances on his first day at work in an industrial accident.
Played on the first day of May on a sunny day in Niagara, our team had a great run to the final. We faced a worthy opponent in the championship game. Our team battled valiantly, demonstrating all of the best qualities that high school sports can bring out in young men and women. We lost by the narrowest of margins, our opponents from Notre Dame College School in Welland deservedly running out winners by a 2-1 scoreline. The trophy and plaque presentation was made by Nick's parents. Brief remarks revealed the sort of character and values that are evident in the Micieli household. We can only imagine what the family would do to see their son play one more time, one more game, one more day.
Afterwards, congratulations were offered to the winning side, thanks proffered to the tournament organizers and the game officials. As the crowds filtered away, our team lined up to shake the hands of Nick's parents, each player greeting the family with a firm handshake and a genuine word of thanks.
I don't think I have ever been prouder of a team I coached. It was an honour and a privilege to participate in such a tournament with these young athletes from Ridley College, and it put the game- all games- into perspective.
Sunday, 22 March 2015
Service Learning... Guatever It Takes
If education is about gaining authentic experiences, then I am certain that I just experienced one of the best imaginable. A recent service trip to Guatemala linked some of the best qualities that learning and traveling can offer. Billed as a service trip that could accommodate the needs of students from MYP aged grades 7-10, this one week adventure accomplished so much for so many. It combined eager students, energetic teachers, committed families, and a load of people in Guatemala who seem to know how to make the most out of just about any situation. Added together, it made for a great deal of fun and a lot of learning.
Ostensibly, the trip was about helping to build a school for the people of Salitrillo, a mountain village on the outskirts of El Progreso, Guatemala. That was the thrust of the work that occurred, but it involved so much more than that. Arriving at the build site daily was both an adventure and a reward onto itself. Each day we were greeted by local workers, school children, and families that were so appreciative of the help that was being provided. They showed the way in terms of work ethic, and as a group we gladly followed. Steady labour was broken up with moments of levity, appropriate rest, and a wonderful mountain view. Students, teachers, locals, and other volunteers happily shared moments of real joy.
The host Doppenberg family has been committed to improving the lives of the people of Guatemala for the past five years. Driven by their convictions, they have been dedicated to working with the neediest people in southeastern Guatemala. Initial work with an infant malnutrition center has developed into a range of activities that are designed to lessen the need for malnutrition centers altogether. Improved water quality and delivery, providing nutritious indigenous plants, educational opportunities, smokeless stoves, and other community empowerment initiatives have been started by this remarkable family.
DIG link: http://thedoppenbergs.com/
The students, teachers, and families who participated in this service learning trip were truly fortunate to have taken part. Significant contributions were made by all, and learning became a two-way street. Without fully knowing what to expect in advance of the trip, it became apparent upon arrival that a spirit of flexibility would prevail. The unique land of Guatemala, its people, and those taking part, gave rise to extended cooperation. It became apparent that in order to succeed, the unofficial motto of "guatever it takes" would need to be adopted. Judging from the smiles, many pics, and enthusiasm shown, the goals of the trip were met by all. Most importantly, the lasting memories will be that people can make a difference when they set out for all the right reasons.
Ostensibly, the trip was about helping to build a school for the people of Salitrillo, a mountain village on the outskirts of El Progreso, Guatemala. That was the thrust of the work that occurred, but it involved so much more than that. Arriving at the build site daily was both an adventure and a reward onto itself. Each day we were greeted by local workers, school children, and families that were so appreciative of the help that was being provided. They showed the way in terms of work ethic, and as a group we gladly followed. Steady labour was broken up with moments of levity, appropriate rest, and a wonderful mountain view. Students, teachers, locals, and other volunteers happily shared moments of real joy.
The host Doppenberg family has been committed to improving the lives of the people of Guatemala for the past five years. Driven by their convictions, they have been dedicated to working with the neediest people in southeastern Guatemala. Initial work with an infant malnutrition center has developed into a range of activities that are designed to lessen the need for malnutrition centers altogether. Improved water quality and delivery, providing nutritious indigenous plants, educational opportunities, smokeless stoves, and other community empowerment initiatives have been started by this remarkable family.
DIG link: http://thedoppenbergs.com/
The students, teachers, and families who participated in this service learning trip were truly fortunate to have taken part. Significant contributions were made by all, and learning became a two-way street. Without fully knowing what to expect in advance of the trip, it became apparent upon arrival that a spirit of flexibility would prevail. The unique land of Guatemala, its people, and those taking part, gave rise to extended cooperation. It became apparent that in order to succeed, the unofficial motto of "guatever it takes" would need to be adopted. Judging from the smiles, many pics, and enthusiasm shown, the goals of the trip were met by all. Most importantly, the lasting memories will be that people can make a difference when they set out for all the right reasons.
Wednesday, 25 February 2015
Authentic Experiences
One of the challenges facing education today is how to keep it relevant. Information on virtually any topic can be gleaned in a matter of moments with just a few quick keystrokes. An unfortunate by-product of a heavily technological school is the ability of students (and teachers) to get lost in distractions. As well, the preponderance of information requires assistance, filtering, and guidance. See, teachers are still needed, and play a key role in learning in the information age.
The changing nature of education has brought about a changing dynamic between the student and the teacher. No longer is the teacher the repository of knowledge. Sure, the teacher should have specialized knowledge that can be useful to impart, share, and disseminate, but good students with the right guidance will find their way to useful information.
Thus, it is important that the classroom and its extension beyond the walls of the school building, be a place where authentic learning experiences take place.
I recently had the opportunity with another colleague of taking a group of students to a model United Nations conference in Washington, D.C. For students interested in national and international affairs it doesn't get much better than the American capital as a place to tackle modern political challenges. Add the prestige of Georgetown University and the largest student-run model United Nations in the world (http://naimun.modelun.org/) and you have the makings of an authentic learning experience.
Students had the opportunity to write draft papers that would be read alongside those of nearly 3,000 other delegates. Of course, only the top papers would make it to the assembly floor. On-site resolutions were crafted, accepted, rejected, or modified. Lobbying, and jockeying for influence took place in the conference hallways, and meetings stretched from early morning until late in the evening. In short, it was the United Nations in miniature.
Of course it isn't always possible to travel far and wide in order to gain such experiences. Many can be had closer to home. The skills required to make changes in a local community- effective written and oral communication, well-researched positions, compromise and cooperation- are the same as those needed further afield.
Students have an appetite for learning. Teachers have a passion for it too. The meeting point between the two is always exciting when the learning experiences are authentic.
The changing nature of education has brought about a changing dynamic between the student and the teacher. No longer is the teacher the repository of knowledge. Sure, the teacher should have specialized knowledge that can be useful to impart, share, and disseminate, but good students with the right guidance will find their way to useful information.
Thus, it is important that the classroom and its extension beyond the walls of the school building, be a place where authentic learning experiences take place.
I recently had the opportunity with another colleague of taking a group of students to a model United Nations conference in Washington, D.C. For students interested in national and international affairs it doesn't get much better than the American capital as a place to tackle modern political challenges. Add the prestige of Georgetown University and the largest student-run model United Nations in the world (http://naimun.modelun.org/) and you have the makings of an authentic learning experience.
Students had the opportunity to write draft papers that would be read alongside those of nearly 3,000 other delegates. Of course, only the top papers would make it to the assembly floor. On-site resolutions were crafted, accepted, rejected, or modified. Lobbying, and jockeying for influence took place in the conference hallways, and meetings stretched from early morning until late in the evening. In short, it was the United Nations in miniature.
Of course it isn't always possible to travel far and wide in order to gain such experiences. Many can be had closer to home. The skills required to make changes in a local community- effective written and oral communication, well-researched positions, compromise and cooperation- are the same as those needed further afield.
Students have an appetite for learning. Teachers have a passion for it too. The meeting point between the two is always exciting when the learning experiences are authentic.
Sunday, 4 January 2015
Writing Your Own Book in 2015
The new year always generates loads of posts, blogs, and books addressing matters such as fresh starts, blank slates, and new beginnings. It is inevitable given our desire for improvement and growth, combined with the turning over of a new leaf that the transition into a new year offers. Thus, this blogpost wades into the familiar waters that many swim in at this time of the year.
A glance at the headlines reveals such wisdom as: "What You Need to Know for 2015", "3 Ways to Make the Most of Your New Year's Resolutions", and others that seem to boil down conventional wisdom into easy bite-size portions.
I started the blog to chronicle my school's involvement with the IB, my own role in the change project that involved bringing about the MYP to the intermediate division, and a general commitment to international connectedness. I am fully committed to each of these three priorities as they continue to be essential parts of my professional life and I firmly believe in their importance.
The truth is that I am not sure which direction to take this blog. Yet, I am committed to writing about interesting things as they relate to education. Writing itself is a key component to the learning process.
Over the holidays I enjoyed many a leisurely meal with family and friends. Perhaps too many, but that's another matter, and a bit of holiday excess is usually excused at this time of year. At one such meal it was remarked by a family friend that the start of a new year offers the chance to daily write your own chapter to a book. I certainly agreed, and thought "why not make it a classic?"
Now, I'm not sure that I am fully committed to the notion of writing a chapter daily, although there are some who are (courtesy of @AlisonLoat : https://medium.com/@mattangriffel/how-to-develop-a-daily-writing-habit-475732c2b026 ). Still, the idea of regular writing intrigues me and obviously plays a part in blogging. I also know that writing needs to be personal, relevant, and authentic. The connections to the real world need to be genuine. That's always the challenge for any writer. I am no different, and neither are my students.
So, the lengthening of days leads to a lightening of the spirit. The new year offers the hope of a fresh start. Although the new year officially started a couple of days ago, the academic term for 2015 starts tomorrow. I think the caption below (source unknown) captures the sentiment quite well. It's certainly the message that I will be taking to my school on Monday morning. Here's to a great 2015 and the writing of many classics.
A glance at the headlines reveals such wisdom as: "What You Need to Know for 2015", "3 Ways to Make the Most of Your New Year's Resolutions", and others that seem to boil down conventional wisdom into easy bite-size portions.
I started the blog to chronicle my school's involvement with the IB, my own role in the change project that involved bringing about the MYP to the intermediate division, and a general commitment to international connectedness. I am fully committed to each of these three priorities as they continue to be essential parts of my professional life and I firmly believe in their importance.
The truth is that I am not sure which direction to take this blog. Yet, I am committed to writing about interesting things as they relate to education. Writing itself is a key component to the learning process.
Over the holidays I enjoyed many a leisurely meal with family and friends. Perhaps too many, but that's another matter, and a bit of holiday excess is usually excused at this time of year. At one such meal it was remarked by a family friend that the start of a new year offers the chance to daily write your own chapter to a book. I certainly agreed, and thought "why not make it a classic?"
Now, I'm not sure that I am fully committed to the notion of writing a chapter daily, although there are some who are (courtesy of @AlisonLoat : https://medium.com/@mattangriffel/how-to-develop-a-daily-writing-habit-475732c2b026 ). Still, the idea of regular writing intrigues me and obviously plays a part in blogging. I also know that writing needs to be personal, relevant, and authentic. The connections to the real world need to be genuine. That's always the challenge for any writer. I am no different, and neither are my students.
So, the lengthening of days leads to a lightening of the spirit. The new year offers the hope of a fresh start. Although the new year officially started a couple of days ago, the academic term for 2015 starts tomorrow. I think the caption below (source unknown) captures the sentiment quite well. It's certainly the message that I will be taking to my school on Monday morning. Here's to a great 2015 and the writing of many classics.
Wednesday, 31 December 2014
The Team
For the better part of my life I have belonged to a team. At an early age I joined sports teams, played on them in school, and carried this out through my working life. I've captained them, played supporting roles on them, and coached them. I've enjoyed successes, experienced some setbacks, and learnt a great deal along the way.
It was with some trepidation that I faced a recent surgery- a relatively minor correction to a long-standing knee injury. No doubt the injury owed something to the many years of playing team sports. Soccer, basketball, football, and other contact sports can take their toll on the body.
It was with some trepidation that I faced a recent surgery- a relatively minor correction to a long-standing knee injury. No doubt the injury owed something to the many years of playing team sports. Soccer, basketball, football, and other contact sports can take their toll on the body.
Upon arrival at the hospital it was clear that the entire operation (pun intended) would be a team effort. From admission to release there must have been no fewer than 12 people who played a direct role in the proceedings of the day. Each had her or his own unique task, and each performed that task well. Even the volunteer staff of the hospital that provided simple things like the offer of a drink or a minute's conversation, did so as part of a larger team. It was appreciated.
The team approach was evident in the moments leading up to the surgery itself with the lead nurse even calling a timeout just prior to the start of the procedure. A check to confirm- with my assent- the area to be operated upon, the procedure agreed upon, and the degree of readiness all ascertained. It was impressive.
Indeed, in so many aspects of modern life a team approach is taken, and I believe, the result is beneficial to all concerned. Teamwork fosters collaboration, and collaboration fosters teamwork. Improvements and suggestions can come from many points of entry. These are all good developments, and should be embraced in an age that is more democratic and meritocratic.
Can a team approach be applied with success in a field as traditional and resistant to change as education? I believe that it already has in the best schools and in the environments where learning is rich. A process by which a group of committed people dedicated to achieving a common purpose is very much like the teams I have enjoyed the most success with. Leaving aside trite comments, and hollow mottoes, there is no doubt in my mind that a committed team can achieve much.
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