We all know the value of a great PLN. I only wish there were more hours in the day so that I could devote more time to learning from, and sharing with, others!
One of the most important things, I believe is to share personal experiences. I don’t use twitter as much as I should / could, I have a number of feeds to my email from TL networks, but these tools are both avenues for short, sharp pieces. I wanted to find a way to demonstrate to my students the desirability of creating a positive digital footprint, and I realised that I could use a blogging platform to share my personal experiences with Guided Inquiry at the same time. So I created a Digital Dossier to document my professional pathway, but with specific focus upon my GI journey. If you would like to have a look you will find it at http://myprofessionalpathway.weebly.com/ It is very much a work in progress; time is the enemy again! If you click onto the “more” tab, the “Guided Inquiry” there are some practical examples of where and how I have used GI at my school.
In my last post I spoke about the value of Third Space at the Identify stage: allowing the personal interests and passions of the student to find synchronicity with the curriculum. Allowing students the opportunity to select an area of personal interest, and to allow them the choice of presentation mode goes a long way to ensuring engagement, a quality product and a wonderful sense of achievement and improved self-esteem for the student.
So can “Third Space” be applied to the Open phase? At this beginning phase, surely the “Hook” to engage all students with an item of personal interest would be impossible to find. And isn’t that the aim of Immerse and Explore: to allow students time and space to find their area for study? So, is “Third Space” relevant during Open?
To me, finding the “Third Space” during Open is all about asking students to become personally involved with the topic. They are not asked to find a specific area of interest yet, but engaging activities in this phase still employ the same principle: of connecting the student to the topic, and making it “relatable”. I have tried to employ this principle when working with a Year 5 (10 years old) class who were studying the Gold Rush in Australia in the mid 1850s. The objective of the unit was to consider the effects of the Gold Rushes upon the people involved: the miners, their families, those who plied a trade on the fields, the government etc. This clearly required a level of personal empathy; as this was somewhat out of their immediate experience (!), I tried to think of how to engage them with their heart, and not their head. So I devised an activity where they would adopt the role of a miner. We provided groups with a map, and a box of goods. Some boxes contained useful items, others not so; some contained a miner’s licence, others not. We spray painted some rocks gold, and “buried” them in an area of the school (in long jump pits, inside tyres, behind posts etc. They were then given 20 minutes to try their luck! I posed as the Licence Inspector; those without licences were sent to gaol! Some found little, others a lot; some stole in order to get rich! (just like the real thing!) The students were amazingly engaged, and most of all, during our de-brief, they demonstrated that they had a very good understanding of some of the difficulties the miners encountered, and the feelings that they might have experienced. They were now ready to learn!