Social Media/Studies

UntitledIn addition to more critical efforts to conduct inquiries into history as it intersects with our present landscape, the TALONS class has come to embrace dramatic efforts to enact and recreate history in their social(s) learning. Whether engaging in a mock trial of King Charles II, or making impassioned speeches as characters in the French Revolution, such theatrical turns have traditionally made for memorable classroom moments.

A few years ago, a group of TALONS grade tens approached me to see if they could ‘pitch’ a unit plan for our upcoming French Revolution study: in blog posts and classroom activities, members of the class would each adopt a character from the revolutionary period, and strive to realize and represent diverse perspectives on events in 18th century France.

In the years since, the unit has evolved to include Twitter, as well as a series of improvised discussions, debates and addresses – all in character.

Thus the class is able to imagine and take in the passionate decrees of a young Maximilien Robespierre:

In the future I believe that it is not enough for the monarchy to only lose a portion of its power. France should be a country run for its people by the people, a democracy! At this moment I do not have enough political power to share my views in such ways, but in time I shall express my desires. One day I assure you, I will find a way to improve the lives of the poor and to strike down those corrupt from power.

And see the story through to his betrayal of Georges Danton, who addresses his friend:

I curse you.

We once had, if not brotherhood, at least mutual understanding. We were creating a France that our children would be proud of. I know not when your idealism became madness but I must have failed to see the signs, because I was not prepared for all the murders, and all the terror that you instilled into this country.

Robespierre, you will follow me into dissolution. I will drag you down screaming, and we will fall together.

In addition to these perspectives developing on individual blogs in monologues and comment threads, classroom time is spent charting the development of significant revolutionary events against characters’ reactions which are presented in improvised debates or speeches. And the dialogue continues on Twitter, as each character adopts an avatar to not only promote and archive their blogged artifacts, engage in dialogue with their allies and nemeses, and exercise their own democratic rights in carrying out the final assessments in the unit:

Screen Shot 2015-03-23 at 9.38.18 PM

Screen Shot 2015-03-23 at 9.39.55 PMSensing that there might be a popular uprising against a tyrant teacher bent on sticking steadfast to an arbitrary deadline, I asked to see a show of support for the idea:

Screen Shot 2015-03-23 at 9.43.23 PMThe idea was taken up quickly.

By philosophers:

Screen Shot 2015-03-23 at 9.42.33 PMThe King of France:

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Feminist leaders:

Screen Shot 2015-03-23 at 9.45.54 PMAnd even the farmers:

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At the culmination of the unit, each of the TALONS delivered a final address that looked back on their contributions to the revolution, and how they might have done things differently with the benefit of hindsight. And while each member of the class was only tasked with creating one unique angle on the historical events being studied, the effect rendered by the series of addresses on the unit’s final day presented a nuanced and multidimensional look into the various subjectivities that (might have) helped shape the revolutionary period.

From each of their perspectives, what the French Revolution might be about would likely sprawl in a dozen different directions: a part of a historical march toward justice; political reform; a spark in the narrative of female activism; the story of scarce resources driving extreme behaviour. And to ‘teach’ toward these myriad truths is at once a curricular requirement and Quixotic pursuit, revealing the tensions of education for citizenship in a pluralist democracy, asking How do we create unity and cultivate diverse perspectives?

In interpreting history, as well as our present moment, students ought be engaged in rehearsing this act, and with the dramatic role play the answer offered to the pedagogic problem lies at the heart of narrative.

Of sensing an individual’s arc at the centre of a multitude of shared and individual lives.

Of constructing ‘we’ out of many ‘I’s.

Whether face to face or in the online sphere, this is the task of schooling in the multicultural society.

Learning Project: Performance Goals

Leading up to our first performances in #IntroGuitar, for credit students were asked to prepare brief introductions to their goals in these first efforts. Here is my introduction to the song I selected to perform, an original entitled “Judy and the Town.”

While the song is a few years old, I have elected to focus more on performing this semester, and have looked to present the tension in the song between the somber second verse and more jubilant ending. This involves establishing the song’s structure in the first two verses, which lead to transitional pre-choruses and full choruses, and then turning the corner into the final chorus / coda, gaining momentum and hopefully voices in a singalong ending.

And then Scott’ll come home / and the dogs’ll come home / and we’ll all be at home / and if Lindsay ever leaves she’ll still come home

In my recorded performance, I am not quite into the physical performance of the song; the guitar I had handy didn’t have a strap to facilitate standing. But I have managed to employ my rhythm playing in such a way that lets the storytelling in the vocals become clearly imagined by the audience.

 

Learning on (and of) the Web

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“…ds106 is not just ‘on’ the web—it is ‘of’ the web.”

Alan Levine

The advent of the web enables a type of individual inquiry and collective synthesis that makes new experiments in constructivism possible. But creating the conditions for such epistemological emergence can be a challenging possibility to consider.

As Osberg and Biesta note,

“…if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”

Such a conception of knowledge-creation presents a problem for educators in imagining a means of assessing the type of collaborative inquiry necessary to bring about this type of learning. However, Gardner Campbell has created a daily pop quiz that may provide a template for a daily barometer of individual engagement:

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The pic of Gardner Campbell included here was taken by Michelle Lamberson

To achieve top marks on this type of quiz, learners must be engaged in generating personal courses of study around shared themes, the fruits of which can then be woven together in expressions of individual and collective synthesis that become the processes of learning in the classroom.

Osberg and Biesta describe a similar process of emergence based in “the idea that knowledge is neither a representation of something more ‘real’ than itself, nor an ‘object’ that can be transferred from one place to the next.”

“Knowledge is understood, rather, to ‘emerge’ as we, as human beings, participate in the world. Knowledge, in other words, does not exist except in our participatory actions.”

Bonnie Stewart characterized the shift in thinking surrounding open learning environments such as MOOCs as indicative of a cultural transition driven by digital technologies:

When communications are seen as key to learning, the numeric focus of the information-centered paradigm cannot be reconciled with the significant and varied body of educational research which foregrounds the importance of interactive (Dewey, 1938), situational (Lave & Wenger, 1991), and critical (Freire, 1970) perspectives on learning. The communications approach focuses on the Internet not as a technology but as a medium for human engagement. “The Internet encourages discussion, dialogue and community that is not limited by time or place. The role of educators in this world is to facilitate dialogue and support students in their understanding of resources” (Weller, 2007, p. 6).

This facilitation involves the planning and design of learning environments and activities, to be sure; but these preparations are best informed by educators’ own experience and learning in these environments, and in the same spirit of inquiry that is being asked of the students. As one of the TALONS articulated a few years ago now, to exist in the Age of Information is to participate in it.

In a rash of social studies blog posts that were published in late January of 2011, as the class was studying Louis Riel and the Northwest Rebellion and the Egyptian people were staging a revolution in Tahrir Square, TALONS now-alumni Megan comes to a realization at the heart of literacy in the digital age:

And then you come back to me. Still sitting in front of her computer, and still on the opposite side of the world. I am a child, in this age of information. But I am also part of the age of information. I have just as much say in what occurs as everyone.

If what happened in Egypt is any indicator as to what can be accomplished through communication, I think that maybe, I need to realize, or maybe we (and I’m talking to all my fellow youth out there) need to realize that if we organize we can accomplish something big. People may say that children and youth are better seen, and not heard. But you know what? We are the new generation, and we should have a say about what sort of world we are growing up into.

So hey, there’s my two cents. Just tossing it out in the world of the internet.

But I guess you might say this:

I know that it actually matters now.

I am a participant in this age of information.

An important aspect of participating in the age of information is developing a personalized means of accessing, filtering, saving, sharing and synthesizing the cultural voice of the zeitgeist being expressed across the culture. To provide meaningful experiences in this emergent environment, educators are challenged to engage with information in new ways made possible by the read-write web, and social media.

bell hooks describes such a process of “engaged pedagogy” as “more demanding than conventional critical or feminist pedagogy.”

“For, unlike these two teaching practices, it emphasizes well-being. That means that teachers must be actively committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students.”

The question of well-being brings into focus many educators’ difficulty in embracing the Digital Age and its myriad publishing tools, social media, and unending streams of information.

How do I read it all? 

Where do you find the time? 

Etc, etc… 

In the five or so years I have been teaching and learning in blended learning environments that attempt to seed the type of culture implied by the advent of digital publishing technologies, I’ve settled into something of an information workflow that allows me to read and reflect on an ever-rising tide of information, but also to organize those readings and reflections, and publish my own thinking to a fluid community of peers and students not only in the present, but also into the future.

Appropriately, this process has emerged over time, and continues to. But a lot of it looks like this:

Feedly ReadsReading

Favs

I stopped surfing around to the sites I tended to find interesting reads or views on a few years ago now, opting instead to follow my favourite sites on either Twitter, or in an RSS reader such as Google Reader. Now, unfortunately having lost the Reader, I’ve moved to Feedly, which does almost everything the former used to, and which is likely similar to many offerings from Digg Reader and a host of others.

My RSS feeds are collected into bundles that I can check at various intervals throughout the week: my News folder is a daily check, while Education, or Arts and Culture generally get more attention on the weekend. Something like Food or Music are generally lower in the pecking order, but as I flick through any of these folders, I am generally not so much reading what I find as filtering and saving the intriguing items for later on.

I do much the same thing on Twitter, where I use my Favourite option to save interesting things for later viewing more than as a sort of Facebook “Like.” 

Now, a lot of people probably participate in these first two steps, and that’s the last they ever see of these links and blog posts and other data flying across the web. But this type of reading demands a later stage in this filtering process where these items can be logged into digital long-term memory.

Delicious bitsWhich is where a service like Delicious comes in (Diigo and other sites can serve the same purpose here), as I then spend time – maybe once every few weeks – going back through those Favourites and Saved articles from Twitter and Feedly, and organize them for longer-term storage.

In Delicious, I’m able to save links to my Saves and Favs that I want to hang onto (helpfully, they have a Chrome plugin that lets me do this right from the page or article itself), as well as as descriptive tags that will help sort different articles, videos, posts or resources.

During the summer, when I have more time to cook, I actually send the favourites from my Food folder to another ap called Pocket which turns my iPad into a cookbook.

This way, as I approach a unit in Social Studies, for instance, or find myself in an email debate with one of my colleagues, or am writing a blog post about something one of my students blogged four years ago, I can consult Delicious and search the tag for “Confederation,” or “Enbridge Pipeline,” or “Student Posts,” et voila. 

Publishing

Blog Tags

When it comes time to publish, I find myself torn between two extremes of blogging or sharing: namely either the carefully-crafted or long-winded dissertation on a topic; or an attempt to capture a moment in time (which can still tend toward the long and windy…). This applies across platforms, to my blog probably as much as Twitter, or Youtube, or Instagram or Flickr.

But the important part of publishing or sharing online is that it can become the natural exhalation of all that good stuff I’m taking such pains to ingest with Feedly and Twitter and, y’know… life. The mass collections of data that these services offer in potential – much as the possibility for learning in life outside of screens – exists in proportion to our ability to synthesize those streams of information into our own view of things.

And it is this potential that I find so riveting about the social, metaphysical, and epistemological transformations brought about with the advent of the Digital Age.

In this view it is important to see one’s own publishing (especially in blogged form) as a node in a network of other information: thus the use of hyperlinks and reference to others’ ideas as support remains an essential quality. But so too does the impetus to organize new posts within a structure that will continue to organize your work into the future. So here we can see blog tags and categories, Youtube playlists, or Flickr albums playing an important role in your own informational tail being accessible, searchable and available to you six months or six years from the date of publication.

Over time these blogged gardens of links and stories and photographs can require weeding, and one is reminded of the health that returns to many of our perennial plants after a thorough trimming of its branches and tangled intersections.

Don’t be afraid to trim, hew, and hack. Unfollow, unsubscribe, reevaluate your workflow. As the Boss says, “there’s no right way to do it. There’s just doing it.”

Room for Improvement: If and when we do Eminent again…

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Before the new year, I compiled a host of the TALONS‘ responses to reflective prompts on their work created during the Eminent Person Study, highlighting the means and methods they employed to create stellar examples of public speaking in their Eminent Addresses. Being able to have each of these reflections assembled in one place – thanks to Google Forms, and a bit of code that helps display the various responses – creates a different type of feedback that allows us to glimpse the how of what is inevitably a successful aspect of the project.

When we are successful, it appears, it is because we put an exceptional amount of work into the product: we rewrite, and edit, and draft, and rewrite again. This sort of work is generally undertaken with the help of supportive peers and parents, and presented alongside a cohort of individuals similarly striving to achieve something grand. These are important insights to hold onto as we look ahead at creating future memorable learning opportunities for ourselves and future classes.

Perhaps equally as inviting is the opportunity to investigate what happens when things could be better, though. And so now later than intended, but still hopefully of value to the class and readers of this blog, here is the flip side of the Eminent data.

During which assignment do you feel you created work you believe could be improved?When it comes to work the TALONS would have liked to improve, the results are more divisive than when asked about where they believed they had been successful. Where a majority of the class felt that their Eminent Address had been the most successful, different aspects of the project reveal themselves as areas for future growth.

Among the contenders are the Interview and Night of the Notables (either on the night itself, or capturing their work in a follow-up blog post), followed closely by Document of Learning, and Introductory post.

Traditionally, the prospect of obtaining an ‘expert’ interview on a related topic to one’s Eminent Study has proved a sticking point for many TALONS over the years, so it is perhaps unsurprising that it should lead the field for this particular question.

This grade ten response distills much of what generally constitutes this difficulty:

The problem with my interview was that I couldn’t get one. If an assignment like this ever comes up again, I would be sure to contact more people (even if there is only a slight chance they would be able to help with my research), and to contact people earlier on. 

Indeed, whether or not an interview can be obtained is generally the result of having cast one’s net wide enough, if not allowing enough time for meaningful responses to be offered.

A grade nine echoes this sentiment:

I feel like I could have sent out my emails earlier, so I’d have an interview by now. I was procrastinating on my interview and sent my emails rather late. I also could have emailed more people because I think most of the people I emailed didn’t see my message or they just didn’t want to respond. 

However, even with enough time and emails heading in the right direction, one of the grade nines cast more specific advice for themselves forward toward next year’s study:

Next time, I will prepare for my interview as early as possible, and send more convincing emails that will increase the chance of me getting an interview. Having conducted some research on how to form emails, I want to: 

  • Make the title / subject line less vague, and keep it short
  • Write less text, as people are lazy and won’t want to read all of it
  • Avoid lengthy introductions
  • Compliment the reader
  • Use bold / italics to emphasize important points

However, even when successful, this grade ten was able to take away valuable lessons from the experience:

Although I did end up conducting an interview, I later observed that my questions might have garnered more of a helpful response if I had chosen a specific and narrowed topic. For this assignment, the questions that I asked could elicit a very long and extensive response, and because I asked so many of these kinds of questions, it became difficult to delve deeply into one specific area, as the interviewee felt the need to address all of the questions. In the future, I would try to narrow my questions to the most important area of study for the purposes of my research and understanding. 

In the cases of other aspects of the study the TALONS would like to see improved, a common thread that emerges in reflection is the race against time. As in the interview assignment, many members of the class can likely empathize with their classmate who wrote,

I feel that I definitely could have done a better job with my [Document of Learning, Library Field Study, Biblography]. But, unfortunately, Night of the Notables crept up on me and I had to put all of my efforts into [my Speech, Learning Center]. 

Even when it came to Learning Centers, this sentiment is likely familiar:

I believe I did fairly well with my Learning Center. However, I believe it could be improved the most out of all of my assignments because since it is such a big assignment there are many places where it could be improved. I would firstly start my learning center sooner, for I had to work well past midnight many days in a row leading up to NotN to finish it. 

This grade nine agrees:

I was happy with my Learning Center, however I believe that I should have put more time, effort and thought into the creation and presentation of it. 

As does this one:

The one thing I would have liked is for more time. Between juggling math, the environmental project, being project manager, elective homework, and extracurricular activities, starting my learning center was slowly making its way down the list. 

Which is a real-world application of the experiential learning TALONS is proud of providing: we often choose which of our tasks will garner our utmost effort, and occasionally even large projects – or aspects of complex projects – don’t get the amount of time or effort we feel they deserve in a perfect world.

Time is, in the world of work as in life, unfortunately a scarce commodity, and we are each tasked with making decisions about how we allocate it. And I doubt that as an even trade, many of the TALONS would exchange success in their Eminent Speech for a more successful turn in one of these other aspects of the project.

However, the sensation that we have not used our time wisely this time around can often be the best impetus to using it differently in the future, and for those who this year felt that their swap wasn’t an even trade (inasmuch as they didn’t spend time on their speech instead of other eminent assignments), I would hope that this sentiment leads to a more informed use of time in future opportunities.

On Playing Guitar

Brian and Bryan Jam

Photo courtesy of Alan Levine

As a sort of follow-up to my last post, I wanted to share some responses I had for a few questions one of the TALONS asked me as part of his own In-Depth Study Research.

1. How long have you been playing the guitar?

About thirteen years… I think.

2.At what age did you first start playing?

I first borrowed a friend’s guitar in the spring of 2003, I guess. So I would have been 22, or thereabouts.

3. Do you believe learning to play the guitar has benefited your life socially / physically / mentally?

Absolutely socially and mentally.

There are probably physical benefits – better hand-eye coordination or dexterity with my fingers and such – though I don’t know if these are beneficial other than in playing guitar.

As for socially, I’ve made a lot of great friends and shared a lot of interesting experiences with people I wouldn’t have found myself connected to if not for having been what can be called in some ways a musician. Beyond personalities, or senses of humour, or our unique interests, upbringings, or even the music we like, I’ve always found people who play music – whatever kind of music it is – easy to talk to, hang out with, and – naturally – play music with. I’ve played music with strangers on the street in Cuba, Croatia, and France, talked for hours about favourite guitars with friends of my parents, and spent weekends improvising with people I’d just met without so much as a word having to be spoken.

Even when I was just starting out, I’ve found that once you have enough skill to participate in communal music-making (even if it’s just plucking the same note or strumming the same chord along with a few friends), you have been allowed into some other plane of conversation with people – a conversation without words, but also a conversation without distinct points of view. In a verbal conversation, one person talks, then another, then the other again, and in doing so their unique perspectives are shared; but in music, the two ‘perspectives’ are essential components of the other, if that makes sense? My guitar solo cannot exist without the underlying chords, whose pacing and volume are reacting moment-by-moment to the energy, tones and volume of the solo. And that’s just with two people: as drums, or bass, or vocals or other instruments are added to the fray, this sense of a collective voice only becomes richer.

I think this sense of communication I’m trying to describe benefits both the social and the mental, though, because these experiences not only forge deep connections with the folks I’ve shared them with, but also have opened my mind to what it means to listen, and interact, and communicate with other people. Once you’ve experienced these sorts of things – an epic jam session, or a memorable performance, or just creating something out of nothing, even by yourself with your guitar – it is impossible to go back to having ‘un-experienced’ them; each leaves you fundamentally changed, however minimally, and changes the course you might take going into the future. I’ve left a lot of different sessions of playing with people thinking, “Why don’t I do *that* more?” And I always rededicate myself to finding more places and people to play with – it never stops.

4. What are some of the skills developed from playing guitar?

Listening is a big one, whether it’s to the people you’re playing with, or even songs you’re hearing for the first time or the millionth. It’s fun when you start to realize what’s going on ‘inside’ some of your favourite songs, and why it is you like them – a chord change, perhaps, or the way the lyrics fall across the rhythm of the song; and similarly, sometimes songs you thought were catchy fall apart when you learn how to play them, which can be disappointing, but leads you to other, more interesting music hopefully.

Beyond listening, I am also able to hear better, which is actually different than listening. I can hear subtle differences between notes and chords, can tell when things are out of tune – and even which string it is, generally – which I couldn’t do back when I began. I’m also able to distinguish what singers are saying now that I know how to breathe and sing and strum as the same time, and how the different instruments are interacting in ensembles.

5. How do these skills/benefits benefit/apply to your everyday life?

I think quite a few of these skills transfer over to everyday life, both in tangible, specific ways: I know a lot about different songs, how they are put together, and the people that made them, for instance, which finds its way into a lot of my work at school (and not just in guitar class); and my relationship with language has changed I think, as well, and I unconsciously try to make things more musical, direct, or poetic when I write or speak, perhaps.

But I think the benefit of playing music that most broadly transfers over into ‘real’ life is the sensibility that goes along with many different aspects of music. In looking over my answer to your third question, I like to think that this constructive sense of conversation or working with others influences every aspect of my life and relation to other people: everything one does with other people is an opportunity to build something – a conversation, a relationship, a professional project, or piece of art. And so because I know that these types of interactions are possible, I find myself approaching almost everything I do with the same sense of experimentation and expression.

6. Any other habits/effects that came from guitar?

The guitar is a dangerous tool for relaxation and procrastination, so not all of the habits and effects it yields are necessarily positive! I’m sure there are plenty of things I could or should have done some days than play guitar for half an hour (or three hours), and that’s not always the best thing to do. But I am glad every day that I stuck out those first few months (or years, if you ask my roommates or family members who heard me back then), until guitar became the thing I wanted to do when I got home from school or work. Once it became The Thing I wanted to do to unwind, or have fun, or challenge myself, I don’t think I could have ever gone back to being someone who doesn’t play guitar.

Hopefully you find the same soon enough.

Why Collaborative Inquiry?

Puzzled

In a facilitator’s guide for Collaborative Inquiry for Educators, Jenni Donohoo presents the formation of professional learning communities as a means of addressing “adaptive challenges,” or those “for which the necessary knowledge to solve the problem do not yet exist” (Vander Ark, 2006 p 10). Many aspects of professional development seeks to approach these types of adaptive challenges, as many aspects of teaching and learning presently find themselves in flux.

With increasing classroom needs, revolutionary changes in technology and information literacies, in an evolving culture dealing with widespread anxiety and mental health concerns, classroom teachers and extended school communities confront diverse language language needs and an increased awareness around gender and sexual identity, among other unique challenges. In British Columbia, public schools face the additional challenge of an ongoing and tempestuous negotiation between different stakeholders over curricular reform, teacher-contracts, and the role of education in society.

The convergence of these myriad adaptive challenges – “for which the necessary knowledge [does] not yet exist.” – seem an appropriate place to engage a process of collaborative inquiry which allows participants to “adopt new values and beliefs.”

In such times, Levin notes that “the challenge of change is compounded by pressure from others to remain the same” (Levin, 2008 p 81), but that “change in schools come from ‘thoughtful application of effective practices in particular contexts” (p 81).

“When members of professional learning communities (PLCs) engage together in investigating challenges of practice, their understanding of these challenges grows deeper and is more unified, practice grows more sophisticated and powerful, and the group develops a tighter sense of camaraderie and common purpose.”

This type of cultural cultivation allows teams to “construct common understanding, share knowledge and experience, and develop common goals.” Developing a culture of inquiry enables sustainable change and the ability of an organization to respond to the evolving needs of a community:

“High quality professional learning includes learning communities that apply a cycle of continuous improvement to engage in inquiry, action research data analysis, planning, implementation, reflection and evaluation.”

But merely putting such a model into place is not enough to ensure such a culture will take hold. In fact, such cases are shown to be rare; where they are shown to be successful it is because of meaningful learning activities are undertaken to drive the process forward.

Donohoo presents a four stage process:

  1. Framing the Problem
  2. Collecting Evidence
  3. Analyzing Evidence
  4. Documenting, Sharing, Celebrating

Teams begin by determining a meaningful focus, and developing an inquiry that will allow them to collect evidence in their classroom, personal practice, or collaboration with a colleague. Once evidence has been collected, it is brought back to the team for analysis before being shared and documented for the wider PLC, and used to consider further inquiries. These stages are “the same stages used in action research.” However:

“The difference between the two approaches is that collaborative inquiry is conducted by a group of educators interested in addressing a school, department, or common classroom issue driven by student learning needs.”

In concluding the opening chapter of a lengthier guide for facilitators, Donohoo shares three primary considerations in implementing a collaborative inquiry model: Timing, Forming a Team, and Fostering Academic Discourse.

“The best time to introduce a collaborative inquiry is when the process of school improvement planning takes place,” Donohoo advises, adding that:

“By introducing collaborative inquiry as a strategy for school improvement, it will help team members understand how it relates to the work that is already happening in schools.”

In forming inquiry teams, Donohoo cites Katz et al. (2009) and suggests formal leaders “distribute leadership, identifying those teacher leaders who are in the position to lead in a focus area because of their expertise” (p 75).

However, it is the consideration toward fostering academic discourse which provides the greatest challenge – and in turn the greatest opportunity – for schools engaging in collaborative inquiry, highlighting MacDonald’s observation that

“teachers must be willing to expose their struggles and failures with their colleagues must be willing to tell the truth, or teams will go through the motions of collaborative inquiry but never see results” (2011 p 45).

Developing a rich dialogue that allows participants to reflect on and evaluate their own practices in the context of communal inquiry creates the opportunity for teams “to collaboratively generate knowledge while investigating problems of practice.” In closing, Donohoo refers to both Senge (1990) and Vander Ark (2006):

“Senge (1990) used the term ‘learning organizations’ to describe organizations that transformed themselves to meet adaptive challenges and become knowledge-generating versus merely knowledge-using organizations. Vander Ark (2006) noted that meeting an adapting challenge required ‘creating the knowledge and tools to solve the problem in the act of working on it” (p 10).

Such a model of inquiry is congruent with a constructive view of professional development described a few posts back:

“This act of development is a constructive act, one which suits the principles of democracy that we are all – regardless of subject speciality – charged with teaching in our classrooms, and a process we are obligated to engage in as citizens in a democracy, as well as teachers, and professionals. And if we are to provide this type of learning in our classrooms, we should be engaged – and are compelled to be engaged, in the language of our own members’ guide and professional expectations –  in a similarly constructive development of our own practice and profession.”

Not everyone will buy into the process deeply, maybe even especially at first. And it is a colleague’s prerogative to engage in professional development in this fashion. However, if small groups or pairs of colleagues are supported and given time and opportunity to experiment and explore their practice – and document and build through an ongoing praxis of inquiry – these relationships being fostered across a staff could enact a profound shift in school culture.

Blog as Prologue

Evening Meeting

Upon completing my undergraduate education, I toyed briefly with the idea of heading directly into my Master’s, though at the time it would have likely been in American literature or an MFA program in fiction writing than the course I’m currently following. Then again during my course work to obtain my teaching certificate, I considered accepting the invitation of one of my professor’s to pursue a doctorate in Fine Arts Education.

However, apart from the timing and other opportunities that kept me from continuing my studies at either of these junctures, I knew in the back of my mind that I would be best suited to continue my formal education if I were able to bring a crystallized vision of why my studies would be of value – to me or anyone else. Ever charmed by a holistic philosophy, I often do my best work when that work can intersect with personal passions, causes and ambitions.

My graduate studies would organically come to pass as my theories and practices – in life as well as work – came more clearly into focus and alignment with one another, as I am confident to say that they have of late.

This process, almost in its entirety, has evolved and emerged in some two hundred and seventy posts which find themselves in the pages of this site. In striving to define my own minute corner of the universe, my hope all along has been to register my perspective among the collective narratives of the communities to which I belong.

Back in 2009, I began this site by asking What is School’s Job? and invoked a Nabakov quote that has inspired me to explore and document my own perspective in the posts since, as well as my burgeoning graduate degree:

Indeed, this subjective life is so strong that it makes an empty and broken shell of the so-called objective existence.  The only way back to objective reality is the following one: we can take these several individual worlds, mix them thoroughly together, scoop up a drop of that mixture, and call it objective reality

Whether in blogged reflections, artistic challenges, or academic work, it is contributing to this conception of greater human knowledge and objectivity that continues to inspire me to push publish, and share my thinking with a wider audience. In the intervening years since that initial post, I’ve come to have a clearer sense of where my perspectives on educational theory and practice might best be put in the service of our shared educational reality, and have been doubly inspired by my initial graduate studies to expand my perspectives on each.

In considering the intersection of cultural epistemologies, ethics and social and political philosophy that constitute curriculum studies, I have come to focus on aspects of learning design and student ownership and engagement with learning through the lens of citizenship education. However, even as these interests have sprawled in the last several years, I have been driven to see them coalesce around the type of “simplicity of cause” that Ralph Waldo Emerson discusses, wherein “There is at the surface infinite variety of things; at the centre there is simplicity of cause.”

In documenting and reflecting upon outdoor education, collaborative inquiry, classroom discussion, digital media or learning through the arts, I’ve found these complexities to be grounded in the view that democratic freedom depends on a broadly engaged citizenry. Such a broadly engaged citizenry demands that schools provide students with experiences in constructing their individual and collective perspectives on community, thereby learning to better contribute as individuals to those communities.

Such a focus provides an ample platform to go about forming a problem statement for my Master’s research, as well as directing a question toward addressing it in future posts and papers. However, while each new representation of these questions, theories or experiences contains the potential for what yet may come, it stands among the prior formulations of itself, and in these multitudes is contained the essence of my thinking.

As a jumping-off point as I set out to synthesize my own thinking on citizenship education, it is important to consider the course of experiences which have brought me here. And by briefly tracing this arc of narrative learning, I hope to bring the larger themes of my own research and experience to bear on the discussion going forward.

Back in 2010, replying to a staff email thread at my school on the nuisances of cell phones, I argued for the citizenship benefits to technology in the classroom:

“It is not a matter of banning cell phones, or even giving them a constant working purpose in our classrooms (such that they are not idle and hence a distraction, or even to meet students “on their turf”), but rather, a focus on raising learners – and to continue in Broadbent’s vain: citizens – that exist within the emerging fluidity of the 24/7 social media cycle, and yet are empowered by its capabilities to unite, and connect, rather than cowed by its vapid and addictive lesser qualities.”

Reflecting on the merits of outdoor education a year later, I highlighted the ability of experiential learning in the woods “to provide experiential lessons in:

  • Realizing that we are a community.
  • Experiencing our place in the (local) natural world.
  • Learning self-reliance and accountability.
  • Living in the moment.”

While I wouldn’t be reading the paper for three more years, it is interesting to see the intersection of many of the notions expressed in this post with Daniel Shugurensky’s ideas about citizenship learning which

“generate[s] public spaces of social interaction in which discourse is based on finding agreement, welcoming different points of view, identifying the common good in a myriad of competing self-interests, searching for synthesis and consensus, promoting solidarity, and ultimately improving community life.”

In 2012, the opportunity to engage in my own community of practice at the Unplug’d event in Algonquin Park provided an opportunity to engage in my own experiential learning about the creation of an educational culture indivisible from the shared perspectives of a community of individuals.

On Saturday afternoon, my editing group of Donna Fry, Marci Duncan, and Gail Lovely sat on yoga mats in the upstairs studio of Points North, and I played them the opening verses of the song. We had saved the song for our last edit, and had spent the day  up until that point contextualizing the meaning of each of our letters through the stories we had told one another and our emerging reflections on what the experience was teaching us. Jowi Taylor was gracious enough to let me enlist the powers of Voyageur in the composition, and he joined us for a conversation about authenticity, and truth, and the role of music, metaphors, and symbols in our collective storytelling while I sat cross-legged with the guitar in my lap.

Like each of the songs I played on Thursday night, “Carrying Stones” turned out to be a collaboration, like all art and stories are, really. Jowi and Voyageur gave me most of the words in the third verse.

Building on my Unplug’d experiences, the work I was doing in my own classroom(s) became more and more oriented toward an aspect of digital citizenship I have come to see as an area of potential when looking at technology in learning: openness.

“whether it’s blogs, wikis, podcasts or campfires; videos, GIFs, or walks in the woods, the story of human progress, and knowledge, is about learning to adapt to these “breaches in the weave of contextual structure,” something that the Internet has brought us in spades. That we should be using it to capitalize on the greatest capacities we possess – creativity and self-expression, community-building and collaboration – seems the most genuine of purposes for classroom learning to take on, and something I’ve found in educational opportunities that thrive because of an attitude of openness.”

It is this ethos of openness and participation where I see my areas of focus and scholarship being of value, as my work in a variety of learning environments has offered a glimpse of enthusiastic cohorts of young people exploring and reflecting upon unique courses of study. As Simsek and Simsek note, the “democratic values needed for the citizenship are not different for new literacies. Many democratic values could be acquired by new literacies.” In fact, they point out that “New literacies are prerequisites for digital citizenship.”

Whether in the gifted cohort I team-teach in Coquitlam, the open-online Philosophy or Guitar courses I facilitate, or broader contributions I have offered to the digital and face-to-face experiences of my students and colleagues, I feel uniquely poised to chart a course of personal and collective development of ideas about citizenship in my corner of the world. And it is here that I would like to begin my Master’s research.

In future posts, I plan to chart and document the evolution of this scholarship as an extension of the prologue offered here.

Rising to meet the Eminent Speech

Eminent Speech Evaluation

Almost without fail, the Eminent Person Speech reigns supreme as the element of the annual project that produces – in the estimation of teachers, peers, and self-assessment – the highest quality work. While there are inevitably remarkable pieces of work contributed to various aspects of the study, whether in Night of the Notables learning centers, interview coups, or blogged representations of learning, and in grade nine or ten, the Eminent Speech rises above.

This year, when polled on the During which assignment do you feel you created your best work?aspect of the study during which they produced their best work, a full 60% of respondents (at the time of this writing, constituting about 85% of the two classes) highlighted their efforts to craft their speech.

Added to this insight, a follow up question asks the TALONS to “describe the process that led to the success highlighted in the previous question,” allowing the process leading to this highly successful aspect of the study to come more clearly into light.

A surprise finding? The best work is the result of tireless effort.

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Prepare, prepare, prepare

A grade ten describes their preparations:

I made sure to write my speech early on so that I had plenty of time to practice it. I practiced it until I knew it inside and out, so that I could recite it no matter what was going on. And having done that, when it was finally my turn to present, I wasn’t nervous at all.

Another thing that really helped was that a lot of the other tens took time to read my speech and help me edit it in the early stages. They guided me to what lines were a little awkward and how to fix my body motions.

Another ten offers the following:

First of all, this year I wrote my speech draft much earlier than the due date compared to last year. Due to this fact, I was able to receive a lot of great feedback from my peers during the writing process, which then allowed me to improve my speech even further. Once my draft was written, I was lucky that I had a lot of time to rehearse my speech. One step that led my speech to success during this stage was that I didn’t just rehearse the words, I also rehearsed body language and movement, and the use of the stage.

A grade nine dissects their drafting process further:

When I was writing, I didn’t limit my thoughts, writing down everything I wanted to include in the speech. By doing this, my speech originally was actually fifteen minutes long. I then took the time, with the help of my mom, to cut down the speech, take out details that weren’t needed, and rephrase events. I think that by writing down every single thought and event that occurred within the period of time the speech was focusing on, I was able to make the speech more thorough and interesting.

As does this one:

I believe it was the drafting process that led me to success on my eminent speech. I did a drafting process where I started writing, then got a better idea of what I wanted to say, and then I would start over. I did this until I didn’t quite start over, but edited previous parts until I was satisfied by the whole thing.

While this grade nine shares the evolution at the heart of his character’s metamorphosis:

During the process of writing the speech, I made a list of points that I wanted to include. After the first draft, I was struck with the idea of the extended metaphor of the caterpillar. I then wrote the second draft, taking the components of the first and smoothing it out. Finally, I edited and revised my speech to create more fluidity.

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Overcoming Fear

For many TALONS, the prospect of delivering an eminent address, whether in the classroom as the grade nines are asked, or on stage with the grade tens on Night of the Notables, is a daunting challenge. As Jerry Seinfeld humourously notes, for many of us public speaking is more popularly feared than death, meaning that “to the average person, if you go to a funeral, you’re better off in the casket than giving the eulogy.”

A grade nine offers this reflection on overcoming a longstanding fear:

I believe my speech was my best work because it was the one I exceeded my own expectations the most in. I used to be quite an abhorrent public speaker, always getting overly nervous, shaking, mumbling, and having a monotone; but in this speech I was able to overcome my nervousness and actually deliver it satisfactorily.

The key to overcoming this anxiety? Revision, feedback, and support:

“I think my speech content was pretty good, considering that it went through six drafts and many, many people gave me feedback.”

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In another question, the same TALONS learner reflects on the contributions of a patient parent:

“My dad, along with giving me feedback on many of speech drafts, put up with me reciting my speech over and over in the days leading up to November 24th. Without his patience with me, giving me feedback and listening intently during the many, many times I recited my speech to him, I wouldn’t have had nearly as good a speech as I did. He gave me important pointers, such as where I started rushing, and he gave me confidence. With that confidence, I was able to deliver my speech well.”

A grade ten reflects on the input of a sibling:

“My brother contributed with helping me write my speech. Before I had written a draft that I was happy with I had written about five different speeches. But I hated them all because I didn’t think I was getting my main message across to the audience, namely that we shouldn’t stop because something is hard to do, that we should keep going until it becomes easy to do.

“One day I went to talk with my brother about my speech and how I wanted the audience to feel, and he suggested that I go for something powerful and try to address what [my eminent person] goes through as daily obstacles. This advice really helped me take a second look at how I was writing my speech and which side of [them] I wanted to show. Without my brother I wouldn’t have been able to re-think my speech and really focus on what was imported.”

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Another deals with overcoming a primal fear:

“Probably everyone out there knows that I do not like speeches, so even the fact that I did mine made me extremely happy.

“The writing process was extremely difficult. After changing perspectives three times and either going way over or way under the time limit, I was close to admitting defeat. Finally, I was happy with a fifth draft of my third perspective change. I was very happy with my written speech, but then came the delivery.

“Presenting my speech was probably the most nerve wracking five minutes of my life, but with the help of my friends, I managed to get through it. Before my speech started, I gave myself some goals and guidelines to follow. I reminded myself that, having not done many speeches in my life, this was not going to turn out perfect, so instead of worrying about that, I would focus on eye contact and pacing.

“My biggest goal was to come off as confident and though I’m sure more people knew how nervous I was, I believe that I was able to reach this goal (well, at least to some extent). While I’m still not ready to perform speeches without any hesitation, I’m glad I got this opportunity to face my fears.”

In responding to another question, a grade ten offers a similar account of working through the fear of performing at Night of the Notables:

What will you (or do you want to) remember about this project? 

“I want to, and will remember the fact that I was able to manage my anxiety regarding the presentation of my speech on the Night of the Notables. I have never liked drama and performing arts, which is somewhat contradictory when you take my commitment and love of [competitive] piping into account. I can will myself to march calmly towards thousands of spectators, flashing cameras and judges at the world championships. Yet, when I have to deliver a two-minute speech to a hundred supportive and encouraging people I’m a wreck. When I perform with my band, I have a safety net; I have never needed it but I know it’s there. When I speak or play by myself, even if it’s exponentially easier than what I do with my band I doubt myself.

“I don’t give speeches in front of large audiences often, but I compete in solo piping competitions often and I have come to recognize the progression and stages of my anxiety. I have been working on becoming more comfortable in these situations for over a year and I think the Eminent Address was an important milestone for me. I was extremely nervous a few days before the night, but I was able to tell myself, ‘You always feel this way before something like this,’ and ‘Imagine how you will feel on December 4th’ and I was able to control my anxiety and give a speech I was happy with.”

Together, we are strong

Perhaps the theme running beneath all of this wild success though is the support and community that is taking shape in the TALONS room by late November, where each member of the class is learning that they are here to test themselves, and hold one another up above their prior expectations. Parents who get to see what the program is ‘all about’ for the first time at Night of the Notables often remark at how exceptional the grade ten addresses are – “I feel totally inadequate now,” the parent of an alumni told me this year – and wonder how it is their children and their peers have been so transformed.

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What they don’t know, or what cannot be seen, is what is often taking place behind the curtain, in those moments before the show, when greatness waits out on the stage under the lights to be seized.

Reflecting on this moment, a grade ten shares a glimpse of what community looks like:

“There was one moment when we were behind the stage, floating around and whispering encouragement to our peers. The atmosphere had become quiet and focused, as it was a couple of minutes until showtime. I was learning against a wall, breathing deeply.

“Our first speaker looked a bit nervous and was sitting against the wall next to the curtains. Someone, I can’t remember who, whispered something about the Superman pose, and how it was supposed to increase confidence and make you less stressed. So the majority of our class assumed this pose, and stood there in silence for about a minute. I remember looking at us and thinking that we were superheroes. Not just our first speaker, who looked relieved to have something to take his mind off the upcoming stress, but everyone standing there.

“We shared that moment behind the stage, trusting one another to make the night wonderful, and feeling that trust back in the tight, long-held hugs and the same emotions on everyone’s face. It was a really special experience.”

Reflection, Self-Explanation & Citizenship

MA Doodles

Analogue Notetaking

Reflection vs. Self-Explanation

One of the questions asked by a #TieGrad classmate during my presentation on the Self-Explanation principle was whether there was all-too-much difference between the practice of self-explaining and a more general reflective process. And while I might be more inclined to leave the definitive boundary-setting to those more versed in the theory, something that drew me to investigating the principle in the first place was the apparent overlap with many of my own practices revolving around critical reflection and pedagogy.

There does indeed appear to much overlap between the practice of guided reflection, the creation of objects of learning, and an ongoing critical praxis.

The benefits of guided self-explanation touted by the chapter in Mayer’s Principles of Multimedia Learning involve the following:

  • Repair mental models,
  • Identify previously held misconceptions,
  • and Make inferences between learning materials.

Further, studies have shown that

“When students are explicitly asked to make connections between sources of information while self-explaining, they are better able to integrate the information to form a more complete mental model.”

Self-Explanation & Citizenship

Slide20As I’ve described in other posts this semester, such a framework for learning suits the ongoing themes in my own theory and practice as related to critical pedagogy and citizenship learning, as it serves to provide a personalized outlet for meaning-making in a complex learning environment. Such a process seems poised to deliver the lessons requisite for students to continue lifelong learning beyond the school or institution and become contributing members of a just society.

Such a conception of democratic society is the same one introduced by John Dewey, nearly 100 years ago. Among a great many contributions to progressive education, Dewey prescribed schools (and curriculum) as the means by which the younger generation could become enculturated to the traditions, concepts and proficiencies society deems necessary for its continued survival and progress, as well as laboratories where young people could rehearse the formation of their own communities and societies, based on their own emergent values and principles.

This notion, that each individual has a role to play in society and that schools’ function is to aid in the full participation of each citizen, relies to a certain degree on the ability of students to become lifelong learners capable of enacting an ongoing critical praxis. The education of the self as a unique agent in society is a process that does not end upon graduation, and in fact demands an even greater ability to synthesize complex learning uniquely presenting itself to each member of the broader community upon entering the so-called ‘real world.’

That guided self-explanation might help enrich learning in a complex environment, and is most effective when used to support challenging, engaging, cognitively complex learning, presents such a principle as uniquely positioned to help K12 students develop a necessary skillset in the realm of citizenship education.

The Process behind the Product

The idea of narrating one’s work has more and more become central to my focus in crafting assignments and units that reflect a focus on process over product, even when a project or opportunity presents itself with a resolute product as finale. While each member of the community or classroom may pursue a unique pathway in their own learning, a few common, simple goals can help align collective efforts toward diverse, individual learning outcomes.

An example of this type of learning design is the TALONS Eminent Person Study, a traditional gifted students’ program “Hero Project” wherein each of the TALONS adopts a notable individual who has attained ’eminence’ in their chosen field, and prepares a research study on their life and achievements. There are several general expectations for each during the course of the project:

  • Introductory Blog PostSlide14
  • Library Field Study
  • Expert Interview
  • Document of Learning
  • Learning Center
  • Night of the Notables Reflection
  • Bibloggrapy

And yet within these individual assignments, there is the latitude for each to pursue an aspect of personal learning, whether related to Individualized Education Plan (IEP) goals, areas of passion or curiosity beyond the scope of Ministry curricula, or themes emerging within the unique community of learners. So while each of the above assignments is a marked component of the study, the unit’s assessment is weighted toward the insight and autonomy expressed in the blogged reflections and documents of learning created and shared throughout the process.

Eminent Evaluation 2014

Further, these open-ended reflections are supplemented by guided self-explanation prompts in the form of a summative evaluation via Google Form. Here, the TALONS are asked to reflect upon their own process of learning throughout the project – how they measured up to their initial goals, what led them to success, or how they would improve various aspects of their work – as well as summarize and state what they felt constituted the grand takeaways from the monthlong odyssey.

Here, the process of guided self-explanation is enacted to (ideally) synthesize diverse threads of individual learning, which will in time radiate into the collective themes of the community.

In reflecting on what made her speech this year her best work in the project, Alison noted,

First of all, this year I wrote my speech draft much earlier than the due date compared to last year. Due to this fact, I was able to receive a lot of great feedback from my peers during the writing process, which then allowed me to improve my speech even further. Once my draft was written, I was lucky that I had a lot of time to rehearse my speech. One step that led my speech to success during this stage was that I didn’t just rehearse the words, I also rehearsed body language and movement, and the use of the stage. Although I can’t accurately judge what I did on stage due to my nerves, through the feedback I received from peers, guests, and alumni I can think that I was one of my better works.

But beyond these questions of process, which are of great value from the standpoint of identifying and correcting previously held misconceptions or mental models (prized by the self-explanative educator, we are told), it is the parts of the survey which prompt students’ thinking about the synthesis of personal or collective themes which shine light on the particular nuances between the product-oriented outcomes.

What will you (or do you want to) remember about this project?

One thing that I would like to take away from the project, in addition to all that I learned about [my Eminent Person], is how closely the class supported each other in their own studies, specifically in the grade 10 speeches. Although Eminent is a very personal project, I enjoyed the process in which we came together to somehow connect our eminent people into one, collective sequence of performances. It allowed us to be aware not only of our own learning, but of the learning happening around us, and how it related to the common goals of the group. Seeing all of our speeches come to life on stage was also very validating for the work that we put in together.

I think I’ll remember a lot of the little moments. I think I’ll remember the moments of support backstage and in our huddle as well as moments of joy like when I was on stage and after when we were all running down the halls.

I will remember the experiences that I had to express my learning of my eminent person. For me personally, it was the first time I had gone to a university library to find serious sources. It was very interesting to see the endless amount of books. It was also fascinating to see the university lifestyle, and to think that I may be there in a few years. Another part that I will remember about this project is the learning centers. I thought that it was  fairly similar to a science fair, I was, for the most part, wrong. It was similar to a science fair in that there were stations, but different because of how we were encouraged to have an interactive element. Usually, people might have pictures or models, but we got to speak to the people, and have them experience our project more in-depth. I enjoyed these parts of the project.

I will always remember the freedom with this project. The outline for this project can easily be altered, and I feel that this leads to a more passionate project with students who are willing to learn about something they enjoy or care about. I had the choice of being whoever I found eminent and that is something I will always remember about Eminent Person Study.

Is Constructivism Possible?

A question I have been exploring in the past year has been whether or not constructivism is possible within institutional learning. We are torn, in schools, between the dual purpose of Dewey’s initial calls for democratic instruction, and teaching what society deems ‘required’ skills, facts, or habits, and creating a space for unique individual subjectivities to emerge within educative spaces. The contradiction which arises within institutional learning settings surrounds the notion that for truly unique subjectivities to be brought about, the perceived ‘objectivity’ of the instructor/facilitator/learning outcomes often unnecessarily limits these possibilities.

This relates to an oft-quoted edict of Deborah Osberg and Gert Biesta on this blog, that

“if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”

It is a difficult thought to wrap one’s head around, but one which is central to the aim of multicultural societies, where to foster broad diversity within a pluralist democracy citizens of countries such as Canada are tasked with

“[promoting] the full and equitable participation of individuals and communities of all origins in the continuing evolution and shaping of all aspects of Canadian society and assist them in the elimination of any barrier to that participation.”

Indeed, Osberg and Biesta write that

“In contemporary multicultural societies, the difficulty with education as planned enculturation lies in the question of who decides what or whose culture should be promoted through education. The problem of ‘educational enculturation’ is therefore of considerable concern to theorists grappling with the issues raised by multiculturalism.

“If we hold that meaning is emergent, and we insist on a strict interpretation of emergence (i.e. what emerges is more than the sum of its parts and therefore not predictable from the ‘ground’ it emerges from) then the idea that educators can (or should) control the meanings that emerge in the classroom becomes problematic. In other words the notion of emergent meaning is incompatible with the aims of education, traditionally conceived.”

Thus while still nevertheless prompted to respond to the pre-defined outcomes of a project such as the Eminent Person Study, the TALONS are hopefully still yet encouraged to construct their own subjective perceptions of themselves within the learning experience. And so in answer to the following question, we find a multiplicity of responses:

If you had to describe your learning during the Eminent Person Study in one word, what would it be? 

If you had to describe your learning during the Eminent Person Study in one word, what would it be?

#Eminent2014 in Motion

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The passage of autumn into winter in the TALONS classroom is marked by the arrival of the Eminent Person Study and culminating Night of the Notables. And while there is a great deal of tradition and meaning transmitted down through years to the current group of students undertaking the project, the chain of cultural transmission is captured in the chorus of individual goals, reflections in progress, and documents of learning blogged as the project unfolds.

While everyone fulfills the same few tenants of the study, the learning that takes place – collectively and individually – is largely a personal affair, one that is handed down from year to year in links and digital portfolios. And as the individual lessons of the study accumulate, so does the culture at the heart of the TALONS classroom congregate in RSS and digital artifacts.

Thus we can look back in the Notable class of 2009 astride our own, with Saskia’s learning center, one which still resonates today:

I left out postcards for people to write to Zahra Kazemi’s son: Stephan Kazemi. These I made from her photographs as a reference to the postcards she herself created (mentioned above). I wanted them addressed to her son for several reasons. By having people write about what they thought of Zahra Kazemi, I was honouring his mother and his own struggle to find justice for her. At the same time, it also showed him just how much his help made a difference to my project. Eleven people ended up writing postcards and I hope that when Stephan Kazemi receives them, they will make him very happy.

The sentiments of Raiya, a year later, looking back on her turn under the lights, echoes in this the fall of 2014:

Night of the Notables left me awestruck, amazed, and inspired. I realized that all my pre-N.O.T.N. stress was well worth the great moments that came with it. For me, some of the more memorable moments of the night were the ten minutes we were all getting a pep talk from Mr. J, the five minutes we were all singing the same familiar notes of “Don’t Stop Believing”, and those three seconds of dead silence after your speech, followed by the thunderous cheers from your classmates. The energy from that night will stick with us our entire life.

The TALONS newly departed, too, leave their thoughts to frame this year’s experience:

Slide11I always get the most peculiar tickling sensation in my tummy after late nights with TALONS. I don’t know if it’s those shooting stars or the fact that these late nights are way past my bedtime, but it’s always a rather homey feeling that curls around my chest when we join hands, all tired and warm from the long day.

But each of these predecessors merely sets the stage for the voices that are lent to this chorus across the TALONS blogs this fall. Newly migrated to a new domain – talons43.ca – each of the blogs is collected and syndicates in a steady feed of interviews, and speech drafts, and learning center floorplans. The results represent a new generation’s perspective on a timeless aspect of the program, which by changing stays the same.

And so this year we’ve been able to travel with Julia to SFU, and glimpse the individual learning on a field trip to a local university:

Before events happen, I usually have this weird distorted vision of20141030_101631 (1)what will happen. On this trip, I had some educational expectations and such. Something I really wanted to get as much as I could of was experience. Experiences are as valuable as any research, and going to an environment I hope to return to as a university student, I hoped to absorb as much as possible. Some aspects of the buildings themselves were how they were all made of cement. It made for a quite gloomy yet professional feel, and looked quite impressive from a distance. It would feel great to walk across the serene pond, down the massive steps, and graduate. There was also a pyramid in a clearing that could only be the pyramid of life, and I questioned it no further. Experiences demand to be felt, and I was entranced.

We’re introduced to fellow grade nine Emma M’s look back on her speech, and see the evolution of the draft(s) that brought her there:

Oh eminent speeches.

I have written many speeches, however I always stress about them and slightly go crazy yet end up finishing with flying colours. People say I’m a good public speaker, and I think that I’m good at it, just when I get up to speak I don’t know if it’s nerves or adrenaline running through my veins. As well, once I finish the speech I don’t speak for a while because all I’m thinking is “Wow, I just did that.”

Sensing the permanence of the blogged reflection, by taking stock of her grade nine speech Nazlie offers some advice to her future self:

I presented my speech on monday, which I am really proud of myself for. I’m usually not the best with public speaking, but I feel like I did pretty well and I am less nervous to present in front of groups of people, especially the classroom. I think I have a pretty good technique for staying calm whilst presenting now, which is something extremely useful that I have gotten out of this project so far. However, I have miserably failed to follow through with my goal of time management, I left my speech to be written on the last weekend before I presented. Personally this wasn’t a big problem for the outcome of my speech, but I still believe it would’ve been more efficient for me to have written at least some of it the weekend before. I literally spent 2 weeks brainstorming and then ended up doing something completely different from what I brainstormed. So, Future me, who will probably look back at this post a year from now and feel terribly embarrassed, PLEASE brain storm and do some speech writing on the same day, preferably 3 weeks before NOTN, so then you won’t have to spend all day on Sunday and Saturday before the big day writing your speech based off of brainstorm-notes and then end up realizing, on the 3rd speech you’ve rewritten, that there is a way better POV to use. Please.

While attending to her own project, grade ten Jessica takes the opportunity to shine some light on Nazlie’s speech, as well:

SFU trip with TALONS

I also want to comment on Nazlie’s project. I recently heard her speech on the woman who runs Rookie. It blew me away. During her speech, she didn’t ever really move, using no body language to aid her, however it worked in her favour. I believe this is because her speech was formed as a letter to her eminent person and letters are not often associated with body movement. She caught my eye because she spoke with such passion in a way that was relatable, and because she was talking about body images and the affects society have on us.

But as the project marches on, Alison takes a moment to forecast her goals for Night of the Notables:

Compared to last year, my learning center is not so complex and it occupies more space. Also, visitors will have to directly converse with me for information about my person rather than reading off a board or by looking at pictures. Although the idea may be more simple, I think I will be equally or even more busy than last year, but I look forward to it! I hope that this learning center idea will be successful and entertaining on the night of while showing the true eminence of Niccolo Paganini to the guests!

While Lyle shares his interview progress with the Reddit community:

If you recall from last year, my interview requests crashed, burned, asked me to tell their wives they loved her, and then convulsed wildly until their vital signs were zero. I believe this was because I was overly optimistic about securing an interview with my person himself and so did a pretty half-hearted job of seeking interviews from anyone else. In short, I was fishing with a line instead of a net.

This year however, my interview request was fired out to a potential audience of almost 60, 000 people, all who are knowledgeable or at least interested in graffiti. Where did I find such an audience?

Reddit!

Joanna shares her successful interview attempt, as well as her results:

So this year, I was extremely lucky to get an interview on my first try, with none other than Margaret Sanger’s grandson, Alexander Sanger, who also happens to be the Chair of the International Planned Parenthood Council.

Talking with Mr. Sanger has really made me feel like I know Margaret Sanger a bit better- questions such as the one I asked about her personality are really going to help me be in character on Night of the Notables, and being able to see this woman from a family members point of view gave me quite a bit of insight on her private life. I also got the chance to learn about some of her lesser known beliefs, and this knowledge prompted me to look into her accomplishments outside of the legalization of contraceptives.

While her sister shares another draft of her speech speech draft, along with the following caveat

The first thing I did for my speech was pretty much a free-write. The free-write is below. I will be posting my speech draft #2, which will actually have a semblance of organization, in a different blog post. The transitions are in bold because I had already decided where I wanted to start and end, so those are parts that won’t change much. You’ll be able to tell that they don’t fit with the free-write, because they were created separately.

Emma F in turn sketches out the broad strokes of her turn as Frida Kahlo:

Although I have chosen not to illustrate a specific ‘snapshot’ moment or event in my speech, I have instead decided to address the concept Frida’s balance of surrealism and reality within her paintings. Although many have labelled her as a surrealist painter, she has incorporated so intimately the realities of her suffering in her work, which makes it difficult to dismiss her paintings as purely imaginative of dream-like. Of course it is necessary to acknowledge that there is a spectrum of realism within her paintings, from her most literal reprentations of people and still life to her most extravagant otherworldy images, but both polar opposites hold meaning and relevance in her life. Thus the ‘surreal’ paintings that she created still were rooted in the very real aspects of her experience.

And Jenny anticipates the Big Night:

Today the grade ten afternoons did a run through of our speeches. The result made me ecstatic! Our. Speeches. Will. Be. Awesome. Glorious. Magnificent. Superb. Spectacular. Terrific… etc. etc.

By Wednesday night, another cohort of grade tens will have passed across the stage which marks their true arrival as the program’s seniors. One of the TALONS pillars will have passed into recent history to be filed among the notables that have gone before, all to act as prelude for the grade nines who will inherit the honour next year.