It is the second day of spring, earlier the same year, and a colleague and I are shivering in soaking clothes in a damp ring of protective salal and cedar above Chin Beach. We are conducting reconnaissance on the Juan de Fuca Trail, assessing its relative difficulty, subjective and objective risks and hazards, and gauging the […]Read more "Scenes in Adventure Learning (Part II): Reconnaissance"
Aligning our departure from Chin Beach to the 8am low tide, our group of seventeen grade nine and ten students and four adult leaders set out around the rocky bluff at the western edge of the beach, walking in the shadow of towering sandstone cliffs. Groundwater drips down mossy walls and splatters on the slick […]Read more "Scenes in Adventure Learning (Part I): Over, Under, Through"
Introductions, Gender, and Amplification Every year in #introguitar (an open online guitar class I teach at my school, and which you should totally enrol in as a non-credit participant) I ask my students and our open learners to introduce themselves and their intentions to the group in a brief video. And rather than rehash a […]Read more "Singing Taylor Swift Songs"
As I mentioned in a brief thank you to Alec at our last class meeting, in many ways it feels as though I’ve been taking his course on The Blended Classroom for a few years now. When I joined Twitter back in… can it really have been 2009? Alec was one of the first people I […]Read more "Adventures in Blended Learning"
In 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 […]Read more "Social Media/Studies"
Italy, Spain, Cuba – half the world is filled with the places that he appropriated simply by mentioning them. In Cojimar, a little village near Havana where the solitary fisherman of ”The Old Man and the Sea” lived, there is a plaque commemorating his heroic exploits, with a gilded bust of Hemingway. In Finca […]Read more "With Hemingway"
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 – […]Read more "Room for Improvement: If and when we do Eminent again…"
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 […]Read more "On Playing Guitar"
Each spring the TALONS undertake an In-Depth Study, a five month “passion project” wherein they are asked to document their growth and learning toward personalized goals in learning a skill or craft. There are two universal goals for the In-Depth Study: 1. Know something about everything and everything about something. In school you are usually […]Read more "An Open Learning Project"
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, […]Read more "Rising to meet the Eminent Speech"