This led to a final task idea that builds on some of the work we did with proportional reasoning this semester. My students will design a new school and create a scale model using ratios. However, due to our unique situation we are able to step this up a bit to make it a bit more authentic.

Yesterday Mr. Dance (Superintendent) and Mr. Parker (an architectural technologist) from our school board came in as guest speakers. Mr. Parker ran us through the process of making decisions for school design. Right from the spreadsheet supplied by the Ministry that helps you determine the square meterage per student, number of classrooms and other spaces, up to the virtual walk through created using 3D design software. For the record, the virtual walkthrough example Steve created of our current building got “ohhhhhh’s and ahhhhhh’s” from the students.

Before I explain the rest of the students task – a quick shout out to Steve Parker who actually took my task idea and designed his presentation with my curriculum expectations in mind. He also let us totally pick his brain over the pathway he took to get such an amazing job. We learned about the college programs, different streams in the same field and experiences. He brought in the big idea of environmental impact and sustainability. Lastly, he connected to the software technology we have in our technology department in the school, to engage students in design tech courses as well.

I had no idea how a school was designed. I can’t believe I even dreamed of doing this task before going and learning with Steve myself first. As he worked through the process, he touched on ratios and critical thinking when deciding on rooms and spaces needing to meet the Ministry “benchmarks” (another new term I learned). Steve also showed us what “bubble diagrams” are and how they are kind of like visual brainstorming in proportions. I had never seen these. Students described them as “sick”.

After yesterdays session I need to revamp the task based on the great things I learned and student input. However, essentially we plan on having students use the Ministry spreadsheet to work with the ratios and end up at the correct number of classrooms, washrooms, special function rooms, etc. Then, they will create a bubble diagram and start to form that into a sketch with approximate dimensions. Lastly, they will create a scale model using their choice of 3D design software, Minecraft, Lego, cardboard, etc. Other expectations such as slope (rate of change), volume, area and perimeter will all come into play when we actually measure the field where the school is to be built, design wheelchair ramps, calculate volume for heating/cooling and calculate floorspace and costs of flooring. At the end, students will present their schools to the class. We have been invited to send in digital copies of student designs to Mr. Dance and Mr. Parker. Mr. Dance is interested in comparing student designs to those they are working on and making notes of their great ideas.

I am very excited about this project. If anyone has ever done a design project like this with MFM1P (or other grades) and has some tips and suggestions for me, I’d greatly appreciate them!

Yesterdays class reminded me that we simply can’t teach our classes in isolation. The more often we can bring in “real people” and connect to our community the better. This project and learning will be immensely deeper because of the input and help from “real” people. It will be way beyond what I could have done on my own.

http://moourl.com/31daygame07 and http://moourl.com/31daygame08

The first video is a common craft like video about “The Networked Student”. It is great. It offers great insight into why and how we can help support our students in networked learning. Great as an introduction to the idea.

The second video had me on the edge of my seat for 24 minutes. I can’t believe that I’ve never seen it before. It is Dave Eggers’ wish: Once Upon a School. This TED Talk spoke to me and hit on everything I stand for or value.

I took a random pilot project teachers education program. It was called Enterprise Education and focused on community connection and networking. We stayed in school for two months longer than the normal 8 month B.Ed. program and got a community placement and entrepreneurship courses added in. We were expected to use technology, but not any predetermined types. Just whatever could help us connect and network. This was in 2001, so there were different tools available then.

The values of these “tutoring centres” created by Dave Eggers and like minds really reaches me. He “wishes” for community business and organizations to reach out to schools. I do believe this is a two-way street as well.

I am reminded of two new and exciting partnerships in my community that were bred from the despair of declining enrollment that are proving to grow into amazingly powerful partnerships. One is a secondary school that has rooms rented out by a local music organization. This music organization works with students at lunch time, before and after school and then works with teachers to bring music into their classes and curriculum. They also work with all local schools on a regular basis. This program has engaged students who we struggled to keep attending on a regular basis before this partnership. Creativity and community really do pay off.

The second example is a new partnership starting at another local high school this month. The town Health Unit is renting space in the school for their offices. When I think about the possibilities for partnership and collaboration here, I am very excited.

So, thank you Rodd for the #31daygame. I am re-energized and refocused after watching today’s clip.