Evolving Cap on Potential

A Miracle happened.

I ran the Toronto Marathon.

Why a miracle? I had already accepted that I had to back out of the race. Two weeks ago, during one of my long training runs, I suffered a pulled calf muscle.  Three days ago, I woke up with a fever, sinus cold and cough.  Regardless, I knew I had to  try. I wanted to cross the line that said “Start”. Finishing didn’t matter.

I woke to thunder and lightning and pouring rain. As I sipped my coffee and ate my oatmeal,  the rain slammed onto the course (which I could easily see from the hotel window).  I wondered how wet my shoes and socks would get…how far I could go before the blisters started? My throat hurt, my spirits were down and I wasn’t’ sure at that point if I could do it.

Minutes before the gun went off, I received a text from a friend,  “You don’t have to finish. It is everything you did to get to the starting line that is the accomplishment”. That was all I needed. I felt so proud of the dedicated hard work, and perseverance, over the last six months of training.  My eyes teared as I crossed the starting line. I turned my iPod off and listened to the sounds of the crowd as they cheered the runners. I didn’t have anyone particular cheering me and yet, I found solace in those who made eye contact with me and gave me that encouraging glance.  As I ran those first few kilometers, my mind drifted to a quote, recently shared with me by a friend (also a principal) , James Cowper,  from his blog post called, “Why do I run? Because its hard.”

Long distance running is personal and political, but even more, it’s transcendental. You transcend “normal” behavior as well as your own expectations. Over time, this serial transcendence plateaus at a different idea of “normal.” Through this beautiful, empowering process, you locate and relocate your identity. You constantly create new conceptions of what’s possible and those new concepts become part of you. The key here is this: You then become more involved with the world as an agent of change. You rage a bit. And this entire process is modeled. Others witness it; many are moved by it—they change for the better. In this ongoing empowerment and transcendence, you are a public model, whether or not you think so. When you start running seventy miles a week, the people around you will eventually take notice and become curious. It’s an exceptional thing.

(James McWilliams — historian, activist — published on the blog, Myths About The Vegetarian Myth.)

This quote reminds me of what we discuss in learning and teaching. When we engage in anything – a project, a written work, a song, an art, a book, and we speak our thoughts and share our ideals- we empower others.  When we write and share stories and interact with one another, we risk causing ripples of our ideals and maybe, just maybe, we might cause people to question, to ask, to wonder and to seek more – of themselves and of others. Maybe, our actions, whether it be the hours of training for a marathon or the hours of learning in schools make us catalysts for change, inspiring others to join our endeavor or create their own (whatever it may be).

Running 42 Kilometers was a feat for me. Something that, while thousands of people do, I never imagined I could.  I learned, that like anything we want to accomplish: with endurance, with practice, with an open mind, with drive and most importantly with support from others, we can overcome just about anything we want – even with our differences and deficits. More importantly, maybe our actions might inspire others.

 

I thank my many friends, and colleagues for cheering me on virtually. My twitter stream was filled with comments of encouragement, support and inspiration from educators and learners across our Globe.  Proudly, I crossed that finish line with my husband (@pipe72) waiting and cheering proudly.

Maybe it wasn’t really a miracle after all.

Minecraft in the Classroom

I think my lessons are fairly engaging. But the second that bell went – literally, the second – the students gathered to discuss their next plan of action. Their next build. Their next tutorial on how to use Red Bricks, how to rewire a city, how to build the underground plumbing system. It was then that I realized that the most authentic assessment I will ever get with regards to creativity, problem solving, divergent thinking, oral communication, thinking (etc.) was during the lunch hour, when they were “playing” Minecraft.

(Also posted at http://Giftedclassroom.edublogs.org)

As a mother of two boys that use the Minecraft platform to build and design, I feel fortunate to have come into this classroom with a familiar knowledge of the potential of what this game can offer as it relates to learning, specifically around the concepts of STEM (science, technology, engineering and math).  The last few years, watching my children play and learn has led me to interest in the relevance of game-based learning platforms and to the awareness of both the benefits and pitfalls. Included HERE are a few current articles and links about Minecraft in education, along with examples and pictures.

In this video, a student demonstrates a world that he works on outside of school hours. The planning, thinking and co-authorship of this design and creation is at a level that I rarely see in the classroom. In fact, I can’t imagine anything that I could teach him to match the intricacy of thinking and design here. He incorporates math, science concepts, business, and art. He uses language skills to plan, think and communicate with his peers and spends hours reading and learning about servers, plugins and how to create his own Mods for game improvement. In the midst of all this, this same child reads about 2 – 3 novels per week.

I urge you to watch at least part of this video,

Minecraft in our classroom – next steps: 

-> Three students will moderate and control the server. All students and other members are ‘whitelisted’ which will ensure safety, privacy and protection.

-> Students will begin their first build – a school designed around the concepts of STEM and that will meet the needs of every single person (including teacher) in the class.

-> Students will begin designing the “Light Rail System” and will investigate the current discussions about the issue – http://hamiltonlightrail.com/  This initiative will support the Geography, Social Studies and Language curriculum (Ontario).

-> In teams, students will propose and design a space that is currently under much debate at the Tiffany and Barton street area in Hamilton in the Harbour West. They will have an opportunity to investigate current and past discussions and debates about the issue and then use their designs and ideas to propose solutions

We welcome collaboration and hope that parents, community and other students tap into our Twitter Stream @dwcatalysts or instagram pictures as we document and share these experiences.

 

World of Sand Challenge – Problem Solving, Inquiry – and fun.

“Salt and water combine to form salt water, which sinks below pure water. Heating up salt water causes it to split back into salt water and steam. Steam rises and condenses, eventually forming water droplets. Plants drink water and grow, but die if exposed to salt water. And that’s just three of the nineteen materials available for you to draw.” – World of Sand

What I’ve discovered most about my students in this Gifted program, is that they want challenge. Not just any challenge, but a challenge that doesn’t have just one answer, but a myriad of possibilities. They want a challenge that can be done, and re-done over and over, with different results or possibilities. They want to create the challenge, to ask the questions, and to discover solutions. The epitome of inquiry?

Today, one of the students finally got to implement HIS challenge. Details posted on his blog post – “World of Sand Challenge” (A comment on his post would result in a  smile).

Using the REFLECTION app on the SMARTBOARD along with the iPad app World of Sand, he demonstrated how to combine the elements, tools and chemicals to create reactions. Once the students had a chance to practice, he set specific guidelines: Acid, Liquid Fire and Acid to be set as “automatic” – in that order. The problem? Combine the other elements so that these elements/chemicals do not touch bottom of screen.

 

Here is one student explaining their result. I feel humbled to be part of their learning journey.