Intersession 2016: Floatopia!

I almost named my daughter River. Much like the words of Herman Hesse found below, I often have found myself feeling encompassed by the power and fleeting nature of massive moving water.

“Have you also learned that secret from the river; that there is no such thing as time?” That the river is everywhere at the same time, at the source and at the mouth, at the waterfall, at the ferry, at the current, in the ocean and in the mountains, everywhere and that the present only exists for it, not the shadow of the past nor the shadow of the future.”
― Hermann Hesse, Siddhartha

Over the last couple of weeks our school has held a nine-day intersession. Students were given a fair amount of choice between intensive courses designed by teachers. Options for students included experiences with cooking, art, building, gardening, sci-fi, camping, machining, and astronomy. Over the course of my eleven years here, intersession has become one of my favorite times.

This year I decided to take an aside from my usual fishing course and focus on a more audacious aquatic experience. During my Floatopia! course students were commissioned to design and build rafts out of 55 gallon barrels and simple lumber. They had to calculate buoyancy, plan weight distribution of their crew and gear and organizing camping materials for a 15 mile float down the Colorado River. Fun.

The course began indoors with raft prototypes and materials testing. Many of the students had not worked with power tools and very few of them had constructed on such a large scale.

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Early construction of rafts. We had to build indoors because San Diego was receiving record rainfall. Rafts began as a deck construction sitting on top of 55 gallon barrels.

 

Once rafts were close to completion we took each vessel out to San Diego Bay to test their stability and functionality.

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First testing of a barrel-construction raft with a group of sophomore boys.
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A group of 9th and 10th grade girls test their raft (and slide) on San Diego Bay.

At the start of the second week we made our way out to the Colorado river at Picacho State Recreation Area. The views of the river and sunset were alarmingly beautiful as we pulled into the campground. The students setup camp, hiked up rocky hills to watched the stars and sat around camp stoves and fires with their tent-mates. When we woke up the next morning students completed re-assembly and maintenance of their rafts before we “cut lines” and set off down the river.

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Summer ’15: Teacher Vignettes from the Woods Pt. 2

“The old man looked at him with his sun-burned, confident loving eyes.”
― Ernest Hemingway, The Old Man and the Sea

Waist deep with feet spread to hold me against the current, I carefully released line into my back cast. Making sure to avoid my daughter as she hopped to and from shoreline rocks, I swung the rod hard to dry my fly. After four or five overhead motions I set the floating lure down in gentle water next to a slow eddy. After a couple of moments I pulled the line away and set it again with all softness.

The Skykomish burst to life. A blitz of silver and iridescence arched out of the water, bridled itself to my hook and pulled my fly down into the clear and crashing water. Without any grace, I slipped from my perch on the rock and the waterline rose to my shoulders. The steelhead was on.

With as much patience as a freezing river and euphoria would allow, I angled the fish toward shore. After several powerful and nerve-wracking runs the animal slowed and finally submitted to the lift of my rod and the bottom of my net.

There is something very special about catching a fish. Over the course of my life I have had family and mentors teach me the patience and technique needed to be successful. I learned to fish the desert for largemouth bass and flathead catfish, fly fish the Sierras for golden trout, and troll the Sea of Cortez for billfish. The species I have caught, the places I have experience and the delicious meals I have eaten are all part of a lived journal of learning, trying, failing and succeeding.

Kids need these feelings. They don’t have to learn to fish, but they should have a “lived journal of learning”. I hope that my class provides some of this during our time together this year. I hope that sometimes they see me Like Hemingway’s Santiago (The Old Man and the Sea), a man who tries to be real and commits to an ideal while still being able to reflect upon his mistakes. I love that Santiago loves the boy so very much that, even though he needs his help, he wants the boy to be more than a simple fisherman. This was the hope of my father while he taught me to read and write and play guitar. This was the goal of my grandfathers while they taught me to tie a hook to fishing line and to read the water and shoreline to anticipate where a fish was hiding.

The school year is rolling and I am thrilled to turn kids’ eyes toward those things that amaze us.

Year 12…The Opposite of “Senioritis”

The Thinking:

Every year feels like a new grade level. In some ways I feel like I am about to enter some absurd year of my own learning. The 28th grade, or some thing like it, is upon me and right now I am captured by its possibilities.

For all the repetition that each Fall brings, this academic year has a different feel to it. I am teaching the same grade level (9th), the same subject (humanities) and in the same classroom, but my hopes for this year are more exciting and nerve-wracking than usual.

I want to be better.

I want my classroom to be better. I want my reading assignments to be more valuable. I want my writing assignments to be more interesting and inspiring. I want my projects to be more integrated and authentic. I want my conversations with students to be more positive and formative than ever before.

The Action:

In an attempt to push my practice I am trying a few things.

  • A new classroom layout that opens the room for me to move throughout the students and makes it easier for me to keep things clean and organized.
I hope that fewer tables will allow me to interact with my students more fluidly and to keep my floors and furniture more clean and organized.
I hope that fewer tables will allow me to interact with my students more fluidly and will help to keep my floors and furniture more clean and organized.
  • Project-specific workstations where students have access to tools that will be necessary/helpful to the project we are working on. Instead of the tools moving I am hoping to treat our graphic design, music and other tech tools much like tools in a machine shop are treated. The students will have time at each area when they need it.
iMacs ready with Logic Pro X for multi-track recording and producing soundscape recordings from field trips into nature.
iMacs ready with Logic Pro X for multi-track recording and producing soundscape recordings from field trips in nature.
Large format scanner setup for scanning original artwork and designs for digital purposes including online portfolios, laser-cutting and digital revision.
Large format scanner setup for scanning original artwork and designs for digital purposes including online portfolios, laser-cutting and digital revision.
An HP Sprout setup to experiment with tablet tracing and 2D/3D modeling.
An HP Sprout setup to experiment with tablet tracing and 2D/3D modeling.
A vinyl cutter with design software installed on two PCs for stencil cutting, precision marking of paper/thin sheeting, and other applications.
A vinyl cutter with design software installed on two PCs for stencil cutting, precision marking of paper/thin sheeting, and other applications.
  • Making stronger connections between my passions and my vocation.
    • My thinking has been pushed by the experiences I’ve had over the summer, which I discuss in a few vignettes beginning with Vignettes from the Woods Pt. 1. I love that I work for an organization where my passions and pleasures and escapes are all fuel for what will happen in my professional life. I can’t wait to challenge students to live and explore and take in the beauty of the world with intentionality.
  • Diversifying the reading required for my class to include more short stories and essays and fewer non-fiction articles or papers.
    •   I have been reading some amazing short writing that I’m anxious to share with my students (Muir, Asimov, Emerson etc.). I’m hoping that using shorter writing pieces and taking more time to work our way through them will help me identify struggling students and will allow me and our support staff to intervene before anyone falls too far behind. Multiple short pieces also make comparative activities between pieces more accessible.

Tomorrow is the first day. Let’s go!

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Exhibition Week 2014…Some Observations

“It’s the most strenuous wonderful time of the year!”

Our class is tenaciously preparing for the annual All-School Exhibition Night this coming Thursday. Throughout the school students are building, designing, decorating, and setting up displays of all kinds of work. It is a season of “showing-off” the amazing learning that has happened and the creativity of our school’s students and teachers. As the week ramps up I have a few thoughts:

  • Teacher Thoughtfulness Begets Student Thoughtfulness

I am amazed at the connection between inspired teaching and engaged learning. Over the past few weeks my own vision and pedagogy have been challenged and inspired by colleagues who are actively pursuing the art of teaching. Their practices are being transformed by their willingness to think critically about assignments and projects, to plan work that is authentic and transparent, and to approach their job holistically. Some examples of my colleagues’ work :

Brian the Astronautical Space Voyager                                                           Sarah’s Quadratics Project                                                                                  Blair’s Project Outline

  • Show Your Work

Often project-based learning lives or dies by the success of the products that students design and create. This “proof is in the pudding” model of assessment is fine for engaging students in rigorous culture of “getting it done”, but too often we lose sight of the importance of showing the learning process. Exhibitions should include examples of the project journey. Final products should be accompanied by drafts, critiques and models. Students shine when their audience realizes the complexity and enormity of what has been synthesized in the product(s) they create.

  • Take Risks

I have loved walking the halls and observing students using new tools, working with new mediums and integrating multiple content areas.  Learning is happening. Credit goes out to the teachers who are trying new things, building something crazy, designing politely subversive curriculum and pressing-on in progressive education.

The Cube
Students in my class building a giant rotating cube with my teaching partner and I inside. #takerisks #integration
Tools
Tool organization and display.
Math Displays
Students building frames for displaying their math projects.
Greek Plays
Students running stage lights and rehearsing Greek plays.
Essays and Mechanical Poetry
Students editing research papers and displaying mechanical poetry art pieces.