NGV with Mick Turners band

I hardly ever blog about my music or the music Im involved in any more, just endless education pieces – not sure why that is. So here is a change.

Last Friday I played a show as part of Mick Turner’s band. Mick is probably best known as part of the iconic Australian band Dirty Three. As a band We have performed a number of times this year alongside Cat Power, when she was in Australia. mick_turner_ngv_0714_justintapp_0004.40f71fb3b94ecaae4459cd568a736632

Photo by Justin Tapp

There is something about Mick’s music that is absolutely incredible to be a part of from an onstage perspective. It has a freedom in  it which is entirely original. I thoroughly advise you to have a listen to it and maybe even go out and buy it.

Here is a review of the show

http://themusic.com.au/music/livereviews/2014/07/13/mick-turner-national-gallery-of-victoria-guido-farnell/

 

 

ICT and Music Education – Striking the Right Chord

The following Youtube link was a recent panel discussion I participated in with fantastic educators Andrew Williamson and Julie Lindsay moderated by Roland Gesthuizen as part of his  fantastic series  for the  ACCE Learning Network.

In this panel session Andrew and myself mostly spoke of the development of our work in ICT and education, which took its base when we were both involved in the music program at North Fitzroy Primary School. It was a music program deeply embedded in the idea that all children are composers and should be given the opportunity to be that. It was a program that focussed on self directed learning, authentic learning, student negotiated curriculum’s, an acknowledgement of student voice and in the end network learning.

ICT was a key link to all that.

Hope you enjoy it.

Blogging from a teachers perspective and from a students perspective.

I am working closely with a number of teachers on blogging in the classroom and how they might embrace this communication technology. There has naturally been some who have embraced the platform while others have initially shown some resistance as they have struggled with both the mechanics of building in a digital space, but more so their uncomfortableness with communicating in this space. Many teachers still feel nervous about being “on show”. There is also the prevailing view from our generation of the “large consequences” of voicing things in the online space. I’m not sure how true that view is.

I have also been working on a term long unit of work with my friend and fellow educator Dan Donahoo. We were working with a group of 30 children aged 11 and the contrasting opinions and use of the digital world has been quite enlightening. The focus of our unit is on game making and it is an exciting and totally engaging unit for these kids.

At the start of the project I quickly built the students a blog to help us communicate with them. As we are only with this class for one hour a week I was looking for a space where they could potentially become involved with the project outside of the classroom and beyond our physical contact hours. Dan and I gave them no instruction on how to use a blog or what we expected of them in this space. Rather we simply gave them the URL and said it was available to them if they wanted to use it.

The subsequent 6 weeks and the way the blog was used by the students was incredibly informative on this generations ability to communicate in the online space.  But beyond that it was quite interesting to note the reasons for their communication how it relates to learning how it is quite different to some of our more traditional practices.

Allow me to give a few examples.

The first night there were 19 comments – this is a class of 25 and shows the ease of which they use this medium. There was little to no evidence of fear of leaving a comment an opinion or asking a question. There was no feeling of “permanency” of their digital imprints leading to a fear of learning from the environment. Something I think we need to consider in our current approaches to “cyber safety”. Maybe its time to stop condemning the young for permanent records of their youth and inexperience. Maybe it is time to embrace a different perspective.

You can note in the picture below that opinion of our class is given (thankfully positive) and information about the subject is freely offered up helping us as educators to get t know our students better.

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Secondly, Dan and I decided to upload a vague plan of where we were heading in the unit – a unit outline. A number of students had read all of the planned work and jumped ahead and started to work at the place they were ready and excited to work at. They were rejecting our linear strategies and rather learning at the point of there own readiness. This really best represents how learning works – it is never linear. Perhaps some of the students had already covered our initial work in other classes or other parts of their life and didn’t require that from our plan. Excellent. Our idea of putting up the whole course content was also to encourage immersion into the work.

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Potentially there would be kids who would so take to this subject that they would like to do it in their own time, to be limited to our system of learning which only involved the one class a week at 2.30 on a Monday afternoon. Thankfully this did prove to be the case and it allowed for us as educators to stretch out and notice how it is important for our planning to be very flexible and dynamic. Kids were moving in directions beyond our planning and we needed to allow for that rather than constrict them to or initial limitations.

Finally the blog was a great place for the children to extend each other and provide each other feedback beyond the ability of Dan and myself to do that. They would upload the games they were making and respond with critique both positive and negative to each others work, they would ask for immediate help and get quick responses rather than waiting for Dan or myself to be the sole assisters in their learning. Below Charlie expresses something he has learnt from his own investigations with the group allowing response from Dan and suggestions on how to move forward.

Screen Shot 2013-11-15 at 2.40.16 PMThe following clip shows evidence of students uploading incomplete work, not afraid of public condemnation of poor work, rather they are uploading it to generate learning – they are looking for advice and subsequently got it from other students, myself and Dan.Screen Shot 2013-11-15 at 2.49.58 PM

One final thing of note, that will hopefully encourage many nervous teachers to jump in. While being one of the main educators involved in a game-making unit I have never created a game in any of the platforms the students chose to create in. I have used many others but not these ones. As a teacher you don’t need to be an expert in software – you need to be able to set up learning environments that allow for a degree of student empowerment allowing you to manage the environment and push the students to go deeper in their inquiries.

Digital literacy, gaming and contemporary narrative writing

What constitutes digital literacies is an interesting topic in contemporary learning environments. When I was teaching in a school I spent much energy trying to convince the “literacy team” that they needed to alter their definition and subsequent approach of literacy to incorporate digital literacies, in this way I was hoping to introduce a more inclusive use of ICT by a method of subterfuge.

At that stage digital literacies was a term that was merely talking about film and early stages of web literacies.

Doug Belshaw an educator who works for Mozilla when trying to answer the question of what constitutes digital literacies recently wrote ;

“My short answer to such a question would be that it is a ‘convenient hypocrisy’. By this I mean that it is a term used ambiguously (both consciously and unconsciously) by people with multitude of different backgrounds and intentions. However, given that it is a term that has entered common parlance, I would hope that this thesis clarifies at least three things. First of all, I have argued that speaking of a plurality of ‘digital literacies’ makes more sense than endless attempts to define ‘one literacy to rule them all’. Secondly, I have suggested the essential elements that should make up any contextualised and emergent definition of digital literacies. Finally, I have attempted to argue that the process of coming up with a definition of what constitutes ‘digital literacies’ is at least as important as the outcome of that process.” http://dmlcentral.net/blog/doug-belshaw/ontology-web-why-i-learned-stop-worrying-and-love-learning-standards

I agree with many of the points Doug raises. The term is now almost undefinable and therefore of so much more importance from an educationalist perspective – particularly to my old literacy team.

If we just talk about films: Peter Greenaway the highly respected British film director recently said that he believed the traditional movie was a dead art form. peter1

It is one based on the narrative structure of the 19th century novel – and this template gets repeated over and over and over again. There has been little to no progression in the format since its beginnings. In this it strongly parallels opera as a story telling devise and a medium of entertainment – it is now viewed as a quant entertainment with sentimental values but of no real importance in regards to its artistic and cultural value.

One of the reasons for this is its inability to adapt rapidly in much the same way as the rest of technology-based art forms have.

For example film is extremely narrative based, generally linear and highly dictatorial in approach – by that I mean it is one way. Everything is imposed upon the audience, from on high. The audience is being told the story, they are told what to think, what to feel, when to cry when to laugh etc. Everything in the movie making process is aimed it this. The music written supports the emotion the director is looking for and further attempts to manipulate the audience into feeling that emotion. The same applies with the lighting, editing, camera angels and so on.

There is no room in for the audience to actively participate in any way rather than just sit and passively go along with what they are being told to do. Now this can be very enjoyable for many people but I would argue that most people have progressed from this form of entertainment/learning and are now looking at the ability to have a say themselves, or be involved in the process.

This is the space that digital games become very, very interesting – especially from a learning perspective.

There are many games that fall into the same category as the traditional movie. The narrative is entirely predetermined and the gamer must merely do as there told, but there are also many games that have moved well away from this.  assasins creed

Games such as L.A Noir or Assassin’s Creed do follow a narrative. The difference is instead of passively watching it unfold; the gamer can become part of it. They adopt a character within the narrative and play out the role, often times being forced to make choices that will influence how the original story plays out – much like a choose your own adventure book but a lot more immersive. Another game that does this and is great for younger kids is Little Big Planet. These narratives or stories are generally very complex and nested within other existing narratives and .can take months to unfold. However there is still a fair amount of control within these games – the settings, places, etc. are all predetermined as they are all set within a particular storyline.

little big planetWhen interviewing a 14 year old boy on why he liked games he said “because I get to choose what I want to do, unlike school where we are constantly told do this or that in games that I play I don’t just have to go a kill everyone to move to the next level, I can decide which way to go, how to deal with it. It’s a lot more fun having a bit of control.” This is also referred to as free roaming within a game. Batman Arkham City is one game that plays in this way – you can do the missions or “simply go in wonder around and play your own thing, play your own story.”

This notion of perceived control is also an interesting one from a teaching perspective. Recently when interviewing a fantastic teacher, Roland Gesthuizen he stated that “ you need to give choice to students but not too much choice…If you give to much choice people inevitably make no choice or the worst one “

To me games using this model are the natural evolution from movies – they have narrative, they have cut scenes using traditional visual techniques but moving on they allow for reediting of the narrative in a controlled fashion.

Beyond that and also of great interest to education is the game that is fully immersive and has almost no predetermined narrative structure. This includes games like Minecraft and Gary’s Mod and to a certain extent Disney’s Infinity..

These games are providing a framework for the player to enter and then leaving it up to the individual’s creativity to do whatever they want.

When recently watching a collection of students playing Gary’s Mod they were collectively interacting and communicating with each other, they were building there own characters, they were inventing there own games within the game and moreso they were inventing their own narrative within the games they were playing – that is narrative within narrative. Look at all the potential literacies learning that could be leveraged off this space.

This is an example of the game makers understanding this generation and providing them with autonomy, the ability to be self-directed and beyond that providing them the ability to be highly web connected. These three concepts are what our education system needs to understand and embrace.

To quote Australian educator –  Richard Olsen  -  How are our education systems to respond to students as autonomous,  self-directed web connected learners?

Solo In Red

A very big thanks to all those who came to Collider’s show at the Melbourne International Jazz Festival. We performed my work Solo In Red and I personally think it was one of thesolo in red dressing room strongest performances we have done of that show. The visuals and the music all synced in the right lace to help create the exact atmosphere the piece requires.

For those of you who are interested, the album of that work is now available on iTunes.

https://itunes.apple.com/au/album/solo-in-red/id648286343

 

I have also uploaded a link to an interview I did on Radio National  talking about the work

http://www.abc.net.au/radionational/programs/booksandartsdaily/solo-in-red3a-music-inspired-by-cormac-mccarthy27s-writing/4739542

Photo taken by Roger Mitchell

Photo taken by Roger Mitchell

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Handwriting in High Schools

A young boy I l know (who has just started high school) has been given homework every week that requires him to write an essay/story. The requirments are it must be exactly 400 words and it has to be hand written.

He is not allowed to type it – therefore he is not allowed to use a computer. His whole primary school experience has been working in Google Docs, thus developing his typing skills but more that that learning how to develop writing in a collaborative fashion and potentially co-creating characters, plot lines etc. The only logic for the current practice is that they are preparing him with the correct skills required to pass an exam called the VCE which he will sit in 6 years time. Can anyone else see the problems that might exist within this logic?

On a slightly different tact but still around hand writing perhaps hand writing should be moved from literacy and into the arts - similar to when you go to an Old Timey Theme Park such as Sovereign Hill and you marvel at the Old Timey Writing and how beautiful it is and they offer you a class to learn how – which you take in the same mindset as any other craft class you might consider.

Now why it is necessary to learn the skill of writing exactly to the word count? Well I guess we can take this question all the way up to every degree, masters or PHD document that is required to successfully complete a University course. And why do we so inherently trust words to express ideas anyway? What if they were able to sing a song in their exam, create an animation oh the list is endless.

Our model for PD

I recently took a new job at New Era where I work as a manager in the PD department. We have been working very fast to develop a new model for PD around some of the ideas I am passionate about. So…. here it is.
The New Era Professional Development Workshop Calender and the New Era PD program

Our philosophy behind the program is both innovative, well researched and representative of the practices of the modern society we live in.

Firstly “The Workshop Calender” and “Networked Educators”.
This is a series of over 80 workshops lead by leading experts in a wide array of subject areas but with ICT as a focus.
A teacher can purchase a place at one session for $80 or can buy the whole Calender for $200. The advantage in buying the Calender for is that not only do you have access to every session but you also now have access to our Connected Educators Community.

This is the fun place!!

Our Networked Educators Community is a network that we are building enabling you to do whatever you would like to. You can read our blog posts and comment, you can gain access to free resources but most importantly you can contribute – start a discussion, ask a question, answer someone else’s question, join a working group, start your own learning group around an area your interested in researching. No PD company will be able to cover all the questions you have but by setting up a network with as many passionate educators from as diverse backgrounds as possible we are hoping that all your questions will be answered.
But more than that we ware hoping that the network will drive the knowledge to new places that we alone could never have conceived. The sum of the parts is ALWAYS greater than the whole and we believe that together as educators we can achieve great things in learning and teaching. Collectively we can co-create new knowledge.

Another way of thinking about the ‘Networked Educators Community’ is it becomes a ‘community of practice or as Hayes and Gee refer to it a Affinity Space

The platform that we at New Era are building for this space is housed in our Education Portal aur.edportal.com.au . As we grow and develop we have the ability to add things into this space as required and as the network demands. For example we might decide we want to work more collaboratively in the space and therefore we would like Google Apps to be integrated into the platform. Potentially there might be certain apps which become conducive to better creativity. For example – do you use Scoop.it, or are you a huge Edmodo user – and as the network decides those apps can be integrated into our platform.
To access the full list of PD workshops heres the link http://neweraed.com.au/pdfs/NewEraPD2013.pdf

Secondly – Job Embedded PD.

We have started working with a number of schools using our Job Embedded model and are very excited to role out this program into schools around the country.
Our Job Embedded Program is about whole school change in the area of ICT but rather than focus on the tools we focus solely on learning and teaching – how has learning and teaching changed with the advent of digital age and what impact do the new pedagogies have on us as educators. These pedagogies are based in the learning theories of Social learning, Constructivism and Connectivism (networked learning)

Our Job Embedded Program includes

• working with the schools leadership team to develop an ICT road map and vision and plan for whole school scaffolding.
• working with a chosen focus group in developing learning in contemporary pedagogies planning a unit and skilling up with in the chosen tool. The tool will be chosen from one of our developed modules.
• working within the classroom with the teachers to support them in their classroom practice.
• assisting the teachers as they move into the stage of sharing their learning with the rest of the staff.

As part of or Job Embedded Program the learning is done both face-to-face (at the school) and online. Our online sessions will all run through New Eras Education Portal – the same portal that is being used to house our Networked Educators Networked Educators Community.

By being part of our Job Embedded program the school also becomes part of our Networked Educators Community. Once again this is where this is really exciting place to be. This is where you can go where ever it is you want to – learn what ever you need, help others on their journey, connect with educators from all over the world all on different stages of the learning adventure; all with a slightly different perspective, all bringing something unique so that collectively we can create some thing amazing.

Passion, Generosity, Diversity and Participation – this is what makes a great learning network.

All School Blogging

The following article was originally posted on DEECDs website. And talks about some of the work I was involved with when I was working at North Fitzroy Primary School

Blogs –Creating Worlds of Learning (Global2)

An ICTEV study group of 20 teachers arrived at the school gates to find out how blogging and games-based learning enriches learning for both students and teachers of Fitzroy North Primary School. The school in old in years (built in 1875) but young and contemporary in its use of ICT to empower learning and pedagogy. The approach and ideology has at its centre social learning theory.

Leading the group tour was Connie Watson (Principal), Kynan Robinson (Leading Teacher ICT/Creativity) and Kristen Swenson (3-6 ICT Coordinator).

Thanks to strong and innovative leadership, and the commitment of the ICT coordinators, in recent years blogging has become part of the learning and pedagogical fabric of daily life at North Fitzroy Primary. Kynan and Kristen have been active in the Global 2 blogging space for over 4 years. Kynan told the group that, “Global 2 allows kids to connect to the wider world. You can allow them to have an authentic voice and authentic audience.”

“We take seriously Hattie’s notion that feedback is one of the most potent factors in a child’s learning – blogging, where feedback is available from multiple sources is really important. They are not just posting their work for viewing by others, but posting genuine stages of their work and asking for feedback from others in an interactive process, which is much more powerful than simply learning in isolation and then posting your best work at the end of it”, Connie Watson (Principal)

With Hattie’s Visible Learning research in mind, Connie Watson decided that every teacher, every child from Years 3 -6 and every class should have a blog. All teachers were supported to develop their skills and confidence to create content, post, publish, upload images and movies, and moderate blogs. They now share and compare their blogs and their ideas with their students, parents, industry, and peers internal and external to the school.

Blogs are used to extend and assess all areas of literacy, Italian LOTE, and interdisciplinary streams of learning and skills and personal development. Kynan believes that blogging is a great, ‘platform to skill up and build confidence across the entire school staff to use web 2.0 tools to create and publish content not just be a user of content. If they didn’t blog they would miss out with connecting with the wider world. The main benefit is the ability to connect and find connections all over the world.”

The whole school community is involved at home and at school with their blogs. Homework, parent engagement, Italian recipes, news, quizzes, competitions, provocations, reviews, and reflection – it is all done with blogging accessed from home, school, during the week or at the weekends. “All of our Grade 5/6 students have their own individual passion blogs. We made the shift last year from the show and tell blogs to more of an interactive blog. Since then the quality of the students’ writing has improved dramatically. Their passion for blogging is so much greater and they just love doing it. Every time they have a spare moment in class they want to blog and it has just given them their own voice which is fantastic”, said Kristen.

Students create passion blogs and discover networks to discuss new ideas and perspectives from like-minded students. We heard from students who have created blogs on superheros, star wars, comic books, the World of Minecraft, the Hunger Games, Harry Potter and other favourite books. The students are learning to target their blog and writing style for specific audiences to elicit discussion on an international scale. According to Kynan, “the kids love the Global2 cluster maps so they can see their potential audience from across the world’. “It’s exciting collaborative learning and it is authentic for the kids because they are working on things that they are passionate about, and on questions that are relevant to them, often that they have driven themselves”, explained Connie Watson.

Also central to the contemporary learning and teaching practice is cybersafety awareness and copyright. Cybersafety is built into lessons and classroom practice at every Year level all year long. Fitzroy North PS is an ICT savvy school. Each classroom that the 20 strong study group entered, they barely caught the eye of the students who were completely engaged and immersed in what they were doing. The technology was seamless, the content was all important and it was student owned content. As Kristen says, it is not about the devices it is how they enhance the learning and fit within the learning curriculum. According to Kynan, “the point of ICT is to drive your pedagogy, to assist your curriculum”.

Blogging at North Fitzroy Primary School from Kynan Robinson on Vimeo.

How the learning and teaching is changing

Pedagogy – the art and science of teaching, the method and practice of teaching, an understanding of how humans learn best. This is what educators are interested in.
What has ICT got to do with that.
For too long ICT has been sold to us as an essential with little linking to why. How does it make us learn better?  How does it relate to pedagogy?

When we talk about ICT we need to move beyond the tools. I get sick of hearing one presentation after the other espousing the latest greatest, shrunk down, sped up, oversized, undersized piece of plastic that supposedly will change education forever. It won’t.

Education has never been about what pencils you have in your pencil case it is about people – it is about understanding how we learn. I also get tired of hearing that ICT will make your lessons more engaging – it wont – I’m sure they are already engaging and teachers all know that shiny bells in the corner only maintain engagement for a short time – what are you going to do then?


So why talk about ICT at all? The reason is that the way we learn as humans has fundamentally changed because of the digital world and as educators we need to be aware of that.

Lets quickly look at some of the more exciting current thinking about learning.

Social Learning - For too long in western education there has been the over emphasis on the individual. We see children coming to us as empty vessels that need to be filled by us with whatever information (content) we think is important. This learning is done independent of others.
Rather knowing (or knowledge) is about who you are, what you are doing and it unfolds within a social environment – never independent from it. ICT allows for connections, communities of practice and social learning to occur like never before. How are schools prepared to deal with Social Networks (Facebook, Twitter etc) and utilise them for a new approach to learning? baby

Constructivisim / Experiential Learning – This is not a new theory, its been around for over 100 years, but still many schools regard it as radical. We learn best through experience. The worst way to teach is to stand at the front of the class pass on “content” in a lecture style. If you think you can hold more information than the internet well keep teaching this way – if not lets find new ways. This is not to say that explicit skills based teaching is not at times necessary. But the internet holds many repositories of content and millions of examples of good explicit teaching. For example see the Khan Academy, or just type your question into Google or ask Youtube and someone will have uploaded a video teaching you how to do it. If it is a simple explicit fact that needs to be “learnt” in order to achieve a greater purpose, point the student to a place where they can find it (or better still teach them the strategy to do it so you never have to point them again). This frees you up to provide far deeper experiences for your students to learn. Gaming is one great way to develop experiential learning. Digital games such as Sim City or Civilisation or a host of others can be used to give the students the experience previously unavailable to them. For example in SIM city they experience being a Mayor with all the responsibilities and consequences involved with decisions made. Use it to teach ai Civics and Government Unit. The axiom of experiential learning is “I can teach you about swimming or I can let you go for a swim.” Which one is is the most powerful learning experience. ICT now provides us with potential experiences previously unavailable.

Connectivism – this is a relatively new theory that is entirely relevant to the digital age and in particular, the Internet. It claims that all knowledge is now residing in the online networks. Moving on from experiential learning, Connectivism claims that the world is now moving so fast that we can no longer experience all the things we need to in order to keep up. I’m sure we can all relate to this feeling. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. “I store my knowledge in my friends” is an axiom for collecting knowledge through collecting people.

This theory is very relevant for the why and how we would use ICT. You can see evidence for it in Social Media, the use of Nings, Wikis, Blogs and many other devices that help students connect to whatever networks they need to to assist their learning. It is our job as educators to encourage participation in these networks. That includes publishing work, expressing opinions, asking the network questions, commenting, tagging information and sharing it to a networked group such as Diigo and so on. Active participation is the key.

This is what makes ICT so exciting, no longer are students locked in to the reductionist methods of closed classroom doors. Rather there is a whole diverse world to navigate, to collaborate with, to co-create with to learn how to communicate with. Use whatever tool you want but keep this deeper principles in mind.

 

Minecraft Project

At NFPS we are a school very focussed on gaming in education (using digital games to teach).
Some of the games we have used include  Civilisation and Sim City to teach term long units on government etc. We have done entire term projects on game making (looking at programming skills plus narrative development etc) in the grade 3/4 area. We used programs such as Scratch, Atmospfir, Sploder and Game Salad to do this.
We also use a lot of games on mobile devises in the Jnr levels to enhance the numeracy and literacy program.
This year we received a schools specialisation grant  to investigate the use of gaming to teach and part of this has linked us into working with Deakin Uni and their researchers, investigating some of the things we are trying to achieve.
This term, in an attempt to teach a science based unit looking at biospheres we are using the game Minecraft across all the grade 5/6 classes (140 students).
The premise is the world is coming to an end and all 140 of us  have to move to a new planet. Decisions need to be made before leaving Earth and Arcs are getting designed in google sketch up and prototypes being built using a 3D printer.
Everything we need to establish our new planet is going to be taken with us so decided upon pre leaving. Then we all fly to our new planet.
The new planet, called Auroura 56 Z will be simulated in Minecraft.

I have built a minecraft server for the school where all the work will be completed.
It is a very interesting project to observe. The way we set these things up are the it is mostly student driven with the teachers working as facilitators to the learning.
The kids have organised themselves into 5 districts (technology and industry , agriculture, discovery and education, recreation, city and culture) and have started to build.

One thing of note observed so far in this project is  the levels of bureaucracy the kids are bringing into the game – demanding the establishment of councils and committees. A lot of it has been driven by their existing knowledge of the game.
I regularly meet with a group of 10 kids  who advise me on game play and how to adapt it to enable the efficient and smooth development of our planet. The project has raised a lot of questions regarding global warming – what causes it, how can we avoid it on our new planet – do we really need to mine everything etc. Furthermore  the game based project has raised very interesting discussion about policing – people can obviously destroy other people’s work in the Minecraft environment – how do we control this amongst 140 players (these decisions are all controlled by the students)

All of the students work is being recorded in a wiki. This allows them to collaborate and plan across classrooms as well as reflect on their learning and cross pollinate ideas. An example of a designed arc is below.