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GoderichDistrictCollegiateInstitute
Humans of New York Inspired Inquiry Task
Context
The purpose of this project was to have students “create new
knowledge (and) connect it the world” (2014, p.ii)” b...
Task Overview
Create your own version of a photo blog inspired by Brandon Stanton’s
runaway success, “Humans of New York” ...
1. We began with some “big questions” ~ Why tell stories? Why read stories? What do we learn from them?
2. Explored the bl...
Pedagogical Practices
http://flipagram.com/f/TLRfIPh9zw
1.0
2.0
Questions Used to Deconstruct Exemplar Linked to the Curriculum
Ontario English Curriculum – Grade 10 Academic
Success Criteria
•include key elements of photo blog as identified in deconstruction (R1.3)
•locate and select relevant in...
Golden Moments of the ElderlyStrangers of the Square
Humans of New Orleans
Humans of the World
Student Metacognition
As part of the task, students were
asked to reflect on their process
and share these insights as par...
Collaboration
Communication
Critical Thinking
Communication
Collaboration
Creativity
Problem
Solving
Critical Thinking
Character
Citizenship
Leveraging digital
• Feedback to blogs from responders
• Social media platforms
• Flipogram and twitter
• Used digital to ...
[Insert a scanned copy of the
scored learning design rubric ]
What assessment tools/strategies
did you use and how would inform
others to plan and deliver
progressive learning opportun...
Learning Progression – Student Results
Other impact
a. Students became much more media
and tech savvy
•Some students learned to use instagram
•Not all students h...
This quote was included because
reflected the awareness and insight
into this student’s metacognition
I included this quot...
“students totally
bought in because
they had so much
choice and
control”
“Students could
easily articulate
what they had
l...
Looking at ways…
•To expand learning partnerships
•Continue to leverage digital
•Ways to incorporate these ideas in other ...
•The students of English 2D – Semester 2
•Staff and Students at GDCI
•People willing to be photographed and interviewed
•A...
GDCI New Pedagogies Artefact
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GDCI New Pedagogies Artefact

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Artefacts from New Pedagogies at GDCI

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GDCI New Pedagogies Artefact

  1. 1. [image] GoderichDistrictCollegiateInstitute Humans of New York Inspired Inquiry Task
  2. 2. Context The purpose of this project was to have students “create new knowledge (and) connect it the world” (2014, p.ii)” by connecting and communicating ideas, thoughts and opinions through social media. By creating and reflecting on the process of ”learn, create, do”, the goal was for students to develop lifelong, deep learning skills. This project was inspired and informed by Brandon Stanton’s “Humans of New York” photo blog. Inquiry Metacognition GoderichDistrictCollegiateInstitute English 2D
  3. 3. Task Overview Create your own version of a photo blog inspired by Brandon Stanton’s runaway success, “Humans of New York” photo blog, using social media to share people’s stories. You could decide in a focus area beforehand or connect main themes after you have collected peoples’ stories. Comment on peer photo blogs using appropriate tone, demonstrating insight into other peoples’ posts. Then, present your reflection of your own skills and strategies used for the task.
  4. 4. 1. We began with some “big questions” ~ Why tell stories? Why read stories? What do we learn from them? 2. Explored the blog, Humans of New York, created by Brandon Stanton 3. Presented the idea of students creating their own photo blogs, based on overarching themes of their choice 4. Collaborated in small groups to travel through a carousel of questions aimed at deconstructing the Stanton’s blog for key Elements and co-constructing our own success criteria 5. Students determined an area of focus for their own version based on universal themes previously explored in literature (students had freedom and choice in determining their focus) 6. Investigated ways to start a conversation 7. Drew on our previous knowledge of asking effective questions for students to develop their own questions for their interview subjects 8. Students determined their social media platform (only requirement was that people had to be able to respond, and class had to access 9. Taught photo composition and media display skills 10. Went into the big world and started interviewing people 11. Among all their interview stories, students decided which stories, based on theme and impact to publish 12. Stories were posted up and live – getting to people to comment 13. Draw conclusions on their area of focus (what did you learn from the stories based on theme?) 14. Students shared their reflections on what they learned about themselves and their own learning about the process orally. I ran it for 6 weeks. I would recommend running for 8 weeks and overlapping with holidays so students have an opportunity to interview people over holidays in a wider variety of settings. Students need TIME to do the interviews. The Task Length
  5. 5. Pedagogical Practices http://flipagram.com/f/TLRfIPh9zw
  6. 6. 1.0 2.0 Questions Used to Deconstruct Exemplar Linked to the Curriculum Ontario English Curriculum – Grade 10 Academic
  7. 7. Success Criteria •include key elements of photo blog as identified in deconstruction (R1.3) •locate and select relevant information and images (W1.3) •identify, sort and order ideas (W1.4) •includes sufficient amount of depth and stories (W1.5) •analyse information gathered (R1.6) •draw conclusions on theme (R1.4) •reflect on skills and strategies (W4.1, M4.1) •communicate information clearly in writing (W2.3), orally (O2.3), visually (M3.4)
  8. 8. Golden Moments of the ElderlyStrangers of the Square Humans of New Orleans Humans of the World
  9. 9. Student Metacognition As part of the task, students were asked to reflect on their process and share these insights as part of a presentation
  10. 10. Collaboration Communication Critical Thinking
  11. 11. Communication Collaboration Creativity Problem Solving Critical Thinking Character Citizenship
  12. 12. Leveraging digital • Feedback to blogs from responders • Social media platforms • Flipogram and twitter • Used digital to view exemplars deconstruct, and learn from experts (Present Like Steve Jobs, HoNY, 10 Composition Tips with Award Winning Photographer Steve McCurry, Ted Talks etc.) Pedagogical practices • Clear learning goals and success criteria • Collaboration • Co-construction of success criteria • Teacher/student feedback • Peer feedback and modelling (learning from each other) • Conferencing • Metacognition • Choice • Deconstruction of an exemplars Learning partnerships •Social media network •People interviewed •Family •Classmates •School Community •Local Community •Global Community Learning environments •Interactive •Authentic and virtual learning •Collaborative •Risk free and safe •Transparent (teacher and student learning together) •Explore and try – there is no wrong way
  13. 13. [Insert a scanned copy of the scored learning design rubric ]
  14. 14. What assessment tools/strategies did you use and how would inform others to plan and deliver progressive learning opportunities? What assessment tools/strategies did you use to enable learners to see and appreciate the progress that they have made to see and appreciate the progress that they have made and promote further learning and development ? What was the impact on student learning? (Assessment of student achievement against goals and standards) • Conferences - formal set up as checkpoints, informal • Progress sheet (focused conference) • Learning goals and success criteria • Co-creation of success criteria • Checklist • Clear purpose, goal, audience (evolved as the project did with input from students) • Student Work was available and accessible at all stages of learning (monitored the process) – assessment for learning • Metacognition was built in and very natural - assessment as learning • Conferences with each student (formally & informally) • Feedback from peers, teacher and social media audience (digitally and orally) • Metacognition – self reflective presentation • Not one student was unsuccessful in some way AssessmentApproaches
  15. 15. Learning Progression – Student Results
  16. 16. Other impact a. Students became much more media and tech savvy •Some students learned to use instagram •Not all students have the same level of digital skills b. Revealed so much about individual students •Increased empathy in students for each other and issues •Revealed students’ passions and interest c. Incidental teaching and learning opportunities •Teaching the composition of a good photo •Respectful use of technology •How to respectfully respond to a post (tone, voice) •How to switch up questions in the moment depending on where the conversation was taken •How to capture and collect interviews (note taking in the moment, didn’t work… explored digital alternatives d. Increased student engagement •Students could connect with so many stories on so many levels •Truly interested in each other’s work (responding, listening, asking questions ) e. How much they learned from each other •Used other students as a sounding board, exemplar (of work, of strategies, of techniques) in unplanned moments Unexpected impact/ benefits (social, environmental, economic)
  17. 17. This quote was included because reflected the awareness and insight into this student’s metacognition I included this quote because this student is extremely shy and I could not believe that this happened! “I am so happy to have had this opportunity. I like that it is unique from any other projects I have completed in my education thus far. I loved developing my people skills while also learning how to be a better listener. Great project idea, do it again for sure!” This quote was included because this is the response I was hoping for when I introduced the idea
  18. 18. “students totally bought in because they had so much choice and control” “Students could easily articulate what they had learned easily – they just knew it” “metacognition happened very naturally, was not an add on” “this approach challenges teachers to move away from conventional ways of teaching” “I definitely valued the process over the product” Teacher Voice
  19. 19. Looking at ways… •To expand learning partnerships •Continue to leverage digital •Ways to incorporate these ideas in other areas of teaching English •To continue to engage students Moving Forward…
  20. 20. •The students of English 2D – Semester 2 •Staff and Students at GDCI •People willing to be photographed and interviewed •Anyone who responded to the photoblogs A Huge Thanks to… References Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Retrieved June 1, 2015 from: http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf ONE LAST THING…

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