A Rough Guide to Genius Hour

After participating in professional dialogue at #PubPD last night, I stumbled upon a #2ndChat which broadcast the topic of #GeniusHour as its theme. I tried my first Genius Hour this past year and I still had some beer left in my can from the previous session (I couldn’t make it to the Pub in person, so I participated at home via Twitter). More PD seemed like a good idea, so I jumped into the second chat. 

As I answered questions and shared my experiences (140 characters at a time) I was approached by some of the participants who wanted to know more. We shared emails through Direct Message (DM) and I told them I would type up some notes and share some of the Google Doc resources that I had available. As I was typing them out I thought - Why not just write this in a blog… so, here we go.

Full details on Genius hour can be found at this site. There, they define Genius Hour as “a movement that allows students to explore their own passions and encourages creativity in the classroom.  It provides students a choice in what they learn during a set period of time during school.” The idea was spawned at Google who “allow its engineers to spend 20% of their time to work on any pet project that they want. The idea is very simple.  Allow people to work on something that interests them, and productivity will go up.” Consequently, it is sometimes called “20 Time”.

My colleague and I decided to try Genius Hour with our students this past January. He had a Grade 6 class and I had a Grade 5/6 class with about 28 students in each. Our school has many new Canadians and more than half our classes are composed of students learning English as a second language. Some are very new and needed support from our ESL teacher but, most are quite competent in their new language. However, a lot of the terms we planned to use were new to them or had nuanced meanings ("pitch", "genius", "passion", "grill"). Consequently, we included opportunities to teach these ideas and build comfort with these words.

Step One

We launched a discussion by showing the short film Caine's Arcade about a 9 year old boy who made a carnival style arcade using cardboard boxes and household objects. We talked about ...

• “how cool” his idea was.
• how it would be fun to make something, even if it was just for ourselves.
• his “inspiration” and the idea of being "inspired to make something".
• the terms “passion” and “passion project”.

Step Two

We took the kids to the computer lab and provided them with access to desktops and Chromebooks. With nearly 60 kids, we needed to have access to many devices so they could explore independently before sharing. They were asked to research the following by sharing this document with them through a Google Classroom link. To start, they were given 10 minutes to find out anything they could about Genius Hour, 20% Time or 20 Time Projects. After they explored, we mixed and mingled around each other's screens and shared our findings.

Step Three

The rest of that same document details a full introduction and a step-by-step guide (through questions) to make a plan for a passion project. It even includes a worksheet for deadlines.

Step Four

The students prepare a "pitch" using this Google Doc to guide them.

We let them work in small groups to practice their pitch and to ask each other probing questions to make sure that their Genius Hour plan ...

• made sense (supplies were attainable and didn’t take up too much class space).
• could be achieved  (was practical for a classroom environment).
• would take approximately 6 hours (six - 1 hour blocks) to complete.

 
We also sent notes home to parents to let them know about this project. (We both use Class Dojo as our parent communication tool). We wanted parents to know that they may have to purchase some supplies or to dissuade their students from project choices if they were unable to provide these supplies.
 
Step Five

They made their pitch and were “grilled” by the teacher and students. We talked about “being grilled” in an interview. The “grilling” was good natured but important questions were asked. Some students did have ideas that needed tweaking. For example, one student wanted to learn how to “juggle" a soccer ball 25 times in a row using his feet. That was not something he could practice for six hours in a classroom. Instead, he compromised and chose to make an interactive Google Slideshow of the top ten greatest soccer goalies.

Step Six

We then blocked off 1 hour of time (every Friday during the first 100 minute block of the day) and launched our Genius Hour work time. For those who forgot their supplies, I prepared guided reading activities and I did some Diagnostic Reading Assessment. To create mood, the best of Mozart was played in the background. Students were reminded that they should be working quietly and independently. This did not have to be policed as engagement was high. After each Genius Hour block, students were given about 20 minutes to document their progress. I took photographs and shared them through Google Photo links on Edmodo. Some chose to write in journals and others used a Google Doc. Some even recorded a short speech about what they had done as a voice memo. This hodge-podge made it difficulty for me to evaluate their progress effectively.

 

Final Projects

After about 8 weeks (there were unavoidable interruptions) we shared our projects. Each class set up a make-shift Passion Project Museum that allowed visiting classes to wander through the exhibits. My students created video games, foosball tables, comic books, doll houses, desk organizers, board games and cardboard villages. One girl knitted a hat for her doll while several made interactive slideshows on subjects like "The History of Modern Dance" or "Sea Creatures of the Deep".

Next Steps

My teaching colleague has moved on to a new position but, I will try Genius Hour again. The changes I will make are as follows...

• I will share pictures of the best examples from the previous year.
• The notes I send home to parents will be more detailed and will let them know that they do not have to buy expensive supplies (other choices are available).
• I will have students all use a Google Doc Journal to document their progress.
• Progress updates will require a photograph and at least a single paragraph entry. I will provide them with feedback each week too.
• I will make sure we have 6 consecutive Fridays available without interruption.
• Spend more time on the idea of "passion". Some students picked things they "liked" but were not passionate about.
• Encourage them to consider creating things that can be shared with the world to increase the likelihood of feedback.

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

A More Amazing Race

I have made use of The Amazing Race and The Amazing Race - Canada to help deliver the Grade 8 and Grade 4 Social Studies curriculum for over ten years. If you are unfamiliar, “The Amazing Race” is a television program where teams of two, with an existing relationships, race around the world (or Canada) trying to find a predetermined location or "pit-stop". Along the way, they must arrange transportation, find clues and complete multi-disciplinary challenges. The goal for each team on each episode, or leg of the race, is to avoid arriving last at the pit-stop - where they face probable elimination. On the last leg of the race, the remaining three teams strive to be the first pair to make it to a Final Pit-Stop and be declared the winners of The Race. They receive a prize of $1,000,000 or $500,000 on the Canadian Version.

For the last two years, when I was teaching Grade 4, the first season of the Canadian version was ideal for introducing our beautiful and diverse country to my students (more than half of whom are recent arrivals to this vast and splendid landscape). It was the perfect vehicle to explore the Political and Physical Regions of Canada from the Social Studies section of the Ontario Curriculum - see page 102. We were even lucky enough to have Season One participants Jet and Dave visit our classroom to answer questions about their experiences on the show.

Last year, I made the transition to Grade 5/6 and thought I would have to retire the unit. However, near the end of the year, my teaching colleague reminded me that he had attended my workshop in 2011 and had adapted my Grade 7/8 unit to fit the Grade 6 curriculum. Specifically, he used Season 10 as a jumping-off point to discussions about Canada's Interactions with the Global Community (Pg 124). Additionally, he reminded me of all the connections we could make to the Ontario Learning Skills (Pg. 17) - particularly Collaboration, Organization & Initiative.

Furthermore, Season 10 boasted a wonderfully diverse cast of participants which would allow for in-depth discussions of Stereotypes - an important element of this section of the Grade 6 Health Curriculum:

By the end of Grade 6, students will assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, mental health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes.

On Season 10, teams included:

• Asian-American brothers
• Devout Muslim friends
• Beauty Pageant winners
• A married gay couple from New York
• A father and his gay daughter
• A rural Kentucky couple
• African-American, single mothers from Alabama
• Two triatheletes - one of whom has an artificial leg
• Friends who are recovering drug addicts
• An Indian-American Couple

In their opening interviews, many team members emphasize that their goal (aside from winning the million dollar prize) is to help break the assumptions and stereotypes associated with their particular race, gender, culture, physical ability etc.

Our class discussion of the teams (following their introductions) provided us with a safe environment to discuss the stereotypes often associated with these varied individuals. As the show progressed, students had the opportunity to see many stereotypes broken. Mary, one of the Kentuckian participants, summed this experience up for many of my students when she stated; “I’ve never met Asians before, or any gay people...they’re really nice.”

Throughout the unit, engagement was high. We did not simply “watch” an episode...we interacted with it. We paused to discuss learning skills, debate sportsmanship, speculate on strategy or sympathize with the participants.  We kept a score sheet at the back of the room for each leg of the race and awarded teams with a variety of honours, including “most cooperative”, “most organized” or "best self-regulation" at the end of each episode.

Students were given an option of using a printed map or the Google My Maps application, to locate and mark the destinations to which the racers travelled. Additionally, a "Canadian Connections" chart (on paper or through Google Docs) provided students with a space to share things that they saw, they learned and they researched about each destination and Canada. (I had no idea we imported nearly 100 million dollars worth of goods from Madagascar! Thank you for the vanilla & coffee!

My teaching colleague and I arranged our schedules so that we could show the episodes simultaneously. This would prevent any spoilers leaking from one class to the next. At the end of the unit, his class prepared an Amazing Race day for our class with a dozen challenges from multiple areas of the curriculum (Phys. Ed., Math, Science, Art, Language, Dance and more). We returned the favour with our own version a few days later. I hope to write about that shortly. It was a wonderful success.

Summer Goals

My summer officially started today, Friday, July 8th. It was slightly delayed because I had the opportunity to teach a course with fellow educators that was sponsored by the Elementary Teacher’s Federation of Ontario (ETFO). The course was designed to help teachers transition to a Blended Classroom environment in the Junior Grades (4-6). Overall, it seemed to be well received by participants.

I am now looking at approximately 60 days before greeting my new Grade 5/6 class. Past summers have taught me that, left to my own devices, I will increasingly accomplish less. I have learned that I need to plan ahead and I must set the same S.M.A.R.T. goals I encourage my students to embrace. I need to be sure that my summer has some clear objectives that will keep me from too many late nights playing video games and/or watching television. I am also fighting a losing battle with my waistline. Although an extra ten pounds over the winter is understandable, gaining weight in temperate weather is just sad. (You can read between the lines and add "drinking beers" and "eating junk food" to my list of summer distractions.

With that in mind. Here is what I want to get done.

• Continue the 365 miles in 365 days challenge . I am currently at mile 208 on Day 190!
• Advance my TLLP Ontario Grant journey by mastering more at Code.org and Scratch(ed)
• Reorganize my math lessons based on computational thinking strategies provided here
• Read the book Invent to Learn
• Continue to practice my Spanish daily, using Rosetta Stone and Duolingo
• Write at least 6 blog entries (one every ten days) by the end of the summer.
• Learn 3 songs on the guitar that I can use in the classroom next year. This one for sure.
• Get more comfortable with the Lego Mindstorms EV3 robots for next year.

Beyond this, I still plan to have an awesome summer with my family and friends close to me as often as possible - with lots of beer, food, kayaking, hiking, campfires, laughs...a Mud Hero obstacle course race with my sister and, a 10 day vacation in Halifax, Charlottetown and Cape Breton to celebrate my 30th Anniversary with my wife! Perhaps I should reconsider the “A” in S.M.A.R.T. goals. These may not all be achievable - but it will be a great summer trying! I hope your summer is wonderful too.

The Start of My TLLP Journey

About a year ago, my principal approached me and asked if I was interested in getting involved with a grant proposal. Thinking back on that day, I have a vague recollection of this having something to do with technology in the classroom (an interest of mine). I also remember that there was mention of a “guru” from another school that was going to do a lot of the initial paperwork. (That's a plus!)

“Would you be interested?” my principal asked. All she needed was a commitment from a few staff members (including me) and a signature on a document.

At the time, I was intrigued, but also distracted. I’ll admit, "distracted and curious" is modus operandi for me at the best of times. Staff at my school will attest that I am regularly staring at my phone as I walk down the hall. Typically, I am reading an article, perusing the news or scanning my PLN on Twitter.

Looking back on that day, I suppose I realized that I would have more time to evaluate this opportunity at a later date. So, I signed the document and moved on.

I should mention that this event coincided with some significant challenges in my teaching career. At the time, I was moving to a new classroom and changing my assignment from Grade 4 to Grade 5/6. Consequently, I had been pouring over unfamiliar curriculum documents while trying to incorporate more technology into my classroom. WiFi had recently been installed at our school and I knew I would have increased access to Chromebooks. I really wanted to step-up my efforts to be a Google Educator.

Additionally, I was a Workplace Steward and we were navigating the challenges of increased job actions due a year long contract battle with the government. There was also volleyball season (I was a coach and a regional convenor). Needless to say, in the chaos of first few months of the new school year, the “grant” had slipped my mind.

Early this spring, I was reminded of my commitment. This time, things had settled in my world and I was less distracted and far more intrigued. I found out that the grant was part of an ongoing project. It was geared toward experienced teachers who are passionate about their practice and want to share their ideas with others. By choosing to participate, I would be provided with release time to hone my professional practice and my skills. I would also have access to additional funding to spend on technology for use in my classroom and at our school. More information on this grant can be found here. Needless to say, I was glad I had signed up and was delighted to understand fully that this was the type of opportunity for which I had been looking.

A few weeks later, I learned that I had been selected by my administration to attend a three day conference in Toronto as the representative from our school. If I didn’t have enough incentive before - I certainly did now. There is something wonderfully energizing about being trusted through a generous opportunity. I began to investigate our grant with renewed vigour. I got a chance to meet with the aforementioned “guru”, Michelle, and I also got to meet my conference partner from our companion school, Kari. I looked at the initiative with fresh eyes.

The long version of our grant proposal reads as follows:

We hope to explore, implement and evaluate coding and computational thinking in the K-8 classroom. Computational Thinking (CT) includes computer programming (ie: coding) and means problem solving, understanding and designing systems and understanding human behaviour (Wing, 2006; 2008 p 3717). We will investigate how CT can be useful for learning the mathematical processes outlined in the Ontario Mathematics Curriculum as well as the 21st Century Skills championed in Ontario and around the world. Complementing our board’s recent initiative with Science, Technology, Engineering, Arts & Math (S.T.E.A.M.) this project will investigate four pedagogical phases CT: unplugged, making, tinkering and remixing. (Floyd, Kafai, Khan, Kotsopoulis, Morrison, Namukasa et al 2015) . We will also explore how CT manifests in the physical world through tangible materials such as robots, circuits and micro-controllers.

In my next entry, I hope to distil that to 25 words or fewer and update my experiences at the 10th Annual TLLP Conference in Toronto.

Reflections on a Positive Year

My Report Cards are in. With the exception of some editing (and maybe a few changes to the Science marks after next week’s activities) I am now thinking about next year. However, I should take some time to reflect on the year that is coming to an end in eight school days.

This year started wonderfully because I finally escaped my portable and got back into a regular classroom. Moving from a portable to a classroom is not a small upgrade. It is a monumental game changer.  Here are just a few of the perks...

• There is much more space in a classroom - much more.  
• That space is enhanced by the presence of a hallway, where jackets, boots and backpacks can be stored away from the learning space.
• The hallway also acts as a buffer for the mud and snow that children track-in during recesses therefore, the classroom is always cleaner.
• The heat and air unit is silent in a classroom. In a portable, this space crowding behemoth hums and drones a dull, white noise at about the same frequency as the human voice. Consequently, teachers and students have to speak much more loudly all day. Group activities naturally become shouting matches that wear the nerves of teachers and students alike.
• The heat/air unit also recycles the dirty air. I would like to see a study that compares the number of sick days lost to students and teacher in a portable vs those in a classroom.
• There is a sink and there are many cupboards in a classroom.
• The ceiling projector does not shake and rattle out of focus when the door closes or when the students move around the room.
• There are large windows in my classroom, allowing the room to be flooded with natural light even on overcast days.

Portable 2 - My classroom for 4 long years.

It remains my belief that classes in portables should be hard-capped at 24 students.  I have had over 30 students in a portable and, as the old expression goes, it was so cramped that we had to go outside to change our minds.

How about this? For each student above the cap, the teacher and each member of the class get a small, monthly monetary bonus. This is to make up for the dusty, cramped, loud, dark confines in which they are expected to operate. How about a $100 gift card for the teacher to buy those extra school supplies (or class prizes) not covered by the school’s budget and a $10 gift card for each student to Scholar’s Choice or a Book store? In all honesty, even if I received an extra $500 a month in cash - I would still opt for a classroom.  I guess I should also mention that I make this suggestion in jest. I sincerely believe that I am paid well for a job that I love to do. I would hate to misrepresent myself or my colleagues as cash-strapped complainers.

I also returned to Grades 5 & 6 this year. That was a good decision for many reasons, not just because it got me out of the portable village. I loved the Grade 4 curriculum and kids at that age are really sweet but, it was not a good a fit for me. I work better with students who are a little more independent.

My very first full year position was a Long Term Occasional gig at Lorne Avenue school in 1999 with a Grade 5 & 6 class. Those “kids” are now 25-27 years of age and my current group of students would not be born for another 5 years. I think back on the guy that I was in those first few years. I was not as competent as a teacher. However, I was more patient and more passionate. Sadly, I think I was a little kinder. I am trying to recapture some of that. My teaching partner, Kyle, has helped me immensely. I see in him, many of the qualities I used to have. He is far more patient than I and he has made wonderful progress with so many students. Sadly, he is leaving for a coaching position. It is a change he needs and he will be a great resource to other educators. He was a great partner to work with. We shared lessons and ideas and we were both available to each other as a sounding board for the inevitable complaints and grievances that come with a job that you care about. Next year I am going to be using many of the lessons (particularly the art activities) Kyle shared with me. I am also going to try to be a little more like him when it comes to working through situations with students who are challenging. I’ll let go of some of my cynicism and work to try to reclaim the passion I had when I got that first LTO gig 17 years ago.

Well, I planned on reflecting on the past year and I am already thinking ahead to next year. I suppose that a change doesn’t have to wait for a new class. I have eight days to make more positive changes with the students that I have right now. I am going to invite them to share their thoughts about the good and the bad from this year. I am going to ask them to write letters to my students next year to warn them about what to look for. I will encourage them to be blunt and honest - even if it means they point out a negative about me. My goal for the next eight days is to find time with every one of my students and have a one-on-one conversation that builds them up and gets them ready for a great summer and positive start to Grades 6 & 7. They, like me, will be in a classroom (not a portable next year). So, we have that going for us.

In a World...of Positive Roadblocks!

Not untypically for a Saturday night, my wife suggested we watch a film. She had heard good things about a 2013 dramedy called “In a World...” which features a cast of actors (many from the world of stand-up comedy) whom we have both enjoyed in the past.  

Near the end of the film, a character, Lewis (played charmingly by Dimitri Martin), is trying to explain something to the frantic and distracted protagonist, Carol (Lake Bell). Agitated, she cuts him off mid-sentence and begins to walk away. Suddenly, Lewis launches into a series of wild gesticulations that are punctuated by loud, nonsensical chanting.

A confused, but suddenly attentive Carol stops and asks,“What’s the matter with you?”

“I’m sorry. I was trying to get your attention,” responds Lewis. “My mom has ADHD and it’s like...it’s called positive roadblocking. It’s just a way to kind of jolt someone into focusing.”

See the scene here.

The exchange was wonderfully effective on two levels. Not only did it serve to centre the main character, it also riveted my attention on the film. “Positive Roadblocking” was positively curious and I began putting my Iphone to work - jotting the term into my Memo App. My wife, long accustomed to the peculiarities I exhibit when we watch a movie, said nothing. But, I knew she was well aware I was thinking about a possible application to my classroom.

Despite a variety of online searches, I drew a blank. Nothing related to “Positive Roadblocking” came up for inquiries about ADHD or multiple combinations of words such as “road” “block” “positive” “jolting” “focusing” & “strategies”.For the most part, I was directed to links related to the film. 

Although disappointed with my internet searches, I was not exactly surprised.  Having participated in many workshops and done significant research over the past 20 years, I had not heard the term.

Consequently, I am left to consider whether this “strategy” is a fictional creation of the writer (Bell) or a personal strategy employed by someone she knows. The following tweet to Bell has yet to elicit a response.

“@lakebell - Loved “In a World…” is positive roadblocking a fictional creation, a clinical strategy or something you heard about?”  @Mr_H_Teacher

Still, intrigued by the possible potential of “Positive Roadblocking”, I am reaching out to the education community to see if anyone is familiar with the term. I do know, from personal experience, that making a lesson surprising or mysterious engages students; it is a common enough practice used by teachers. So, if anyone out there can enlighten me, including Ms. Bell, I would appreciate any feedback.

I suppose I could just give it a whirl in my classroom? Perhaps, moments before my final review of the formula to find the area of a triangle, I could wildly dance and scream and then say...

“Okay, base multiplied by height and then you’ve gotta divide it by two!”

I’ll update this when I know more.

Global School Play Day 2016

Last summer, while surfing through resources on Edmodo and Twitter, I stumbled upon a TEDx talk featuring Dr. Peter Gray, a research professor at Boston College. In the quick presentation, found here, he discusses the gradual decline of "play" in the United States over the past 60 years and postulates that this may be linked to the rise in mental health illness. (Clearly, my overly simplified version of his simplified version of his research).

Further investigation, likely the hashtag #GSPD2016, led me to the Global School Play Day website . Emboldened by my positive experiences with another Global Classroom experience - The Global Read Aloud program - I registered for the opportunity with little hesitation.

The Global School Play Day is exactly as it sounds. A specific school day (February 3rd this year and  February 1st in 2017) celebrated in classrooms around the world. Students are encouraged to PLAY! NO SCREENS - NO STRUCTURE - ALL DAY LONG. Teachers are provided with three simple instructions:

• Don't organize anything for your students.
• Don't tell them how to play with the toys/games.
• Don't interfere with your students unless you see something that could get you fired or would physically hurt a child (this does not include something that may be physically uncomfortable for a child.)

Students are prepared in advance and invited to bring toys, games, craft supplies and more. Anything non-electronic that is safe for classroom or play with peers. Outdoor play is also encouraged, but is weather dependent. We are having an unseasonably warm February in Southwestern Ontario, Canada. The temperature that day was above 12℃ (54℉) and the sun even made a brief appearance, making it perfect for outdoor activities.

With great excitement, my students and I awaited the arrival of GSPD. Informational notes were sent home, plans were made, supplies were organized and anticipation built. My teaching colleague in the class next door had agreed to participate, so students could move from class-to-class (no hallway loitering) and one of us could provide supervision if a large enough group wanted to go outside.

On February 3rd, the morning bell rang and, shortly after jackets were hung and boots were replaced by sneakers. A cautious student approached me, his arms wrapped around a large, cardboard box wrapped in a slightly larger plastic bag.

“Can we just start playing?” he asked in a voice that was part hope and part trepidation.   

“Sure. Play.” I replied and, with those two words, we were off.

My Observations

Without exception, the day was enthusiastically embraced by students. They built forts out of desks & blankets, played football in the yard, challenged each other in friendly board games, created plays with dolls and even flexed their hustle-muscle on a mini-pool table. The room was loud, but never unruly, and laughter punctuated important discussions on game-play, rules, strategy and the importance of everything from the colour a costume should be to likelihood of a Denver victory in the upcoming Super Bowl. (NB: Denver was victorious)

Speaking of victory. It was interesting to see how different students dealt with winning and losing as the day went on. There were moments of obvious celebration and several students wanted to give me a brief “play-by-play” of their decisive strategy. Most of the students dealt with defeat positively and there were no issues that required intervention.

An interesting moment occurred when a student arrived late to a football game and was told that he could not join in. He came to me immediately, looking for the assistance that teachers regularly provide. My natural instinct was to investigate further, to ensure that he was not being excluded unfairly. I had noticed that the teams had 7 & 6 players respectively - so an extra body would only even things up. I paused, and then looked at him plainly and said “Well, what are you going to do then?” Minutes later, he was shouting and running with another group near the playground equipment. Problem solved - without teacher intervention.

This year, GSPD fell on a day when we had a gym period available. Obviously, the advantage of space was a boon. However, the idea that 50+ adolescent bodies would have unfettered access to equipment (basketballs, Nerf Footballs, Gator Balls, Beanbags, Hula Hoops) without implicit direction was worrisome. Reminding ourselves of the day’s mantra - PLAY! NO SCREENS - NO STRUCTURE - ALL DAY LONG - we acquiesced.

Interestingly, just before gym, something remarkable happened. A small group of girls circulated the classroom with a portable whiteboard. Their goal was to create a tally chart of the games students most wanted to play. They had identified, wisely, that the gym period would be a madhouse and they were trying to insert some form of democratic structure to the situation. Ideally, they would help facilitate organized games rather than enduring a 50 minute “free-for-all”.

Their efforts were in vain. Anarchy ruled supreme. The air was rife with projectiles and noise but, to their credit, issues of safety were respected. When the “time’s-up” whistle blew, clean-up began without request. Although, it should be noted, the students most helpful in the unstructured clean-up efforts were girls and the only students to avoid, or even disrupting, the efforts were a handful of boys. (Another tick in my mental checklist of “reasons why girl students are great.”)

The Debrief

My students are currently working on persuasive letters to be shared with teachers and classes that do not know about GSPD. I have been encouraging them to write for different audiences and this opportunity provided me with a good launching point. Prior to writing, we had a discussion about the problems and pitfalls that they encountered.

They identified the unstructured gym period for what it was. Fun, but potentially hazardous and eventually boring. They agreed that a structured game would have been better and it seemed they had a new respect for the activities I organize in gym.

They asked me if I was bored and, I have to admit, I was. Standing on tarmac watching a kids’ football game can only maintain my interest for so long. I did some Tweeting, using the hashtag #GSPD2016 and I got some pictures (some of which are featured here.)  Next year, I am going to get more involved. I am going to bring in a board game of my own and invite students to play it with me.

In conclusion, Global School Play Day is a worthwhile venture for the elementary classroom. I have already signed up for 2017 and I am going to promote it to my peers. Hopefully, my whole school will get involved next year.