Education

Becoming a Scientist

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It’s how you think.

The gas flame hissed at full height while a pot sat precariously askew on the burner. There, at eye level to the flame and pot stood my little 5-year old son.  He was trying to stabilize the pot with one hand while clutching a partially filled balloon in the grimy damp fingers of his other hand.  Sweat dripped from his temples as he focused intently on his task.  He didn’t even notice me approaching his hazardous situation.

“What are you doing?”

He looks up at me with his big, open, intense blue eyes. Maintaining his grip on pot and balloon he explains, “Trying to figure something out”.  I help him with the pot as he continues; “You know how when you have a balloon in the hot car it pops?  Well, I want to know if that has to do with the heat of the car. “

We study his experimental set-up and he adds, “The balloon should get bigger if I put it in the hot water”

And there it was. The inherent curiosity. The desire to know. The determination to find out. The pursuit of a test. A formed hypothesis. It wasn’t something we taught him. It was just there.

Of course, with my guidance he completed his experiment and jumped with joy when that balloon began to expand.  He loved the idea of air molecules speeding up so fast to take up more space and pushing on the sides of the balloon to make it look like it was “filling up”. 

“If we take it out now, it will shrink again, right?”  Of course, we did it.

It seems his entire childhood was spent in testing the world. As an adult this son continues to think like a scientist, answering everyday life’s questions using the scientific method. He can’t help it. I know, because I’m the same way. 

However, not everyone thinks this way.  I see it all the time in the classroom. One student sits in a stupor while his neighbor has ten great ideas for research questions. Despite learning the proper steps and being shown the way, it still is so much more difficult for some than others.

As science teachers, it is our responsibility to do everything we can to teach the scientific method and use it as the framework for all activities in the lab.  All students can learn to formulate a proper research question, to form a hypothesis, to generate a table of variables, and to carry out an experiment using necessary lab skills.   However, some students will be stronger at thinking up innovative questions and designing creative experiments because their minds think differently than their peers.

The different wiring of brains becomes more and more apparent as students progress into the more advanced classes and are expected to become more and more independent in the design of experiments.  Students really separate out during the internal assessment process in IB science where total independence is required.  Then, there are the students who choose to do their extended essay project in a science, which is an opportunity for them to design and conduct an experiment completely stemming from their own interests, not a small feat.

It is a pleasure to foster the growth of budding scientists but there is something really special about spotting that scientific mind and seeing it wonder and wander through a myriad of questions and possibilities.  It’s true, the best I can offer as a teacher is to teach the students the framework of the scientific method (and content) and to foster the growth and expansion of the mind.  Scientists need the freedom to meander intellectually and be free to test their ideas.  That’s my job, to give those minds that freedom. 

Getting New Students up To Speed

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It is an IB Biology Year 1 class. A new transfer student has been added to the class and I notice that he isn’t as involved as his team members. I mention that he should be allowed to contribute to the lab. The “old timers” kind of give me “that look”, like “do you know what you are asking us to do?”

So, another member of the team assigns him the task of measuring out a buffer solution into a graduated cylinder. This is a relatively innocuous task. The expectation is that the student approaches the graduated cylinder at eye level and carefully pours the buffer into the cylinder. As the required volume is neared, a pipette is utilized to finish the measuring. The new student grabs the buffer solution and holds it at shoulder level and pours it down onto the graduated cylinder, spilling liquid all over the cart.

Silence follows as his lab mates glare at me clearly holding me accountable for the bumble and potential damage to their experiment. Of course, I’m shocked that a Junior in High School has not been taught this basic lab skill.  It’s an IB course and I’m wondering how I can possibly teach this student what he needs to know while proceeding with the class.

In another instance, students eagerly access my web site and follow a link I’ve shared with them.  A new student sits and stares at her computer with blank eyes.  As I approach her to help her I realize she has no idea how the computer works, how to enter a web link (i.e. to my web site), or even how to conduct a Google search.  Further time with her reveals that she hasn’t logged on to her school email or to PowerSchool yet, skills her peers manage as easily as using a phone.  Again, I wonder how I can get her up to speed.

Just today I asked a group of students about the processes of photosynthesis and respiration, topics we covered in previous years at the school.  Returning students eagerly share knowledge while new students shrink in shame.

What about the scientific method?  Returning students have been taught the scientific method with vigor since the 6th grade. They can form a valid research question. They can identify variables.  After 8th grade they can design their own experiments with moderate assistance.  As they progress through the years they gain lab skills and become comfortable and competent with nearly any piece of  equipment set before them.

So, when new students transfer in lacking what seems to me basic skills I find myself at a loss.  Peers can help them with some tasks.  I can turn to learning support and EAL teachers for other tasks, especially regarding the computer.  However, in the end, these students require 1:1 guidance to bring them up to speed.  How grateful I am to students who are willing to help and who are able to proceed independently while I coach new students in various situations.

I’m curious if anyone out there has ideas on how to ease this burden of new transfer students lacking basic skills expected of their grade level.  I wonder if we could create a skills set for each level of science and put it as a requirement in he admissions process.  Somehow I don’t think that would fly.  Any suggestions out there?

web links to images: Eye on the graduated cylinder and Young boy viewing graduated cylinder

Instead of Retakes, More Formative Assessment

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Why where there three versions of the same exam?  Two options to retake the test? What happened last year? This situation coupled to reflection on my unit plan and consideration of my current students, led to the logical conclusion that a change needed to be made.

The first version of the quiz was easily converted into a series of thought provoking questions that were transferred into a power point. The students have completed their first task and seem somewhat confident in their knowledge. At least they are proud of their work.  So, out come the whiteboards and dry-erase markers. This is a first for these students and they are curious. The “rules” cause a few furtive glances and it’s clear some students are worried they’ll be put on the spot or their ignorance will be displayed for all to see. However, once the first couple of questions are behind us, the smiles and laughter begin. They realize my message was real: this is to determine what I still need to focus on to help them master the content they must know. They see it’s part of the learning process. The ensuing discussion on several of the questions clearly helps students take a step closer to understanding.

You can see their smiles.  Assessment can be fun!   You can also see how different their answers were which, in this case, indicated inconsistencies in understanding.

The questions are projected on the screen in front so student can read and process the information. They are given time to record their answer and then all student hold up the boards at the same time. During this session of formative assessment, the questions are multiple choice, however, they do allow for higher level thinking. More often than not, more than one answer is acceptable and when students explain their choice(s), I can detect their level of understanding. Selection of one 'correct' choice often indicates beginning understanding while selection of more than one can indicate deeper understanding.  At least, that's the way I attempt to design the questions. Formative assessment at this level, with well thought out questions can yield a wealth of information about student understanding and where the lesson/unit needs to go next.

At the end of the session it’s clear to me why last year additional versions of the quiz were offered. The work we’ve done thus far simply isn’t enough for understanding to be achieved. Additional re-enforcement activities (with planned formative assessment) are being built in with the design for greater learning to take place.

I’m so glad I reconsidered the direction of this unit. I can’t over emphasize the power of formative assessment. Seriously, we should be building it in multiple times to every lesson. 

An IB Learner is ....Caring.

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How do we foster caring in our students?

They show empathy, compassion and respect towards the needs and feelings of others.  They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.    (from the IB Learner Profile)

“Is there anything else Dr. Markham?” 

“No, thank you so much, that was a huge help”

“I mean, can I help you with that?” He gestures towards my unplanted plant and the huge bag of soil.  “My hands are already dirty,” he continues.

He has already descended and climbed the three flights of stairs twice on this errand.  On the first journey down, he extracted the dead tree from the huge, heavy clay pot, returning with the soil still in the pot.  After hearing the explanation that the soil lacked necessary nutrients for my new plant, he repeated his steps in order to dump the dirt.  Small beads of sweat drip from his temples.  He smiles.  He genuinely wants to help, to finish the task.  He cares.

We tenderly transplant the small tree from its temporary container.  The earthy smell of the soil wafts into the room and it feels good to handle the dirt as we center the plant in the clay pot. My student asks me about the Going Green Group at the school.  He’s sincere in his desire to become part of it, including putting in extra time after school to work on setting up a non-for-profit foundation for the initiative.

Seriously, I’m touched.  It’s so great to see a young man sincerely caring about something.  He is clearly developing this attribute as an IB Learner.

This is in stark contrast to the student who earlier in the week sat on one of the tables in the classroom gazing at the turtle (as many students enjoy doing) and remarked,   “I figure I’ve done my part.  I’ve filled in all the blanks for applications.  I’m going to do the minimum now, you know?” 

How do we foster caring in our students?  How do we help them realize that our part in this world is never actually “done”? 

In an effort to expose our student population to the Going Green initiative of the school, we have begun showing students the short video clip on eco-schools of which our school is a member.  Some students have responded with a sense of caring.  My South Africa trip reached another segment of learners.  That trip fostered a burgeoning sense of caring for the world and environment.   Global Issues Network and Mini United Nations attract the “caring” characteristic in yet other groups of students.  CAS projects can put students into a situation of actually serving others, instilling a sense of care.  Our job as educators isn’t simply about teaching content and helping students acquire skills.  It is so much more.  Hopefully we can also provide exposure to different worthwhile “causes” so that students begin to develop this important learning characteristic, that of caring.  We want them to leave our institutions of learning eager and prepared to invest in truly making the world a better place through their social and environmental influences. How do you foster a sense of caring in teenagers?

A Murder Mystery

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An International Middle Years Curriculum (IMYC) Entry Point

Our sides ache. Our cheeks ache. The laughter snowballs and we just can’t stop. We’re slaphappy. It’s 17:30 and we’re still at the school, working out a script for the Murder Mystery 7th and 8th grade Entry Point for the International Middle Years Curriculum (IMYC) program at the school. The Murder Mystery activity was downloaded from the Internet but needed serious overhaul as there were many gaps and inconsistencies but we finally worked through it, and made a fun time of it for sure.

Treasure chests, playing cards, a “Last Testament and Will”, candy, student journals, and newspaper were either rounded up or created.  You’d be surprised at how difficult it was to secure newspaper.  Student invitations with character description and instructions printed and handed out. A clipboard for each classroom with all the paper work was put together. In the end, six teachers collaborated to pull this off.

This morning we gathered with the students and the drama began.  We commenced with character introductions. Some students were very prepared and engaged, mocking an accent or acquiring a mannerism.  The room was abuzz with questions, laughter, and curiosity during the “get to know each other” session in which students, in character, were supposed to find out things about others. Finally, it was time to enact the script.  Focused students realized the flow and spontaneously contributed, eager for the outcome.  A melodramatic ending topped off the event.  The sharing of candy from the treasure chest elicited cheers and smiles. 

The event culminated with students intent on their journal reflections.

What is an entry point supposed accomplish? or to be like?

From the IMYC manual:

“… sets an exciting context for the … explicit purpose of a new beginning.”

“intended to be engaging enough so that students will begin to think about the idea of the Theme and Big Idea”

“outside the box”

“generate interest and, hopefully, excitement about the Theme and learning that is to come”

It’s time for teachers to reflect.  It’s time to determine whether the intentions of the IMYC for the entry point were met. In many ways, yes.  But we can do better. 

We can always do better, right? That’s a teacher’s job.  No matter how good, it can always be better. 

Is the IB Worth it?

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A parent's perspective

A follow up to a previous post in which I, as a parent, seriously questioned the value of the IB education: Click here for the first blog post

Working hard while others are still enjoying the care-free life of a summer break.

Glorious, sunny, cool, fall weather has settled in on the Netherlands.  Students officially return to school in a week and many are squeezing in the last summer activities before facing the routine of classes and homework.  However, one student arrives in my classroom every day this week at 11:30, working steadily until 3:30, 4:00, or even 4:30 p.m.  He is working on his extended essay for IB biology.

He has built his on electrophorese apparatus to compare genomic DNA of specific regional plants.

 

His project to me, as his teacher, is thrilling and his dedication to it impresses me.  The quiet one-on-one time he has with me in between my meetings and pre-school duties is a pleasure as he is a genuinely interested and curious student who has taken full ownership of his project. 

His gel - I love the use of legos to make the wells.

As a teacher I am a strong advocate of the IB, its curriculum, and its ability to prepare students for the university.

However, as a mother, I wonder what the mother of this IB student thinks.  Is she concerned about all of his responsibilities?  Of course, the real crunch hasn’t arrived.  I remember back on my own amazement at the time and energy required of IB students, from a mom’s perspective.  I remember my own questioning of whether the value of an IB education offsets the sacrifice required to obtain the IB diploma.

It is now behind us, as a family.  Our two teenagers have completed and earned their IB diplomas.  They are happy with the results and I’m grateful the hard work paid off.  However, the question remains, is the IB worth it? 

From a mom’s perspective, I now have arrived at the conclusion that it IS worth it.  Not only is the curriculum rigorous and preparatory for college, but the process of learning how to manage time, prioritize, and yes, deal with long nights and challenges are also preparations for the life to come.  So many of my students have returned to me to report how well the IB prepared them for college.  My own children have already dealt with facing the real world post-high school experience with a mature and capable attitude partly due to their IB training.

There are some other things I advocate more strongly for now that I have both teacher and mom perspective.  One is that students (and parents) consider what the ideal IB student is.  The IB guide states that “IB learners strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective”.  The first day of class my new IB students review these and actually write a paragraph on what it means to be an IB learner. This is part of my plan because the idea of a complete and well-rounded learner is so important to me.

A student who approaches learning with the IB learner attributes will enjoy most fully the benefits of an IB diploma.  My daughter took IB Dutch despite not having the proper background for this journey.  To compensate, she attended a Dutch camp and really worked hard to learn the language.  As a risk-taker she discovered her ability to stretch herself beyond her limits and in the end, learned what she was ultimately capable of.  Both of my children continued to play sports through their second year of IB, a choice I now fully advocate as it provided them with much needed balance. The Theory of Knowledge (TOK) and Extended Essay (EE) provided them with an in-depth opportunity to be inquirers, thinkers, and communicators. CAS fostered caring.  IB teachers and the program overall encouraged them to be knowledgeable, principled, reflective, and open-minded.  Additionally, my children have had a globally minded education that enables them to embark on life's journey as world citizens prepared to collaborate with and work with a multitude of cultures.  Finally, they have the satisfaction of having extended themselves and achieved something worthwhile.

Yes, the IB is worth it.  

South Africa 2014: Will I do a trip like this again?

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“OK, we have one last task for all of you to do before we head back home”.  Student heads lift up over the seats in the tour bus to determine what their teachers have in mind.  The three of us, stand in unison, and hand out sheets of paper to be filled in anonymously.  Once each student demonstrates that he/she has a writing utensil, we began with the questions:

  • What did you gain (personally and/or academically) from this experience?
  • What was your favorite part of this trip?
  • What surprised you the most about this trip?
  • Would you take a trip like this again? (Why/Why not).

View from the bus

View from the bus

We glance at the expansive, dry, beautiful South African landscape from the bus windows.  As we pass through small villages we see women gathering water at the local water pump.  Most students write carefully and thoughtfully, some taking thirty minutes to answer the questions.  As the students fill out their papers, we three teachers (a teacher from another school, Eva, and I) answer the questions for ourselves and discuss together our responses and analyze whether we’ll organize a similar trip in a year.

Intent on identifying species

To fully determine whether it’s worth planning another trip, we consider the evaluations from the 18 students between our two schools, the results being very similar. 

Here are the responses of the ten students from my school:

“Yes”

“I would do a trip like this again because I feel like it is for a good cause by informing people of the importance of conservation and spreading awareness.  But I also feel like it would be more effective and enjoyable with a smaller group of people and a longer duration of trip.  I thought it was super fun/awesome/cool beanz but I would have liked more research to be involved”

“I would definitely make a trip like this again because I had a lot of fun on this trip.  From making new friends, to learning the most crazy stuff in the world.  I will keep a lot of great memories.  Can’t be more grateful that I could go on this trip.”

“Yes, good way to get a ‘vacation’ and hands on learning”

“Yes, because this is my second trip like this.”

“100%.   I learned so much from this trip and I think it’s an awesome and rewarding way to see a new place.  My eyes are now opened to new things, and if I had the opportunity to do something like this again, I definitely would.”

“The trip was amazing, and I got closer to the people I never really cared for too much before.  But I probably would not take a trip like this again.  Not only is it really expensive, but two weeks is not enough time in one of these beautiful locations, let only one.  I would definitely return to the places, thought most likely to Sodwana Bay”

Studying the remains of a newly hatched turtle.

“Absolutely!  It was one of the best experiences of my life.  I learned so much about the environment and myself”

“Yes, I would, because the knowledge I gained won’t fade.  Next trip I would do with people I know again.”

“Yes, I love this kind of work and I’d like to pursue my future jobs in this field.”

There were a total of five teachers on the trip and we discussed every step of the program together, being very critical of the educational component of the two-week adventure.  However, in retrospect, the students learned and gained so much from both the hands-on work as well as the lecture series.  Students took notes, asked questions, discussed, and never complained.  Students wanted more research and we, as teachers, agreed.  So, in planning for the future, I would ensure that the research would at least be better framed in context with the educational component, at least giving more meaning to the research.  Furthermore, I will look into sites that have a larger research component.  In talking with students and reading through their evaluations, we concluded that the trip was, indeed, a trip of a lifetime and that the lives of our students were definitely affected for the positive.  Powerful components of the experience included:

On the game transect on which we saw the black rhino (the rhino is in the top right hand corner). It was so fun to share such amazing experiences with my students.

  • Hands on experience with ecology
  • Application of content learned in the classroom in school, making it really “come alive”
  • Exposure to real field scientists
  • Access to a vast array of content in the fields of ecology and conservation
  • Interaction with interesting people who work in conservation
  • Amazing sites
  • Awareness of the need for conservation
  • Insight into different career paths
  • Global connectedness as far as working with people from all over the world and awareness of how what is happening in specific areas of the earth affects the rest of the world
  • Conviction of one’s own role in conservation and knowledge that individuals can make a difference

Yes, I’ll definitely plan another trip like this again. 

I’m currently considering two different groups with which I can conduct a trip.  Also, I’m deciding on the exact location as well.  I will decide by September!

South Africa 2014: Final Reflections on the marine experience

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Diving and Lectures

The sand is cool and firm to our bare feet. The sun is cresting at the horizon. The air is chilled, untouched as of yet by the rising sun. Quite a bit of self-control is required to strip down to the swimsuit and to pull the cold damp wet suits onto our chilled bodies.  Some laugh nervously while others complain of the cold. The sea spreading out from the sand invites us to enter its dark and murky waters for a view of the amazing world beneath.

So far my reporting on this trip has been only partial: that of the dive certification program.  In another setting, several people in our group arrived on site with diving certification already complete.  These individuals began diving on the first day.  Their program was supposed to incorporate dive ecology and research into their experience.  However, it didn’t quite work out like we imagined.

The organization by Wallacea and the dive center wasn’t exactly coordinated to meet the specific needs of our group (divers and non-divers mixed) in the most efficient manner.  Thus, the divers would participate in a dive but then had 4-6 hours of free time at the beach and camp basically waiting for the rest of us to finish up.  According to the program emailed to me before departure, I thought they would be receiving the ecology course during that time.  For several reasons (short staffing, we were the first group of the season, etc.) the ecology lectures were reserved for the nighttime, after dinner.

The lectures were full of fascinating content, much of which pertained directly to what the divers were observing during their dives.  Furthermore, the certified divers were given tasks of identifying fish but the necessary information was delivered to them late at night as opposed to during the down time in the afternoon.  Thus, they didn’t benefit fully from either the lecture series or the information required for identification skills.  As educators, my fellow colleagues and I would have organized this aspect of the program entirely differently.

By the time the non-divers finished their certification requirements for the day and their homework, they were simply too exhausted to focus on and process the lecture series.  Additionally, it wasn’t as meaningful to them as to the certified divers since they hadn’t been in the ocean yet.

If I were to do a diving program again, I would definitely require everyone to complete or partially complete (at least through the open water dives) a PADI certification course.  If all students were on the same page, it would be more manageable for the instructors to oversee the time for all participants fully.  This is definitely the best way to maximize the benefits of such a “research” experience.   Coming already certified allows students to more quickly enter the research world of identification and species counts.

Conservation

The students responded most to the conservation lectures, especially because these were more hands on.  These included:

  • An offsite tour of a shark conservation center and a brief, powerful lecture on the importance of sharks and their conservation.
  • A short presentation on the beach about the turtles of the Indian Ocean and the conservation needs surrounding these species.
  • A Dune Walk and discussion on the importance of the dunes and the botany of the coast
  • A Tide Pools survey in which students attempted to view and identify species found within the tide pools

Students did absorb knowledge from the learning opportunities presented to them at the marine site, as indicated in the evaluation responses:

“I learned so much about the tightly knit ecosystems in the ocean and that they really do affect humans a lot. I can make a difference”

“I found out that I cared about things that I hadn’t thought about before like eating seafood”

“I learned a lot more about how fragile the world is”

“My favorite part of the trip was my first open water dive, because it opened a whole new world for me”

“The open water dives changed my life thoroughly”

Our entire group.  In the end, everyone gained from the marine experience, regardless of final outcome.

Social Networking and Global Collaboration

Another aspect of the trip was the interaction of our students with each other as well as with students from other schools.  At camp students played cards and socialized.  During this week students from different school groups mixed and began to form friendships.  It would have been nice to have the groups mixed up during research expeditions in the bush to encourage meeting new people.  As a student wrote in the evaluation, “I gained a whole new social circle all around the world”.  Ecology is very much a global profession, requiring collaborations from every corner of the earth.  It’s powerful for students to experience with others from around the world and form opinions and convictions together.  The international element of conservation was reinforced by the fact that guides and lecturers came from not only South Africa but also Ireland, Germany, and the USA.

Culture

They were beautiful.  Girls and boys dressed in coordinated clothing.  Hair short.  Lean and energetic.  The music, whistles, and drums began and the singing and dancing commenced.  We were all captivated.  For our last night at Sodwana Bay we were favoured with a traditional Zulu dance number by local children.  The evening was very special and it made me long for more interactions such as this.  One of our students, in the evaluation, claimed this to be one of the most treasured experiences of the trip.

Overall

The experience at the marine site, though not what we anticipated, was definitely valuable, mostly from the standpoint of ecology and conservation awareness and its role on a global level.

South Africa 2014: Students don’t give up and Teachers assess properly!

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Preparing to roll back into the pool

We are zipping through our Open Dive Course and it is feeling good.  We finish off with the theory and prepare for our final confined water dive.  The impending swim without my mask is terrifying me but I proceed forth.  We roll backwards off the bench, a task the others were fearing, into the cold pool water.

Thankfully, the first task is, indeed, the maskless swim and my turn is first.  I am encouraged by the example of our teacher as he makes it seem so simple.  It is so much easier than the first exercise.  I actually feel relaxed about it and experience zero panic.  As soon as I'm finished I let the other people in my group know that it was easy by giving them the double OK signal.  Fortunately, everyone else ends with a double "OK" as well.   The rest of the confined water dive is a piece of cake.

We take our final exam and mark it.  One person in our group must retake but we'll do it later tonight.  So, most of us head to the beach to see that for the first time.  One student is remaining on site to finish up some skills that she couldn't complete in our earlier confined dives so I stay with her.

One student , Samantha (I have permission to use her name and photos) had been so overwhelmed with the mask task that she had exited the water the day before.  The experience had panicked and scared her to a point of tears.  Today she finished all the theory and testing with us and has only the confined water dives to complete, including both mask tasks. 

Samantha waits patiently for all the other groups to finish their confined water dives and then enters the frigid waters with the other students who were struggling with the mask.    They are a group of five.  The sun is beginning to set and the water is probably at its coldest.  Already, admiration builds within me as my own courage would wane if I were expected to enter the water this late in the day and face three confined water dives without my peers.  However, Samantha jumps in without hesitation, however, within minutes there are signs of her feeling cold.

I'm sitting in the sun.  It's warm and peaceful.  I watch carefully when it's Samantha’s turn to go, and am relieved that she easily completes the mask-removal skill that so befuddled her the day before.  Before a half hour has passed, all the other students have dropped out because they can’t work the mask or they are too cold.  Samantha, however, carries on, determined to catch up with the others in her group.  I watch the on goings around the pool and chat with the instructors.  It is relaxing and I am hoping the rest of our group is enjoying the beach and that Samantha will finish the confined water dives.  The temperatures drop with the setting sun and I seriously wonder if she can survive in the water to finish all the requirements. Task after task she completes with a steady eye on her goal.  She doesn’t deviate.  She’s asked if she wants to exit the pool before continuing but she declines.  Finally, diving instructor and successful student, both blue-lipped, exit the pool.  Samantha becomes the hero of the day as she has endured the frigid waters for longer than anyone else during this entire certification process, persevering to complete the tasks.  Everyone around the pool cheers her success.

That evening our student that required reassessment of the written exam, studies diligently in the mess hall.  Her peers surround her writing practice problems, quizzing her, and encouraging her.  Here is another student that won’t give up.  Surrounding her at other tables student groups socialize, play cards, and celebrate the end of the day.  However, this student pours over the dive manual and asks questions and seeks to master the content.  Later, the dive instructor takes her to a secluded place and gives her another opportunity to pass the exam.  She emerges triumphant and once again we have cause to celebrate.

These two students have set a great example today of determination.  Everyone in our group expresses admiration and is genuinely congratulatory.  We all feel good. 

Students studying from their dive manuals in the mess hall, even though there will be no grade assigned to the HW.

On another note, we have not earned grades in dive certification.  Though we all have homework, no one received a grade for it.  The homework was utilized to determine what else we needed to learn.  There was a set of skills and a specific amount of knowledge to be mastered.  SIMPLE.  No one was ranked.  Everyone simply had to master the skills to move on.  This is the climate we should achieve in the “regular” classroom in schools.  Create environment wherein no one gives up.  Foster an atmosphere in which everyone is motivated to continue until skills and content are mastered.  Build in time for all to complete the tasks.  Provide extra support so all will succeed.  Praise perseverance and hard work.  Of course, in the end, this leads me back to one of my favorite subjects.  We need to assess students on what they know and can do.  Period.  In diving, you need to know the skills so that you do not die underwater.  Thus, it would have been ridiculous to “pass” someone simply because he/she completed all the homework, worked hard, had a good attitude, and was focused in every lesson.  While those skills are important, they don’t necessarily add up to being a good diver and it would be ethically irresponsible to pass someone based on those criteria.  Needless to say, I advocate a similar approach to education in schools! 

Cheers to determined students and proper assessments!  

South Africa 2014: Students and Teachers in this together

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My mixed feelings continue.  We enter the frigid pool once again for the second confined dive.  The cold is so unpleasant that I just feel like I'm suffering through the experience.  The first task we undertake is to remove our mask for one minute under water.  I find this absolutely terrifying and am suppressing panic for the entire minute.  What a strange sensation to continue breathing with the regulator but have water creep into my nostril spaces.  It takes me some time to process exactly what I am doing to maintain a no panic status.  I am breathing deeply in and then pushing air out through my mouth and nose while keeping my eyes closed.  That seeping sensation into my nostrils is most uncomfortable and unsettling.  Then, I need to put the mask on and clear it.  Again, suppressed panic.  I dare to open my eyes, fearing that I haven't cleared the mask and to my relief, it is clear.  I give the "OK" signal.  After the mask task, the rest seems easy.  One of our students has exited the water over the mask task.  Apparently there are several students from the different groups that have difficulty with the mask task.

With our instructor

During the pre-dive debriefing when we are discussing buddy diving and sharing air the dive instructor tells us, "You always look out for yourself first.  Never share your regulator with your buddy.  They ran out of air so you shouldn't risk your life for them.  That's when I realize I probably shouldn’t be diving with anyone that I care about.  I’d probably give my regulator to anyone in this group.

Well, we finish the rest of the confined dive and eagerly exit the water seeking sunshine, warmth and lunch.  Then, another lecture and quizzes.  It is a relief to have another day behind us. 

Doubt about the entire certification process consumes me.  Why am I even doing this?  Will I ever dive again?  12 years ago I did complete a dive certification program but it was not as thorough as this one and it’s as though I hadn’t done it.  The fear factor is just so huge now.  The need to “put up a front” for my students has disintegrated.  I openly share my fears with them as they do theirs.  Truly, we’re in this together.

Fish after fish after fish are flashing before my eyes on the PPT shining on the wall in the mess hall.  I've lost focus.  I can't keep them apart.  It is just another fish as far as I'm concerned.  The kids are zoned out.  This is probably most interesting to the kids that have actually been diving and have seen these fish.

Fear is tearing through me regarding the first open water dive.  We have to repeat all the tasks we've completed in closed water and I completely dread it: that mask task.  What if someone panics in the ocean???  Again, doubt fills my mind and I just cannot focus on this fish lecture, despite the fact that they are, indeed, seriously cool.  Parrot fish.  Trigger fish.  Seriously?  4 types of trigger fish?  and all different by markings.  "Our Snappers", he says.  They are pelagic.  What the hell is pelagic?  Oh, Open water.  But seriously, there are two snappers on the screen and they look so different in shape and color - I can't imagine being able to put those two in the same family.  Now there are 4 more snapper fish on a new slide: humpback, yellow, twin-spot, blue banded.  Fish, fish, fish and more fish.  On to the surgeonfish.  I cannot look at another picture of a fish.  Thank goodness, now he's talking about conservation of herbivores.

Why not put out some fish I.D. cards for the students and have them practice identifying fish???  That would have been so much better. They need some hands on activity that engages them.

We got lucky in that the staff seemed to notice that the students were completely ZONED and the second lecture was cancelled.  Even the chaperones thrilled to be done with the lectures.  None of us could take any more.  There’s something about being really active all day in the outdoors and sun, finishing off a healthy dinner, and then settling down for a lesson.  What can I learn from this?  We, as teachers, definitely need to be aware of our students’ activities and exam schedules if we want to help them optimize their learning time.  And, the value of hands on, engaging work is forever engraved into my mind.

South Africa 2014: Students and teachers morphing into peers

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Up at 4:15 a.m., bags out on the gravel in the dark by 4:45 a.m.  Grab some meager breakfast and pile into the jeeps by 5:00 a.m.  Off we go on the bumpy dirt road taking us back to Hoedspruit.  For our final sighting we see 3 spotted hyenas – a great way to end our time in the Bush.  Then I doze the rest of the way.  We board luxurious busses to begin our journey to Sodwana Bay.

The tents at Sodwana Bay - for students and teachers alike.

We arrive early evening and are shown our tents.  We are camping.  Dinner and orientation.  We are divided into groups based on our diving experience: Group A consists of the experienced divers; Group B contains the referral divers (they’ve completed most of their certification; Group C is designed for non-divers, or the snorkelers; and finally, Group C, of which I’m a member, is reserved for those of us seeking to complete diver’s certification.  Finally, we settled into a good night’s sleep before we begin our coastal experience.

The training pool with the classroom behind.

Inside the classroom

In the morning the certified and referral divers as well as the snorkelers head to the coast where they begin diving.  The rest of us are escorted into "the classroom" at the dive center which is a rounded one-room building with a thatched roof - very "beachy". Inside the walls and floor are all exposed wood reinforcing that "beachy" feeling. Wet-suits hanging from the rafters and draped over chairs and benches confirm that we are at a diving center.  Fins, masks, and snorkels are placed around the room awaiting the return of this week's user.  We seat ourselves on benches around a large square wooden picnic table that takes up most of the space in the room. Our attention is directed to the small T.V. at the front of the room. Videos #1 and #2 are our assignment.  We pull out our dive manuals to follow along with the video. There I sit with my students who are now my peers.

Most of our group outside on the deck of the scuba center.  This is where we received our lectures.

Our video session is followed by a "lecture" outside on the deck of the scuba center. Our instructor is a sarcastic 50+ scraggly blond man who happens to be a manager of the dive center. I have to admit, I'm impressed with his knowledge of physics as it relates to diving. Furthermore, he explains things really well, using analogies and spatial activities that involve us standing up and walking around, mimicking various aspects of a dive. Despite his gruff personality, he's actually a good teacher. 

Some of us in the water during our "confined water dive".

It is our turn in the pool for our first confined water dive. The water is frigid. Several of us are shivering. Can I just clarify that I HATE cold? As my body rattles under water I'm doubting the selection of a winter location for this "summer research expedition".  I question whether this is "worth it" but I attempt a smile for my students.  But actually I hate this experience because I'm so cold. However, our group all completes the confined water skills and a small sense of satisfaction begins to swell within me.

Students and teacher (that's me) climb out of the pool and laughing together we share our thoughts regarding our first underwater experience with scuba gear. We are on the same level, experiencing and learning together. I don't know if they feel it yet, but I am a student with them.  

The best part of the day is the hot, and I mean hot, outdoor shower!  The luxury shower assigned to teachers is attached to the site leader's house.  It is surrounded by a high stucco wall.  Huge potted plants hang down over the sides and trees and bushes spring up all around.  The area is spacious and includes a sink and toilet in addition to the shower.  The most amazing feature is that when I turn on the water, hot water pours out. For the first time during the entire South African experience, there is necessity to turn the cold water knob in the shower.

In the evening, we meet back in the mess hall and the divers and snorkelers tell of their experiences.  The snorkelers are definitely the most enthusiastic of the students.  They have seen manta ray and humpback whales!  It is now noticeable that the different school groups are, indeed, mixing and friendship are forming.

Following our curry dinner (chicken or vegie) with beet salad we receive our first ecology reef lecture.  Though it is interesting, it is tiring to sit through a lecture at the end of the day.  Along with the students, the teachers struggle to maintain attention and that night everyone slips into the sleeping bags eager for rest.  

South Africa 2014: Final Reflections on the Bush Experience

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We ended our time in the Bush with some additional time around camp and repeated research experience in which groups participated either in bird counts, game transects, or habitat assessments. 

I must add, that additional time around camp included a dung spitting contest in which nearly our entire group participated.  Yes, apparently South Africans participate in such competition that includes placing a dried pellet from impala or kudu in your mouth and shooting it out as far as one can. 

Of course, on a repeat experience of research the students are significantly more skilled and are able to actually complete the tasks with minimal assistance.  It is during these last two days that leaves me contemplating the value of staying in one location for a longer period of time.  Just as the students are accustomed to the location, the people, each other, and the research, we are uprooting and going to an entirely new site.

When the lion was spotted, staff called others to come and look and before we knew it, there were another 4 trucks filled with excited students and staff observing at the lion.  So, it is a special event :), much like the black rhino that we saw on the game transect. 

The staff shared with us that they were really appreciative of the hard work our students put into the research. They then proceeded to share the belief that "The Bush will show you what it wants to show you.  Just 5 minutes ago we were talking among ourselves discussing what a hard-working group you are and we had said, 'but is it enough for the bush to show them a lion’ and here it is.  The bush has deemed you worthy of a lion sighting”. 

I turned to the students and said, "Wow, you've seen everything!" To which the response was, "I still haven't seen a leopard".   I wanted to shout from the jeep top, "But you've seen hippo, impala, kudu, nyala, crocodiles, warthogs, a host of interesting birds, giraffe, elephant, rhinos, and lion!!!!!!" Hippos and crocodiles were residing in our backyard!   A host of species walked through and came down to water at the river!  Isn't that enough?!?!?!?!  In all fairness, the students were excited by all that they had seen and experienced.

Our final night in the bush the students present, in groups why a certain species is most important to South Africa.  Our students present first and do a truly fantastic job on "grass" and "termite hills" -- they have taken the assignment seriously and have done a truly awesome job.  The staff all exclaim "awesome" or "terrific" after their presentations.  The grass group has put together a very creative dramatization and the termite group has a great drawing that serves as a center and constant visual as each person speaks.  I wish I had video of their presentations.  My colleague, Eva, and I were duly impressed. 

Again, it is clear from all the presentations that students were thinking outside of the box and that they had stretched themselves and their minds through their experience in the bush.  The value of hands-on, real-experience learning is glaringly apparent.  Noteworthy is the fact that so much learning was attained without the use of any digital devices.  I am left pondering how I might make every lesson like a classroom in the bush.  To bring the topic alive, to generate original thought and opinions, to value all life, to fill with purpose – those would, indeed, be desirable goals for a classroom.  

Student thoughts on what they learned:

"I learned so much from the trip...My eyes are now opened to new things..."

"I learned a lot about conservation, the issues involved with it and how to make it (conservation) for successful.  I also learned that I want something different from my life than I originally thought."

"I learned that conservation is a daily battle.  And it is fought not just in the parks but in the hearts and minds of people"

Our entire group with all the staff at Struwig.

South Africa 2014: Bugs, Habitat Assessment, and Trophy Hunting

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When sitting on the peaceful banks of the Olifants river we are serenaded by a multitude of birdcalls that we cannot identify as well as the laughing echos of the local hippo herd.  However, it is mostly quiet as the river flows gently by.  The setting sun still offers warmth.  This winter day has been HOT, probably 30 degrees C, far warmer than any summer day in the Netherlands, a country that feels so far away from this beautiful South African setting.

A morning lecture on herbivores was quite good, despite the lecture format.  I even took notes as it went outside of my expertise and was extremely interesting.  These creatures of Africa are simply amazing.  As one student wrote in her evaluation, “Orla taught me a lot about adaptations in animals that I didn’t know before (like elephants)…” and another wrote, “I looked forward to the lectures from Orla”.  I’m so proud of our students for adapting to this new format of learning.

Following the lecture, students were faced with more practical work on insects.  Even though the entomologist had mentioned the word "mounting" several times in the context of her lectures, as she handed out the foam boards and pins, it was clear the students didn't really know what they were in for.  It wasn't until she started passing out the beetles and wasps that a look of understanding swept across their faces.  Expressions of surprise, shock, even horror, and a few big, wide grins were visible in their expectant faces.  She walked them through the procedure and all of them successfully completed the task.  They were triumphant at the neat pinning of their wings.  Then, off to collect the insects from the traps that were set yesterday.  All were surprised by the NUMBERS of little creatures!

In the afternoon we embark on a habitat assessment study, one of the main reasons we are here.  The sun beats upon us, nearly blinding us.  The students are flushed and sweaty, frequently sipping their water.  Caz carefully explains the plan but it takes awhile for each student to understand exactly what he or she is supposed to do.  The marking of the transect alone takes half an hour as students begin to comprehend the transect map, our relationship to the transect map, and exactly where they'd be taking the data.  One student manages the compass, another the rope, and another the posts and hammer. Finally the transect is complete and data collection can begin.  Another discombobulated attempt as students try to decide who will record, who will measure height and width for the trees, who will measure the woody contact, etc.  However, once they are done they feel accomplished.  Several claim that this is the favorite activitiy they have undertaken on the trip.  The data sheets demonstrate the work completed.

On the way back to camp, we see a lioness sunning herself on the banks of the Olifants!

At night a debate weighing the pros and cons of Trophy Hunting is conducted.  Students number off in ones and twos.  Then they combine with their number and are assigned a side of the debate.  After twenty minutes, four speakers are selected and face off across tables from each other.  Opening statements set the stage.  Counter arguments are presented.  Members of each team sitting at the sides can raise their hands and contribute to the debate.  They are making good points on both sides.  The staff have appeared to keep their opinions off the table but have stepped in to advise each side of the debate.  It is interesting and students clearly are put in a position to consider what they think of trophy hunting.  However, as an educator, I think this event would have been more significant to the students and more effective had the students been given articles to read and a small assignment on the topic before even coming to South Africa.  Regardless, the thinking is deep and any Theory of Knowledge (TOK) teacher would have been thrilled with the night.

As the debate draws to a close, the African winter night temperatures settle in and send us scurrying for our sleeping bags and beds eager for another day in the bush.

South Africa 2014: Learning from Bushmen

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We began with a bushwalk with our South African guide Warren.  He is a soft-spoken man with a ginger beard and ginger curls looping from under his safari hat.  He carries his weapon with ease though you know if he were on his own he wouldn’t take it.  He walks carefully and stealthily, listening and observing with expertise far beyond ours.  Gavin, an older grey haired gentleman accompanies us but has deferred to Warren as the lead guide on this hike.

There is something comforting and amazing about walking with people who are so self-assured in the bush.  They "read" the ground and the bushes inferring who's passed through recently.  Their ability to spot and identify tracks is unmatchable.  Animals camouflaged in the bush and standing hundreds of meters from us do not escape their scrutinizing eyes.

Looking at the effect of elephants foraging on this mimosa tree as well as about the tree's medicinal activity.

We walk in single file.  Silence.  Only the crunching of dry grass and branches beneath our feet.  The morning South African sun is just appearing overhead and hasn't yet dispelled its power upon us.  Warren stops and outlines some tracks in the road for us: a honey badger.  A feisty, aggressive, incredible animal he comments.  In fact, he’s seen a honey badger chase off lions!  Clearly, he could go on all day about this unusual king of the savanna woodland.  However, he smiles and questions, "Shall we continue?"  We veer up the hillside and Warren pauses to share with us deliciously smelling herbal plants.  One of them has a peachy basil scent while the other is similar to aniseed.  Instruction on the antihistamine action of the South African Mimosa tree is delivered.  Warren's observed an elephant take the bark and rather than eat it, stamp on it and suck it up through its nose!  He also had a terrible wasp sting in the bush once and went to the tree, cutting out a bit of the cambium, adding some spit and rubbing it on the growing blister.  He said it immediately relieved him of any pain and itching followed by a reduction of the swelling faster than any cream he'd ever used.

Onward we go.  Silently.  Single file.  Looking.  Scanning.  Grey monkeys leap around in the trees ahead of us.  A multitude of unique birds sing and fly around us.  A magnificent Kudu stares at us from across the valley.  We pause to appreciate this majestic creature before advancing up the hill.  Seeing the recent droppings of a buffalo Warren and Gavin share experiences of their encounters with this creature.


The countryside, as yet, remains untouched by man and looks pretty much like it did thousands of years ago.  Stunning and beautiful it expands out beyond what we can see.  At the top of the hill we shed ourselves of our jackets as the sun begins to heat us up.  We speak in hushed voices.  Truly, we are in awe.  Then, once again in single file, we are led by our armed and knowledgeable guards back to camp.


After lunch an insect lecture and practical is presented to the students.  It's not as organized as the others but the practical side of trapping interests the students.  They eagerly shove their gloved hands into the centers of elephant, hippo, and rhino dung, preparing traps for dung beetles.  They check on butterfly traps, ground traps and a malaise trap.  They are informed that tomorrow collection, mounting and identification of their specimens will occur.


While sitting quietly during our breaks we continue to observe from our campsite on the Olifants river animals coming to water.  Stunning to watch a giraffe  fling water into the air as he raised his head.  Kudu and waterbuck drink side by side.  A warthog is rolling in the sand.  Impala lurk furtively at the edge of bush cover.   On the sandy beach a crocodile suns.   Buffalo, hippo, spur fowl, and baboons pass across the grassland in front of the campsite.  The views from the campsite alone are simply sensational.  It's shocking how matter-of-fact you can regard hippo, crocodile, and impala on your back doorstep.


The power of quiet observation is consuming my thoughts.  Why is it that, earlier in the day, during our morning bush walk, did we have an urge to speak as soon as we began to move?  How is it that we are unequipped to simply be silent?  How do we instil a value of being still?  How do we develop a value of listening?  How do we foster the value of observation?  How do we establish a value of respect down to each step we take?  How does one teach and instil these principles?  Such skills would be immediately useful back in life at home and in the classrooms this coming fall.  I need to determine how to incorporate such mindfulness into my curriculum. 

Any suggestions?  Please comment below!

South Africa 2014: Data Collection in the Bush

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Orla - a dynamic woman with a lot of knowledge, experiences, and insight to share.

Student evaluation response

To have a lecture in the morning turns out to be a treat because we don’t have to be ready until 8:00 as opposed to 6:30 for field work.  This day begins with a bird lecture.  Though the presenter is animated and passionate, the lecture style is not how I teach nor is it anything our students are accustomed to.  The content is incredible and full of amazing and fascinating information but it is difficult for the students to process and remember it all, especially the language learners from the other school.

If it were me, I’d make sure each student had a laminated copy of every bird they were likely to encounter in the field.  Then, I’d play the bird calls and have them identify the bird fitting the song by holding up the laminated copy of the correct bird.  Likewise, they could practice the names of the birds in a similar manner.  Furthermore, the copies could be compiled with a ring and carried into the field.  All of the other educators share similar views and we discuss it out of ear shot of the students.  Later, we include details in our evaluation.  I wonder if I could get a job in the summers providing curriculum development for such programs. 

I question whether my students realize why we care about birds.  Did they glean from the lecture that birds are indicator species and a diverse ranges of species indicates a healthy ecosystem?  They are well-studied, abundant, and apparent.  If there is a disturbance the birds will respond in a linear fashion and are closely related to other species in the ecosystem.  Finally, they are easy to census due to their color, vocals, and popularity.  Do my students realize how important the upcoming bird counts are?  As with the other teachers, we all think this could be emphasized more for our students.

Searching for those birds

Well, even though the students struggled to be quiet for the lecture, they managed and then, as we went into the field, they were diligent in searching and seeking to identify birds.  Another point I would say to anyone embarking on such an adventure, you must have a set of binoculars.  Any student who didn’t have binoculars definitely missed out on both smaller species as well as the big game.

Daniella teaching the group what skills they will need for the game transect data collection.

Following a delicious lunch of potato wedges and vegies, we were assigned our first real data collection outing: a game transect.   Our guide, Daniella, prepped the students on their tasks. The recorder would need to write down each species identified as well as adult/juvenile and male/female numbers.  Another person would be responsible for the GPS device to announce the coordinates of the location of any given species.  Finally, a student was responsible for the compass to identify in which direction and how far from the truck each species was identified.  The plan was to drive a specified route at a specified speed and identify every species observed.

A small amount of pride swells within me as I realize my students will have no difficulty with this task as they are very accustomed to lab/field work, utlilzing measuring devices, and conducting proper recording of observed data.

 

The students jostle silently in the back of the truck with their eyes peeled toward the bush, straining to see any creatures that might be hiding.  If one spots an animal they exclaim as quietly as possible so that the student at the helm will tap on the roof of the cab to signal the guide to stop the truck so the count can be conducted and recorded.  Daniella is impressed with their ability to spot game and they high five each other quietly with broad smiles, even more determined to identify everything possible. We continue on, in total over two hours.

The Black Rhino

We are incredibly fortunate as we come across a black rhino, 4 bull elephants, 3 white rhinos, giraffe, and a whole host of other species.  Daniella is absolutely thrilled with the black rhino sighting, so much so, that she calls in their other guides so that they and all the university students can observe this amazing and critically endangered animal.

Student evaluation response.

Who could have known that data collection could be so exciting? 

South Africa Trip 2014: Teaching and Learning in the Bush

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The location of this place is amazing.  All along the camp there are look out points facing over the Olifants river.  In the morning we easily spot the hippos that had been “laughing” at us the previous night and the crocodiles that have settled onto the sandy riverside to sun them selves.  Additionally, we see spur foul families running around just outside the fence line.

The students stagger out of their cabins at 6:25 a.m., it's clearly too early for them.  They manage to grab the simple breakfast before climbing into the jeeps.  They munch on their fruit and toast in the 1 degree Celsius air as we head off into the early morning sun of the Woodland Savanna with hopes of spotting game.  Within 100 m of the electric fence our guide already spots evidence: tracks of elephant, giraffe, and baboon.  We learn that elephants eat over 200 kg of food per day and that their huge feet have cartilage in between the toes that helps the feet spread apart to better support the weight of their gigantic heads.  Due to their poor digestive systems, they poop every 1/2 hour to keep things moving.  They travel 5-6 km/hr yet they can stop in a location and graze for hours at a time.

guinea fowl

Additionally, we hear all kinds of bird calls, this morning particularly, the scrub robin.  We patiently look through our binoculars hoping to spot interesting fowl.  One student can't be bothered by the birds and sleeps heavily through a lot of the ride, leaning over on his flanking classmate and teacher (haha--that's me).  We sight the following fowl: Red and Yellow Hornbull, Glossy Starling, Doktail drongo, Gray Go Away Bird (lots and lots), and Guinea Fowl.

Kudo hiding inthe bush.  Photo by  Chanthea de Jonge

Furthermore, 2 water buck, Impala, a HUGE male Kudo (horns 1.5 m long) and later a smaller male Kudo with a female (probably his mother) are to be seen.

A female Koki Franklin on the road is unusually uninhibited by our jeep.  And then we spot her 1-day old chick that she is trying to protect.

GIRAFFE! A big beautiful old male crosses our path twice on different occasions, the second time he walks right in front of us on the trail.  Towards the end of our ride we spot an additional lone giraffe.

Three electrical towers house some baboons.  This is an example wherein animals have utilized the structures of humans to seek higher “ground” for watching out for danger.

A bachelorhood of Impala, Bushbuck, and Steenbok are also part of our morning.

It's an amazing ride and everyone is elated by the end of our journey.  The temperatures are rising and we have some free time before lunch.  We take a hike to the lookout tower where we enjoy a warm and relaxing time with our binoculars studying all that passes by.

During lunch we spot AT OUR CAMP SITE, a huge impala herd by the water, a giraffe coming down to drink, warthogs, and the usual hippos and crocodile.  It is amazing to me that already within one day hippos and crocodile can feel commonplace!  THERE ARE HIPPOS IN OUR BACKYARD! 

student evaluation response

student evaluation response

Orla delivers a very good lecture on biodiversity following lunch.  I watch these young enthusiasts and think how fun their jobs are!  I could teach under these circumstances!!!  During the break we spot more bushbuck and waterbuck by the water --- and, of course, the hippos and crocodile and the warthogs!

Enjoying some sun and the view from our campsite, just outside the lecture and dining area

I find I’d rather grab my binoculars than a camera and so, I'm afraid I'm not collecting any amazing pictures but I’m storing so much to my memory of these amazing sites that appear before me in my binoculars.

Then, a lecture on tree anatomy and a little practical on tree identification.  The students eagerly study the trees assigned to them and pour over the field manuals to properly identify their species.  They do quite well and we get compliments on how amazing this group is :)  I love these students.

Student evaluation response

The night lecture on snakes, scorpions, and spiders is captivating, given by Caz, a a tough and interesting superwoman.  Her lecture is accompanied by hyena calls and hippo calls from outside the fence of our camp She herself has been bitten numerous times by ticks and sac spiders and been spit at by a spitting cobra-----and had so many experiences with friends and acquaintances with all kinds of other bites.   We are captivated by neurotoxic, cytotoxic, and haemotoxic spiders, scorpions, and snakes.  A deep respect for the Bush and its hazards settles over us as this evening draws to a close.  Before slipping into bed, I’m tempted to check for spiders, scorpions, and snakes.  My colleague and I laugh at our fears and easily fall asleep, eager for the next day.

South Africa Trip 2014: Leaving Home (Days 1-2)

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“How easy it was for me to be away from home”

-student response to the question  “What surprised you most about the trip?

At Schiphol airport, ascending the escalator to check in!

photo courtesy of Chanthea de Jonge

With a huge smile, each drops his/her bag as we gather at the red and white cube, known as "The Meeting Point" in the Amsterdam Schiphol airport.  Others come with a trolley heavy laden with luggage.   Parents greet us with warmth and excitement on behalf of their children and linger about with anticipation of the departure.

It isn’t a school trip.  Yet, my students surround me.  It isn’t a field trip either, yet I carry responsibility. 

Our expedition has been organized through the Opwall Wallacea group, a non-for profit research organization that includes both university and high school level students in their projects.  We are headed to South Africa to participate in studies involving, among other things, the assessment of the effect of elephants on the ecosystem of a private reserve in the  greater Kruger area.  The scientific component and anticipated lecture series of this program thrills me, excites parents, and makes the students somewhat leery of the trip.  My current and future biology students will experience many links to the curriculum.  The chemistry and physics students will be exposed to a new aspect of science.

in Cairo, waiting.

photo courtesy of Chanthea de Jonge

 

By 13:30 the last of the 12-person group had arrived and the expedition was ready to proceed.  Good-byes.  Check-in.  Passport control.  Security.  We are truly on our way!  Our group of 12 (ten students plus two teachers) remains together for our 15-hour journey to Johannesburg, South Africa that includes a 2-hour layover in Cairo. 

We emerge in Johannesburg somewhat bleary-eyed but surprisingly rested despite our overnight flight.  After securing a phone card and cash, we find the Wallacea group.  Two other school groups are there, both international schools from Shanghai, China.  Our students check-out and size-up these other students.  Will they become friends? 

In the open pick-ups heading to our destination of the Balule Reserve.

photo courtesy of Chanthea de Jonge

 

We are loaded into tour busses and are combined with one of the other schools.  As we pull into Hoedspruit, pick-up trucks stand in readiness for us.  Neutrally clad individuals with lilting South African accents organize all participants into the open  pick-ups.  Why is it inherently exciting to be sitting in an open topped vehicle tearing off on dirt roads through the bush?    Dust swirls behind us as we are jostled about in the back of the vehicle.  The jeep slows as we pass by lions, giraffe, and bushbok, forshadowing of what lies ahead of us. 

The 6-bunk room for the girls.  We only brought six girls so they all roomed together.

Two hours of bumping around and rapidly dropping temperatures leaves us all eager for arrival at the camp.  Finally, our jeeps pass through the voltage-gated fence.  It’s dark so we can’t see the river that runs past the camp, however, we can hear the hippos ‘laughing’.  We partake of a delicious dinner under an open-aired grass-thatched roof. Toby delivers his orientation and distributes the students into the 6-bunk rooms.  They quickly decide who will sleep where and have already organized their shelves with an excited fury. 

Despite over 20 hours of travel with 10 teenagers, we are happy!  The students are simply great to be with!

To our utter surprise the teachers’ are allocated cabins with sheeted beds and blankets.  My colleague and I are so proud of our students and their flexibility and ability to travel this great distance without even getting temperamental.  And we are really pleased with our housing situation.  We all settle down into our accommodations and students and teachers alike can hardly wait for the morning sun to rise.

The Last Days

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“We understand that it’s the last day and it’s beautiful weather outside but we need to take care of some things”

Their faces fall and they sink into their seats as they predict  boring class time coming their way.

“We will be doing an egg drop today”

Students sit up straight and tall, immediately curious.

The parameters are set, groups are assigned, and suddenly the students can hardly wait to get started.

The last few days of school are always somewhat of a conundrum.  A teacher ponders how best to handle the last hours with classes.  Personally, I want each day in my classroom to be productive, useful, and worth a student’s time, even the last days of the year.  With this goal in mind, a tradition has evolved: the egg drop. 

Students receive a set of supplies and work in teams to construct a structure that will protect a raw egg as it is dropped from the highest point available.  Of all surviving eggs, the structure with the least mass then wins. 

“Is this physics?” one girls queries, as though she’s discovered a trick we’re playing on her.  You know, like when a child suspects a parent of sneaking spinach into a fruit smoothie?  However, her skepticism gives way to the thrill of competition and the curiosity of the challenge and, in the end, her group wins!

We launch our eggs from the roof of the school.  Confidence, anxiousness, skepticism, and hope are all present. The launchers, one at a time, carefully place their eggs and count down.  Eager students below observe, film, and time the descent of each egg.  Celebration ensues as eggs emerge from their capsules unscathed.

“What’s the prize?”

“A place in the egg drop’s hall of fame”

“You have an egg drop hall of fame?” The students were clearly impressed by this.  I decide to not admit that I just made that up on the spot.

My colleague did manage to snag some muffins from the cafeteria so the winning team ends up with a muffin for each member.  It is enough to yield an eruption of cheers from the winning team. 

I have to admit; this morning as I was rounding up supplies and preparing for the egg drop competition, I questioned my sanity.  I thought about teachers around the world who pop in a video or have a party on the last day.  While I don’t think there’s anything wrong with that, in fact, I envied them slightly, I just can’t bring myself to spend the last day that way.  I have an obsession with “feeling productive”.  On the flip side, I also can’t bear the thought of carrying on with another strictly academic lesson.  And I know the students wouldn’t be up for that either.  They’ve long checked out for the summer.  Their lockers are empty, their pink check-out forms signed, and yearbooks are clasped tightly in their hands.

So, this is my compromise: an egg drop competition.  It’s a success each time it’s conducted. My early-morning doubts are quickly dispersed as I observe students engaged and in debate about the best design.  My colleague, students, and I rejoice together as we head out for the egg drop itself.  It’s just plain fun.  Plus, the weather is gorgeous: full of warmth and sun.  At the end of the day, we all feel good.  Students analyzed, designed, thought critically, and participated in teamwork.  For me, that’s good enough for a last day of class!

Graduation Day!

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Our youngest carrying the flag for his graduating teenage siblings.

The procession begins with the typical pomp and circumstance.  However, the first group through the door is the flag bearers carrying flags from each country represented by our graduates.  Tradition maintains that siblings or very close friends carry the flag.  A short gap and then the graduates begin their march into the gymnasium, around the attendees, down the center aisle and up onto the stage. 

A short introduction by the head of school followed by the staff choir singing “Home” by Phillip Phillips.  I was part of that choir.  We met every Friday for several months preparing ourselves and, in the end, if I do say so, we actually sounded pretty good!  Next up the high school orchestra played a rendition of Ave Maria. 

The faculty address by the IB Coordinator and TOK teacher is directed personally towards our 12 graduates.  He has worked intimately with them for the past two years and knows each of them well.  His comments on their weaknesses and strengths give credence to the sage advice he offers them.

Following awards and scholarships, the students present their addresses.  Each graduate has prepared a 2-5 minute speech.  They speak of their educational journey, their hopes for the future, offering up a piece of advice they have gleaned and found useful, and finally thanking everyone who has brought them to this point.  It’s touching and I’m brought nearly to tears by several of the speeches.  This is one of my favorite parts of graduation because it is evidence of the personal experience that a small school has to offer.

My son giving his speech.

The graduates, on stage.

A number by the high school band leads into the commencement address by a former IB History and TOK teacher from the school.  She also knows most of these graduating seniors personally and frames a very clever speech within the context of a TOK essay yielding smiles and laughter in the audience and amongst our graduates. 

Another favorite part of the program is the senior slideshow.  Each graduate has put together about 25 pictures of their childhood.  These sweet and tender images from each graduate are accompanied by music of the graduate’s choice and offer a peek into the past of each individual honored this day.  Everyone smiles as they see familiar expressions or gestures that were present in toddlers that clearly still reside in the grown teenagers sitting in caps and gowns on the stage today. 

Finally, the reason we have gathered together arrives.  The graduates receive their diplomas and stand before us proud with broad smiles.  They present their senior class gift, the mug wall I wrote about previously.  Finally, they transfer their tassel from right to left and are presented to the crowd as the graduating class of 2014!

Cheers accompany them as they exit the stage once again in step with Pomp and Circumstance. And wow, are they happy!  

We all gather in the lobby for the traditional cake cutting.  Then, we mingle there and in the courtyard and enjoy food, drinks, and cake.  We congratulate the graduates and parents.  The graduates share their plans for the future.  We rejoice together.

I always enjoy graduation, especially since I have taught a majority of the graduates for at least two years as IB Biology students.  Somehow I feel a bit personally invested in each graduate.  It fills me with pride and excitement for them as they embark of the journey of life.  Today, however, is extra special because two of the twelve graduates are my own children.  I’m bursting with happiness for them and I’m thrilled to celebrate this rite of passage with two of my own.  My best wishes extend to all graduate around the globe and my hope for a bright and joyful future for all is sincere. Congratulations to the class of 2014! 

My husband and I with our graduated seniors.

What happens if everyone gets an "A"?

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Well, I graded a set of final exams today and the lowest score was an 86%.   My first thought, “The test was way too easy”.  Then I actually searched through the student answers to see if there was any response with which I had been too generous.  I was looking for reasons to dock students points!  What was wrong with me?  It’s as though I couldn’t accept the fact that the entire class had done so well.

It felt so flawed because this is what I had been shooting for the entire year: to have all students attain the standards.  The standards were clear.  The test had been built upon the standards and understanding expected from this unit.  Critical thinking was required to complete all problems. I re-read the test with a demanding and discriminating eye searching for weakness.  However, I was satisfied with the assessment.

So why was I so bothered by the high scores?  Is this idea of a bell curve so engrained within me that I can’t let it go?  Are the years of old fashioned grade scales such a part of me that, despite my intellectual convictions about standards based grading, I can’t actually in my heart embrace it?

I’m shocked at my own reaction to the success of my class.  I should have been rejoicing and there I was sitting at my desk thinking that something was wrong.  It seriously took some processing time before it sunk in what had actually happened.  Students had learned and were able to demonstrate their understandings in a summative assessment.  There was a 100% success rate!  That’s what it should be!  This should be our goal: all students succeed.  All students reach high, learn and thereby grow.

So, what happens if everyone gets an “A”?  If the grades are a true reflection of student achievement and are fair, consistent,  and accurate, then we celebrate!