r u MAD and Gagebrook Primary School 20062008

1
r u MAD?andGagebrook Primary School2006-2008
2

• 2006One man,
• one class,
• one heck of a steep learning curve!!!!

3

• 2007
• A team of two leading two combined classes.
• Students choose to explore the global problem of
  land mines and their victims.

4

• 2008
• A whole school approach..
• 9 teachers, 9 classes, 1 coordinator.
• Support from senior staff and Tas Centre for
  Global Learning.
• 1 day a week dedicated to r u MAD?

5

• But why do we do it?

6

• At school the teacher is up front telling you
  where to put commas, so you zone out, talk to
  your friend next to you, lean back in your chair,
  write some bull crap, and draw pictures on the
  back. (School students comment about
  traditional class work)

7

• Modern cognitive scientists have demonstrated the
  importance of combining hands-on learning with
  more conventional approaches.
• Howard Gardners research shows that humans have
  many different types of intelligences eight
  in all.
• The eight he proposes are

8

• Linguistic (word smart)
• Logical-quantitative (number/reasoning smart)
• Spatial (picture smart)
• Musical (music smart)
• Bodily-Kinaesthetic (body smart)
• Interpersonal (people smart)
• Intrapersonal (self smart)
• Naturalistic (nature smart)
• (Gardner 1999)

9

• So lets look at a few examples of how Gardners
  intelligences have been used with r u MAD?

10
Linguistic (word smart)
11
Logical/quantitative (number smart)
12
Spatial (picture smart)
13
Musical (music smart)
14
Bodily/kinaesthetic (body smart)
15
Interpersonal (people smart)
16
Intrapersonal (self smart)
17
Naturalistic (nature smart)
18

• In his book The Hand, neurologist Frank Wilson
  traces the evolution of the hand and its
  influence on culture and learning. He argues
  that schools make a critical error by
  sequestering students in the classrooms where
  knowledge is separated from doing. (Frank
  Wilson)

19

• By running the r u MAD? program we provide
  opportunities for students to combine classroom
  activities with related hands on activities in
  the broader community.
• It takes the ho hum out of teaching and
  learning.

20

• A few examples of how r u MAD? is conducted
  outside of the classroom and into the wider
  community.

21
Students studying recycling and reusing at
Glenorchy Tip
22
Students examining water drains in Gagebrook.
23
Students at Bonorong Park
24
Students at r u MAD? YAC
25
Students at Risdon Brook Dam
26
Students at Hobart Water Treatment Plant
27

• This might all sound pretty goodbut remember
  that as teachers we have a responsibility to
  provide learning opportunities from the Tasmanian
  Curriculum..as well as assessment.

28

• Many teachers would be surprised at the amount of
  assessable curriculum work that they and their
  students are doing..
• .so lets have a look at some examples

29
Science as a body of knowledge/Living things
30
Scientific communication
31
The Arts/Visual art..Society and
History/Interactions with the environment
32
Literacy/Speaking Listening.Science/Scientific
communication
33
Mathematics-Numeracy/Space
34
Literacy/Writing Representing
35
Science/Living things
36
Science/Living things
37
Literacy/Speaking Listening
38
Mathematics-Numeracy/Space
39
Health Wellbeing/Physical healthScience/Living
things
40
Literacy/Writing Representing
41
The Arts/Visual art
42
Literacy/Writing Representing
43
Literacy/Writing Representing
44
Society History/Interactions with the
environment
45
Literacy/Speaking Listening
46
Mathematics-Numeracy/Space
47
Science/Scientific inquiry
48
Science/Scientific inquiry
49

• You remember this student quote.
• At school the teacher is up front telling you
  where to put commas, so you zone out, talk to
  your friend next to you, lean back in your chair,
  write some bull crap, and draw pictures on the
  back.
• What do they think about r u MAD??????

50

• I like r u MAD? because its not work.
• I cant always remember what we do in class, but
  I can remember our r u MAD? three years ago.
• Its fun because we get to do stuff that we
  like.
• I think r u MAD? is important because we do
  things to help our community.

51

• And what do the teachers think?
• Initially I was unsure about the capacity of
  very young students to understand the concepts
  involved in r u MAD? but I underestimated their
  pride in, and sense of ownership of, their
  community. The students genuinely care about
  their environment and clearly want to make a
  difference. Families are reporting that students
  are applying their learning at home. I believe
  that even if we were to stop at this point, the
  project has developed enough of its own impetus
  to make a big difference in the local community
  of Gagebrook.

52

• A rich, real and relevant learning experience,
  our kids need to see a purpose to their learning
  and this program achieves this.
• I like the way that it involves the students in
  solving community based issues.

53

• And what does it do for student self esteem?
• For the image of Gagebrook Primary?
• For the perceptions of the wider community
  regarding Gagebrook and its community?
• And how do we achieve this?

54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)