The beginning of Term 4
The 4th term was reserved for getting ready for final presentations and the presentations themselves. They happened on Monday the 23rd of October and we used about two and a half hours to get all the presentations done. It turned out to be a fun event, with an atmosphere of inquisitiveness and celebration. All in all, for the entire 20% time project, we used around 25 lessons of class time (+-20 hours). Some students used only this class time, however some of the best projects used considerable amounts of the students own free time.
Highlights Video of the whole process – 2nd half dealing with the presentations
Reflections by Students and the Teacher who organised it
Final Debrief after Presentations
Feedback after we had completed
Penultimate Session T2 (23 June)
Last Session Term 2 – (26 June) – Discussing what makes a good blog post by critiquing a blog entry I had done from a Maths Workshop I went to recently. Our intention was to improve the quality of our weekly blog posts. Free time for working and planning for the rest.
Beginning of Term 3 28th July – A session to get us oriented for the term ahead and 20% Time
The Focus on this weeks session was to do just get up and do stuff with little intervention from me. Some learners worked in the computer room, while others worked in the class or outside on getting there projects moving forward. I also keep forgetting to turn my camera on and now writing this I underestimate it’s value in remembering things!
Somewhere in Term 3 – less scaffolding was given in this term and learners basically just worked on their projects and got feedback as things went. Below is one of the few group sessions we did, which was more of a reflection.
After a long break since our previous meeting , we reconvened for a meeting to discuss the results of the survey. This information had been processed into a report by “The Green House”. The main focus of this report was the Carbon Footprint Calculation and recommendations on how to reduce traffic congestion around the school. We also used this as an opportunity to invite other players who could contribute to the projecting going forward. I found the presentation by uGoMyWay very interesting , the idea of a Ring fenced (in terms of Wynberg Parents) ride sharing service is certainly an appealing idea, almost like a modern day equivalent of the traditional school lift club.
Meeting notes: Scholar Transport pilot, Friday 5 May 2017
- Survey results and travel patterns
Dr Brett Cohen, Principal Consultant, The Green House
- CoCT Travel Demand Management Strategy and Grove “walk to school” experience
Nicky Sasman, Sustainable Development Facilitator and Project Manager, City of Cape Town
- Carpooling with uGoMyWay
Chris Meghan, Co-Founder, uGoMyWay
Open discussion about solutions
- Has the biggest potential to reduce GHG emissions as 80%+ go to/from school by car and around 50% of survey respondents mentioned carpooling as an alternative
- Hurdle: We need to get clarity about the TCT Safely to School Guide which mentions that any transport for reward/ profit requires the provider to register and have a PDP.
- The uGoMyWay system has built in settlement which can be ‘’turned off’’ for this pilot but does not provide a long term solution and does not ideally fit their business model
- More info on uGoMyWay for schools: http://ugomyway.com/rideshare-for-schools/
Walking and Cycling
- Most students within a 3 km radius gets dropped off by car, they could potentially walk per occasion
- Walking not the best option at Boys school, boys have to always be seen in school uniform even after sports
- Start culture of walking at early school phase
- We can look at and learn from Grove ‘’walk to school’’
- Hardly anyone cycles to school were around 10% mentioned they could alternatively consider cycling.
- Safety concerns are the most important hurldles to increase NMT
- We should aim at retaining current public transport users, especially minibus taxis users
- Busses are not the most efficient option at Wynberg
- We did not get to discuss Uber at the meeting
- 40% of survey respondents mention Uber as an alternative
It is clear that we first need school management and the board of governors to ‘’sign off’’ on the proposed solutions before we can go ahead and implement.
- WBHS and WGHS representatives to help WFF set up the meeting with the Campus Of Schools and ultimately board of governors and assist in the design of proposed solutions to ensure buy-in
- WWF to prepare a solutions document that can be presented
- WWF must obtain clarity regarding carpooling reward/ profit hurdle from Lee van den Berg (safe to school and back regulations)
Proposed outline of the meeting with Campus of Schools
- Project overview (5min)
- Outline of data collected (10min)
- Benefits (5min)
- Package of solutions (10min)
After the meeting I was left with a real sense of possibility for the project. We have a fantastic diversity of perspectives and skills in the group and we all seem focused around the core objectives.
* Update: We have just managed to schedule a presentation meeting with management and stakeholders from the Wynberg Campus of Schools. The meeting will take place in late August.
Earlier Articles in the Series
Part 1 Sustainable Transport Collaboration
Part 2 Data Gathering for Sustainable Transport
Part 3 Reflection on Survey Design & Data Gathering
With the crazy end to term one we didn’t get a chance to talk too much about how learners could use the holidays for their projects. Also, when we came back to school , the first week was a shortened week and the second week I was away with the GR9’s on a camping excursion. This meant about 4 – 5 weeks had passed, since our last class meeting on 20% Time. I realised it would be important to have a session reconnecting to the project and affirming the reasons for why we were undertaking such an adventure.
Getting back on Track – Session 8
In order to guide the session, I made the slideshow embedded above. The main idea was to emphasise that the project was a journey and just undertaking the process was a worthwhile exercise . It was also understandable if you were feeling a bit overwhelmed by the amount of freedom and choice available. I pointed the learners back to their own curiosity as a compass. I outlined strategies and ways of thinking that I thought would be helpful. We then looked at short video clips of successful 20% Time Projects and proceeded to discuss and critique what we had seen. By the end of the session it felt like we had accomplished our objective of reconnecting to 20 % Time.
Reflection – Session 9 (12 May)
The focus of this session was to reflect on the progress we had made so far and to emphasise the importance of the weekly blog task. The learners were given a variety of tasks they could do that would be reflective in nature, the image of the whiteboard gives some examples. Quite a few learners carried on working on their projects with one group managing to build an impromtu video stand out of a cardboard box and scissors, then proceeded to film the first bit of a stop animation.
Mentor Focus & Timelines – Session 10 (19th May)
I started this session with a focus on the part of the project that deals with finding a mentor. We discussed some important considerations to keep in mind when trying to establish these types of relationships. The importance of being respectful and using the appropriate tone and formality. The concept of approaching people from different generations and how one’s approach might change was also briefly discussed. I asked the learners to post a more detailed timeline of their project in this weeks blog post. I felt it was important to shift our focus to how we would take advantage of the last two weeks of term, after exams. This time period and the 3rd Term is when the actual “doing” in the project would get done. If we failed to plan for that time efficiently now, it would signifigantly limit what was possible.
The main part of the lesson was devoted to watching the video below, where a young student described the value of mentor relationships and the process of how one goes about trying to create one. This video really is amazing for me because of the sense of ownership (agency) the student has for his learning. My mind wonders what a classroom would look like if I could empower my students to believe in themselves in the same way. The irony is, I can already see their potential is not particularly different. It’s just a matter of them seeing it too!
In September 2015 me and a colleague (C Underhill) decided we wanted to push the boundaries of our students learning. We wanted to give our learners a sense of what a more independent learning style looked like. A Project Based Learning week was the result, where learners were given far greater control over their learning than is normally the case. It was definitely an eye opener for us and we learnt a lot on the journey. Below are summaries and reflections of what happened and links to resources to assist any teachers who would like to try a similar initiative.
Individual Endeavour – Gabby
Group Project Time 1
Group Project Time 2
Individual Endeavour – Outside
Group Project Time 3
Group Project Time 4
Individual Endeavour – Robots
Individual Endeavour – Presentation Time
Group Project – Presentation Time
Group Project – Presentation Time 2
Group Project – Planning & Brainstorming
Early Group Brainstorm 1
Early Group Brainstorm 2
Early Group Brainstorm 3
Early Group Brainstorm 4
Early Group Brainstorm 5
Group Project Time 5
Podcast Reflecting on the Experience a Month After
Folder with all Resources required for Preparation
Examples of Actual Creations
intaka field trip