So, this blog post is a bit different. I’ll be talking about 2 different things, instead of sticking to just one topic.
In the morning, Greg and I went to the Local Climate Change Adaptation for Development (LCCAD) office and spoke with the Executive Director about environmental education efforts in the Philippines. The meeting was short (only about an hour or 2), but highly informative. The LCCAD came up with the first curriculum in the world, to integrate climate change and disaster readiness into every course from K-11. It’s rough, and in the draft stages, but they made the effort. Environmental education (specifically, climate change and natural disasters) is a key focus of the current administration in the Philippines, and the government is sponsoring several contests and initiatives to further this goal. It’s inspiring to see a country do all they can to better the planet and save their people from environmental ruin. Yes, it’s not perfect. Yes, they could do more (everyone could). But, it’s a start in the right direction. The intent is that the curriculum will motivate the students to talk to their parents and push them to adopt more eco-friendly habits until it becomes a cultural practice. It’s similar to how recycling was adopted in the US. I continue to be amazed and inspired by the Philippines’ commitment to the future. I can only hope that they make good on their promise. When we got back from the LCCAD, it was time for my PD presentation. Greg presented on technology tools and some best practices. I piggy-backed off of him with some more best practices that could be implemented today: Cornell Notes, Scientific Models, Socratic Seminars, Philosophical chairs, and Citizen Science experiences. I gotta say, it felt good sharing what I know, and learning from other people. This whole experience has been about learning and growing as a professional. I can honestly say that I’ve done so. This experience has profoundly changed me. I recommend that any teacher do this program! Teachers for Global Classrooms has been one of the best experiences of my life.
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Wow! Today Greg and I were on for nearly four hours of cultural presentations. I talked about life in Hawaii, and Greg talked about life in Massachusetts. Every hour we got a brand new batch of students and we got to repeat our performance from earlier. Every time we finished talking, they asked a ton of questions. The questions ranged from our specialties, to our favorite sports teams, to what people in our states ate. They were curious 7th graders, shy at first, but growing bolder the longer we talked and spent time with each other.
I’m always shocked that people find the US fascinating. I don’t know why, I certainly find other countries and cultures fascinating, why wouldn’t people from other countries and cultures be equally curious about the States? Then again, I guess it’s a matter of perspective, isn’t it? I live in the United States. To me, it’s NOT exotic, or strange (OK, it IS strange), or foreign. It’s my paradigm. To others though, it’s different. It’s this thing they see on TV, hear about in the news, or read about in a book. It’s as much a place of myth as it is of fact, with a ton of conflicting information (and misinformation) about it, all of it exciting and strange and new. I get that. It’s the way I thought of Malaysia before I visited it, or any country, really. And, no matter how much I’d read and prepped myself for my travels, being there, and meeting someone from there, was completely different from anything I thought I knew before. I don’t know why this seems like such a profound revelation to me. I guess it’s the purpose of the TGC program: to meet people from other places, work with them, live with them, learn from them, and share with them. All so that we can have a better understanding of each other’s place in the world, and how we can work that understanding into our classrooms. I know I’m going to work harder on connecting my students to other cultures and places in the world. Even if it’s just communicating with another class in the continental US, the differences between the two states would seem like they’re vastly different countries. I will also try to keep in touch with my host community here in the Philippines and have our students co-produce some products! Today, I taught about the formation of the Hawaiian Islands to three separate classes. I spent hours crafting the PERFECT slideshow presentation. It had video, it had diagrams, it had talking cartoon characters. Birds sang from the trees and angels trumpeted when I loaded it.
I have a Chromebook and I couldn’t connect to the internet. T_T I was doomed. Or, I thought I was. Then, I rallied and did it old school: chalkboard and discussion. It was an amazing amount of fun! I shared a bit about myself, and why the topic was interesting to me, and to people in Hawaii. Then, I started the lesson. I did a brief lecture on the structure of the Earth, building on what they already knew. I expanded on their knowledge of thermal plumes and introduced Bowen’s Reaction Series. At the end, I had them break up into groups and either Act out what they learned, Draw a comic of what they learned, Write what they learned, Build what they learned, or Dance what they learned. They quickly went to work, throwing themselves into their work with a resilience and inventiveness that was truly inspiring. They struggled (it’s a difficult topic), but, in the end, they came up with some amazing ideas. Unfortunately, they didn’t have time to present their products at the end of class. So, they asked Mam Noemie if they could present at the end of the day, at the assembly hall (see my Facebook post for the pictures and video). A lot of it is rough (they only had about an hour to prepare and there are still some hangups and misconceptions that I’d want to work through. But, the thinking is solid, and I’m impressed with what they could produce in such a short amount of time and preparation. At the end of the day, I was able to get my computer to show my cultural presentation on Hawaii. The kids were very interested in wanting to know more about Hawaii and what what life is like there. Overall, I continue to be amazed by the resourcefulness and teamwork these students have. Noemie said that part of the success with the workflow stems from their familiarity with each other. They’ve known each other for years and they know each others’ strengths, weaknesses, and learning styles. Now, I can’t copy that strategy in my classroom. My students come from different teams and different schools. But, I can definitely build familiarity by creating a family spirit in my classroom. In the States, we always try to shake up groups, changing them every so often so students get a chance to work with other people. I think this is a good idea, but I think there’s something to be said for familiarity. I propose a few strategies:
Oh my goodness, the power of focusing on STEM (or, really, just having a purpose truly integrated throughout the school). It is easy to see why Bicol Regional Science High School is such an outstanding school: the dedication and quality of its teachers. I had the good fortune to sit in Mam Noemie’s independent research course for two hours. It'[s sort of like Science Fair, only a class, and geared towards teaching students the fundamentals of science research, not winning a competition.
Students had spent a week researching potential questions to investigate. Then, they filled out a research proposal form, that summarized their preliminary research, gave a title to their experiment, and then began a draft of their methods and potential future applications. After this, they were expected to develop a slideshow presentation to share their initial proposals with the class (and Mam Noeamie) for consideration. The focus, at the moment, was more conceptual than quantitative: Mam Noemie wanted to make sure that the research proposals were solid and safe before the course progress towards quantitative methodologies (I jumped the gun a bit though, and discussed controls and variables with each group to help them refine their research methods). Each group was also required to discuss how they would test their ideas, either through a setup at school, or by securing assistance at local universities. The groups that presented (there were only 2 in one class, and 3 in the other.. because I tend to talk a lot and wanted to know more about their research) were largely prepared and very articulate. I say this because these were 9th graders and, since Science is taught in English, all of their work was in English. Of course they were shy, and playful, and, at times, very informal. They ARE kids after all. These were students that I hoped my students would become. I discussed teaching methodologies with Mam Noemie, and she uses many of the same strategies I do. She believes that the best way to teach research and inquiry is to do it. We improve our abilities to ask questions and design methods for experimentation by actually practicing those skills through self-directed lab work. The teacher, and peers provide advice and guidance, but experience is the best the teacher in these circumstances. It’s the only way to truly teach the habits of mind that build strong critical thinking. I truly appreciated that she had the students present and defend their proposals before the class. The rigors of a crucible like that forces students to take their work seriously. They need to examine every aspect of their work before they can commit to even a draft proposal. Such methods, I believe, are what motivate her students to work faster and harder than they might otherwise: they know that in a short amount of time they will be standing before their peers sharing what they know. They need to work fast, and well. Also, Mam Noemie never once said “that idea is bad”. She critiqued their design, their methods, their stated objectives. But, she never said “this is not a good research topic”. She encouraged them. She gave pointers for improvements, and commented that she had reminded them that their topic could be hazardous i they decided to go a certain way with it. But, she shied away from outright discouraging their ideas. In the end, the discussions remained solely on the proposed methods and research, and not their ideas themselves. I saw students who welcomed questions and critique. They were kids, however, and moaned and begged for “mercy”. But, all the same, they thanked their audience for their comments and wrote down reminders to make revisions and edits later. It’s exciting to see a process that I use in my own classroom from a different perspective. I said before that I don’t have enough public speaking in my classroom. And, when it occurs, it’s often at the end of the assessment, as a final product. I was refreshing to see work presented publicly in the raw, unrefined, and ready for critique. It may have been faster to read the proposals over one night, but the students gained valuable critical thinking and speaking skills by having to defend their work in a symposium. I’ve played with using this strategy before, and, after seeing it in practice, I think I’m going to give it a try. Every day in the Philippines is a day of vibrant color, new experiences, and a celebration. In this case, quite literally. The festival of Pulang Angui (the festival of the Red Lady) is a local tradition in the town of Polangui that happens in the month of June (all of June), and they had their traditional dance competition on Monday, June 26th (See my Facebook for pictures).
The dance told the story of a warrior who fell in love with a woman in red (the Red Lady). But, there was an evil witch who also loved the warrior, and she cursed the Red Lady (or killed her?) and bewitched the warrior. Then, a good fairy came and released the Red Lady from her curse and drove away the witch, and Red Lady and the warrior lived happily ever after. It’s a classic tale, told through dance and pageantry. The local high schools choreographed their dances and made their props and costumes, which only serves to make the whole event more impressive and inspiring. The dances had the additional requirement of not only retelling the legend, but also demonstrating unity and “One Polangi”. We were given positions of honor on the stage so we could see the whole of the festival, and (of course) asked to make the obligatory welcoming statement. Then, we watched the festival. It was… amazing. These students were volunteers, motivated by pride and genuine love of their community. They put in hours of work after school and during the weekends, at least 30 kids in each troupe, all for this day. They performed, smiling, in blistering heat, several times over to represent their schools. Before we went to Polangi, we went to Kristina’s home for lunch and a brief swim in a local spring, and the Hoyop-Hoyopan cave. Kristina’s family was so welcoming! They cooked a feast for Jenn, Greg, and me: steamed tilapia, fish in sweet potato leaves, sauteed vegetables, rice (of course), and lechon! We had sliced mangoes for desert! It was an amazing time to spend in fellowship on a Sunday (Jenn, Greg, Rosa, Kristina, Noemie, Orland, Me, and Kristina’s family). I felt truly honored and welcomed in this home! Of course, the food was amazing. I couldn’t eat enough, and I’m a little sorry we left so much of it uneaten. But, that’s OK, we were assured that the leftovers would be put to good use! Before then, we visited Hoyop Hoyopan Cave. It’s series of caves with 4 openings to the outside near Camalig. During the Japanese occupation, the residents of Camalig hid in the caves and avoided capture. The opening they used to enter the caves was later “expanded” into the opening we used to enter the cave. Inside, we found fossilized bones of a human trapped in the cave formations, pillars, stalactites, stalagmites, curtains,, straws, pools, rivers, and crystal formations. As we walked, we followed a path that led us through all four openings, until we got to a large chamber (and the fourth opening) that had a DANCE FLOOR! Woo! It was so much fun! The guide was so knowledgeable about the history and geology of the caves. He knew the minerals and the terminology for the different structures. It was so special to see these things first hand and in the Philippines! It reminded me how important it is take students on field trips so they can gain hands-on experience in science. Today we had an unbelievably busy (but rewarding) day! We woke up super early to go to Kawa Kawa Hills for “tree planting”. (Note the air quotes). At first, I thought it seemed like the entire school had turned out. There were so many students, I could hardly remember them all. I must have met most of the teachers at Bicol Regional Science High School that day! I later learned that everyone there was a volunteer. Some students came because their teachers offered service credit, but most came because their teachers said it would be a good way to help the environment and improve their community. The teachers that came received “service hours” as well, and could use this day in place of a sick day or a day off and still receive pay. The city councilors and even the mayor came to plant trees in this natural area. I was especially impressed that everyone got down and dirty on the hill. They climbed down a steep slope with the rest of the kids and ripped up plants with their bare hands. they dug holes with everyone else and planted the trees. They didn’t do the the ceremonial “first shovel” or “first planting” and then spend the rest of the day schmoozing or politicking. They were there to work, and their actions would speak louder than their words ever could. I could see why these people were so well-respected by their constituents: they loved their community and were willing to work hard for it.
Finally, after about 10 photo-ops (most of them impromptu) with teachers and kids, we finally got to the planting site. I had expected a flat area, maybe a gradual slope because kids were working. HAH! This was a steep side of the hill that was covered in grass, and what looked like keawe and eucalyptus. The students were planting native trees in pre-dug holes while others were ripping up grass and weeds and others were watering. There was a single rope to act as a guide between a treeless stretch of grass. That was the only support and protection (oh and everyone said to be careful). It was quite entertaining to see so many people laughing and playing and teasing each other as they sipped and skidded and inched along the side of a hill to plant trees! After, we rode ATVs down a shall streams and up to a lava wall on the slopes of Mt Mayon. The wall is a natural outcrop of rock that stopped the lava flow from the eruption in 2009. It was so much fun! Before, I’ve only seen the ecological damage ATVs cause (erosion of top soil, etc) so avoided them. But this trail wasn’t degraded at all! It was well-traveled, and clearly well-marked. You could tell the people who ran the tour company were serious about what they did, and weren’t just trying to grab a quick buck. When we were done with ATVs, we drovedown to the Cagsawa Ruins. It’s an old church built in the late 1500s (and rebuilt in the 1700s after a fire) that has withstood storms, wars, and volcanic eruptions. Only the belfry and parts of the outer walls remain intact. The rest has been lost to the environment and time. There, amidst the ruins, we learned of a legend: Mayon had erupted, destroying much of the town and killing over two thousand people. The Franciscan monks in the church sold everything of value inside to feed and provide for the village. Even if it’s not true, it’s an amazing story, and one we can learn from. Those who have should help those who don’t. We should work together and build each other up, not strive to keep some down so we can step farther ahead. I try to teach this value in my class, as I talk with students and group them together for different assignments. I want them to focus on building and supporting each other, not their own personal accomplishments. I believe this is the way to creating a healthier and more stable and productive society where everyone works together and succeeds as much as they can. When I go back to my classroom this fall, I will look for more ways to reinforce this value in my students. In each project that I do, I’ll look at how they’re grouped, and if the group and task are designed to support cooperation and team-building, or not. Then, I’ll make changes |