The students of Father Michael McGivney Catholic Academy in Markham, Ontario are a terrific example of how Solution Fluency connects students to deeper learning and higher creativity.
Here’s the story of how they used the 6Ds to take their narrative empathy projects to new heights.
Solution Fluency works for the best inquiry- and project-based learning a teacher can provide. The stellar work of the students of Father Michael McGivney Catholic Academy in Markham, Ontario, is an excellent example of this. The students already knew Solution Fluency since it has been the guiding curriculum goal in their school for the last few years.
McGivney English teacher Alexandra Parlagreco, along with Cynthia Anniballi, head of the English department, both had a vision of using Solution Fluency to teach students about an essential and challenging literary device called ‘narrative empathy.’
“When it comes to any inquiry, students should have the freedom to explore a topic in whatever scope or facet the inquiry takes them,” Alexandra asserts. That level of freedom is what would make her students’ projects so successful and so meaningful.
Alexandra and Cynthia were familiar with the work of Wabisabi Learning when they attended Lee Watanabe-Crockett’s workshop in Toronto in early 2015. “The workshop was beneficial because we were able to go through the inquiry process ourselves and come up with a concept for a new CPT by the end,” Alexandra recalls.
Once students had a grasp on narrative empathy, they completed an activity featured on a Google website designed to layout stages of the 6D inquiry process. They were also asked to reflect on what results they might encounter in the upcoming research and design stages for their projects.
“We gave students a selection of scholarly articles for their research as well as a CBC radio broadcast,” Alexandra explains. “Due to the students’ freedom to apply their thesis to any narrative that interested them, they came up with some amazing theses that explored a variety of narrative forms.”
The next three stages of Solution Fluency (Dream, Design, and Deliver) were grouped and done at separate intervals in the students’ project development stages. Alexandra and her colleagues wanted to make sure students had the freedom to demonstrate multiple intelligences by choosing mediums that showcased their discoveries and reflections in the best possible ways. Students were also treated to consistent feedback before the completion of the final stage.
Teachers felt that this approach demonstrated to the students that the process of inquiry takes time and can evolve drastically from beginning to end.
The projects students chose included videos, posters, comics, and more. Below are links to some terrific examples of the narrative empathy projects that were “delivered” by the McGivney students.
By opening their investigation to include a look at any narrative, Alexandra and her colleagues captured the interest and imagination of students. As a result, the final products were fascinating.
- Students are able to control their learning and inquiry processes.
- Their learning is more creative, independent, and collaborative.
- Students are honing critical thinking and reading comprehension skills.
- Students now see higher levels of relevance in their learning.
- They feel a sense of control when deciding on their projects.
An inquiry process such as Solution Fluency allows students to respond to critical thinking questions and demonstrate deeper comprehension skills on their own, with teacher facilitation rather than dictation.
- The Fluencies give teachers an exciting pedagogical approach that puts students at the center of learning.
- There is a greater focus on the understanding of key concepts/skills.
- Rather than saying what to do, teachers ask students, “What could you do?”
- Teachers appreciate the 6D inquiry process of Solution Fluency since it makes the projects more manageable for students.
Ultimately any shift of pedagogy and philosophy will have a lasting effect on the whole-school culture. After working with Wabisabi, this is what's happening at Father Michael McGivney Academy.
- Project-based learning with the Essential Fluencies provides greater student engagement and allows for more effective assessments.
- Students are showing higher levels of engagement with having the freedom to choose projects that showcase their strengths.
- The Fluencies encourage teacher “facilitation” rather than “dictation.”
- Students and teachers are happy, engaged, and enjoy learning together.
The students of Father Michael McGivney Catholic Academy in Markham, Ontario are a terrific example... read more