What does it take to inspire
There is nothing more important than seeing learners actively engaged in discovery about the world around them. It’s those moments teachers live for. Amber Chase, Director of ICT for Calrossy Anglican School in New South Wales, is no different. A desire to see such moments realized for her students is what led her to a partnership with the Global Digital Citizen Foundation and its president Lee Watanabe-Crockett.
“After working with Lee, I saw the value in the school adopting a shared language around problem-solving, and Solution Fluency was really a perfect fit,” she recalls. Amber had decided Solution Fluency would play an active part in Calrossy’s upcoming Water Week Challenge for the students.
How do we plot a
path to success?
For Water Week, Calrossy’s Year 7 and 8 secondary boys and girls embarked on an aquatic adventure for five whole days. They swapped normal classes for a week of water-focused activities that actively engaged them in exciting problem-solving quests and discovery learning challenges.
“This was the big project that we did with our Year 7 and 8 students for an entire week,” says Amber. “Our students participated in ‘experiences’ and then worked in groups using the 6Ds to develop any project they could imagine involving water.”
Their projects included coding spheres to navigate a water course in a pool, building boats, ice water bath experiments, some tye-dying, and even a Water Bottle Flipping Challenge.
Amber adds, “Students are loving the more hands-on approach to learning that working with the Fluencies has brought, and teachers are loving the chance to shake things up a bit and try something new.” Amber confesses that many teachers who were reluctant about using the Fluencies in the beginning are now their biggest advocates for them.
How do we measure
growth and progress?
How do we continue to
improve and excel?
Water Week has come and gone, but the learning journey for Calrossy Anglican School and its students is far from being over. What are Amber’s next steps with using the Essential Fluencies in her teaching adventures?
“We are now looking to do more activities that involve more than just a class group,” Amber claims. “Year groups, multiple year groups, and whole-school projects are being discussed with enthusiasm by teachers and students.”
The response to working with the Fluencies, she says, has been proactive and inspiring. “Feedback was overwhelmingly positive, and we will definitely look at running something similar around another topic some time next year.”