Water Week Challenge

Calrossy Anglican School

There is nothing better than seeing learners fascinated by discovering 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. Read about her success with Solution Fluency in this case study.

Calrossy Anglican School aspires to be the leader in New South Wales through excellence in education and connection to community with a Christ-centred focus. Its learners grow to be adults of faith, integrity, and compassion who value learning and pursue life with confidence and initiative, and a commitment to excellence and truth.

Implementation of the Fluencies, although still in the early stages at our school, has been gaining momentum since demonstrating to our teachers how they can be used, and providing them with templates and tools to help in their classrooms.

Amber Chase

Calrossy Anglican School

Nothing had ever been done like this before at Calrossy. Many teachers were a bit skeptical of how it would all work … we ended the week with the great majority of students and staff thrilled with the level of engagement and the caliber of projects that were created.

Amber Chase

Calrossy Anglican School

We are now looking to do more activities that involve more than just a class group. Year groups, multiple year groups, and whole-school projects are being discussed with enthusiasm by teachers and students.

Amber Chase

Calrossy Anglican School

What does it take to inspire

meaningful change?

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.

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“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.”

globe-waterdrop

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?

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  • Students are more fulfilled in their learning experiences.
  • They are free to explore their interests and have opportunities to work collaboratively on challenges.
  • They are honing critical thinking skills and scaffolding these into more meaningful projects and solutions.
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  • Teachers are moving from a linear lesson approach and beginning to look at lessons through the cyclical processes of the Fluencies.
  • They’re becoming braver in the problems they take on with their learners.
  • Teachers are much more confident in guiding learners through the problem-solving process.
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  • Teachers are leaving excuses behind and starting to ask more questions about how they can make things work.
  • Teachers are developing new resources and tools incorporating the 6Ds for their own use within their classrooms.
  • Teachers who were very skeptical to begin with are now becoming some of the greatest advocates for the Fluencies in Calrossy School.

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.”