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This past week in our Discovery Program (Grades 9 and 10) we “disruptED” the general routine of learning with a symposium on the skill of “presentation”. It was awesome for all the reasons we imagined it would be awesome. It was also awesome for many reasons we may not have fully imagined. All of these reasons collectively affirm the power of large scale, collectively coordinated disruptions; they enhance learning, collaboration, community and professional development. They present a new way of seeing for students and teachers alike. And that can only be a good thing.
This is the second time we’ve done this in what is inevitably becoming a bi-annual tradition, and the catalyst for the idea was relatively simple: we are continually asking the students to present in so many forms both inside and outside of the classroom, yet we do not properly emphasize (or teach!) the particular skill of presentation. Sure, over the years as a group of teachers, we’ve commented on how poorly the students, except for the odd exception, present. We also understand the essential importance of the skill to a life, all lives, in this social world. And so we began to wonder about the power of breaking from the flow and devoting 48 hours to an intense focus on the power of presentation. We imagined providing opportunities for the students to interact with the skill in multiple forms and to begin building and incorporating specific techniques, approaches and philosophies. Ultimately, we imagined the students exiting the 48 hours with a sense of confidence and growing identities as presenters. At the very least, it would be a strong statement and the students would leave with an even deeper appreciation for the skill of presentation and the role it could play in their lives – as students and beyond.
And so, the 48 Hour Presentation Retreat was born. This year’s event built upon the strength of the inaugural event and was an ambitious blend of Guest Speakers, workshops focused on particular skills related to presentation, and “studio time” which allowed students to reflect upon and incorporate their learning as they built and refined a one minute “pitch” on a particular human quality they “stand for”. In total, we had 10 volunteers from the local community – a wide range of professionals and leaders who recognize presentation as an essential component of their lives and success – wander up the “hill” to speak and work with our students. The Closing Gala on Wednesday afternoon featured 11 of these student pitches, and the audience, consisting of all Grade 9 and 10 students and teachers, was astounded by the incredible growth and talent of our students. Indeed, from the perspective of our particular goals, this was a wonderfully successful endeavour; you certainly did not have to look too far to find evidence of enthusiastic engagement.
And while all of this learning was/is wonderful, what truly struck me were the many “unintended” outcomes that were equally wonderful and lasting and are, perhaps, an inevitable consequence of these kinds of initiatives. I should say, as the coordinator of the event, I was uniquely positioned throughout these 48 hours to spread myself across the campus and wander in and out of the many happenings. This gave me a kind of bird’s eye view as well as an opportunity to continually interact with our guests, the students and teachers. Here is some of what I saw:
- The Energizing Effect. Perhaps it’s as simple as telling our students that they will not be attending regular classes, all projects and homework are on hold and they’re permitted to “dress down” from their school uniforms for two days, but the students became highly energized throughout the two days. It is healthy to step back, take a break from regular learning and the regular schedule, learn in an entirely new way and hopefully develop a powerful new skill. This will be difficult to measure, but I have no doubt we have successfully reinvigorated our students and this will only positively affect their learning within the regular flow.
- Seeing Our Students in a New Way. (And I’m sorry to be critical here, but…) We think we know our students. I hear it all the time – in staff rooms, in staff meetings, at lunch tables. Teachers are forever characterizing students, as if they have a clear picture. But we only know our students to the extent that they react to particular circumstances within a particular setting in a particular culture and the many dynamics shaping that setting and culture. These 48 hours disrupted all of that and suddenly students we thought we knew were not those same people at all. Emerging from these 48 hours were so many wonderful examples of students showing themselves in ways the teachers may never have been able to imagine. We should never pretend to fully know/understand our students. We should always search for opportunities to see our students in new ways.
- The Power of Collaboration. In our school we’ve begun to express a lot of concern over the perceived existence of silos. And, as hard as we try to break down walls, so many factors conspire to send us retreating back into those silos (they’re so hard to escape!). These 48 hours were a complete and total disruption. There were no walls or silos, there was no semblance of our routine. We tore it all down and started from scratch. This was wonderfully freeing and a terrific foundation on which to collaborate. Everything was possible, no one had anything to protect. In total, 25 faculty members contributed to the success of this endeavour. When truly provided with the right opportunity under a conducive set of circumstances, collaboration is an unbelievably powerful concept. It’s really nice to catch a taste of what we, a collection of faculty, are capable of creating.
- Professional Development. The total disruption also meant that many teachers were forced to step outside of their comfort-zones. I, for instance, was challenged to produce a one minute pitch (“I Stand for Listening”) to the entire group. Just as it was for the students, this was terrifying and invigorating. It also intensified my appreciation for a complex and difficult skill. I had to consider and shape my identity as a presenter, and this process further connected me to the student experiences, better positioning me to facilitate and teach. After a last-minute cancellation by one of our workshop leaders, another of our faculty challenged herself to step a little outside of her comfort zone and lead a workshop on improvisational skills (Thinking on Your Feet). This teacher confided in me that she emerged from the experience with several tangible tools that she will incorporate into her regular classroom culture. And suddenly I can imagine her leading a ‘PD’ session among our faculty. These kinds of experiences were numerous among us. We truly grew as a faculty.
- A Coming Together. Just as we were beginning the Final Gala, I brought the group together for one last “energizer” which involved more than a hundred of us standing in a large circle around the edges of the theatre. As I moved to the circle’s centre and began providing instructions, I was struck by the closeness of the group. All of us had shared in an intense experience. All of had made ourselves vulnerable and relied upon each other for support. We had truly grown and learned together. If nothing else, we had this in common. In a culture intent on shaping a 21st Century Mindset while developing 21st Century Approaches to learning, this strengthening of our community has unbelievable implications (cooperation, teamwork, leadership…).