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      "title": "How Might Humans Inhabit Extreme Environments? Cross Stage Project Based Learning, With a Twist of Minecraft.",
      "body": "I love Project Based Learning (PBL). \nSince becoming a teacher, I always have, and most likely, always will.\nI love how PBL challenges the students - the deep inquiry, the group work, the time management; the engagement, the stress, and the eventual triumph. \nI love how PBL challenges me as a teacher for all of those same reasons.\nPerhaps one of the things I like most about PBL is the authenticity; students producing high quality work for an audience outside of the classroom. A 'real world audience'. \n\nSince arriving at a new school in 2020, I have faced teacher challenges of a different kind that have, up until recently, inhibited my ability to properly engage in high quality PBL. \nLockdowns, home learning, the challenges of figuring out the nuances of a new school, in a completely different area, with a vastly different demographic. Just to name a few.\n\nConsequently, I haven't blogged about PBL in ages.\n\nToday, my friends, is the day when this officially changes. \nThe permafrost has thawed, melted, penetrated the surface, and awakened the dormant seeds of inquiry learning below so that they may germinate and flourish. Cultivated throughout the process to provide a wonderful display of what I consider to be PBL epicness.\n\nEarlier this year, the teacher librarian at school approached me and informed that she had been allocated  a 40 minute block each week to focus on inquiry based learning. She also informed that my 4/5 class, along with my teaching style had been suggested as a good point of collaboration and inquiry focus. So, following this discussion, we began planning an awesome learning experience for the teachers and students of 4/5H Honeybees, who are currently on track to becoming my new favourite class of all time.\n\nThe project itself wasn't new. I 'd run it before with an awesome year 4 class whilst I was working at Merrylands East.\n\n<a href=\"http://4hmeps.weebly.com/project-based-learning/our-epic-semester-1-projects\">\n\nWe did, however, add some extra bells and whistles that helped make the project run more smoothly and provided additional scaffolding for students success. \n\nKathy, the teacher librarian, has been undertaking a Masters Degree in Teacher Librarianship for the last couple of years. Throughout her studies, her lecturers had been advocating for the school library as a hub for team teaching and inquiry based learning. She knew of my enthusiasm for PBL and had learned of some models of inquiry that, upon consideration, we thought would work well with the Hewes 'Discover, Create, Share\" model of PBL.\n\n\n![DCS.jpeg](https://cdn.steemitimages.com/DQmTR9cLSeyhkzrD833YDaX9TYMAEvssHk11dWF8p2YeNPJ/DCS.jpeg)\n\nWe went with the Guided Inquiry Design model.\n\n![GID.jpeg](https://cdn.steemitimages.com/DQmeeUhJKvutbdDQSDqKsfBy9imqkyh5xRsqz7P73Dan9Ag/GID.jpeg)\n\nThe reason I think these two models work well together is that quite often, when students are given the initial project briefing, they quite often focus on the end product and start there, without realising that there is whole heap of inquiry, research, planning, collaboration, negotiation - AKA, hard work that needs to be done before they even get to the point of creating and sharing their products. For this project, in fact, the exciting Minecraft video creation process is really quite small in comparison to all of the other work. \n\nWhat I like about Guided Inquiry Design model is that, as the name suggests, it breaks down the inquiry process and helps guide the students throughout. It went a little something like this.\n\nEach Monday, my students and I would meet Kathy in the library, where Kathy and i would team teach my class.\nWe began by giving the students the design briefing. Each group was given the choice of one extreme environment form around the world to inquire into, based on that particular group's interest. \n\nKathy had organised a range of books and other resources that she had at her disposal, and initially, we simply let the students immerse themselves in these resources and explore what interested them about their chosen environments. For the next few sessions, we supported them as they identified some guiding questions that would aid them in answering the project's driving question, 'How might humans inhabit extreme environments?\"\n\n![IMG_6686.JPG](https://cdn.steemitimages.com/DQmXaBR5Yxmz72HBasLAn3jjFfVe8dNaZHY1kMDGxBJRyDp/IMG_6686.JPG)\n\nThese sessions were great because they really allowed the two of us to check in with each group and keep them on track. The main challenges we found here were reorienting the students toward formulating questions that served the purpose of the project. For example, knowing how many people lived in the Arctic Circle, or how many square kilometres the Amazon Rainforest covered would not necessarily help you survive in either of these environments. Conversely, knowing what plants and animals lived there would be more likely to help you build a base there and have something to eat.\n\nThe three main products required of the students throughout the project were as follows; a document which, through student inquiry, outlined which resources would be available in their chosen environments for building, nutrition, and hydration, a script for a video tour of a base which they were later to build in Minecraft, and an academic style research poster which outlined their findings and showcased their base. They also needed to add a 'fancy thing' to advertise during their movie and entice people to visit their potentially hostile environments. These included things like rosewood infused chocolate in the Amazon, acacia leaf tea in the Sahara, and ice fishing experiences in Antarctica - my personal fave!\n\nThe other great thing about these library sessions is that they allowed the huge literacy based aspects of the inquiry to take place in a highly supportive team teaching environment with the teacher librarian, who has seen the students weekly since they were in kindergarten, and me, their lowly classroom teacher. This also allowed me to focus on the technological aspects of the Minecraft, filming and editing work in the classroom. We really were able to attack the project from two different angles and optimise our time in the library.\n\nI think their scripts and videos are fantastic. We have a visitor from the Coastal Environment Centre in Narrabeen coming to the school library in the first week of next term to attend 4/5H's 'Extreme Environments Expo', where the students will present their posters and videos to showcase their learning. I'll also be inviting their parents and some of the other classes. \n\n<a href=\"https://www.northernbeaches.nsw.gov.au/environment/coastal-environment-centre\">\n\nIt's been real.\n\nKathy is keen for Round Two next semester, and we will be meeting these school holidays to plan something equally as epic.\n\nIn the meantime, please feel free to view their videos below. \nI'm super proud of the 4/5H Honeybees!\n\n<a href=\"https://drive.google.com/file/d/1lxAgK0qS64HLTM6tTft4Kd9vhMYIsiP-/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1xqukKmoXyMrsoFHYPj-ZXzUaAbSuFwPZ/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1CLbW403GTCdncxt505UeWR8vcQQSwYOS/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/11kYGivmzB1oBCeAO_FvVkJFLU7Tkef_w/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1of31dTNI5yJuFotW7DX30ie4uZ9at584/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/10ERU4BPgy5Dew11B6AmVSzNgkLkOr6-w/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1kPTwdbaeT08qnbwoKgQIjVlvO03APusa/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1RGOsE5kX-xAxijiku_v0onfj--PeD6Bl/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1lwO984AUDfRljSKB0kApFLvpHgnWaSUe/view?usp=sharing\">",
      "json_metadata": "{\"tags\":[\"education\",\"teaching\",\"learning\",\"minecraft\"],\"image\":[\"https://cdn.steemitimages.com/DQmTR9cLSeyhkzrD833YDaX9TYMAEvssHk11dWF8p2YeNPJ/DCS.jpeg\",\"https://cdn.steemitimages.com/DQmeeUhJKvutbdDQSDqKsfBy9imqkyh5xRsqz7P73Dan9Ag/GID.jpeg\",\"https://cdn.steemitimages.com/DQmXaBR5Yxmz72HBasLAn3jjFfVe8dNaZHY1kMDGxBJRyDp/IMG_6686.JPG\"],\"links\":[\"http://4hmeps.weebly.com/project-based-learning/our-epic-semester-1-projects\",\"https://www.northernbeaches.nsw.gov.au/environment/coastal-environment-centre\",\"https://drive.google.com/file/d/1lxAgK0qS64HLTM6tTft4Kd9vhMYIsiP-/view?usp=sharing\",\"https://drive.google.com/file/d/1xqukKmoXyMrsoFHYPj-ZXzUaAbSuFwPZ/view?usp=sharing\",\"https://drive.google.com/file/d/1CLbW403GTCdncxt505UeWR8vcQQSwYOS/view?usp=sharing\",\"https://drive.google.com/file/d/11kYGivmzB1oBCeAO_FvVkJFLU7Tkef_w/view?usp=sharing\",\"https://drive.google.com/file/d/1of31dTNI5yJuFotW7DX30ie4uZ9at584/view?usp=sharing\",\"https://drive.google.com/file/d/10ERU4BPgy5Dew11B6AmVSzNgkLkOr6-w/view?usp=sharing\",\"https://drive.google.com/file/d/1kPTwdbaeT08qnbwoKgQIjVlvO03APusa/view?usp=sharing\",\"https://drive.google.com/file/d/1RGOsE5kX-xAxijiku_v0onfj--PeD6Bl/view?usp=sharing\",\"https://drive.google.com/file/d/1lwO984AUDfRljSKB0kApFLvpHgnWaSUe/view?usp=sharing\"],\"app\":\"steemit/0.2\",\"format\":\"markdown\"}"
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      "title": "How Might Humans Inhabit Extreme Environments? Cross Stage Project Based Learning, With a Twist of Minecraft.",
      "body": "I love Project Based Learning (PBL). \nSince becoming a teacher, I always have, and most likely, always will.\nI love how PBL challenges the students - the deep inquiry, the group work, the time management; the engagement, the stress, and the eventual triumph. \nI love how PBL challenges me as a teacher for all of those same reasons.\nPerhaps one of the things I like most about PBL is the authenticity; students producing high quality work for an audience outside of the classroom. A 'real world audience'. \n\nSince arriving at a new school in 2020, I have faced teacher challenges of a different kind that have, up until recently, inhibited my ability to properly engage in high quality PBL. \nLockdowns, home learning, the challenges of figuring out the nuances of a new school, in a completely different area, with a vastly different demographic. Just to name a few.\n\nConsequently, I haven't blogged about PBL in ages.\n\nToday, my friends, is the day when this officially changes. \nThe permafrost has thawed, melted, penetrated the surface, and awakened the dormant seeds of inquiry learning below so that they may germinate and flourish. Cultivated throughout the process to provide a wonderful display of what I consider to be PBL epicness.\n\nEarlier this year, the teacher librarian at school approached me and informed that she had been allocated  a 40 minute block each week to focus on inquiry based learning. She also informed that my 4/5 class, along with my teaching style had been suggested as a good point of collaboration and inquiry focus. So, following this discussion, we began planning an awesome learning experience for the teachers and students of 4/5H Honeybees, who are currently on track to becoming my new favourite class of all time.\n\nThe project itself wasn't new. I 'd run it before with an awesome year 4 class whilst I was working at Merrylands East.\n\n<a href=\"http://4hmeps.weebly.com/project-based-learning/our-epic-semester-1-projects\">\n\nWe did, however, add some extra bells and whistles that helped make the project run more smoothly and provided additional scaffolding for students success. \n\nKathy, the teacher librarian, has been undertaking a Masters Degree in Teacher Librarianship for the last couple of years. Throughout her studies, her lecturers had been advocating for the school library as a hub for team teaching and inquiry based learning. She knew of my enthusiasm for PBL and had learned of some models of inquiry that, upon consideration, we thought would work well with the Hewes 'Discover, Create, Share\" model of PBL.\n\n\n![DCS.jpeg](https://cdn.steemitimages.com/DQmTR9cLSeyhkzrD833YDaX9TYMAEvssHk11dWF8p2YeNPJ/DCS.jpeg)\n\nWe went with the Guided Inquiry Design model.\n\n![GID.jpeg](https://cdn.steemitimages.com/DQmeeUhJKvutbdDQSDqKsfBy9imqkyh5xRsqz7P73Dan9Ag/GID.jpeg)\n\nThe reason I think these two models work well together is that quite often, when students are given the initial project briefing, they quite often focus on the end product and start there, without realising that there is whole heap of inquiry, research, planning, collaboration, negotiation - AKA, hard work that needs to be done before they even get to the point of creating and sharing their products. For this project, in fact, the exciting Minecraft video creation process is really quite small in comparison to all of the other work. \n\nWhat I like about Guided Inquiry Design model is that, as the name suggests, it breaks down the inquiry process and helps guide the students throughout. It went a little something like this.\n\nEach Monday, my students and I would meet Kathy in the library, where Kathy and i would team teach my class.\nWe began by giving the students the design briefing. Each group was given the choice of one extreme environment form around the world to inquire into, based on that particular group's interest. \n\nKathy had organised a range of books and other resources that she had at her disposal, and initially, we simply let the students immerse themselves in these resources and explore what interested them about their chosen environments. For the next few sessions, we supported them as they identified some guiding questions that would aid them in answering the project's driving question, 'How might humans inhabit extreme environments?\"\n\n![IMG_6686.JPG](https://cdn.steemitimages.com/DQmXaBR5Yxmz72HBasLAn3jjFfVe8dNaZHY1kMDGxBJRyDp/IMG_6686.JPG)\n\nThese sessions were great because they really allowed the two of us to check in with each group and keep them on track. The main challenges we found here were reorienting the students toward formulating questions that served the purpose of the project. For example, knowing how many people lived in the Arctic Circle, or how many square kilometres the Amazon Rainforest covered would not necessarily help you survive in either of these environments. Conversely, knowing what plants and animals lived there would be more likely to help you build a base there and have something to eat.\n\nThe three main products required of the students throughout the project were as follows; a document which, through student inquiry, outlined which resources would be available in their chosen environments for building, nutrition, and hydration, a script for a video tour of a base which they were later to build in Minecraft, and an academic style research poster which outlined their findings and showcased their base. They also needed to add a 'fancy thing' to advertise during their movie and entice people to visit their potentially hostile environments. These included things like rosewood infused chocolate in the Amazon, acacia leaf tea in the Sahara, and ice fishing experiences in Antarctica - my personal fave!\n\nThe other great thing about these library sessions is that they allowed the huge literacy based aspects of the inquiry to take place in a highly supportive team teaching environment with the teacher librarian, who has seen the students weekly since they were in kindergarten, and me, their lowly classroom teacher. This also allowed me to focus on the technological aspects of the Minecraft, filming and editing work in the classroom. We really were able to attack the project from two different angles and optimise our time in the library.\n\nI think their scripts and videos are fantastic. We have a visitor from the Coastal Environment Centre in Narrabeen coming to the school library in the first week of next term to attend 4/5H's 'Extreme Environments Expo', where the students will present their posters and videos to showcase their learning. I'll also be inviting their parents and some of the other classes. \n\n<a href=\"https://www.northernbeaches.nsw.gov.au/environment/coastal-environment-centre\">\n\nIt's been real.\n\nKathy is keen for Round Two next semester, and we will be meeting these school holidays to plan something equally as epic.\n\nIn the meantime, please feel free to view their videos below. \nI'm super proud of the 4/5H Honeybees!\n\n<a href=\"https://drive.google.com/file/d/1lxAgK0qS64HLTM6tTft4Kd9vhMYIsiP-/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1xqukKmoXyMrsoFHYPj-ZXzUaAbSuFwPZ/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1CLbW403GTCdncxt505UeWR8vcQQSwYOS/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/11kYGivmzB1oBCeAO_FvVkJFLU7Tkef_w/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1of31dTNI5yJuFotW7DX30ie4uZ9at584/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/10ERU4BPgy5Dew11B6AmVSzNgkLkOr6-w/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1kPTwdbaeT08qnbwoKgQIjVlvO03APusa/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1RGOsE5kX-xAxijiku_v0onfj--PeD6Bl/view?usp=sharing\">\n\n<a href=\"https://drive.google.com/file/d/1lwO984AUDfRljSKB0kApFLvpHgnWaSUe/view?usp=sharing\">",
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      "body": "I've been getting into fishing for Australian Bass massively in the past few years. Some of the great things about these animals is that their open fishing season occurs during the spring and summer months, when they are no longer breeding and actively feeding on the surface for insects such as cicadas, moths, beetles, and practically anything that is unlucky enough to hit the surface of the water; they are an aggressive species, which makes for an exciting fight, and they love to inhabit remote, pristine, freshwater areas where you are less likely to run into very many, if any other people. Also, spring and summer is when I prefer to be outside, in the heat and humidity of Australian fluvial environments. \n\nHowever, one of the saddest things about visiting these places is that, whilst they can be difficult to access for people, there is often evidence of how easily waste can make its way into these beautiful locations. Particularly floating plastic and rubber materials. You're gonna see some below.\n\n\n![IMG_2806.jpeg](https://cdn.steemitimages.com/DQmUqWLKcXQLWDsutQjWge2cGxX19hCyfSMUXrhcTpc5mHf/IMG_2806.jpeg)\n\nIt's currently winter here in Australia, and whilst bass season is closed, and Sydney is in our variation of a lockdown, I thought I'd take the opportunity to visit one of my favourite locations and give it a bit of a clean up. So I hiked in, stopping at any of the spots where I could see that plastic was collecting, and filled up my backpack with as much of it as I could.\n\nHere's the final tally:\n\n64 plastic bottles\n7 rubber tennis/handballs\n1 soccer ball\n1 plastic biscuit tray\nOther miscellaneous plastic junk\n\n\n![IMG_2798.jpeg](https://cdn.steemitimages.com/DQmPEActY3PXdd6oYf1TMEWcmzg8nWr8sBKYfkYbBF91Xdx/IMG_2798.jpeg)\n\n![IMG_2800.jpeg](https://cdn.steemitimages.com/DQmTahgFQRwm6hgaWfP4fqLH54UXvUTSvhmdfF6PBER1e6f/IMG_2800.jpeg)\n\n![IMG_2801.jpeg](https://cdn.steemitimages.com/DQmc4nNjffLXACfsCkVhESirGhWfnTD1BqLRPnmHNf1USFP/IMG_2801.jpeg)\n\n![IMG_2802.jpeg](https://cdn.steemitimages.com/DQmSZkU8zRUMkt9ftv1VxHPw7qdCyD6NyY5es2xFmdQqq7u/IMG_2802.jpeg)\n\n\nThere is still more to be taken out, but I was limited by the space available in my backpack. My plastic bottle collection ended up filling about half of my residential recycling bin. I will definitely return before the opening of bass season to make my future fishing adventures more pleasant. I also found an old baseball, which I won't trash, but keep as some kind of memento of my foray into smashing trash and giving it a thrash for the bass.\n\n\n![IMG_2819.jpeg](https://cdn.steemitimages.com/DQmY1GxqbXsPoGsT7cAxRjCNKY7EkZsV98ZhL4UgAAkLSP7/IMG_2819.jpeg)\n\n\n![IMG_2833.jpeg](https://cdn.steemitimages.com/DQmPvQhfPASNqLQ7d9nEsQg9nEehm9RVFM1FKm9UWfDvD8S/IMG_2833.jpeg)",
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      "body": "So our family has been lucky enough to again visit Japan. We loved our visit last year, so were stoked to get the chance to come again this year. I normally blog here about education, but whilst I'm holidays I thought it'd be nice to share some of our adventures and perhaps even provide some helpful tips for anyone reading may soon also be lucky enough to visit this awesome country.\n\nOK, so the first thing I think I should share is how awesome the pocket wifi is here. I highly recommend organising this as soon as you can if you plan on visiting Japan. This can be done from your home country via the Internet if you're super organised and want to save some time, however, this is not entirely necessary. There are a number of providers of pocket wifi here in Japan and they have stores all over the place. I picked up mine at the airport.  The coverage and connection are so good - we have five devices connected and have rarely suffered from any dropouts - the only I've experienced have been whilst travelling through some of the massive mountain tunnels on the Shinkansen, and that's totally understandable. Funnily enough, I wrote and uploaded my last post, which contained many images, whilst on the bullet train and I'm writing this one whilst on the train, too. So yeah, pocket wifi is damn good.\n\nAlright, besides from connecting to the Internet, what else have we been up to? Please read on.\n\n**Tokyo**\n\nThe first day saw us hitting up some of Tokyo. We were only there for a short time, and we'll be heading back in about a week, so we didn't exhaust ourselves trying to check everything out. Instead, we just kinda casually visited variuos parts of the city.\n\nWe were staying only a couple of blocks away from the old Tokyo Tower, so naturally, we checked that out first. We passed a shrine along the way and admired the small Ojizo-sama statues, known as the 'guardians of the traveller', or the 'protector of children'. We also went to Tokyo Station for some awesome vegan ramen from T's Tan Tan before taking a casual stroll around the Imperial Palace. Finally we went over to Shibuya to do a little shopping, check out the 'scramble'' at the massively busy zebra crossing, before getting ready to head over to Gifu.\n\n![1.jpg](https://cdn.steemitimages.com/DQmTqDpNDGBXHhi1CQHK2XXw5J7LusarD1E75V3yuiyrEXV/1.jpg)\n\n![2.jpg](https://cdn.steemitimages.com/DQmdJh51tWAcm1npCDwaAuB7Cw565BVhw7Wj8ThAsNqMzXt/2.jpg)\n\n![3.jpg](https://cdn.steemitimages.com/DQmeoh95VjSpCyZubPuCfdtRJzLaYNSJ7Pb5tDLzUvUaxzz/3.jpg)\n\n![4.jpg](https://cdn.steemitimages.com/DQmPHg2SjJT53wjFoLk1CsPBpMdKCqV6qY1UXo231sUrMeg/4.jpg)\n\n![5.jpg](https://cdn.steemitimages.com/DQmfZ4URBH6bJfbLo1n9LPP5eo2fLoAtMG5JMeubK4rBroQ/5.jpg)\n\n![6.jpg](https://cdn.steemitimages.com/DQmSc7tH1gJd2ECXvqAh55WjtPP1dmQXs9xwj24QmCi7amS/6.jpg)\n\n![7.jpg](https://cdn.steemitimages.com/DQmWH2an3cN15UDESdu4oFjBK2FJAEZAuabLfheMRoyBdWG/7.jpg)\n\n![8.jpg](https://cdn.steemitimages.com/DQmTDfBKiF93CYDvoQz5tbe6RB7E7zEgWenwZGwiy9HgX6B/8.jpg)\n\n![9.jpg](https://cdn.steemitimages.com/DQmPED37DRcxjAPdKF7y8aadm3xmz8S3drU9q8gyzYzxVCa/9.jpg)\n\n**Gifu and Typhoon Trami**\n\nAfter Tokyo we headed to Gifu for a bit more of a rural experience. This place is pretty cool. \n\nWe had planned on doing some cormorant fishing, however Typhoon Trami had other plans. With winds hovering around 200+ kph at its centre, and rain spread out over a massive area, cormorant fishing operations were shut down.\n\nInstead, we spent the lead-up to the storm checking out Gifu Park and the Nawa Insect Museum. We then went briefly into town before heading back to our ryokan and closing up the typhoon shutters to ride out the storm.\n\n![10.jpg](https://cdn.steemitimages.com/DQmT769eZz4mPVzwVnHCggQ97eBmp88JhRZzd7sPbv3aSGD/10.jpg)\n\n![11.jpg](https://cdn.steemitimages.com/DQmWLz7kHTwmArPEcEXDtkaZkPW3Ru2SyczA4xKMKerXTAR/11.jpg)\n\n![12.jpg](https://cdn.steemitimages.com/DQmYGLvzfMMhiFuHwnhhyovosBthxD5ZMNDSVbFLVam5icc/12.jpg)\n\n![21.jpg](https://cdn.steemitimages.com/DQmaNjCEEcwbep22uTYrEQ7XvmYbfHz9jQC3Jg75z7r13Ae/21.jpg)\n\n![13.jpg](https://cdn.steemitimages.com/DQmZ3YGEdJbkLxyPGoeLQFufAJF6B1YNZHph6BgHYAR2ict/13.jpg)\n\n![14.jpg](https://cdn.steemitimages.com/DQmeSCYc5Ccf6ddhjh3uwsBdhjKP9fTDtQVmUM3dCHbKF9K/14.jpg)\n\n![15.jpg](https://cdn.steemitimages.com/DQmWFWGYLxbzgX2g6swVWJdCjMUKZxDkRpL7D3WR3M4jbNH/15.jpg)\n\n![16.jpg](https://cdn.steemitimages.com/DQmNcn3Z5AYEcpSDVdjQgVJdx5y6ZM9HWKUu36dEqXNku1b/16.jpg)\n\n![17.jpg](https://cdn.steemitimages.com/DQmYMAYGX1LUhAhm42YN98T7hKdNwFApe2qaDBR48qYDFuV/17.jpg)\n\n![18.jpg](https://cdn.steemitimages.com/DQmUb4kgaFeGJJGD7cvbevNc3vhRwohbicz6WWawPYwzjis/18.jpg)\n\n![20.jpg](https://cdn.steemitimages.com/DQmeJsuokjgKcPcfYFwDD15xZLdeWHyJDbfB1ycsY5dG2oE/20.jpg)\n\n![22.jpg](https://cdn.steemitimages.com/DQmaUwpWkCqoi1sqSEJdBwHo1W7QRTLGxJWTp7cm74x8wnn/22.jpg)\n\nAside from the overnight noise and the fact that we didn't get the opportunity to go cormorant fishing, Typhoon Trami didn't really cause us any trouble. Like I said above, we simply rolled down the shutters and rode the thing out. I jokingly likened it ti the scene in 'I Am Legend' where Will Smith locks up his house and attempts sleep in the bathtub with a shotgun as the zombies rampage overhead. In reality, Will Smith's predicament would be way worse than what we faced.\n\nThe next day we awoke to a beautiful morning and seized the opportunity to check out the awesome Gifu Castle. \n\nWe took the cable car up to the top of the mountain, stopped and fed the squirrels at the squirrel park and strolled up to check out the castle. It boasts awesome 360º views of the city, Nagara River and surrounding areas. It also holds artefacts such as shuriken, caltrops, war arm![25.jpg](https://cdn.steemitimages.com/DQmWvJesNn1mmvR19nduN4NbXfqgNmXi9XEJTXHZSHjRSKH/25.jpg)our and samurai swords, as well as a bunch of information about the historical significance of Gifu Castle and the various rulers who lived there. It was a really nice day, and I'd totally visit the area again to spend some more time and learn some more. I'd also be keen to get some cormorant fishing in, too!\n\n![23.jpg](https://cdn.steemitimages.com/DQmNka674q8apmb6gkqoxHffA96JvXi6EkF58EXmj1RBPYG/23.jpg)\n\n![24.jpg](https://cdn.steemitimages.com/DQmUtoXXC1qiFHqpfr5NibCyjtcPFbNGhZFmgmPxB3cFqxe/24.jpg)\n\n![25.jpg](https://cdn.steemitimages.com/DQmWvJesNn1mmvR19nduN4NbXfqgNmXi9XEJTXHZSHjRSKH/25.jpg)\n\n![26.jpg](https://cdn.steemitimages.com/DQmcsKhd6om7VhBQtc5PUQzouqmTTi2jqmiJx7yhJzuZ1ug/26.jpg)\n\n![27.jpg](https://cdn.steemitimages.com/DQmcuMeeP6Lj9ff4EsDNMG1KLjBoFVaiudZQvyn9eHA3Swk/27.jpg)\n\n![28.jpg](https://cdn.steemitimages.com/DQmXosUTgvGnFW7cZJ2xJzpVJWets8XRBkbRFhDGohkcAjp/28.jpg)\n\n![29.jpg](https://cdn.steemitimages.com/DQmRuXFNsZuJp28oQfYMLMnqyvER6tJtofc7xYacWL7xccU/29.jpg)\n\n![30.jpg](https://cdn.steemitimages.com/DQmca1huQzAFMvQ921QnmeZJ8x6oskQFJVrWVDZwLAfaf3e/30.jpg)\n\n![31.jpg](https://cdn.steemitimages.com/DQmUd3xYiieuVD13GeY7QcwEZ3BHahfq9NxXwAF9o3CkW4S/31.jpg)\n\n![32.jpg](https://cdn.steemitimages.com/DQmU3pyxsr64Vhy7r88TxwvtSVA691FZDtcqMrKxzM2M1xy/32.jpg)\n\n![33.jpg](https://cdn.steemitimages.com/DQmVXn922aWinDt6AZatXNtUff3AAbWAZjdxuoaaBo3trrE/33.jpg)\n\n![34.jpg](https://cdn.steemitimages.com/DQmYiK26DqtpS3RWbK6mB73aQtRGZCppydD5dzjcbHgXp2V/34.jpg)\n\n![35.jpg](https://cdn.steemitimages.com/DQmNpR2e4yqaxmVMGkmvNfkgxhg2367EMT3YabgXD8s2TXg/35.jpg)\n\n**Hiroshima**\n\nSo from Gifu we went to Hiroshima. We briefly visited here last year in sweltering 35º + heat, so it was good to come back again in relatively cooler weather. Our hotel was awesome, with epic views of the old castle and city. We spent the day exploring the castle and visiting the Hiroshima Peace Memorial Museum. I was a bit disappointed in myself for not bringing along the paper cranes my students had made in class after reading 'Sodako and the 1000 Paper Cranes', however, I did make an offering of one crane on behalf of my school and promised myself to send over our school's cranes after returning home.\n\nWe also met some local school children and they offered us some cranes while using the opportunity to practise their English. It was so cool to balance out the sadness of the museum visit with such a friendly exchange!\n\n![40.jpg](https://cdn.steemitimages.com/DQmYQ2idWYuQKtC3sk8jLufXdnuZF8CJaLatizBHWirjsJR/40.jpg)\n\n![36.jpg](https://cdn.steemitimages.com/DQmVgfUPj2SrokQZv6WwuCgemEuP7xp9xSjn7CJhrjmayrF/36.jpg)\n\n![37.jpg](https://cdn.steemitimages.com/DQmWCVSJ2CKJEJYjRaJRVSgpaiPVAwFvwMYZEyHR84k357L/37.jpg)\n\n![38.jpg](https://cdn.steemitimages.com/DQmRsQj9hyvGsceTkJj1rAH3oGriCgNaMa6ay3bRtoW5qAN/38.jpg)\n\n![39.jpg](https://cdn.steemitimages.com/DQmUwoYPFcAePqvj1YADDzaEnRiST3mHB1mnjGgAus6i4kg/39.jpg)\n\n![40.jpg](https://cdn.steemitimages.com/DQmYQ2idWYuQKtC3sk8jLufXdnuZF8CJaLatizBHWirjsJR/40.jpg)\n\n![41.jpg](https://cdn.steemitimages.com/DQmefZVKjMMvg5KdZGK8xhXv3QcqxyxhKqZFee19enDc9z3/41.jpg)\n\n![42.jpg](https://cdn.steemitimages.com/DQmTgYdYBZ4RjepChJHL6W6aNtMUwQNvnfHH2H3cmQWX1WW/42.jpg)\n\n![43.jpg](https://cdn.steemitimages.com/DQmRettXufF1gBeuxjK2sDDcDDPU1iR74WDct8t2dapcGhs/43.jpg)\n\n![44.jpg](https://cdn.steemitimages.com/DQmYVSLXfzUzHoGxP9duPxDa1ACzzHkDPhT2qE9zUVvRePC/44.jpg)\n\n![45.jpg](https://cdn.steemitimages.com/DQmayxXEV7X1ZNvqtVBnZMAzakAQTwCZeDa8ydWGq2fRLb5/45.jpg)\n\n![47.jpg](https://cdn.steemitimages.com/DQmcjsHVcjwLUxRoQKLyZbR1EhgJAoCR9F9z1fUJWaKWbHA/47.jpg)\n\n![48.jpg](https://cdn.steemitimages.com/DQmcdcEjHhF9nhdpeempVW3QmP6QGNWqva4uXGNnMfkCQwb/48.jpg)\n\n![49.jpg](https://cdn.steemitimages.com/DQmeCxBB2Z4AiSbzL1c2k9rE2huoUm9LAdenhu3DwtAHbSj/49.jpg)\n\n![50.jpg](https://cdn.steemitimages.com/DQmb5PdsRCkEfCj6Hn9uoDKinaxD3aBvQCe6qxFumaqbwxE/50.jpg)\n\n![51.jpg](https://cdn.steemitimages.com/DQmYWHQDzodHaoJw4gDq5hbaGMwez7w4NwyuMXjw9VJnqNu/51.jpg)\n\nWe are now currently in Kyoto and about to head off on some more adventures. Here's another Japan travel tip for you: if you're ever on a platform waiting for the Shinkansen and you have some time to spare, head to one of the little noodle shops and et yourself some freshly made soba or udon. It's a bit of a 'dude thing', but totally worth it. So good!\n\nIf you do the Twitter or Instagram thing, you can also follow our adventures on the hashtag #cf2jap18. \n\nThanks for reading!\n\n![52.jpg](https://cdn.steemitimages.com/DQmUEoWnF9gDhvg5thWfbzTZyc7M84bRVffzRzbhw8KVyxJ/52.jpg)\n\n![53.jpg](https://cdn.steemitimages.com/DQmSEFgNKi4QhWmrWsPS1gqNvEw1EnWDX6gHxUXmRLgMopT/53.jpg)",
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      "body": "I agree that the old college method of learning is extremely outdated and that they continue with this method largely because they believe that people will keep coming and paying. It's a shame that many fields still require base degrees which means the old lecture, essay, test approach to learning is likely to continue for some time. \nI was at an education/industry conference last month and it was rfreshing to hear that in New Zealand, there are at least 200 organisations actively seeking employees with zero formal tertiary qualifications. At the same conference, an academic from Australian National University in Canberra introduced her new centre on campus there along with 10 openings for Master's degrees. She said, \"I want people to join my centre and help change the world.\" A degree is not necessary, although beneficial, work experience is even better, but the right mindset is essential.\"\nThis at least seems like a good start. \nAlso looking forward to part two. \nCheers!\n@(*O*)@",
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      "author": "waginski",
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      "title": "Japan - Week One (#cf2jap18)",
      "body": "So our family has been lucky enough to again visit Japan. We loved our visit last year, so were stoked to get the chance to come again this year. I normally blog here about education, but whilst I'm holidays I thought it'd be nice to share some of our adventures and perhaps even provide some helpful tips for anyone reading may soon also be lucky enough to visit this awesome country.\n\nOK, so the first thing I think I should share is how awesome the pocket wifi is here. I highly recommend organising this as soon as you can if you plan on visiting Japan. This can be done from your home country via the Internet if you're super organised and want to save some time, however, this is not entirely necessary. There are a number of providers of pocket wifi here in Japan and they have stores all over the place. I picked up mine at the airport.  The coverage and connection are so good - we have five devices connected and have rarely suffered from any dropouts - the only I've experienced have been whilst travelling through some of the massive mountain tunnels on the Shinkansen, and that's totally understandable. Funnily enough, I wrote and uploaded my last post, which contained many images, whilst on the bullet train and I'm writing this one whilst on the train, too. So yeah, pocket wifi is damn good.\n\nAlright, besides from connecting to the Internet, what else have we been up to? Please read on.\n\n**Tokyo**\n\nThe first day saw us hitting up some of Tokyo. We were only there for a short time, and we'll be heading back in about a week, so we didn't exhaust ourselves trying to check everything out. Instead, we just kinda casually visited variuos parts of the city.\n\nWe were staying only a couple of blocks away from the old Tokyo Tower, so naturally, we checked that out first. We passed a shrine along the way and admired the small Ojizo-sama statues, known as the 'guardians of the traveller', or the 'protector of children'. We also went to Tokyo Station for some awesome vegan ramen from T's Tan Tan before taking a casual stroll around the Imperial Palace. Finally we went over to Shibuya to do a little shopping, check out the 'scramble'' at the massively busy zebra crossing, before getting ready to head over to Gifu.\n\n![1.jpg](https://cdn.steemitimages.com/DQmTqDpNDGBXHhi1CQHK2XXw5J7LusarD1E75V3yuiyrEXV/1.jpg)\n\n![2.jpg](https://cdn.steemitimages.com/DQmdJh51tWAcm1npCDwaAuB7Cw565BVhw7Wj8ThAsNqMzXt/2.jpg)\n\n![3.jpg](https://cdn.steemitimages.com/DQmeoh95VjSpCyZubPuCfdtRJzLaYNSJ7Pb5tDLzUvUaxzz/3.jpg)\n\n![4.jpg](https://cdn.steemitimages.com/DQmPHg2SjJT53wjFoLk1CsPBpMdKCqV6qY1UXo231sUrMeg/4.jpg)\n\n![5.jpg](https://cdn.steemitimages.com/DQmfZ4URBH6bJfbLo1n9LPP5eo2fLoAtMG5JMeubK4rBroQ/5.jpg)\n\n![6.jpg](https://cdn.steemitimages.com/DQmSc7tH1gJd2ECXvqAh55WjtPP1dmQXs9xwj24QmCi7amS/6.jpg)\n\n![7.jpg](https://cdn.steemitimages.com/DQmWH2an3cN15UDESdu4oFjBK2FJAEZAuabLfheMRoyBdWG/7.jpg)\n\n![8.jpg](https://cdn.steemitimages.com/DQmTDfBKiF93CYDvoQz5tbe6RB7E7zEgWenwZGwiy9HgX6B/8.jpg)\n\n![9.jpg](https://cdn.steemitimages.com/DQmPED37DRcxjAPdKF7y8aadm3xmz8S3drU9q8gyzYzxVCa/9.jpg)\n\n**Gifu and Typhoon Trami**\n\nAfter Tokyo we headed to Gifu for a bit more of a rural experience. This place is pretty cool. \n\nWe had planned on doing some cormorant fishing, however Typhoon Trami had other plans. With winds hovering around 200+ kph at its centre, and rain spread out over a massive area, cormorant fishing operations were shut down.\n\nInstead, we spent the lead-up to the storm checking out Gifu Park and the Nawa Insect Museum. We then went briefly into town before heading back to our ryokan and closing up the typhoon shutters to ride out the storm.\n\n![10.jpg](https://cdn.steemitimages.com/DQmT769eZz4mPVzwVnHCggQ97eBmp88JhRZzd7sPbv3aSGD/10.jpg)\n\n![11.jpg](https://cdn.steemitimages.com/DQmWLz7kHTwmArPEcEXDtkaZkPW3Ru2SyczA4xKMKerXTAR/11.jpg)\n\n![12.jpg](https://cdn.steemitimages.com/DQmYGLvzfMMhiFuHwnhhyovosBthxD5ZMNDSVbFLVam5icc/12.jpg)\n\n![21.jpg](https://cdn.steemitimages.com/DQmaNjCEEcwbep22uTYrEQ7XvmYbfHz9jQC3Jg75z7r13Ae/21.jpg)\n\n![13.jpg](https://cdn.steemitimages.com/DQmZ3YGEdJbkLxyPGoeLQFufAJF6B1YNZHph6BgHYAR2ict/13.jpg)\n\n![14.jpg](https://cdn.steemitimages.com/DQmeSCYc5Ccf6ddhjh3uwsBdhjKP9fTDtQVmUM3dCHbKF9K/14.jpg)\n\n![15.jpg](https://cdn.steemitimages.com/DQmWFWGYLxbzgX2g6swVWJdCjMUKZxDkRpL7D3WR3M4jbNH/15.jpg)\n\n![16.jpg](https://cdn.steemitimages.com/DQmNcn3Z5AYEcpSDVdjQgVJdx5y6ZM9HWKUu36dEqXNku1b/16.jpg)\n\n![17.jpg](https://cdn.steemitimages.com/DQmYMAYGX1LUhAhm42YN98T7hKdNwFApe2qaDBR48qYDFuV/17.jpg)\n\n![18.jpg](https://cdn.steemitimages.com/DQmUb4kgaFeGJJGD7cvbevNc3vhRwohbicz6WWawPYwzjis/18.jpg)\n\n![20.jpg](https://cdn.steemitimages.com/DQmeJsuokjgKcPcfYFwDD15xZLdeWHyJDbfB1ycsY5dG2oE/20.jpg)\n\n![22.jpg](https://cdn.steemitimages.com/DQmaUwpWkCqoi1sqSEJdBwHo1W7QRTLGxJWTp7cm74x8wnn/22.jpg)\n\nAside from the overnight noise and the fact that we didn't get the opportunity to go cormorant fishing, Typhoon Trami didn't really cause us any trouble. Like I said above, we simply rolled down the shutters and rode the thing out. I jokingly likened it ti the scene in 'I Am Legend' where Will Smith locks up his house and attempts sleep in the bathtub with a shotgun as the zombies rampage overhead. In reality, Will Smith's predicament would be way worse than what we faced.\n\nThe next day we awoke to a beautiful morning and seized the opportunity to check out the awesome Gifu Castle. \n\nWe took the cable car up to the top of the mountain, stopped and fed the squirrels at the squirrel park and strolled up to check out the castle. It boasts awesome 360º views of the city, Nagara River and surrounding areas. It also holds artefacts such as shuriken, caltrops, war arm![25.jpg](https://cdn.steemitimages.com/DQmWvJesNn1mmvR19nduN4NbXfqgNmXi9XEJTXHZSHjRSKH/25.jpg)our and samurai swords, as well as a bunch of information about the historical significance of Gifu Castle and the various rulers who lived there. It was a really nice day, and I'd totally visit the area again to spend some more time and learn some more. I'd also be keen to get some cormorant fishing in, too!\n\n![23.jpg](https://cdn.steemitimages.com/DQmNka674q8apmb6gkqoxHffA96JvXi6EkF58EXmj1RBPYG/23.jpg)\n\n![24.jpg](https://cdn.steemitimages.com/DQmUtoXXC1qiFHqpfr5NibCyjtcPFbNGhZFmgmPxB3cFqxe/24.jpg)\n\n![25.jpg](https://cdn.steemitimages.com/DQmWvJesNn1mmvR19nduN4NbXfqgNmXi9XEJTXHZSHjRSKH/25.jpg)\n\n![26.jpg](https://cdn.steemitimages.com/DQmcsKhd6om7VhBQtc5PUQzouqmTTi2jqmiJx7yhJzuZ1ug/26.jpg)\n\n![27.jpg](https://cdn.steemitimages.com/DQmcuMeeP6Lj9ff4EsDNMG1KLjBoFVaiudZQvyn9eHA3Swk/27.jpg)\n\n![28.jpg](https://cdn.steemitimages.com/DQmXosUTgvGnFW7cZJ2xJzpVJWets8XRBkbRFhDGohkcAjp/28.jpg)\n\n![29.jpg](https://cdn.steemitimages.com/DQmRuXFNsZuJp28oQfYMLMnqyvER6tJtofc7xYacWL7xccU/29.jpg)\n\n![30.jpg](https://cdn.steemitimages.com/DQmca1huQzAFMvQ921QnmeZJ8x6oskQFJVrWVDZwLAfaf3e/30.jpg)\n\n![31.jpg](https://cdn.steemitimages.com/DQmUd3xYiieuVD13GeY7QcwEZ3BHahfq9NxXwAF9o3CkW4S/31.jpg)\n\n![32.jpg](https://cdn.steemitimages.com/DQmU3pyxsr64Vhy7r88TxwvtSVA691FZDtcqMrKxzM2M1xy/32.jpg)\n\n![33.jpg](https://cdn.steemitimages.com/DQmVXn922aWinDt6AZatXNtUff3AAbWAZjdxuoaaBo3trrE/33.jpg)\n\n![34.jpg](https://cdn.steemitimages.com/DQmYiK26DqtpS3RWbK6mB73aQtRGZCppydD5dzjcbHgXp2V/34.jpg)\n\n![35.jpg](https://cdn.steemitimages.com/DQmNpR2e4yqaxmVMGkmvNfkgxhg2367EMT3YabgXD8s2TXg/35.jpg)\n\n**Hiroshima**\n\nSo from Gifu we went to Hiroshima. We briefly visited here last year in sweltering 35º + heat, so it was good to come back again in relatively cooler weather. Our hotel was awesome, with epic views of the old castle and city. We spent the day exploring the castle and visiting the Hiroshima Peace Memorial Museum. I was a bit disappointed in myself for not bringing along the paper cranes my students had made in class after reading 'Sodako and the 1000 Paper Cranes', however, I did make an offering of one crane on behalf of my school and promised myself to send over our school's cranes after returning home.\n\nWe also met some local school children and they offered us some cranes while using the opportunity to practise their English. It was so cool to balance out the sadness of the museum visit with such a friendly exchange!\n\n![40.jpg](https://cdn.steemitimages.com/DQmYQ2idWYuQKtC3sk8jLufXdnuZF8CJaLatizBHWirjsJR/40.jpg)\n\n![36.jpg](https://cdn.steemitimages.com/DQmVgfUPj2SrokQZv6WwuCgemEuP7xp9xSjn7CJhrjmayrF/36.jpg)\n\n![37.jpg](https://cdn.steemitimages.com/DQmWCVSJ2CKJEJYjRaJRVSgpaiPVAwFvwMYZEyHR84k357L/37.jpg)\n\n![38.jpg](https://cdn.steemitimages.com/DQmRsQj9hyvGsceTkJj1rAH3oGriCgNaMa6ay3bRtoW5qAN/38.jpg)\n\n![39.jpg](https://cdn.steemitimages.com/DQmUwoYPFcAePqvj1YADDzaEnRiST3mHB1mnjGgAus6i4kg/39.jpg)\n\n![40.jpg](https://cdn.steemitimages.com/DQmYQ2idWYuQKtC3sk8jLufXdnuZF8CJaLatizBHWirjsJR/40.jpg)\n\n![41.jpg](https://cdn.steemitimages.com/DQmefZVKjMMvg5KdZGK8xhXv3QcqxyxhKqZFee19enDc9z3/41.jpg)\n\n![42.jpg](https://cdn.steemitimages.com/DQmTgYdYBZ4RjepChJHL6W6aNtMUwQNvnfHH2H3cmQWX1WW/42.jpg)\n\n![43.jpg](https://cdn.steemitimages.com/DQmRettXufF1gBeuxjK2sDDcDDPU1iR74WDct8t2dapcGhs/43.jpg)\n\n![44.jpg](https://cdn.steemitimages.com/DQmYVSLXfzUzHoGxP9duPxDa1ACzzHkDPhT2qE9zUVvRePC/44.jpg)\n\n![45.jpg](https://cdn.steemitimages.com/DQmayxXEV7X1ZNvqtVBnZMAzakAQTwCZeDa8ydWGq2fRLb5/45.jpg)\n\n![47.jpg](https://cdn.steemitimages.com/DQmcjsHVcjwLUxRoQKLyZbR1EhgJAoCR9F9z1fUJWaKWbHA/47.jpg)\n\n![48.jpg](https://cdn.steemitimages.com/DQmcdcEjHhF9nhdpeempVW3QmP6QGNWqva4uXGNnMfkCQwb/48.jpg)\n\n![49.jpg](https://cdn.steemitimages.com/DQmeCxBB2Z4AiSbzL1c2k9rE2huoUm9LAdenhu3DwtAHbSj/49.jpg)\n\n![50.jpg](https://cdn.steemitimages.com/DQmb5PdsRCkEfCj6Hn9uoDKinaxD3aBvQCe6qxFumaqbwxE/50.jpg)\n\n![51.jpg](https://cdn.steemitimages.com/DQmYWHQDzodHaoJw4gDq5hbaGMwez7w4NwyuMXjw9VJnqNu/51.jpg)\n\nWe are now currently in Kyoto and about to head off on some more adventures. Here's another Japan travel tip for you: if you're ever on a platform waiting for the Shinkansen and you have some time to spare, head to one of the little noodle shops and et yourself some freshly made soba or udon. It's a bit of a 'dude thing', but totally worth it. So good!\n\nIf you do the Twitter or Instagram thing, you can also follow our adventures on the hashtag #cf2jap18. \n\nThanks for reading!\n\n![52.jpg](https://cdn.steemitimages.com/DQmUEoWnF9gDhvg5thWfbzTZyc7M84bRVffzRzbhw8KVyxJ/52.jpg)\n\n![53.jpg](https://cdn.steemitimages.com/DQmSEFgNKi4QhWmrWsPS1gqNvEw1EnWDX6gHxUXmRLgMopT/53.jpg)",
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      "parent_permlink": "education",
      "author": "waginski",
      "permlink": "power-tools-in-primary-school-celebrating-our-90th-with-carnival-games",
      "title": "Power Tools in Primary School: Celebrating our 90th with Carnival Games",
      "body": "This is my classroom.\n\n![1.jpg](https://cdn.steemitimages.com/DQmdvkLLf5EcvaTHmkPLhS3je5YuNrUKDR2QruDHH4MoTAa/1.jpg)\n\nPretty rad, huh? \nI’ll chuck in some panos so you can have a bit more of a squiz.\nWell, you'll have to go to the following link because Steemit wouldn't let me upload my panos. ¯\\_(ツ)_/¯\n\n https://drive.google.com/drive/folders/1di497FN8idkSObIaTiezxpJG90hFavB4?usp=sharing\n\nThis year is the first year I’ve worked in this room on a full time basis; at our school, it’s the highly revered and greatly respected, all hallowed stage 3 room. Big and open enough to cater for the learning of anywhere between 60 - 90 eleven to twelve year old year 5 and year 6 students.\n\nAnother cool thing about the stage 3 room is the outdoor builders’ area. An area that I’ve kind of been ‘eyeing out’ for a few years. In the area we have a couple of tables, built for building upon, with vices and L frames to assist in the measuring and cutting of wood. A tool cabinet and a couple of power outlets (for power tools)  hanging from the ceiling. For the last few years I’ve kind of lamented in seeing it remain largely unused; tables covered in tarp, no sawwing, no hammering, no noisy power tools.\n\nAnyway, this year I’ve been fortunate enough to have the opportunity to change all of that.\n\nOur school opened in 1928, making this year the year of our 90th anniversary. To celebrate the occasion we put on a bit of a shindig. Now, when I say ‘shindig’, it was actually quite an event. We put on a massively formal assembly and invited some really important people such as the deputy secretary for the NSW Department of Education and the local member for parliament. We invited them to walk through our classrooms and see some of the learning taking place. We even got the deputy secretary on Minecraft in VR!\n\n![4.jpg](https://cdn.steemitimages.com/DQmXwoxPAumumyEFkAJ4cQgStbqTKbCQCN5iLRebGRQev92/4.jpg)\n\nHow does have anything to do with the builders’ area, I hear you ask?\n\nWell, after the classroom visits and formal assembly we had recess, and after that, we played carnival games. By carnival games, I mean the type that you see at fair grounds, circuses and places like Luna Park. You know, the type where you throw or shoot balls in order to knock things down, roll balls up or down ramps and try to get them to land in holes to score designated points, or throw bean bags and try to get them to land in holes - that sort of thing. \n\nThese weren’t just any kind of carnival games, however. These carnival games were researched and designed by the students in my awesome stage 3 room. They were built by my students in the awesome builders’ area with much problem solving, ingenuity and yes, you guessed it - power tools!\n\nNow, I’ll try to keep this write-up as brief as possible and show the rest of the story using pictures, but here’s a rundown of how the project went.\n\nFirstly, the stage 3 science syllabus in NSW has a strand called ‘products’.Part of the learning in this strand involves students looking into the manufacturing process and considering this such as the difference in productivity between making a product on an individual basis or as part of an assembly line. To introduce this topic we watched a video about the assembly line and its use in the production of mass-produced sandwiches. The reason I mention this is because I want to show the cool videos below, which shows our class assembly line in action (I'll have to share a Drive link again, sorry!). We had students form assembly lines in order to make paper cranes and compared the difference in productivity between students working as part of an assembly line and those working individually. The assembly lines came out more productive, with the fastest assembly line producing 36 cranes in 30 minutes compared to only 12 by the fastest individual.\n\nhttps://drive.google.com/drive/folders/1nKX_NO4x898u0Dbcq83c54vwU7SMS7AY?usp=sharing\n\nAnyway, back to the carnival games.\n\nFirstly we asked students to research the different kinds of carnival games that existed and to generate a document listing some potential games. The different groups then went around to different classes around the school and surveyed them as to which games they would most like to play on the day. Example screenshot below.\n\n![Screen Shot 2018-09-29 at 2.00.25 pm.png](https://cdn.steemitimages.com/DQmeZePNhawPugJerXQNsNKRdDRbCM4G8Jc9UZoQ2GTXVmu/Screen%20Shot%202018-09-29%20at%202.00.25%20pm.png)\n\nFollowing this, each group decided on which game they would like to build and had this approved by the teachers. They then had to design their games to scale using their maths books, considering things like symmetry in their measurements and sketches.\n\nThey were then given a budget of $50 and asked to generate a shopping list online. \nExample below.\n\n![Screen Shot 2018-09-29 at 2.01.26 pm.png](https://cdn.steemitimages.com/DQmYTADPHvJxwhBjyD9cEbqmDnAuxv7YvpvCy48hb27Vxjd/Screen%20Shot%202018-09-29%20at%202.01.26%20pm.png)\n\nAfter the design process was completed and the materials had been purchased and delivered, students worked on the balcony (under close supervision, of course) to measure, cut and complete their builds. Some photos of the process are below.\n\n![5.jpg](https://cdn.steemitimages.com/DQmS4n76enxyoYN53t5k9ewppuNp8TRhLN9fMAfSVUhMhix/5.jpg)\n\n![6.jpg](https://cdn.steemitimages.com/DQmbXVoYK5ptpWsK5Y1uR6GMiCbDSEZ5YFcpDm8XXhRfPSj/6.jpg)\n\n![7.jpg](https://cdn.steemitimages.com/DQmUv7G4h7MUdnzKeiZ8H5fQfpf4fVt6HLhjTzXgqkZYWu4/7.jpg)\n\n![8.jpg](https://cdn.steemitimages.com/DQmUaoTyNTGnpaEUCoEAe1ETgaiE7RLFXWVoAPE5iKAa1A6/8.jpg)\n\n![9.jpg](https://cdn.steemitimages.com/DQmaZ9c56Pb9LPUYJY7skNcbrUhJdbQpNfTAzh5Gt9a1nGE/9.jpg)\n\n![10.jpg](https://cdn.steemitimages.com/DQmZeh5gz3AUoFcx4gr9zoPANaTb9UeKndPmuu1hC1RXUXS/10.jpg)\n\n![11.jpg](https://cdn.steemitimages.com/DQme5uysM9k8yFtdzhGaBmJkZQxgzz7T6uy7MSecfy1rEhy/11.jpg)\n\n![12.jpg](https://cdn.steemitimages.com/DQmVDpiEuydNQ28LqBriFAAqEbUvxLh2ACapKA1qoYYvywp/12.jpg)\n\n![13.jpg](https://cdn.steemitimages.com/DQmRxcChTVxyEEscmptYdnA6Zn56G54cKaUpypMeifeSZYQ/13.jpg)\n\n![14.jpg](https://cdn.steemitimages.com/DQmXauo9HtizNH6ac9KauXzJhNEVurgyYPYoHez6UKnsUPL/14.jpg)\n\n![15.jpg](https://cdn.steemitimages.com/DQmdecG3CqETgXhyuNViMBhN1fcLy6CwGuXwQ2VocvnBxXJ/15.jpg)\n\n![16.jpg](https://cdn.steemitimages.com/DQmcSfKR6jjkYCJ3LswSF8JeksyKdY17Yhfpb5yy8fur7CC/16.jpg)\n\n![17.jpg](https://cdn.steemitimages.com/DQmXDHEjxqdzs4JLUpmkYmpWfjYjq6nxhP4wqchGugYhVPx/17.jpg)\n\n![18.jpg](https://cdn.steemitimages.com/DQmZaLXbBrqFdisdpLfSpkiPZoBtUWDDjy8KshD8w7YzDz5/18.jpg)\n\n![19.jpg](https://cdn.steemitimages.com/DQmZKqkd4YF33hxd3QyjHaLNo9wMstEL42jxc9HUo18n9oJ/19.jpg)\n\n![20.jpg](https://cdn.steemitimages.com/DQmWqjtrh2e3LgzzoMXqhEzWWqmuCjWVhP8JMvALMS5Crr7/20.jpg)\n\n![21.jpg](https://cdn.steemitimages.com/DQmZ1hE5F4Bh17WBBWp9qbQwrJb1J1ej1V2HBpByoHSiGS1/21.jpg)\n\n![22.jpg](https://cdn.steemitimages.com/DQmWctt8bEer9pviXZ7tCsGxiXWFDxnB74J2uSFGgW25AGh/22.jpg)\n\n![23.jpg](https://cdn.steemitimages.com/DQmQB7T7rfe7R978cqCr2YCpZmswmD4QadzGgowKp2zDB2K/23.jpg)\n\n![24.jpg](https://cdn.steemitimages.com/DQmZfQaoSeSncbLD8VtE9s34gH1sutmRkAz3sE5XS8cxc8i/24.jpg)\n\n![25.jpg](https://cdn.steemitimages.com/DQmZfQaoSeSncbLD8VtE9s34gH1sutmRkAz3sE5XS8cxc8i/25.jpg)\n\n![26.jpg](https://cdn.steemitimages.com/DQmcvdJBPozFe9oJVpzXhjhpnDsxCS2rvsQJe84dacQwZuo/26.jpg)\n\n![27.jpg](https://cdn.steemitimages.com/DQmXpdrbHMYAxMVzgzvE3HtE3iKTrmfw7z9K4sexbyFRDef/27.jpg)\n\n![28.jpg](https://cdn.steemitimages.com/DQmcLL4SGvoAacU3cz2zhbNrjDZ8oWSsdfKB4E9MTpiD28y/28.jpg)\n\nNow, as the title suggests, the building of these games involved the use of power tools in primary school. Tis is not to suggest that I let students loose on the balcony with circular saws, although circular saws were used. It was more that the students were involved in some real hands on mathematics and problem solving in order to build their games. In many cases the tasks took hours to complete and the process was an undertaking that spanned a number of school days. Where circular saws were used, it was by me, and only the plywood that had been so painstakingly measured and marked by my students. I did, however, help students complete their builds with the use of power drills, hot glue guns, tape measures, handsaws, sandpaper and hammers - none of which are used in the traditional primary school classroom. \n\nOne of my previous posts shows a video with my students SkyPanda, QuaxstinDuck and Zoomer explaining how they appreciated the project and how they believe it allowed them to develop meaningful life skills. I invite you check my blog for that if so inclined.\n\nOh, and how did the carnival games go? They were a smashing success. Here are some more photos, these ones showing how students engaged with them on the day of the 90th celebrations. So much fun!\n\n![29.jpg](https://cdn.steemitimages.com/DQmbjQzQEMGiMYvS7mb89WaAragqJ7p7ZkJVJgZEF5Czu6s/29.jpg)\n\n![30.jpg](https://cdn.steemitimages.com/DQmZ7qX2rQCXdx78Dw3zUEivgGVZrree491a9E64P5tKRyM/30.jpg)\n\n![31.jpg](https://cdn.steemitimages.com/DQmchVH3faxWf6udD7yFzkpsKUUmYTZig3iPoEYSR81PXEd/31.jpg)\n\n![32.jpg](https://cdn.steemitimages.com/DQmS8bmv4Jc13KCGWVpeSjTzZZLQ5QRomD3a9s7dZwUjqqA/32.jpg)\n\n![33.jpg](https://cdn.steemitimages.com/DQmPoDHmLwxQ85ZrhiyGy5yTwcpeYqjGaRcP2a8ziDCJEaP/33.jpg)\n\n![34.jpg](https://cdn.steemitimages.com/DQmXrBrftKhZEMBPLTSvGbVsV9v6vKZhCccJDrt5mjV7rGk/34.jpg)\n\n![35.jpg](https://cdn.steemitimages.com/DQmeMPYqVC2wg4ZWVveXYM5o2xsF8y4gX93Ad484er2L1Tb/35.jpg)\n\n![36.jpg](https://cdn.steemitimages.com/DQmVVto9erHTbaXvDn8kEdEqkJeeCVVwPrPEs9ZdL1Kj4oc/36.jpg)\n\n![37.jpg](https://cdn.steemitimages.com/DQmUi6AMxcSHa6iJ5nmnr5hFeLh1SaT1GKZXVgHxsCUafw2/37.jpg)\n\nThe games have now been donated to some of the younger classes to be brought out during recess and sport time, to provide some structured activities during this time. It’s been an awesome project, very fun indeed, and I’m extremely satisfied to have finally been able to put the builders’ area to good use. \n\nThanks for reading!",
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      "body": "I really like my job. Nah, I LOVE my job.\nDon't get me wrong, it has its challenges.\nFor example, I work 50 kilometres away from home, it takes me an hour each way to get to work.
The commute above-mentioned commute requirements and our early school start (8:00 am) mean that I have to wake up at 4:30 each morning in order to get to work on time and be prepared.
I work in a single, large, open classroom and have to care for and work with over 60 students each and every day and this can be exhausting.\n\nHowever, I'd rather not list the challenges and focus on what's difficult; I prefer to celebrate the awesome.\nThe awesome like this space-themed mural, designed and created entirely by the students in my classroom.\nI'm so lucky to work at such a cool school, where creativity, collaboration and innovation are championed and where students are encouraged to be themselves, to follow and pursue their strengths and interests, and to be the best individuals that they can be.\n\nWe have a wall at the back of the classroom which we've recently transformed into a project wall, where we can share our current topic of inquiry. We asked a few students to create a mural about our current project and this is what they made.\nThe photo story below shows, how in a short amount of time, a simple idea can be transformed into a work of art when students are given the space (pardon the pun) and time to be creative.\n\n![1.jpg](https://cdn.steemitimages.com/DQmYSX7sYJDmXKi9rHJsZ6C1LBED71MBuopm5ZSqqz7Bitc/1.jpg)\n\n![2.jpg](https://cdn.steemitimages.com/DQmaKCR7cn1xJL9AbtAyT58sjD7qJEKH2jfVdr1o7QVbRZi/2.jpg)\n\n![3.jpg](https://cdn.steemitimages.com/DQmWnHiPBhPAQHZnpqBAXgDzmg5vp3kZbQXB6xXm495sxvS/3.jpg)\n\n![4.jpg](https://cdn.steemitimages.com/DQmX57xfz5ZoyxYzzXGCFGrchMuNb4ptJfFDzoLGe5QhFfE/4.jpg)\n\n![5.jpg](https://cdn.steemitimages.com/DQmPJagaGMcYktewJcYhmo8epgGJi9psKHfjiBwPjTvZv1K/5.jpg)\n\n![6.JPG](https://cdn.steemitimages.com/DQmNfBA3CaySeMMFLmB5Rzc68xzNh2Wcffg86KRbbHBcz7R/6.JPG)\n\n![7.jpg](https://cdn.steemitimages.com/DQmdC4A27gHaQTiUKumxveA36idn1REq1SJSpKp8xLheJNz/7.jpg)\n\n![8.jpg](https://cdn.steemitimages.com/DQmet4FRsRNzBrgA8B16RV8n2S3oBMKMBZdDQR42Bx5SQM9/8.jpg)\n\n![9.jpg](https://cdn.steemitimages.com/DQmTLpp2oo9JR1oGe1ecRuGyjwqDJtpafR61xGXu1PfY2iF/9.jpg)\n\n![10.jpg](https://cdn.steemitimages.com/DQmbufmHe9RGrmEMJZjFaL3h78SEkefoSWhy51WYS2oZ2Ku/10.jpg)\n\n![11.JPG](https://cdn.steemitimages.com/DQmfW8WPRxaivsC1m9Lrh4Zx9T7GwbjaBkXpYXtp6bvJJp2/11.JPG)",
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      "title": "Learning Intentions, Success Criteria and Minecraft",
      "body": "One of the most rewarding things to witness as a teacher is the ability of students to articulate what they are learning, how they might demonstrate it, and why they are learning it. In ‘teacher speak’, these are often conceptualised as ‘learning intentions’ or ‘lesson/learning objectives’ and ‘success criteria’.

I’ve struggled with these terms at times, not because I have trouble understanding the underlying concept or intent (pardon the pun), but because I feel that structuring lessons in this way is unnatural, robotic, disengaging and somewhat patronising.

You may call me weird, but when I’m trying to learn something with the assistance of a more knowledgable other, I’m not (or don’t think I’d be) really that comfortable with them reiterating to me what I’m supposed to be learning and how I’m supposed to be demonstrating it. It just seems kind of odd.\n\nAt another level, how can both learners (teacher and student) be sure that the student has truly mastered the content and skills focussed on during the lesson? Of course, this involves consideration of the learning intentions and success criteria of the learning experience, but I would argue, more deeply, that it involves the six elements of the Quality Teaching Framework tabled under the dimension of Quality Learning Environment, and perhaps more specifically ‘Explicit Quality Criteria’.

In some way, what I’ve just written seems contradictory; on one hand I’ve said that I’m not a fan of learning intentions and success criteria, and on the other I’ve suggested the need for a quality learning environment and explicit quality criteria. I don’t want to go full treatise here, but I think it’s worth unpacking.\n\nFirstly, I’m not against learning intentions and success criteria. As mentioned above, I just think they can be communicated in a somewhat robotic/unnatural fashion. I think I’m pretty clear on that point. Rather than go through the second dimension of the QTF, element by element here, I think it would be more beneficial to reflect on a recent classroom experience of mine and see how they relate; with Minecraft, of course.\n\nToday I conducted a maths lesson on square and triangular numbers\nWe ran through what constitutes a square number and how they’re calculated.\nWe did the same with triangular numbers.\nWe discussed and analysed how square and triangular numbers are related, jointly constructing arrays and diagrams on one of the room’s whiteboards.\nWe jointly constructed the first five square and triangular numbers.\nStudents were then asked to construct arrays and diagrams of the first six square and triangular numbers in their workbooks.
I opened up a class Minecraft server, and when students came to me (one by one, or many by many) with their workbooks to show me that they were able to represent these numbers in their workbooks, they were then required to build a digital representation of these number sets ‘in game’.\n\nStudents were very keen to complete their bookwork and demonstrate their learning in order to gain access to the class server, and this allowed for very quick formative assessment of student understanding, as well as how well the, here goes, learning objectives and success criteria had been achieved.\n\nIt was immediately apparent how well, or otherwise, students had understood both the task at hand as well as the content and skills required. I didn’t really need to explicitly state the learning intentions and success criteria; we did, however, engage in deep discussion of our learning. Student by student, group by group, problems were identified and resolved. Tomorrow we’ll reiterate the process, continue the learning, and form a greater understanding of math. We’ll discuss what it means to be a successful learner, just not in robotic terms.\n\nIn my opinion, every teacher should be familiar with the Quality Teaching Framework. If you’re not, you can familiarise yourself here:

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