r u MAD? and Gagebrook Primary School

2006………One man, one class, one class, one heck of a steep learning curve!!!! one heck of a steep learning curve!!!!

2007 A team of two leading two combined classes. Students choose to explore the global problem of land mines and their victims.

2008 A whole school approach….. 9 teachers, 9 classes, 1 coordinator. Support from senior staff and Tas Centre for Global Learning. 1 day a week dedicated to r u MAD?

But why do we do it?

“At school the teacher is up front telling you where to put commas, so you zone out, talk to your friend next to you, lean back in your chair, write some bull crap, and draw pictures on the back.” (School student’s comment about traditional class work)

 Modern cognitive scientists have demonstrated the importance of combining hands-on learning with more conventional approaches.  Howard Gardner’s research shows that humans have many different types of ‘intelligences’ – eight in all.  The eight he proposes are:

 Linguistic (word smart)  Logical-quantitative (number/reasoning smart)  Spatial (picture smart)  Musical (music smart)  Bodily-Kinaesthetic (body smart)  Interpersonal (people smart)  Intrapersonal (self smart)  Naturalistic (nature smart) (Gardner 1999) (Gardner 1999)

So let’s look at a few examples of how Gardner’s intelligences have been used with r u MAD?

Linguistic (word smart)

Logical/quantitative (number smart)

Spatial (picture smart)

Musical (music smart)

Bodily/kinaesthetic (body smart)

Interpersonal (people smart)

Intrapersonal (self smart)

Naturalistic (nature smart)

 In his book The Hand, neurologist Frank Wilson traces the evolution of the hand and its influence on culture and learning. He argues that schools make a critical error by sequestering students in the classrooms where knowledge is separated from doing. (Frank Wilson)

 By running the r u MAD? program we provide opportunities for students to combine classroom activities with related hands on activities in the broader community.  It takes the ‘ho hum’ out of teaching and learning.

A few examples of how r u MAD? is conducted outside of the classroom and into the wider community.

Student’s studying recycling and reusing at Glenorchy Tip

Students examining water drains in Gagebrook.

Students at Bonorong Park

Students at r u MAD? YAC

Students at Risdon Brook Dam

Students at Hobart Water Treatment Plant

This might all sound pretty good………but remember that as teachers we have a responsibility to provide learning opportunities from the Tasmanian Curriculum………..as well as assessment.

Many teachers would be surprised at the amount of assessable curriculum work that they and their students are doing…….. ……….so let’s have a look at some examples………

Science as a body of knowledge/Living things

Scientific communication

The Arts/Visual art…..Society and History/Interactions with the environment

Literacy/Speaking & Listening….Science/Scientific communication

Mathematics-Numeracy/Space

Literacy/Writing & Representing

Science/Living things

Literacy/Speaking & Listening

Mathematics-Numeracy/Space

Health & Wellbeing/Physical health…Science/Living things

Literacy/Writing & Representing

The Arts/Visual art

Literacy/Writing & Representing

Society & History/Interactions with the environment

Literacy/Speaking & Listening

Mathematics-Numeracy/Space

Science/Scientific inquiry

You remember this student quote………. “At school the teacher is up front telling you where to put commas, so you zone out, talk to your friend next to you, lean back in your chair, write some bull crap, and draw pictures on the back.” What do they think about r u MAD??????

 “I like r u MAD? because it’s not work.”  “I can’t always remember what we do in class, but I can remember our r u MAD? three years ago.”  “It’s fun because we get to do stuff that we like.”  “I think r u MAD? is important because we do things to help our community.”

And what do the teachers think?  “Initially I was unsure about the capacity of very young students to understand the concepts involved in r u MAD? but I underestimated their pride in, and sense of ownership of, their community. The students genuinely care about their environment and clearly want to make a difference. Families are reporting that students are applying their learning at home. I believe that even if we were to stop at this point, the project has developed enough of its own impetus to make a big difference in the local community of Gagebrook.

 “A rich, real and relevant learning experience, our kids need to see a purpose to their learning and this program achieves this.”  “I like the way that it involves the students in solving community based issues.”

 And what does it do for student self esteem?  For the image of Gagebrook Primary?  For the perceptions of the wider community regarding Gagebrook and it’s community?  And how do we achieve this?