For the 3rd year in a row, we have worked on a unit on Sustainability with our 10th graders at Ecole Mondiale World School in the Language Acquisition Department; this is also the 3rd time we conduct a Skype conference to accompany and enrich the experience, and having witnessed how students engaged with the experience, we can fully celebrate by saying what we say in Mexico: la tercera es la vencida (the third time around is the winning one).
The first time we used the Skype Classroom experience to wrap up our unit; last year we used it as a key component in the learning experiences of the unit; and this year, not only did we want it to help students add perspective to the initiative they were about to launch, but also to generate an opportunity for them to discuss what they have been studying in their respective language class (French, Hindi and Spanish), and to have the opportunity to demonstrate their communication and critical thinking skills. This third time, students have fully demonstrated that, if given the chance, they are able to elevate the significance of learning to plateaus that cannot be constructed in learning scenarios where there is limited scope to visualize how their convictions and beliefs would take shape in the real world.
Prior to this conference, students had taken part in blog collaborations with people from different latitudes of the world, from India itself to Mexico, Costa Rica, Argentina, Spain, Malawi, USA and Panama; they had also held a meeting where they started to map the timeline they were to follow for the initiative they were targeting as a result of their involvement in the unit; they had divided their duties and commenced to explore the scenario to gain awareness of the current situation of our learning community, as the school will be the receptacle of this experience. For this reason, beyond providing them with the opportunity to learn how Emmanuel López Neri and his students at UVM started a movement towards developing an App for environmental sustainability and sustainable civility, this experience allowed them to evaluate the first steps of their initiative, to learn from the difficulties López Neri and his team have experienced, and to develop a new perspective that can help them prevent problems and devise possible solutions as they launch their initiative.
Students demonstrated that they are able to comprehend complex processes involved in planning, and designing innovations; that they are capable of understanding how data collection processes work; and that they can identify the gaps where problems may occur. Clearly, those teachers that witnessed how students engaged in the reflection process have witnessed yet another example of the power of inquiry and engagement. I, an individual that has ben lucky to witness this happenstance quite often, cannot help but feel lucky of seeing students shaping understandings and inspiring me to continue looking for new scenarios for all of us to learn.
On a personal level, what this experience has allowed me to see is the power of reflection when done at the right moment and at the right time; when we address it with an affective approach and link its substance to personal experience, to our local context; and when we use the energy it provides us to shape our learning journeys. Most importantly, this experience has confirmed my belief that reflection is meaningful and effective when teachers and students are part of the course, when this stage is not an isolated part of the inquiry process, and when we, the participants, acknowledge that the moment at which we reflect becomes a plateau that allows us to look learning before our reflection and after it.
What best system to document reflection than this: an occasion where everyone involved can savor the spices in the ideas we share; an instance where everyone is given to opportunity to create new affective and intellectual links with one another; an event where the knowledge being generated belongs to everyone present; and an experience that allows us to bathe our interactions in the science of thinking, as we navigate the waves of togetherness and truly feel part of the learning community we belong to.
Below is a video that captures some of the key moments in our reflection. López Neri said that we all make science when develop interest in transforming our reality; when we break our ideas and curiosities and put them together to discover that we are capable of creating impact. I also believe that we make science when generate spaces to discuss how we are experiencing our learning, for this is one of the most transparent ways in which we can continue designing the pathway that will take us to our idea of learning and happiness.
Originally posted on Ser y Estar.