Diversified solutions through habits of mind...

One of the many outcomes from this journey is to provide ideas and activities for educators who want to construct more equitable, more meaningful, and livelier educational experiences in preparing every student to succeed in a diverse and interdependent world. This past week provided numerous opportunities to explore and participate in a wide variety of classroom activities, discussions and events. Some of this involved “revisiting” specific classes as they proceed to the next phase of project organization and completion.

I returned to Colleen’s history class where students are engaged in examining history through the “lens” of “Sketch Writing.” Using the “Saturday Night Live format,” student “sketch teams” examine current or past historical events through the “lens” of creative and innovative comedic writing. The organizational and improvisational nature of the sketch broadens student knowledge and understanding through extensive research of the topic under consideration starting with a “premise or joke.” There are 8 stages of sketch organization: team writing, table reads (3-5 minute sketches), decision board analysis and discussion, producers, staff roles (including set designers, costume designers, musicians, etc.), more table reads (completed scripts), rehearsals/rewrites, and final rehearsal run-throughs in making ideas come alive! There will be 12 “sketches” for the “Festival del Sol” that happens in March --- a school-wide event showcasing all HTHSCV project work.

In another course, Honors History, I was asked to be a “guest speaker” (the students researched and discovered that I occasionally teach “U.S. History” in my courses) on the controversial topic of “reparations” for specific U.S. ethnic groups. Students read an article associated with a movement associated with “compensation for descendants of enslaved people in consideration of the forces and uncompensated labor their ancestors performed over centuries.” I presented a short summary of the historical context and arguments (pro and con), and prepared 8 questions for deliberation and discussion. We had a wonderful conversation that was thoughtful and thought-provoking--- once again the depth and breadth of student knowledge was refreshing and informative.

HTHSCV Enrique PHE

HTHSCV Enrique PHE

HTHSCV Enrique PHE

Another “return visit” was to “Chikle” and Dr. Maria Teresa’s Digital Media/Art/Humanities morning session. Students are in the next phase of the community art mural project capturing the voices of the PH Elementary students and community. Working in teams, student writers and illustrators work on draft presentations that must include the school mascot (the Puma), school goals and mission, and the idea of “yet.” This is associated with the following school values statement: “PHE students haven’t achieved all the knowledge yet, but are gaining it every day. “In fact, PHE students call themselves “yetis” --- a clever play on words from the voices of youth!

In the afternoon session, the digital media/arts students present their preliminary illustrations in a panel discussion format to the class --- 10 teams in all! This provides another opportunity to discuss and articulate their concepts and ideas – important as they prepare to take these illustrations back to PHE for an all-school student review and selection of the “winning design.” The eclectic and diverse array of student design concepts/illustrations/writing, planning and organization, relevance to the project theme, design team collaboration, and various deadlines involved throughout the project make critically important “interdisciplinary connections” with “real world” projects and activities.

A final experience of the week involved a Building Project Proposal at HTHSCV involving the 9th grade. A 4-person student team, representing Regina Kruglyak’s Physics class and “Tiny Homes Project”, presented a plan to Tim McNamara (Dir – HTHSCV). The Tiny Homes Project has been part of HTHSCV for some time and has designed and built “homes” for the San Diego Art Community as well as homeless shelters. As one of the students stated, “these dwellings benefit people in various ways – be they homeless or restricted in purchasing affordable housing. It restores their dignity and makes them part of the community.”

The students presented a short film presentation and outlined their ideas related to building a “Tiny Home Storage Building” on campus to “house” equipment and tools that are currently in classrooms. The student proposal was comprehensive in nature discussing benefits to student courses, articulating another example of project-based learning, a 10-point design plan outline, and variety of skills required and related to the project (building and construction, woodworking, construction, tool work, framing). The “home/building” itself is modular in design and presents a “minimalist footprint” on campus. Once approved it will also become part of the Festival del Sol – another example of the extraordinary work students involving students at HTHSCV.

Brief update: the 2nd shark pup did arrive --- welcome to the new world! A one year research project at HTHSCV involving students!