For part I:
https://thelivinglearningexperience.com/2019/04/19/europaskolan-part-i-mathematics/
After mathematics class I made my way back to Robert’s classroom. I immediately noticed pristine-looking art supplies and mirrored walls.
Robert warned me that he needed to have a talk with his students about competitiveness and social exclusion. Once students filed in and took their seats Robert let the students know what they would be accomplishing in class before launching into the discussion. Robert took a good amount of time to deconstruct a conflict that occurred outside of class that was negatively affecting the social health within the class. He involved all students, asking his class what happened and allowing students who wanted to speak speak. He started by putting the conflict into context and continued to do that as he solicited students’ perspectives and opinions. Robert communicated clearly. At one point he said, “As soon as you have to make excuses something’s wrong. You shouldn’t have to make excuses.”
I was impressed by the depth of the discussion. It seemed to be a sensitive topic and certain students became emotional. Robert acted patiently and did not back off until the class had come to a place of catharsis.
Afterwards students launched into a project. Robert: “We have six types of energy that we discovered yesterday. So we need six groups to work on these different subjects. It’s not about who we work with. It’s about what we work with.”
Robert showed me Dan Rothstein’s book, “Make Just One Change: Teach Students to Ask Their Own Questions.” This book inspired the activity that followed.
Students would work in groups to come up with an experiment to show how each type of energy works. (Sound, Chemical, Radiant, Electric, Atomic and Mechanical.)
The scope of the project was to:
- Ask any and all questions about the assigned type of energy
- Delegate
- Research and prepare for experiment
The aim of that class period was to ask tons of questions. Robert told students, “Write down as many questions as you can. No judgement. Any question. In exactly the way it’s been asked. Then, Look at the questions and write an “O” next to an open question, and “C” next to a closed question. Look at the closed questions and see if you can make them open. Look at the open questions and prioritize them. Once you’ve prioritized, make groups of questions that belong together in some way.” Robert then gave the class some examples of grouping.
Robert: “It’s not a race. I want this done well and not quick.”
A student asked, “Is this part Swedish or English?”
Robert replied, “You choose!”
Before the school day ended, the class needed to practice for a Christmas recital that would be taking place in a nearby church. I was graced with Pocahontas’ “The Colors of the Wind” sung in Swedish and an English version of Michael Jackson’s “Black or White”.
Once students were dismissed a child came up to me, gave me hug, and said “That was fun!”
The living learning experience 