Adventure Learning has always been about the process, not a final product. It's about providing children with the opportunity for authentic learning to take place, through a context that they're passionate about. It's about learning to work collaboratively with their peers. Learning how to effectively plan, but also learning that things won't work out perfectly the first time and that it's okay to fail. Knowing that when they're in that learning pit that, that's where their most meaningful learning will often take place. It's about learning how to reflect, explore, discover, identify next steps, create content, to share and celebrate new learning. Both the ability to think creatively and critically are also essential skills that are developed through Adventure Learning.
There are for and against points in creating a model/process for children to work through. Something I've kept at the forefront at all times while contemplating concepts has been that it must allow for self-discovery, creativity and individual learning styles. I didn't want something restricting or a set of boxes for children to tick off. I see this model as more of a tool that will provide support for the children participating in Adventure Learning.
I've done a lot of research around personalised learning, inquiry learning, motivation and student engagement over the past few years. I've been inspired by the work of Sir Ken Robinson, Dan Pink, the Reggio Emilia philosophy, as well as the Montessori philosophy, Kath Murdoch and numerous school visits across NZ and in Melbourne as well.
I'm positive that this concept will continue to grow and evolve, as I continue to adapt it to more effectively meet the needs of my learners. Here is the draft so far...
Adventure Island
Explore
This is where children are given the opportunity to explore their own passions and where initial interest is sparked. See http://goo.gl/dYcnQM for more information.
Plan
During the planning stage the children complete a planning proposal. Once completed they book a conference time to discuss and further expand on their initial ideas with me. See http://goo.gl/duqls4
Discover
The discovery stage is when children gather their information, self-discover, experiment, work through the process of trial and error, build, make, research, practise, make connections with other learners, organise visits or visitors to come in, contact experts. This particular step looks very different for each group and is personalised by the learners.
Create
As I mentioned before, the focus of Adventure Learning has never been on the push for an end product. However; it isn't what we know, but what we do with what we know that counts. It's an opportunity for children to create new content to share their learning. This can be done in any shape or form e.g. a Google Presentation, Animoto, Haiku Deck, an eBook, dance or drama, a presentation board, a photo, an art board, a photo story etc.
Share
Generally the children's learning is shared and celebrated in two ways - via our class blog and Twitter in an attempt to share with a wider audience, as well as a community celebration afternoon where other classes and family are invited along to an open afternoon. There continues to be a lot of student voice even at this point as the children plan and organise the event. It also provides an opportunity for the children to receive authentic feedback via discussions and the feedback forms that are made available at the open afternoon.See an example here http://goo.gl/Mhb3EL
Take it further
Most inquiry models stop at the sharing or celebration stage. In Adventure Learning the children continue to take their learning further, by using the feedback forms to support them if needed. Sometimes children may already have an idea of how they can further their learning, sometimes this may require further peer or teacher support. This step is all about asking so what? Now what? I've trialed this during my whole class inquiry time, but this term will be the first time it's a part of Adventure Learning. I'm excited to see how it goes.
A visual model
The children in my class are currently designing a visual model to represent these six steps. The visual will be of an island, with each stage represented by a different icon. Room 8 have also voiced that they would like adventure explorer books or passports where they can earn badges as they complete each stage. This is a work in progress, but I will blog about it and post photos as we get closer to a finished product.
Thanks for sharing your adventure learning journey, Simone. I find it inspirational and it fits in with lots of my thinking. I look forward to the visual model your students are developing!
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