Adventure Island - A Visual Model, Part 2

Throughout Term 1 my class of year 4 students put together a visual model for Adventure Learning. We decided on an adventure island. The children spent a lot of time coming up with different designs. You can read more about the process we worked through here. By the end of the term we had created the final product. All children are able to explain what each icon represents and as we work through the model for the first time are learning what happens at each stage. What I love about the design is that it was created by kids, for kids. The children refer to themselves as explorers as they work their way around the island. 

Here's a brief overview

Adventure Island 

Explore at Sunshine Cove

Plan under the coconut palms

Discover at Mermaid Lagoon

Create at the rocky volcano 

Share at the island tree house

Take Your Learning Further in the hot air balloon

Here are Room 8's initial designs

Adventure Island Maps - Video Maker

Adventure Island - A Visual Model, Part 1

Last week I wrote a blog post about the Adventure Learning model I've created to support children with Adventure Learning. You can view this blog post here - http://goo.gl/1QuqIj

Over the past week my Year 4 class have worked hard to come up with an individual design of what they think our the visual model 'Adventure Island' could look like. The idea is that each of the six stages in the model is represented by a visual icon on the island. See below for an example. This is a work in progress. The six stages of the model are written in bold. 



Adventure Island 


Explore at Sunshine Cove

Plan under the coconut palms

Discover at Mermaid Lagoon

Create at the volcano 

Share at the island tree house

Take it Further in the hot air balloon 



Here are the completed Adventure Island designs so far... 

Adventure Island Maps - Video Maker

This afternoon Room 8 did a walk and gawk around the room to have a look at each other's designs. They were then given the opportunity to share ideas that they really liked, as well as to suggest what our next step might be. I was really impressed by the positive feedback that they gave each other. The children shared that they want to use different ideas, from as many islands as possible so that everyone feels included. 

As well as designing Adventure Island maps, Room 8 have also been designing badges. There is a badge to match each one of the six stages. As their group completes a stage they will earn a badge for their adventure explorer passport (still to be designed). Here are some of the designs. We will continue to keep you updated and would love any feedback. 

Adventure Learning Model

After three years of playing with different ideas and working towards creating a model for Adventure Learning the pieces are finally coming together. 

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.