I believed that being new meant I had to follow someone elseâ€™s advice for the first six weeks of school, or I would be doomed. Now I know that students mostly know how to do school, and we must respect their intelligence as we build community with them.
In his summative reflection about an afterschool enrichment program, principal Matt Renwick shares comments from his students and his fellow teaching partner Renee, who agrees that “many of the students did things in this computer club time that blew me away.”
When students in Matt Renwick’s afterschool enrichment club shift from a collaborative focus to a competitive drive in Minecraft, it’s time to get out the Lego maker toys and ponder some fresh questions about the relationships among digital games, hands-on projects and curriculum objectives.
The kids in principal Matt Renwick’s afterschool computer club love the time they spend creating (and destroying) things in the virtual world of Minecraft. Can these experiences help students develop a “growth mindset” and essential lifelong skills like effort, persistence, and positive attitude? Renwick is beginning to think so.
After several weeks of trying out a variety of web tools and games, principal Matt Renwick and his teaching partner decide the afterschool enrichment club may need a little more focus. They propose that students learn screencasting by developing short presentations with the general theme “How to Do One Thing Really Well.” Matt highlights three students’ experiences.
Setting boundaries & limiting choices can push students to think more deeply and become more creative, says principal Matt Renwick in his 3rd report on an afterschool enrichment club. Provided, of course, the constraints don’t actually stifle creativity.