School in Rec Centre Challenges ‘Big T Truth’ about Education

A new learning campus that opened in Peace River North, B.C., last month is challenging a number of 130-year old public education paradigms, and early signs suggest they’re good changes, says School District 60 superintendent Larry Espe.

Its setting is one of the Energetic Learning Campus’ key differences.

Mobile desks and glass-front classrooms are among the unique features of the Energetic Learning Campus.

Based in Peace River North’s recreation centre, the campus operates alongside two NHL-size rinks, a running track and an indoor, Olympic-size, speed skating oval.

This means students are in daily contact with community members, who visit the centre to exercise.

While “rubbing elbows” has come with challenges, the good news is it provides an opportunity to practice being good community members, says Larry.

One Grade 10 student has also pointed out it has the potential to offer people a more positive image of teenagers.

The project-based, personalized learning system also emphasizes a different kind of critiquing approach.

In a typical school, you write your paper and have it graded. It may hang on the wall until the season changes and then you take it home and either dispose of it or store it for future generations.

On this campus, you draft a project, show it to your peers and teacher group, receive feedback, work on it again, show it again, and so forth. The goal is that by the time the project is complete, it’s your best work, says Larry, noting there are guidelines for the feedback that’s provided. It must be kind, specific and helpful. “Good job,” doesn’t cut it, Larry notes.

Inspired by the work of San Diego’s forward-thinking High Tech High, the teachers approach their work in a similar way. Called project tuning, the approach involves constantly reviewing and changing their projects, with the goal of keeping their work fresh and relevant.

These and other differences stem from a series of community conversations three years ago, where a group of 400 people, including teachers, students, parents and others, shared their best learning experiences before creating a list of what they saw as root causes for success in learning.

The current experience affirms what those conversations highlighted, particularly the value of project-based learning and small class sizes, which allow for more connection with teachers.

“The No. 1 factor that everyone described from their best learning experience was relationship, the quality of the relationship, and (the teaching team here) has made that a priority and they know their kids very well,” says Larry.

“It’s becoming community and family.”

So far, the majority of the diverse group of 160 learners who attend the Energetic Learning Campus are doing well — from those who failed another system last year to those who used to attend gifted programs.

Larry notes students are lobbying to be able to attend next year as well, another good sign.

He adds the Energetic Learning Campus is proving to be a catalyst for change in other schools, but he’s careful to avoid claiming they’ve found the next “Big T Truth” about education.

“I think there would be a danger if we said all of the sudden that we did get the Big T Truth. We need to keep questioning all the time,” he says.

Larry is blogging regularly on the Energetic Learning Campus experiences. To read his updates, visit this link.

There are also updates from the Energetic Learning Campus teachers’ team, which can be read here.

Click here to read about the strengths-based community conversations that sparked this innovation.

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