For grade 10 buddies this week we showed them how to PLAY!
We used our time for collaborative activity and they loved.
Must say… we showed them a thing or two about who’s boss when it comes to games!
Have you heard about heard about the “FISH Philosophy“? What is it all about?
What is it all about?
Well, when it all began… A fish house in Seattle started this by trying to create a better experience for their customers. The FISH Philosophy has 4 key concepts:
It’s pretty simple and such a good way to work and live!
FISH! is the key to successful human relationships.
It’s a set of simple, interconnected principles that everyone can tailor to their own life and work – old wisdom for a new day. When you choose to incorporate these principles (PLAY, MAKE THEIR DAY, CHOOSE YOUR ATTITUDE, and BE THERE), you’ll see a positive change in the relationships you create at work and at home.
Where did it come from? That’s a great story.
Imagine a workplace that smells, is physically gruelling, and requires you to be nice to people all the time. That was the Pikes Place Fish Market in Seattle. The fishmongers spent 12-hour shifts stocking, selling and packing fresh fish. The owner, Johnny Yokoyama, invited his employees to create a new vision for the market. They accepted the invitation and the end result was an incredibly happy and committed workforce as well as a humungous growth in sales.
Filmmaker John Christensen, who is also ChartHouse’s “Playground Director,” discovered the fish market while travelling. He knew that the fishmongers had uncovered something special and he decided to film it. John and his ChartHouse team, after looking at Pikes Place and many other healthy work environments, developed The FISH! Philosophy, produced the films FISH! and FISH! Sticks, and authored a series of related books. These have become international bestsellers as businesses and individuals have discovered the incredible power within its invitation.
No one can make you be FISHy. We’re each responsible for the choices that we make, and the best we can do is to model behaviour that invites others to share in the experience.
And the great thing is that it works – sometimes right away and sometimes it takes a while – but if you’re committed to it, it can unlock the potential in all of us.
In 5H we are ‘playing’ with the philosophy which lets them help transform the class culture. The activities help learners develop ways to improve the school experience with others – helping to build confidence and learning about the impact they can have on their own environment.
Our class is looking a little FISHY!
We shared information about ourselves – but this is only THE TIP OF THE ICEBERG!
There is a whole lot more below the surface!
Putting the pieces together – we are recording our thinking on jigsaw puzzle pieces!
We recycled the large coloured paper from the exhibition and are using these lifesize cutouts of some of the kids to record our discussions, thinking and findings out. You might be able to recognise Athul, Kenzo, Phebe, Maya, Sean, Catherine and Taiyo! This idea is inspired by artist Keith Haring.
We also used Keith Haring’s famous colourful art to REFLECT! Here is an example by Harumi. From left to right it shows Harumi’s thoughts about Sport’s Day, fun reflecting, FISH Philosophy – Make Their day, Author Study and OUR WHOLE YEAR!
What makes us POP! Selfies digitally produced using Andy Warhol’s Pop Art style
Selfies to show WHO WE ARE – some of us are apparently very strange!
More selfies – this time innovating on Picasso’s famous Abstract style
Please come in and visit us, have your child show you the work and check out all the wonderful effort we put into each day. You might even catch the potential of the FISH Philosophy!
Can you tell WHO WE ARE by our eyes alone?
We don’t have too much ‘down time’ in 5H… just enough I’d say, although the kids might challenge me on that!
Each fortnight we have a designated time for collaborative activity. During this time, the students can choose what they work/play on, as long as they are doing it with others.
Often students choose…
Here are a few photos of today’s session (it differs most sessions).
In Maths this week
Being flexible with our maths thinking – Thinking about our thinking – Asking yourself …
Next steps (developed by students)
Ways you might show your learning
Can you solve the Pirate Riddle? Do any of the strategies above help you?
‘It’s a good day to be a pirate. Amaro and his four mateys – Bart, Charlotte, Daniel, and Eliza have struck gold – a chest with 100 coins. But now, they must divvy up the booty according to the pirate code — and the pirate code is notoriously complicated. Can you help come up with the distribution that Amaro should propose to make sure he lives to tell the tale? Alex Gendler shows how’.
Maybe you’re interested in trying the riddle yourself. Have your child explain how they went about it in terms of processes used and strategies for working it out. There was a great conversation that followed between Oliver, Athul and Lazare. Then Otto came up with an alternative (by twisting the rules) which Sean, Billy, Taiyo, Haruki and Goki tried to solve.
More often than not, it’s not about the answer but about how we get there. Get those brain of yours working!
YOU’RE NOT STUCK IN TRAFFIC – YOU ARE THE TRAFFIC
On Monday morning this week, we had guest speaker d’Arcy Lunn present about Teaspoons of Change and taking action (connected to their issues for the PYP Exhibition).
Some students were fortunate enough to speak with him in small groups to connect to their inquiries and to gain insight and ideas about purposeful and achievable action.
Some of the questions he presented included:
What is a global citizen? – Someone that makes a difference, someone who is responsible for their actions
Are you a global citizen? – Who I am – what I feel see think and do! The way I think. The actions I take
Can everyone be a global citizen? What can I do as a global citizen?
What are the things we can do to be a good global citizen?
What else can we do? The many little things we do allow are teaspoons or change that are easy to do more often such as turning off lights, not just recycling but reducing and reusing, creating a sharing economy e.g. toy libraries, book swaps, carrying your own chopsticks and plastic bags. Simple and easy but effective!
How we are connected to other things? If we are doing good things for the environment we impact in people
How do we create big change?
Are you (and your action) help heavy and harm light?
WHOLE GRADE CENTRAL IDEA
Earlier in the unit, we developed central ideas related to our inquiry choices in small groups.
This week Ms Catasti came to help us to co-create a central idea for the whole grade.
The process we used:
Step 1 – Individual classes developed ideas for a central idea
Step 2 – As we read them aloud we listening for key words –
Step 3 – Do these words stand out on their own and make sense? How and why is each word important to our message? Some of the keywords might not fit anymore!
Step 4 – Can we remove any of the keywords? This was interesting as some kids were passionate about certain words. They started to consider the understanding of the audience.
Step 5 – If we all our ideas together, what would the CI look like.
Step 6 – Students make suggestions for CI based on keywords.
A central idea is a message that’s really important to human beings – everyone should be able to access it regardless of culture, gender, age etc
It’s not about getting as many words in as possible…
It is about how these words are important and why we need to tell them to people!
AND THE FINAL OUTCOME… well, you might just have to wait for the night!
Thank you all so much for your attendance and attention today. You can see that the students put in quite a bit of time to get organised for their conference. Given that the students were leading it completely provided me with the opportunity to listen in (well, in the languages I could understand), and observe how well they could impart information about their learning. I thought how lucky they are to have the opportunity to do this. How much more they own their own learning and understand themselves as learners.
Again, thank you for your time.
Here are some photos I snapped…