Special Thanks to National Geographic Society for their support of this project through the Grant: Emergency COVID19 Relief Fund for Educators.
Connecting With our Local Spaces to Bring People Together
By Alison Katzko
Following the Geo-Inquiry Journey ...
I think of myself as an explorer and, as an explorer, the best journeys I embark on are the ones I take as an educator. Each year, I have a new group of students who set off with me on a learning journey.
For the 2020-21 school year, I knew we would be in for a bumpy ride. We had been learning online for the spring the following year. Later, the students were permitted back to in-person learning, but with a large percentage of their peers choosing to continue to do on-line learning from home. Many of their family members were working from home or worse yet, were out of work. Many had grandparents and elderly relatives for whom they were concerned.
During that spring of online learning, I reflected on what was important to me in my teaching. Two key things became evident: the learning in my classroom needed to be authentic (connected to people actually living the work we learn about); and it needed to be worthwhile for both my students, and me, to take on. And I discovered a clear plan - a map if you will - of how to accomplish this. Using the National Geographic's Geo-Inquiry Process Course, I had found a way to map our journey. (the Geo-Inquiry process uses the questions of ‘where is it?’, ‘why is it there? and ‘why care?)
As we gathered in the first weeks of class, one thing was clear; this group of students showed resourcefulness and determination, and they knew 'why they cared'. In fact, this group jumped right ahead into the ‘we care, and what we can do about it’ action part of the process! When asked what had them focused on an action plan so quickly, the students answered, “well, there is this thing called a world pandemic going on, we know how hard it is for people" and "we have been at home and know how isolating it can be. We want to do something!"
Setting out in our journey ...
The other thing I noticed about this group was how much they loved to talk. I mean really loved to talk! During those brief times throughout the school year that we went back to on-line, the entire group would unmute their speakers, and tell me everything they were thinking, all at once! Understandably, connecting with others had become very precious to them.
As the year unfolded, the class and I considered what would be important for our action. The National Geographic Geo-Inquiry starts with a meaningful question that leads to action, a question that helps the students better understand and address an issue founded in a local geographic issue.
The students decided they really wanted to build connections to the local land through discussions with indigenous elders, community members, authors, and science experts. They wanted to help others find that connection that nature binds and connects us through. And they were curious enough to find ways to make this happen.
The community action that we wanted to create was summarized in a class discussion by one student: "we want to change the mindset of people. The people who enjoy nature are already out going for walks and exploring. We want to encourage people who normally don't go out (perhaps because they are busy playing video games, working online, or don't know what to do when they get outside). We want those people to get out and see the benefits of spending time in nature and to change their mindset. The best way we can think of doing this is to tell them a story. A story about the importance of things to learn and discover outside. Getting them out to hear a story will make them want to be more connected as a community and to nature".
As change makers, they asked:
● What are ways to bring a community together safely during COVID times?
● How can we get people outside? The class said they love video games, but felt as though they are on technology and inside too much. How can we make outside interesting to people who may not already be going outside?
● How can the grade 5's be leaders?
● I also added in for them: How can we talk and be heard?
The students soon began having conversations with others. As they noted, "everything has a story. Even a blade of grass has a story to tell" and "Every person has a story. We are all part of a story. We are characters in that story and we want to hear what people's stories are.”
Giving space to find our journey ...
Through their experience with COVID_19, the students realized more than ever before just how much the world is interconnected. We started looking at ways we could create, illustrate, and celebrate positive connections. In order to make informed decisions about how to make this happen, we looked at how complex and dynamic human and natural systems interact. And since collecting data and information is an essential component of the Geo-Inquiry Process, we looked at many different types of data using different methods of collection, including images, sounds, video clips, and maps.
We began exploring who our audience would be. One of the most powerful ways we did this was to look at maps. With the help of a virtual visit from Angela Alexander (ESRI Canada's K-12 Education Resource Developer), and from data maps of our city, we started collecting information. We looked at demographics of who was in our community that be most likely to listen to the stories. We also mapped where natural spaces were located and where the stories could be shared.
We also knew that an important part of our learning would be from from the land itself. We spent regular time outside in natural spaces, where the students developed a deeper sense of place. They shared their emotional connection to aspects of the wilderness in the world surrounding them. In the process, we discovered there is something transformational about learning outside together. Standing in a circle welcoming one another and acknowledging the land, we saw that nature-rich spaces and authentic learning can happen right in our local community, and even in our very own schoolyard.
Guidance along the way ...
An important part of the Geo-Inquiry Process is sharing the story of our journey with others. We wanted a way to record and share stories and conversations so they lived beyond the walls of our classroom. Podcasting seemed like a natural place for this work to happen. The students loved the idea of creating a podcast that could share conversations and stories. They wanted to collect these podcasts to share with our community. We were discovering just how captivating and powerful stories could be. They hold truths, treasures, and life lessons. The students were hooked.
Striving to create and develop a sense of community, we invited Walter MacDonald Whitebear, a Cree Elder, to talk with us about his musical knowledge. He shared that " really, all that we are are stories" as he talked about storytelling through music. The students knew the best way to capture an audience in a story was through their hearts, and Walter suggested that music could help express that. We worked with Walter to develop an engaging musical introduction to our podcasts.
As an educator, I found it fascinating to notice who the students gravitated towards for the interviews. They were very interested in people connected to the outdoors, but their questions often showed a curiosity around the resilience that these individuals displayed. For example, they wanted to know how Walter MacDonald Whitebear was able to learn to play an instrument so well. They asked Colin Harris (founder of the ‘Take Me Outside’ organization and author of Take Me Outside: Running Across the Canadian Landscape that Shapes Us) how he was able to run all the way across Canada and continue through his challenges and adventures. They asked Jane Jenkins (History Professor who researched pandemics) how people in the past persevered.
They also wanted to know how people found the resilience to make a positive change during the pandemic. They wanted to know how the ‘Grow Alberta Initiative’ and the ‘Humphrey Nature Trails Project’ started. These were both projects started by kids during the pandemic who wanted to make a positive change in the world. The students' curiosity and enthusiasm for resilience was particularly evident with their enthusiasm for Jamie Bastedo and his book Protectors of The Planet: Environmental Trailblazers from 7 to 97. One student who had read the book kept sharing the information they had read with the rest of the class. Soon, most of the class had bought the book, and they even brought in a copy for me! I think the students felt they had found a like-minded person, someone interested in hearing stories of positive impact and change.
Through this whole journey, we began to realize even more that stories create magic and a sense of wonder about the world. People have an innate love of stories. Stories teach us about life, about ourselves, and about others. The students discovered that every person holds a story worth sharing, and podcasting was a meaningful way to share them.
An ending viewpoint ...
The students felt that once they had a story it begged to be shared. When interviewing Joan Marie Galet, author of many books connecting traditional indigenous stories and science facts, one student was persistent in asking her what her spirit animal was - Joan mentioned liking the moose. After the interview, the students were fascinated with the idea of animals showing strength and resilience, just like the individuals they were interviewing. The students loved the idea of creating art with the subject a local animal that would reflect the stories they had collected. Copies of the finished art piece were hung around our community with a QRCode link to our podcast for people to listen to outside. It was so exciting to see and hear feedback from delighted community members who got out and experienced our outdoor community spaces through this project.
Reflections...
As I reflect on this year's project, I feel that this journey has been a story of hope. I am filled with hope as I witness organizations like National Geographic (through the COVID fund for Educators and their free courses for educators) and ESRI Canada (through their program and educational support) championing our youth, and when I see so many individuals willing to share their time to have heart to heart, honest conversations with my students.
Mostly, I am filled with hope as I watch these young elementary students courageously reaching out to others, wanting to intentionally create a positive world, and working hard to accomplish that goal.
By Alison Katzko
Following the Geo-Inquiry Journey ...
I think of myself as an explorer and, as an explorer, the best journeys I embark on are the ones I take as an educator. Each year, I have a new group of students who set off with me on a learning journey.
For the 2020-21 school year, I knew we would be in for a bumpy ride. We had been learning online for the spring the following year. Later, the students were permitted back to in-person learning, but with a large percentage of their peers choosing to continue to do on-line learning from home. Many of their family members were working from home or worse yet, were out of work. Many had grandparents and elderly relatives for whom they were concerned.
During that spring of online learning, I reflected on what was important to me in my teaching. Two key things became evident: the learning in my classroom needed to be authentic (connected to people actually living the work we learn about); and it needed to be worthwhile for both my students, and me, to take on. And I discovered a clear plan - a map if you will - of how to accomplish this. Using the National Geographic's Geo-Inquiry Process Course, I had found a way to map our journey. (the Geo-Inquiry process uses the questions of ‘where is it?’, ‘why is it there? and ‘why care?)
As we gathered in the first weeks of class, one thing was clear; this group of students showed resourcefulness and determination, and they knew 'why they cared'. In fact, this group jumped right ahead into the ‘we care, and what we can do about it’ action part of the process! When asked what had them focused on an action plan so quickly, the students answered, “well, there is this thing called a world pandemic going on, we know how hard it is for people" and "we have been at home and know how isolating it can be. We want to do something!"
Setting out in our journey ...
The other thing I noticed about this group was how much they loved to talk. I mean really loved to talk! During those brief times throughout the school year that we went back to on-line, the entire group would unmute their speakers, and tell me everything they were thinking, all at once! Understandably, connecting with others had become very precious to them.
As the year unfolded, the class and I considered what would be important for our action. The National Geographic Geo-Inquiry starts with a meaningful question that leads to action, a question that helps the students better understand and address an issue founded in a local geographic issue.
The students decided they really wanted to build connections to the local land through discussions with indigenous elders, community members, authors, and science experts. They wanted to help others find that connection that nature binds and connects us through. And they were curious enough to find ways to make this happen.
The community action that we wanted to create was summarized in a class discussion by one student: "we want to change the mindset of people. The people who enjoy nature are already out going for walks and exploring. We want to encourage people who normally don't go out (perhaps because they are busy playing video games, working online, or don't know what to do when they get outside). We want those people to get out and see the benefits of spending time in nature and to change their mindset. The best way we can think of doing this is to tell them a story. A story about the importance of things to learn and discover outside. Getting them out to hear a story will make them want to be more connected as a community and to nature".
As change makers, they asked:
● What are ways to bring a community together safely during COVID times?
● How can we get people outside? The class said they love video games, but felt as though they are on technology and inside too much. How can we make outside interesting to people who may not already be going outside?
● How can the grade 5's be leaders?
● I also added in for them: How can we talk and be heard?
The students soon began having conversations with others. As they noted, "everything has a story. Even a blade of grass has a story to tell" and "Every person has a story. We are all part of a story. We are characters in that story and we want to hear what people's stories are.”
Giving space to find our journey ...
Through their experience with COVID_19, the students realized more than ever before just how much the world is interconnected. We started looking at ways we could create, illustrate, and celebrate positive connections. In order to make informed decisions about how to make this happen, we looked at how complex and dynamic human and natural systems interact. And since collecting data and information is an essential component of the Geo-Inquiry Process, we looked at many different types of data using different methods of collection, including images, sounds, video clips, and maps.
We began exploring who our audience would be. One of the most powerful ways we did this was to look at maps. With the help of a virtual visit from Angela Alexander (ESRI Canada's K-12 Education Resource Developer), and from data maps of our city, we started collecting information. We looked at demographics of who was in our community that be most likely to listen to the stories. We also mapped where natural spaces were located and where the stories could be shared.
We also knew that an important part of our learning would be from from the land itself. We spent regular time outside in natural spaces, where the students developed a deeper sense of place. They shared their emotional connection to aspects of the wilderness in the world surrounding them. In the process, we discovered there is something transformational about learning outside together. Standing in a circle welcoming one another and acknowledging the land, we saw that nature-rich spaces and authentic learning can happen right in our local community, and even in our very own schoolyard.
Guidance along the way ...
An important part of the Geo-Inquiry Process is sharing the story of our journey with others. We wanted a way to record and share stories and conversations so they lived beyond the walls of our classroom. Podcasting seemed like a natural place for this work to happen. The students loved the idea of creating a podcast that could share conversations and stories. They wanted to collect these podcasts to share with our community. We were discovering just how captivating and powerful stories could be. They hold truths, treasures, and life lessons. The students were hooked.
Striving to create and develop a sense of community, we invited Walter MacDonald Whitebear, a Cree Elder, to talk with us about his musical knowledge. He shared that " really, all that we are are stories" as he talked about storytelling through music. The students knew the best way to capture an audience in a story was through their hearts, and Walter suggested that music could help express that. We worked with Walter to develop an engaging musical introduction to our podcasts.
As an educator, I found it fascinating to notice who the students gravitated towards for the interviews. They were very interested in people connected to the outdoors, but their questions often showed a curiosity around the resilience that these individuals displayed. For example, they wanted to know how Walter MacDonald Whitebear was able to learn to play an instrument so well. They asked Colin Harris (founder of the ‘Take Me Outside’ organization and author of Take Me Outside: Running Across the Canadian Landscape that Shapes Us) how he was able to run all the way across Canada and continue through his challenges and adventures. They asked Jane Jenkins (History Professor who researched pandemics) how people in the past persevered.
They also wanted to know how people found the resilience to make a positive change during the pandemic. They wanted to know how the ‘Grow Alberta Initiative’ and the ‘Humphrey Nature Trails Project’ started. These were both projects started by kids during the pandemic who wanted to make a positive change in the world. The students' curiosity and enthusiasm for resilience was particularly evident with their enthusiasm for Jamie Bastedo and his book Protectors of The Planet: Environmental Trailblazers from 7 to 97. One student who had read the book kept sharing the information they had read with the rest of the class. Soon, most of the class had bought the book, and they even brought in a copy for me! I think the students felt they had found a like-minded person, someone interested in hearing stories of positive impact and change.
Through this whole journey, we began to realize even more that stories create magic and a sense of wonder about the world. People have an innate love of stories. Stories teach us about life, about ourselves, and about others. The students discovered that every person holds a story worth sharing, and podcasting was a meaningful way to share them.
An ending viewpoint ...
The students felt that once they had a story it begged to be shared. When interviewing Joan Marie Galet, author of many books connecting traditional indigenous stories and science facts, one student was persistent in asking her what her spirit animal was - Joan mentioned liking the moose. After the interview, the students were fascinated with the idea of animals showing strength and resilience, just like the individuals they were interviewing. The students loved the idea of creating art with the subject a local animal that would reflect the stories they had collected. Copies of the finished art piece were hung around our community with a QRCode link to our podcast for people to listen to outside. It was so exciting to see and hear feedback from delighted community members who got out and experienced our outdoor community spaces through this project.
Reflections...
As I reflect on this year's project, I feel that this journey has been a story of hope. I am filled with hope as I witness organizations like National Geographic (through the COVID fund for Educators and their free courses for educators) and ESRI Canada (through their program and educational support) championing our youth, and when I see so many individuals willing to share their time to have heart to heart, honest conversations with my students.
Mostly, I am filled with hope as I watch these young elementary students courageously reaching out to others, wanting to intentionally create a positive world, and working hard to accomplish that goal.
Some of our process of Podcasting:
Becoming podcasters and sharing their work became an easy extension of what happens naturally in our classroom. The purpose of language is communication and the students become better communicators through practice, repetition, and feedback.
The love of being an author and storyteller is a delicate journey that needs to be nurtured and guided. A little praise, a little space for taking risks, a little nudge towards improving the next draft. They enjoyed the process and felt truly impactful!
Pre-production:
We listened to podcasts and determined the elements of a good podcast using kid-friendly podcasts as “mentor texts”. We also thought about who we would talk to and what our audience would want to hear. We also learned to do a lot of pre-research to make sure we had engaging questions. The students wrote pre-questions to organize their thinking. Some students felt more comfortable writing a full script, but often the best ones we discovered, had guiding questions with follow up and questions inspired from the conversation (Podcasting supported lots of those natural dialogues).
Practice:
Practicing became vital to being comfortable running the recording and talking at the same time. The students did many practice interviews with teachers and peers before they felt they could record for their website.
Recording:
Finding recording space in busy, noisy schools was challenging. Often students would call out, "quiet on set" and record in the classroom. They were incredibly respectful and supportive of each other as other students worked quietly when one group was recording.
Production:
We used a Yeti Microphone to record (thanks to the grant: Emergency COVID19 Relief Fund for Educators).
Postproduction and publication:
After recording, it’s time to edit the audio. We used Garageband for putting things together. At first it was tricky for the young students to do without one-to-one support and guidance, however, soon they were showing me things they had discovered. We did try to make it fancy (with music and editing). We also found there is nothing wrong with a simple voice recorder on your smart device and hitting pause and record as needed.
Some examples of Podcasts:
https://www.sciencepodcastforkids.com/
https://medium.com/@mark_leonard/the-seven-most-common-podcast-formats-87bbc3ecf40d
https://www.npr.org/2018/11/15/662070097/starting-your-podcast-a-guide-for-students
https://www.storynory.com/
To take National Geographic's free course called Connecting the Geo-Inquiry Process to Your Teaching Practice:
https://www.nationalgeographic.org/education/professional-development/courses/