World Cultures Day

At KIST we celebrate International Mother Language Day with an annual ‘World Cultures Day’ event which includes a traditional costume parade and PTA bake sale featuring delicious treats from around the world.This year, I challenged the Elementary Student Representative Council to host a ‘Mother language recordings’ booth. We wanted to provide an opportunity for students and parents to record brief video messages about peace in their mother languages.

Photo by Bart Miller via Instagram

The students made a poster and I created a form for participants to write their messages along with English translations. We collaborated with the Media Club to record the videos. In an hour, we recorded around twenty videos by community members in languages including Japanese, Russian, Turkish, English, Bengali, and three different languages from India: Tamil, Odiya, and Hindi.

We are currently in the process of deciding how to publish and share the videos, although I did make a point of obtaining permission from the adult participants to share their recordings on the school website.

The greatest takeaway for me was the encouragement we received to widen the scope of this project next year with more promotion and a larger window of time to record messages.

A few days later, the tweet above from IB World Magazine caused me to reflect on how International Mother Language Day is an essential opportunity for internationally minded people and organizations to celebrate and preserve language diversity. Hopefully, we will expand the ‘Mother language recordings’ project next year.

Edcamp Tokyo 2017

The experiences of organizing and participating in Edcamp Tokyo in 2014 and 2015 have been so inspirational, I wish to share them with all of my colleagues and teacher friends. The best way to do that is to organize an event.

Last Fall, I approached my administrators about empowering teachers within the elementary school to self organize one of our own professional development days. Strictly speaking, the event was not Edcamp, because it was a limited to our own staff. However, we followed the Edcamp model and the results were fantastic.

‘Creative Connections’ group at Edcamp @ KIST via Instagram

The only logical step was to offer to host the next Edcamp Tokyo here at my school. The process began as usual with assembling an organizing team, surveying the local community for optimal dates.

One change we made was to move the organizing team away from seemingly endless email threads to Slack. Slack is a slightly ironic update to the ‘chat room’ circa 1994. However, for facilitating communication and collaboration in a team, it is far superior to email and has the potential in my opinion to supplant social network ‘communities’ as a space to organize around events, ideas, and movements.

Community involvement

Industriousness is one of the hallmarks of Edcamp, so I utilized Twitter’s polling function to gather votes for this year’s theme. The initial ideas were gathered from the organizing team and then put to a vote.

The winner was ‘Make learning personal’. As an organizer, it is also heartwarming and exciting when the #EdcampTokyo hashtag begins to warm up on social media.

Astounded that I hadn’t made it sooner, I created an @EdcampTokyo Twitter handle, which can also be integrated with Slack to stimulate interaction and ‘buzz’. This will be useful in the future, as the login details can be easily shared with other organizers and hosts.

Given the current global political and social climate, it was also heartening to read an announcement of a new anti-harassment policy from the Edcamp Foundation.

The day arrives

Hosting and Edcamp has plenty of joys and the greatest among them is meeting curious and passionate people. Our event attracted approximately fifty participants from thirty different schools and other organizations.

Browsing and voting for sessions at #edcamptokyo! #edu

A post shared by Bart Miller (@bartlmiller) on Apr 7, 2017 at 5:42pm PDT

Student panel

One fantastic idea this year was to include a session with a panel of KIST students to provide perspective on issues from bullying to technology in and out of the classroom.

What most surprised me about the students’ perspective was how unenthusiastic they were about technology, as though only Generation X and older people are excited by carrying a supercomputer in our pockets.

Critical thinking

I was happy, in between relaying messages and ushering late arriving guests, to stumble into a Critical Thinking session which I would characterize has having a theme of ‘making the complex simple, but not simplistic’.

The most stimulating feature of Edcamp is diversity of perspectives. When many points of view focus on a conceptual topic like critical thinking, the conversation is certain to be enlightening.

Viral On Twitter

It’s a fact that Edcamp itself was born on Twitter, as was Edcamp Tokyo. Consequently or coincidentally, it’s also our favorite social network and the #EdcampTokyo hashtag hosted a fair amount of chatter around this event.

This kind of backchannel interaction is fun and provides another channel by which people, including those not necessarily in attendance, can participate.

Looking ahead

Hosting or organizing professional development is usually a different experience than participating in it. Fortunately, this year I had such a helpful organizing team and KIST hospitality team that I was able to engage in discussions without being overly busy with logistics and problem solving.

In the future, I would like to see Edcamp Tokyo grow into a community which includes more local Japanese educators as well as more enthusiasm from the international schools.

In terms of the organization, I would like to see our function transform into an advisory role empowering teachers to organize and host their own Edcamp Tokyo events with the support of our expertise and promotional tools.

Service in action: ESRC

Action

Action is the one component of the IB Primary Years Program that is expressly difficult to implement and document. When I started at KIST, there was an opening as the Elementary Student Representative Council facilitator. Although I was reluctant to take on extra roles in my first year at a new school, my background in service learning motivated me to volunteer.

Since then, I have slowly transformed the culture of the ESRC into an authentic service learning experience.

Service design

One of the initial changes was to change members every quarter. This was done in order to provide opportunities for four times as many students per year to participate. I view each quarter as an iteration of the design thinking process, or more specifically, service design.

Service design process

1 Communicate with peers
2 Seek & identify service goal
3 Make action plan
4 Assign duties
5 Implement plan
6 Reflect on outcomes

The process begins by raising questions and surveying the elementary student population about their views on how the school might be improved. ESRC members speak with their own classes, and older representatives visit younger classes. Their suggestions and concerns are discussed in a subsequent meeting to identify a service goal.

In addition to speaking with their classes, each iteration of the ESRC conducts at least one meeting with the Elementary School Principal. The format and purpose of these meetings will continue to evolve, but their efficacy in promoting confidence and sense of purpose is invaluable.

Details of all meeting notes are kept in an Excel workbook with a new sheet added every quarter.

Responsible Communicators

In the article Community Service Ideas for Youth: Why Giving Back Matters by Marilyn Price-Mitchell, PhD, the focus for elementary students is on learning to be responsible. However, the ESRC at KIST is voluntary and the expectation of responsibility is made clear to prospective members before they join. Our focus is on growing as Communicators.

Members use a private email group to communicate with each other and a public (within the school) group to stay in touch online. I found that the emphasis on communication whether through meetings, speaking to large groups, and creating posters and other visual media, shifts the students’ attention from ‘learning to be responsible’ to needing to be responsible to take and illicit Action.

Our successes have included helping a Grade 2 student to persuade the school administration to install a Friendship Bench and sponsoring a Pink Shirt Day.

Future plans

Perhaps as our routines become established, I would consider developing a portfolio and badging system like the one described in Adam Hill’s post, Action and Service Volunteers.