When the Assistant Superintendent of Curriculum, Dr. Ostroff, first approached me about adding new material to my Activities Promoting Thinking class, I was hesitant. I already have a solid curriculum, I thought, even as I outwardly said, Sure, I’ll look into it. Why not?
And then—I did look into it.
What I quickly discovered was that ExploraVision wouldn’t just complement my curriculum; it would take it places it had been longing to go. My deep dive into the program reinforced something I needed to be reminded of: complacency is the enemy of education.
Still, before fully committing, doubts lingered. What business does an English teacher have entering a STEM competition? Cue inner voice, stage left: You’re not qualified for this. This is out of your realm. You teach kids how to find themes, not innovate technology.
Luckily, three key points helped me brush those brain webs aside. First, my personal interest in technology and innovation. Second, ExploraVision shared some core concepts with a unit I already taught (total change would instead be an adaptation). And third, and most importantly, teaching is never a solitary act.
As part of my introduction to ExploraVision, I spent a planning day with an old friend, Dr. Caitlin King. Her 5th grade LARC program had already implemented ExploraVision the year before, which meant two things: I was in good hands, and my incoming 6th graders had a head start on me. I leaned into my students’ experiences, listening as they shared both their triumphs and challenges from the previous year. My students became my teachers. Then, we innovated together.
As an IB World School that teaches under the MYP framework, we proudly embrace inquiry-based learning. The ExploraVision program is tailor-made to fit within those parameters. The very ideals of ExploraVision allow students to truly think as global citizens and question the world around them. During this process the students were able to realize that they are not just members of their local community, but citizens of a larger global community. I also clearly saw both the value and creativity of the program.
Then I realized something else: this was going to be fun.
And fun it was. For them, and for me.
When December arrived, I revealed to my students that they would once again be participating in ExploraVision. Their excitement was palpable. Smiling, eager, and ready tohit the ground running. Groups were formed, and discussions erupted.
Possibly my favorite part of this process—besides seeing the completed submissions—was watching the groups navigate their various ideas. Reject some. Refine others. Savor one. Consensus reached.
Once groups had their beacons of innovation, they fell into a steady rhythm of research and development. And I was lucky enough to help guide them along the way. ExploraVision uses the word “coach” rather than “teacher,” and for this unit of study, that distinction couldn’t have been more fitting. The work was truly student-centered, with me acting as a coach, pushing them to utilize the allotted 20 years of innovation to its full potential. I found myself urging students to push past our current capabilities and truly see what future tech may behold. Looking back was a great way to help students peer forward.
Looking to the future, through the lens of technology, can often bring a sense of angst and anxiety for many people. The “what-ifs” can tend to take hold. Yet watching these 11-year-old-students envision a world where technology is hopeful and used for immeasurable good was inspiring. Especially since it is they who will forge that future.
Throughout the journey, inquiry was at the forefront of the ExploraVision challenge. Students questioned everything. Three major questions guided their daily work:
The answer to that final question, my students, is simple:
Anywhere you want.