Many Paths to Growth

BY STEPHANIE STEPHENS, EXECUTIVE DIRECTOR OF LEARNING INNOVATION AND TECHNOLOGY

At HTS, our vision for learning recognizes that what constitutes success is different for every individual. In support of this vision, we have implemented a wide variety of programming and opportunities that embrace individual interests, strengths and ways of learning.

These active, meaningful initiatives are designed around our goal of personalizing experiences. Even within a specific area of focus – such as the realm of design and technology covered here – students find themselves exposed to a breadth of opportunities, challenges and possibilities. Bringing their own unique strengths to collaborative, hands-on and real-life situations, they learn to use tools, hone skills and prepare for life beyond HTS. Here are some of the programs through which we are preparing our students to make a difference in the world. Within this range of innovative opportunities, there truly is something exciting, inspiring and eye-opening for every HTS student.

You can hear it in the voices of our students themselves. They are not just learning about design and technology. At all ages and stages, they are expanding their horizons, deepening their learning and becoming confident, agile thinkers.

EXPLORING DESIGN TECHNOLOGIES A different mindset

The Exploring Design Technologies (TDJ1O) course focuses on learning to use design technologies to create prototypes and resources in order to solve real-life problems. Beginning in Grade 7, this course is offered in modules over a threeyear period. The program’s final project coincides with work students do in major Grade 9 projects such as Build-A-Gadget, the Trade Show project or our Haute Design fashion show.

With unique scheduling and materials provided through an online framework, the course’s design is far from traditional. A variety of experts facilitate the course and coach the students to explore pathways that work best for them. “It allows you to explore a different side of you, strengths you never knew you had. I was surprised that something so high-tech would be so enjoyable to learn and so useful,” says Angela Sun, a Grade 8 student who started the course last year.

THE DESIGN OF THE COURSE ALLOWS YOU TO HAVE A DIFFERENT MINDSET ABOUT HOW YOU LEARN AND USE THE TECHNOLOGY. YOU HAVE THE CHOICE TO COLLABORATE AND YOU GET LOTS OF SUPPORT FROM TEACHERS.

– DANIELLE TANG, GRADE 8

THE MODULES OFFERED INCLUDE: • CAD Design & 3D Printing • Basic Programming and Coding Constructs • Programming & Design with Microcontrollers • Vector Graphics • Photo Editing & Digital Music • Video Editing & Multimedia Creation • Basic Engineering Circuitry & Soldering • Robotics • Capturing Media – Still Photography • Laser Cutting • Music Media • Book Design & Creation • Sewing Machine Basics

HACKATHONS Authentic and deep learning

Hackathon is a tool to drive sustained innovation and crowdsource solutions to address the world's most pressing problems or social issues. A hackathon is typically in a time-bounded environment where participants collaborate to build proofs of concepts and create minimum viable products for a specific pre-defined problem.

There was a time when this might sound like something better left to adults. But this is no longer the case! “Hackathons have given me a really great experience about the ideation and prototyping process that goes into realworld applications,” says Grade 11 student Justin Assing. Our students are excited about expanding their experiences through the hackathon’s interdisciplinary framework – they have consistently shown themselves to be open to learning from experts and each other to accomplish meaningful outcomes, and they’re eager to showcase their capacity to be the change this world needs.

Participation in hackathons has allowed our students to connect with experts in mental health, environmentalism and blockchain, as well as professional presenters. Next year, HTS students will be partnering with local schools and reaching out to experts in our extended community (including parents and alumni) as well as further afield. Experts such as the Education Research team at Apple and the Blockchain Learning Group are keen to partner with us and help our students make a difference.

THE OPPORTUNITY OF PUSHING YOUR LEARNING AS FAR AS POSSIBLE AND THEN ASKING EXTERNAL EXPERTS TO PROVOKE YOUR IDEA EVEN FURTHER IS AUTHENTIC AND DEEP LEARNING.

– TRACY ZHANG, GRADE 11

THE HAUTE DESIGN FASHION SHOW I tried something new

A massive full-school undertaking, the Haute Design fashion show is incredibly popular. This year’s show was entirely student-led and had 120 participants, including two project coordinators and 58 designers from all school levels. “I joined this program because I had designs that I had created,” says Grade 7 student Aidan Rogers, “and I wanted to see them on shirts, not just on my iPad. I wanted them on something people could wear.” The resulting presentation of work from the 120 students was stunning and inspiring – striking evidence of what students are capable of in the context of project-based learning.

To become a designer in the show, the students participate in the co-curricular program called Fashion Forward. To design and make their garments, they learn to create designs on vector and CAD software, and to use machines like the laser cutter, 52" Roland printer/cutter and heat press, along with traditional technology such as sewing machines and irons. It’s a steep learning curve that can only be achieved with teamwork and collective expertise.

I TRIED SOMETHING NEW AND HAD AN AMAZING EXPERIENCE. I CAN’T WAIT TO HAVE THIS OPPORTUNITY AGAIN AND CREATE SOMETHING NEW.

– KATELYN TAO, GRADE 9

Once the garment designs have been mapped out, the participants ask their peers to model their work, collaborate with makeup and hair artists, and learn the choreography for the show, working together with a DJ. With a clear goal in sight, the students work tirelessly to make incredible garments and bring their creations to life.

AN ENGINEER’S MINDSET I like working together

Most days after lunch, you will find our innovation labs exceptionally busy and filled with great joy as our youngest learners invest themselves in meaningful design challenges. They may be creating a new and innovative shoe prototype, reimagining the architecture of a treehouse or reinventing an outdoor toy. These activities provoke our students to fully engage their curiosity and imagination, and to think critically. In essence, they’re learning to embrace an engineer’s mindset in ways that are aligned with our curriculum. This foundation starts in Kindergarten and is fostered and cultivated in the years that follow.

These eager, happy students are at the early stages of a continuum in which they will become ever more effective in collaborating, embracing failure and applying design-thinking principles. The valuable framework sets the foundation for them to succeed in their personal growth and confidence, their lives and their eventual careers – all that, while giving them a great deal of immediate learning and fun.

I LIKE WORKING TOGETHER WITH OTHER PEOPLE TO BUILD SOMETHING HUMONGOUS AND AMAZING.

– CHRYSSA REZVANIAN, GRADE 3

SUMMER INNOVATION AND TECHNOLOGY CAMP INTERNSHIPS Learning from what we experienced

Once students gain a breadth of knowledge and expertise in using the tools and resources we have available in the innovation labs at HTS, we look for meaningful experiences and opportunities that can further that understanding. One such framework for expanding on that foundation is our Summer Innovation and Technology Camps.

The camps provide rich ground for students to learn resiliency along with new skills through hands-on experience, trial and error, and collaboration – and to apply that ongoing learning in real time and real life, as they interact with co-workers and campers in a structured framework.

I KEPT REVISITING AND LEARNING FROM WHAT WE EXPERIENCED AND TWEAKING THE PROGRAM TO MAKE SURE THEY LEARNED AS MUCH AS POSSIBLE... YOU RUN INTO SETBACKS AND YOU LOOK FOR CREATIVE WAYS TO SOLVE THEM. THERE IS NOBODY HOLDING YOUR HAND, AND YOU LEARN TO TAKE THOSE CHALLENGES HEAD ON.

– CAITLIN CHEE-KIRKPATRICK, GRADE 12

We select students to take on roles as interns, starting first as counsellors in training. They move on to program coordinator roles, which require them to assume responsibilities similar to ones they may face in their lives beyond HTS, including managing the other camp intern roles, team teaching and

planning with our technology integration team, while delivering great learning experiences for the campers in the program.

These are roles that require flexibility, responsiveness and sensitivity to professional relations – a challenge that participants complete with a whole new understanding of themselves, their strengths and the tools they have at hand to build on their framework for success in their own ways.