Working in a single-gender boys’ school, the assumption is often made that boys learn differently than girls and that one of the ways that this is true is that boys are more prone to learn by making things with their own hands. In an effort to explore and understand this assumption better, Crompton, along with a colleague at Crofton House School (all girls), embarked on an action research project to explore how demonstrating learning through making changed the impact and process of learning. The research looked at differences between traditional academic papers and student defined projects as demonstrations of learning as well as the differences between how the genders respond to creating alternate demonstrations of learning. This session will describe how the research was conducted and discuss how the findings have informed Crompton’s practice since.
Marc has been on faculty at St George’s School in Vancouver for the past 26 years. Beginning his career teaching music, and then moving into working with Educational Technology and he now heads the school Learning Commons where he has fostered inquiry through the school library collection and the development of the school’s makerspace. He finds working at the intersection of change in education, libraries, and technology to be a fascinating and invigorating place to be situated. He is also currently heading up his school’s Grade 10 STEM cohort which allows 20 students each year to explore math, science, and technology in a hands-on, design-centred manner.