Contents:

  1. Summary – Sarah
  2. TALON Talk (Science final) – Claire
  3. Environmental Science/Astronomy (teaching each other) – Athena
  4. Grade 10 lessons (NOLS) – Mahtab
  5. Books (Soft Paths) – Matthias
  6. How-To Book (Outdoor Ed) – Matthias
  7. Cultural Events – Claire
  8. Eminent Person – Mahtab
  9. Leadership projects – Athena
  10. Adventure Trips
  11. Planning – Mahtab
  12. Trip – Matthias
  13. In-Depth –
    1. Learning – Athena
    2. Night – Sarah
  14. Torches and Letters – Sarah
  15. Memory Boxes – Claire
  16. Mentorship – Emma and Grace
  17. Leadership 12 – Emma and Grace

 

 

 

  1. Summary

T.A.L.O.N.S is a program where each student is pushed to their limits and beyond, stretching and adapting alongside their peers in order to learn and grow in a unique way. Stressing on leadership and teamwork, structure and self-direction, the projects and events that have been a part of this program are constantly evolving, shaping into what we have today. This book is to help both teachers and students feel more comfortable in their knowledge of the program, detailing those projects and events that have made T.A.L.O.N.S, T.A.L.O.N.S.

  1. TALON Talk (Science Final)

Instead of a typical science final, Grade 9s will have to create a TALON talk on any topic they are interested in. They will have to come up with a question regarding the topic to answer in their talk, and they must be able to turn it into a science experiment which they will do in Grade 10. All of these topics will have to be approved by the teacher before they continue. Students will get around 2 months to research their topic and create a presentation. The TALONS talk should be around 6-8 minutes and needs to include an interactive portion (PowerPoint, hands-on demonstration, etc). They will need to record their talk and post it on their blog, where students will comment and ask questions after all TALON talks are posted.

 

  1. Environmental Science/Astronomy (Teaching each other)

The Environmental Sciences/Astronomy projects are when students are split into groups and given different sub-topics relating to the overall topic to study and teach to their classmates. The best way to do this is within the sub-topic groups, students should each cover a different part of that topic, studying it to the best of their ability, and then work on how to make an engaging lesson for the class. Groups must also make at least one interactive segment in their lesson. Popular options tend to be “definitely not competitive” trivia, asking the class to make a skit demonstrating their learning, and interacting with the topic itself. At the end of every lesson, the class will be given some sort of a test that the students acting as teachers will have to mark. When teachers share some of their knowledge and advice, both regarding the topic being studied/taught and on how to make a good lesson, it makes the short period of learning the topic and developing a lesson that their peers will understand go much smoother.

 

  1. Grade 10 Lessons (NOLS)

The Grade 10 lessons are seminars held by the Grade 10s where they teach the Grade 9s basic outdoor skills such as packing, equipment, emergency procedures, and leaving no trace. These lessons are based on the information from the NOLS Wilderness Guide. The Grade 10s will be placed in groups of two or three and are responsible for creating the lesson plan, teaching the Grade 9s, facilitating the class, and marking the evaluation. The lessons must be long enough to fill one block, have an interactive component, such as a game or having the Grade 9s create a skit, and have an evaluation at the end of the lesson. The Grade 9s are responsible for understanding the topics taught by taking notes, engaging in activities, and asking questions. The performance in the evaluation will reflect their engagement during the lesson.

 

  1. Soft Paths Book

The Soft Paths book is a way for the Grade 9s in T.A.L.O.N.S. to learn about how to explore the wilderness while leaving the least amount of impact possible. Soft Paths teaches the reader how to camp, travel and cook while minimizing the impact of these activities.

Students start by reading the Soft Paths book, then they decide how they are going to demonstrate their learning. I chose to make 20 PowerPoint slides; each had a principle that I deemed to be important. The students explain their principle, and then they show, instead of telling, how the principle can be used on a trip.

 

  1. Grade 9 How-To Book

The How-To Book is a way for Grade 9 students to learn a certain skill, and then they share that skill with their classmates. Then all of the skills are taken and put into the How-To Book.

Students start by choosing which skill they want to make a page on. Then they research their chosen skill and make a page that explains what the skill is, what the skill is used for, and how to perform the skill. Once all of the pages are made, they are compiled into the How-To Book, and each student gets to take home a copy.

 

  1. Cultural Events

Cultural events are mini field trips that the students take, centred on a specific fun team building activity. Some examples of cultural events from the past include pumpkin patch and movie nights. Students will start the planning process in early October, where they will split into groups (preferably same amount of Grade 9s and Grade 10s in a group) and plan these events. When planning cultural events, Grade 10s are expected to mentor the Grade 9s and teach them all the steps to planning events. The planned events usually happen from late October to December, and students will get to choose which events they want to participate in. They have to go to a minimum of 3 events (including their own) and will have to write a critique for two of them. Students will also have to write a Stars and Wishes list for their own event.

 

  1. Eminent Person

The Eminent Person Project is a significant unit in the TALONS program. It aims to help learners discover and understand what it means to be gifted. Each learner chooses a gifted person whom they deem eminent to research (the chosen person cannot have been chosen in the past three years, and Grade 10 learners receive priority as it is their final year in the program). Eminence is defined as someone who has made a positive impact in their field, persevered in the face of obstacles, and had a lasting impact on the world. Learners begin proposing their choice of eminent person to the teacher by answering a series of questions on why their person is eminent and how they connect personally to them, and then write a paragraph reinforcing their choice to prove they have made a thoughtful and informed decision. After having their choice approved, learners will write an introductory blog post which introduces their eminent person by describing why they are eminent, their impact in their field, and their giftedness; the learner should also discuss the ways they connect with their eminent person, such as qualities, interests, or goals they share. The next phase of the project is research. Alongside using books and the internet for research, learners will also need to try and interview their eminent person or someone in the same field. Learners will practice interviewing by writing interview questions and conducting mock interviews with their peers. Then they will write a formal email to the individual they are interviewing and put their new skills to the test. An analysis of the learner’s interview must be included in their learning center, and if a learner was unable to get an interview, they must write a reflection on what they learned from their experience and what they could do differently next time to get an interview. The final stage of the Eminent Person Project is the learning center and speech. Learners can choose various ways to present their learning center; however, it must encapsulate everything they discovered about their eminent person. Also, learners will perform a speech with Grade 9s presenting a six-minute speech in front of their peers and Grade 10s presenting a one-minute speech on stage in the character of their eminent person.

 

  1. Leadership Projects

The Leadership Projects are an opportunity for learners to contribute to society. They will split into groups and plan community projects to contribute to the community and get volunteering hours. In the Leadership Projects, the Grade 10s will mentor the Grade 9s on the process of creating the events, and the Grade 9’s will try and take initiative in the planning by asking the 10’s for advice and suggesting ideas and volunteering to do work. At this point in the year, the goal is to only ask teachers for help when absolutely necessary.

 

  1. Adventure Trip Planning

a)

The Adventure Trips usually occur in April or May; however, the planning for these trips usually begins in late February since many aspects must be considered when planning an overnight trip. Learners will have a choice between three different trips with varying activities and will be responsible for planning the trip they are given. The planning of each trip is split into various committees, with each committee handling a specific aspect of the planning. Some committees include the form and finance committee, which handles permission forms and the trip’s budget, transportation committee, which handles transportation to, form, and during the trip, equipment committee, which is responsible for taking inventory and handing out equipment, food committee, which is responsible for creating a recommended meal plan, program committee, which is responsible for planning activities and creating the itinerary, and practice committee, which develops a training plan for the group to ensure everyone is physically ready for the trip. At the beginning of each planning session, each committee states their goals for the block, and at the end, each committee states what they completed and their plans for the next session. Along with planning the trip, learners also need to prepare a lesson plan for their seminar, which will be presented during the trip. Learners are placed in groups of two or three and develop a lesson about a topic related to the trip, such as wildlife in the area, or skills, like knot tying. Each lesson should also contain an interactive component. After the planning is complete, learners will reflect upon their experience during the planning before the actual trip.

 

b)

The adventure trips are one of the best parts of the T.A.L.O.N.S. program. On my adventure trip, we went hiking around Squamish. We stayed at the Klahanie Campground and from there we hiked trails around Squamish.

On the first day, we met at Gleneagle, then we took the bus and met the parent chaperones at the base of the Sea to Sky Gondola. We hiked the Chief, then went to the Klahanie Campground to set up camp. On the second day, we went to Garibaldi Provincial Park and hiked to the 6 Km Junction. On the third day, we hiked a trail up the Squamish Valley to Crooked Falls. On the fourth and final day, we went up the Sea to Sky Gondola and hiked the trails at the top.

 

  1. In-Depth
  2. a) Learning Process

In-depth is split into two phases, the learning process and the In-depth Night, or showcase. Before the learning process begins, students are supposed to find a topic outside of the school curriculum that they would like and enjoy learning. They would then have to find a mentor (that they preferably don’t have to pay for) to teach them the topic over the course of the learning process. The topics can range from something short and possibly one-time (such as building something) or be a long-term skill/project that the student can continue after the In-depth project or for the next year’s In-depth project (for example, in Grade 9 they learn the basics of the skill and in Grade 10, they do a harder project with that skill). Before starting the learning process, students also set up goals for themselves to determine if they’ve successfully learnt their chosen skill. During this phase, teachers are often helpful in helping students realize a topic they’d like to pursue or give ideas on who could mentor them or who they can talk to/where they can find a mentor.

  1. b) Night

In-Depth night is when T.A.L.O.N.S. learners present the projects that they’ve been working on. Having either stations set up around the school, or a presentation on the stage, the families and mentors of the learners as well as T.A.L.O.N.S. alumni are invited to see and explore the newfound interests within the T.A.L.O.N.S program. The event is centered in the MPR, lasting well into the evening. Occasionally snacks and refreshments for the visitors are distributed, depending on the individual event and health regulations when it occurs. The set-up and take down is taken care of by the learners, and after the evening closes the Grade 9s and 10s gather with the teachers to discuss the event and stars and wishes.

 

  1. Torches and Letters

Torches and Letters are done to wrap up the school year, generally occurring on the last day before summer. The Grade 10s prepare a ‘torch’ to give their chosen Grade 9 (ex. a memento from their year, a gift relating to a memory they share, the torch they had received the year before when they had been a Grade 9,) and the Grade 9s write a ‘letter’ of any form (ex. a thank you letter in the form of a poem.) Throughout the year the Grade 10s and 9s interact, teaching each other and helping each other to learn by sharing experience and expertise. Torches and Letters are a way of the Grade 10s leaving the program in the hands of the Grade 9s as the future leaders, a sign of camaraderie and succession.

  1. Memory Boxes

Painting memory boxes has become a tradition for grade 10s who are leaving the program. Grade 10s will be able to paint a box with whatever they like, whether it is a memory or an inside joke, and it will be displayed at the back of the TALONS room with the ones from the past years.

  1. Mentorship

Laurent A. Daloz once wrote that the mentor performs three tasks: they support the learner, they challenge the learner, and, finally, they provide a vision for the learner. Mentorship is a huge part of the TALONS program because many projects, including Adventure Trips, Cultural Events, and Leadership Projects, rely on Grade 10 students passing on previously learned information to the Grade 9s. At the beginning of the planning process, each member of the group is usually assigned a role, which allows everyone to have a better understanding of what they will be doing and who they can ask for help. Whenever possible, Grade 10 students are paired with a Grade 9 buddy, allowing them to mentor and give valuable feedback and constructive criticism to the Grade 9s that are personally tailored to their needs. It is the mentor’s role to include Grade 9s in discussions, ask for them to share their opinions, encourage them to step up and volunteer for certain tasks, support their personal growth, welcome questions, check in regularly, and create a safe, positive environment to learn. For instance, if a Grade 10 student notices that other Grade 10s are discussing a topic that is unfamiliar to the Grade 9s, it is important to slow down and explain the subject to ensure everyone is on the same page and no one feels left out.

Ms. Mulder once said something during a parent-teacher interview that really resonated with me. She explained that, rather than telling peers or mentees what to do, or simply letting them watch the task be completed, good mentors often lead them through the process, helping them come to conclusions or solutions themselves. For instance, when an issue arises in planning and there is sufficient time to do so, a mentor could ask the mentee for what they think would be an ideal solution. If the mentor thinks of perspectives or further complications the mentee may not have considered, they could prompt the mentee through gentle questions and help them come up with a more holistic solution. Not only will this be an incredible learning experience for the mentee, but it may even bring up details the mentor may have overlooked! Moreover, it is beneficial to ask the mentee to type meeting notes or emails, as this helps them be involved with the process even if they may not feel as comfortable sharing many of their ideas. Furthermore, typing something out in addition to listening to it may help Grade 9s retain more information, especially if they are visual or kinesthetic learners, which a large percentage of the population identify as. When approaching other committees, Grade 10 students can encourage their Grade 9 buddies to take the lead by ensuring they feel prepared on what to say and guiding them throughout the interaction.

Although mentorship is commonly thought of one individual teaching a set of skills to another, it also heavily involves relationship building. It is important for mentors to be authentic and form genuine connections with their mentees to generate trust and create a comfortable environment, which will enable everyone to perform at their best. For instance, mentors could start more informal conversations to check in with everyone at the start of planning sessions or greet their mentees when they see them in the hallways. Furthermore, it is critical for mentors to do and live by whatever they are preaching, because no matter what you teach, others will follow what you do. When a leader’s actions adhere to their words, the result is clarity, but, if a leader’s actions contradict their words, the result is confusion. Lastly, as a mentor to the Grade 9 students, it is important to consider yourself as a supporting peer rather than someone who knows everything in this field. Even though you may try your best to guide them with the information and experience you have, it is important to embrace the fact that they will likely be better at completing certain tasks than you are, or else that they will be able to contribute crucial ideas that you had not previously thought of. A good leader does not rely on the gap of talent or growth between themselves and their mentees to feel secure, because they don’t have fear of potential competition. Rather, they recognize each individual’s strengths and stretches, and they learn and grow alongside their peers.

Even though taking on the role of a mentor may seem overwhelming, like any other skill, it is one that you become more comfortable with the more you practice it. As you work alongside your peers, make mistakes, experience failure, and achieve success, you will discover the mentorship style that works best for you. At the end of the day, mentorship is extremely rewarding because of the connections you forge, the confidence you build, and the personal discoveries you make. And although you may be the one guiding the Grade 9 students towards proficiency in sending emails and organizing projects, the Grade 9s will be the ones that help you become a more effective mentor and leader.

 

  1. Leadership 12

Leadership 12 is an optional TALONS course for Grade 11 and 12 TALONS alumni who would like to stay involved in the TALONS program, extend their leadership skills, and make a difference in their community. Not only do these students help plan leadership projects and cultural events, but they also must complete 50 hours of volunteering at one organization and plan a community service project in partnership with the organization. Due to the strenuous nature of this course, Leadership 12 students are not required to participate in projects like In-Depth and Adventure Trips, although they can if they would like to. Throughout the year, students will continue to reflect on their growth through reflections and small assignments like interviews with community leaders, stars and wishes in their leadership, and a community leadership project assessment that connects aspects of the community service project they organized to John Graham’s Outdoor Leadership.

 

Regardless of whether you choose to take Leadership 12, TALONS is an extremely rewarding experience that will enable you to find like-minded peers, delve deeper into the world around you, connect with nature, grow as an individual, challenge your leadership capabilities, and engage in an incredible community.