David McFall, Principal of Pierre Elliott Trudeau Elementary School, Gatineau, Quebec
February 24, 2022
“Build back better” has been a common catch phrase in Canada during the global pandemic. With students adjusting between online and in person learning, schools have become more creative and innovative when reimagining the educational landscape of the future.
Throughout the past two years, our school has safely and innovatively navigated the many challenges encountered during the pandemic. However, many of our new approaches at Pierre Elliott Trudeau Elementary School in Gatineau, Quebec (minutes from the Canadian parliament buildings in Ottawa) predated March 2020. An evolving school philosophy has centred around rethinking school organization through the eyes of a child (a popular movement from the Finnish educational system). Our holistic model of teaching promotes taking the learning outdoors; learning through play; and focusing on well-being, attachment, and emotional health.
At the beginning of the 2021/2022 school year, the staff brainstormed many creative and innovative ideas for project-based learning. The idea to build go-carts and have a soap box derby on a steep nearby street was discussed for a while; but never materialized due to obvious safety concerns. Then sometimes an idea comes along that is so refreshing and irresistible that it takes a life of its own. A ‘breath of fresh air’ idea was introduced to the staff that figuratively and literally blew through the school.
It was suggested that we consider building ‘Do It Yourself’ air purifiers for every classroom. At first it was dismissed as too unrealistic and impossible; however, the idea kept resurfacing during different conversations. Then, fortuitously, a parent reached out through email with links and articles of how to affordably build Corsi Rothenhal DIY classroom air purifiers. After reading the articles and watching the videos it became apparent that this ‘unrealistic’ idea was possible!
Considering many school districts have been debating the efficacy of HEPA air purifiers in classrooms, the research proved that the DIY filters were as effective as HEPAs. However, since they were a fraction of the cost ($100 instead of $700) and incredibly simple to build (box fan, four furnace filters (Merv-13 grade), cardboard, and duct tape), the school embarked on this unique and innovative learning project.
First steps included buying the materials and finding someone to lead the project. With 28 classrooms in the school, we required 28 box fans and 112 furnace filters. We searched online and visited stores throughout the region for all available stocks. People in the community probably wondered why there was a shortage of furnace filters at the beginning of a Canadian winter (sincere apologies).
The next step was to ensure we found the right person to lead the innovative project. Fortunately, we have a school board consultant who specializes in outdoor education and carpentry projects. He was fascinated by the simplicity and ingenuity of the pedagogical science project, so he conducted a little research and built a prototype.
After consultation with teachers, we decided that all grade five and six classes would participate in the project (7 groups/160 students). We set aside seven days to complete the project to ensure each class could make four purifiers each. Mr. Earwaker, a passionate and gifted educator, patiently taught the groups about the science of air purification while gradually reinforcing every single step. Throughout the teaching and learning process there were many unexpected benefits such as demonstrations of collaboration, teamwork, kindness, problem solving, and leadership. Students were not only engaged and motivated to learn and create, but they were inspired by becoming the solution to a problem that was impacting every child in every classroom around the world.
Throughout the process, Mr. Earwaker would regularly check in with students and ask for feedback. One student proposed the idea that each class could deliver the purifiers to other groups and teach younger students about the science of air purification. Not only did this deepen the learning of those involved, but it gave students a sense of agency and empowerment by teaching others. And those who were not as comfortable teaching became part of the maintenance crew. Simply a wonderfully innovative project that captivated the entire school community.
Time and time again we have demonstrated that challenges are merely opportunities. The Corsi Rosenthal Air Purifier project is another example of how students can develop a sense of agency and control even during the most extreme circumstances.
I am so proud of our school for continuing to lead the way through this pandemic. We have purchased bikes, scooters, skates, snowshoes, and skateboards; built air purifiers; adopted a ‘magical forest’ as our learning playground, erected outdoor tents in a Canadian winter, and reimagined our entire educational landscape. Thanks to the remarkable efforts of the staff, project-based learning with an intentional focus on student and staff well-being may transcend this global pandemic and help shape education of the future.
Students
“The project has taught me about teamwork and helped me build bonds with unfamiliar people”
“What I learned from this amazing project was how to use tools and teamwork”
“I learned that an air purifier is expensive and things can be a lot cheaper when you make it. It was also good to have fun while learning.”
“This project has inspired me to create my own things and also to understand how to stop viruses”
I learned that teamwork and discussing ideas can have a big impact. I also learned that something so simple and cheap can make such a big change in cleaning our air.” – Gd. 5 student
“I learned that you need patience to do long work and it can take hours and days”
“It was interesting to learn about the drag on the fans and how to make the purifiers more effective”
“I learned how the filters work, how it filters the air and makes cleaner air. I definitely recommend trying this.”
“I learned about air circulation from this cool project (I also learned how to use duct tape correctly!)”
“I learned how to work together with my friends”
“It was a long process, but it was fun and really worth it.”
Teachers
“Children helping other children and children learning from other children is a very special thing. The air purifier project has given my kindergarten students not only cleaner, fresher air to breathe in our classroom, but it has given them a chance for a connection to begin again between our youngest and oldest students. Through the initial “learning lesson” that they got from the 4 grade 6 students who delivered our purifier, to the “check-ins” conducted by the same students every few weeks, my little ones have seen that they are cared for and that it is not only the adults in this building who care about them”!
“The project was a great opportunity for students to learn a new skill and to learn about their potential. Not only did they learn to make something new, they learned that they can make something meaningful.”
Parents
“I had the privilege of joining my son’s Grade 5 class at PETES when it was their turn to make the air filters. It was impressive how enraptured the students were as the instructor, “Mr. E”, walked them through each of the steps. You could sense by their enthusiasm that the students knew the project was important. I think it’s brilliant that my child’s school seeks out opportunities like this for the students to contribute creative, inspired solutions to the challenges we’re all facing. Go PETES!
“This project has shown students that they have agency in their social environments. These Grade 5 and Grade 6 students have become citizen engineers. They not only learned aerosol science, but how to apply that knowledge to make their daily lives – and that of their peers – better, through a collaborative project. And as we have seen throughout this pandemic, scientific literacy and caring for each other is key to our collective well-being. And that means applying lessons not only from medical science – which determines how viruses impact our bodies – but also from engineering, which grapples with the physics underlying how viruses are spread. For at least some of these students, the empowering feeling they got from this project will have instilled a lasting interest in science and engineering, that may become a rewarding career path for them and their communities.”