The ‘so what’ of learning…

Action is the ‘so what’ of learning…

“PYP schools can and should meet the challenge of offering all learners the opportunity and the power to choose to act; to decide on their actions; and to reflect on these actions in order to make a difference in and to the world.” (Making the PYP Happen)

At the start of our PYP journey, we used to think…

  • Action was a separate ‘thing’.
  • Action usually happened towards the end or after the unit.
  • Action needed to be visible.
  • Action was only about what students ‘did’.
  • Action needed to go beyond the self in order to be valuable.
  • Student initiated action was the most desirable kind.

Now we think…

  • If learning is active, relevant and meaningful, action will be integral.
  • Learner agency implies ongoing action of all kinds.
  • Some of the most valuable forms of action are not overtly visible – shifts in thinking, deepening feelings, development of dispositions.
  • Action might be shifts in what learners think, say, feel, have, believe and become… not just what they do.
  • Action often begins with shifts in the self.
  • Shifts in thinking can lead to visible action. Action can lead to shifts in thinking.
  • Demonstrating attitudes and skills can be a form of action.
  • Sometimes an idea isn’t initiated by students, but they can take it and run with it resulting in highly meaningful action.

Do you consider these to be examples of action? Try placing them on an iceberg, depending on whether they are overtly visible or not and see what new ideas emerge?

The PYP review update suggests the following lenses through which to view the demonstration of action: social justice, advocacy, participation, lifestyle choices and entrepreneurship. We have applied the model of action below (shifts in thinking, having, saying, feeling, being as well as doing) to unpack what each of the new lenses might look like… in action.

 

When viewed in this way, it becomes apparent that concepts like social justice can apply just as much to 5 year olds as to older students and that any one of the lenses can be just as relevant in the classroom context, the school, the local community or globally.

What action will you be taking next?

What if collaborative meetings always led to action?

What if collaborative meetings always led to action?

Starting with the end in mind, our team leaders considered what they would like participants to FEEL, THINK, BE, HAVE, SAY and DO after their collaborative meetings…

The consensus was for people to come out feeling motivated, empowered and challenged, with a sense of purpose and shared vision, eager to move forward with the implementation of new ideas. (Meeting Wise!)

So…

How might we create a culture of productive collaboration?

Team leaders reflected on the culture of their teams by using match sticks to represent their team dynamics, which proved to be both an interesting exercise in visualisation and a powerful reality check. (Thanks, @kjinquiry!)

The next step was to consider the conditions that might contribute towards a productive collaborative culture. Which of these are most important for all team members? How would you prioritise these and what would you add?

  • having a positive image of the child
  • being comfortable with cognitive dissonance
  • having autonomy/ a sense of agency
  • feeling safe
  • assuming positive intentions of other team members
  • having a clear purpose
  • contributing actively and equitably
  • being willing to grow, see things in new ways and open to change
  • having knowledge and understanding of pedagogy

And then…

How do we develop  a culture of productive collaboration within our teams?

Some of the ideas that were shared:

  • Create an essential agreement and agree on meeting norms
  • Acknowledge mistakes and share insecurities
  • Celebrate successes
  • Constantly reflect – individually and as a group
  • Listen to and acknowledge all perspectives
  • Ensure agenda is available in advance and input is open to everyone
  • Celebrate the zone of discomfort and ask people to try things
  • Be non judgemental
  • Develop trust and respect so tensions are easily talked through
  • Listen to each other
  • Always focus on the child
  • Ensure everyone has a voice
  • Compromise, affirm, reassure and encourage
  • Allow time. Be creative in finding time!
  • Keep asking questions  – Why? What if? How might we?
  • Be flexible
  • Try to understand where everyone is coming from
  • Take turns to plan and facilitate meetings
  • Bring others/ experts into the planning and reflection process
  • Be available as much as possible
  • Know when to lead and when to follow

And also…

How do we ensure our meetings are valuable?

Team leaders jotted down things they currently do in meetings and then evaluated those against a list of criteria that make meetings really valuable…

Collaborative planning and reflection meetings should: (adapted from IB PYP standards and practices)

  • take place regularly and systematically.
  • address all the essential elements of the PYP 
  • be based on agreed expectations for student learning.
  • consider the different learning needs of students.
  • address horizontal and vertical articulation.
  • include analysing and responding to student learning eg looking for misconceptions and patterns
  • involve teachers modelling the attributes of the learner profile.
  • ensure that our practice aligns with our learning principles.
  • take an inquiry stance, eg through framing inquiry questions.
  • consider the development of conceptual understandings.
  • include planning provocations, addressing our agreed purpose and criteria

These are some of the wonderings that came up as a result:

  • Who needs to be at meetings and how often should they take place?
  • Are there other ways to deal with administrative matters, outside of meeting time? 
  • If we spent time setting the tone for our collaborative meetings, would they be more productive?
  • How can we support teams which are not functioning productively?
  • How can we work around timetable constraints?
  • How can we share what we value about culture and content with our teams?
  • How might we address challenges in a solution focussed manner?
  • How can we get people to step up to facilitate a meeting?
  • What kinds of student data should we bring to meetings?

And coming full circle to where we started…

What action will this collaborative meeting lead to?

What will our team leaders (and you, the reader)  FEEL, THINK, BE, HAVE, SAY and DO as a result?

The power of a provocation…

Whether it ignites an inquiry or shifts the gears of learning, if it’s fuelled by careful consideration and clear intentions, a ‘provocation‘ can drive powerful learning.

Considering the ‘power of provocations’ with our Lana Fleiszig recently, teachers explored the purpose of provocations, what could be used as provocation and the teacher’s role in the provocation process. The most important question, though, is what might the provocation reveal about our learners, their thinking and learning and where to next?

Our teachers collaboratively developed a list of questions to consider when designing provocations:

  • Might the provocation excite/engage the learners and ‘hook’ them into learning?
  • Might the provocation ignite curiosity and wonderings?
  • Is the provocation likely to generate questions?
  • Is the provocation likely to leave a lasting impression?
  • Is there a degree of complexity?
  • Might the provocation invite debate?
  • Might the provocation begin a conversation?
  • Might the provocation extend thinking?
  • Might the provocation reveal prior knowledge?
  • Is the provocation likely to uncover misconceptions?
  • Does the provocation transfer the ‘energy’ in the room from the teacher to the students?
  • Does the provocation have multiple entry points?
  • Can the provocation be revisited throughout the unit?
  • Might the provocation lead learners into a zone of confusion and discomfort?
  • Does the provocation relate to real life/their world?
  • Is the provocation inconspicuous and a little mysterious?
  • Might the provocation lead learners to broader concepts that tend to carry more relevance and universality?
  • Will the provocation make the best use of learning time and teacher preparation time?
  • Might the provocation be student initiated or documentation of their learning as a springboard?
  • Is the provocation likely to clarify the essence of what is being inquired into?
  • Is the provocation the right provocation for the time planned?
  • Might the provocation be best during the inquiry, rather than at the beginning?
  • Does this provocation elicit feelings?

We’re looking forward to taking it further in the coming ‘ Reveal’ workshop with Sam Sherratt exploring ‘what it means to be aware of, receptive to and curious about what our students are revealing to us so that we can be constantly inquiring into our students and adjusting our planning accordingly.’

Do you begin with a purposeful provocation and then plan in response to learning?

Opportunity for learning…

The children at Matt Glover‘s feet are unsurprisingly engrossed in the conversation. Matt is interesting and funny and he talks to them in an engaging and respectful way.  This is the introduction to a lesson in which he models his approach, observed by teachers inquiring into how to improve the teaching of writing.

What strikes me is that it’s not just about writing workshop. Good practice can be applied across all learning areas….

What if teachers kept all ‘lessons’ to 5 minutes?

What if the learners were quickly released to get on with it?

What if the majority of learning time involved learners engaged in doing?

What if the teacher conferenced with individuals, not to correct, remind or tell, but to teach at point of need?

What if strengths were noticed, named, shared and built upon?

What if children were encouraged to see themselves as ‘insiders’ in the learning process?

What if learners modelled their own creations on authentic examples from the real world?

What if learners were encouraged to imagine and to innovate?

What if learners were encouraged to be the teachers in the room?

What if teachers trusted the learners and the process?

What if learners had agency over their learning?

What if successes were shared and celebrated?

What if classrooms were always filled with ‘real’ learning rather than ‘doing school’?

Learning is not about covering the curriculum…

Are you a good teacher? Do you know your subject well, prepare lessons thoroughly and cover the curriculum efficiently? Do your students respect you? Is your classroom management effective? Are you organised and reflective?

Here’s the thing… It’s not about YOU.

Everything changes when you start with the child.

Starting with the child means building relationships and connecting personally with every learner. It means hearing his voice, knowing his story, caring about what matters to him and understanding how best he might learn.

Starting with the child means having a strong image of the child as creative, competent and capable of controlling her own learning. It means letting go, trusting the process and having faith in her capacity to lead her learning.

Starting with the child means understanding that the language you use has the power to affect his self image. It means using words purposefully to build self esteem, confidence and ownership, to support him in seeing himself as an empowered writer or mathematician, learner and human being.

Starting with the child means creating a sense of calm, a mindful context within which she can flourish and her learning can thrive. It means promoting positive emotions, providing opportunities for engagement in purposeful learning and helping her to achieve her dreams.

All of this and more was explored in our teacher led workshops at our ‘Start with the Child’ professional learning day last week…

Start with the child…

Start with the child, not the curriculum. Schooling is currently organised the wrong way around. The curriculum becomes the structure for the learning and is delivered via a timetable. Yet we know that every child is different so there cannot be a ‘one-size-fits-all’ approach to schooling. Learning and teaching should be designed around each child’s learning strengths and needs. In this way, the curriculum is the reference point, not the blueprint. 

~Greg Whitby

On the first day back after the summer break, we introduce our 2017 focus to our team of educators:

screen-shot-2017-01-28-at-6-43-31-pm

Check in: Choose a word that describes one of your strengths and then one you would like to work towards.

Sharing the justification for our choices serves both as an ice breaker in the cross campus, multi-year level groups, and as a provocation to think about and value the diversity amongst us.

screen-shot-2017-01-28-at-8-01-53-pm

A provocation: Watch till 2:38 and create a title that sums up the essence.

The video provokes a range of responses and lively conversation ensues. To what extent are we guilty?

Pre-thinking: Create an image that represents your first thoughts about the notion of starting with the child.

There are rich conversations about the possible connotations of the phrase and an exchange of ideas about what it might mean to us.

screen-shot-2017-01-28-at-6-51-56-pm

screen-shot-2017-01-28-at-8-32-47-pm

An appreciative inquiry…

Discover: What are we already doing?

It’s important to acknowledge the many ways in which we already start with the child.  This activity creates a space for cross pollinating ideas and sharing practice.

screen-shot-2017-01-28-at-7-09-10-pm

Dream: What are the possibilities for taking it further? 

Teachers are encouraged to imagine. What if…? How might we..? Could we…? How would we…?

screen-shot-2017-01-28-at-7-17-11-pm

screen-shot-2017-01-28-at-7-16-42-pm

  • How do we ensure we cater for diverse needs and interests?
  • How might we rid ourself of the idea of a controlled classroom?
  • Imagine if we didn’t have grades and reports.
  • What if we could get rid of Naplan?
  • What if we had one free choice unit of inquiry every year?
  • What if the children wrote the curriculum?
  • What if we didn’t have timetables?
  • How might we increase opportunities for cross age learning?
  • How might we build a culture where all children value each other?
  • How can we ensure social and emotional wellbeing of every child?
  • What if there were no bells interfering with learning?
  • How might we help every child to believe in himself?

Design: What will you do?

We ask teachers to record something they will start working on right away.

What will you do? Try out? Think about? Explore? Change? How will you ensure that you start with the child?

Learning stories…

Me: What did you learn about yourself as a learner?

Student: I learn much more when I’m inquiring into something I choose for myself and am really interested in.

Me: What message do you have for teachers?

Student: We need more opportunities to explore things we care about. Having a choice and working independently makes us learn more.

Me: So it’s better than ‘school subjects’?

Student: My inquiry had lots of school subjects! Maths, Science, English, Art.

I had many such reflective conversations about learning with Year 6 students at the end of their PYP exhibition (expedition) process.  Each inquiry was unique, every journey different and their passion shone through in the ways they chose to tell their learning stories…
img_0351

img_0348

fullsizerender-34

Some focused more on what they had learned, others on how they had learned. They spoke of skills acquired and knowledge gained, about what had benefited their learning, who had influenced them, how they overcame challenges and action they had taken. In many cases, they referred to sketch notes of their journeys, as they talked…

fullsizerender-24

img_0034

2673d21b-57b0-4d50-b571-d11d05e93788

fullsizerender-29
It was fitting to end the school year with such a powerful example of student ownership.
Our Year 6 learners had agency in what they chose to explore and how they chose to explore it. They chose with whom to collaborate and how to support each other. They chose how to express their learning creatively through art, film, dance, model-making…

screen-shot-2016-12-10-at-7-25-58-pm

screen-shot-2016-12-10-at-7-49-18-pm

They chose how they might make a difference, what impact they want to make and what kind of action to take…
fullsizerender-33
fullsizerender-32

Learning in the cloud…

‘Where do our families live?’ ‘Where do we go after school?’ ‘Where do we play and do homework?’

Aditya, Diya, Jayesh, Vishaka, Sairaj and the other children with whom I connect weekly via Skype in Granny Cloud sessions, are generating questions, the answer to which is ‘home’. I’ve written before about this Grade 6 class and their school and about the special opportunity I had to meet them in person. This session is a follow-up from last week’s introduction to children’s rights, for which I have googled a Marathi translation, before checking the accuracy with them – मुलांचे हक्क.

Are homes the same everywhere in the world? We look at images of homes, an igloo, a mud hut, a house on the water, a tree house and an underground house (Coober Pedy, Australia) and the children wonder who built these houses, where they are, who lives in them, what materials were used, how they are accessed. Aditya wonders if there is oxygen in the underground house. Atharva asks what would happen if the tree (in which the house is bulit) fell down. Gaurauv asks if I live in an underground house (it’s in Australia, after all) and I take my laptop to the window to show them the garden.

As always, I delight in the fact that the children who once stared blankly back at me from the screen, a strange looking woman talking a foreign language they did not understand, now chat confidently, ask questions, make jokes, think and laugh with me.

gc

The other group with whom I currently engage is at a government girls high school in urban Delhi, relatively close to the original office from which Sugata Mitra began his Hole in the Wall experiments, a school that has been involved in his experiments ever since.

Anshika, Priya, Shivani and the others choose the song ‘I have a Dream’ to sing for me and I ask what dreams they have. ‘I want to be a politician so that I can reduce poverty’, one girl says confidently.  One girl dreams of being a doctor, another wants to be a soldier to protect her people and a third hopes to teach the poor who don’t have access to education. Nazreen dreams of being a singer but her parents have forbidden it for religious reasons. Nikita dreams of being a famous singer too… so that she can make money and buy her parents a house and help other less fortunate people.

In the middle of one such session recently, I receive an unexpected call from a Skype number that’s been in my contacts for years. I’m incredulous to see Gouri, whom I have not seen for six years, since she engaged in Granny Cloud sessions as a lively teenager, in the rural village of Shirgaon, in Maharashtra.

Gouri has been selected by the BBC as one of 2016’s 100 inspiring women and camera men lurk discreetly in the background for a news piece as she and I re-engage after all this time. We talk about what we’re doing now and what we remember from the old days, in particular a series of interactions in which she and her classmates talked and sang with a group of Grade 6 students at my school in Australia. (I still recall their wonderful reflections from 2010!) This lovely, poised young woman is an impressive ambassador for the Granny Cloud project.

I marvel at the simplicity of an idea that is so powerful in its implementation. I wonder what Jayesh and Digvijay, Anshika and Farheen will be doing six years from now. And I imagine who they might become in the future…

Beautiful questions… and a whole school unit of inquiry

 ‘A beautiful question is an ambitious yet actionable question that can begin to shift the way we perceive or think about something—and that might serve as a catalyst to bring about change.’ Warren Berger ~ A More Beautiful Question.

This generally starts with a ‘why?‘ question which identifies the need for change, followed by ‘what if?‘ which imagines new possibilities, and moving onto the ‘how?‘ which leads to action.

A couple of years ago we asked ourselves: Why do we spend the first few weeks ‘setting the tone’ in the classroom and then start the first unit of inquiry? What if the first unit of inquiry at every year level helped create classroom culture and set the tone for the learning to take place? How might we go about that?

A recent visit to ISHCMC provoked us to ask: Why do we need a separate central idea for each grade level? What if we tried one overarching central idea for the whole school? How might a whole school approach influence school culture?

And then: Why reinvent the wheel? What if we adapted the central idea we saw at ISHCMC and tweaked the lines of inquiry from our previous units? How might feedback from other educators support the development of this idea?

And now…

PYP Trans-disciplinary Theme: WHO WE ARE

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. (IB Primary Years Program)

Central Idea: Our choices define who we are as individuals and as a community.

Possible lines of Inquiry:

These are still to be refined with input from teachers, students and the world. (As our junior school learning spaces will be redesigned over the summer, all grades have a line of inquiry about how the new spaces will be used.)

Prep

  • How our choices help us build a learning community (responsibility)
  • Choices in how we express our learning (reflection)
  • How we choose to use our environment to support our learning  (function)

Year 1

  • Choices that help us learn (reflection)
  • Choices in how we we interact with others (reflection)
  • How we choose to use our environment to support our learning (function)

Year 2

  • How humans learn (function)
  • Choices we make as learners, individually and collaboratively (reflection)
  • How we choose to use our environment to support our learning  (change)

Year 3

  • Choices that affect our learning community (causation)
  • How diversity enriches a community (change)
  • How we use our learning environment to support our learning community  (connection)

Year 4

  • How communication affects relationships (connection)
  • Choices in how we communicate – audience, purpose, context (causation)
  • How effective groups function (reflection)

Year 5

  • Personal values (perspective)
  • How our values influence the choices we make (connection)
  • The choices we make as learners (reflection)

Year 6

  • Active citizenship
  • Decision making strategies (reflection)
  • Our choices as individuals – personal interests and passions (perspective)
  • The impact of choices/decisions on other people, our community, the world (responsibility)

The central idea provides possibilities for authentic trans-disciplinary inquiry too. They might inquire into how our health and exercise choices affect us, how our choices affect others in games and sports, artistic and musical choices…

Teachers might inquire into how our choices define us human beings and as educators; the impact of our  choices as educators on the social, emotional and academic learning of our students; ways to increase opportunities for student ownership and agency…

And a few more beautiful questions of my own:

What if this was a year-long unit of inquiry?

What if, instead of a central idea, we had an overarching big question?

What if, instead of lines of inquiry, the learners came up with their own why, what if and how questions?

What if everything we did was about real learning instead of ‘doing school’?