How does learner agency influence the need for ‘classroom management’?
Posting the question on Twitter brought responses such as these:
After listening to Derek Wenmoth’s video, our teachers collectively came up with a list of words that characterise agency. These included concepts like initiative, empowerment, intentionality, self-regulation, trust, awareness, active involvement, interdependence and, interestingly, wellbeing…
Inspired by Nadia Ellis’ post, we explored the meaning of ‘management’ and compared our agency list with synonyms for ‘manage’ – control, handle, master, manipulate, dominate, rule, oversee, supervise… No wonder that little blue guy is pushing back!
So how might we create a culture of learner agency in our classrooms, a culture in which learners are empowered to take ownership of their learning and the need for classroom ‘management’ is diminished?
We’re exploring agency through the lens of Project Zero’s Eight Cultural Forces: language, time, opportunities, expectations, interactions, routines, modelling and physical environment. How might a thoughtful approach to each of these support the development of a culture of agency? What might we need to change? We’re compiling a collaborative list, so what are your thoughts?
It was interesting to be part of a gathering of 1800 IB educators at the recent IB Global Conference. The program included entertaining and thought-provoking speakers and sessions, yet I found myself wondering…
Since the theme of the conference was ‘Shaping the Future of Education’, why did it feel so similar to previous conferences? Why did the conference itself not model a different approach to learning?
Joc is facilitating a meeting with a team of teachers, exploring blogging as a writing form…
‘Through their passions?’ someone asks. Taking a stance on an issue? Sharing experiences? These are some of the possibilities raised by the the group. They have all read blog posts, but not written any.
My first three posts, which I soon deleted, sounded as though they were written by different people, as I struggled to find a voice. It was only when I let go of preconceived ideas, stopped trying to impress an imagined audience and just wrote, that I found a voice… my own.
It’s best not to over think or over plan. Try not to agonise over whether your writing is good enough. Write, check, publish, done. You can always write another post when you’ve developed your thinking further or changed your perspective. Just write. A lot. Or you will never find your voice.
‘Now write’ says Joc. She has provided links to some mentor texts (blog posts) and wants the teachers to experience this themselves, before they ask it of their students. Initially there is resistance. Anxiety even? Realisation dawns that this is what our students experience every day and our awesome teachers throw themselves willingly into the learning pit…
And this is Megan’s take:
Today I was asked to just write for 30 minutes…. Easy right? Go for it? Ummm no, I thought…
About what? Where do I get my ideas from? Geeze….is this how I make the children feel when I say…”Just write about whatever you want” Do they freeze up like me?
How am I meant to encourage children to be authors and find their voice, if I am unsure of how to find my own? I have never seen myself as a ‘writer’ but find such contention with this because I know how important it is, as a teacher, to model to the children, to show them different styles of writing, to show them what it might look like to take a leap and enter the world of being an author!
Have I ever written something as an author? I really can’t say. I have recorded my opinion while listening to someone speak…Is that being an author? I have modelled story writing with the children in class…Is that being an author? I have written my reflection or opinion on things…Is that being an author? I write questions to my children in response to their learning…Is that being an author? Perhaps I am just a little unsure of what being an author ‘looks like’ or perhaps I just lack the confidence in my own skills to ‘have a go’. I encourage that ‘growth mindset’ with children everyday, yet haven’t been able to apply it in my own world. Why?
If I really think about it, I am a writer everyday, I just don’t put my words in to writing.
My younger sister recently had a career change from Lawyer to Transformational coach – what a huge leap of faith she took. And, while following this niggle has lead to great things, she has also come across road-blocks when it comes to writing and expressing her voice. Being new into the industry she feels her voice isn’t valued or worth something…yet! And although she has felt this way she has realised that it is the only way to share her feelings to have her voice heard and to inspire people…so she did it!! She writes blogs, facebook posts, reflections, coaching seminars, she uses anything she can to share her passion and her voice. She was terrified…she didn’t know how it would be received….but she did it!
So……really I am just being a big wuss…look out blogging world, I am coming in hot!
Following on from our non-linear consideration of curriculum, we approached collaborative unit planning in a similarly holistic way, with the child at the centre, to ensure a focus on our goal of developing the whole child.
As teachers considered the desired conceptual understandings and the content requirements of our curriculum, the potential to develop skills and dispositions in an authentic context were revealed…
Following this process with different year level teams and different units of inquiry led to a number of insights:
Making thinking visible is an important part of the collaborative planning process.
Considering all the elements simultaneously makes it easy to visualise the potential big picture.
The visual process allows for collaborative construction of meaning.
While always conceptual, some units are more knowledge based, others more skills based, and that’s ok!
A holistic vision of the unit highlights opportunties for natural connections that strengthen learning.
Opportunities are illuminated for split screen teaching (inquiring into content and developing skills & dispositions simultaneously).
Standing around a table might trump sitting behind computers for collaborative thinking!
Learning isn’t linear. Consider your own learning… How do a range of separate experiences contribute to the development of your understanding? How does that understanding deepen, the more you engage with the same conceptual ideas in different contexts?
So, why had we historically planned the order of our units of inquiry in a linear way? (When would one unit end and the next unit begin? How many weeks would we need to devote to each? What dates would work best?) The time had come to view the process in a different way.
What if we put the child at the centre and considered the learning in a more wholistic way?
How might we approach the big picture through the lens of transferable concepts, rather than the calendar?
In each team meeting, we began by writing the ‘related concepts’ (PYP terminology for the big transferable ideas) in each unit on individual sticky notes and arranging them to allow us a visual perspective on the learning as a whole, then underlining the concepts that are most transferable.
This simple activity raised a number of insights, such as:
There are opportunities for further development of understanding, through concepts repeating in different units.
Some concepts are more highly transferable across different areas and more applicable in life.
Sometimes a unit has too many concepts, leading to less depth in the learning.
Some combinations of units have concepts that interconnect more, while others are more subject specific.
Some units lend themselves more to transdisciplinary learning than others…
Approaching the exercise conceptually, visually, in a non linear way led teachers very quickly to valuable conclusions about the big picture of learning – which units would flow on most logically from each other, which units might be best run concurrently and which units lend themselves to ongoing learning, woven throughout the year.
Some examples of ongoing, concurrent or even year-long, units of inquiry:
A Prep unit, exploring reading and writing as an inquiry.
Central Idea: We can receive and communicate meaning through symbols.
Lines of inquiry:
How sounds and words are represented
How we receive and communicate meaning through written text
A Year 5 unit which, after the initial provocation and exploration, will continue as a Genius Hour project, with learners pursuing their own inquiries and action.
Central Idea: Ideas inspire possibilities for action.
“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.
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.
Our Learning Team Leaders, one from each grade level and a couple from specific learning areas, gather for our weekly meeting. With thoughtfully planned Meeting Wise agendas, clear objectives and protocols in place for everyone to have a voice, these meetings are a valuable space for collaboration, shared learning, community building, analysis of ideas and collective problem solving.
The objective of today’s meeting is to share the latest updates on the PYP review. Responses to the check-in question include the fact that it is purposeful and relevant, the attitudes it fosters, the culture it creates, the value placed on learner agency, the common language and understandings, inquiry as a stance, the concept driven approach, encouragement of ownership and action.
While all have access to the whole document, for the purpose of this meeting each participant receives one item from the review to read and consider. We then each share the gist of that particular change, using the ‘plus, minus, interesting’ protocol, followed by discussion and questions. This turns out to be a successful approach, encouraging everyone to engage with the big ideas and become familiar with the coming changes, while providing an opportunity to reflect on our growth as a learning community over time.
We finish with insights and puzzles:
Great to see that even the PYP is reviewed and updated – always moving forward.
How flexible will expectations be, once the changes are in place?
We are well on the way already to many of the things that are ‘new’.
What will the new planners look like?
Our students have so much agency already. We need to notice it more.
There is so much we are already doing. Will we still be able to be innovative?
It’s encouraging me to be reflective about how my teaching aligns with the changes.
Where to next?
It’s satisfying to note the understanding, passion and pride with which these educators talk about what has become, for us, not just a way of learning, but a way of being.
Do you think critically about everything that happens in your classroom, your team, your educational institution? Have you thought about the ways the world has changed and whether your school reflects this? Are you thinking, right now, about why innovation is critical in education?
2. Are you open-minded?
Are you open to new ideas and different ways of doing things? Do you seek and evaluate different perspectives and grow from the experience? Are you rattled by change agents or do you seek them out?
3. Are you knowledgeable?
Do you constantly explore and question educational concepts, ideas and issues? Are you keeping abreast of new ideas and approaches to learning? Do you make it your business to learn from the people you lead?
4. Are you reflective?
Do you constantly reflect on your own practice? Do you thoughtfully consider and evaluate every aspect of life and learning in your school? Do you invite your team to reflect collaboratively with you? Are you willing to take action as a result of your reflection?
5. Are you an inquirer?
Are you curious about new possibilities and other ways of doing things? Are you constantly researching, exploring, discovering and encouraging your teachers and students to do the same? Are you willing to take an inquiry stance and see how things unfold?
6. Are you principled?
Do you have strong beliefs about how learning takes place and what education should look like today? Do you consider the alignment of practice with beliefs? Do you stand by your principles and fight for the change you believe in? Are you honest with yourself and others about why you might prefer to maintain the status quo?
7. Are you a communicator?
Do you communicate effectively with your entire learning community?Are you aware of the unintentional messages you deliver? Do you invite dialogue and discourse? Do you listen more than you talk?
8. Are you a risk taker?
Are you willing to experiment even if the outcome isn’t clear? Are you willing to explore emerging practice, rather than find solutions in the known? Are you comfortable in the zone of confusion?
9. Are you caring?
Do you work at making a positive difference to the lives of others in your learning community and beyond? Do you have the capacity to place yourself in the positions of others and understand their feelings? Do you go out of your way to be kind and supportive towards others and encourage them to grow?
10. Are you balanced?
Do you understand the value of intellectual, physical and emotional balance to achieve well-being for yourself, your teachers and your students? Do you embrace the necessary changes to achieve this?
‘Why is innovation critical in education?‘ George Couros asks us to consider in Episode 1 of the Innovator’s Mindset MOOC. Just observe the changing world around you and you’ll have your answer. I’ve chosen, instead, to ask the above questions of educational leaders everywhere. And this one…
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!)
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
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
How do we develop a culture of productive collaboration within our teams?