Whether your students are completing assignments, inquiring into areas of their interest, covering curriculum or exploring their passions, to what extent does it feel (to you, as much as to them) as if they are simply complying and ‘doing school’?
How can we extend learning ‘beyond the project’ and ensure it’s a powerful learning experience, rather than a task for school? (Hint: the answer does not lie in assessment criteria, rubrics or grades.)
1. Do you LISTEN more than you talk?
2. Are the learners really inquiring, in the broadest sense of the word?
Look at the description of inquiry from Making the PYP Happen. Are they doing most of these things? Or just researching?
- exploring, wondering and questioning
- experimenting and playing with possibilities
- making connections between previous learning and current learning
- making predictions and acting purposefully to see what happens
- collecting data and reporting findings
- clarifying existing ideas and reappraising perceptions of events
- deepening understanding through the application of a concept
- making and testing theories
- researching and seeking information
- taking and defending a position
- solving problems in a variety of ways.
3. Will this inquiry be worthwhile? Will the learners experience challenges and figure out how to overcome them?
Support them in feeling comfortable in the ‘learning pit’?
4. Is the inquiry concept driven? Are the learners doing more than just finding facts and information?
- Are they exploring and developing an understanding of big conceptual ideas.
- Are they looking through the lens of one or more key concepts?
- Can they identify big ideas and apply them in other contexts?
- Can they articulate conceptual understandings developed along the way?
5. Do the learners have ownership? Will this inquiry help them grow, not just in knowledge of content, but as learners?
Some questions to support their ongoing reflection:
6. Are the learners thinking critically and creatively about the content they explore?
A variety of less common thinking routines that can extend their thinking:
Think Puzzle Explore
Circle of viewpoints
Generate Sort Connect Elaborate
Tug for Truth
Parts Purposes and Complexities
People Parts Interactions
Think Feel Care
7. Are the learners able to think about how their inquiries impact on other people? Will they be motivated to take action?
8. Will they explore ways of extending the learning beyond the classroom?
- Look for opportunities for collaboration across the year level.
- Extend it to other year levels. (Can older learners create for an audience in lower grades? Can learners seek feedback or support from another class or year level?)
- Encourage interactions with primary sources within and outside outside of school.
- Use your network and theirs to help extend the learning to the broader community and the world.
- Use Google docs, Twitter and blog posts to reach out globally. (click links for examples)
- Connect with experts face to face or via Skype. (eg Skype in the Classroom)
9. Will there be opportunities to identify problems and issues and develop solutions?
For some learners, the design thinking process might be useful:
10. Will learners have opportunities to express their learning meaningfully and creatively?
How will learners present, represent and/or share their learning? Will they choose to express their learning through a creative medium such as art or film? Will they paint or sculpt? Will they write poetry? Set it to music? Do an expressive dance? Create a stop motion animation? Build a model? Develop an app? Design a website? Write a book? Organise a debate? Start a blog? Make a speech? Create a campaign? Lead a workshop?
Will they do, say, think, feel, want… or be something different as a result of this learning?