There were so many things to be excited about during the planning of this unit with our Year 1 team:
the honest reflection of the teachers who engaged in this inquiry last year and their willingness to view it through fresh eyes;
the openness of the teachers for whom the unit is new and the ideas they bring to the learning process;
how far we have come from the days when we thought we had to plan the whole inquiry in advance;
our split screen approach to planning, in which we simultaneously consider the unit and the format of the new planner we are designing;
the opportunities for the development of the whole child, both as a curious scientist and as a human being who cares about animals;
the authentic learning that will arise from having caterpillars, chickens and rabbits in the learning space;
the teachers’ own inquiry into how best to provoke, support and encourage the children’s inquiry;
the agency learners will have as they help care for the animals, share their wonderings to lead the inquiry, develop their own theories, find the best ways to document their observations and choose how they might like to present their learning…
and now, the wonderful possibilities arising from the children’s initial wonderings:
I wonder if they eat their poo.
I wonder what patterns they will have on their wings.
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 ourLana Fleiszigrecently, 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 relevanceand 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.’
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.)
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?
12-year-old E is passionate about changing the world. While some of her peers struggle to extend their personal interests into deeper or broader explorations for the PYP expedition, E wrestles with how to narrow her focus down.
She cares deeply about everything. Her ‘top 10 list’ includes a range of human rights and environmental issues and she can’t decide which to explore further first. I ask if she’d like to begin by identifying a change she could work on that could make a difference at school, before taking on the world, and she likes the idea.
E quickly sees a way to take this further. She will ask the children of the world (well, those she can get access to!) how they would change their schools and how they would change the world. Analysing the data will answer a range of questions about which she’s wondering and might help her decide on her next move.
Can you spread the word to help her reach a broader audience? Here’s her survey, if you can share it with young people you know. This is E’s investigation, but I’m looking forward to seeing the responses too.
Our current education is wrong for the future not because we haven’t added enough technology, or because we haven’t added enough so-called 21st century skills, or because we don’t offer it to everyone equally, or even because we haven’t tried hard to incrementally improve it. Our current K– 12 education is wrong for the future because it has— and we have— the wrong ends or goals, in mind. Up until now, education has been about improving individuals. What education should be about in the future is improving the world – and having individuals improve in the process. ~ Education to Better Their World by Marc Prensky.
It seems that while encouraging E in her exploration, I’ll be pursuing my own parallel inquiry…
One of the most exciting things we saw during our recent visit to ISHMC (International School of Ho Chi Minh City, where Sam Sherratt is based) was the unstructured inquiry set up in a Grade 4 class by Adrian Watts, the principal.
Learners were given a choice between four different explorations (although they didn’t know the precise task until after they had selected what seemed interesting to them):
Reassemble a computer so that it works.
Fix the motor on a scooter.
Knit a finger puppet.
Sew a pair of trousers that fits someone in your group.
Participants were permitted just three questions over the course of the day. It was interesting to observe the thoughtful way they approached this, writing down possible questions and carefully considering what and whom they would ask.
It was more difficult for the observing adults to adhere to the rules. Most found it hard to overcome their natural inclination to step in and help, instead of stand back and observe the learning (and the range of trans disciplinary skills in action).
What did we observe during this exercise in child driven learning?
learner agency and empowerment.
total engagement in meaningful learning experiences.
curiosity and willingness to experiment.
competence, creativity and problem solving.
resourcefulness and fearlessness in approaching the unknown.
interesting group dynamics and differing gender biases within groups.
risk taking, learning from failure, persistence and resilience… in varying degrees.
collaborative decision making.
The transferable messages…
We need to believe that children are capable, curious, competent and creative and, given the opportunities and encouragement, can lead their own learning.
We need to rethink contexts where the teacher controls the learning and the students jump through hoops set in front of them by the teacher, the school or the system.
We need to stop ‘doing school’ and think about what it means to really learn, because real learning often has very little to do with traditional notions of school.
“Inquiry happens when you focus on the art of teaching.” Kath Murdoch.
This is an interesting moment in Kath’s conversation with teachers. I lose focus on my note-taking as I pursue this thought… I tend to say ‘focus less on teaching and more on learning’, and here is Kath Murdoch, inquiry guru, expressing what, on the face of it, seems to be just the opposite.
Kath has spent the week with teachers at my school, provoking thinking, that of teachers and students alike, modelling in classrooms and then collaboratively analysing teachers’ observations. The conversations during the week have been as valuable for teachers as the classroom observations, especially the final day reflections, when teachers draw out the big ideas in response to Kath’s question:
What does it mean to have an inquiry stance in our teaching?
After the session, I attempt to categorise the teachers’ ideas under conceptual headings. The more I think about their statements, the more my categories overlap. I consider first Kath’s shared list of inquiry practices and then Ron Ritchhart’s cultural forces. In the end it comes down to a handful of big ideas, for me…
Language: Use a language of learning not compliance. Choose language that supports learners in describing and reflecting on their thinking and learning.
Process: Focus as much on the process of learning as the content. Use split screen teaching. Notice and name how we are learning, not just what we are leaning.
Release: Let go of your expectations and allow students to lead. Ensure the learners do the heavy lifting. Release responsibility as early as possible, then observe where to take the learning next.
Teacher as learner: Position yourself as part of the learning community, not as the expert in the room, both physically and through your interactions. Make your own thinking process visible.
Time: Do less, but do it more deeply. Devote time to developing learning dispositions. Give children time to reflect on how and why they change their ideas or thinking.
But, even as I elaborate on these, I notice they are further interconnected. I keep going back to change and revise them. It’s impossible to separate ‘using the language of learning’ from the notion of ‘teacher as part of the learning community’… or the ‘focus on process’ from the notion of time…
And, in a moment of clarity, I see that Kath and I are talking about the same thing… The ‘art of teaching’ IS knowing how to focus on the learning.
“I think teachers should not be telling the students exactly what they should be doing. They should be finding their own path and figuring out the ways that they learn best.” ~ Georgia, Year 6.
The Year 6 PYP exhibition is a prime example of the kind of learning that is unleashed when students own their learning. The confidence and understanding with which Georgia and the other learners shared this learning experience are evidence of the power of student ownership…
Looking forward to increasing opportunities for student ownership in 2016!
I love chatting with my colleague about approaches to pedagogy and how to encourage teachers to reflect and grow. This week’s conversation gets us thinking about a shift in focus required for (some) beginning teachers… and some who’re not beginning.
We attempt to define it. Is it a shift in focus from:
Teaching to learning?
Teacher centred to student centred?
Work to learning?
Short term to long terms goals?
Content to process?
All of the above?
How often do you say these sorts of things in your classroom?
This is how you need to do the task.
Don’t publish till you show me what you have written.
Your answer is ok but it’s not the one I’m looking for. (not necessarily in those words)
This is how you can improve your work.
Don’t move to the next step till I say so.
Stop (in the middle of what you’re doing/thinking/learning) and listen to my instructions.
I want you to…
Are you depriving your students of opportunities to make decisions and reflect on them, learn from mistakes, become independent learners, think for themselves and… really LEARN?
What are the effects when teachers say things like this? (Observed in class visits this week)
What do you think is the best way to go about this? Why do you think so?
Create your own experiment, if you think it will be more effective.
How would you teach this to students of any age of your choice?
It doesn’t matter what I think, what do you think?
How and why would you go about developing new vocabulary? (second language)
You know more about this than me, what do you suggest?
What did you learn about yourself as a learner?
Consider your practice….
Are you providing opportunities for meaningful learning?
How will we ensure it goes beyond a science fair?
Will all students engage with science in a meaningful way?
How will we make sure the learning is rich and deep, with opportunities for every learner to find something about which they are passionate?
We develop a few conceptual understandings which we’d like the learners to reach…
Science provides a lens through which to look at the world.
People apply their understanding of science to solve problems and meet needs.
Scientific and technological advances have an impact on society and the environment.
And some strong provocations to hook them in and get them thinking…
They are inspired by Louie Schwartzberg’s TED talk – Hidden Miracles of the Natural World, in particular this, which provokes them to think about science in new ways…
What is the intersection between technology, art and science? Curiosity and wonder, because it drives us to explore, because we’re surrounded by things we can’t see.
After unpacking the trans-disciplinary theme, students enjoy a ‘Science Exploration Day’ during which they explore all areas of the school – the garden, the cafeteria, the nurses station and more – taking photos which they later connect to the various strands of science.
Visitors Sam and Jethro, a couple of young inventors, expose the students to the design process. The children need to come up with an idea and go through the design process to create something new from what is already known.
Our learners quickly show an awareness of science in our world, further enhanced by an excursion to the city, where they choose to visit either the museum or the art gallery as well as various parks and buildings. Taking purposeful photos helps them NOTICE and NAME science everywhere and heightens awareness of how humans apply their knowledge of science too.
This week they they also begin their explorations of science through a choice of creative media – art, music, dance, animation, photography, poetry or design (electronics and coding).
Excitement is high.
It’s already apparent that our early concerns were unnecessary.
The children are totally immersed in their learning, already considering what interests them most, what they are passionate about and why, what they might like to explore further and how… They will have plenty of time to think, experiment, investigate and ask themselves not just WHAT? but SO WHAT? and NOW WHAT? before deciding on their chosen inquiries.
This is a far cry from offering a range of topics for students to choose between and creating random groups in which they will work, an approach often used in classrooms and even PYP exhibition units.
This is all about choice and student voice and learners taking ownership of their learning. It’s about learners having opportunities to find and solve problems and explore real issues that matter.
It’s an opportunity for rich, meaningful learning. I can’t wait to see how it all unfolds…