Thinking beyond ourselves – a whole school inquiry…

Thinking beyond ourselves empowers us to act.‘ This powerful central idea for our PYP exhibition has fostered awareness of self and others, revealed vulnerabilities and spawned a variety of meaningful student initiated action. But it’s almost the end of our school year and some of them are only just getting going…

What if we combined several of the ideas in the previous post and developed a whole school, year long inquiry, transcending the boundaries of trans disciplinary themes, explored by both teachers and students?

We start each teaching team’s planning session by revisiting our beliefs about action, considering examples of action and placing them on the iceberg.  (Try it and see the ideas that emerge). Next we reflect indivdiually and share examples of ways we contribute beyond ourselves. We break this down into contributions within the school community, the broader community and then globally. (Another provocation worth trying!)

We brainstorm possible, age appropriate ways that children might be encouraged to think beyond themselves, enabling us to create some initial, potential lines of inquiry. It’s interesting to see the beliefs and values that teachers bring to the planning… and it will be fascinating to see the student initiated inquiries and actions.  Exploring this big idea through different conceptual lenses will add further layers.

So far, in the Who We Are theme, Year 1 students will inquire into who we are as individuals within our learning community; how we build an effective learning community;  how kindness impacts our community; why and how we create an essential agreement.  

Also in Who We Are, Year 4 will inquire into how individuals contribute to our community; how we build connections within our community; and how knowledge of others influences our actions. Revisiting the big idea in Sharing the Planet, they will investigate the impact of our actions on a sustainable future.

Year 6 will explore forces that shape culture;  how our actions influence culture; the impact of thinking beyond ourselves; and how thinking beyond ourselves transforms us. This will be a year long unit spanning Who We Are and Sharing the Planet.  Inspired by the sustainable development goals, students will have opportunities to design their own lines of inquiry, depending on interests and needs, within or accross any of the concentric circles

I’m looking forward to planning with the other teams.  Year 3s might be inspired to explore diversity accross Who we Are and Where we are in Place and Time.  Year 5s are keen to explore values and it will be interesting to see where that might lead, across more than one theme. Thinking beyond ourselves takes on a different dimension when explored in the context of Phys Ed and team games. Our whole school focus on developing the whole child is firmly embedded, and the potential of this unit to further enhance that is exciting.

Once the Program of Inquiry is viewed flexibily, its potential expands exponentially…

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?

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…
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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…

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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…

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They chose how they might make a difference, what impact they want to make and what kind of action to take…
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What if education was about improving the world?

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.

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I’m intrigued by an idea in the first paragraph of Marc Prensky’s book:

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…

An opportunity for powerful learning…

‘J is beyond excited for the conference!’ according to a message from her mother. She’ll be sharing her passion for baking with some of her peers on Tuesday at our Year 6 #PassionsMatter conference.  An update says: ‘My kitchen is a hive of activity in preparation for Tuesday. The girls have been shopping independently this morning with their shopping list and budget (prepared by themselves). They are now preparing and packing all that they need for their workshop. Totally self directed! THIS is learning!!!!!!!!!!!!!!’ 

L is excited too, as expressed in an email to her teacher, discussing the purchase of materials for her sewing workshop.  A has prepared an inspirational talk about how books capture her imagination and transport her to other worlds.  T is writing his own book and will tell his peers about that.  J’s talk uses take off and flight as a metaphor for achieving goals…

In the lead up to the conference, our learners have been involved in authentic opportunities to write, speak, research, think, calculate, make decisions, collaborate… and learn. Students have written inquiry emails, made phone calls, worked out costs for catering, placed orders, designed the logo and certificates, written speeches, given constructive feedback, planned and re-planned workshops.

The program includes some external presenters , who are all passionate, young role models some of whom have mentored the children in planning their sessions. Their workshops will provide opportunities for students to explore areas of passion such as song writing, story telling and sport coaching, as well as to engage with the big ideas of finding your passion, self belief, learning from failure and overcoming obstacles. 

On Tuesday at Passions Matter 2016, students will be speakers, workshop presenters, photographers, caterers, tweeters, bloggers and reflection group leaders. 

Emailing presenters

Meeting with mentor

Planning and re-planning workshop

Practising inspirational speech

This is powerful learning. 

Why only once a year? What if we had days like this once a month? Once a week?

How can we make this kind of meaningful, purposeful learning part of regular, daily school life?

 

The back story…

From doing school to Learning 2 day

Unleashing Learning

Learning Unleashed

The Story Within

And even further back…

Why isn’t school like a conference?

A conference for kids

#Passions Matter- a dynamic student conference!

Our Year 6 students are currently finding and exploring what they are passionate about as they head towards the culmination of their primary school learning in PYP exhibition.

The central idea for the exhibition is ‘Exploration of interests and passions inspires learning and action.’ Within this broad conceptual understanding, students are following their own areas of interest and deciding on their individual and collaborative inquiries.

On Tuesday 13 September, we will have a full day student conference with guest and student speakers as well as workshops led by guests and students. Our students will be involved in the planning, organisation and facilitation of this conference – a manifestation of this year’s focus on student ownership and our belief in our learners. 

We are looking for young people (up to 30 ish – not too far removed from our students!)  in Melbourne, Australia, who would be willing to participate in our Year 6 conference and inspire our learners by sharing their own passions.

Possible ways to be involved might include:

  • Giving a 5 minute inspirational talk.

  • Running an interactive workshop about exploration of passion

  • Running an interactive workshop in your area of passion

  • Partnering with students to lead a workshop

  • Facilitating a reflection session of some kind

  • One off or ongoing mentoring of/supporting students with their inquiries in Term 4.

Content might include such things as:

  • What sparked your interest or curiosity

  • How your passion developed

  • Your journey in exploring  your passion

  • How your journey has helped learn about who you are

  • Action or experiences related to your passion

  • Evolution of your passion

  • How your passion may have changed your life

If you are interested in being involved in a dynamic student led event and supporting our learners in developing their passions,  please fill in this form by 19 August.

The back story…

From doing school to Learning 2 day

Unleashing Learning

Learning Unleashed

The Story Within

And even further back…

Why isn’t school like a conference?

A conference for kids

Student ownership of 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!

An inquiry into how the world works -2

It’s the first time our Year 6 students are exploring the trans-disciplinary theme ‘How the World Works’ for their PYP ‘exhibition‘ inquiries.

We initially have some concerns…

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.

Prototype for a creature created through the design process, which will move via electrical circuit
Prototype for a creature created through the design process, which will move via electrical circuit

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).

Comparing the sounds made by different instruments
Comparing the sounds made by different instruments

Photographing the natural world with macro lenses
Photographing the natural world with macro lenses

Creating movements that replicate nature
Creating movements that replicate nature

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…

An inquiry into how the world works…

Headphones on, each member of the group watches their assigned video and considers how it fits into the PYP trans disciplinary theme ‘How the World Works’…

Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

We’re watching things as diverse as the longest pedestrian suspension bridge, how fish breathe, a poo powered flame thrower, a man-made forest on a river island in India and ice cream that doesn’t melt

Sharing back with the group provokes discussion about what excites us, connections we see, problems solved and issues raised and the varied aspects each of us might find interesting to explore further. We look at the ways people apply scientific knowledge to solve problems, meet needs, create art…

We check which of the science strands are addressed by the videos and highlight the relevant concepts in each.

This is not a classroom, it’s a collaborative planning session.

The goals are as follows-

  • To get the teachers excited about what’s possible
  • To highlight the fact that science is everywhere
  • To encourage us to observe and notice science around us
  • To provoke thinking about the ways humans apply scientific knowledge
  • To create a context in which to plan for student learning and inquiry.

We’re planning for our PYP exhibition* unit and it’s the first time we’re exploring it in the theme of ‘How the World Works’.

The teachers are already excited about…

  • provoking our learners’ curiosity
  • inquiry that is real, relevant and engaging
  • opportunities for exploring passions
  • the possibilities for creativity and innovation
  • observing and really noticing the world
  • the potential to change perspectives
  • opportunities for learners to use a broad range of skills
  • scope for hands-on making and doing
  • bringing all the learning from previous years together
  • the potential to include the natural world, art, technology, ethics…

And concerned about…

  • ensuring it goes beyond being ‘just a science fair’
  • opportunities for action as a result of the learning

We’re keen to hear from other PYP practitioners who have explored ‘How the World Works’ for their exhibition units, in particular if it was a dynamic, student centred, passion driven, authentic learning experience for all.

* I hope in the IB PYP review, they decide to replace the term ‘exhibition’. It makes it sound as if the focus is on the product, when the most important aspect should be the process of meaningful, in-depth, personal and collaborative inquiry, drawing together all the skills and attitudes they have developed over time – Learners taking responsibility for their own learning.