Getting Parents Onboard

One of my big professional goals this year is to do a better job getting parents to understand and support our agency-based approach to learning.

I used to do a pretty good job of this at my old school, but last year – with a new country, new school, new grade, new approach – it fell off my list of priorities. I lost sight of how crucial it truly is.

So this year I’m making a more concerted effort, to not only help the parents understand what is going on in the classroom and why, but more importantly to bring them into to the conversation about why school is broken and get them onboard as allies in the education revolution!

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Design by @orenjibuta

Here are a few things I’ve done so far:

1. Embrace and encourage parent meetings

Sometimes as educators we try to avoid, sidestep and minimize parent meetings. This year I’ve tried to shift my perspective to wanting and welcoming parent meetings.

Right at the beginning of the year I sent out an open invitation to any parents who had questions, comments and concerns about our agency-supportive model. I had about a handful of parents reply and set-up a meeting.

If the reason for the meeting was more about their specific child within our agency-supportive model then I made sure to encourage a 3-way conference approach to the meeting. Making it clear that our school philosophy was that meetings that take place about a child, should include that child.

To structure the meeting I used an adapted protocol where child, parent and teacher all had an opportunity to share their goals, needs, worries and suggestions.

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Moving on from these initial meetings I had some families that wanted to schedule regular meetings – once a month – to stay connected and involved in their child’s learning. And others who felt that the initial meeting had met their needs.

Another thing that came to light from these meetings was that parents wanted to feel more involved in the model, wanted to better understand the model and wanted help and support learning how to be a parent within the model. This feedback informed many of the following steps I’ve been taking this year to get parents on board.

2. Harnessing the power of digital platforms

It was clear that many parents wanted to feel involved and part of their child’s learning at school, but because it was so different from when they went to school themselves, they weren’t exactly sure how.

So thanks to the power of Google, SeeSaw, Weebly and other platforms we were able to start helping them feel more involved. We got in the routine of digitally sharing assessments, weekly goals, day plans, reflections and documentation.

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This not only gave parents insight into their child’s learning but allowed for them to leave comments, suggestions and feedback to become part of the learning process.

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3. Make planning transparent

“No secret teacher business” is a pretty common phrase for agency-supportive educators when sharing their thinking and planning with their students – why not with parents as well? What better way to have parents understand not only what is happening in the classroom, but also (and probably more importantly) why and how.

So each Monday I take a screenshot of our actual team planning (which is built around Simon Sinek’s Golden Circles) and record a voice note to explain, in detail, the thinking, reasons and research behind our planning.

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There has been a really positive response to these posts from parents!

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So this prompted me to start to share beyond the weekly why, how, what to other important systems and structures that we have in place to support students’ learning.

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4. Hook parents as allies

One of the most crucial aspects of getting parents on board is helping them become critical thinkers about the current paradigm of education and what needs to change. Each week I send home a provocation – a video, blog, post, article, tweet, or quote – that is meant to poke and provoke their thinking about education.

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I’m lucky that I’m part of a team that shares similar philosophies and practices getting parents on board, because we work together to collect and collate parent provocations.

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5. Seek and Action Parent Feedback

I think it’s also important to recognize and make space for parents’ thoughts, ideas, and feedback – not just with regards to their specific child, but also in more general ways as well.

Whether it’s taking time to collect their philosophies and beliefs about education…

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Taking time to ask them about their child…

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Seeking feedback about the new ways you are approaching teaching and learning…

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Or seeking feedback about how you are doing as a teacher

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It is important that they have a voice and they feel like their voice is heard and honoured.

My Reflections

One of most important things I’ve learned so far is that the more it feels like an invitation – whether it’s to come in for a meeting, have access to their child’s documents, listen to the thinking behind our planning, engage with a parent provocation or fill out a survey – the more comfortable it feels for parents. That way parents can be as involved as they wish to be. And for some that means very involved and for other less so to not at all.

As a classroom teacher it definitely becomes easier to get parents on board the more your PYPC, administrators and Head of School take similar approaches in the work they do with parents. I’m thankful to be part of a school where everyone shares a similar approach to energize, engage and empower our parent community as an essential part of shifting the educational paradigm. Maybe I can even get my PYPC coordinatorprincipal or Head of School to write a guest post about their contribution to getting parents on board within their role… Stay tuned!

How do you get parents on board for agency-supportive models of learning?

How are you inviting parent voice into the process?

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The Magic of a Student Designed Studio

We have 120 Grade 5 students.

We have 10 learning spaces in our Grade 5 hallway.

And to start the year we believed that those 120 students should have the trust and ownership to collectively design and set-up those 10 learning spaces.

So they did. And it was pretty amazing.

Before Day 1

As usual, our team started with why. With the help of our PYPC and instructional coaches, we talked as a team to ensure we were all on the same page about why having students set-up their learning spaces was essential to starting a year full of respect and support for their agency. From there we were able to move onto possible hows and whats , but we knew that most of the planning would be in response to what actually happened each day, so we started small, with one first step – “unsetting up” the space.

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We knew that in order for students to be able to truly own the space, we would need to provide them with a blank canvas – essentially undoing any thinking, decisions or organization from us. We also knew it was important that students could easily see and access all the furniture, resources and materials that we had as a grade level, so we decided to collate it all into separate areas. We put all the tables in one area, all the couches in another area, all the shelves in another area, all the baskets/bins/organizers in another area, all the consumable materials in another area and all the learning resources and manipulative in another area. We also ensured every wall, shelf, cupboard, and bin was completely empty.

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We also knew that is was essential to keep parents informed and involved. So we sent them this email a few days before their child’s first day of school:

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Day 1

On day 1, we pretty much just said “Go! Set-up your studios!”. We wanted to prevent too much guidance and ensure our thinking wasn’t accidentally seeping into their thinking. We also wanted to use this as a cold diagnostic – to see who they are and what they currently think and understand about learning and school. Since there were lots of big, heavy pieces of furniture we did have a safety briefing to talk about how to lift and carry furniture and how to ask for help when needed.

Then they were off…

And it was incredible to see the action, initiative, thinking and teamwork right out of the gate!

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 Immediately we started to see creativity and great ideas:

A table for adults to drop of forgotten lunches….

An indoor handball court…

A welcome sign…

We also started to see different types of learning spaces emerge:

And by the end of day 1, students had successfully set-up 7…. classrooms.

Day 2

Although students did an AMAZING job with their first attempt of setting-up, it was clear that many of them were still in the mindset of “doing school” – a paradigm we knew we wanted to challenge immediately. So in small advisory groups we all facilitated a guided brainstorm activity to get them thinking about the concept of a studio.

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Once we helped students organize and unpack their own thinking about the concept of a studio, we asked them a challenging question.

“Yesterday we told you to go set-up your studios. Looking at the people, places, materials, and purposes from your brainstorms this morning…. did you actually set-up ‘studios’?” – Us

“No….” – Them

“Yesterday, what did you set-up?” – Us

“Classrooms” – Them

“Do you guys want some more time to try again?” – Us

“YAASSSSSS!!!!!” – Them

So they tried again. And it was just as – if not more – amazing! We started to see spaces emerge that would support authentic and purposeful pursuits and endeavours.

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But we noticed students weren’t really considering the purpose-built spaces. We have two small rooms with doors, one large room with doors, 4 medium rooms with 3 and 3/4 walls and two large open spaces. Yet students weren’t matching the purpose of the space to the unique features of the space. So we broke into small advisory groups again to push their thinking further. We analyzed the features of each space and debated what type of studio would be most appropriate in that space. Obviously there was no clear right or wrong answer, so we ended up with several, equally good options.

Day 3

We took the most popular options that arose from discussions within advisory groups and synthesized them into 3 main floor plans. Then students and advisors analyzed the floor plans and cast their vote.

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It was clear that “option B” had the majority of votes, so that is what we went with.

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Next, we had students commit to a team that they felt motivated to help with.

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Then we let them go again to bring “option B” to life in their new teams.

We started to see the space take shape, but noticed they were focused mostly on the big things and not yet thinking about the smaller details. So we pulled them together and provoked their thinking further with these 6 questions.

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Then we really started to see the spaces take shape.

We saw more thinking and action connected to organization…

We saw more attention to aesthetics…

We started to see signs and instructions…

We saw more thought into what was needed in each space and how to get it…

Day 4

Since all the spaces will be used be all 130 of us, it was important that the teams responsible for each space were considering and using the ideas and opinions of people who were not on their team. So we gave students the opportunity to “tour” each space and then leave feedback for the group responsible for designing that specific studio.

Then teams had time to analyze the feedback and decided how they were going to take action to honour the ideas and concerns of their peers.

Day 5

At this point spaces were starting to shape up, but we noticed that most students (with an exception of a few) weren’t looking beyond what they already had in their space. So we poked their thinking further into what else they might need, where they could get it and, of course, how we as adults could support them in that process.

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Day 6,7,8

At this point in the process, we noticed a plateau. It seems that students took themselves as far as they could and weren’t sure where to go next. So that was a big clue for us, that it was time to jump in and help them go beyond where they could take themselves. So we had one adult join each of the teams and act as a coach. Each person had their own style of how they supported their group, but we all shared the common theme of helping support students’ thinking and organization towards their next steps.

We noticed that this support helped students go further and begin to think about the smaller details within their space.

Even MORE cool ideas began to emerge!

Day 9

Then, finally, the spaces were “done” (knowing that there is always opportunities for reflections, refinements, new ideas and changes throughout the year!)

We ended up with a book nook…

An art and design studio…

A recording studio…

A science and maths lab…

A town hall space…

A drama studio…

A fitness studio…

A digital production studio…

And a “chillax” studio…

At this point it was important to take time to pause and reflect in order to look for learning. We challenged the students to think about the last 9 days and notice and name the attributes of the IB Learner Profile, PYP attitudes, ATL skills, strands of math and stands of language that have been embedded within their experience designing and setting-up their learning spaces – even if they didn’t realize it at the time.

We then displayed their reflections for the community – to help parents, other grade-levels and visitors to our school understand where the learning has been during the first two weeks of the year.

Day 10

Now that the studios were fully set-up it was time for all of us to explore and use the amazing spaces!

It was also time to show and share the spaces with their families. So during Back to School Night, students gave their families a tour of all the learning spaces in our hallway. We invited parents to leave their feedback so we could include their voice in the process.

Here is what they had to say:

Reflections

  • It was such an enjoyable first few weeks of school
  • It provided great diagnostic data about our students’ thinking, initiative, teamwork, problem solving and creativity
  • It established a really strong sense of community
  • It set the tone for a culture of initiative, not a culture of permission
  • It helped students understand the spaces, resources and materials they have available to them this year
  • It challenged us all to break down our “homeroom” mentality
  • It showed students we are serious about respecting and supporting their agency as learners and as a people

I feel extremely lucky to be part of a team of fellow risk-takers who were all on board to jump in with both feet. I also feel extremely lucky to be at a school with a parent community who trusted us and tried their best to understand our approach and how they could be part of it. I also also feel extremely fortunate to be at a school where our leadership, admin and even Head of School not only understood what we were trying to do, but supported us and even publically shared and celebrated our approach.

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If you want to involve your students in setting up their learning spaces, but happen to be at a school where your team, leadership, admin and/or Head of School are not on board (yet), take comfort in the fact that the Enhanced PYP has your back!

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How do you involve your students in setting up their learning spaces?

What could an agency-supportive first week of school look like?

We’ve just finished our first week with students – and it was amazing! As a team, our goal was to start the year respecting and supporting student agency as much as possible.

Here is what we tried:

1. Invest time in the “why”

So often as educators we spend lots of time thinking about and preparing “what” we are going to do with students during the first week of school. This year as a team, we took a step back and invested most of our energy thinking about our “why”. We had many discussions, disagreements and debates, which was needed in order to ensure we were all on the same page about planning a week that encouraged as much student voice, choice and ownership as possible.

2. Plan in response, not advance

Once we were all solid in our “why” we were able to begin to move onto the “how”. We agreed that in order to respect and support student agency, we needed to take an approach of planning in response to learning, instead of in advance. So we decided not to plan beyond the first day, to allow for us to meet our learners, make observations, and collect their feedback. We also agreed that in order to make this approach work we would need to meet as a team at the end of each day to debrief, share notes and collectively analyze any student feedback in order to plan for next steps.

3. Involve students in planning the first day

Even as we were planning the first day, we knew that we wanted to set the tone for flat power structures and shared decision making. So we decided to involve students in the co-construction of their first day of school. Which meant, as usual, we spent our time planning for their planning. How could we structure and support systems to allow for their ideas and perspectives?

First we invited students to brainstorm any and all ideas about how we could get to know each other and how we could get to know our school.

Then, we had them sort which activities were structured, whole group activities that we would need to do together and which were more unstructured, small group or individual activities.

Next, we had them vote on which activities they were most interested in and used that data to create an agenda for the day that balanced structured and unstructured times in the day.

We also involved the students in collectively deciding how much time should be dedicated to each activity and what locations would be best for each activity. Students were also included in solving problems regarding the day’s agenda as they arose – like when another class was on the playground when we planned to go there, or when one activity ran longer than expected and there was not enough time for the next planned activity.

4. Teacher transparency

A huge theme that ran throughout the week (and we plan to continue throughout the year) is transparency – #nosecretteacherbusiness! Right from the get go we shared our “why” with them, involved them in decisions like how they want us to collect their attention in large groups and were honest with our reflections when things weren’t going according to plan.

5. Involve students in setting up the learning space

A big way we wanted to walk the walk of agency, was involving them in setting up their learning spaces. So we decided the spend our time the week before school “unsetting” up the learning spaces to make time and space for their ideas about the learning environments that best support them as learners.

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Since we also wanted to break the traditional mindset of “homerooms” we didn’t have the students set up just their classroom, we had all 120 students work together to set up the entire Grade 5 hallway – in total 10 learning spaces! (More about this in a blog post coming soon!)

6. Provide opportunities for student voice

It was also very important that from day 1, students knew their voices matter. So we aimed to have many opportunities for students to share their thoughts, ideas, concerns, worries and suggestions with us.

7. Act on student voice

Having a place for student voice, and actually acting on student voice are two different things. So we knew we wanted to make it clear to students that not only were we taking time to read and analyze what they shared with us, but we were also using that data to reflect on our own practices and decisions as well create the plan for the following day.

In order to make sure students knew their voices were being heard, we were transparent in each step of the process. Students knew that when they went home on the first day, we stayed and spent over an hour reading each and everything they wrote and using their feedback to create a plan for the second day. We compiled all the most common questions, ideas, worries etc. and visibly shared that data with the students the morning of the second day, then took the time to have small group discussions based around those topics.

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Their feedback not only impacted what we did, such as allocating more time for set-up, but also how we did things. For example, the first day we stayed in our smaller advisory groups for the co-constructed get to know you activities. But based on the feedback we got from students, we discovered they wanted a chance to do some of those activities in small mixed groups, with different students across the grade level. So based on that suggestion, we got together as a team, identified the activities that were most popular to all 6 advisory groups’ brainstorms and decided to have a sign-up based “get to know each other time”…. an idea we probably would not have ever thought of without them!

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Here are our reflections from the week:

It was SUCH an enjoyable first week. As a team, we couldn’t believe how energized and happy we all felt at the end of each day and how excited we were for the following day!

It planted the seeds for a strong sense of community. Both amongst the teachers, the students, the advisory groups and the grade-level as a whole, you couldn’t deny there was something special going on. Even after only a few days, you could feel that we were a crew, a team, a family.

There was lots of positive feedback from students and parents.  It was amazing to see students bringing their parents, siblings and friends through the grade-level for tours to show off what they had been up to the first few days of school. We also received emails and had pop in visits from parents to share how energized, empowered and engaged their children had felt when they came home each day.

The week leading up to school was a breeze. Usually teachers spend endless amounts of time (and often money) setting up their classroom and meticulously planning the first week of school. But because we planned do to the set-up and planning with our students once they arrived, we found ourselves with lots of spare time to hang out together, play games and ease into the school year.

It set the tone for a democratic community. Because we purposefully made all the decisions with the students from the moment they arrived, a culture of shared decision making and a flattened power structure has already started to emerge. For example, sometimes when all 130 of us get together in a townhall meeting, the students self-organize and collect each other’s attention without any input or intervention from the teacher.

It’s essential to differentiate support for students. That amount of voice, choice and ownership can look and feel quite different depending on the student. We tried to be cognizant,  empathetic and supportive to students coming from a more traditional school system, as well as students with specific learning, language, social or emotional needs.

Overall, it was THE BEST first week of school I have ever experienced. Of course, we have a lot of room to grow and improve, as this was the first time our team attempted anything like this. But we can feel good to know that how we approached the first week aligns with our belief that students have the right to have their agency respected and supported during their time at school.

However, we’re not experts and we don’t pretend to be – we’re just risk-takers, firm and passionate in our belief of what we think school should be.  That’s why I used the word “could” in the title of this post, instead of “does”. These are simply the ways we tried to respect and support the agency of our students during the first week of school – I’m sure there are many other ways out there.

How are YOU planning to start the year with a focus on student agency?

Trying to break the “homeroom” mould

Last year we tried many things to help get us and the students to break away from the traditional notion of a homeroom.

  • We encouraged free flow and fluidity between spaces.
  • Teachers and students offered workshops open to anyone in the grade level.
  • Students collaborated with whomever they liked, regardless of whether they were in “their class” or not

But despite our best intentions and efforts, more often that not it was still “my room”, “my teacher”, “my class” (for both us and the students)

So this year we have to decided to keep trying to break that stubborn mould – which as we discovered – is a deeply entrenched concept in the collective current understanding of what school is.

Here are a few things we’ve decided to try this year to hopefully move further away from the mindset of the homeroom:

1. We’re not assigning rooms to teachers. Instead of having Miss Taryn’s room, Mr. Pug’s room, Miss Amanda’s room – where a specific set of students and teachers lay claim – we’ve decide to have all spaces shared and co-owned. It’s been a hard habit to change our language of “my room”, “your room”, but in trying to do so it has made us all more mindful of both the language we use and our own deep rooted habits of thinking and being. We’ve taken to referring to the rooms simply by numbers, but were hoping when students arrive they think of some more creative and purposeful room names!

2. We’re meeting as a grade level first. On the first day of school, after we collect our specifically assigned students from the basketball court, we’ve decided to meet altogether, as a grade level, in our town hall meeting space. We’re hoping that meeting together in a shared space first will help them identify with the larger community and space, instead of reinforcing that idea of “my room” if we take them into a specific, smaller, classroom-like space. From there we will breakout into smaller groups, but we’re planning on purposefully and arbitrarily picking a room and using general language, like “let’s go meet in that room”.

3. We’re purposefully rotating where we meet with students. Building on the ideas above, we’ve also decided to rotate the spaces we use whenever we pull the students into smaller groups. Again hoping to help all students see all spaces as available to them for the betterment of their learning.

4. Students can choose where to keep their things. This was a big discussion as a team. We wanted students to have a consistent homebase – somewhere to put their backpacks, lunch bags, swim clothes each day – but we were also aware that that typically means a cubby section in an assigned classroom. So we’ve decided to make all cubbies available to all students, but have students choose one cubby to make their “home base” for the rest of the year.

5. We’re having one Google Classroom. Another structure that kept us in the mindset of homerooms last year was having separate Google Classrooms. This year we’ve decided to have one centralized Google Classroom where all teachers and all students can connect and collaborate with one another.

6. Students will decide how best to use and set up the variety of learning spaces we have. Our biggest risk – and hopefully biggest crack to the mould of homeroom mentality- is having students set up their learning spaces. But instead of having them set up classrooms, we’ve decided to have the whole cohort take ownership over the whole grade-level area – hallways, quiet learning spaces, loud learning spaces, and regular learning spaces. To assist with this process we have “unsetup” all the spaces to create a blank canvas. We’ve emptied every shelf, bin and cupboard, stock piled every table, couch, pillow and collated all the learning supplies and resources. On the first day of school we’re going to ensure students know they are empowered and trusted to envision, create and take ownership over their learning spaces, resources and materials. After giving them a little bit of time to try, struggle, have tension, solve problems and persevere we’re planning on supporting their thinking as well as the process – having 120 students set up 9 learning spaces will be no small task!

I’m sure there are still many ways that our mindset and that of the students will be stuck within the confines of the “homeroom mould”, but hopefully these 6 steps propel us further down the path of true learning and further away from doing school.

As with any worthwhile risk, I’m feeling the perfect combination of excitement and fear. It’s either going to be amazing or a complete disaster!

The adventure begins tomorrow…

Wish us luck!

The Documenting Dilemma

This is a story of hypocrisy and empathy.

If there was a voice recorder in my classroom this year, more than anything else, you would hear me urging my students to document their learning.

At the beginning of the day…

“Don’t forget to document your learning!”

Throughout the day…

“Are you documenting your learning?”

“You should document that!”

“You’re missing it! Something awesome is happening… capture it!”

At the end of the day….

“Did you document your learning today?”

“Did you capture what you did? How you did it? How you felt about? What you learned? How you learned? How you felt about your learning?”

I had workshops about stronger documentation of process and growth

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We developed success criteria for strong documentation of learning

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I shared exemplars of strong documenting of learning

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I was obsessed with having them document their learning. And, I would bet that I am no different from any educator who is striving for more learner agency, yet still working in a fairly mainstream system. There seems to be some unwritten agreement that – yes, we will transfer ownership of learning back into the hands of the students… but only as long as they document it all to prove that it is happening. 

And then it happened… hypocrite moment #1

We were all sitting around at a weekly team planning meeting at the beginning of March and realized that we had neglected to document our learning journey. The blog that was set-up with the specific purpose of allowing us to capture what we were doing, how it was going and what we were learning from it… was blank.

Even though we knew about it.

Even though we all saw value in it.

Even though we had weekly reminders to document and capture our journey.

Blank.

This really got me thinking! It wasn’t that learning hadn’t happened. We had all experienced so much personal and professional growth. And it wasn’t that nothing worth capturing had happened. The previous 7 months were full of risk-taking, new initiatives, testing out new ideas, reflective conversations, multiple iterations….

It just wasn’t “documented”.

And there were perfectly acceptable reasons as to why:

We were busy.

It wasn’t the top of the priority list. 

We we’re so “in the thick of it” it was hard to step back from it to document it.

And here comes empathy moment #1. As I reflected on the reasons we were identifying for our lack of documenting, I realized these were likely some of the same reasons my students had for their lack of documenting.

Then came hypocrite moment #2

At the beginning of the year we were sent out a Google Slides template with 12 slides based on specific professional criteria. We were told to document our professional learning and growth throughout the year, by populating the slides with artifacts and explanations.

We were reminded to continuously update it.

We were reminded to “capture” our growth and progress.

And 3 days before my end of the year appraisal meeting with my administrators…. guess what? Completely blank.

Again, it wasn’t that I hadn’t experienced any professional growth. It wasn’t even that I hadn’t documented it somewhere. It was just that I hadn’t documented it there.

And there were perfectly acceptable reasons as to why:

I already had ways that I captured and documented things that were meaningful and relevant to me.

I was already comfortable with certain platforms (my blog and Twitter) that I updated on an ongoing, organic basis

I was more internally motivated to document and capture my journey for my own reflective purposes, rather than for an external source of accountability. 

Again, all perfectly acceptable reasons. Again, likely the same reasons my students hadn’t been documenting either.

(I got it done, of course. I did what I’m sure my students do when their documenting is “due” for review. I went back through and filled it in retrospectively.)

These two moments, connected to my own practice of documenting learning – when I document, how I document, why I document, how often I document – really gave me some food for thought about how I was approaching documenting with my students.

Everyone knows the philosophical conundrum:

If a tree falls in the woods and no one is around to hear it, does it make a sound?

I wonder if a similar question holds true for documenting:

If learning happens and it is not documented, did it happen? Does it count?

The more I got thinking about this, the more I was reminded of a tweet that I saw a while ago from @AnneVanDam1996

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So, before we ask (force?) our students to document their learning, I think we first need to ask ourselves:

What is the purpose of documenting learning?

Who is it really for? Who should it be for?

Does everything learned need to be documented?

How often and in-depth am I documenting my own learning?

How different does it feel to document for my own purpose versus when it is mandated by someone else?

… and what might this all have to do with what we are asking of our students?

I have no answers. Just lots of questions. And lots of empathy….

Student-Planned UOIs: An Update

A few months ago I shared with you our crazy idea to have student-planned UOIs and I left off at the part of the process where students either decided to “pivot” or “persevere”.

So here is what has happened since then…

The “Pivot-ers”

Right after some students decided to “pivot” I pulled them all together to help them reflect on their purpose, motivation and success from their first student-planned UOI. I used the continuum of purpose and the continuum of motivation to help ground their reflections and think about what they might do differently next time.

Then I had a whole guided activity planned to help them go back to step 1 (brainstorming potential purpopses) using our “purpose planner” and thank goodness I thought to ask if any of them happened to have a new purpose in mind… because every single one of them did! None of them needed me to walk them through the process of tuning into a new purpose – a process that had taken most students weeks the first time around! But now they were all much more intune with their own interests and curiosities that they could skip right over that part and jump right into designing their unit! Not to mention that they advocated for the opportunity to try to plan their unit independantly, before sitting down with me for some feedback, instead of planning their unit with me, like they had done before.

It was great to see that students were supporting one another to design their UOIs – pointing our transdisciplinary connections, suggesting possible resources, consulting on strong success criteria.

Once their new UOI planner was complete there were lots of other visible changes with regards to the motivation and success for this group of “pivot-ers”:

When they arrived to school it was the first thing they worked on

Two friends making scoobidou key chains

Walls were broken down about what kind of learning is school-worthy

Learning new card tricks

Developing cutting skills

It was clear they were in their flow

Sketching multiple perspectives of a car

They spent time on their purpose at home

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Ordering a sticker making machine

They were more confident to break away from their friends

Independanlty working on a page for the yearbook

They chose to take their purpose public

Selling his hand-made sushi to the class

Selling his hand-made sushi to the entire school community

Rach sticker

Sending out an order form for personalized stickers to teachers and students

Overall, the “pivot-ers” knew themselves better, felt more confident, understood “learning” in a broader, deeper way and took more risks.

The “Persever-ers”

Just as their was undeniable growth and progress with the “pivot-ers”, there was just as much with the “persever-ers”.

They challenged themselves and took themselves to the next level 

Increasing the complexity of a first design

Moving on from drawing by hand to digital drawing

Working on a bigger, more complex model

Assinged herself a 30-day drawing challenge

They took more action

3-D printed, personalized designs

Hand-made board game

They moved themselves along the continuum of purpose towards more service to others 

Student-led afterschool activity 

Student-led assemblies for younger grades

Teaching KG students how to use new and improved rock climbing wall 

Changing original purose to be more sustainable and environmentally friendly

Producing and selling personalized bamboo straws

Using a love of drawing realistic animals to inspire discussion about endangerment 

Providing photography services for Grade 4 poetry exhibition 

They chose to venture out of their comfort zone

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Student-planned field trip to a shoe factory

Preparing music set to be played at monthly school market

They developed mastery 

More sophisticated cooking supplies and set-up

Greater attention to detail and craftmanship of dollhouse

Professional quality water colour materials 

Using a laser-cutter to personalize bamboo straws

Focus on accuracy and percision of measurements

Increased curation of learning resources and materials

TInkercad playlist to support with 3-D shoe design

Specific wood needed to make a cubby organizer

And although there were some noticable differences between the groups, there were also lots of similarities regardless of whether they had pivoted or persevered.

What we noticed about all students

They wanted to teach others and share their learning

Photoshop “Master Class”

K-Pop workshop

Helping a friend with Ukulele skills

Many organic collaborations formed

Botanists and entomologist working together in the school garden

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A sushi business owner hires an artist to design his logo

Two friends build a bath bomb business together

Organic mentor relationships developed

Grade 3 teacher shares her love and talent for sketch noting 

Working with our permaculture consultant to develop our school’s composting system

Studio 5 advisor shares his passion for photography

Learning with our IT integration coordinator to film experiments 

A budding artists connects with a TA who also loves to draw

They actively sought out feedback to improve

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A feedback document designed to collect and organize feedback from multiple sources

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Request for feedback on part of her advertising campaign

They had stronger documentation of their journey

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Some have digital process journals

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Some have Weebly blogs

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Some have WordPress blogs

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Some use SeeSaw

 

Some sketchnote

 

They continued to show interest and curiosity for one another’s purpose

They improved their ability to evaluate and articulate their learning 

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So where does that leave us?

Overall, we’re surrounded by happy, free children, comfortable to be themselves and follow their own journey – but together.

We still have a long way to go in refining this process… but we’re enjoying the journey along the way.

(Photo credits – @puglifevn@PhuHua, @makingoodhumans)

Upping the Agency in SLCs

A staple of any PYP school is the student-led conference. And although there are many different approaches to planning for student-led conferences, generally all iterations of SLCs have some element of student voice, choice and owership.

However that spectrum of voice, choice and ownership can vary greatly school to school, class to class.

This year our team decided to turn a critical eye towards SLCs to see where we as teachers tend to hold onto control over the process and the content, in order to then be able to transfer that control to where it should be… in the hands of the students.

The WHY

Instead of giving students our why for SLCs we supported them to come up with their own personalized why.

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Once they were aware of their own why, they were able to communicate to their parents what they wanted from them during their time together.

The WHAT

So often, the “what” of SLCs is pseudo-chosen by the teacher. “You must show something form math, literacy, UOI, art, music, PE etc…” So the student is technically able to choose what they show, but decisions about what-what is already made for them. This approach also often places learning into subject-specific confines, keeping that silo-mentality alive and well in the institution of school.

We decided that we wanted to move away from both of those typical pitfals of planning for SLCs. So instead, we put the decision of “what” entirely in the hands of the students and instead of guiding them to choose the what based on subject, we guided them to choose the “what” based on what they wanted to share about themselves as learners.

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We also decided to leave the number of “whats” up to them. So we purposefully did not make the template with a certain number of boxes or bullets, but rather let them drive the decision making based on whatever worked best for them.

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During their planning, we supported them to think about themselves as learners in different ways – using the IB Learner profile, PYP attitudes, ATL skills and a variety of sentence starters.

The HOW

Once students knew what they wanted to share about themselves as learners with their parents, we supported them in planning how they could best share that.

SLC how 1

We encouraged them to think about places, people, artifacts and resources that could help them express what they were trying to say about themselves as learners.

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Students really took ownership over this part of the planning and began to use their own systems of numbering, colour coding and organizing to help themselves feel most prepared.

The WHERE

The day before the conference students decided where they would be most comfortable conferencing with their parents and set-up their own conference location.

Overall, it was a very successful process. Students truly “led” the conference. Not just the conversation the day of the conference, but all the thinking, planning and decision making that happened in preparation before hand.

How you ensure students are in control of planning for SLCs?

How do you “up the agency” in Student-Led Conferences in your class?