Reflecting on a Year of Risk-Taking

Last year, when I decided to leave my role as PYP Coordinator to go back into the classroom, one of the biggest reasons was to have the opportunity to take risks, innovate and disrupt the model of “doing school” at the classroom level.  I had big dreams of what I wanted to start, stop and continue and I had a vision for a more fair and free place to learn. Now that the year has come to an end, it’s important for me to reflect on how things went. And since I have been sharing my journey with you along the way, I wanted to share my final reflections with you too.

So, here are my reflections from a year of taking risks:

Students setting up the classroom 

Inviting students to help set up their learning space was one of the best things I did all year! Not only was there SO much thinking and reflecting and problem solving that took place, but there were a lot of curricular connections, made authentically. Above and beyond that, it set the tone that students have a voice and are equally contributing members of our classroom community.

Read more about it here. 

Flexible Seating

Flexible seating was also a huge success. It took us a while as a community to test it out, problem solve and find the line between comfort and safety… but once we found our groove it was smooth sailing. Students were relaxed and comfortable during their time at school and often reflected on how that positively impacted their learning.

Respecting student’s physical needs

After reading the blog, post 10 Ways to Get Your Students to Respect You,  I couldn’t believe all the years I spent as a teacher, controlling, limiting and even not allowing students to tend to their physical needs. This year students ate when they were hungry, drank when they were thirsty and went to the bathroom when they needed to go. If felt much more humane and again had a noticeably-positive impact on their learning.

Democratic decision making

A huge part of my MEd degree was becoming more aware and critical of the power structures that exist in schools. This year I actively worked to create a more democratic classroom. We made ever decision together – where possible – regardless of how big or small. This not only set the tone that each and every student has a voice and a right to be part of decisions that effect their lives, but it also opened the door for some amazing learning about democracy, decision making, fairness, equity and equality, authority and hierarchy.

Optional homework

For the first time in my life I did not make the decision that my students would have homework. Nor did I make the decision that my students would not have homework either. Instead I decided… to let my students and their families decide! I guided them through an inquiry into homework and then students made their own conclusion about if they should have homework, and if so, what, when and how much. This approach worked very well – families that didn’t want homework never complained they had too much and families that did want homework never complained they didn’t have enough. It also had an unexpected positive side-effect: throughout the year when students genuinely reflected and felt like they needed more help or practice with something they would self-identify the need and take initiative to request extra help and resources.

Read more about it here.

Student-written day plans

This was the risk I was most excited about and the risk that ended up being the hardest to execute. We started out the year strong. We spent weeks inquiring into learning, inquiring into the PYP, inquiring into making day plans and then students were off and running planning their own day. It started out really amazing… students were excited and energized to have autonomy not only over how and where they learned… but for the first time in their life when they learned. Then I got in my own way of such an amazing and successful risk. I started to feel the pressure of time, and standards, and consistency… and slowly more and more of their blocks were being planned by me, because “we had to get something done” One day I woke up, looked around and realized that I was back to my old ways – planning one standard school day and obliging my students to follow along. Towards the end of the year – when reports were done and the pressure was lessened – we went back to having students plan their own day. And once again, life was good.

Read more about it here.

Involving Parents

It was important for me this year that I included my students’ parents in our learning community. Firstly, in the sense of having them involved in their child’s education and what happens in the classroom. I invited them in for before-the-year-starts meetings, I asked them for feedback three times throughout the year and I attempted to differentiate my communication in order to reach as many families as possible. But more than that, I wanted them be involved in our vision… our risks… our movement. I would share screenshots of provocative tweets, infographics and links to PYP and education related blogs to challenge and provoke their thinking about what school look like in 2017. As the year went on it was great to see them engage more and more with the ideas being shared. The best was when parents started sharing their own provocations and resources with me about the future of education! I still remember receiving an email from a parent with a YouTube link to The People vs. The School System and her thoughts about how it connected to what we were doing in our classroom!

Assessment done with students, instead of assessment done to students

This year I took a drastically different approach to assessment. I wanted assessment to be an inclusive process that involved the students as much as possible. We co-constructed success criteria together. We used that co-constructed success criteria as a tool for self, peer and (always last) teacher assessment. Students chose how they felt they could best share their learning. Final marks were negotiated between me and the student, during a one-on-one conference. The results were incredible. Student became much more assessment-capable. They were much more aware of their own learning, growth and areas of need and they were much less nervous and afraid of the assessment process.

Read more about it here.

Creating a culture of passionate readers

This was a hard one for me. I loved everything I read from Pernille Ripp about creating a culture of passionate readers and I couldn’t shake the quote “if they only read and write when we force them to read and write – then what’s the point?” So this year I took a hard, critical look at my own literacy practices and decided to ditch many of them in favour of achieving this goal. I got rid of nightly reading logs, book bins/bags, levelled library, forced guided reading, Daily 5, mandatory reading and writing workshops… pretty much anything where I, as the teacher, was choosing or forcing things on my students. The results were miraculous. I had students choose to become reading buddies; I had students request reading conferences with me; I had students self-select to all read the same novel so they could discuss it; I had students take initiative to create their own reader’s theatre; I had students sign up for optional reading workshops; I had students volunteer to read in front of the whole class. Was there still “progress” as can be measured by a standardized reading test? Yes. No more or less than there has been for my students in the past. But more than that, this time there was also students who learned to love reading; students who began to identify as readers; students who experienced agency and authenticity in their lives as readers.

Creativity Thursdays

If you ask any of my students, they would tell you this was their most beloved risk of all. It was also the risk that received the most scrutiny and push-back from ‘above’. After reading, watching and discussing Sir Ken Robinson, my class decided to devote as much time for creativity as we do to literacy development. That worked out to 20% of a week – a whole school day. So each and every Thursday students would pursue their creative passions – Minecraft, acting, painting, sewing, fashion design, digital music making, construction, jewellery design, singing, slime, modelling, nail art, playing instruments… the list goes on and on. Thursdays were magical… everyone was happy, relaxed, engaged.  It was the day of the week were our sense of community was the strongest. And it was the day of the week with absolutely no behaviour or classroom management issues. There may not have been a lot of “schooling” on Thursdays, but there was definitely a lot of “learning”!

Read more about this here.

Global Connections

Another goal of mine this year was to support my students in connecting with other students around the globe. We had a class blog, a class Twitter account and participated in my Mystery Skype calls. My success in this area was mediocre. The blog and twitter started out strong at the beginning of the year, but fizzled out over time. Mystery Skype were great, but I waited too far into the year to organize them (only when it fit with our unit). This is definitely an area of growth for me, and I will be doing some reflecting over the summer to try and figure out how to better support my students next year as global citizens.

Making time for play

My students and I decided that for every 30 minutes of focused learning, we would take a 10 break. This seemed to jive with research about how long children can focus and aligned with our IB Learner Profile of being balanced. Even though my students are in Grade 4 I think this time for unstructured play was essential. Not only did I notice lots of authentic learning taking place, but this is also when many of the friendships developed and when our sense of community grew. It was not unusual for us to receive confused or skeptical glances from passerbys while students were “on a break”, but it was something we strongly valued as a class and something we all felt positively impacted our community and our learning.

 

So what have I learned?

  • It can be lonely to swim upstreamFind your allies, whether that means people at your school, or like-minded educators in your PLN
  • It is SO worth it. Seeing the children’s growth – not only as students – but as humans is so rewarding
  • Students and parents are AMAZING allies. Let them in on your vision, provoke their thinking, ask for their input and feedback often
  • The pressure is real. Despite my best intentions to avoid “doing school” and instead pursue real learning, I felt immense pressure throughout the year about time, standards, standardization, test scores etc. from multiple sources…not only external from, colleagues and supervisors but also internal, from within
  • Systemic change is needed. There were many times in the year where I ran up against a roadblock that precluded school from being a place of true learning. Ingrained parts of our education system like curriculum, grading, reporting, grade groups, scheduling, etc. were constantly getting in the way of learning, but beyond my control as a classroom teacher
  • I have much more to learn. Much of this year I felt like I was in my first year teaching, not my eighth. But in a way, I guess I was in my first year – my first year trying to let go of being a teachery-teacher and instead respecting and supporting my students’ agency as learners. I am looking forward to spending the summer learning more and hopefully changing my thinking further, so that I will be ready to try again next year and hopefully come a little bit closer to making my classroom a place of real learning

 

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Assessment done with students, not to students

This year I have tried to approach assessment differently. I wanted my students to feel that assessment is something I do with them… not to them.

I have made many shifts in my assessment practices to try and accomplish this goal:

Discussions about assessment

As a class we discussed the difficulty of trying to measure a human’s learning and I shared that there are many different approaches to trying to figure out what a student has learned in school. We discussed a handful of approaches for measuring learning and then we tried each of them out within the context of our unit.

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Co-constructed success criteria

Instead of teachers sitting behind closed doors, deciding what ought to be learned by the end of a unit, I made those decisions collaborative with my students. I used the structure of growing definition where first students brainstorm on their own, then they combine ideas with a partner, then they merge thinking with another set of partners, then a foursome with a foursome and so on until the whole class builds a list together. Once their student list was created, I consulted our school curriculum documented and added any knowledge or concepts they might have left out. This list then became our success criteria that we used throughout the unit.

Student chosen summatives

Teachers and teaching teams spend hours, upon hours, discussing and trying to figure out how students can best show their learning at the end of a unit. This year, instead of choosing that choice for them, I handed that decision over to my students. When we approached the end of the unit, I would ask “How best can you share your learning from this unit?” Some students who felt most comfortable expressing themselves orally would submit a vlog or request a one-on-one conference, other students who felt they best expressed themselves in writing would submit a written text, and others who felt they could best express themselves visually would produce a mind map, or concept map or cartoon – some sort of visual to convey their new thinking and new knowledge.

Triangulation of perspectives

Oftentimes as teachers we are the only – and ultimate – voice of assessment. Sometimes we tokenistically invite self and peer assessment, but rarely are those assessments equally valued. So this year I wanted to take a flatter, more democratic approach to assessment. Whether it was diagnostic, formative or summative, we always followed the same three steps: first the student would assess themselves, next they would find a peer to offer their perspective, then purposefully last, I as the teacher would share my perspective. What they end up with, is three different perspectives… all equally valued.

  

Interchangeability of diagnostic, formatives and summatives

Instead of approaching diagnostic, formative and summative assessments as assessments that you do at the beginning, middle and end of a unit – I took a much more fluid approach. If a student did a diagnostic and demonstrated all the knowledge and skills that were expected they could decide to use that as their summative and then either choose to extend themselves in this area of continue with a personal inquiry of their choice – thus the diagnostic becomes the summative. If partway through the unit a student demonstrates the required knowledge and skills, then that formative can then become their summative and they would have the same choice of extending or free learning. And finally, on the “last day” of the unit if a student completed a summative and had not yet demonstrated the necessary knowledge and skills they could choose to continue to learn, and therefore turn that summative into a formative and re-take the summative at a later time when they felt ready.

Decision making conferences

When it came time to enter “final marks” into the report card, I would sit with each student individually and have a conversation about where they thought they were in their learning. They would look back at the assessment data and tools and share where they thought they were and then I would do the same. Together we would agree on a mark that we both felt comfortable putting on the report card.

Taking it to the next level…

All in all, it was a great change in practice! I think my students felt empowered to have a voice in their learning and in the measurement of their learning. I think students felt their perspectives were respected and valued. And on a personal level, it felt much more humane and much more like a partnership in supporting their learning journey!

Upon reflections from this year and visions for next year, here are a few ways that I would like to take the approach of ‘doing assessment with students’ even further:

Individualized success criteria 

I enjoyed the process of co-constructing success criteria with my students, but to take that further I would love to personalize that process even more and have students design their own individual success criteria. Flipping the question “What should we learn but the end of the unit?” more towards “What should I (or do I want to) learn by the end of the unit?” This would open up some great conversations with students about choosing how they might know they have been successful at learning something or acquiring new skills. Here is a blog post with an example of how one teacher approached this.

Beyond triangulation of perspectives

This year I think I did a pretty good job shifting the assessment power away from myself as a teacher, and equally distributing it between myself, the student and a peer. However, I would like to push that model further and perhaps figure out a way to include the perspective of parents, industry experts or community members. I don’t think it would have to be all 6 sources every time. I think there could be a lot of authentic learning in having students decide which assessment perspective is most helpful in a specific situation.

Student written report cards

The only part of the assessment process my students were kept out of this year was reporting. Moving forward I would love to see students take a more equal role in writing their own report cards. Here is a great blog post with some suggestions I hope to be able to follow in the future.

How do you ensure assessment is something done “with students” not “to students” in your classroom or school?

What if?

I started this year with a dream to build a fair, free, democratic classroom where students have agency over their own learning… and to be completely honest, it has been quite difficult. Most days I feel like I am trying to jam a round peg into a square hole. There are so many constraints and structures that run deep within the current system of school, that it has been difficult to circumvent them.

This year I have tried to change my practice to fit within the system, but I’m beginning to wonder if those goals are fully achievable without changing the system itself.

So I have begun to wonder…

What if curriculum, instead of being multiple pages with hundreds of bullets, was simply “find out where students are and help them move along”?

What if assessment, instead of being focused on achievement, measured and celebrated the amount of progress made by a student?

What if school goals, instead of being focused on an percentage increase of reading scores, focused on a percentage increase of love of reading?

What if reports, instead of being written solely by the teacher, were written collaboratively by the student, their family and the teacher?

What if timelines, instead of being based on pre-determined start and finish dates, were driven by students’ learning needs and interests?

What if grades, instead of ranking and labelling with letters, numbers and words, changed exclusively into feedback that advised students about how to improve and where to go next?

What if day plans, instead of being written by the teacher, were written by each student?

What if standardized tests, instead of measuring skills and knowledge, measured how much students enjoy school and find it beneficial to their life?

Sir Ken Robinson urges us that reform of the current system is not enough – it’s a complete learning revolution that is needed. Based on my experience this year I would have to agree. I think that making small shifts within the system is not enough, we as educators need to continue (or for some of us begin)  critically looking at and discussing what parts of the school system are harmful to or a hindrance of student learning. It’s time to stop talking about how best to jam a round peg in a square hole, and time to start talking about how to change the whole itself.

What revolutionary, systemic “what ifs” would you add to the list?

Forced feedback or found feedback?

Feedback.

One of the it words of education today and probably something most educators around the world seem to agree about – that feedback impacts learning. But I wonder if our obsession with feedback has us so focused on the potential impact of feedback, that we are forgetting to question the context and conditions of that feedback.

This tweet from @justintarte provoked my thinking about this:

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Are we forcing our feedback upon students or are we empowering students to own their learning and find feedback in order to help themselves grow and improve?

This got me thinking about training I received last year to become an instructional coach for teachers. The biggest takeaway from the course was that instructional coaching needed to be optional in order to be most effective. Teachers needed to seek out a coach by choice because feedback for their teaching was more powerful and impactful when it was something they were looking for on their own accord. Something done by them, not something done to them.

…gathered, not given.

…found, not forced.

This means the difference between a coach scheduling a meeting with a teacher and telling them “here is what you need to do in order to get better” and a teacher requesting a meeting with a coach and asking them “what can I do to get better?”

So if we acknowledge and protect that for adult-learners, why are we not doing the same for child-learners?

As teachers, are we scheduling a conference with students and telling them “here is what you need to do in order to get better” unsolicited? Or are we empowering students and creating conditions where students request conferences with teachers (and beyond)  so they can ask “what can I do to get better?”

If we believe that feedback is most effective when sought out by the learners themselves, the question for educators then needs to move away from “Are you giving your students feedback?” and towards “How are you empowering your students to understand the purpose and process of gathering feedback?”

Assessment – Caught between two worlds

I have been an educator for 8 years and throughout those years I have learned (and tried) to be more discerning and to question educational practices. My goal – common to many 21st C educators – is to move away from “doing school” and more towards facilitating true learning.

I started my career in the Ontario system of education which provided me with a great foundation. Then I became an IB educator which really pushed and challenged my thinking about teaching and learning. The more my understanding grew and changed, the more I realized that although some of the practices I picked up as a teacher in Ontario could be transposed into my new practice as a PYP teacher, other practices no longer seemed to fit.

And then there are the practices that I’m still not sure about. Sometimes I feel caught between both worlds and have trouble figuring out which “best practices” from non-IB systems support true learning and which merely help students get better at “doing school”.

Many of these conundrums for me center around assessment specifically….

Namely success criteria, exemplars and bump it up walls. 

When I started my teaching career in Ontario I used all three of these things. They helped my students “do well” on summatives. They increased “achievement” in my class. They provided students with a clear pathway to “success” on the rubric. But now I question – were they really helping my students learn? Or were they merely helping my students get better at “doing school”?

I’m not sure, but before I move back into the classroom I sure would like to figure it out!

Should these practices be packed in our “international educator suitcases” when we leave home to be brought with us and transposed into our PYP practice?

 Do these practices truly support learning, or do they just help students “do school” really, really well? 

I’d love to hear your thoughts… 

My Magic Answer

As PYP Coordinator, I am honoured to be considered a resource for teachers when they have questions about teaching, learning and everything in between. The questions I am asked cover a wide range of curiosities:

“How should I set up my classroom?”

“How can I welcome a new student coming part way through the year?”

“How can I have my students show what they’ve learned about ______ ?”

“How can I get my students attention?”

“What should the timeline be for this project?”

“How can I be a better teacher?”

Even though I get asked a wide range of questions, I noticed something interesting. Something very interesting! I can answer all of the questions above – and most of the questions I get asked throughout the day – with the same answer:

“Ask your students.”

Go ahead, try it. Go back through the list and see if that answer doesn’t work for any of those questions…

Teacher: “How should I set up my classroom?”

Me: “Ask your students.”

Teacher: “How can I welcome a new student coming part way through the year?”

Me: “Ask your students.”

Teacher: “How can I have my students show what they’ve learned about ______ ?”

Me: “Ask your students.”

Teacher: “How can I get my students attention?”

Me: “Ask your students.”

Teacher: “What should the timeline be for this project?”

Me: “Ask your students.”

Teacher: “How can I be a better teacher?”

Me: “Ask your students.”

See! It is magic! It works for every question! Let’s try some more…

Teacher: “How can I build a classroom community?”

Magic Answer: “Ask your students.”

Teacher: “How can I use Twitter in the classroom?”

Magic Answer: “Ask your students.”

Teacher: “What should I put up on my inquiry cycle?”

Magic Answer: “Ask your students.”

Teacher: “How can I have my students reflect on their learning?”

Magic Answer: “Ask your students.”

Teacher: “What resources will help my students inquire into ________ ?”

Magic Answer: “Ask your students.”

Teacher: “How can I tune in to what my students already know about ________ ?”

Magic Answer: “Ask your students.”

Teacher:“Why are my students not engaged?”

Magic Answer: “Ask your students.”

Oftentimes teachers are so busy and bogged down… now I know why! They are doing the thinking on behalf of all of their students. Why not share the load? They say two heads are better than one, so surely 20+ heads are way better than one!

Why not invite student voice into your decision making?

Why not share problems of teaching, learning and everything in between with your students?

Why not turn the questions we have as teachers into collaborative inquiries with your class?

Why not trust your students to have creative, brilliant solutions that you maybe haven’t thought of?

Why not get rid of “secret teacher business” altogether?

Why not trust students to tackle the problems we grapple with as adults?

So next time you have a question why not try turning it over to your class first, because you know what my (magic) answer will be anyway…

Ask your students. 

 

What is the PYP? From the perspective of new-to-PYP Teachers

We have 25 wonderful new PYP staff. They have been working SO hard to make sense of a completely new education framework. They have spent 9 weeks after school reading IB documents, browsing blogs, teaching one another and sharing ideas. Now comes the time for consolidation and sharing… aka a “summative”.

To provoke their thinking about summatives, we first gave them a 4 page “PYP Test” as a provocation to experience what it is like to be on the receiving end of a test and to hopefully challenge the thinking that summative means tests. Their reactions and reflections about being “tested” were fascinating:

  • I was instantly fearful
  • I went blank
  • I knew everything, but I just couldn’t explain it in words
  • I remember learning it but I didn’t have it all memorized
  • I was worried about failing

This lead into a great conversation about shifting the notion of “summatives” away from tests and more towards authentic opportunities to share one’s learning with others. We used the RAFT format to structure our real PYP summative.image

So here they are! 25 PYP summatives where our new-to-PYP staff share their current understanding of the PYP with all of you! We’ve got songs, videos, raps, drawings, models, Prezis, journals, blog posts and more! Enjoy…

Blog post: IB in Kindergarten? Yes, IB in Kindergarten.

Prezi: Examining the PYP

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How creative, confident, reflective and knowledgable are our new-to-PYP teachers!?!? We feel very thankful to have 25 teachers who are truly living the IB learner profile.

After they finished their summative task, they assessed their own understanding of each line of inquiry and the central idea. Our hope is that at the end of the year we can pull the new staff back together and have them self-assess their understanding of the PYP again and see evidence of the growth and progress they have made over the year.

Do you know one of the most interesting discoveries throughout this process? I, as the ‘teacher’, couldn’t pull myself away from reading, watching and exploring their summatives! So often teachers dread marking. Maybe that is a clue that a summative is not actually an authentic sharing of learning, because apparently when it is… you actually look forward to exploring their summative and providing feedback!

Please help us continue to learn and grow! 

Leave us a comment and let us know what you think.