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)

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Agency PD – A First Attempt

A few weeks ago I shared my thinking about how best to structure professional development focused around student agency, and this past weekend I had a chance to test it out! I spent the day with an amazing group of passionate and dedicated educators all committed to upping the amount of voice, choice and ownership in the work they do to support their learners in their specific role.

Here is how it went…

The Before:

The first thing I knew I needed to do was get to know them as learners. So I sent out a quick Google Form that helped me begin to understand who they are and what they are hoping for from our time together.

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The results were very informative and helped me put together a day of professional learning about agency tailored to their needs.

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From there I focused on building a workshop where they were able to not only learn about learner agency, but learn through experiencing their own agency as learners. All of my planning and decisions were guided by the question, “How can I help them learn about student agency” instead of focusing on “How can I teach them about student agency”.

Before the day of the workshop I also spent some time putting together a virtual learning space, our own Google Classroom, to help distribute documents and resources.

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I knew that not all participants were comfortable on Google Classroom, so I insured that there were plenty of other options and avenues for accessing resources and using some of the templates.

For example, sending out links via email:

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And having shorty links visible when they arrived the day of the workshop:

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The During:

When participants arrived the day of, I made sure they all had access to the presentation slides – which were editable – as there were a few activities where everyone would need to contribute thoughts and ideas.

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First we started with a simple activity to help them connect with each other, the topic of the workshop and their own experience as a student.

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Then I was transparent about the structure of the workshop – Choose, Act, Reflect – and my thinking behind it.

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The “Choose” Portion of the day…

To help them self-assess where they are in their own journey of understanding and supporting student agency, I used a Gradual Increase of Independence (adapted from the original design by @orenjibuta)

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Next I guided them in using the data from their own self-assessment to create their own personalized success criteria for the day

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Then, we co-constructed a menu about documenting learning – starting with the “why”, and moving to possible “hows” and “whats”

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Everyone took a turn to share how they were planning to document their learning throughout the day, and it was so great to see so many different approaches!

After that, it was time for them to plan their day! I took some time to give them an overview of all the different possible options that could support their learning throughout the day.

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I briefly explained what my optional workshops were about and how the conferences would work:

Who the Skype experts were:

I helped them centralize the things they might want to discuss with one another:

I previewed the resource document that I built for them.

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And then… they were off planning!!! (using their success criteria and self-assessment to inform the choices they made about their learning)

The “Act” Portion of the day…

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Optional Workshops:

1. The “Why” Behind Student Agency

First we started with an opportunity for them to tune into their own understanding of what they think student agency is.

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Next we moved into a “Tug of War” to help them debate and discuss a variety of underlying beliefs, assumptions and philosophies connected to agency.

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Finally, we did Chalk Talk to help them engage with some provocative stimuli to poke and provoke their thinking and emotions further. (Warning – some stimuli are quite extreme!)

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2. Transferring Decision into the Hands of Learners

First, I had everyone brainstorm all the decisions they make in their role as an educator

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Then, I had them use a quote from the Empower book to challenge them to think about which of those decisions learners “should” or “could” be making themselves.

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Then I invited them to visit other groups and leave some feedback to push each other’s thinking a little further.

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Finally, I had them reflect on any shifts in their thinking as a result of the activity.

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3. Self-Reflection and Planning for Action

First I introduced a few self-reflection tools, to help them see where they are already respecting and supporting student agency and also where there might be some space to make some changes in their practice to work towards even more respect and support for student agency.

I used a sketchnote from @terSonya

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and a questionnaire that I developed

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Once they had some time to engage with the tools, I supported them in using their self-reflection to develop a personal action plan

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Optional Guided Groups or Conferences:

I only had one conference slot filled about agency vs. the curriculum. We sat and chatted for 15 minutes about questions, challenges, ideas and resources.

Skypes with experts:

I was so fortunate to have 4 amazing educators donate some of their weekend to support the learning of people in the workshop.

@bondclegg chatted with MYP and DP educators about how to up the agency within and around program restrictions

@hktans chatted with leaders and administrators about how to support the development of teachers when it comes to understanding agency and also how to bend and break rules in order to re-imagine what school could be

@ms_AmandaRomano shared her own personal journey as an experienced educator unlearning, learning and relearning how to support student agency as a classroom teacher

Stephen Flett chatted with educators about how learning support can function within a system that supports more student agency

Collaborative Conversations:

There was LOTS of connecting, chatting, dialoguing, brainstorming and challenging

Independant Inquiry:

There was also lots of personal inquiry into the resource document

The “Reflect” Portion of the day…

When we all came back together at the end of the day, I guided them through a formative self-assessment where they were able to choose how best to assess their personalized success criteria to know where they currently are and where they need to go next

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Then we spent some time collectively brainstorming the “why”, “how” and “what” of reflection

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and everyone chose the style and content of reflection that was most useful and comfortable for them. It was great to see such a wide range of approaches to reflection! Everything from painting, writing, sketching, talking, sleeping… to even graphing!

Then we spent a few minutes talking about how the learning doesn’t have to end…

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How fears are normal…

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And how leaving your comfort zone often leads to something amazing!

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Finally, before they left, I asked if they could share their honest feedback with me about the day. I wanted to make sure I was honouring their voice as learners!

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The After:

When I got home, I read through the feedback:

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Reading through their feedback was so helpful. It helped me reflect on what parts of the workshop worked really well, and also some parts of the workshop I need to revise for next time.

As I was reading through the “wishes” I noticed that there were many people who felt that two things were missing from the workshop:

At first I started to go down the path of regret and all the shulda, coulda, wouldas…. but then I realized that  just because the workshop was over, didn’t mean that my support for their learning had to end! So I decided to take action and respond to what their feedback was telling me.

I made two Google Slide presentations (linked above) – one to address each area that seemed to be missing from the workshop. And I sent those presentations to the workshop participants via our Google Classroom and email.

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Now I can feel a little bit better that I honoured their voice as learners, and took action to respond to their needs… even if it was technically “after the workshop”.

My reflections….

  • overall, it was a really great day
  • learning through agency is essential in order to understand agency
  • empowering educators to understand themselves as learners and where they are on their own journey helps the learning extend beyond the hours of a workshop
  • investing time in the “before” and “after” really helped me honour their voice as learners
  • this structure created a really relaxed, comfortable vibe for the day
  • the medium IS the message

How do you support educators in developing their understanding of student agency?

What feedback do you have for me as a workshop planner/facilitator in order to better meet the needs of my learners?

APPENDIX (added to the original post)

The Monday after this workshop I received the following email from one of the participants:

workshop action for twitter

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What a great feeling to see that learning from the workshop lead to action that resulted in happy, successful teachers and students!!!

Some thoughts on PD about agency

Recently I’ve been invited to visit a school in China to help poke and provoke their staff’s thinking about student agency. So being the keener that I am, I started putting together my workshop for them!

It was beautifully planned down the very last detail:

First I will provoke their thinking with a range of quotes, videos, and tweets. Then I will tune them into what they already know, or think they know about the concept of agency using a Frayer model and a Growing Definition. The I will get them to create their own questions using the Question Formulation Technique. Then I will give them a resource doc and have them inquire into the different resources and capture their thinking using a Connect-Extend-Challenge. Then I will get them to complete an agency self-reflection tool and put together a personalized action plan. Then to finish it off, I will have them complete a reflection activity called “I used to think… Now I think…”.

At first I was quite pleased with myself – inquiry-based, interactive, hands-on, lots of choice, full of Visible Thinking Routines and other best practices. Done and done!

But then I caught myself…

I couldn’t help but notice a pattern: “I will…, I will… I will… I will…” whether it was, “give them, get them to, or have them complete…” I was definitely the one engineering the learning.

So I began to wonder…

If the medium is the message, am I respecting and supporting their agency as learners?

Am I modelling for them what I’d hope to see them do in their classroom with their own learners?

Does the structure I have planned help them learn about agency, or through agency?

So I scrapped everything I had and went back to the drawing board, keeping those guiding questions in mind.

Now my plan looks totally different:

First, I will be transparent about the structure of the workshop. Explaining why the medium needs to be the message and what that has to do with my vision of them as capable, competent learners who know themselves and know what they need and how they learn best.

Next, they will construct their own personalized success criteria that shows what they hope to know, understand and/or be able to do by the end of our time together.

Then, I will present some systems and structures that provide a plethora of potential ways to learn about agency: a variety of optional sessions led by me, a structure for workshops any of them want to offer for each other, a resource Google document with many resources about agency that is editable so they can add new resources they find/create, an expert wall where teachers can sign up for aspects of agency they feel confident helping one another with, a conversation wall where they can add topics related to agency they want to discuss with one another, some possible time slots for one-on-one or small group conferences with me, opportunities to Skype with other educators experimenting with agency etc.

Next, I will provide them with blank schedules where they will fill in what they want to learn, how they plan to learn, where they will learn and with whom they will learn over the course of our two days together. Also blocking out potential breaks and time for lunch as they see fit.

Also, we will discuss planning for documentation. We will discuss all the different ways to document learning – Evernote, Google doc, Google slides, Twitter, notebook, bubble catcher, personal blog etc. – and then they will choose how best to capture and record their own learning.

Then the majority of our time together will be them learning – hopefully, with some conducting personal inquiries, others learning collaboratively, some choosing to attend my sessions, others attending peer-led sessions, lots of conversation – one-on-one, small group, and large group – with me and with each other. Not to mention taking breaks, eating, drinking, time for play and fun.

Towards the end, they will self-assess using their personalized success criteria to evaluate their own learning and ascertain their next steps in their learning journey towards understanding and implementing agentic models of learning.

Finally, to wrap up our time together we will collectively brainstorm why we reflect, how we can reflect and what specifically we can reflect about. My hope is that this generates a menu of “how” options ranging from conversation, to painting, to vlogging, to writing, to sketchnoting and “what” options ranging from what they learned about, to how they learned, to how they felt about their learning. Then they will reflect in a way that is most comfortable and purposeful for them as learners.

Obviously I won’t know how it goes until it actually happens… but I can say that I feel much more comfortable (and less hypocritical) with my second plan, compared to my first.

I know there are many of us in the education community charged with supporting teachers to learn about agency and shift their practice towards a more agentic model of learning. I think if we want to do so successfully then we need to be very purposeful in crafting professional learning experiences where the medium is the message – where teachers experience agency as learners, in order to be able to then go back into the classroom and respect and support their students’ agency as learners.

What are your approaches to helping teachers understand and implement more agentic models of learning?

*I’m also very open to feedback and suggestions about how I can make my plan even more agentic for the teachers I will be working with, so please feel free to leave constructive comments below!*

Student-Planned UOIs

Currently, our grade level has 84 different Units of Inquiry happening simultaneously – a different one for each student. All connecting to different transdisciplinary themes, exploring different key concepts, developing different ATL skills, strengthening different attitudes, developing different attributes of the Learner Profile and lasting for different lengths of time.

It is PYPx?

Nope… it’s just a “normal” week in Studio 5!

How did we get here? What was our “why”? Our “how? Our “what”? And where do we go from here? Stick with me for this lengthy blog post and I will try to capture and share our journey through supporting our students to plan, execute, and report on, their own Units of Inquiry.

Why?

So often as PYP educators, we start with the UOI and then work hard to figure out how to wrap each student around the unit we have planned. We use provocations, tuning in activities and student-generated questions to help students find “their connection” to the UOI. And although UOIs are broad and conceptual with lots of space for inquiry within, at the end of the day we are still trying to get students to find their connection to our units.

 

The more and more my team and I began to understand and value student agency, the more and more we began to wonder:

Why do all of our students need to be inquiring into the same UOI all at once, for the exact same length of time?

Aren’t all of these teacher-made decisions when planning a UOI pulling us away from our goal of respecting and supporting students’ agency as learners?

Do all of our students even need to be inquiring into the same TD theme at the same time?

Dissatisfied with our previous attempt to reconcile agency and teacher-planned Units of Inquiry, we decided to be risk-takers and take action. Instead of trying to wrap each student around a UOI, we decided to try and wrap a UOI around each student.

Our goal was to help students plan their own Units of Inquiry based around their own passions, interests and curiosities, while at the same time protecting and maintaining the role each of the 5 essential elements of the PYP played within a UOI.

How?

If we were going to expect our students to plan their own units based around things they were intrinsically motivated to learn about, we knew we had to empower students to understand motivation and more specifically, understand their own motivation. So with the help of Dan Pink’s research and resources we began an inquiry into motivation.

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Next, we wanted to help students be able to choose something they were truly motivated to learn. We knew that jumping straight into “What’s one thing you are intrinsically motivated to learn” was unlikely to get us where we wanted to be, so instead we crafted some questions to hopefully help students uncover things in their lives that already showed evidence of intrinsic motivation.

Students filled one in about themselves:

Their parents also filled one in about their child:

Then students used both “planners” to select one “purpose”. We chose the word “purpose”… well, purposefully! We knew that eventually we wanted to have students plan their unit using a modified PYP Bubble Planner, and we wanted to keep the essence of that planner as much as possible. And since box 1, question 1 on the Bubble Planner is “What is our purpose?” we knew that eventually the student Bubble Planner would ask “What is your purpose?” Another reason we chose purpose is because we wanted to steer clear of the word passion. Earlier on in the year, our Head of School provoked our thinking with the article “7 Habits Instead of Passion” which posits that ‘follow your passion’ can be dangerous advice. Ever since then we as a team have been very careful not to de-rail our student planned UOIs by focusing on “passion”.

We also discussed the concept of purpose with students –  with the help of this “continuum of purpose” compliments of @sylviaduckworth.

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Knowing that this was the first time many (if not all) students had planned their own UOI around their own purpose, we knew there would be a range of the types of “purposes” that fuelled these units – many which we guessed correctly would start in the “self-awareness” and “discovery” stages.

Once students had nailed down their first “purpose” they met with a learning advisor to plan their first personalized Unit of Inquiry. Since this approach was new for my team, we all decided to use a different planner –  but all of which were based off of the PYP Bubble Planner, and connected to Dan Pink’s 3 magic ingredients of motivation. As the experts on the PYP, we helped students to “wrap the PYP” around their purpose by identifying how their purpose connected to each of the 5 elements.

As can be seen from these examples, students selected their purpose, decided how long they would need to achieve their purpose, chose how best they would document their learning, what their evidence of mastery would be, and what specifically would need to be “learned about” and “developed” throughout their unit. Careful time and consideration was also given to supporting students to brainstorm resources for their learning, both within the school and beyond.

Next students were supported in creating their own timelines, tailored to the amount of time they estimated they needed to achieve their purpose.

Then students were off an running!

Along the way, students had regular check-ins with their learning advisors to discuss their progress, challenges, adjustments to timelines, needs for resources etc. We also organized an adult-database that collated teacher and parent professions, hobbies and interests and showed students how to make use of the database to contact experts connected to their purpose.

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We also put together a procedure for students to organize their own field trips out into the community.

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Students also received support, guidance and encouragement from their parents who were invited for “learning conversations”. Parents were brought into the fold about the “why, how and what” behind student-planned UOIs and were coached in how to stimulate conversation about their child’s learning, while showing respect for their child’s agency over their learning.

We even had students who had “virtual conversations” with their parents via Skype and FaceTime!

Most impressively though was the way students supported themselves and one another. It was not uncommon to see students curate their own learning resources and materials (microscopes, scales, glue, wood, cameras, safety glasses etc.)

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And reach out to one another for advice, expertise and support.

Students were also great at knowing when they needed an adult’s help and sought out assistance, supervision or feedback – regardless of whether it was “their teacher”.

It’s also been great to see that opportunities for sharing learning have been organic, authentic, purposeful and student-initiated. Most of the time it’s the simple “you gotta see this!” or “check this out!” moments.

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But occasionally there have been some bigger, more planned moments where students have “taken their learning public”.

Whether it’s asking to perform a song around the campfire during a school camping trip

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(photo cred @puglifevn)

Or signing up to sell a product at our school’s weekly market

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Or putting together a student-led workshop, to more formally teach other students what they have learned.

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(photo cred @puglifevn)

What?

So what exactly did these student-planned UOIs explore? Anything and everything under the sun!

Robot hands and flying shoes

Digital design

Special effects movie make-up

Entomology

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(photo cred @puglifevn)

Film production

Doll house construction

Mosquito repelant and anti-itch serum

Digital music mash-ups

Cooking

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Photography

basketball skills

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(photo cred @puglifevn)

font design

Miniature Models

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A scale replica of the KL race track

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Not to mention… taking care of young children, building mini arcade games, coaching swimming, writing poetry, shoe “flipping” (buying bulk at a low cost and selling individually at a profit), app development, singing covers of pop songs, shoe design, dress making, stand-up comedy and the list goes on…

Looking over this list, I can’t help but think of this quote from John Taylor Gatto:

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So, where do we go from here?

Currently students are at a fork in the road, where they have the option to “pivot or persevere”. Students who have achieved their purpose or have noticed their intrinsic motivation has dropped (or perhaps was never there to begin with) can choose to move on to a new purpose. Students who feel their intrinsic motivation is going strong and would like to continue to pursue their first purpose can choose to stick with it.

Either way, students will reflect on and report their learning at this check-point. “Pivot-ers” will write a summative evaluation of their learning that will be shared to parents and “Persevere-ers” will write an in-progress, update of their learning so far, which will also be shared with their parents. Both templates are built around the 5 essential elements of the PYP.

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Finalized comments, such as the one below, will be shared with parents as the official UOI Evaluation of Learning (report card) via Mangebac.

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Then the cycle starts again, and those wishing to explore a new purpose will be supported to develop a second Unit of Inquiry, while those continuing with their first purpose will be supported to continue to act on their plan. No need to limit learning to a pre-determined, 6 week block.

Another consideration at this stage in the game is documentation. If students plan their own UOIs, then what happens to the POI? I say….If a Unit of Inquiry can be personalized, why can’t a Program of Inquiry also be personalized!?

My vision would be a long-term tracking, ever growing and evolving document that captures students’ personalized learning throughout their PYP journey. If we as teachers, follow the process of “start with each child and wrap the PYP around them” then each year we could note what TD themes have been explored, which understanding of concepts of have been deepened, which skills developed, which attitudes strengthened and what action has been taken.

As a homeroom teacher, I am envisioning a type of Google Sheet, where each student in my class would have a tab and thought the year I would use their bubble planner and their EOL to retroactively document the 5 EEs of the PYP. This would allow me to help support and guide them to find balance as well as vertical and horizontal articulation within their own personalized POI over the course of the year.

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And what about the PYP Exhibition? Isn’t that supposed to be the one time when students have the chance to plan their own unit? And I guess our retort to that is – Why would we sacrifice our students’ agency across 5 other units, just to protect the  specialness of having students design their own unit once? We would much rather approach PYPX as an opportunity for students to reflect upon who they have become as learners and people, and what they have discovered about themselves – their motivation, their purpose, their success – a true culminating PYP experience.

If we refer back to the purpose of PYPX from the Exhibition Guidelines document, we feel confident that we are doing right by our students, not only having them experience these features once, for a pre-determined 6 week period, but at different times and in different ways all throughout their final year in the PYP.

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Final Thoughts…

Now my team and I are at a place where we feel much more comfortable about “Agency and the UOI”. It’s not perfect by any means – we are still learning, growing, failing, arguing, reflecting and tweaking. We know (and are glad) that there will be many iterations to our approach, our process and the templates that we use. But in the meantime we feel a much greater sense of ease that we have managed to respect and support our students’ agency, while still honouring the essence and expectations of the PYP.

I think that if we as a PYP community are going to talk the talk of agency, then we also need to be prepared to walk the walk of agency. And that is likely going to look and feel different from what we’ve always done and what we’re comfortable with… but isn’t stepping out of our comfort zone, where we keep telling our students that the magic happens?

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Supporting Students’ Agency – Take Two!

Last year, was the first year in my career as an educator where I tried to my best to respect and support my students as agentic learners. There were many successes, many frustrations and a whole lot of learning. This year I am it again! Hoping to continue to challenge and change my own beliefs and practices and hopefully do a better job respecting and supporting my students’ agency.

This year I have changed schools and joined a team of like-minded educators, who are also interested in re-thinking education, pushing the boundaries of “doing school” and innovating the PYP. Our initiative is called Studio 5 and it has been amazing to be a part of it so far.

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We are in the process of organizing ourselves so we can share, in detail, what we are doing, why we are doing it – and the part that is usually most appreciated by teachers – how we are doing it. When that blog is up and running I will be sure to share the link here.

For now, I just wanted to take some time for myself to reflect – What approaches have I kept from last year… What have I changed and improved… What new things have I tried… and most importantly how it’s all been going so far.

Morning Cafes

Each morning is a slow start to the day – meaning students can come up to class any time they like between 7:45 and 8:15. During this time all 4 homerooms are open and offer something different and the students roam freely from room to room, building, creating, playing and enjoying each other’s company.

Student Written Rights and Responsibilities

Using the Visible Thinking Routine “Growing Definition” students came up with a list of rights for the time they spend at school.

Student Voice

Providing lots of opportunity for students to voice their thoughts and opinions including using the Visible Thinking Routine “Compass Points” to collect their needs, worries, excitements and suggestions from the first day of school; having an ongoing place in the room for students to document problems, questions and ideas; asking students to complete surveys with honest feelings about school, learning and themselves.

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Student-Planned “Bonding Day”

At the beginning of the year, each grade attends a “Bonding Day” to help students and teachers get to know one another and begin to build a strong sense of community. Instead of teachers planning and running this day for the students, the students planned and ran this day for themselves. This involved researching activities, putting the plans together, testing out their games on each other and their parents, receiving/analyzing/actioning feedback from multiple sources, advertising their game and finally -when the day came – running their activity.

Re-designing the Learning Space

Since we are trying to break through the typical notion of “my homeroom” and create a collaborative culture where all Studio 5 students are learning and working together, instead of having students set up their own classroom, we had the entire Studio 5 student body re-design the whole Studio 5 area. This required having students really understand the “why” of having them design their own learning space as well as having some interesting discussions on planning and making decisions on behalf of a large group of people. In order to make this happen, students connected with others across the grade who shared a similar interest, collaboratively conducted research and collected data, put together a video proposal on Flipgrid and if they received majority support from the community they could put their plan into action.

Inquiring into Learning

We used the Frayer model to tune into what we thought “learning” meant, then we used the process of “Growing Definition” to come up with a shared understanding of what “learning” means to us. We used this definition to create criteria to help us know that learning has happened (can be seen below along the right side of the day plan template). We also spent time thinking about how learning happens and who we are as learners. Finally we “looked for learning” by identifying the learning that had happened over the past weeks – even if we weren’t aware of it at the time.

Building a Culture of Initiative (Not Permission)

I was also cautious not to quash curiosity and any initiative my students were taking to pursue a curiosity or interest. Whether it was building, designing, figuring out if a lime could power a light or how best to make a wad of clay stick to a glass wall… I tried not to stop them or stand in their way.

Planning Their Own Day

I started having students plan their own day the same as I had done last year by giving them a blank template that had the timings of periods and empty boxes. Thanks to collaboration and amazing team members, I was able to fine tune and improve this process. I started to use the MOSCOW method to help students see different priorities for the day and I amended the day plan template to build in space for not only what they were doing, but also why and how. One of the best improvements to the day planning process and template was building in a focus on ATL skill development.

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Inquiring into Reflection

In order to help students get to know themselves as reflective learners, and to become more aware of their reflective preferences, we discussed and experimented with many different approaches to “how” we can reflect as well as “what” we can reflect about. From here students will (hopefully) be able to make informed choices each day when reflecting on their learning. Students are also working towards using their daily reflections to inform the choices they make the following day when completing their day plans.

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C.A.R. Time

The first period and last period everyday is “C.A.R. time” where students are supported by a learning advisor to “Choose. Act. Reflect”. The groups are small enough that the advisor can meet with each student in the morning to offer advice on planning their day and again in the afternoon to encourage deep and meaningful reflections about the day.

Student-Led Workshops

In our Studio 5 model it was important to us that students felt empowered to lead their own workshops for other students. In order to get this process started, students first used the “Gradual Increase of Independence” to reflect on things they can do independently, as well as things they would need to be taught, helped with and things they could teach others. These reflections were then shared in a central place so students could start to see both workshops they might want to offer and workshops they might want to participate in. From there students took initiative to plan, advertise and facilitate workshops on a range of topics.

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Optional Teacher Led Workshops

As much as we wanted students to be empowered to lead their own learning, we also wanted to make sure we were a part of their learning too! So in attempt to move away from the typical mandatory, full class lesson model, we began to offer optional workshops that any student – regardless of which homeroom they were in – could sign up to attend. Workshops ranged from read alouds, to creative writing, to math concepts to tech skills.

Building a Culture of Passionate Readers and Writers

In our Studio 5 model it is important that students are developing their literacy skills – but we want to be careful that this does not infringe on their agency as learners. So we have been focusing more on creating a culture of passionate readers and writers – with the help of advice from blogger Pernille Ripp – focusing on what we can do to help them want to read and write. We try to make books visible, accessible and valued; we encourage students to use and enjoy the beautiful school library; we ensure space for students to share book recommendations with one another; we encourage reading at any point in the day; we invite students to become reading buddies for younger students; and we provide options and opportunities for practical and creative use of language.

Developing Assessment Capable Students

In order for students to be able to lead their learning, they must have access to all the usual behind-the-scenes process teachers engage in. For our first stand-alone math unit we wanted to support students in not only understanding what is expected to be learned by the end of the unit, but also how they could figure out what they may already know. We supported the students in using the “Gradual Increase of Independence” to self-assess where they thought they were for each math learning outcome. But more importantly, we discussed the difference between thinking you know something and being sure that you know something. We discussed the role of providing evidence and gathering feedback from experts to ensure you are on the right track. Some students decided to create a Google Slides presentation to house their evidence and others preferred to collect their evidence in a notebook. Some students used a teacher as an expert, others used an older sibling, parent or peer. As students received feedback from their experts, many of them made changes to the placement of the learning outcomes along the Gradual Increase of Independence.

Parent Voice

Similar to ensuring that students feel their voice is heard and valued, it is equally important to ensure that parents feel their voice is also heard and valued. Sending home a Google form was an amazing way to better understand their child, their family and their perspective on the purpose of school.

Student-Written Reports

I am so excited that our administration supports the idea that if students are truly owning their learning, they should be the ones to write their evaluation of learning report. To help them in this process, we used the Visible Thinking Routine “Generate, Sort, Connect, Elaborate”. First we had students reflect on everything they had done in the Who We Are unit, then we had them think about how those learning experience helped them develop two self-management and two social skills as well as how those experiences contributed to their understanding of “Who We Are”. From there, students used their concept map to reflect on questions in a google form. Next week, students will then turn these responses into a cohesive paragraph that will be used as their official written report for the Who We Are unit.

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My reflections…

  • it has been amazing to be surrounded by like-minded educators who are also striving to respect and support students’ agency during their time at school
  • approaching these initiatives as a grade level, as opposed to a single class has provided much more opportunity for students
  • having an administrative team and head of school with a similar vision has helped to alleviate some of the fears associated with innovating and taking risks in the classroom
  • letting go of exactly what I did last year has been hard, but the growth and progress from letting go and being open to my team’s ideas and suggestions has been amazing
  • the days are so enjoyable – the vibe is relaxed and free; there is always a buzz in the air filled with conversation and laughter; students and teachers are interacting as partners in the learning process; it all feels very humane
  • the parents have been amazing allies in this process, providing lots of supportive feedback about what we are trying to do and how it has been a positive experience for their child
  • there is still so much preventing us from being able to truly support students as agentic learners – practices and procedures deeply embedded in the current paradigm of schooling limit the type of true agentic environment we dream of
  • I am still a learner… I have much to learn, unlearn and re-learn about how best to work within a system and yet at the same time push the limits of that system

What is your feedback about what we have been trying so far?

How can we continue to improve as PYP teachers in support of student agency?

How have you been respecting and supporting your students as agentic learners?

Stay Critical, Not Cynical

A few weekends ago I was at a conference and something said by the key note speaker – Sir Kevan Collins – really stuck with me.

He was talking about our school and all the amazing, progressive, innovative things we are doing… which got us all proud and perked up!

And then he asked us:

How will you be sure that that what you are trying to accomplish, is actually being accomplished? How will you know if what you’re doing is “working”? 

And then you could feel our collective consciousness pull back in contemplation.

This was especially impactful for me, as I had just joined the school and the Studio 5 initiative. This meant I was part of a specifically experimental team, trying to challenge the traditional model of school in pursuit of more student-directed, agentic learning.

How were we going to know if what we were trying to accomplish was actually being accomplished!? How could we be sure that our crazy experiment was working?

Obviously the answer was clear – and it was the point he was building towards in his address – with putting on the hat of risk-taker and innovator, also comes the need to put on the hat of researcher.

Maybe not capital R, published-in-a-scholarly-peer-edited-journal, “Research”, but definitely the small r, how-will-we-know-and-measure-the-effects-of-our-innovation, “research”.

I’m not new to the practice of educational research. I completed a major research project during my MEd last year. But that felt different. That was research mandated by my university, required by my coursework and necessary in order to receive my degree. It was research I had to do… so I did it.

This is also research I feel I have to do, but for totally different reasons. I want to know the effect of our our innovation. I want to document and share the potential impact of our model with other educators. I want to know, for myself as a risk-taker, if I’m accomplishing what I am trying to accomplish.

When it came to our innovations, Sir Kevan Collins urged us not to be skeptical, but to be cynical. And although I agreed with the heart of his message, I did not agree with his word choice here. I think both words have a negative connotation — neither capture the eternal optimism and hope I feel about the risks I am taking with my team this year. I don’t feel I need to stop believing in what I am doing in order to be able to conduct valid, reliable research.

So this year, I will pull out, dust off and re-fit my research hat… not because I have to… not because I am skeptical… not because I am cynical… but because amidst my dreams and hopes and passion for change I want to ensure I stay critical.

I have no idea where to start.

Wish me luck…