Personalized Units of Inquiry

Last year I shared my teams’ dissatisfaction with the typical PYP approach to planning Units of Inquiry for students – especially within a context aiming to respect and support student agency.

Last year, I also shared my team’s first attempt at Units of Inquiry planned by students, as well as an update later on in the year as the process evolved.

This year we continue to grow and refine the process… always reflecting… always iterating… never satisfied. Keeping the parts of the process that were successful last year, ditching things that weren’t and trying new things we hope can make the process even better.

Here is a synopsis of how we’ve changed and improved the process from last year:

Starting with motivation and purpose

Similar to last year, we spent the first week inquiring into motivation and supporting students to uncover what their purpose might be.

Here are some of slides that helped us in our own planning, as well as guiding the students’ planning.

Something new we tried this year was having students think of their own, “why, how and what” when they were committing to their purpose. This in-between step helped them begin the thought process of unit planning, but in a very simplified way.

This simple, first step was really effective at helping students to begin to think about their journey.

This year, we also joined the community of learners – following each and every part of the process alongside our students.

Here is a link to the slides we used to guide this process with students.

Finding Connections

Something new we tried this year, was helping students find connections – both among their peers and within the school community.

First we decided to post all the students’ purposes in a central location. We chose to organize them by TD themes to help with our own tracking and horizontal articulation over the year.

Once all 120 students’ purposes were posted, we realized that although they were organized by TD theme, it would be helpful to also organize them by category. So we decided to look for trends and colour-code them based on what we noticed.

Then we decided to invite anyone and everyone who worked at the school that might have something to offer our students – single-subject teachers, coaches, our CAS coordinator, our Head of School etc. We asked them to do two things:

1. Analyze the students’ purposes and do a “see, think, wonder” leaving post-it notes with advice, observations, suggestions and questions.

2. Fill in a poster about what you are willing to help with and how you prefer to be contacted by the students.

As soon as the first post-it note and “I Can Help With” poster went up, students were at the boards, taking notes, photos and videos of anything and anyone that might help them achieve their purpose.

Unit Planning

Similar to last year, we had students go through the unit planning process. We felt it really helped them take their vision, and break it down into more manageable bits and pieces.

To simplify the process, this year my team spent a lot of time debating the different unit planners we used last year and reached consensus (which is rare for us!) about a unit planner that was simple, effective and aligned with the PYP planning process.

Tracking

Something new we are also trying his year, is to do a better job tracking all the different UOIs to be able to document horizontal articulation. Although last year we knew there was breadth and depth of exploration across all six TD themes, because we were all new and figuring it out as we went, we didn’t have a process for keeping track of it all.

This year we’ve decided to create a database that will document each student’s personalized UOIs over the course of the year, creating somewhat of a personalized program of inquiry.

This will allow us to see which TD themes have been explored by which students and therefore which TD themes and students might need a nudged over the course of the year. It will also provide a record that we can share with IB visitors during evaluation visits to show that we are meeting the Standards and Practices of students engaging with all six TD themes in their final year of the PYP.

Self-Evaluations

Another element of the process we wanted to keep from last year, was having students evaluate their own learning (i.e. write their own reports). However, we felt that it wasn’t only important for students to evaluate their own learning upon the completion of their unit, but also the creation of their unit.

So after students created their own personalized UOI, they formally evaluated their understanding of their own motivation and indicators of success.

We provided them with the following guiding questions:

Then we responded to their self-evaluation based on our own observations and assessments of the unit creation process.

After six weeks we will follow the same procedure as last year, asking students to reflect on and evaluate their motivation and success in order to make an informed choice whether to “pivot or preserve”.

Parent Involvement

Something new we are going to try is involving parents more in supporting the students throughout their Units. Last year we had a few parents come in as experts, but we felt the process could be much more intentional and organized.

First we reached out to parents to see who might be interested in donating time and expertise to support our students’ Units.

From here, we are planning to look at the data and begin to create a sustainable structure of matching up parents who have something to offer, with students who are looking for help.

Something from last year that worked really well that we plan to do again this year, was inviting parents in for a UOI consultation. Parents came in and sat with their their child, looked at their unit plan, the documentation and evidence and both celebrated their progress as well as offered advice and suggestions about next steps.

We’re only a few weeks in… but it’s been a wonderful few weeks! It’s been great to see students start to explore their purpose, build connections, reach out to experts and take action! The buzz is real!

Photo credits: @puglifevn @juoulette @phuhua

Overall, the changes and improvements have had a positive impact on maintaining the integrity of student voice, choice and ownership in the process while balancing the expectations of the program.

As usual, we will continue to reflect and refine as we go… and I’ll keep sharing our journey with you along the way!

How do you ensure Units of Inquiry are significant, relevant, engaging and challenging for each student?

Advertisements

Respecting and Responding to Student Voice

My students have been at school for two months now and it is really important to me that I understand how it has been going for them. Ensuring my students have opportunities to share their honest thoughts and feelings about school and me plays a huge part in respecting and supporting both their agency and their humanness for the time they spend in my care.

form 1

This year I structured my questions around the qualities of establishing an inclusive classroom that I learned from an IB training.

form 2forms 3

I also included questions to find out what I have been doing well and what I can do to improve.

form 4

Here is a link to a copy of that form if you are interested in seeing it.

It’s always hard to put yourself out there and ask these types of questions. I get nervous every time I read their responses. But I also believe I get better every time I read their responses. So those temporary moments of a bruised ego are worth it because they lead to my growth both as a professional, and as a person.

So in the spirit of vulnerability and shared reflection, here is what I learned and the action I plan to take:

IMG_6459Looking at the quantitative data, I have built some professional goals that I will post in the classroom for students, parents and colleagues to see. I will invite constant feedback from my community to help me work towards these goals.

observeme

Looking at the qualitative data, I will reach out to specific students to find out more. I will invite the 6 students who said they didn’t feel challenged to have a focus group with me so I can dig a little deeper to discover what they need. I will invite the student who didn’t feel listened to or understood to have a one-on-one conference with me to hopefully help us get to know each other better. I will ask the 3 students who do not feel safe what changes we could make to our classroom to help them feel more safe.

I also plan to share this data and my action plan with the parent community. I think they deserve to be included in this process, to know how students are feeling about school as well as the steps I plan to take to address some of their concerns.

How do you encourage and respond to student voice?

What do you ask your students to help you grow as a teacher?

Teacher Spaces vs Student Spaces

Who is most important in the classroom? Who is the classroom designed for?

Obvious answer… the students!

But if you take a second look at a typical classroom, does the physical space and set-up point to the same answer?

Screen Shot 2016-08-19 at 7.49.17 AM

Teachers typically have a large spacious desk with multiple drawers, many of which that lock. 

Do students?

Teachers typically have a large, comfy, adjustable chair with wheels, 

Do students?

Teachers often have a private, locked cabinet for their personal possessions (bags, wallets, phones etc.).

Do students?

Teachers typically have a personalized corner of the classroom where they post pictures of their families, friends, old classes etc. 

Do students?

Arguably you could say that teachers spend more time in the classroom than students – that it is their home away from home and therefore they need more comfortable furniture. Arguably you could say that teachers have more to do than students and therefore need more space. Arguably you could say that teacher’s possessions are more valuable than students and therefore need to be locked up. I’m not sure I agree.

Students spend a large part of their day in their classroom and I’m sure if you asked them they would say it is also their home away from home. Students have SO much to do and organize in a day – multiple subject, assignments, binders, notebooks, projects – and I’m sure if you ask them they would say they would like more space. Students come to school with many valuable things, not only wallets, lunch money and phones, but also precious and sentimental toys, books and artifacts and I’m sure if you asked them they would like to be able to safely lock up their treasure.

So if we return to the original question – who is most important in the classroom – the large desk, comfy chair, extra space, personal photos, locked storage… it would seem like many teachers have a lot more comforts and luxuries than their students. Why is this the way it is? What does this reveal about how teachers and students are viewed in the school system? Does it have to be this way?

As a teacher, I wonder what it would be like to spend a year with a simple desk, a basic chair, an open cubby in the hallway and no personal pictures on the wall.

Maybe I will give it a try and find out…