A week in the life…

A few weeks ago I was leading a workshop and one of the participants asked what a “normal day” is like for me. Although the easy answer is – there is never a normal day – the truth is, at this point of the year, we have settled into somewhat of a routine. However, just sharing one day wouldn’t make sense, because so much of what we do is part of a bigger system or routine. So I’ve instead decided to share what a “normal week” is like for me.

Friday Afternoon

A huge part of supporting our students to take ownership over their learning is helping them set weekly goals. Goals that are personal, relevant and meaningful to them. We spent months and months teaching them how to set goals – focusing on how to know you need to focus on something (using data to inform goals) and also how to know you’ve achieved or accomplished what you set out to (defining success criteria).

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We started off small at the beginning of the year having students set one personal goal for the week. Then as the weeks went on and their goal setting skills improved, we began to roll in other goals.

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Always partnering the expectation of setting a new goal, with instruction and support for setting a goal of that kind. We spent a lot of time discussing how to know what you need to work on, and how different sources of data can be useful in that process.

For a personal goal it may be your screen time statistics…

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Or feedback from a three-way conference…

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For a literacy goal, it may be assessment data…

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Or something from a personal learning plan…

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For math it may be feedback from a math conference…

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Or an online assessment tool…

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For UOI it may be from a unit plan….

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Or a backwards plan…

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Now at this point of the year, students are fairly independent at analyzing different sources of data to know what they need to focus on and establishing what success might look like for them for all areas of their learning.

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As partners in their learning, we still play an important role in supporting students to set goals. Sometimes we are co-planning their goals with them. Sometimes they plan independently, then conference with us face-to-face for advice and consultation. Sometimes they plan and request digital feedback.

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Another essential element, is keeping the parents involved in this process. After students have drafted their goals and received some form of feedback from an advisor, they share their goals with their parents. Both as a way to keep parents in the loop about what their child is learning; but also as a source of feedback to help them further strengthen their goal setting.

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Monday Period 1

Each morning I start the day by previewing the schedule with students to ensure we all have a shared understanding of the day.

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Then I go through our “ads”. The ads show the array of adult-led and student-led learning opportunities and experiences for that day.

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Then we look at the “MOSCOW” for the day. Typically the “musts” are always the same – achieve your weekly goals – but the shoulds, coulds, and wants depend on what’s happening that week or something specific we are focusing on.

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Then students plan their day. Each week we push out a day plan template via Google Classroom for each student.

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We also share all the advisors’ timetables to allow any students to sign-up for one-on-one conferences, guided groups, supervision etc. with any of the available adults.

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Support for students planning their day ranges from planning with an advisor, to planning independently then getting feedback from an advisor to planning independently and seeking feedback from a peer.

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Monday Period 8

When we come back together as a community at the end of the day, we have two main focuses: analyzing and reflecting on our day plan and updating documentation of learning.

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The first thing students do is colour code their day plan. As a class, we came up with a  system that made sense for us:

Green = completely stuck to the learning I planned for myself

Yellow = Mostly stuck to the learning I planned for myself

Orange = Kind of stuck to the learning I planned for myself

Red = Totally did not stick to the learning I planned for myself

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As a community we worked very hard to build a culture of honesty, not fear, when it comes to colour-coding day plans. Students feel comfortable knowing that they can admit to the times when they got distracted or pulled off-course without fearing that they will get in trouble. This culture of honestly lets students get to know themselves better as learners, and allows us as advisors to have some powerful, open conversations with them about what got in their way of learning and what they are going to do differently in the future.

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Once students are finished colour-coding their day plans they jump into documenting the learning and curating evidence from their day. Similar to the goal setting, they are fairly independent in this process at this point in the year. But that is a result of intentional focus on helping students see the “why” behind documentation, encouraging their exploration of different “hows” and supporting their awareness of possible “what’s”.

At this point in the year, some students curate their evidence using Seesaw

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Others use Portfolios (using Google Slides)

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Some prefer to blog

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Some are quite creative – like my comic maker who uses his love of comics to capture his reflections and evidence of learning each day!

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While students are updating their documenting myself and my co-advisor have one-on-one meetings with students who benefit from additional support to reflect on their day plans or generate and analyze evidence to support their colour-coding.

Monday after school

After the students head home I sift through their colour coded day plans (which is made so easy by Google Classroom!) and make decisions about what type of support each student needs for the following morning based on how their day went.

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If a student seemed to have a difficult time carrying out their plans I might have them plan with me or another advisor so we can have long, uninterrupted conversations about their choices and what they plan to do differently. If the student had only one or two areas of difficulty then they will likely plan on their own, but pop by for a conference with an advisor where we could have a quick check in on that specific area of need. If a student had no difficulty sticking to their plan, and is on somewhat of a streak of “green days” then they are trusted to plan and seek feedback from a peer.

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After I’ve finished going through their day plans, I sift through their documentation for the day. To help myself stay organized, I have a document where I keep track of where they keep track of their evidence of learning. This allows me to easily find and browse through their documentation as another way to plan support for learning and conversations about learning for the following day.

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As I am going through their colour-coded day plans and their documentation of learning, I usually keep a list of talking points for students I am planning with or conferencing with the following day (just to help me stay organized, and maximize my time with each student).

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Tuesday

Rinse and repeat.

Wednesday Morning

Mostly rinse and repeat… but since Wednesday is the halfway point in our week, we use it as an opportunity to check in with progress on goals. At the end of the day students use a colour coding system that we created as a class to see which goals they are closest to achieving, and which goals are farthest away from completion.

Green = goal achieved; success criteria met; evidence of success complete

Yellow = goal achieved but need time for success criteria and evidence

Orange = progress made, but more time and support is needed to achieve success

Red = not progress made YET

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This routine gives them really strong data for making informed choices the following day about what areas of their learning need the most time, support and additional strategies.

Thursday

Mostly rinse and repeat… but during our planning meeting and conferences in the morning we use the colour-coded goal data to drive our conversations about the students’ day plans.

“I noticed your UOI goal is red, but you haven’t given any time to it today. Can you tell me about that?”

“I see that your math goal is green, but you’ve scheduled a block for math today. What was your thinking behind that decision?”

“I noticed your literacy goal is orange. What time, support and strategies do you need to get it to green by the end of the week?”

Friday period 1

Mostly rinse and repeat… but the focus during period 1 is on evidence and documentation, thus slightly changing the “musts” to really highlight that focus.

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Friday afternoon

Before students set new goals, we always build in time to reflect and analyze their goals from the current week. Students re-colour code their goals, based on the action they’ve taken since Wednesday and use that new data to decide which goals need to be carried over into the next week and in which areas of learning they are ready for a new goal.

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Then we repeat the goal setting procedure I explained at the beginning of this post.

Friday After school

Similar to the other days of the week, I spend my time after school browsing through their stuff to help me figure out how to move forward. I scroll through their finalized goal colour-coding, their day plans, and their documentation to make informed choices about what level of support might be best for each individual child the following week.

I also take this time to not only focus on the needs of specific students, but also trends that point to larger areas of need for groups of children and sometimes, the whole class. This could be anything from screen time, support with goal setting, taking math learning deeper, stronger documentation, choosing learning locations etc.

If I notice a larger need, I block out my time table to address those areas of need the following week with the specific groups of students struggling in that specific area.

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Monday Morning 

The whole thing starts all over again!!!!!

TWO MASSIVE DISCLAIMERS:

1. This blog post is a snapshot of what a ‘week in the life’ looks like for me right now. But it is such an organic, iterative, ever-evolving process, that this is not what a week would have looked like a month back, and will definitely not be what a week looks like one month hence. As a team, we are constantly reflecting, tweaking, analyzing, taking new risks, letting go of old risks.

(As an example of that, this is a current brainstorm from a recent team meeting of what we feel is currently “working” and “not working” at the moment.)

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2. This is what makes sense for me – based on my philosophies, my comfort level, my context, my constraints, my resources, my students and my team. So, as much as I am happy to share what I’m doing, it’s also important for me to urge you to figure out what makes sense for you– based on your philosophy, your comfort level, your context, your constraints, your resources, your students and your team. As tempting as it may be to transplant, my best advice is to grow your own innovation. 

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I’m still very much at the beginning of my journey. Constantly reflecting on my own why, rebuilding my repertoire of how’s and experimenting with many different what’s. This post is simply a snapshot of what a ‘week in the life’ is like for me right now. I have no idea what my “normal” will be in the future…

But I hope it continues to get me closer and closer to my goal of respecting and supporting student agency.

What is a “week in the life” like for you?

What are the nuts and bolts of attempting to support your students’ agency?

What are the routines, structures and systems that help you make the best use of time, people and resources your students have?

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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

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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)

Are we providing “space” for virtual making?

Maker Space is the current hotness. No debate there. I cannot scroll through Twitter without seeing a school’s new Maker Lab, a classroom’s new Maker drawer or an article about the benefits of “Making”. Yet I can’t help but wonder…

Are all “making” experiences being treated equally?

Let’s say someone walked into my classroom and saw my Grade 4 students cutting cardboard, rummaging through tools, using a hot glue gun, and twisting wires together . They would probably be pleased. They would probably say “Wow! Great Maker Space!”

Let’s say someone walked into my classroom and saw my Grade 4 students all on their iPads. But, on their iPads they were playing the game MineCraft. Would they be pleased then? Would they say “Wow! Great Maker Space!”?

A few weeks ago I know I wouldn’t have. A few weeks ago, my understanding of Maker Space was something that existed in actual reality. Then one day last week, when my students were taking a ten minute break to “recharge their batteries”, I made the great decision to ask my students a simple question:

What are you doing on Minecraft?

I was actually blown away! One of my students showed me a three story mansion with over 10 rooms – stables, secret panic rooms, appliances, fireplaces, staircases, furniture – that she had built by herself… brick by brick! She told me about the different materials she needed, and the different combinations that made certain structures. She spent three weeks building it – of her own time. 

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My thinking was instantly challenged and my perspective began to shift. Wasn’t the Maker Movement about the essence of designing, creating and building – not hammers, boxes and ductape. Were those goals not still being accomplished, virtually, through Minecraft?

I began to wonder if virtual making is being held in the same regard as physical making in today’s schools. And if it’s not, why? Is it because as adults we are unfamiliar with virtual maker programs like Minecraft? Is it because as adults we have biases against virtual experiences? Is it because as adults if we don’t understand it, it must not be worthwhile? I know for me, most of the answers -sadly – are yes.

So I will strive to learn. I will strive to become familiar with what my students love and are using. I will strive to become literate in new literacies. I will strive to become more aware of my own biases and my prejudices against things that I don’t understand. I will strive to not value learning in the physical realm over learning in the virtual realm.

And when visitors come into the room, see my students on their iPads and ask “What are your students doing?” I will confidently answer “they are doing Maker Space”.