In PYP schools there are six units of inquiry over 6 ‘grade’ levels from PREP to Grade 5. That equals 36 units of inquiry. That’s 36 opportunities to analyse and synthesize the learning at the ‘conclusion’ of a unit of inquiry. Yes, I’m fully aware that formative assessment is happening all the time. But as far as the summative assessment goes, we do this only once at the ‘end’ of a unit. This is a way to gauge what a student’s understanding of the central idea is after 6 weeks of learning and inquiring.
How can we effectively capture all that learning and understanding?
For years we’ve been creating rubrics. They take a long time to design and develop. This process does allow the people in the same room to not only deepen their understanding of the learning and make connections to the central ideas and lines of inquiry…….this approach also creates a common language and sets clear expectations on the possibilities and the potential that may come out of those learning experiences.
Is the investment (time, effort and energy) worth it when developing a rubric to assess students’ understanding and knowledge? Does this process add value?
In short, yes. Taking teachers through this process requires a lot of constructing and it is through that process we are able to share, defend, explain and talk about student learning. That in itself is pretty exciting stuff. While it does take time in reaching consensus… only then can we achieve clarity. It helps us see how to measure progress of learning and evidence it alongside of the rubric. Students still can choose the best way to demonstrate their learning, it is the rubric that anchors how student’s represent what they have come to know and do.
We’ve changed the branding of ‘rubric‘ to ‘learning continuum,‘ which has created a positive spin on developing robust, relevant and authentic learning expectations.
Our goal as a school is to develop 36 learning continnums, just like a POI. We can critique these, challenge them, build upon them, just like we do with all central ideas, not only as a POI review, but at the start of each unit. We are finding that we are getting better at writing these over time too. Yes, at times we hit walls and get stuck, but it is the fighting through it that we have the best conversations which leads to better ideas, resulting in better teaching.
Personally, I feel that most assessments fall short and teachers end up doing another reflection as their summative assessment. This is not good enough and it touches on Sam’s previous blog post of salmon swimming up stream…. teachers just run out of time; therefore, well put-together, thoughtful and meaningful assessment tools take a back seat! The unit simply fizzles out and doesn’t become much for student’s to engage with it and look for way they can transfer this into other areas of learning.
So why am I writing this? Well, there are a few reasons… the main one is that through the self-study process, I’ve come to realize that section C4 (Assessment) is an area that we need to challenge. We don’t have a clear approach or expectation on what that is or can look like. If we are to be true to the teaching and learning then we need to honor it with a rich and authentic learning continuum – it is all in the feedback we give to our students. Finish the unit well by taking it all the way! Do more than notice the learning, embrace it and set goals with your students, so that the next unit is a continuation from the previous one. How can our students improve from unit to unit, not just wait for the next ‘Sharing the planet’ unit in a year’s time.
What do you do to capture your students’ learning?
Let me know if you want to take a look at some of our Learning Continuums. We need to share these more with one another, so we can adapt them and design powerful assessments – together.
(apologies for the low quality image, but it really says it all)
Working with our Grade 5 team is really interesting at the moment because what’s going on is a real to and fro’, a real Ping Pong game in the way that the students are responding to the provocation that the teachers have designed for them, and then the way the teachers are responding to the provocations offered back to them by the students’ responses.
The teachers are having to re-think, not only having to re-think the nature of this current Who we are unit, but today they began to re-think how the data they’re getting back from the students affects the unit that comes next also. This is very exciting because this means that the teachers are not seeing difficulties as roadblocks, but instead seeing difficulties – as a result of what their students are doing and saying (or not doing and saying) – as an opportunity again to reflect and to think “OK, how do we respond to what we know about the students now?”
The case in point here is that Grade 5 teachers, through the provocations they have been doing this week and last week, have really unearthed that the students (a) are not particularly curious about human behaviour and, probably as a direct result, (b) are not particularly good at observing human behaviour and noticing patterns. And so, as a result, they’re thinking that their initial hopes that students would be able to get to the point where they are designing their own social, behavioural experiments as part of Who we are were overly ambitious. Instead, they are going to have to devote the time and energy of Who we are to really developing that curiosity about human behaviour – with an ongoing reflective angle that “learning about other people’s behaviour helps me reflect on my own” – and also developing their ability to actually observe human behaviour and asking those questions… what am I looking at, what am I looking for, what do I notice, what evidence is there, how do I record that evidence and what kind of patterns am I noticing that could become a big idea or even a hypothesis?
They then said “OK, well let’s do How the world works next… and in How the world works, we give them six whole weeks just to test those hypotheses and to do so using a clear scientific process. Now that flow and constructivism from one unit to another is really exciting.
And, there’s a lot of tension and worry about “how am I going to get my students to this point or that point by this time?” or “oh, my students haven’t responded to this very well” or “they’re not that interested in it yet”… all of these natural tensions that teachers feel – good teachers feel. But then, coming together spontaneously – not waiting for a meeting – coming together spontaneously, working their way through it using all that information to help them redesign and redefine how things go from here.
It also reinforces a point that I make over and over and over again and that is that teachers have to have difficult conversations, teachers have to go through the struggle themselves, teachers have to finish the day thinking “I don’t know where this is really going… how do I find that clarity, how do I help my students find that clarity?” The only way they can do it is by having difficult conversations, by challenging each other, by challenging themselves. Good teaching is not just a series of tick-boxes that you can say you’ve done. Good teaching is critical thinking, it is tension, it is emotion, it is responsiveness, it is spontaneity.
As Suzanne, one of the Grade 5 team said after reading this post:
“Openness to spontaneity makes good teachers great.”
Many powerful and transformational ideas emerge in the world of education, become trends and then vanish. This is sometimes because the vast majority of educators never fully understand it in the first place.
The latest example of this is “provocations”.
All sorts of educators are using the word and they believe they are planning them for their students. Sadly, very often, these so-called provocations are turning into missed opportunities, throw-away activities that really don’t transform the subsequent pedagogy in the slightest.
I find this really frustrating, and I find the fact that educators are unable to see both the simple and the sophisticated information that students are revealing to them almost impossible to comprehend. As I try and wrap my head around this, I see the following patterns:
- Some people, if they were being honest, have little or no interest in changing their pedagogy. They want to do what they’ve always done and see anything that threatens that – regardless of the source – as a threat. As a result, they develop a sort of selective blindness to any of the fascinating information their students reveal. It may well be impossible to move people away from that mentality and so it may be necessary to move them out of our schools instead.
- Some people are – perhaps unwillingly – so caught up in teacher-speak, written curriculum, standards and old habits they too are blinded – they can’t “see the wood for the trees”. Some of these people may still be rescued, but only if you can still see the glint in their eye that indicates some interest in who their students really are and enough curiosity to want to find out.
- Some people are – fortunately – poised, ready, willing and able to plan and carry out provocative experiences that give their students opportunities to reveal powerful and useful information to them. However, they may not know how to use that information to transform their pedagogy and, of course, there is no single, universal answer. Instead, what is powerful, is the teacher’s determination to find ways to do so.
A very useful analogy is Shana Upiter’s Ping Pong approach. When you provoke your students, you are hitting the ball to them… then, they hit it back to you – in all sorts of directions! Now it is up to you – the teacher – to figure out what to do with the ball and how to hit it back to them again, and so on… If you can view provocations that way – as the ongoing exchange of stimulus and response, ideas and action, thinking and questioning – you will start to understand how to use the concept in your teaching. You can also liberate yourself from thinking that provocations need to be huge, overly-planned extravaganzas!
For this to happen though, the teacher must be fascinated by the words their students write or say, the choices their students make, the way their students think, the patterns of their students’ behaviour, how their students react in different situations and the questions their students ponder.
When provocations create the conditions for inquiry – by teachers into their students – there is nothing more powerful. When they just lead into a series of activities and a whole load of teaching, they may just be another buzz-word.
There was a recurring theme in the recent feedback on school leadership by teachers in the school I work at – favouritism.
The gist of it is that there are certain teachers who are considered, by a few, to be the “favourites” of the leadership team. This is quite an interesting point, really, because… to be perfectly honest… people in leadership positions do – inevitably – have favourites. Let me elaborate a bit on that.
There’s always some people who don’t need to be managed, they get on with their jobs and do so to a high quality and in a way that symbolises and encapsulates, to the best of their ability, the vision of the school and the type of pedagogy that school leaders hope to see. Some people might believe they fit into this category because they just “get on with their job”. However, they may not realise, understand or be willing to admit that their practice simply isn’t what school leaders are looking for.
There’s always some people whose practice inspires school leaders and stretches their vision of the school and of pedagogy. Let’s face it, the minute you step out of the classroom and become an “administrator” of some type you will inevitably be referring to pedagogy that you used to practice. School leaders need teachers around them who push their boundaries, reveal new possibilities and teach in ways that are better than they would be able to teach themselves!
There’s always some people who are just natural learners – they ask questions, they are interested in the world, they read books and blogs about education, they seek advice, they pop their heads into offices to run an idea by you, they wander the corridors of the school to chat to people and find inspiration or possibilities for collaboration, they try stuff out. School leaders adore people like this… sorry, there’s no point denying it.
There’s always some people who have classrooms and learning spaces that are welcoming. Their students can’t wait to get to school because their classroom feels like home, because it is stimulating and comfortable, because it belongs to them and because interesting things happen there. Guess what… it’s not only kids who feel that way. School leaders are drawn to those rooms by the buzz of learning and students who are happy, motivated and involved in doing interesting things. They are often invited to join in conversations or get involved in the learning somehow – either explicitly or just because they can’t help themselves. When you’re walking up a corridor, you’re naturally attracted to classrooms like that and, yes, you end up in them more frequently than others.
There’s always some people who know that improving things involves their active participation. People like this don’t complain about the way things are, they take steps to do something about it. In fact, they usually go further by seeking out things that need to be improved and naturally thinking about solutions. They don’t plop their gripes on the desks of school leaders and hand the problem over to them… but, if they do seek you out they do so with a clear indication that they wish to be part of the problem-solving process. It’s only natural that people in leadership positions will respond to people like that with more enthusiasm, more willingness to help and less dread when they see their heads pop in the door or see them coming up the corridor.
There’s always some people who are just good to be around – they know that people in leadership positions are trying their best, they understand all the hidden complexities involved in such positions, they communicate respectfully and without confrontation, they listen actively in meetings and professional development sessions, they are open-minded and willing to see things through different lenses, they are humorous and don’t take themselves too seriously, they abstain from gossip and negative judgment of people they work with, they attend social events and stick around for five minutes to chat after meetings.
The biggest problem with all of this is, unfortunately, that all of these qualities are usually rolled up into the same, small number of people… the ones who get labelled as “favourites”. So, my feedback to the feedback would be to try to aim to have more of the qualities outlined above. Not so you can be a favourite, but just because they’re pretty good qualities to have!
Allowing for student choice is a vital element in a modern education. Good teachers know this.
However, it is possible to go too far and allow for too much student choice – it places the focus on width rather than depth. It can rapidly devalue the power of the teacher as the person who guides students deeper with their learning through informed choice and decision-making, the person who has high expectations for their students.
Let’s start looking at this in an early years context. Many early years teachers claim that children should just be free to play and choose to do whatever they like, whenever they like. They like to call this “learning through play” and they get upset when anybody suggests that they design learning experiences for the children and have any sort of expectation that children engage with it. So, in essence, this approach suggests that “learning through play” is the freedom to choose from a wide variety of activities. Children may wander from one thing to another, perhaps rarely or never engaging with anything to any depth… or being expected to.
Now let’s fast-forward a few years. Surely we are hoping to bring up young people who are capable of giving their full attention, their curiosity and their interest to things. To do so, they will need to learn how to engage with things fully, the process involved in taking your learning beneath the surface. This is the type of learning that results in people who are experts, who are in their “element”, who achieve that state of flow, who are fulfilled and who have been able to develop their talents, passions and interests fully.
This all needs to be learned, over a period of many years.
A powerful early years education lies in the hands of early years educators who understand that there is a massive difference between “learning to play” and “learning through play”. Freedom of choice to roam from one activity to another is really “learning to play”. Engaging with ideas and concepts, coming to new understandings through a series of purposeful experiences – yes, planned for by teachers – that feel like playing are “learning through play”.
Young children are capable of going to great depth with their natural tendencies for curiosity, puzzlement, experimentation, trial and error, repeating, observing and risk-taking. The only thing holding them back, all too often, is the attitude of the adult who believes they are not.
With older students, say 10 and 11 year-olds, the teacher’s understanding of how much student choice to allow for continues to be very important. Of course, have a “student-choice mindset” in that you are looking for frequent opportunities to create the conditions for it. However, don’t allow it to become so dominant that it dilutes learning by limiting opportunities for students to engage with things to real depth. Allow choice because it gives you more of a chance that students will be able to settle on things that really interest them, but then insist on – and guide them towards – a commitment to depth.
Frequently, when teachers are disappointed by what their students have produced, they will shift the blame back to them and say “well… that’s what they chose”. Or, they shift the blame to the new pedagogy they are being expected to facilitate and say “well… we’re supposed to let them choose”. The fact of the matter is you – the teacher – allowed them to make that choice and opted not to get involved, to intervene, to guide… to teach!
This has been a very hard blog posting to write because its difficult to explain this simply and, no doubt, I have failed to do so! I will continue to ponder it and try to find ways to capture it… in the meantime, please help me out by making some comments!
My little heroes this morning are this kid, and the other guy just behind him.
The basketball court was covered with earthworms this morning. Many of our little city-dwelling students were screaming mindlessly or stamping on them. These kids are scared by nature. Part if it is cultural – many people in this part of the world think the utterly beautiful and harmless Gecko is evil, for example. Part of it is their increasingly sad, air-conditioned, sanitized, concrete, screen-based lives. Show them a bug and they run for their lives… and usually an adult comes with a can of poison to kill it.
But these two Grade 2 students saw me picking up the worms and helped me out. They were a bit squeamish about it at first, but they soon found out nothing was going to happen and promptly returned all the worms to the soil. I made sure I made a big deal of how proud I was of them, but I walked away thinking a number of thoughts:
- We teach kids they must take care of their environment, but do we get them out there properly experiencing it? I have written about this here.
- How can we say we are developing curious students if their reaction to things they don’t know or understand is to scream or kill?
- What do we do about cultural beliefs – particularly damaging ones – that we believe are ridiculous?
- Caring for things – anything really – needs to be modeled. It is clear that this is not happening at home for many of the students in this part of the world – quite the opposite it seems. So, how do we put adult modeling at the forefront of everything we do in schools?
- If a student goes all the way through an international school and still screams at worms but gets into a good university, can we say we’ve “educated” them?
Walking into Kellie Oxlade’s Grade 1 classroom is an invitation to play. The whole room has been turned upside-down and into a fully-functioning, living-breathing community. Their unit of inquiry is all about communities… and Kellie is determined to introduce more “learning through play” into her Grade 1 classroom.
On entering the room, I was given some “local currency” and asked to consider what role I would be adopting while in there. I decided to be a tourist. Straight away, my choice of role challenged the students -the airport was set up for departures, but they hadn’t yet thought about arrivals!
This is the whole idea that Kellie is experimenting with. She is putting the kids into the context, letting them play with it, letting them come up against real situations and letting them learn from other people that come in to play too!
The learning is complex and multi-layered – yes, they’re getting to grips with the realities of communities out there in the “real world”, but they’re also learning about themselves as a community. Yes, Kellie has a fairly good idea of where it may lead, but she also has no idea where else it may lead… and she’s excited about that! Yes, Kellie is aware of the types of issues and problems the students will have to deal with, but she also understands that the students responses will be more conceptual – and long-lasting – if they happen “just in time”.
A fundamental aspect of this type of learning – understanding it and allowing it to be whatever it will be – is realizing that everything is an assessment. This simple idea unlocks us from many of our old teaching habits because when we understand that everything is an assessment, we also naturally come to see that everything is learning. With that realization… poofff… all our old narrow interpretations of learning, our worksheets, our predetermined outcomes and our over-planned lessons vanish in a cloud of smoke!!!