As a School we are committed to bringing specialists in to drive professional learning forward. Our philosophy is clear. We value the importances of learning and growing together. The only way to impact culture and engage in meaningful dialogue is when we are all affected by a learning force bigger than ourselves.
This year has been a challenging year in terms of teaming, collaborating and connecting with one another. We needed an outside force to bring ‘play’ and ‘imagination’ and the power of ‘story telling’ back to the centre of Who we are.
Enter Neil Farrelly. An experienced performing arts teacher who has predominately worked in International Schools. He is also an author and moves around the International School circuit to lead all sorts of workshops.
Our teachers were exposed to situations where they were thrown into expressing themselves, being spontaneous and creative and most of all laughing with each other. And didn’t we do just that! Laugh. We also needed to leave our egos, inhibitions and grudges at the door as Neil pushed, nudged and encouraged us to put our selves out there and be vulnerable again.
Learning how to deepen trust and collaborate has been a focal point for us as a Primary School. Everyone had a voice during the week and there were so many lessons to dissect for different reasons.
How we ‘set up’ the conditions for learning creates the tone and climate for Who we want to become as a caring and connected community. Neil was constantly setting it up for us and together we responded in ways that energized us and illuminated the importance of people, pedagogy and place.
Conversations were elevated and the scope for being part of an audience was just as important as the presenter on the black box. This challenged our thinking in the way we value our audience and how we listen and respect one another. Knowing our audience improves interactions and promotes positive intensions. Listening with our ears does not mean we’re effective listeners. We learnt to listen with our mind, eyes and heart.
One of the things we shared with teachers is that the ‘loudest’ person in the room or the one to be ‘on’ the black box does not always equate to leadership. We stated the opposite is true. We are all leaders and this can take many forms. As long as you are part of the learning and contributing in positive ways to impact ourselves and one another, then that is leadership too.
We often hear teachers talk about ‘looking through different lenses.’ Our professional learning week was all about Who we are when it comes to collaboration and Who we want to become using performing arts as the ultimate lens to look through.
This experience put our teachers in the shoes of our students. The ideas and connections went into overdrive from there. We were constantly ‘connecting up’ and the learning felt real and raw as we shared together.
We could have easily run a workshop on collaboration and why it is important… yada yada yada. This time we were listening to our audience and decided to go a very different direction to shake it up – and it worked brilliantly!
Neil is already coming back in May.
Although meetings are a context for collaboration, they are not collaboration itself. It is totally possible for collaboration to exist without meetings, and it is also totally possible for meetings to exist without collaboration.
True collaboration becomes part of a school culture when educators are inclined to be collaborative. Not because they have been told to collaborate, but because they can see the value in it for learning.
This inclination to be collaborative involves a number of habits. Here’s my take on what 7 of them might be…
- Friendliness – Highly collaborative educators are basically friendly. They enjoy chatting with people, and this opens up a myriad of possibilities to enrich learning. Because they are friendly, other teachers like hanging out with them and this makes it much easier to work together. Pretty simple really.
- Being curious – Highly collaborative educators are naturally curious, always asking questions and always interested in what is going around them. This curiosity is infectious and invites other teachers and students to get involved. Curious people are more likely to stick their head into other classrooms, more likely to probe in order to find out what people really mean and more likely to take an interest in what other people think. They are learners and are highly aware of how much there is to learn from their colleagues, students and community.*
- Looking and listening for connections – Highly collaborative educators want to be collaborative and are, consciously or subconsciously, alert and actively seeking out connections and relationships with ideas, knowledge, talents, skills, thoughts, places and people. Because of this natural connectivity inclination, highly collaborative people become more receptive to coincidence, serendipity and good fortune that can make learning rich, complex and real.
- Continuing the thinking – Highly collaborative educators don’t switch their brains off when they leave the school campus and back on again when they arrive the next day. They’re still thinking late into the night, jotting down notes, sharing ideas on social media, reading blogs, contacting other educators and collaborating with a wide variety of networks. In addition, they generally like to share what they’ve learned with their colleagues over coffee the next day and don’t feel ashamed about “talking shop”!
- Putting learning first – Highly collaborative educators automatically generate more work for themselves by putting learning first, they can’t help themselves! When you put learning first, you remain open to all possibilities and are always keen to explore them further to see if they will have an impact on learning, and these possibilities frequently involve collaborating with other people.
- Making time – Highly collaborative educators do not allow themselves to use time as an excuse not to collaborate. If there’s an idea they want to share with a colleague, they make the time to talk to them. If someone needs or wants to talk with them, they make time to listen generously. If an idea demands more time to become fully developed, they make the time to work on it. Most importantly, they don’t wait to be told what time they can collaborate, they just do it instinctively.
- Making thinking visible – Highly collaborative people invite others to join them by putting their thinking “out there”. They are honest about what they think, they make crazy suggestions, they verbalise possibilities, they expose their vulnerabilities, they take public notes and draw visuals in meetings, they offer to help, they leave their doors open (or remove them), they stick post-its on the wall, they display quotes, they write, they share. Far from being about attention-seeking or self-promotion, these tendencies are all about looking for like minds, allies and the desire to be better educators.
Would you add more to this list?
Thanks to Chye de Ryckel for asking the question that prompted me to write this blog post!
*Thanks to Alison Francis for adding more to the Being curious habit.
Artwork: Totem Pole by Ken Vieth
Kath Murdoch says that inquiry teachers “let kids in on the secret”, and I totally agree.
Far too often, we keep all of the planning, decision-making, assessment data, idea-generation, problem-solving and thought-processes of teaching hidden away from our students. Because of this, teaching becomes something that we do to students, not with students. As long as we are doing all of those things ourselves, behind closed doors, education will retain its traditional teacher-student power relationship and, no matter how often we use fancy words like “agency” and “empowerment”, students will continue to participate in, rather than take control of, their learning.
PYP teachers take simple steps to “let kids in on the secret”, to collaborate with their students.
They begin by showing students that their thoughts matter – they quote them, they display their words, they refer back to their thinking and they use their thinking to shape what happens next. When students become aware that this is happening, their relationship with learning instantly begins to shift.
Then, PYP teachers start thinking aloud – openly thinking about why, how and what to do in front of their students and not having a rigid, pre-determined plan or structure. This invites them into conversations about their learning, invites negotiation about how their time could be used, what their priorities might be and what their “ways of working” might be. There is a palpable shift in the culture of learning when this starts happening, from compliance to intrinsic motivation.
Finally, PYP teachers seek as many opportunities as possible to hand the thinking over to their students deliberately – not only because they have faith in them, but also because they know their students are likely to do it better than they can themselves! It’s shocking how frequently we make the assumption that students are not capable of making decisions, or need to be protected from the processes of making decisions, or that getting them to make decisions is a waste of “learning time”. As soon as we drop that assumption and, basically, take completely the opposite way of thinking… everything changes. Hand things over to them and they will blow you away! I still love this video of my old class in Bangkok figuring out the sleeping arrangements for their Camp and doing it way better and with more respect than a group of adults ever could!
So… today, tomorrow, next week… look for ways to let kids in on the secret, and let us know what happens as a result!
The 1st, 50th, 500th and 5000th step required in order to become a PYP Teacher – because this is a never-ending process – is to carry a copy of Making the PYP Happen with you at all times.
Don’t go to any planning meetings without a copy of Making the PYP Happen. Instead, always have it with you so that you can:
- refer to it for guidance as you strive to make your planning purposeful
- refer to it to remind you of the five essential elements of the PYP
- refer to it for ways to make learning rich in possibilities
- refer to it so that you can ensure you really are educating the “whole child”
- refer to it so that you understand why, how and what to assess
- refer to it to seek clarity and the eloquent description of learning in its various forms
- refer to it so you can become familiar with how education is changing, and has been changing since 2009
Whenever I ask people where their copy of Making the PYP Happen is, in lots of schools, the responses frequently vary between:
- “Oh, I have one somewhere”
- “Umm… I have a digital copy, I think”
- “Yep, it’s on my laptop. Let me just load it up”
- “I don’t know where it is”
- “Ha ha ha, I don’t keep one with me all the time!”
These responses are indicative of a school culture in which reference to the most important guiding document has not become a habit. This makes it a thousand times less likely that people will know what it says, and then this makes it 1000 times less likely that people will be able to make it happen.
Naturally, the reverse of this is equally true.
So, go on. Find your copy, or get one printed if you don’t have one (digital just ain’t good enough, my friend) and take it with you to all planning sessions. Having it there for reference, for inspiration and for guidance will empower you as you seek to become a better and better PYP Teacher.
I just hope that the enhanced PYP doesn’t bring with it the removal of this amazing resource. In fact, I hope it brings quite the opposite.
Traditionally our school had Grade-level Leaders with varying degrees of success. Basically, it wasn’t working. The role was more clerical and ticking boxes as opposed to empowering teachers and challenging them to work within to inspire others. Last year we moved away from this model and introduced a Primary Leadership Team with 4 key areas that were seen as timely priorities in the school. This model liberated our teachers and gave them permission to collaborate together….. yet there was still something quite tangible missing from both models.
Enter the Helix – Leaders of Learning. The words ‘innovative,’ culture,’ and leadership kept emerging in our professional conversations. How are we going to align ourselves so what we say, do and value has meaning? It was time to think creatively of an approach that transcended all roles, positions and personalities. A new beginning was needed to build true unity and a positive and professional learning community that inspired us to offer our students something unique with a focus on ‘experiencing learning.’ People are people through other people – African ideology.
Helix Model – Leaders of Learning
The Helix is represented by 3 strands to help us determine the essence of what we wanted to emphasize and value in our school.
Strand 1: Leadership – Moving the school forward and impacting Teaching and Learning.
Strand 2: Innovation – Valuing creativity, inquiry and ideas that lead to meaningful action.
Strand 3: Who we are shared inquiry – Developing a positive and professional culture that provides opportunities to empower.
Everyone in the Primary school was invited to ‘pitch’ their ideas, showcasing their talents and building a strong connection within and beyond our community. What was the outcome? A deep sense of excitement, innovative thinking and a sense of identity where Teachers and Instructional Assistants felt like they all had a voice. Together we had an opportunity to take authentic action in ways that spoke to our interests and strengths….. as teachers and as people. Our diverse and dynamic skills, talents and knowledge led us to rethinking some old habits.
Our VIS Leaders of Learning – Helix Model
Makerspace – Allan is a boat builder and carpenter by trade. This allowed him to bring in his talents and create a makerspace culture beyond the classroom. Allan is working with our Lao sister-school in building a treehouse. He is also offering boys and dads workshops on the weekend.
Lao Home-School Partnerships and Learning – Linda has shown real interest in trying to understand why our Lao students underperform. She is conducting an inquiry into this through action research as a way to collect data and plan strategically on how we can better support our Lao students.
Peer to Peer Professional Learning and Collaboration – David has been plagued working in dysfunctional teams. His pitch was centered around on bringing people together and exploring ways to offer people time to observe others, plan goals and inquire into their own collaborative practice. This has been widely accepted and everyone is respecting the process of working and learning together. The Primary Team has embraced the importance of working beyond our immediate teams.
Challenge and Extend – Virginia is passionate about all learners. As a learning support specialist she wanted to explore the other end of the learning spectrum – the high flyers. She is inquiring into how to best challenge and extend students who demand to be taught differently. Virginia will be running workshops for our school community and is looking to connect with other teachers and experts worldwide.
Digital Citizenship – Missy and Graham are always on their devices. Made perfect sense to them to lead and inquire into Common Sense Media and how best to integrate this with daily use for our students and educating parents on how to find a healthy balance and be responsible users as ranging from digital natives to novice users.
EAL – Olivia is an advocate for EAL students. As our demographics change and with an ever increasing enrollment of Japanese, Korean, Chinese and Lao students as a school we need to prepare ourselves to adapt. Olivia is leading the way for our ‘Sheltered Instruction’ model to support our learners.
Mathematics – Jill and Olwen are numbers people. They are invested in the inquiry process of running a year-long maths inquiry throughout the school. Our shared central idea: “Exploring patterns and solving problems empower us to think mathematically” is bringing everyone together. Our conversations a centered and teachers are engaged by this initiative.
Language – Ian and Angie wanted to reveal their talents by developing and strengthening our approach to Language. They lead workshops for teachers and parents and have been pivotal in leading planning sessions with teachers. They have developed the ‘trident model’ of language.
Lao Culture Connection and Professional Learning – Mai, Noi and Lae are from our host-country, Lao. Having Instructional Assistants rise to this challenge proved to us as a school that we value our Lao host-country connection. Mai, Noi and Lae will be leading professional learning and goal setting sessions, connecting with a local teaching college where training teachers can experience practical training and they are planning Lao cultural experiences with teachers as part of our Who we are unit of inquiry. All Who we are units have a 4th line of inquiry which is connected to our host-country. This is an opportunity for us to take actions and service in our community which is lead by and through our Instructional Assistants. We are so proud of our Primary community. We have amplified ‘teacher voice’ and they are leading our school forward.
We believe we’ve have found the right ingredients when it comes to developing trust and deepening relationships because we have revealed and embraced talents (both unknown and known) to us. The power is giving people time and space to lead others. This has revolutionized and unlocked the power in ‘saying what we mean, and meaning what we say.’
This is just the beginning for us as a school. This is our inquiry to learn from. The mood is positive and people feel valued. It is an exciting time for us to develop a culture that cares, energizes and recognizes talents that goes beyond our school walls.
Once teachers have a good sense of the “big picture” of units, they turn their attention to designing the initial learning experience, or provocation, for their students. Not much more than this should be planned as everything else really depends on how students respond to this initial experience.
When designing powerful learning experiences, it is important to consider these points:
Check teacher attitudes – all teachers involved need to be genuinely curious about their students and how they will react or respond to learning experiences and see themselves as inquirers who are researching their students.
Return to learning – continuously remind yourselves of the desired learning in the unit and also be aware of any other learning that may unexpectedly become part of it.
Know your curriculum – familiarity with the curriculum – basically “knowing it like the back of your hand” – means you can plan for learning and also include unexpected learning as it arises.
Understand difficulty and create struggle – students will only really reveal useful information about themselves to you if there is an element of challenge or struggle involved. This is what separates a provocative learning experience from an “activity”.
Consider group dynamics – be very purposeful about how you intend your students to work… are you looking for them to think independently or to collaborate? Are their choices about how to work part of the information you’re looking for?
Collaborate for effectiveness – work well with your colleagues to make sure each of you has an active role during the experience, such as observing and documenting in different ways.
Test on yourselves – it’s always a good idea, as well as fascinating, for teachers to try out a learning experience on themselves to see how it feels, what is revealed and whether or not it is really worth doing.
Use pace, place and space – these three elements are often overlooked, yet can totally make or break learning experiences. Think carefully about how time will be used and how you can read the situation to add or take away time accordingly. Think carefully about the best location for learning experiences to take place and how that location could be adapted for the purpose. Explore the space and discuss how you can use space intentionally, including the movement of students and the placement of materials, to create the right feeling and atmosphere.
Understand the power of mood – explore ideas and strategies for the creation of particular moods to enhance learning, such as relaxation, mindfulness and music (I’ll write a posting about this soon). Most importantly of all, have high expectations for student attitude and let them know you care about it and take it seriously.
As a PYP Coordinator, I look for teachers who are naturally thoughtful when they are planning units. But, what exactly does that mean? I have identified seven key ingredients:
Students before convenience – putting student needs and student learning before adult needs and the prospect of additional work or effort.
Understanding the why of learning – being clear about why a unit exists and why it matters to a particular group of students at a particular time.
Being willing to look at things differently – open to conversations and decisions going in new, different and surprising directions.
Removing barriers and blockages – identifying factors that may prevent or diminish powerful learning experiences and seeking solutions.
Enjoying difficult thinking – relishing intellectual stimulation and seeing how difficult thinking always leads – eventually – to better ideas.
Making the most of different perspectives – knowing that having a variety of personalities involved provides richness and diversity to conversations and that disagreement is healthy and professional.
Being prepared not to be finished – being aware that it is unnatural, possibly even ridiculous, to put a time constraint on genuine thinking, creativity and decision-making.
You know, I have experienced planning sessions in which the resulting plans were actually not that different to the original plans, where conversations have gone full circle. But, the fact that the thinking happened, that it was done by the people who will guide students through those plans, means that there was no better use of their time.