Category: Creativity

Rubrics and continuums – don’t berate, innovate.

Yes, we all know that we should be moving rapidly towards models of education that can be described as self-directed, self-regulated, student-driven, learner agency etc… and many of us are genuinely trying to do so. Many more have been trying to do so for many years… bit-by-bit, step-by-step. If you’ve been part of this for a while, “hello again”. If you’re just joining us, “welcome to our struggle”.

Creating the conditions for these types of learning to occur is not simple. It just isn’t as simple as handing control over to students and saying “go for it”. Like all people, our students need to know what “successful” looks like and how they can be it. At some point, someone has to articulate what we are looking for from our students. In collaborative teams, this means argument, compromise, semantics and considering what the different stages of learning might be as students work towards success. Assessment should be formative, purposeful and provide students with the guidance they need… it should illustrate their next steps. The language this is articulated in should be instructive, easy to understand and present in the daily vocabulary of your learning culture. Creating the tools and strategies for this to happen effectively is a very hard task, but it is hard because it is worth doing.

This notion of “successful” cannot remain a nebulous, abstract notion in the mind of an individual teacher. There can be no “hit and miss” about whether or not this notion of “successful” is communicated clearly to students, or even communicated to them at all. There can be no half-hearted attempts or abandoned thinking just because it’s difficult or “uncool”. Teachers and groups of teachers must deliberate about:

  • where the learning is going
  • what they’re looking for from the students
  • how they might reach – or get close to that
  • how they will guide students in that direction

Guess what… that’s going to end up being a rubric or a continuum or some other form or model of criteria – because that’s the point we’ve reached so far in the evolution of education. They are the thinking educators’ attempts to move beyond tests, multiple choice, right and wrong, yes and no, good or bad. They are the thinking educators’ attempts to turn the abstract into the tangible, to convert randomness to clarity and to extract what has been hidden in the minds of teachers and make them visible to students. They symbolize the attempt to allow for more freedom of pedagogy, more room for manoeuvre, more real, on-going differentiation and the recognition that our students learn and do at different rates.

Like everything in life, there’s some amazingly good examples out there, and there’s some incredibly bad ones, and a whole lot in-between. What makes them amazingly good is thought. What makes them incredibly bad is lack of thought (I feel a rubric coming…). If you’re not a fan of rubrics or continuums, or don’t think they’re fashionable… come up with another way of doing what’s in the bullet points above and share it with everyone. Fashion designers don’t ditch the previous season’s designs and tell everyone to go around naked until someone randomly suggests an article of clothing! They come up with new designs, they innovate. I’m sure everyone in education would be very interested to see what you come up with, although I can’t promise a “Paris Rubric Week” any time in the near future!

Let’s face it, without guidance, most students would be completely lost… largely because their teachers would be equally lost because they never really bothered to discuss what the learning was really about. The “blind leading the blind” is never used as a positive example, unless as a joke.

Our job is not a joke.

Now, of course, the ideal situation is for students to be defining “successful” in their own terms, in the contexts that they design instead of those designed by teachers, setting their own goals, and to be articulating:

  • where they think the learning is going
  • what they’re looking for from themselves
  • what they’re looking for from their peers
  • how they might reach – or get close to that
  • who might guide them in that direction

But… guess what… they’re going to need their teachers to work with them on those things. They’re going to need to get good at doing those things… they are skills that are developed in steps (sound familiar?). Teachers will be need to be observing, noticing, assessing and giving useful feedback/feedforward about how the students are learning, the levels of autonomy or independence they are demonstrating, their ability to reflect on themselves and use those reflections to move forwards. But how will they make sure they’re using a common language? How will they make sure they have a shared vision of what “good looks like”? How will they ensure they’re consistent in their support and guidance for students? How will they make sure they appreciate the steps students take as they make progress? How will they help their students appreciate their own development?

Errr… umm…

Right now, I don’t see a better way to frame those conversations and decisions than in the collaborative creation of rubrics or continuums. Do you?

So, make your rubrics or continuums about that. And if you don’t like rubrics or continuums, come up with another way of communicating with students about their learning, share it and be a person who is part of the evolution of education, not a person who gets in our way while we try to do so.

I often hear people who are reluctant to talk about assessment tools use the very clever line about “thinking outside the box”… probably because (yes, its subtle) many of them look like boxes. It’s scary that creative people use this sort of reasoning as they seem to forget – almost instantly – how useful boxes are, how beautiful they can be, how many sizes, colours and shapes they come in and how they can be transformed into other things.

When kids are doing, modern teaching kicks in

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We have a Grade 5 teacher who is very new to the PYP. He joined us after witnessing Grade 5 students last year in the middle of the PYP Exhibition. When he saw all those students heavily involved in a wide variety of unique projects, all operating at their own pace, making their own decisions, creating products, figuring out budgets and so on… he became very excited about the opportunities the PYP provides for students as well as for teachers with a modern mindset.

During the first half of the year, however, he has been quite frustrated. There was something about the units of inquiry that made them heavily teacher-directed and leaned back towards more traditional day-to-day teaching. He was waiting for those times when students would walk into school each day knowing what they were working on, how they were going to go about doing it and why it mattered. I could see he was questioning whether or not the PYP really is what it pretends to be!

Now, however, he is clearly feeling as though both his students and he are in that place, that sweet spot in which students are doing and in which his role as their teacher has shifted to being a “consultant”, a person who assists them with their plan rather than trying to get them on board with his.

This is a bit of an allegory of the struggle many teachers, and teaching teams, have to create the conditions for students to be working in this way: to have figured out a focus, to have developed a plan, to be sourcing their own information, resources and mentors, to be making their own decisions and to be coming in to school each day motivated and ready just to get on with it. All too often we hold them back, or we confuse or demotivate them by over-teaching, or we don’t let them go because we don’t really understand what it is we’re trying to get them to do, or because we fear being out of control or… worst of all, because we don’t trust them or believe they are capable.

For modern, student-centred, inquiry-based pedagogy to even begin to dominate our weekly schedules, we need to help our students go through the following process quickly enough to allow them the time to start doing and to be able to go into enough depth with that for genuine and powerful learning to come out of it:

  • help them understand the context of the learning
  • help them think about the context in diverse, rich and deep ways
  • help them filter all of that thinking in order to develop their own interest area and focus
  • help them figure out what they want to achieve within that focus
  • help them get started in order to achieve it

Learning Continuums

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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.

Natural inquiry depends on a culture of permission

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Inquiry is basically about permission.

When students know that they are able or allowed to pursue the questions that come into their head, take the directions that become appealing to them and make their own decisions, they do those things more. It sounds obvious to say it, but it’s true.

When there is a culture of permission – when the teacher in the room is more likely to say “yes… let’s do it, let’s give a go, let’s get that, let’s go there, let’s see if we can find that”… well, then the students are more likely to end up with that attitude and more interesting learning happens as a result.

You know when you’ve entered a classroom like this as it has a very particular feeling to it. Students are usually engaged in doing very different things and working in different ways, and the teacher is not the centre of attention. In fact, there is usually a sense of things not being completely under the teacher’s control, a wonderful feeling of teetering on the brink of chaos. Not only is this type of teacher comfortable with not being completely in control, she is also confident in her students’ ability to make decisions and that “bad decisions” are not bad decisions but opportunities for real learning.

Children have their natural tendencies to inquire eroded progressively as they get older. Sometimes, this is because the adults around them fear for their safety! Other times, though, it is because the adults around them want to be in control… or feel they have to be in control because that’s what teaching is.

So, I guess the culture of permission starts at the top. If school leaders make sure teachers know that being in complete control of students no longer represents good teaching, perhaps teachers will – in turn – be more inclined to release control to their students.

The PYP and the “genie in a bottle”

genie_bottle

A parent recently asked me if I felt her children would struggle when returning to a more conservative model of education after several years in a PYP school… and an innovative PYP school at that.

She was mainly thinking about whether or not they would have fallen behind academically in the traditional subject areas as the system in her country, like in most of them, is very content-specific. I said that they may find there are things that they haven’t learned… of course! However, I told her, after several years in the PYP they will have the ability to access that information as they will be skilled in the “art of learning”. I reassured her that what they have learned, or haven’t learned, should not present them with insurmountable problems.

What they might struggle with, I said, is being expected to go backwards in terms of how they learn. Being put back into a traditional classroom set-up in which all students sit at tables all day, sometimes in rows. Being put back into a traditional teacher-student authority relationship. Being put back into situations where all students are doing the same thing, the same way at the same time. Being put back into didactic, predetermined contexts for learning. Being put back into a place where only a few forms of expression are valued. These are all things they might struggle with. These are all things that many children who leave PYP schools and go back to state systems struggle with.

The metaphor of a genie in a bottle sprung to mind as I was talking. We laughed about how the PYP has released the inner genie in her children, and children like them, and how it might be very difficult or even impossible to put the genie back into the bottle!

But, do we really want to?

Header image from here

 

Creating the need or desire to make

There’s a lot of hype around “makerspaces” at the moment – I definitely wish I’d bought shares in Lego a couple of years ago! It’s great though, our schools are responding to the need for students to work with their hands, to think differently and to learn to become content or product creators.

One thing we have to be very careful of, however, is that theses places – and what happens inside them – don’t become another separate entity, another “subject” or another thing that happens outside of “regular learning” or “the real stuff”. Know what I mean?

These spaces – and what happens inside them – need to become natural extensions of all the other types of learning that happen in our schools. All of that learning needs to create opportunities for students to make. Students need to become more and more aware of what is possible and then they need to be connected with the people, places and materials that can make those possibilities become reality.

True change happens when making becomes a mindset in the school, not a subject. If the mindset doesn’t evolve, makerspaces may end up being another fad.

 

Teacher Profile

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Forget the learner profile for a second…. what about the Teacher Profile!

The other day I was sitting in a meeting with the MYP and DP coordinator and we asked ourselves what type of teacher do we want here?

THE TEACHER PROFILE

This could be different and unique for every school depending on their culture and what is needed at that point of time to move the school forward; therefore, it could evolve and change.

After discussing, debating and really thinking about it… we all agreed on one – OPTIMISM.

If one exhibits continual optimism then so many other things shine through. Looking at everything as an ‘opportunity’ can only mean that true growth and movement for change will follow.

Adaptable was second on our list….. we didn’t get any further than that in deciding from the 12 we had on our list.

What would make your list? (Let’s say top 3)

What type of person do you want to be around and how would that bring about achieving a desirable and measurable impact to develop a school’s identity?