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?
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 there is confusion, a lack of vision or an absent identity we have found writing a purpose statement is a powerful way to seek clarity and simplicity.
Constructing a purpose statement empowers people to make a strong, unwavering and resolute conviction about who we are. It makes things crystal clear about what we stand for and what we offer – in the way of teaching and learning. It gives definition and guides decisions. It communicate to the community what our values are.
In short, it unites people and brings them together when things become murky.
This is our purpose statement for the PYP Exhibition. Our teachers, parents and students know why this is important. It is written together to help us be the best we can be – our effort and action coming together.
Imagine if schools adopted this same approach for their own Mission Statements and lived up to it.
It’s time to redefine this process as we owe it to our students.
We have just developed one of these for our Early Years Centre and about to go through this process with our EAL teachers. This is how you build a community and develop a positive culture to know what we do and why we do it.
In this, the first ever Time Space Education Podcast, Chad, Cathy and Frank and I discuss the purpose of our work and what our professional focus is at the moment. Naturally, however, we drift into lots of other
Sometimes I watch toxic forms of entertainment media by mistake. I may make this mistake by being fooled into thinking I’m enjoying it… Game of Thrones fell into that category until I became aware of how disgusting it was to watch an endless stream of people have their throats slit, and how it was preparing us all for the current political climate of not knowing who to trust (i.e. nobody).
Today, I allowed myself to watch Triple 9 as a form of masochistic entertainment and to educate myself about what mainstream crap people are flocking in their millions to watch. Like most shows and movies at the moment, it’s mainly about the fact that you never know who is good or bad. Dirty cops, bent politicians, self-serving narcissists with blood on their hands, decent people forced into crime by their circumstances, repulsive gangsters with a vocabulary of 7 words. This is the portrayal of cool, this is what is being transmitted to us all as “normal”, as “how it is”.
Sure, kids shouldn’t be watching this toxic stuff… but they do. Here in Vietnam, I have seen babies glued to iPad screens watching cool American people shoot each other. I know of 8-year-olds who’ve seen every episode of Game of Thrones. I know many kids who’ve seen Breaking Bad. They’re not only being fed toxic food, but their minds are being poisoned too. The message? Shooting people is not only the norm, it’s also kind of cool.
And then, there’s the adults. The countless bored adults sitting at home getting a thrill every time some mediaeval prince’s throat gapes open, getting an adrenaline rush watching heavily armed robo-soldiers massacre villagers, gripping the seat as yet another car chase scene takes the lives of innocent faceless families on their way home from the supermarket, thinking their intellect is being stimulated as they try and figure out what side – if any – Jack Bauer or Jason Bourne is on, momentarily feeling an emotion before forgetting the image of another hooker all cut up and mutilated in a dumpster to focus on the latest supercool, unshaven renegade detective light up a smoke and sip a glass of bourbon in a dimly lit bar.
You see… I get the distinct feeling that the education we provide counts for nothing as long as the media continues to toxify, misdirect, confuse, anesthetize and desensitize us. As long as the people behind the media control what we watch, they control how we think, feel and behave. The vast majority of us who consistently absorb all of this are educated… well, we went to school and university at least. Genuinely educated? Perhaps not. If we can’t see we’re being manipulated then we’re just not that smart, are we? If we are willing to tolerate glitzy, high-budget forms of entertainment portraying everything that is wrong with the world while ignoring the fact that there are real things that need to be done… well… we’re not moving on that quickly, are we?
If I had the time, I would love to do a full inquiry into the income generated by bloodgutsmurderlyingwarviolence movies compared with movies that make you feel good, or tell a story of ethics. First off, the hunt for examples of the latter would be over very fast. Secondly, the data – I am sure – would be so grossly unbalanced as to make it appear completely ridiculous.
I’d like to see Hollywood and its equivalent in whatever countries are making this stuff start to take some responsibility for the effect they have on people, which probably won’t happen. So, we have a few choices:
- Detox – don’t watch any of it, and try and help other people do the same thing
- Prepare – teach people to understand media, the real reasons its produced and what effect it might be having on them and others
The first option is not a reality… you only have to think about how traffic slows down so everyone can take a good look at the grisly remains of a car crash (or the disappointment when there’s nothing to see) to understand the animalistic desire to torment ourselves with disturbing or distressing imagery and emotions.
So, perhaps the only answer is a hard-hitting approach towards teaching critical media consumption, from an early age. Stop blocking stuff and denying the existence of anything mildly controversial in schools and get real. Get it out in the open and have some discourse with students about it. We need to be helping them learn how to think… but I feel like we’re still only generating an endless stream of thoughtless consumers. Mainly because most of us are thoughtless consumers too!
As a previous Grade 5 Coordinator, I know that one of the biggest responsibilities is leading planning meetings. So much pre-planning goes into this process. Having to think about the best way to approach, angle and guide this process is challenging, yet also exciting! While I have a clear plan on how the learning could go, it is my role to provoke the thinking so we can shape our understanding together.
The most successful way to bring great thinking to the table is to create the opportunity for it. This happens in the way of running a retreat – a retreat for planning, a retreat for ideas to emerge. We have always done this as part of the PYP Exhibition unit. The team has always walked away from these retreats making concrete and meaningful connections and a shared vision on how to drive the Exhibition unit together. We get so much from running this and the protocols of thinking that come with it, to drill down to the core of our ideas and understanding.
But, why only for the Exhibition unit?
In my new role, I have a much wider responsibility to ensure that 7 teams are planning relevant, significant, meaningful and challenging units. At our school, we write ‘reports’ at the end of each unit. The trap that we were falling into each and every time was that when we arrived at the beginning of a new unit, teachers were ill-prepared and making things up on the fly. This is called reality – our reality. Having our 40 minute planning meetings were simply not cutting it. This is because teachers had finishing up on writing reports, following through with assessments to gauge student’s understanding of the unit along with all the other practicalities and formalities of day to day teaching. This simply was causing teachers more stress and angst and ultimately, students were suffering as a result.
To this end, we have now introduced 1/2 day planning retreats for each team. These retreats happen 2 weeks before the next unit commences. This gives teachers time to think about the learning, engage in conversations early and get energized about possibilities and ideas.
What does this look like?
It really is pretty simple. For one whole week and 2 days for the following week, each grade level will have planning time. Cover is arranged for their classes and we are able to dive into those deep conversations that simply can’t happen in a 40 minute time frame. By the time teachers settled into the 40 minute planning meeting, teachers knew that students were about to walk through those doors again and any momentum worth running with is lost. It is this piecemeal approach that was getting in the way of designing the best provocations and ideas around the central idea.
The impact – what are are teachers saying?
Teachers now seek me out when the next planning retreat is and get in early to pick an ideal day for them. They feel more confident about that first week as things have been thought through. They can focus on writing their reports (well and thoughtfully and honestly) knowing that there is clarity, vision and understanding on how to move the learning forward for the up and coming unit.
Students are the clear benefactors in this process. Teachers are more focused. And as for me, I get to spend more time in classes, to see the planning transfer and transpire into the taught curriculum. Nothing better when a plan comes together!
The small cost in organizing ‘cover’ for teachers is well worth the investment. Give it a go!
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
Recently, Kelli and I were talking about why teaching can be so exhausting. She used the analogy of Salmon swimming upstream to illustrate how we are so often doing what we do in the face of so many other contradictory and conflicting forces.
These forces may sometimes be policies and expectations put in place by governments and education departments based on decisions which are often made by people with little or no educational background apart from the fact that they went to school. In many cases, these policies and expectations are in complete conflict with what educators know to be true about children and learning. And so, most teachers play the game while still trying to do what they believe is right even though their ability to do so (and their time, space and energy to do is) is dwindling.
In other cases (or if you’re unlucky, at the same time) the forces may be policies and expectations that are put in place by school boards or leadership teams. Many school boards are composed of people who have little or no educational background apart from the fact they went to school. And many leadership teams consist of educators so long out of the classroom and so distanced from the realities of day-to-day teaching that they are referring to how things were, or should have been, 20 or 30 years ago. And so, most teachers play the game while still trying to do what they believe is right even though their ability to do so (and their time, space and energy to do is) is dwindling.
In other cases (or if you’re really unlucky, at the same time) the forces may be the patterns of behaviour and trends that exist around you all in everyday life outside school. Students may be consistently exposed to things that go against everything you hope to be instilling in them while they are with you, such as vast differences between rich and poor, an abusive class system, the systematic destruction of the environment, institutionalised racism, corrupt officials and police, blatant consumerism and greed and disregard for human life. And so some teachers try to get their students involved in doing something about these problems, and this is great. But, all too often the overwhelming feeling that they’re only scratching the surface burns people out or the transient nature of many international schools means projects are not sustained. And so, teachers and students do what they do inside a sort of bubble of safety, security and sanitisation while still trying to open their students’ eyes to reality.
In other cases (or if you’re really, really unlucky) the forces may be the parents and what they believe about parenting. Teachers may be consistently trying to reverse the damaging effects of different parenting styles, such as children who have “learned helplessness”, children who are overprotected, children who are under too much pressure to be academically successful, children who are over-scheduled, children who are unable to relax without a screen in front of them, children who are not getting enough sleep, children who eat a damaging diet, children who are being medicated and children who are being brought up with worrying political and ethical beliefs. And so, teachers do what they do in the hope that their 8 hours or so each day with these children can, in some way counteract what is happening at home and give them a refuge, increase their confidence and self-esteem, reveal different perspectives to them and, perhaps most importantly, help them learn how to figure things out for themselves.
In other cases (or if you’re really, really, really unlucky) the forces may be the what the parents believe is, or should be, a good education. Many parents’ only point of reference about education is their own experience. Some of the more enlightened parents look back at aspects of their education and hope, more than anything else, that their children don’t have to “go through that”. Many, though, hark back to their education with rose-tinted glasses and put pressure on modern teachers to replicate those practices despite the fact that pedagogical research, as well as the world itself, has moved on since then. And so, teachers are charged with the responsibility of not only educating children but also educating parents about how they are educating their children!
The Salmon swimming upstream is a great analogy for what it’s like to be a teacher. At least, a teacher who is determined to stay up-to-date with pedagogical research and contemporary practice, who is determined to teach the child and not just the content, who is determined to be part of creating generations of young people who can give themselves and the next generation a better existence and who is determined to make the most of the privilege that it is to have such a direct impact on the lives of so many people. If not, I guess they’re just swimming along with the current… which is, of course, much easier, much less energy-sapping and involves a lot less thought!