There is considerable hype around the Studio 5 model that is currently being piloted at the International School of Ho Chi Minh City… and rightly so. Studio 5 is a brave concept that doesn’t just pay lip-service to the philosophies upon which the IB Primary Years Programme and other student-centred, inquiry-based frameworks are built. It creates the conditions for all of that philosophy to become practice. Very rare.
Don’t be fooled though.
This stuff is not new.
Progressive and innovative educators have been doing some of these ideas for years. Schools have been designed around them. Movements have evolved around them. Books have been written about them.
But, these have either fizzled out, faded away, disappeared or survived as weird exceptions to the rule. Perhaps sustained by wealthy benefactors, enigmatic leaders or a powerful niche market.
Studio 5 is a wonderful example of what is possible. But it is critical that anyone hoping to move their school, or even just a part of it, towards a similar model must understand that Studio 5 didn’t just appear out of nowhere. It comes after four years of smaller, very significant, steps. Shifting mindsets, pedagogies, structures, systems, habits, priorities… incremental changes to these over a sustained period of time cleared pathways, opened doors and generated momentum.
Each change was a question that could only be answered by the next change.
Without this evolution, one in which the Studio 5 model was genuinely a natural progression, it would just be a novelty.
In a series of upcoming posts, I will reveal the milestones in the evolution of a school in which Studio 5 is possible. Perhaps these can provide tangible ways that other schools can begin to consider similar change, but change that is logical and natural in their context.
In today’s world of multi-tasking – managing work, your family, your home, social media, etc… Life has become ever so complicated!
There isn’t a single moment of “quiet time” that we can afford for ourselves during the day, week, or sometimes even in a month. Life just goes by, with us spinning in place, putting out fires and living everywhere but in the moment. In order to get focused and move forward, we need to quieten the noise!
How do you quieten the noise and get focused?
Step 1: Reflect on the following questions
- What are your top 3 priorities?
- What are your top 3 distractions?
Step 2: Note down & pay attention to the following
- Do you multi-task?
- If you answered ‘yes’ to the previous question, does that truly
make you more productive?
- Pay attention to where you can say ‘no’ more often. Saying ‘yes’ to too many people or things often means saying ‘no’ to something in your own life.
- Understand what boosts your focus and use it when needed.
- Pay attention to when and where you can do a little extra to finish off something important.
Step 3: Outline your plan in small, achievable and measurable
- Devise a plan to consciously block your distractions for chunks of time during the day.
- Focus on your priorities and ensure everything you do, every single day, is moving you a step closer towards achieving them.
- Start with a one-week plan, follow through on it and assess your success on the weekend.
Step 4: Start working towards the new YOU
Are you ready to take action and make changes in your environment, habits and life? If yes, make a note of 3 actions to create more focus in your life.
Knowing about your strengths and weak links – and consciously working with them – can put you way ahead of yourself. If you find yourself wanting to learn more about the cluster of emotions and experiences you’ve become, please do reach out to me and I can conduct online life-coaching sessions with you. I can be reached via email at firstname.lastname@example.org, through my website at
www.innersensecoaching.com, or via LinkedIn or Facebook.
I caught myself again.
The last time was in 2013 and I wrote about it then too.
What did I catch myself doing? Rushing my children… and, by doing so, denying them countless opportunities to learn.
We’ve just moved to Paris. Everything is new. At the moment, the newest things are christmas decorations in the streets and the increasingly intense cold. Every morning, my children just want to look, talk, feel, experience, ponder, notice, appreciate and wonder. But, I have caught myself rushing them. Hurrying them up towards some imaginary or completely unimportant deadline – the need to be early, on time or not late.
It doesn’t really matter if I’m early, on time or not late. My children matter. their experiences of the world matter.
It’s shocking for an educator to do this to his own children. But, we do it to our students every day. We hurry them from lesson to lesson. We dictate their agenda all day. We reduce break times. We don’t give them enough time to eat. We decide if they can go to the toilet or not. We treat “inquiry” as a stand-alone subject that we do in the last period, if they’re lucky. We make their lives busy, indeed we teach the art of “busyness”, as if we don’t trust them to do anything of value if we don’t.
And yet, we all know that the most powerful learning happens when we slow down, when we give them sustained periods of time, when we don’t interrupt and when they’re making choices about why, how and what to learn.
Old habits die hard. How much of modern schooling is still “old habits”?
We’ve always stated that meaningful learning is flammable. It starts with a spark and then ignites! You know when learning has caught fire….. agency ensues and the student drives their learning and not too much can get in their way. The difference between a flame and incendiary learning can be categorized quite easily in terms of duration, desire and determination.
A flame burns during a specific period of time (unit of inquiry) and usually reduces to embers, just like a typical fire. The student was empowered and energized, yet there was a point that they moved on to the next thing.
Incendiary learning catches fire and stays burning bright, long after a unit of inquiry. The student is empowered and energized, and they are still in the fire taking their learning even further, long after the next thing.
A stark contrast. One is perishable and one is enduring.
The subtle difference between ‘was‘ and ‘is‘ has a remarkable difference at the same time. This changes the whole complexion of learning as the ‘energy of learning’ has been sustained and has the learner enthralled.
Last week, I visited a previous School I was at and a number of the students I taught literally, hunted me down. One of those students was Nicole.
This is Nicole as a Grade 5 student chatting with the Head of School (Adrian Watts) and explaining the message she is trying to communicate through her art piece. Her art work is incredibly personal and powerful as she is expressing the importance of finding her voice and expressing who she is. The mouths in the background are all those who have told her that she can’t do anything. With Nicole at the center of her art work, her positivity is radiating out and drowning out the negative and judgmental voices. This was a real turning point for Nicole in developing her self belief. She had a teacher who saw something special, and it was all about allowing her to see that too. This was Step 1 in Nicole’s journey of finding herself.
The next learning experience pushed her even further. Enter the PYP Exhibition. Nicole’s artwork was the first step she needed to take and this naturally led her to explore and better understand her next self-discovery…. putting her new transformative experience of who she is becoming into action and finding direction in the process!
This is Nicole during the Exhibition selling her ‘FABTAB’ (comes in different sizes and colours) at a market at a funky local cafe and skater hangout. This is the moment that shaped her to be a confident and articulate communicator as she interacted with dozens and dozens of people interested in her entrepreneurial idea. Incendiary Learning! Students, parents, teachers and customers were truly astonished!
As I mentioned above, I saw Nicole last week. We got talking and she said that she just made her first nternational order to Ireland of 100 FabTabs….. Nicole is still producing, refining and taking orders, now international orders, for her FabTab. What a journey she has been on and is still very much on. It all started from her artwork, that was the first step she took in believing in herself, because she had someone who believed in her. We must believe in all of our students. Personalize learning, individualize learning, whatever form it takes or looks like, choose the right approach at the right time to connect, develop and strengthen their identity of who they are. Work from that point, work from within! Let students determine their own identity and not the other way around! It is our role to play a hand in nurturing and nudging them in positive ways to see their own potential.
This is exactly what I mean by Incendiary Learning! The fire is still burning bright and Nicole has stretched in ways where she can confidently talk about the learning experience….. long after ‘the unit.’ Nicole has led her learning and is proud of what she has achieved. Agency…… yeah, true Agency at its very core! This is Nicole now in Grade 7 doing a photo shot for this very piece. The relationship and connection seems just like yesterday, still very much alive too!
Again and again…. keep our eye on the ball!
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!
Bill and Ochan Powell (rest in peace, Bill) always say, above all else, “know your students”.
The written curriculum in your school is the students’ curriculum.
Your curriculum is the students.
They are learning about all the things expressed in their curriculum (and hopefully much more!).
You are learning about them.
Understanding this will help you make the shift from “deliverer of content” to a facilitator of learning, a designer of learning experiences and a partner for each of your students as they learn and as they navigate their curriculum. Each day, you will arrive at work full of curiosity, poised and ready to:
- get to know your students better
- inquire about them
- research into them
- get a sense of who each of them is in the context of learning taking place at the time
- discover what motivates them
- find out what interests and inspires them
- help them develop their own plans for learning
- get a sense of what they can do and what skills they may develop next
- learn about how they think
- try a wide variety of strategies to do all of the above
- never give up…
It is a very exciting moment when PYP Teachers realise they are inquirers who are constantly seeking, gathering and using data (in it’s most sophisticated and powerful forms) about their students.
It is this realisation that sets apart genuine PYP Teachers from those who simply work in a PYP school, for the two are vastly different.
Having the privileged of being in a number of schools and classrooms provides a lot of insight into the teacher personality and how teachers teach. For whatever reason we assume that talking ‘at’ students means they are listening and learning. Research shows that this could not be further from the truth. We need to be mindful of how much we talk ‘at’ students. One person in the room should not be doing all the thinking and talking. It is our responsibility to set the scene for learning, provide a stimulating experience and allow students to lead the conversation and thinking. And if we’re doing our jobs properly, we are capturing and connecting the ideas and thinking swirling around.
We have put this to the test and have had teachers use a timer to measure the time spent talking. This has made teachers consider the talk time when coming together.
Let’s consider a few things first:
- Not every adult in the room has to speak to validate why they are there (if you’re in a co-teaching situation);
- Say what you need to and let students get on with it;
- Use a visual so students can clearly see what you mean;
- Be clear about the learning focus and purpose;
- If there are clarifying questions, let the students go and address the questions in the mean time.
All pretty obvious things, right?!
Talking for 30-40, hey even 20 minutes while students are on the carpet/desks is a real time waster. There is no better way to turn their enthusiasm for learning off. A lot of those behaviour problems will disappear if we engaged our students more and let them drive their learning. We need to give them the time to do that though.
This is where the speaking ‘with’ students comes in. A wise teacher will set the learning, work the room and have conversations with their students. What an opportunity to learn more about what they are thinking while creating excitement and energy for active learning.
While I understand how simple this reminder is, we need to be mindful of the time we use when setting the learning up for our students.
Have a solid structure in place that allows learning to be more fluid so it can flow. Develop clear systems and expectations that in turn create a culture of empowered learners. This will build more independence with our students. Invite students to take authentic action by giving them time so that they have an opportunity to lead their own learning. This requires a lot of trust. Let them go!
Aim for 10 minutes, say what needs to be said and then hand it over to them. Simple!