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.
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!
Sharing assessment pieces with students at the start of a unit, and coming back to them as the unit progresses, allows them to see what it is they need to do to achieve the desired outcome they set for their learning.
How many times have teachers not shared what it is they are looking for from the students until the last minute?
It sounds incredibly unfair to expect them to meet or reach a certain level in their learning if they are unaware of the expectations. By being transparent and sharing with them in good time – and sometimes co-writing assessment criteria with them – allows students to know what they need to do to rise up, develop plans and bridge the gaps in their understanding.
Students will always meet and exceed expectations if they have a clear vision of the learning behaviors and knowledge they need in order to be successful.
Learning always spikes when they know where they are going, or what they need to do to get there!
I was recently very fortunate to attend a keynote speech by Richard Gerver (@richardgerver) during the IB Annual Conference in Singapore.
One of Richard’s quotes that really resonated with me was:
“One of the most important things we need to do in education is get out more.”
This a short and simple statement but, like many short and simple statements, it asks many questions!
How often do we venture beyond the walls of our schools?
It’s funny… “field trips” are viewed as a special event and are done, in most schools, pretty rarely. In my school, for example, most grade levels have ventured out of the school only once. There are many reasons for this – costs and the fear of anything “happening” are often the biggest barrier. Indeed, I know of one IB school in Australia in which it is strictly not allowed to take students on field trips! How about that?
Yet, every time we take students outside of the school there are learning experiences above and beyond those we planned for:
- Genuine connections with the real world
- Improved sense of place
- Observations of people’s behaviour
- Improved ability to look, see and notice
- Rich language and conversation
- Emergence of prior knowledge and wisdom
- Natural curiosity
- Greater bonds between students
- Bursting the bubble by going somewhere new, expanding horizons
- Revealing information about students as individuals in different contexts
- … and more
You see, very often teachers have a limited understanding of the learning objectives that will be reached by taking the kids out somewhere. But, if we realize that everything is learning, everything is an opportunity to develop, everything is a formative assessment – from how well students behave in an art gallery, to how curious they are in a botanical gardens, to how well they talk to strangers at a market, to how they sit and eat during a picnic. It is all real learning.
How well do teachers know the world outside the school?
I work in an international school and, of course, you get all types. In Bangladesh, I worked with local teachers who had never stepped foot in the local markets – that was for servants to do. In China, I worked with people who detested China and refused to enter into society at all, purely frequenting expat restaurants and bars. In Thailand, I worked with people who spoke literally not a single word of Thai. In Vietnam, I work with people who go from school to home and back again over and over and over each day, week, month and year. Of course, there are the complete opposites in each school too – one of my colleagues here speaks the language pretty fluently and has covered nearly every corner of the country in his travels.
My concern is that we are, in these schools, teaching many students who live in a privileged bubble, our schools are often bubbles themselves and many teachers also live in a bubble. What are we teaching them then?
I find it fascinating to provoke people in international schools by asking what difference it would make to the curriculum if the school was suddenly picked up and dropped in a completely different country in a completely different city. Rather soberingly, in some ways, the answer would be “not much”.
What connections does the school have with the community?
Inspired by the stories of two-way community connections that come out of Reggio Emilia, I do wonder about how schools can become genuine parts of their local community. Like a watch, schools seem to have become a “single-function device” – kids get dropped off here and we teach them. How else do we serve our community though? Is student art displayed in local restaurants, shops and public places? Are the students encouraged to initiate projects that feed into and have an impact on the local community? Are the expertise and talent from the local community brought into the school to create those connections? Are the students visible in the local community?
It seems we are stuck in some rather tired looking moulds (schools excel at that!). We can break those moulds by getting out more, as Richard says.
How does your school do it?
Schools have come a long way when it comes to reporting/assessing student learning. There are so many good things about what we do in this profession, writing report cards are not one of them. Why is that?
It is time? Is it timing? Is it the amount of in-put vs out-put? Is it the fact that report cards say so much, but really say nothing at the same time?
I personally have not seen a school get this right yet. I am very interested in what other schools do out there. Can we share some examples? It is time to simplify the report card process. Not only for teachers, but for parents and students too.
What do your report cards say about your school?
Are you really valuing real learning? Do they reflect the 5 essential elements of the PYP? Are they truly representing who they are as learners and as people? Do you review the report card process? Is reporting just a formality?
What does your report card say about you?
A lot of us copy and paste comments. We know it, administration knows it, parents know it, and even kids know it. If this is what we do then should we just not do them? Or do you write 100% personalized comments that truly reveal who each kids are? How can we get it right when we think about the time it takes to write them, proofread, edit and revise them?
There seems to be a shift from writing long narratives (full of teacher jargon) to more concise and pointed comments focusing on strengths and learning targets. I actually find it more challenging to write a specific comment than a long-winded one.
This got me thinking…. do we actually need reports? Why can’t we just write them for students who are leaving the school? Don’t we have enough assessments already that speak so much louder than a written report? Something to consider and think about. A move like that would take a lot of guts. There would have to be a very supportive school community that gets it. There are parents out there that do get it. Let’s educate the others.
Our school wants to inquire into report cards. What does good look like and sound like? Please let us know if you would like to share what you do. Add to this conversation. This is an SOS call to look at different approaches. Together, I am sure we can adapt and change what we currently do to reflect what we want our reports to say about student learning.
The running order of the POI is crucial. Timing is everything for so many reasons. Finding the balance between each unit building on the one before, ensuring that specialist subjects are utilized evenly school-wide and determining what units are reported on can be quite difficult to align. I am wondering how other schools ‘time’ their units and what priorities do you value when considering the order of units and specialist integration? What process do you use that respects the way you manage time with everyone in mind?
What does your POI say about your school? How much time do you actually invest in striking the right balance both vertically and horizontally? Are the right people involved and is there a system or process in place to challenge the POI?
This is a photo of the POI at NIST. I have been here for 3 years and every year it gets stronger and better because there is constant change. At the end of the year there is opportunity to really think about the flow of the units. When planning a unit the central idea is challenged again. We change, our students change and we must seek ways to change with it too! Is your POI something that is always moving and flowing or is it a bit of a flop?