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
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
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.
My wife came home today and talked about how great it had been working with one of our colleagues on something. The way she talked about it really synthesized many of the things I have been wondering about recently, particularly with regard to planning, collaboration and why (or why not) people are able to do it well.
She talked about how the generation of ideas had been centre-stage and that this person had been able, so quickly and naturally, to adjust her initial ideas based on new information that led to inevitable change. Rather than be upset about it, take it personally or complain about this new information and the reasons behind it… she just adapted.
This is a great example of the ideas being much more important than the ego. This is something that is inherent in good teachers. They love to discuss ideas, to share them, to develop them, to change them, to play with them and even to return to the original ones! They know that these processes are vital as teachers struggle with the complexities and challenges of making things as purposeful as possible. They know that their part in this process is important, valuable and worthy of their time.
Most importantly, they know that the process exercises their brain, expands their thinking, keeps them fresh, challenges their intellect and helps them make connections with other people.
They know they’re learning.
Critical in all of this, also, is the understanding that we shouldn’t fear our own ideas, we shouldn’t fear “being wrong”and we shouldn’t be annoyed by the refining of our ideas by other people – that’s the exciting part! As educators, we try to guide students towards being able to exchange ideas without an adversarial approach – “I’m right… you’re wrong” – but so often get caught in that petty, dichotomous behaviour ourselves.
Take a look around you when you’re next at school. Look out for the people who…
- just come out with their ideas without second-guessing themselves or other people’s interpretation
- love to listen to other people’s ideas just as much as they love to say their own
- visibly learn and grow as ideas are shared
- refer to other people’s ideas
- have a sense of excitement, freedom and chattiness about ideas
- discuss ideas socially as well as professionally
- understand that ideas are not about knowing everything
- know that the discussion of ideas is time well spent
- understand that ideas are not responsible for the people who thought of them!
… and let them know you appreciate them.
By contrast, but equally important, keep your eye out for the “Idea Killers”! (see the fantastic list of 16 ways people kill ideas in this posting, from which I also got the header image for my posting)
Playing different types of music in order to create certain moods has always been a large part of my practice. Of course, sometimes no music is required. However, at other times, the right piece of music can create the atmosphere that is needed in order to stimulate student thinking, creativity, calm or energy.
The piece of music above is one of many that I have used when I want my students to feel calm, at ease and able to express themselves, either verbally or visually. If you just hit play on this video, it is followed by lots of other cool music too (I just found that out!).
I will try and remember to share more thoughts about the use of music in classrooms, and to share some of the pieces of music that I have found particularly effective for different purposes.
How do you use music in your practice?
The pursuit of “busyness” is all-encompassing, it is everywhere and we are all perpetuating and complaining about it at the same time.
I am sitting in a beautiful fisherman’s cottage in a sleepy village on the coast of Vietnam. The rain has started to pour, simultaneously cooling the air and scuppering our plans for the next couple of hours and so… we are forced to relax.
Instead of piling into a taxi and heading into Hoi An, the beautiful and bustling nearby town to do all the things we think we are supposed to do on holiday – sightseeing, shopping, having cultural experiences, dragging our children and ourselves around making the most of being on holiday – we do nothing.
Or do we? What, exactly is nothing?
This is what “nothing” looks like at this exact moment:
My wife finds the time to read.
My Mum enjoys the relaxing act of sweeping sand off the verandah.
My children play and make up stories.
But, why do we only allow ourselves to relax into doing these things when the rain prevents us from going somewhere else? Because we have become conditioned into “busyness” – the cult of activity and the sense of guilt or fear-of-missing-out that characterizes the modern existence.
This is true in education too. We have allowed learning to be described as “activity” and we strive to keep students busy all day and every day. We have also allowed a fear of missing out to dictate what must be learned, and when, in order to make sure everything gets “covered”. The concept of relaxation, and so – inevitably – the ability to choose to do things that only relaxation really allows, is almost entirely absent from schools.
I wonder what would happen if a school set out – with true intent – to create a sense of relaxation, to replace “busyness” and fragmentation with long periods of time during which teachers and students could relax into simple, deep and meaningful pursuits, to value what happens in those circumstances rather than panicking about what is not happening…
Header image from http://www.boundless.org/~/media/Images/article/rel-13-good-busyness.ashx
Allowing for student choice is a vital element in a modern education. Good teachers know this.
However, it is possible to go too far and allow for too much student choice – it places the focus on width rather than depth. It can rapidly devalue the power of the teacher as the person who guides students deeper with their learning through informed choice and decision-making, the person who has high expectations for their students.
Let’s start looking at this in an early years context. Many early years teachers claim that children should just be free to play and choose to do whatever they like, whenever they like. They like to call this “learning through play” and they get upset when anybody suggests that they design learning experiences for the children and have any sort of expectation that children engage with it. So, in essence, this approach suggests that “learning through play” is the freedom to choose from a wide variety of activities. Children may wander from one thing to another, perhaps rarely or never engaging with anything to any depth… or being expected to.
Now let’s fast-forward a few years. Surely we are hoping to bring up young people who are capable of giving their full attention, their curiosity and their interest to things. To do so, they will need to learn how to engage with things fully, the process involved in taking your learning beneath the surface. This is the type of learning that results in people who are experts, who are in their “element”, who achieve that state of flow, who are fulfilled and who have been able to develop their talents, passions and interests fully.
This all needs to be learned, over a period of many years.
A powerful early years education lies in the hands of early years educators who understand that there is a massive difference between “learning to play” and “learning through play”. Freedom of choice to roam from one activity to another is really “learning to play”. Engaging with ideas and concepts, coming to new understandings through a series of purposeful experiences – yes, planned for by teachers – that feel like playing are “learning through play”.
Young children are capable of going to great depth with their natural tendencies for curiosity, puzzlement, experimentation, trial and error, repeating, observing and risk-taking. The only thing holding them back, all too often, is the attitude of the adult who believes they are not.
With older students, say 10 and 11 year-olds, the teacher’s understanding of how much student choice to allow for continues to be very important. Of course, have a “student-choice mindset” in that you are looking for frequent opportunities to create the conditions for it. However, don’t allow it to become so dominant that it dilutes learning by limiting opportunities for students to engage with things to real depth. Allow choice because it gives you more of a chance that students will be able to settle on things that really interest them, but then insist on – and guide them towards – a commitment to depth.
Frequently, when teachers are disappointed by what their students have produced, they will shift the blame back to them and say “well… that’s what they chose”. Or, they shift the blame to the new pedagogy they are being expected to facilitate and say “well… we’re supposed to let them choose”. The fact of the matter is you – the teacher – allowed them to make that choice and opted not to get involved, to intervene, to guide… to teach!
This has been a very hard blog posting to write because its difficult to explain this simply and, no doubt, I have failed to do so! I will continue to ponder it and try to find ways to capture it… in the meantime, please help me out by making some comments!