Category: Understanding

Ideas more important than ego

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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)

Grade 5, difficult conversations and responsive teachers

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(apologies for the low quality image, but it really says it all)

Working with our Grade 5 team is really interesting at the moment because what’s going on is a real to and fro’, a real Ping Pong game in the way that the students are responding to the provocation that the teachers have designed for them, and then the way the teachers are responding to the provocations offered back to them by the students’ responses.

The teachers are having to re-think, not only having to re-think the nature of this current Who we are unit, but today they began to re-think how the data they’re getting back from the students affects the unit that comes next also. This is very exciting because this means that the teachers are not seeing difficulties as roadblocks, but instead seeing difficulties  – as a result of what their students are doing and saying (or not doing and saying) – as an opportunity again to reflect and to think “OK, how do we respond to what we know about the students now?”

The case in point here is that Grade 5 teachers, through the provocations they have been doing this week and last week, have really unearthed that the students (a) are not particularly curious about human behaviour and, probably as a direct result, (b) are not particularly good at observing human behaviour and noticing patterns. And so, as a result, they’re thinking that their initial hopes that students would be able to get to the point where they are designing their own social, behavioural experiments as part of Who we are were overly ambitious. Instead, they are going to have to devote the time and energy of Who we are to really developing that curiosity about human behaviour  – with an ongoing reflective angle that “learning about other people’s behaviour helps me reflect on my own” – and also developing their ability to actually observe human behaviour and asking those questions… what am I looking at, what am I looking for, what do I notice, what evidence is there, how do I record that evidence and what kind of patterns am I noticing that could become a big idea or even a hypothesis?

They then said “OK, well let’s do How the world works next… and in How the world works, we give them six whole weeks just to test those hypotheses and to do so using a clear scientific process. Now that flow and constructivism from one unit to another is really exciting.

And, there’s a lot of tension and worry about “how am I going to get my students to this point or that point by this time?” or “oh, my students haven’t responded to this very well” or “they’re not that interested in it yet”… all of these natural tensions that teachers feel – good teachers feel. But then, coming together spontaneously – not waiting for a meeting – coming together spontaneously, working their way through it using all that information  to help them redesign and redefine how things go from here.

It’s brilliant.

It also reinforces a point that I make over and over and over again and that is that teachers have to have difficult conversations, teachers have to go through the struggle themselves, teachers have to finish the day thinking “I don’t know where this is really going… how do I find that clarity, how do I help my students find that clarity?” The only way they can do it is by having difficult conversations, by challenging each other, by challenging themselves. Good teaching is not just a series of tick-boxes that you can say you’ve done. Good teaching is critical thinking, it is tension, it is emotion, it is responsiveness, it is spontaneity.

As Suzanne, one of the Grade 5 team said after reading this post:

“Openness to spontaneity makes good teachers great.”

 

 

Provocations and the Ping-Pong Analogy

Many powerful and transformational ideas emerge in the world of education, become trends and then vanish. This is sometimes because the vast majority of educators never fully understand it in the first place.

The latest example of this is “provocations”.

All sorts of educators are using the word and they believe they are planning them for their students. Sadly, very often, these so-called provocations are turning into missed opportunities, throw-away activities that really don’t transform the subsequent pedagogy in the slightest.

I find this really frustrating, and I find the fact that educators are unable to see both the simple and the sophisticated information that students are revealing to them almost impossible to comprehend. As I try and wrap my head around this, I see the following patterns:

  • Some people, if they were being honest, have little or no interest in changing their pedagogy. They want to do what they’ve always done and see anything that threatens that – regardless of the source – as a threat. As a result, they develop a sort of selective blindness to any of the fascinating information their students reveal. It may well be impossible to move people away from that mentality and so it may be necessary to move them out of our schools instead.
  • Some people are – perhaps unwillingly – so caught up in teacher-speak, written curriculum, standards and old habits they too are blinded – they can’t “see the wood for the trees”. Some of these people may still be rescued, but only if you can still see the glint in their eye that indicates some interest in who their students really are and enough curiosity to want to find out.
  • Some people are – fortunately – poised, ready, willing and able to plan and carry out provocative experiences that give their students opportunities to reveal powerful and useful information to them. However, they may not know how to use that information to transform their pedagogy and, of course, there is no single, universal answer. Instead, what is powerful, is the teacher’s determination to find ways to do so.

A very useful analogy is Shana Upiter’s Ping Pong approach. When you provoke your students, you are hitting the ball to them… then, they hit it back to you – in all sorts of directions! Now it is up to you – the teacher – to figure out what to do with the ball and how to hit it back to them again, and so on… If you can view provocations that way – as the ongoing exchange of stimulus and response, ideas and action, thinking and questioning – you will start to understand how to use the concept in your teaching. You can also liberate yourself from thinking that provocations need to be huge, overly-planned extravaganzas!

For this to happen though, the teacher must be fascinated by the words their students write or say, the choices their students make, the way their students think, the patterns of their students’ behaviour, how their students react in different situations and the questions their students ponder.

When provocations create the conditions for inquiry – by teachers into their students – there is nothing more powerful. When they just lead into a series of activities and a whole load of teaching, they may just be another buzz-word.

 

Allow choice but insist on depth

Width vs. Depth

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!

Speaking your mind doesn’t mean being a…

 

Anatomy of Atherosclerosis

There is a misconception in life, and particularly in schools, that “speaking my mind” – or honesty – is a euphemism for being a bit of an arse. Either I don’t “speak my mind”, which must mean that I bottle everything up, conceal my true thoughts and never share what I genuinely think or believe, or, I feel like I can just go around being rude to people and make “speaking my mind” a kind of license to make all interactions highly personal and confrontational.

Both of these dichotomous positions are damaging to a school culture, and people who adopt them can be equally toxic in different ways.

Person A, the type who never “speaks their mind”, usually makes it clear to everyone that they have made a conscious decision never to “speak their mind”. With this constant declaration of self-censorship comes an implicit declaration of disapproval, judgment and criticism. It translates, basically, as “if I could speak my my mind it would be negative and I would tell you how useless this, that and they are”. The dangers of people like this are:

  • They do actually “speak their minds” in small circles of people, sharing their bottled up negativity with those people they have decided they can confide in, and forming little clots of people in the organisational flow. These clots, like real clots, cause all kinds of awful things to happen – others become wary or paranoid of them, good ideas or initiatives get blocked or people who excel at their jobs have their confidence chipped away at until they leave but the clot remains.
  • At times, opportunities arise for Person A to express themselves with anonymity, and this is like a dream-come-true for them. They feel liberated to “speak their mind” and unleash their thoughts onto people with no fear of having to take responsibility for their words or actually talk about or think it through with another human being.
  • Person A may often also just go about their business, interacting  only rarely with other people, but still walking around with their dark cloud hanging over them. People avoid them for fear of being caught in the storm –  dragged into a negative conversation that has the potential to ruin their day or forced to listen to toxic gossip. This sort of isolation does nobody any good… particularly as Person A is responsible for the education of young people.

Then, there’s Person Z, the one who has taken it upon themselves to educate everyone else by just being an a$#@%$#e. They shoot people down, they belittle people, they interrupt, they opt out of conversations that need to be had, they refuse to take part in any positive initiatives, they make the discussion of ideas personal, they see things only from their perspective, they struggle to focus on student needs rather than their own, they talk when people are trying to address a group, they criticize meetings or workshops that don’t quite live up to their high standards (which are rarely reflected in the way they teach!), they have stopped learning, they get angry about things that don’t really matter, they write people off and give them no chance of redemption… the list goes on.

Fortunately, schools are also full of People C, D, E, F, G, H… the people who occupy the grey areas. These people:

  • understand the value of exchanging thoughts, opinions and ideas
  • are able to discuss things without making it personal
  • are able to remain free of judgment
  • value open and positive relationships
  • are conscious of the effect of their attitude on others
  • can see the big picture by “zooming out” of situations
  • feel uncomfortable in gossipy situations
  • try to get along with everyone in a way that is not artificial, because they know it matters
  • give people the benefit of the doubt
  • are respectful listeners
  • are open-minded and ready to learn from any source
  • don’t sulk

I know these are all generalisations, so please don’t comment and tell me that! Instead, please think about whether Person A and Person Z exist where you work, how they affect your school culture and how we can move beyond such polarised behaviours. Until that happens, the potential for the evolution of schools may well remain in their hands.

 

Minecraft… an acceptable “virtual outdoors”?

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Next time one of your students or children is using Minecraft, stop and take a good look at what they are doing. I can guarantee you that they will be…

  • in a virtual version of “outside”
  • learning about topography, flora, fauna and materials
  • building
  • solving problems
  • experimenting
  • inventing
  • getting lost and found

Many of us obviously think this is pretty cool, myself included. After all, the skills that the students are using “in there” are the type of skills that we are trying to help them develop as we educate them.

But then, its actually also really uncool that modern kids can only possess “virtual freedom” and that they can only develop “virtual skills” and that, rather than using their whole bodies and all of their senses, they are using only their thumbs and their increasingly failing eyes.

You see, Minecraft is basically the childhoods of older generations wrapped up, written in code and presented in a device. Yeah… lots of things are possible in Minecraft that are not possible in the real world. But also… many, many, many more things are possible in the real world than are possible in Minecraft.

So, is it a good thing that students are using Minecraft and developing the skills that they are developing? Yes.

Is it a good thing that the “virtual outdoors” is replacing the real outdoors for our young people? No.

Can we allow the existence of Minecraft to allow ourselves to be apathetic about fighting for children’s right to play, explore, experiment, create and learn in the real outdoors? Absolutely not.

 

Student-created learning is the key to inquiry

Inquiry-based learning remains a mystery to many teachers, and a serious challenge to others. Creating the conditions for our students to be intrinsically motivated while still addressing important areas of curriculum is not easy.

Or, is it?

Maybe, we just have to readjust our expectations, like…

  • expecting all students to be working on the same curriculum areas at the same time
  • expecting all students to be interested in the same things at the same time
  • expecting all students to move through an inquiry “process” or “cycle” at the same time, and with the same momentum

Once we get ourselves out of these habits of expectation, we can free ourselves up in order to free our students up. Once we do that… then we can set out to create the time, the space and the conditions for students to be able to design their own learning.

This, of course, is another crossroads… and another point where teachers become lost:

  • they struggle with the openness of the idea of students designing their own learning
  • they struggle with their own judgments of the value of what students are interested in
  • they struggle with the identification of learning connections
  • they struggle to see the potential for where students may take their ideas
  • they struggle with strategies to help students who have no idea what they want to do
  • they struggle with the redefinition of their role that is so crucial (more on this in the next posting)

Very often, these struggles become the reason not to pursue student-created learning. It goes in the “too hard basket”. But, these struggles should be the justification for pushing forward with it, because these struggles symbolize what it means to inquire, they represent the efforts needed to nurture students who are inquirers, they are the inner battles we must face in order to drop our tendency to teach too much!

For those of us who push forward with it… this is what it could lead to.

Imagine a classroom full of students who have all had the chance to design their own learning (this might only be for a section of a day each week, or maybe a whole day every week… or more!). Imagine them all working on very different things – building a prototype of something they have designed, researching the existence of planets beyond our solar system, cutting fabric to create a dress, mixing ingredients for a new recipe, writing the seventh chapter of a book, conducting experiments with light.

The potential list is endless… because our students (if we allow them to reveal them to us) have endless interests, curiosities and dreams. Usually, the only thing stopping them from learning about them is the person in charge of their learning, or the institution in which they learn. But if we can reverse that, let them bring these interests, curiosities and dreams into our schools and let them pursue them… the learning that happens as a result is unprecedented.

If we know our curriculum well enough, we can make a myriad of connections for our students, we can help them see all sorts of ways in which they are learning what we would normally have had to teach them. We can use our curriculum to help them figure out where to go next… the curriculum becomes our friend as it reveals possibilities rather than reminding us what we have to cover.

Its just not going to be all the same areas of the curriculum, at the same time and at the same pace.

But, who really believes learning works that way anyway?