Tagged: connections

Redefining collaboration with the PYP Exhibition

Unfortunately, I think that the idea of collaboration is very rarely understood properly by teachers of the PYP. For many of us, student collaboration has always meant “working in a group” and never really progressed any further than that. Part of the problem with this is our misguided belief that teacher collaboration means “planning in a group”, but more on that another time.

Ironically, it is our flagship student experience – the PYP Exhibition – that can be held responsible for our misconceptions about collaboration. It was always designed to be a “collaborative inquiry ” and so, to that end, teachers have been popping their poor students into groups in PYP schools worldwide every year. Doesn’t sound so bad, does it? Well, yes, its catastrophic for many of the following types of student:

  • those students who end up being put in a group because there wasn’t a group based on their interest
  • those students who end up being put in a group because the group they wanted to be in was “full”
  • those students who always end up doing all the work in groups
  • those students who always fade into the background while others take the glory
  • those students who have always let others do the work because they lack confidence or skills
  • those students whose interests and styles of learning are never quite the same enough for them to be in a group
  • those students who make misguided group choices and regret it later
  • those students who compromise their own identity just to be in a group
  • introverts
  • extroverts
  • outliers
  • etc… have I left anyone out?

When teachers create a finite amount of groups for the PYP Exhibition (often defined by a finite number of pre-determined things the kids can learn about) with a finite number of places in each group they are undermining inquiry from the word “go”. They are also pushing cooperation and not setting the scene for genuine collaboration to happen naturally. They are creating the conditions for conflict, frustration, bickering, divisive behaviour, sulking and competitiveness. We have all seen it.

When you remove this obsession with grouping from the equation completely and allow students to develop their own inquiries… a real, natural, diverse, dynamic and unpredictable culture of collaboration begins to evolve:

  • you get partnerships and groups emerging at different times in the process based on a recognition of like minds or similar goals
  • you get frequent, spontaneous collaborations taking place as students share information, exchange ideas or help each other with things
  • you get collaborations happening between students and adults as teachers, parents and other members of the community get involved in the process
  • you get collaborations between the students and students of all other ages who become part of the process
  • you get collaboration happening by email, and online
  • you get collaboration you never anticipated

Putting students (and all people) in groups and calling it collaboration is a mould that must be broken. We have been breaking that mould for a while now, and it works.

Why not give it a try? There’s no need to wait for the PYP Exhibition, after all… it’s just another unit of inquiry.

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What really matters?

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What really matters in life? We all hear this a lot. True.

I’m sure most of us could rattle off an extensive list of what really matters to us. Ultimately, it would boil down to a very small number of things. Family, happiness, and…..well, happiness.

It is so easy to get sucked into things which often sit on the circumference of what really matters. Think about the people and relationships in our life. Why is it that we sometimes treat them worse than complete strangers….. because we know they will always be there. Well, hopefully. This is quite telling and also really stupid. It tells me that people don’t really know what matters or even who matters. Now, let’s think about arguments we have with people. This includes colleagues, friends or family. The real reason the confrontation surfaced often gets lost, and you start fighting about other things. Things that have no connection or relationship to how the initial argument started in the first place. Vexing!

We need to make time for what matters. This requires a lot of effort and awareness. It is all about closing the chasm on what we know we should be doing against what we need to do more of.

This also applies to learning too. We should be asking our students this question every day. “What learning today meant something to you?” I wonder what responses we would get if we asked the students that at the end of each day. Let us make no assumptions about what they would say. Imagine the natural inquiry to extend and explore on the learning that mattered to them. Spending time on something they are on the edge of knowing to help construct their own meaning about learning.

Alright, now I need to bring this posting back to the center. The real purpose and motivation for sharing this points to human interactions more than learning (even though there is an obvious connection to learning). If people could focus on the things that really matter all of the time, our interactions and dealings with others would improve dramatically. If people dump problems, concerns, dilemmas or issues on you challenge it in a way that asks, does this really matter?  At what point did things turn sour and what triggered it? People need to find alternative ways to communicate on what is really happening without judgment or ego. Be very clear about making a choice on what is at the center and focus on the ‘one thing’ that needs to be addressed. Stick with it until there is a resolution or a conclusion. Don’t get pulled into the things that end up making us feel overwhelmed or inadequate, either indirectly or directly. A lot of what other people dump on us often says a whole lot more about them, than it does us. Step back, take a breath and take stock of the things that deserve your attention right now. I challenge anyone who is reading this to try it for just one day. Observe any noticeable change in how you feel and/or make others feel too in the process. Challenge people to be better and have the same expectation for yourself. What really matters?

People first… then everything else

I love change. And I have fallen for Africa, hard. Let me tell you why. Change offers something different and as international educators we are very fortunate to be in an occupation where the door is a revolving one, for those who don’t get stuck and you know who you are.

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Moving from Thailand to Kenya was always going to be different – one of the main reasons I came here. The warmth of Africa is immediate. Being the ‘new teacher’ you always wonder who it is you are going to be working with. Who are the ones that I will mostly connect with or will form an alliance with? I have finally arrived at a school that values people. People first. The first two days were very different to what I have experienced. The whole teaching staff (Secondary and Junior School) went on an overnight trip together. Why? It’s simple to bond and connect. I know this sounds very obvious and a lot of schools do it in their own way, but this felt very different for reasons I am still trying to make sense of.

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The school offered the space for us to be together. The staff made the effort and time to speak, really listen and connect. We played games, sat around the fire and sang songs, danced, told stories. We went hiking and put tents up together in the pouring rain, even more fun. Everything we did was another opportunity to meet someone different and learn about them and their story. This place got it right. We weren’t herded into a lecture theater and then broke away into our isolated teams for planning meetings. We prioritized what is more important – people.

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I know that my interactions and relationships will be very different when the students officially arrive at school because I am comfortable with the people I now work with. This will only deepen and build a stronger, more personalized relationship, because I know more about who they are as people.

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Already, I have supported teachers (with outside events i.e farewell, social drinks) because these people are my new family and home away from home. I am excited because now I know what it feels like when staff members are much more than that.

“People are people through other people.”

Ubuntu Philosophy

“Blanning” – Powerful Quotes

The second session of the day was all about finding out what people are saying about the connections between issues and nature. Students:

  • searched online
  • looked through newspapers, books and magazines
  • referred to notes they had taken from TED talks, guest speakers and videos they’ve watched
  • wrote their own quotes!

The students were able to locate a lot of very powerful quotes that they can use in the latter stages of their exhibition.

“Blanning”: How Green is Your Issue?

The students were given some decent paper and a small selection of chalk and oil pastels. They were asked to use shades of green and only one more colour in order to show their issue from a green/nature perspective through abstract art.

Many of them were not familiar with abstract art, which was quite a shock! However, I shared some examples of the work done by the teachers at the Green School (see previous posting) and that seemed to unlock some of their creativity.

The students wrote an explanation of their work on an index card and then they put them up on a display board.

Some of the ideas that came out of students sharing their work were very interesting and could lead on to some bigger works of art to form part of the exhibition:

  • Sasha’s drawing of blue water that is becoming more and more polluted could become a large “timeline painting” that shows what we have been doing to water throughout history. It could also include some vision for the future.
  • Rosna’s image of plastic bags on top of a natural background could be extended to become a painting of the Earth that is covered with cut-out bits of plastic to represent plastic bags. She could stick these on herself, or make it interactive in order to increase the shock value!
  • Alfie’s growing cloud of cigarette smoke could also be turned into an interactive piece of work. He wanted to get people to sign a petition. maybe, instead, he could get people to contribute to a massive cloud of smoke?

These ideas for further development of the artwork came from Naomi Natale’s One Million Bones project.

The slideshow is doing some strange things!

“Blanning” – the art of planning and blogging at the same time. Part One

I’m going to attempt use this blog to document all my planning, both before and as everything happens, as I work with my Year 6 students through the PYP exhibition process. I’m going to call this “Blanning”… because “Blagging” is just too honest!

Tomorrow, I’m going to use the Nature lens of the Compass. Through the Nature lens, students are asked to consider the implications of their issues from the natural perspective. So, for example, making links between local beggars and deforestion and loss of homes in Myanmar and Cambodia.

I was thinking of having quite an open-ended day, with students making choices of a number of ways to consider the links between issues and nature. But then I thought it might be good to have a series of finite activities that need to be done within a specific timeframe and then shared and reflected on before moving on to something very different. Perhaps:

  • Students could use expressive materials like pastels and charcoal to create an impulsive abstract piece of artwork based on their thoughts about their issues in the green context. I will limit them to using only shades of green and one other significant colour. I got the idea from a session my Dad did for the teachers at the Green School Bali: http://www.facebook.com/album.php?aid=199675&id=114095042424&ref=mf
  • Creating quotes, locating quotes, sharing quotes: This would be the search for existing and student-created quotes that illustrate connections between their issue and nature. They will have a set amount of time to find and develop their quotes, and then the same amount of time again to think about how they will share it.
  • Green Data: Up-to-date facts and figures that will back up student ideas, arguments and conclusions. Again, they will have a set amount of time to find and collate their data, and then the same amount of time again to think about how they will share it. Emphasis will be placed on producing infographics here, probably leaning heavily on using the SmartArt features of Microsoft Word, or paint.net for the more technologically advanced.
  • I’d like to end the day with a lot of talking, walking and looking at what the kids have produced. I’ll try to provoke conversations and play devil’s advocate a bit. Then, I’ll get them to identify the “Key Connections” between their issue and the Nature lens of the Compass. They may blog those by comments on a posting. They may display them visually in the room, they may do both… we’ll see what happens tomorrow!

So, during all of this – hopefully – the Compass Guides will be dropping in whenever they have 5 or 10 minutes to spare and taking a look at what the kids are thinking, what directions they’re moving in and what ideas they have for them.

I've shamelessley created another wordle for this posting by copying pasting the words in the posting into wordle and hitting "randomize" several times. So simple, so good to look at. But... they can't be used all the time.

6SS Compass Drop-in Sessions

It’s hard to make exact plans for the next stage of our exhibition as we’re never fully sure the school will be open or that several students will take extended holidays. However, it will be a priority for us to look at the students’ issues through each lens of the Compass in  myriad of ways. I ‘m thinking:

  • Hi-quality image searching, seeking images that are entirely relevant, powerful and large file sizes for added manipulation and poster design. I get the students using the Creative Commons image search as they have share-alike copyrights which means we can use them as long as they are credited.
  • Quotes from media reports and opinion
  • Data in the form of infographics  – see http://www.coolinfographics.com/
  • Use Wordle to create visuals of frequently used words in media stories, blog comments, interviews (see the examples in the slideshow that I created by pasting the text of this posting into Wordle).

Students will spend the day looking at their issue solely from the perspective of one lens and will be responsible for sharing their findings throughout the day. Compass Guides are invited to drop-in to the classroom at any time during the day in order to give feedback, provoke ideas and familiarize the students further with actually talking to different people about their issues.

Technology will play a major part in each day. I’m imagining students will be:

  • Searching the Internet for images
  • Reading online news and reports
  • Watching Youtube videos
  • Reading or writing on the 6SS Blog
  • Recording video using Flip cameras
  • Making calls on Skype
  • Designing pages using Word
  • Creating infographics using SmartArt or paint.net
  • Taking and manipulating photographs
  • Using Prezi or PowerPoint to deliver short presentations.
  • Developing their  own big picture/small picture tasks for other people

Basically, the students will be exploring issues with a very clear focus: Nature, Economy, Society and Well-Being. Have a close look at the original Compass developed by Alan Atkisson.