Innovation, Agency, Empowerment are words that should not be used lightly. As professional educators, we believe with absolute conviction, that we can create the change we wish to see. As a School, we wish to challenge the purpose of report cards. Removing report cards would be an unwise and bold move to do all in one swoop. Therefore, we decided to explore this through a microcosm. To gauge whether our thinking, values and philosophy are in-line with being practical and realistic in terms of, if not report cards, then what?
A smaller and measurable scale needed to be the way forward, a pilot.
In essence the definition of a microcosm is:
A community, place, or situation regarded as encapsulating in miniature the characteristics of something much larger.
We have created a microcosm, a small world where we have brought parents, teachers and students together to pilot a new initiative in PREP from March until June, of this year.
Our own inquiry into: How can we effectively provide meaningful, dynamic and timely feedback that causes thinking and promotes learning and growth together?
We invited parents to Look 4 Learning as an authentic opportunity to see learning in action.
Parents recorded what they heard and saw and then shared their discoveries, questions, concerns and connections. We weren’t telling parents what we do (that’s blind trust) we were showing them what we do everyday and who their child is at school, where they spend most of their day, and young lives.
As a school, we have gone through a grueling process of establishing expectations around report cards and how best to meet the needs of our community as far as a formal document goes. We keep simplifying and seeking ways to satisfy parents in terms of what they know and have experienced in their schooling life.
We explained to parents the ‘input’ (time) vs ‘output’ (impact) aspect of what is involved in the process of writing report cards. They got it. Great! They understood that the time it takes to write report cards, is time taken away from doing all the other things that has a positive impact on learning, without sacrificing the learning conversations, planning, pedagogy, data collection……… Report cards is a static point in time, let’s use dynamic ways (Seesaw) to document learning and provide feedback that encourages and support the learning process.
The idea around what does authentic feedback mean and how feedback should cause thinking become the focus of the conversation. How can we create a solid partnership between parents, teacher and student to develop shared goals where it is valued in the learning process become important too as the discussion evolved.
The power of partnering with parents and teachers led to a deeper understanding of the importance of creating a situation where ‘really’ knowing our students is central to what we hope to achieve everyday. Knowing where they are in their learning and planning for that process of what needs to happen inspires effort and attitudes towards learning which is incredibly motivating for all stakeholders.
Over the next 4 months we are going to put report cards on hold and pilot what we believe to be a more effective and meaningful approach in understanding our students as learners and provide balanced authentic feedback. We have developed six drivers to provide feedback to students and parents that promotes richer and deeper conversations about learning and our learners.
We will review and evaluate the effectiveness of this pilot in June with our parents. Where could this lead? We don’t know and we’re not meant to know just yet. We find that quite liberating and exciting!
Why do we have reports? We have to do and be better. If it is a formality to facilitate the process of a student moving from one school to the next, that’s not good enough. We can work around that. We’re in education! Our parents are with us. They are in with two feet and we’re open to see where this all goes.
We think we have the right balance between being authentic, informative and also ensuring a deep sense of accountability and responsibility in doing these things well.
Where did all this inspiration come from?
From Alan Atkisson and Sam Sherratt. They were the sun providing light and energy in us asking, Why and Who are we?
We accept the challenge to innovate, lead change and transform to impact and ripple out! Out of touch traditions and norms must be challenged and at-least a re-think should occur.
Who are we and who do we want to become?
The Amoeba of Cultural Change should be happening from, and out of, Education. We should be setting the scene for change and leading it. Education has been idle and mainstream for too long. There are some great things happening out there in schools. We need to connect and explore ideas together to reach a tipping point for others to follow, and then lead from the front. Walking the walk, now that is a school I want to be part of. We’re on our way!
Who are you in the Amoeba?
Where do you get your light and energy from to shake education up and try something new?
How do you cultivate change in your school?
I recently gave this talk at the Learning2 Conference in Manila. What I am basically saying is that things need to change, that we need sudden and urgent change in the world and that schools – if we stop deluding ourselves – can be a powerful source of that change.
There are many things about life today that we passively continue to accept:
- that success = money
- that waste is OK
- that pollution is inevitable
- that destruction = progress
- that new is best
- that media = truth
- that Hollywood represents social/cultural ideals
- that school = work
- that education is the key
- that its OK for technology to lead the way
- that we have no control over the future
I could go on… its really interesting to start a list like that! However, its more interesting, and indeed sobering, to look at education and schools through those lenses and to see just how much we perpetuate the things in the list, to see how much we transfer those ways of thinking to kids.
In my talk, I use the metaphor of moulds… and I think I can take this idea one step further by saying that moulds help us to play it safe. I think schools persistently play it safe – we go about our daily existences in fear of persecution from parents, governing bodies, governments, testing companies, universities, media companies, big business, religious groups etc… As a result, not only have we become passive, we have also become rather bland.
I challenge any school to seriously reflect on its impact on society. Has it made a positive impact? Has it made a negative impact? Has it made any impact at all? What is it doing about that?
Everybody goes through school. People’s school “careers” define their futures. So, what kind of futures are we defining? Do we know? Can we be bothered to find out? Are our alumni making a positive impact on society?
These are HUGE questions. But, surely its time to start trying to find out, trying to discover what our actual impact is as perpetuators of the status quo or as agents of change.
I don’t know about you, but I’m not happy with the status quo.
I have been following @anderscj for some time now and enjoyed the content he puts into twitter. Today, however, he has thrown some provocative quotes at his learning community:
I am really interested in the first quote, by Mark Twain. I often think that we learn despite the way we’re taught. How many of the world’s most successful people were successful at school? How many of the world’s most talented people had their talents discovered, enriched and advanced at school? How many of the people who have achieved success in the “real” areas of life such real-estate, business, cooking, social work and creativity were successful at school?
In this technological day and age, also, we have to be curious about the lives lids are living online and how much more creative, non-threatening and collaborative they are than their school lives. Scary stuff, but also exciting for people who are willing to rethink and continue to learn themselves:
I also really like the penultimate quote about education threatening long-held mores and beliefs. I totally agree with this, but often find myself surrounded by teachers who would not agree with it. Why is that? What is it about schools that makes them breed people who deny the need for constant change? How do they become these bubbles that exist in separation from the real world? How do we burst the bubble?
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.
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.
I was going through the resources that Chad Walsh and I created for our workshop at EARCOS last year, “Creating a Community of Learners” and I realised that I hadn’t been using one of my favourites to inform my decisions.
This flowchart is designed to help teachers make decisions about what is worth doing with students, and what is not. It is designed to get us out of the habit of doing things “because we always have” or “because we did it last year”. In my opinion, those are really lame reasons for even the best laid plans.
Use the flowchart to rethink, to criticize, to question, to examine and to arrive at plans that really do promote student empowerment, experience and engagement and also give you the chance to gather evidence of genuine learning.