Tag: change

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Inquiry Into Action

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Sometimes, taking action on something that matters to us is big. Sometimes, it’s small. How do we know which is the best path? How do we get started? How do we keep going when it’s hard? Use this week’s provocation into Action to help get kids thinking more about what it means to them.

Resource #1: What Matters to You//Me?

Resource #2: PSA from Patrick Larkin, via AJ Juliani

https://www.youtube.com/watch?v=EylO8hOu2WA

Resource #3: Mother of 4 Builds House From Scratch By Watching Youtube Videos

Resource #4: What Do You Do With An Idea by Kobi Yamada

Resource #5: Be Kind by Pat Zietlow Miller

Provocation Questions:

  • What does it mean to take action?
  • Why is taking action an important part of learning?
  • How are we responsible for taking action on our learning?
  • How might our perspective on a particular action change over time?
  • Why is taking action so difficult sometimes, even when it’s something important to us?
  • How might technology transform the way we can take action today?

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When School Is a To-Do List…

…do kids see anything but the list?

…do they put themselves into the learning?

“Seeing a student completely zone out in front of a screen and letting the computer lead the learning is not where I hope education is moving…Let’s just remember that in “personalization” is the word “person.”” ~George Couros

…are they bringing their own energy and passion into those tasks?

…how is their ability for a self-driven life impacted? Are they more or less equipped?

“I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That’s why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, “You can’t do this on your own.”” ~William Stixrud

…do they get the chance to discover the power of their own voices?

…is there any room left for curiosity, when so much energy is spent on compliance?

“How do you view the learners in your class? Do you believe children are inherently intelligent, curious and creative? Do you recognise their rights and their capabilities? Do you trust them?” ~Edna Sackson

…is there time for reflection and metacognition?

…do students feel they are making personal discoveries worth discussing?

“I want the students to sit on their own shoulders – watch themselves, notice their responses and listen to their self-talk.  I want them to slow down, press the pause button and review their actions. I want them to ask: “what am I noticing about myself in this?”  “What did I just do/say?” “What is this telling me about myself?” “What could I do differently?” I want them to bring an inquiry stance to learning about themselves as people  and I want them to carry that disposition into the rest of their lives.” ~Kath Murdoch

What small changes can we make to better help students learn to own and drive their learning?

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Choosing Courage Over Fear

It’s now been over three years since I’ve been in the classroom. Three years. And while I miss being in the classroom, I can honestly say that thanks to the many incredible teachers in my PLN, not a day has passed that I haven’t learned more about how to return to the classroom a better teacher.

A powerful example came recently when I read this thought-provoking post from my friend Abe (@Arbay38). One of his comments perfectly articulated one of my fears of shifting toward more student voice, choice and ownership:


The rest of his post greatly assuaged this fear, but I’ve continued to reflect on this question over the past couple of weeks. But then, he shared something else on Twitter — something so profound, that I think I can finally put this fear completely to rest:


This child has reminded me once and for all that the bottom line is doing what’s best for kids. Withholding opportunities for autonomy now for fear of future constraints is like refusing to build the ship for fear of future rough waters.

Isn’t the possibility that they may not experience this kind of autonomy in future classrooms all the more reason to help them cultivate it now? To help them reflect now why it matters, and how they’ll respond to its absence in the future?

Our students deserve the very best we can offer right now. And as we regularly ask them to choose courage over fear through risk-taking and the growth mindset, we can be the first to model that back: choosing courage over fear.

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“Perpetual Motion:” The Self Driving Engine of Student Ownership

Take a look at Pamela Kennedy’s “Perpetual Motion in Room 17” time lapse video:

What do you observe?

I notice:

  • Flexible seating choices
  • Variation in working in pairs, groups, or independently
  • Confidence regarding when and where to be
  • Order and efficiency, yet choice and flexibility

Now take a look at Mr. Humphrey’s class:

Choice – Making it Happen with 33 Students in a Math Classroom

Additional observations I make here include:

  • Freedom to set the pace of learning
  • Respect for students’ decision-making in how they explore concepts
  • Individuality

These are both wonderful examples of what can happen when we allow students to drive their own learning. And as students continue to steer more and more of their learning, I wonder what the next steps will be in each of these classrooms in furthering that ownership?

 

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Provocation Into The Possibilities of Going Green

As I sat wondering what to do with all the plastic Easter eggs from last month (and what becomes of the surely millions of eggs sold every year), the idea for this provocation was hatched… (pun intended!).

Resource #1: Lauren Singer’s Mason Jar 

For a lengthier, more in-depth video about Lauren Mason’s zero waste lifestyle, see Vox’s video, “It Shouldn’t Be This Hard to Go Green.”

Resource #2: What Matters, by Alison Hughes

Resource #3: What Really Happens to the Plastic You Throw Away, Ted-Ed

Provocation Questions

  • What does it mean to think about how we use our resources?
  • What is our responsibility to think about how we use our resources?
  • How does thinking about how we use our resources impact our lives? Our world?
  • How are reducing and reusing different than recycling?
  • What are the points of view on responsible use of resources?

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“It Is Never Too Late to Be Who You Might Have Been” #TeacherMom

Our local library has done it again: ignited my 6 year-old’s fervor for a new creative project. Thanks to one of their recent display, this time it’s fairy gardens.

Armed with books, photos, and an entire under-the-stairs nook of sundries she has squirreled away, she literally dug in, starting with removing old flowers:

As she concluded phase one, she announced: “I am awesome. I have a cute brain. I know how to make things. I’ve been practicing, and when I grow up, I will teach everyone that I know how to make a fairy ring.”

It’s the kind of confidence you wish you could store up in bottles and give away to all.

Later that day, I participated in a trending Twitter hashtag, #IfICouldMakeTimeStandStill, with my daughter’s earlier declaration still on my mind:

I have seen it with too many of my 5th graders, who’d often been expert hoop-jumpers for so long by that point that they were initially baffled by any suggestion to take more ownership over their learning. To imagine my daughter’s beautiful innate curiosity and confidence to be similarly reduced almost brings physical pain.

But before I sink fully into despair at what might be, I cling to the places I find hope.

I find hope in the growing research on the growth mindset and how beautifully resilient we as humans can be.

I find hope in the many teachers who are dedicated to changing their practices and giving their students greater voice and choice over their own learning.

I find hope in witnessing how, even when our confidence seems all but extinguished by human judgement and shame, we still manage to reignite curiosity, confidence, and creativity, forged anew with our life experiences.

And I find hope in knowing that greater heights yet unimagined await both my daughter and I as we engage, encourage, and dream together. Which reminds me, I have some fairy gardening to do…

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The Price of Putting What’s Best for Teachers over What’s Best for Students

Heart thumping. Throat catching. I want to sink into the floor. I want to dissolve. One by one, students call out their math quiz scores as my teacher records them in her gradebook. My last name is toward the beginning of the alphabet; my abysmal score will stand out in burning contrast to all the other acceptable scores that come after me.

Mine is never acceptable.

I feel the shame of my teacher’s disapproval.

I feel the humiliation of my classmates’ incredulity.

I feel the weight of the growing belief that I. don’t. belong. 

Day after day, I spent that entire year of elementary school in a sickened panic. I doubt my teacher possessed malicious intent toward me. Perhaps she even hoped that this strategy would help free up her time to better reach her students in other ways.

But put into practice, it served her convenience as a teacher more than my needs as a student.

And as a result, I spent every day, and many years thereafter, believing that she simply despised me. So all-encompassing was that fear and shame, I honestly doubt I was able to absorb much in the way of learning that year.

Now, at first glance, this may seem an extreme example. But here’s the thing: we never know how our kids are internalizing their surroundings; they might be unable as of yet to articulate their feelings even for themselves. With all their personal experiences and circumstances, students often respond differently to identical strategies (for me personally, it didn’t help that that year was also the single most tumultuous period of my childhood).

It is crucial, therefore, that we scrutinize every one of our practices with this question: Is this best for my students? None of us are perfect, and we certainly will make mistakes where this question is concerned, but as long as we keep reflecting, apologizing, and trying again, we can be assured that we are doing all in our power to provide a safe and positive learning environment for our students.

When the answer to that question is anything but a resounding yes, we never know what the price may be.

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