Some flames scar and others allow me to bask in their warmth.

Lana often reminds us that “from fire comes light” and I find this reassuring when voicing an opinion that is different to some of the dominant voices. Knowing it’s okay to question and disagree is like having a fire extinguisher on hand when the flames get too fierce. But sometimes I feel burned by that fire and this makes me question my role and my ideas in both positive and negative ways. Sometimes the burn is a first degree and I recover quickly. But some burns are third degree which leave lifelong scars. Some scars have changed me for the better. Some scars have made me feel unsafe around fire.

Some fires are so fast moving they leave little time to prepare and respond, consuming everything in it’s path, from which some never fully recover.
Other fires are slow burning and productive, clearing out the undergrowth, making space for regeneration.

My wonderings this week are:
How do I respond to the flames that give 3rd degree burns?
How do I respond to the toxic smoke that I feel is choking me at times?
Do I distance myself from the fire completely?
How do I develop fire resistant skin?
Am I too sensitive? Should I care less?
What’s my role when the fires are burning?

Some fire-starters think I’m trying to put the fire out. That’s not my intention at all. My instinct is to assess the ferocity of the flames and prevent third degree burns for myself and others. I know sometimes I do bring too big an extinguisher and then I realise the fire is being contained in other ways and put it away.

Some flames scar and others allow me to bask in their warmth.

Asking the right kinds of questions…

I love inquiry. I truly believe that inquiry pedagogy (along with other vital ingredients) promotes learning and have embraced it.

I came across an interesting blog post “Do you have the personality to be an inquiry teacher?” and it got me thinking about what I do well and what I still find challenging.

This year I have been noticing, reflecting and acting particularly on ownership of learning. I am trying to become conscious at all times of who owns the learning and shift the ownershift onto my students as much as possible. I sabotage myself sometimes because one of the things I don’t always do so well is respond to some student questions in a way that will encourage students to want to own their learning.

I need to be more encouraging as sometimes I can be a bit dismissive of the “simple” questions – but I am realising more and more that students ask simple questions for different reasons:
– they genuinely want to know the answer
– they don’t know how to articulate their thinking and it comes out as a simple question
– they are unsure what to think
– they don’t have a question and go with the first one that comes to mind
– they need more time
– they need more provocation
– reasons yet to be discovered.

Next year I want to respond more openly to the simple questions and become more encouraging by developing my questioning skills. By this I mean that I want to learn to ask the right kinds of questions to scaffold student thinking and help them to grow their simple questions that have a yes/no/ amount/ name answer to ones that involve more conceptual thinking and build a deeper understanding. Most importantly, I want to ask questions that helps them to articluate what it is that they are really curious about.

I could ask questions like:
What did you see/ read/ hear that made you wonder this?
Once you find this information – is there more to your question that you are curious about?
Does your wondering connect to other wonderings that you may have?
What are you passionate about – is there a connection between your passion and this wondering? Or this unit? How could we make a connection between your passion and our learning in the classroom?

I need to do more reading and thinking. I need to observe others who are skilled at this.
Feel free to give suggestions for questions, blog posts, etc.

Letting go!

Shift control!

This year I have been doing my own inquiry into letting go of controlling students’ learning.

(By letting go I mean handing over ownership of the learning to the student – where it belongs. I have blogged about this a few times and you can get a sense of my efforts to do so by reading about them here, here, here and here, if you wish.)

A few weeks ago I had another epiphany about letting go. There are many reasons why I have been able to let go but what’s has made it easier to let go THIS year is that I moved into a new year level and so have had no prior ownership of our units of inquiry. Instead, I went on a journey with my students and was open to discovering things along the way. My head wasn’t already full of ideas for where I wanted to lead them and what I wanted them to do, etc. I was free to listen to where they wanted to go and how they wanted to get there. I was not attached to anything and so I followed their lead. This year, I have purposefully made the time and space for their thinking to take form. Because I had very little in the way of preconceived ideas, I have been more open to noticing my student’s thinking and wonderings. I have been getting better at listening very carefully to understand what my students were trying to tell me.

The more I let go, the better I am getting at letting go.

I used to be the kind of teacher who…

Over the last two years I have changed and grown professionally…

I used to be the kind of teacher who…

knew exactly where my lesson was going from start to finish, from introduction to plenary, from activity to activity, did most of the talking, was the conduit for student talking, controlled who sat where and who spoke when, made all the decisions, expected students to respond to the engagements in the same way, controlled the time and space for learning, made a lot of assumptions about student learning and owned the learning.

Fortunately, I am also reflective and have always wanted to do what’s best for my students’ learning. I just didn’t always fully understand how to teach so kids can learn. My understanding has grown exponentially and I have undergone a substantial paradigm shift.

Now, when I’m at my best, I’m the kind of teacher who…

knows where I want us to focus conceptually, plans thoughtful and purposeful engagements to this end, notices and listens to my students’ thinking and follows their lead, caters for differences in learning styles and abilities, values and is mindful of making the time and space for learning, talks less and listens more, encourages students to make their own decisions, focuses on developing skills and attitudes to enable student decision making and independence, looks for evidence, makes student thinking explicit, actively encourages collaboration and student ownership of learning.

I have some way to go and I’m excited to go there. I look forward to who I will be in a year’s time…

Big understandings realised in my own learning…

Since the last time I posted, which was nearly two months ago, I have been tuned into my own learning like never before. My learning during this time can be compared to being on a roll when building a puzzle and several pieces fall into place in a short space of time and a bigger picture emerges. 

What has caused this avalanche of learning? A combination of things: my own intrinsic motivation driving me to get better at noticing and naming what was happening, reflecting on and refining my teaching pedagogy, professional learning with Sam and Chad, positive responses from both my students and Charlie’s students to our team teaching efforts, positive responses from my own students to the changes I have implemented in my teaching, talking to colleagues, professional reading and probably other things I haven’t yet identified.

So much has happened…

Essentially I have been trying to live the following quote as I realised the importance of doing so more than a year a go but it’s taken me this long to understand what that looks like and how that feels – and I’m still learning… “Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you understand well, perhaps teaching will be different from before. “ Lori Malaguzzi

Some of the things I have learned from the changes I am implementing in my teaching practice…

  • team teaching opens up opportunities for me to notice things about my students’ learning while they are learning and allows me to meet individual needs more effectively
  • creating purposeful engagements and asking pertinent questions saves me time as I can support my students to make connections to knowledge and skills they have acquired which they can transfer and use in that context
  • creating simple learning engagements that tap into the essence of the learning and doing so in a way that students can connect to the concepts on a personal level, sets students up for powerful learning
  • taking the time to set the mood for learning saves time as students begin the task with the right intentions (sustaining the mood is not always easy though 🙂 )
  • knowing my students interests, strengths and insecurities enables me to takes the steps necessary to engage them in their learning
  • creating space for other options and possibilities that I may not have considered opens up learning for my students and for me
  • only teach students what they don’t know and can’t teach themselves
  • investing time in reflection empowers students to understand themselves as learners

Some of these understandings I have known and lived for a while, but in the last two months they have all  come together and as a result I have gained a different kind of clarity and my understanding of the familiar has grown.

On Friday we held a mini exhibition in Year 4 for the first time. To me it seemed like a logical culmination to our latest unit which falls under the transdisciplinary theme “How We Express Ourselves” (PYP).  Fortunately for me, my colleagues were open to the idea and prepared to go with the flow. Even more fortunately, our students loved the idea.

In the creative process leading up to this day, and in every opportunity that presented itself in other curriculum areas, I tried and tested (not always intentionally)  the changes I shared above.  I learned so much (as much from my mistakes as my successes) and have been so excited.

I felt it was time to write this post so that I could clarify my learning and capture the big understandings for my own benefit.

 

 

 

 

 

 

 

 

When students own the learning they are motivated…

Skills and attitudes demonstrating ownership of learning.

Skills and attitudes demonstrating ownership of learning.

“When can we do our mapping learning, Ms J?”
Various students have asked me this question since our mapping inquiry time on Friday and Monday. I love how excited many of them are.

During Monday’s mapping session, my students demonstrated ownership of learning throughout. They were totally engaged and noticed and named behaviours, skills and attitudes that relate to ownership of learning. I heard students saying things like, “We talked about it and now we’re back on track”; “I need to make that decision”; “I need to ask myself that question before going to ask Ms J”; ” We’re ready to move on to part 2 – we’ve thought about it and made a plan so we are ready.”

Some students worked independently and collaborated as needed. Others worked in groups and made an effort to compromised fairly when making decisions.

When we reflected using What Went Well? and What challenges did you face? Many groups responded that they faced no challenges on Monday – things went smoothly because they communicated and cooperated with each other.

I noticed how students used their strengths and knew who to go to for support with a skill they lacked or for feedback,etc. I noticed some students being mindful and reflective.

I can’t wait for our next mapping session on Friday either.

How did letting go, go?

Letting go…

For background to this momentous step forward please refer to my post: Ownership of learning: a big step forward.

I apologise for a lack of visuals in this post, but I was so engrossed in the process of noticing and naming; and consciously engaging and interacting with my students in a way so as to promote ownership of learning, that I forgot to take photos!! I am still on a high from the awesomeness of it all!

Who has used a map?
This was my opening question to my students who responded with enthusiasm.

I then asked them to consider and record their response to this question: What are the criteria for making a good map?

I then asked them if there are criteria that a good map should include that they may not have considered – they agreed. To which I responded, “Let’s find out.”

I put the question on the smart-board: What are the criteria for making a good map? Show your understanding in any way you like.

I followed this with an brief explanation of my intention, “I want to hand over the learning to you rather than control it. Before you approach me with a question, please ask yourself: Who owns the learning?” I then wrote this question on another board as a reminder to them and to myself.

We then discussed the skills and attitudes they could need for the task.
I scribed their responses on the board:
research,
thinking,
mapping,
problem solving,
decision making.
As they inquired and problem solved, I made a point of naming the skills they were using so we added these to our list as time went by.

Next I asked them to consider the attitudes they could need to demonstrate? They responded:
patience,
persistence,
creativity,
cooperation,
risk taking,
tolerance,
independence,
confidence,
enthusiasm.

Part of letting go included allowing time for reflection. We used a familiar structure for doing this:
1. What went well?
2. What challenges did you face?
3. How did you solve these?
4. What attitude do you still need to work on?
5. What skills do you still need to work on?

Here is a collection of responses…
1. Finding information and organising it; we showed persistence; cooperated; finding pictures; confidence; helping each other; organising ourselves by dividing up the responsibilities.
2. When I got stuck I didn’t know what to do; no patience; no risk taking; concentration at times; technology and making decisions; at first we didn’t know what we were doing; cooperation; time limit; team work; when we all wanted to present in different ways.
3. Asked friends; worked with the teacher; tried a different way; we stuck to our agreement; asked the teacher; compromised.
4. Patience and risk taking; creativity; commitment; cooperation; respect; positive attitude; reflective; openminded.
5. Decision making; cooperation and communication; thinking; research; problem solving; computer skills.

What did I notice and what did I learn today?

* handing ownership to the students naturally differentiates according to needs and learning styles;
* my learners are engaged in their own learning and so stay on task
* they collaborate as they need;
* they find ways to solve their problems;
* asking a question to answer their question is more effective than giving them the answer;
* pointing to the question: “Who owns the learning?” was enough of a reminder for them to make the decision for themselves;
* I am more available for the kids who need more support.

Will I do this again?

For sure!

Why?

Ownership of learning promotes learning! Duh!

Sent from my iPad