A creative way for my learners to reflect…

On Thursday, we had our last lesson in our number groups. I wanted to find a fresh, creative and purposeful way to get my students to reflect upon themselves as math learners – what had they learned about themselves in the context of learners in our number lessons? So I asked my students to make a prop that they thought represented themselves as learners in our number lessons. I asked them to explain why they created their particular prop and what it said about them.

Something quite simple turned out to be informative and fun. This turned out to be a great way to reflect.

And a great way to end out year together.

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.

 

 

 

 

 

 

 

 

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

Students teaching students… powerful learning for students and teachers.

Setting the scene…

Over the last four weeks, Charlie (a colleague) and I have been teaching “Time” to our Year 4 students. We realised from the pre-test that student understanding varied from very basic to extensive. We decided to combine our students to allow us to more successfully differentiate our teaching.

Differentiating across two classes really helped us to manage the learning. Charlie was able to consolidate and extend her group’s understanding of time. I was able differentiate within my group again and target teach to their needs. I was also able to work at a pace that suited all of my students. As different students grasped time I regrouped them again according to their needs.

Towards the end of the four weeks, Charlie’s group became very confident in all aspects of time and we decided to let them teach 24 hour time to my students. This would provide them with an opportunity to apply their learning in a meaningful way and would give my students an opportunity to have one-on-one teaching and guide the teaching by stating their needs.

Students teaching students

In discussion with Charlie, her students came up with the best ways they could think of to teach their peers. Some decided to do a pre-test to see what their peer already knew about 24 hour time and time in general. Several gathered concrete materials to use, such as mini clocks and mini whiteboards. Some created teaching aids. They prepared all of this in one 40 minute lesson. In the next lesson, we paired students up and the video shows the teaching and learning happening.

Student feedback demonstrated that they found this way of learning enjoyable and successful. They felt they learned a lot from each other by learning in this way.

What the students taught Charlie and I:

*It didn’t matter who paired up as they were so engaged in the experience.
*Purposeful learning happened for both the student teacher and the student being taught.
*Students know what works to support their teaching and the learning.
*Student teachers adapted to the needs of their student without needing to be told.
*Students applied many skills in addition to the mathematical ones.
*This was differentiation and target teaching at its best!!!
*Giving students ownership of their learning supports learning.

We should look for opportunities for students to teach students more often.

Keeping quiet makes room for students to think and share.

Last week I had five minutes with nothing urgent to do or planned. I had been thinking about taking Bruce Ferrington’s idea and decided to see how my students would respond. I simply threw out the question and then kept quiet. “Jina and I were wondering who has the tallest class. How could we find out?”.

Hands went up. I acknowledged them and they began to put forward their suggestions with growing interest and excitement.

“We can ask our parents how tall we are, bring that information to school and add it up.”
“We can measure each child using two metre rulers and use a calculator to find the total.”
“We can go outside and lie everyone down in a long line and see which class makes the longest line”.
“We could even measure the lines with a long measuring tape.”
“We could get Jesse to stand against the wall – he’s the tallest. Mark how tall he is. Then we can mark each child’s height on the wall and take the difference away from Jesse’s height to work out theirs. Then add them all together.”
“We could mark each child’s height on paper. Measure it using a ruler and then total them all up.”
“I’ve got a height measuring chart at home. I could bring that in and we can use it to read off our heights. And add them up.”

By this stage I was very excited and so were they. I had kept quiet – something that doesn’t come naturally to me as I usually get very engaged and can’t stay out of the discussion – and they came up with 7 different ways which we could use to work out the total height of our class!

I commended their thinking and creativity and suggested we use all the methods they had put forward and compare our findings and discuss which was most accurate, fun, quickest, etc.

Tomorrow is the start to our latest maths inquiry into who has the tallest class. I can’t wait. Based on the fact that some have been asking me when we will get started – they can’t either.

I am going to ask questions and keep quiet a whole lot more!!! Keeping quiet makes room for students to think and share. Keeping quiet gets students engaged naturally. Keeping quiet allows students to direct the inquiry and own it.