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.

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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…

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

Students teaching students – Part 2

How can I get my students to revisit their writing in a purposeful way and rework it to make it even more engaging?

I had been sitting with this question for a long while.

It then occured to me (again!!!) that if I valued this, I would need to set aside the time for this to happen.

I decided to use the students own work to promote good writing techniques as this would engage them more than examples from authors who are usually adults anyway. I wanted them to see that each student’s writing had elements in it that could be celebrated. I was also hoping that they would then see what they were capable of.

We started by referring back to their journal rubric. (My colleagues and I had put one together to give clear guidelines for what is required for a good journal text in Year 4.) Each student had been given their own copy of the rubric from the first journal writing session. When the rubric referred to descriptve words and imagery, we then looked for examples of this in their writing. Next we shared these and discussed the power of their descriptive words and images. When the rubric referred to writer’s voice (and defined what this meant) we then looked for examples of this in their writing and discussed their effect on the reader. And so on.

I was so excited by their response… they felt proud to share their efforts and were very appreciative of examples taken from their peers’ writing. And what’s even more exciting is – they enthusiastically asked for time to have another go at working on their piece to make it more engaging for the reader.

I can’t wait to read what they write…