Big Ideas People

“The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds.
Think big anyway” The Paradoxical Commandments by Dr KM Keith

I came across this quote the other morning and a part of me cringed and another part of me smiled in acknowledgment. At times in my professional life I have been a woman with a small minded approach.

I collaborate with a variety of colleagues who are more big idea thinkers than I am. I also come across big ideas people in my PLN. I no longer shoot down big ideas. If the big idea seems too big for our context/ circumstances I now look for a way to take the essence of the big idea and adapt it to the context.
Big ideas now excite me. Big ideas have led to many interesting, sometimes surprising discoveries and great moments in my teaching and in my students’ learning.

I have always been a reflective person but I am even more so now. Because of the insights and successes I have had from taking the time to notice and reflect and then take action from this, I am learning more and more and more.

Tuesday is a unit planning session – bring on the big ideas!

Why have I changed?

Last week a collague asked me, “Why do you think you have changed?” She was inquiring into the reasons for my change in my attitude and approach to learning, not doubting that I had changed 🙂

In my last post I reflected on how I had changed (in my teaching practice) and how my students had changed and the connections between the two. But my colleague’s question really got me thinking about how and why I have changed/ grown. I have thought about this for nearly a week…

I no longer feel I have to be in control or be the expert, instead I have taken ownership of my learning…

This may seem like a contradiction but, simply put, I am owning my learning – I consciously take on board the new learning and I consciously decide how I will manage that new learning. I realise I have changed significantly in the way I approach new learning and this change has impacted on my attitude to trying new ways of learning with my students. Up until about a year ago, when I was presented with a new resource or new program or new web tool we were going to learn to use in our teaching, my default setting most of the time was to panic about the time required to become knowledgeable and the time required to implement it properly. I would then feel frustrated that I was being forced to learn something new when I was still trying to embed recently acquired knowledge or skills.

I don’t panic anymore. I am comfortable with just exploring and seeing what I learn, see what others learn. I am comfortable with not having to do something exactly as presented. I am comfortable with adapting it to meet the needs of my students or my own. I am comfortable with letting things percolate until I’m ready.

Guiding questions for my learning…

Another factor contributing to my change, I think, is because I am now approaching new learning using the key questions, “What am I doing?” and “Why am I doing it?” I learned to think this way because of the explicit discussions my class and I have around these two questions this year.

I have always asked these questions but because I have let go of the need to be in control or be the expert, I approach new learning with a curious attitude and an open mind. I try and enjoy it for what it is.

What this has made me realise about my learners…
I’m not sure that I’ve been articulating my thoughts well, but the point of this reflection is this: I have been trying to encourage my students to become authentic, reflective learners who want to take ownership of their learning. (I have written a few posts about my attempts). BUT it’s just hit me that they may be resisting learning sometimes because…

*they feel the panic I used to feel because they feel pressured by a lack of time,
*or they may not be ready, or interested in what I am presenting them with at the time.
* or I haven’t given them control of their learning – (I’m not 100% comfortable with doing this yet because I’m still learning how to)
* or they may feel frustrated because I am limiting them with my expectations
* or I am not appealing to their learning style.

If I want my students to take ownership of their learning then I need to be mindful of how they may be feeling about their learning. I also need to question whether what we are doing and how we are doing it is setting them up to take ownership of their learning.

Which brings me to the other stuff…

Last term my class and I regularly considered our learning. One discussion really stands out for me. I had asked them, “When you are learning about something, what else are you learning?” I then gave them a few examples to make my question clearer. For example, when you are learning how to draw a graph, or learning how to do something with a group, what else are you learning?

After a few hits and misses, they got what I was referring to. One student suggested we refer to the two types of learning as formal and informal learning.

This is what they thought…

Formal learning is: the content or the task, what the teacher is trying to teach, what the students are working on.
Informal learning is: the other stuff, learning to work collaboratively, learning to solve a problem, learning to use technology, getting better at making decisions, learning to take turns, learning to communicate, learning to take risks, being on task and most importantly, who owns the learning.

As a result of days of reflecting about why I had changed, I have realised that I need to ensure that the “other stuff” my students are learning, doesn’t contradict or undermine our goal for them to take ownership of their learning!!!

So how have I changed? How have my students changed?

Over the two week holiday, I reflected on Term 1. It gave me great pleasure to think about how my students had changed over the eight week period. I acknowledged how I had grown as a teacher and where I could have done better. I made connections between the changes in me and the changes I observed in my students.

Changes I noticed in my students:

they own more of the learning
they value reflection
they are more inclined to take risks in their learning
they are becoming more collaborative
they embrace opportunities to think
they drive the learning more
they solve problems more independently
they set relevant authentic goals

Changes I noticed in myself:

I am more mindful of letting go and am better at giving students control over their learning
I make significant time for reflection and provide scaffolds to support their reflective process
I have created a safe environment and encourage and celebrate risk taking
I have created many opportunities for explicitly and implicitly developing collaboration
I talk much less and give them much more opportunities and time to think and wonder
I listen, observe and analyse in order to follow their lead
I hand problems back to them to solve
I make time to discuss the kind of student they want to become

Yesterday I read Bruce Ferrington’s latest blog post which makes the connection between setting high expectations and supporting these with action and it occurred to me that this is what I have been doing in Term One more successfully than before. I have always set high expectations for each of my students, but what I am doing better this time round is supporting them to achieve them by taking the appropriate action.

My goals for Term 2:

For me it all boils down to our one overriding goal which is to create authentic, reflective learners who own their learning. I say “our” as my students now want this for themselves too.

How do I achieve this goal?
By continuing to notice, reflect, act.
Notice what I do. Notice what they do.
Reflect on what I have done. Reflect on what they have done.
Take action that will bring them closer to achieving our goal.

It’s not easy, but it feels so right.

Drama is powerful for learning…

On Friday, we were lucky to have a drama expert come in and run workshops with each class. The aim of these sessions was to introduce and explore the concept of “systems”, provoke thinking, develop understanding and to have fun.

“What did you notice about the different systems you made today?”

Following the drama session, we had a quick chat about what they had noticed. I was blown away by the depth of their understanding of systems that resulted from the different tasks.

On Monday I decided to try a new thinking routine “One word, phrase and sentence” to assess individual understanding of systems following Friday’s drama provocation. Once we had clarified the difference between a phrase and a sentence they got on with it. Wow! Drama is definitely a great way to explore concepts and build conceptual understanding!!

This is how a few different students responded to the thinking routine:
Max
Word: systems
Phrase: parts rely on each other
Sentence: The parts rely on each other to make the system work.

Jake M
Word:Systems
Phrase:need parts to work other things
Sentence:A system needs parts to work with other parts to make something.

Lara:
Word: systems
Phrase: connected parts
Sentence: All the parts connect and then they work all together.

Cassie:
Word: system
Phrase: depending on each other
Sentence: Every part of a system relies on each other to be able to work properly.

I rarely use drama as I feel “unqualified” to run a session, but after observing and participating in this session I have realised the power that drama has for promoting learning. I also realised that not using drama is depriving learners who learn in this way of an opportunity to build conceptual understanding. Finally, I also realised that I don’t need to be an expert. All I need to be able to do is give clear instructions and hand over to the kids.

What do my actions say about me?

Recently I wrote a post about how important it is for me to start with where the learner is at

This weekend, a colleague sent me the link to Shane Koyczan’s powerful work “To this day”. I have watched his TED talk a couple of times and the more I think about his powerful message, the more impact it has on me as a teacher, mother and member of the human race.

This TED talk clearly impacted on many people. Sam Sherratt’s latest post speaks about the world we live in and work in, and in particular the way we behave in schools and the kind of behaviour we condone and/or model through our actions or inaction.

I have been reflecting on my interactions with students and colleagues and wondering, “What do my words, actions and inaction say about me? What am I doing to create a safe, nurturing and supportive environment where every child that walks through my door can flourish? What am I doing to ensure every individual I interact with can flourish?”

Living in a world that isn’t always nurturing, I realise it’s easy to overlook the importance of emotional well being; it’s easy to label people; it’s easy to gossip; it’s easy to criticise; it’s easy to ignore, it’s easy to make your ideas more important than theirs.

Now, more than ever before, I have a responsibility to create a positive environment that is supportive of every learner. I need to continue on my journey to letting go of control. I need to persevere in my efforts to listen more and speak less, to reflect without judgement and to follow their lead. In doing so I will create an environment where each student can flourish.

“How can I develop authentic reflective learners?” take #5

In an earlier post I shared about my plans for developing authentic reflective learners who move towards taking ownership of their learning.

At first my students’ reflections were quite simplistic and focused on their behaviour, which was relevant but I wanted them to go deeper. We have now been through the “River of Learning” reflective process three times. Bearing in mind that reflection happens on an ongoing basis for my learners, the students’ weekly reflections now show greater insight into their efforts to be reflective and to take ownership of their learning.

The weekly “River of Learning” reflective process is being owned more by them too. They ask to do it and most don’t need me to support them anymore. They are engaged and the sharing is purposeful and sincere.

I love reading their reflections and their goals. I am so excited for my students and for myself. I am learning to let go and they are learning to take ownership.

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.

“How can I develop authentic reflective learners?” take #4

Sharing their learning journey with each other.

Excited to share…

In Friday’s post, How can I develop authentic reflective learners? take # 3 I described my plans for trying out a new structure, River of Learning, for reflecting about their learning journey for that week.

Very worthwhile…

I could not believe how engaged my student were. They took their preparation seriously, they shared with their partners and didn’t go off topic, they willingly summarised their journey as best they could and even asked for more time to write more. They set pertinent goals supported by purposeful plans of action for achieving them.

I observed eagerly, took photos and helped only when called upon, which was only twice. They took complete ownership of the process and persevered in moments of uncertainty. I am so proud of their attitude and enthusiasm. And I am so thrilled that they all thought the process was very worthwhile.

What did they share and write about? What goals did they set? What plans of action did they create?

Some were very basic, others more detailed. But the learner and the learning was evident in each reflection. They all show promise for becoming powerful reflective learners and they all demonstrated a desire to take ownership of their learning. Have a look to see them in action.

I am so looking forward to watching this reflective journey unfold.

Constructing meaning through talking…take #2

Constructing meaning through talking and listening to each other.

In an earlier post , Circle Time I had an “Aha!” moment and endeavoured to set my students up for success. Today I did!

Inner circle / outer circle…

I shared with my students that I had thought about our “Circle Time” lesson and realised that they were engaging in private conversations because they had their thoughts to share and using one large circle only allows one person to speak at a time. I then introduced the inner/ outer circle structure and we had our “Why are we doing it” conversation. The photopeach captions sums up our conversation.

They were keen to give it a go…

We got into the inner/ outer circle structure, I explained what their focus would be and the thinking and sharing began.

I know it worked…

I noticed everyone was focused, on task, cooperating, collaborating when they got stuck (even though this was not in the instructions), thinking, sharing, learning from each other, engaged and taking ownership of their learning.

They thought it worked too…

Later in the day, in their bubble catcher books, when they reflected on how they were doing during this learning engagement – they had come to the same conclusion as me. They will also be commenting on their experience on our class blog on Monday and I will insert the link so you can hear from them.

I can’t wait to spend time learning with them next week…

“How can I develop authentic reflective learners?” take #3

My next step…

I gathered my students in small groups and revisited the question “How is blowing bubbles connected to our bubble catcher/ thinking book?” From their responses I could tell they had made a solid connection.

Our aims for the year…

Next I wanted to establish with them what our aims were for this year. We nutted this out for a while and went back and forth clarifying their thoughts and mine. Over two days and through small and whole class discussions this is what we set for our aims for the year…

• to become reflective learners who realise when we are being “good” learners and
• to choose to behave as “good” learners do and
• to understand what we can do to become even better learners
• take ownership of our learning – be the boss of our own learning

Next we clarified how the bubble catcher could help us achieve our aims…

This book is a place to catch our thinking before we forget.
Like bubbles, our thoughts can drift off or “pop” and be forgotten if we don’t capture them by writing them down.

We realised that the bubble catcher is a place for us to catch ourselves being good learners. So we then defined what we thought it meant to be a good learner.

“What does a “good” learner do?”

A good learner…
• Respects members of their class/ group in discussions – disagrees politely, takes turns, etc.
• Is open-minded when considering the ideas of others
• Is reflective about their learning, their attitude and their behaviour
• Is a thinker at all times and in all situations
• Is focused on the task at all times
• Actively listens to others
• Communicates well – doesn’t interrupt, listens, lets others speak
• Is a risk taker and is prepared to have a go
• Can work independently when required
• Is organised
• Asks questions about their learning

Questions good learners ask themselves…

I asked them what kind of questions do learners ask themselves when they are in the process of learning. I am very excited by their responses:

 What should I be doing?
 Do I need to think some more?
 What should I do next?
 Do I understand?
 Am I on task?
 Do I know the answer?
 Has this already been said?
 What else could I ask about this?
 Is there more I know about this?
 How can I solve this problem?

Sacffolding their reflections…

To scaffold their reflections we decided to divide each double page into three parts and use our three driving questions as a structure.

What did we do? Why did we do it? How am I doing?

In small groups, with me facilitating, we had a go at using our bubble catchers. As some became more confident, they paired up and guided others who were still unsure.

Here are a few reflections…
Max:
What did we do? I did my bubble catcher.
Why did we do it? To catch my thinking.
How am I doing? I could work on my catching skills because I forget my thinking, but I was on task and worked hard.
Ashley:
What did I do? Circle Time focusing on cooperation and collaboration.
Why did we do it? To learn to work well in groups.
How am I doing? I think I am doing well with cooperating and collaborating but I need to get better at not having private conversations. I think that I am learning a lot by working in a group because we can learn from each other.

Wow!!!

What’s next?

Today we are going to have a go at taking these reflections and using them to have a conversation with a partner about our learning journey this week. Then each student will look at their strengths and weaknesses evident in their bubble catcher reflections and have a go at setting goals for themselves for next week. These will be recorded on the “River of learning” sheet .

Over the weekend…

I will cut up the “river” to separate each child’s reflection. I will read what they have written so that i can be supportive next week.

On Monday…

I will give each student their reflection. We will start our new week by reminding ourselves of the goals we have set and commit to putting them into action.

POST SCRIPT

The conversations where they shared about their learning journeys were so worthwhile. Read about what happened in this blog post.