When reports of the Enhanced PYP began surfacing on the International Baccalaureate Twitter feed, I was elated to see that Agency has been placed boldly at the center of the new model:
To me, the philosophical implication for this change is that the primary function and goal of education is to build capacity for action. Within the context of the IB, the Learner Profile describes the attributes within which that capacity can increase. For example, a learner may increase agency in the context of historical understanding by becoming more Knowledgeable about history, or increase agency for conflict resolution by taking Principled and Courageous action.
This is more than transformational: It’s revolutionary.
Past & present
Anyone familiar with the industrial model of education (pretty much everyone) should be skeptical about our capacity for this reform. This 180° turn way from standards- and competency-based pedagogy has a few precedents, and I am curious to learn more about classrooms and schools where independence and agency have been assigned top priority.
One school system who fits this paradigm and whose progress I have enjoyed following is High Tech High. Most of what they have shared is related to older students, so I’m curious to see more about their elementary programs.
Agency as the aim of teaching has been gaining momentum since John Dewey at the latest, and can arguably be traced back at least as far as Socrates. Luckily, my teaching experiences have tended to be less traditional and more progressively minded, and the article, How a Focus on Independent Learning Transformed My Most At-Risk Students, certainly reflects my ideas about the importance of independence in learning.
One of my approaches to cultivating agency is Independent Inquiry. Since I started the project six years ago, the mission of this project has been to:
Unify learning at school, learning at home, and learning anywhere, anytime. Empower learners to engage in and reflect on their own inquiry processes. Encourage interest- and passion-driven learning. Integrate peers, parents, communities, and global networks into the inquiry process.
One of my favorite units of inquiry in Grade 4 at KIST, in the theme of ‘How the world works’, is titled Force & Motion, and focuses on Newton’s Laws of Motion. The unit resources when I arrived at the school included a few useful tools for demonstrations, but lacked class sets of items and structured experiences that students could use to explore and discuss.
Twitter once again proved its worth as a tool for learning in the quoted tweet above, a live video of an astronaut playing with and observing a fidget spinner in microgravity. All of the media we have collected are engaging, but can’t compete with a fidget spinner for the attention of nine year olds.
Design & technology challenge
Each year, we have added materials and experiences to make the unit more visceral and fun. To kick off the unit, we introduced an initial provocation in the form of a G4 Water Balloon Drop Challenge. Using the rules outlined in the flyer, students research, design, and build their apparatuses independently outside of class. When we gather on the appointed day, I load each with a water balloon and drop them from the second floor balcony. Those that successfully protect the balloon are taken to the third floor and dropped again. The proud few that survive that are finally dropped from the fourth floor.
We often have visiting administrators and younger classes in the audience, so the event has become a well anticipated and exciting way to get our students thinking about forces and motion.
Next, we collaborated with our Physical Education teacher to organize a tug-of-war tournament. Between each round of competition, each team reflected on one of Newton’s Laws of Motion to try to improve their performance.
My hope is that whenever these children think about physics or Newton, they will remember this event. Additionally, by systematically reviewing each of the laws during the tournament, there is definitely higher retention of the vocabulary of Newton’s Laws.
This year, our new addition was a set of Newton’s Cradles. With enough for a pair of students to share one, I wrote a series of questions to add some guidance to their explorations, for example, ‘What happens when you raise and release one of the hanging balls?’.
While it is possible to demonstrate a Newton’s Cradle at the front of the classroom, and that would be better than watching a video, having one that every student could touch, see, and hear, up close, instantly transforms the lesson from passive to active.
Finally, as the culminating Summative Assessment Task for the unit, we ordered 1cm x 1cm x 90cm lengths of wood, nails, hammers, hacksaws, and safety goggles for the purpose of building catapults. The objectives were to expose the students to basic design and construction principles, explore Newton’s Laws of Motion in a practical way, then hold a grand catapult tournament on the main field in the center of the school.
Having facilitated a Maker Club in the past, I was aware of the need to emphasize safety early on, but also to trust the students to look after their own well being. I find it’s best if my role is mainly to watch out for unsafe practices and intervene as quickly as possible. Fortunately, it happens rarely, leaving a high degree of autonomy for students and plenty of time for me to interact and promote collaboration among the groups.
Children constantly impress me with their ability to creatively solve problems when they are trusted with the tools and freedom to do so.
There were many expected and unexpected benefits of this engagement. The expected ones were quite predictable, but unexpectedly, some of my less precocious students absolutely sprung to life. Some students who tend to be distracted in typical class activities, or struggle with academic work, were impressively inspired by the task of building a catapult. This phenomenon has caused me to think that the way we tend to use class time is unbalanced.
Observing the excited energy and positive experiences of my students interacting with concepts and vocabulary of physics has pushed my pedagogical thinking even further in the direction of Constructionism. The idea that a learner figuratively builds understanding by literally building a physical – or virtual – object gains traction for me every time I see it in action.
In terms of assessment for the catapult challenge, I think it’s appropriate to use the method I employed for our Model UN scrimmage: Every student begins with a baseline ‘proficient’ score. In this case, we start with 90%. Then, as the activity progresses, teachers use structured observation to modify students’ scores on targeted skills. For this activity, we were looking for evidence of Spatial Awareness, Cooperation, and Independence.
And as always, the students complete a comprehensive self-assessment of all elements of task and unit.
Experiences like these remind me that school should be a lot more time spent doing tasks like these, and a lot less about rigid standards within a few disciplines.
After a shocking experience last year, which I reflected upon in the post, Student Survey analysis 2016, I began this school year with a plan in place to foster kindness and respect in my class.
Despite being a generally well-behaved cohort, this class is extremely critical of themselves. Rather than treating it as a problem to solved, I prefer to approach it as an opportunity for growth.
Observing the language that my students use with each other, I believe that they are simply too… familiar with each other. Rather than seeing each other as peers, perhaps they feel like siblings and don’t have formal relationships. If they become more aware of each other as individuals, it should be possible to cultivate a more formal classroom culture without losing too much of their sense of intimacy with each other.
Self and peer assessment
Since September, I asked students to complete a daily online IB Learner Profile reflection. To view and complete a copy of the form, click this link: IB Learner Profile reflection 2017-18 copy. The primary purpose of the task is to encourage them to think about how their actions lead to growth and improve our community.
Another reflection form that we starting using later in the school year is a PYP Attitude Certificate nomination form. While the purpose of the Learner Profile reflection is introspective, the Attitude form allows students to nominate each other to receive certificates for demonstrating attitudes such as Commitment, Creativity, and Enthusiasm.
These, and other important forms and information, are organized and embedded on our classroom Moodle page. Many of the students have developed a daily habit of checking that page for their homework assignments, previewing announcements for the next day, and completing their reflections and attitude nominations.
In the Spring, after thousands of self-assessments and peer nominations, my class’ opinion of their behaviors have improved.
Strangely, these results reveal an unrelated problem. Only 44% of my students completed the first student survey, administered by the school technology department. That improved to 60% on the follow up survey. As the year has progressed, they have been challenged to consistently complete even the simplest online task. Roughly a third of the class has effective online work habits, a third is irregular, and a third need constant reminders and prodding. Early in the school year, I even needed to make part of our routine to call individual students to a computer to supervise them completing long overdue self assessments or essential surveys.
After last year’s disappointing result (56% usually, 36% sometimes) regarding students being allowed to demonstrate understanding in various ways, I started this year with a focus on improved planning of assessments. Expanded opportunities for choice, along with more explicit explanations of the range of choices available, has had the desired effect of increasing the students’ creativity and sense of ownership of their learning.
As a teacher who views unit and lesson planning as Learning Experience Design, student agency – voice and choice – are always at the center of planning. For that reason, this is a particularly satisfying student survey result.
A welcome development this year in the Elementary School at KIST has been an emphasis on inquiry. It is more than likely due to feedback from our recent IB re-authorization visit and for me, an opportunity to grow in one of the most challenging aspects of teaching. I’ve blogged quite a bit about the theory and practices of inquiry learning, most recently in the post, CLMOOC Unmake: Unintroducing inquiry learning.
When it was announced that inquiry would be a focus, I sifted through articles I had read and collected over the years.
The people who do most of the talking in class do most of the learning.
Unfortunately, a bunch of teachers will do a lot of learning today.
One article that grabbed my attention last autumn was Good research starts with good questions by David Farkas and Brad Nunnally. What I found most interesting was that many of the pitfalls of research questions are actually key techniques in developing questions for inquiry learning. For example, research should avoid ‘leading questions’ that may skew data in a particular direction. In teaching, we want the learners to find their ways to a common destination, either general or specific.
Erasing prior knowledge
In an occurrence I wish were more common, while reflecting on the experience, a colleague commented that one challenge inquiry teachers face is the desire of students to ‘get the right answers’, or even worse, to answer in the way they believe the teacher wants. This can lead to regurgitated prior knowledge answers rather than creative explorations of the concepts and contexts presented in the questions.
In Grant Wiggins’ article, 5 Tips To Help Students Arrive At Their Own Understandings, the distinction between Understanding and Knowledge is highlighted. It’s vital that learning in an inquiry setting begin with as close to a clean slate as possible. The more a class feels that their teacher is soliciting a ‘right’ answer, the less likely they are to develop deeper and personal understanding.
One solution to the problem is to ask students to generate questions based on elements of the understandings we wish them to pursue. In an IB PYP unit of inquiry, the ‘lines of inquiry’ should help to define the scope of an intended inquiry, while the ‘key concepts’ provide a frame or lens through which to interpret one’s findings.
The photo above is a list of questions generated by a provocation in which students identified company logos, then considered them in reference to the line of inquiry, ‘How images, text, and music are used to influence people’s choices’.
This year, we are collaborating with another grade level team to develop questions together to provoke inquiry into a new unit. The initial concept was to begin with carefully selected materials and a starting question intended to stimulate creativity and curiosity. Subsequent questions would climb the Bloom’s Taxonomy ladder to higher-order thinking skills, as well as ‘funnel’ students’ understandings in the general direction prescribed by the Central Idea and Key Concepts of the unit.
Our first meeting was to develop questions for the other grade’s lesson. Then, we observed them and followed up with a debriefing session, and to develop questions for our lesson. They attended our lesson and we concluded the collaboration with a final debriefing about the entire experience.
Inspired by a colleague’s presentation during the KIST ‘Teach together; learn together’ professional development event, I took a more formal approach to the impact cycle than I have in the past.
First, I copied the raw data from my students’ diagnostic assessments into an Excel spreadsheet. I added a row at the bottom to show the average result of each test item as a percentage, then used conditional formatting to create a visual perspective into the data.
This allowed me to identify a general area of need: Reading. Then I simply copied and pasted the test items with average results of less than 50% along with the corresponding learning outcome indicated in the test documentation.
The common weak thread, in my analysis, can be expressed by the verbs ‘describe’ and ‘explain’. Surprisingly, in Bloom’s Taxonomy, these terms are associated with Knowledge and Comprehension, or ‘lower’ order thinking.
One issue involves the outcomes related to author’s purpose. Put bluntly, there is no such learning outcome in the standards for Grade 4 at KIST. The students are being assessed in a high stakes manner on learning outcomes that the school doesn’t explicitly teach. I, of course, can add standards about author’s purpose to my working documents. Indeed, that is the purpose of this impact intervention. However, it’s clear that teachers’ voices are needed in the development of the school’s assessment and planning documents to ensure that they are relevant and in alignment with one another.
My plan for having a measurable impact on student learning is to ensure that they are exposed to the idea of author’s purpose, and explore it in a variety of ways in our guided reading sessions. This can be done by direct mini lessons and reinforced by revisiting the concept whenever we encounter a novel or remarkable example in the texts we explore.
Another approach would be through precising and close reading of a master text. For this, the grade four team selected an abridged version of Swiss Family Robinson to be integrated with our unit of inquiry in April and May. This plan might be our students’ first opportunity to read a novel together. The text uses rich vocabulary and imagery, so I believe there will be many opportunities to analyze and summarize selections, and hypothesize about Mr Wyss’ purpose for various literary choices.
To avoid over-assessing my students, I will plan to use the end-of-year English Diagnostic Assessment, of the same type as the one at the start of they year, to measure impact. Throughout the school year, I have assessed and gathered data on a wide variety of learning outcomes informally during guided reading sessions, but this will be the only formal assessment of the learning outcome of author’s purpose.
At KIST, students complete two important diagnostic assessments at the beginning of the school year. One is academic from the United Kingdom Standards and Testing Agency. The other is a Student Survey which allows the learning community to evaluate our classroom environment.
On the academic tests, only 12% of my class achieved ‘just below expectations’ and only 8% were in reading and math. That result indicated to me that academics were an area of strength and that interventions would be needed on a limited and individual basis. With differentiation strategies in place, a classroom culture that would cultivate peer support and collaboration would be helpful to increase the depth and quality of learning.
Turning attention toward the student survey, I identified two major areas of concern that could potentially derail academic progress and achievement.
This post will focus on an action plan to improve classroom climate and morale with the goal of increasing academic achievement through increased enthusiasm and positive engagement.
As detailed in the post, Elementary mindfulness, daily meditation is one strategy that could contribute to a more reflective classroom climate. However, such negative survey results showed a need for a targeted intervention with the goal of helping students to be more Reflective.
Another important opportunity for reflection is our weekly Community Circle. To help my class understand the importance of reflecting together, we elevated Community Circle to a top priority. On top of never cancelling or shortening our sessions, I devised an evaluation system by which active participation results in a ‘meeting expectations’ grade in Listening and Speaking. Knowing that their contributions as members of a community was being monitored, students practiced more intent listening and thoughtful speaking.
I set a goal to award at least one IB Learner Profile Award or PYP Attitude Certificate to each student as quickly as their actions and choices would allow. The result was over 100 being awarded and received, and every student received at least one. To provoke parent encouragement, every award was accompanied by an email to the student’s parents with a photo of them receiving it and a description of how it was earned.
The importance of being reflective
The most precise tool in this plan was to create an opportunity for students to reflect on the way the listen and speak to each other. After collaborating with my grade level team about the questions, the result was a G4B Daily kindness and respect reflection form. Completing the form was assigned as home learning every school day for three months. My assumption was that over time, regular reflection would increase students’ mindfulness to help them to improve their communication and interpersonal interactions.
The form was submitted over 800 times and the results were a satisfactory upward trend. A short term intervention might produce more dramatic results, but would not necessarily produce a lasting outcome. These data demonstrate collective and gradual improvement. It also shows that students were generally more critical of themselves than the class as a whole, and that they each improved in relation to their peers.
The most encouraging results were in the domain of listening. The class showed greatest improvement in listening actively and intently, two skills with a clearly causal connection to academic achievement.
High risk cases
Using the academic diagnostic assessment results to identify ‘high risk’ students, I made a point of checking their reflections occasionally and conferencing with them to increase awareness of their own behavior.
The first case is a student who is well known for having attention challenges as well as socially awkward patterns of behavior, as well as ‘just below expectations’ results on at least one diagnostic assessment.
Interestingly, the results clearly converge, indicating that this student believes that their behavior has improved to more closely match their perception of the class. I have observed this to be true anecdotally, as well, as students in the class have taken responsibility for helping this student to interact more productively and follow directions more consistently.
Another ‘at risk’ student took a very different journey. This may be the only example of a student rating the class lower than themself at the beginning of the survey.
There are students who could reasonably evaluate their own behavior as being better than the class as a whole. Unfortunately, this student is not one of them. We discussed his reflections in detail and there were many instances when I pointed out when choices, ranging from playing with a pencil case to shouting over group members during discussions, were examples of poor listening. The result seems to be increased awareness of their own actions, resulting in a dramatic drop in scores, followed by improvements illustrated by increases in some areas.
Another student who is not achieving academically has also had several issues outside of class related to inappropriate use of language. This is another case in which these reflections may have served as a ‘reality check’.
What is most interesting about this case for me is in which areas this student felt they were doing well and comparing that to their evaluation of the class. At first, two speaking categories were higher than the class, yet the scores converge at the end while the remaining areas dropped.
Are results like these desirable? If the goal is increased awareness, and there is a clear problem, then reflections that become gradually more negative could show increased awareness or acceptance of the problem.
Some students were not ‘at risk’ based on their diagnostic assessments, but warrant special attention for other reasons. The next student is well known, if not notorious, for being at the center of most episodes of misbehavior and interpersonal drama in our class.
Interestingly, they seem to accurately assess that their behavior is less kind and respectful than the class as a group. Yet, I am struck by the ambiguity of the self reflections. There doesn’t appear to be any strong trend and the averages of the scores simply converge at 3.5 at the end. This is a case that raises more questions than answers, the most important being whether the student is very aware of their choices, but simply failed to make or observe any progress. It’s also possible that these results could indicate a deep lack of mindfulness about the student’s own actions and interactions with others.
It is possible that a differently designed reflection tool could reveal more insights into this case.
The following graphs are included simply because the look fascinating. The first shows a strange consistency, yet also a clear trend of improvement.
Next, here’s another example of consistency based on category and gradual progress.
At the end of the three months, I asked the students to answer the original questions of concern: ‘Students are respectful to each other in my class.’ and ‘Students’ behave appropriately in my class.’ This survey was random, like the initial one.
The results are improved, but much more dramatically than I expected.
There has been a fundamental shift in behavior and the perception of behavior in my class since the beginning of the school year. While it is impossible to attribute the change to any one variable, it is safe to say that all efforts to increase kindness and respect had a cumulative effect.
The role of rubrics in teaching is not up for debate. Complex tasks need to be analyzed by categories and clear criteria. However, I have found that they sometimes become little more than checklist of instructions on how to complete a task rather than tools for understanding, reflection, and assessment.
My solution is to use blank rubrics. You might think that a blank rubric isn’t a rubric at all, and you would be correct if the purpose of the rubric were only to evaluate a learning artifact. If the rubric itself is a learning tool, then a blank rubric is a rich opportunity for discussion and critical evaluation.
Summative assessment tasks, in particular, benefit from this type of rubric. The categories have been in focus throughout the unit, and have usually been assessed in a more prescribed manner in a previous task. As a summative assessment task should be an opportunity for students to exercise choice and creativity in how they present their understanding, it would be impractical to create specific criteria that could apply to any artifact.
Assessment as learning
Students work in groups to experience a peer’s presentation of their learning and discuss the success of the artifact according to each category. They agree on a score and write in the appropriate boxes the specific elements that support their evaluation.
The assessments are completed in groups of three or four, so every presenter receives at least six separate rubrics which have been completed in this manner. The results are always honest and accurate, especially when averaged and analyzed in detail.
When assessments seem mistaken or vary notably from the norm, a problem that often occurs when a group hasn’t focused or applied enough thought to their findings, a teachable moment to review the categories and criteria arises.
I have observed that students enhance their conceptual understandings of a unit immensely through this process of peer assessment with creative negotiated rubrics.