Month: April 2017

Do You Ask These 3 Questions to Improve Students’ Self-Reflection?

Do You Ask These 3 Questions to Improve Students’ Self-Reflection?

Many educators recognize the value of increasing students’ motivation in order to improve student engagement and decrease behavioral issues in the classroom. Earlier in the year, I introduced staff to the ideas in Daniel Pink’s book Drive: The Surprising Truth About What Motivates Us by watching his Ted Talk. His seminal work on motivation explains that the “carrot and stick” method of extrinsic motivation creates compliance, but not creativity nor engagement. He shares his “secret sauce” from his research which includes 3 main areas that develop intrinsic motivation and the individual’s internal desire to put in their best effort: purpose, mastery, and autonomy.

Drive_Motivation3.0

If we want students to shift into higher gears of learning, then we have to create a classroom culture that develops agency, competence and a love of learning.  Lev Vygotsky reminds us that “children grow into the intellectual life around us. ” It’s the day to day mundane stuff that shapes our learning environment like our routines and strategies, but most importantly it’s the language we use in our interactions.  Developing a culture of self-reflection is a quintessential aspect of today’s classroom. In a world of immediate gratification and distraction, we have to provide tools to students to help them cultivate their focus and develop their independence. Reflection is a habit that every classroom should have because it enhances the meaning of the learning.  It teases out key ideas and insights, and complexities of the process of learning.  We foster students’ growth when we give them tools to control their own learning, and a reflective question does just that.

The art of teaching is the art of assisting discovery. – Mark Van Doren

So today I want to share with you 3 questions that Daniel Pink suggests in order to get a resistant person to start the process of introspection and develop the motivation to start regulating their own behavior. When I heard these 3 questions, I knew it could extend beyond the boardroom (he spoke about management teams) and could easily fit into our classrooms. The order of asking the questions are really important because it frames how one might move beyond mediocre.

Opening question: On a scale from 1-10, 1 being the least and 10 the best, how would you rate fill in the blank? 

Second Question: Why didn’t you rate it lower?

Follow-Up Question (or go to question if they rate themselves as a 1) What would make it a next rating number up on the scale? 

Example:

Teacher: On a scale from 1-10, 1 being the least and 10 the best, how would you rate your collaboration in the group. 

Student: I think I am a 3.

Teacher: Why didn’t you rate it a 2?

Student: Because I did draw a picture on the poster.

Teacher: What could you do next time to make it a 4?

Student: I could also share what I know about polar bears for the project.

(What if my student rates themselves as a 1?  Then you skip question 3: What could you do to make it a 2?)

Do not underestimate the power of this questioning strategy. It has can be impactful, especially over time–practice makes perfect, right?!  And, for younger students, you could easily do a smaller scale of numbers, like 1-5. I know my little 4-year-olds might like to exaggerate their efforts so I would need to start with something very concrete and tangible to redirect them towards, something with specific steps or actions that they would know very well. As I write this, I am thinking that I would use a well-known routine, like our morning routine, to demonstrate how to use a rating scale.

No matter what the age range, listening to their answers with empathy, flexibility, and curiosity will help elucidate deeper responses. We can’t judge their ratings–how they rate themselves is data for us, but it’s not necessarily a time to correct them or give advice. If the objective of this strategy is to develop metacognition and motivation then we have to trust the process and not micro-manage it with what we feel the student should have rated themselves. We have to listen openly to their answers because we know that change comes from within–we cannot impose our opinions on them.

In Learning and Leading with Habits of the Mind by Arthur DeCosta talks about the “voices” we hear in our classroom: internal and external voices of reflection. The internal voice of reflection is self-knowledge. Self-knowledge is a mixture of both what and how we are thinking. Self-knowledge includes ways of thinking that may not be visible to us consciously. Using a simple tool like this rating scale by Daniel Pink gives students a window into their own mind and the motivations behind the choices they have made and the choice they can make in the future.  If we give them the space to create this self-knowledge, then the tool becomes the catalyst for change and self-improvement.

How do you develop self-awareness in your students?  What stimulus do you give them to cultivate the impulsion to make greater efforts on their own?

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Why Classrooms Must Have Daily Habits of Mental Hygeine

Why Classrooms Must Have Daily Habits of Mental Hygeine

I think most of us can barely remember a time in which computers and the internet weren’t a part of our lives. We would have to go to libraries and read encyclopedias to gain knowledge on a topic. When internet search engines first appeared, information was at the tip of our fingertips, and I believe most of us have witnessed how the internet has become the go-to place for fact finding, replacing book learning at an alarming rate. However, for our digital natives, they don’t really know where the information ends and an opinion begins, as I have written about in Critical Consumption, however, there is a value of expressing an opinion as a source of identity and purpose for our students. In particular, how constructing less myopic viewpoints and developing broader perspectives are a becoming a necessity as we evolve in the workforce, of which education is supposed to prepare students for.

Listening to all the voices around them, streams of opinion. not information overload but opinion overload-that’s what social media has brought us. Everyone has a point of view and everyone gets a vote in my life.

Greg McKweon, author of Essentialism: The Disciplined Pursuit of Less

If you can harken back to a time in which the main influences on our children were limited to mostlythe listener our families and close-knit members of our community, primarily in schools, churches, and other organizations that families participated in. In the past, they just had to manage the pressure and influences of a smaller group of people, but now that has really expanded to include so many ideas of pop culture. Nowadays the World Wide Web has the opportunity to expose students to a variety of ideas and theories, particularly on social media, in which ideas are narrowed into sound bites and memes; it’s easy for kids to get swept away by the flood of emotion and beliefs. I think it’s not so much finding our voice but hearing our voice in the midst of the deluge of ideologies and our culture’s status quo. They are being drawn into belonging to the larger world in which students might find themselves acting in ways in ways that are not really true to their nature. In other words, they don’t have the coping mechanisms to deal with this onslaught of energy and emotion that is bombarding them, in the physical world and in the virtual world that they experience in their on-screen life. So we must help them to calm their minds and begin to trust their intuition, instead of impulsive reactions. But in order to do that, students must begin to develop habits of mental hygiene, in which they are clearing up the debris left behind from an experience (on or off-screen) or a conversation with a teacher, family member or friend, and the resulting feeling from that interaction.

Mindfulness in schools is one of those movements that are empowering students to create that space in their thoughts and in their emotions which can really make a positive impact over time. It is like “brushing one’s teeth” for the mind, and there have been several documentaries made about the transformation of students when they engage in this practice. Some schools are replacing detention with meditation and dramatic shifts are taking place in the culture of those schools. It’s like an emotional reset button and a powerful tool to use in our classroom. The 15 minutes you spend on watching this video below will really help you recognize why mindfulness is so vital and critical to bringing into our classrooms.

As someone who practices mindfulness and can speak first hand to its benefits, I know that it takes courage and effort to bring it into schools. There are a lot of myths about it, however, it is becoming less fringe and more mainstream in our cultures.

There are 5 main areas in which our attention can be focused upon which will yield the neurological benefits of mindfulness practice. You can do one or more of these in a session with students, and it can take anywhere from 2-20 minutes, depending on age and your willingness to develop these habits with students.

Concentrating on:

  1. Our breath: where we are breathing and the quality of that breath.
  2. Sensations in body parts: scanning our body, finding areas of tension and relaxation.
  3. Sensations of our emotion: where our emotion arises from and how does it make us feel.
  4. Thoughts:  our thought based on time, so is the thought that we are thinking on from a moment in the past or a possibility of what will happen in the future.
  5. Attention to details: noticing and appreciating smells, sounds, and sights.

Full disclosure here: I’d like to tell you that I fully implement daily meditation practice with my students, but I only do it half-heartedly for a myriad of reasons, least being the amount of interruption that I get from having my classroom be a hallway for others.  (Yes, my classroom is a hallway.) However, I do try to incorporate mindful acts in our day with brief moments of focus on our bodies, minds, and thoughts. I usually do 3 belly breaths, a mindful stretch when we line up, and a reflective question of the day. Sometimes we go on “listening walks”, and lately we’ve been trying to look more closely at nature in order to find patterns.  I’d like to do more, but that is where I am at in my journey to create mindfulness in my classroom. I do make attempts at carving out mindful moments in my day in a variety of ways, and I think this is a good first step.

As an IB educator, there is a desire to develop mindfulness and wellbeing in our students. As the Primary Years Programme (PYP) begins to embrace the ATLs (Approaches to Learning) that we see in Middle Years Programme (MYP), I know that more schools will begin integrating mindfulness into their school communities. Next year, I’ve been thinking about how I might do a proper routine incorporating mindfulness so I can make an earnest effort in this movement. I’ve been thinking about making a simple tool like a spinner that shows our emotions and having students rate how they feel before we begin our exercise and how we feel afterward by moving the hand of the spinner. Focusing in on our current state of emotion and evaluating where we are at the beginning of this journey and where we end up at the end of the practice is so important because it cultivates self-reflection and provides personal feedback of our experience.

I don’t know how others might have experimented with mindfulness and meditation in their classrooms, but I’d love to hear stories and share experiences. I know that these skills are actually as important, if not more important, than academic skills that we teach our students. And I think if more of us shared our struggles, then that could increase the willingness of other educators to try to create “an oasis of calm” and a culture of compassion in our schools and in the lives of our students.

I encourage you to leave a comment.  I’d love to hear how you teach “mental hygiene” to students.  Also feel free to connect with me @judyimamudeen or through this website.

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Homework Vs. Deep Work

Homework Vs. Deep Work

We had an open house this week, and as I sat down to answer parent questions about our Primary Years Programme, I opened up my Powerpoint, prepared to refer to my laundry list of all the ways the International Baccalaureate is wonderful. But then questions came and my presentation took care of itself. I began to get a clear picture of how truly different we are and how rigid so many schools are in China. One mother pined for her 3rd-grade son’s happiness and felt awful that she had to battle him daily to do 2 hours or more of homework a night. Having 2 hours or more of homework?–a parent’s free time also gets demolished as I’m sure they have to sit there with their student to complete the worksheets. You can imagine that both parties suffer burnout and do not enjoy these nightly sessions. So parents feel equally imprisoned by the idea of doing homework, as what they see as a necessary evil.

Yet, this is endemic of living in Asia–so many of the countries here, with their large populations and competitive job markets, staunchly value education as the only means to have a decent life. School is life for young people, and it is also very normal that children, beginning in Kindergarten, get tutors or attend “academy”–a night school that teachers next year’s math or other content knowledge.

Ever since this meeting, my mind is wandering, thinking about my own child.  I love my little person and I want her to come home eager to tell me her tales of school that day. I don’t want to berate her about doing homework.  So earlier this year, I had her think about creating a homework schedule, which obviously has a fair amount of parent input (my daughter never would put in IXL willingly). You can see the final schedule in this post, which amusingly you can notice that the weekend is “Hannah’s to do list”–meaning that mom and dad leave her to her own devices.

However, I am starting to rethink this concept of homework, which is essentially practicing what the skills that they are in the midst of learning that week. I do think this is important and of value, but I’d also like to cultivate her interests, which lately has been coding and Minecrafting. I’m a big fan of Cal Newport and his treatise on Deep Work which can be summarized here (although I recommend you read the book since there are more nuggets inside). cal newport

In particular,  Cal recommends that one “drains the shallows” and create focused, uninterrupted attention on developing a skill, working on a project or task that is challenging and demands ideation to promote innovation in your area of interest. When looking over one’s schedule, it is vital to quantify the depth of every activity–is it moving you towards a goal or achievement? Is it really helping you to cultivate depth of knowledge and expertise? Once you evaluate your schedule, then you recreate it and reallocate your time to doing this “deep work”. The end goal of these accumulated hours is to bring into fruition new and better ways of doing something, solving a problem or producing a product which will have an overall greater benefit on humanity.

With this idea in mind, I asked my daughter if she had to get rid of something on her schedule, what would it be, draining the shallows, sort of speaking. She told me that she’d get rid of the writing on Tuesday. When I probed to know why she told me that she didn’t like writing, she told me that she likes to draw and she never gets to do that in her writing prompts. She’s in 1st grade, the year when drawings are replaced with words to convey ideas, but I could appreciate her struggle with the transition. (Through this conversation, I gleaned some insights and it gave me an idea for next year to try when I teach 1st grade, as I motivate students into using better word choice rather than pictures to describe their ideas.) I told her to redo her schedule and she readily replaced writing with coding. As you look at her schedule below, it was obvious to me that her interests are emerging.

 

Although I’d like her schedule to be refined to maybe 1 or 2 focused items a day, it is a first step towards managing one’s time and developing readiness for “deep work”.
It got me thinking if all students were to be asked to do this task–creating their own after school schedule, what would it be? How could we instill within our students a desire to pursue their interests?–to redirect their attention to work that is meaningful to them. This idea of time management is one of the Transdisciplinary Skills or Approaches to Learning (ATL) that we seek to create in our IB learners. So as much as I want students to practice skills that they are in the midst of developing, I also want them hungry to learn so that they independently and organically augment their abilities. This is a key distinction of learning in the IB. So, I am just wondering if we were to tweak the idea of homework and teach parents to be partners in their student’s passions if that would make for more fulfilled families, overall. Perhaps introducing this concept of “deep work”, reframing homework in a new light, could not only shift the dynamics of home learning but could also inspire greater student selected inquiries into their passions.

 

I’m definitely interested in anyone else’s experiences with transforming homework into a joy rather than a drudgery. Please connect with me @judyimamudeen or leave comments below.

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How to Escape the Trauma of a Door Closing (#IMMOOC)

How to Escape the Trauma of a Door Closing (#IMMOOC)

The door has closed. It was the last Twitter Chat for the Innovator’s Mindset MOOC (#IMMOOC). A part of me feels empty while at the same time incredibly full. I learned a lot through our engagement online and was surprised at how much fun it was to do a “virtual book study”, all the while improving upon my consistency with my blog, using Twitter to connect with like-minded professionals and expanding my horizon when it comes to thinking about innovation in schools.  It wasn’t like any other professional development that I have ever done, which in and of itself was innovative–how genius!

Final thoughts on #IMMOC. So much shared and supported in the process.
As someone who teaches internationally, I live in an expat bubble in which most of our schools are incredibly competitive in our area. Contact with other educators outside my school is very limited and rarely inspiring–not that educators at other schools aren’t doing great things, but the collaboration relies on face to face interactions and maybe some email tag.  Outside of attending workshops, I go onto forums, read and comment on blogs and go onto FaceBook groups, but the level of responsiveness and interaction is limited. If you challenge or question someone’s idea, for example, they can ignore you rather than respond, which kind of defeats the point of posting things online–if you didn’t want to share and engage with others, than why did you bothering posting in the first place? (Just sayn’)

Innovation (and enjoyment) flourishes when teachers collaborate to learn and practice new strategies. Isolation is often the enemy of innovation. George Couros, Innovator’s Mindset

Up until now, it’s been a lonely process-especially when you go into leadership (more judgment/less support) -and sometimes it often feels like I’m peddling uphill. I’ve really felt limited by my circumstances so it’s easy to make an excuse and shrug off growth.  It was fantastic to be with other educators who were willing to struggle and could maintain the level of commitment that was demanded in our engagement. When George asked us to “innovate inside the box”, it was a relief to feel okay with where we were at, not just in our professional journeys but also where our school was in the bigger scheme of things. Collectively we had a common purpose: we questioned, we tried, we reflected and we were vulnerable. We were learners. As something that happened virtually, it sure felt real and authentic. But, sigh, it’s over now. I will miss these shared challenges with fellow educators, but does it have to end? How will I manage the trauma I feel when a special experience like this comes to an end?

Well, truth be told, it doesn’t have to be over!  It is my choice to let the journey begin rather than end. I can consolidate the changes in my mindset and yet continue to build upon this new perspective. I can stay connected with these fellow IMMOOCers in our FB group and on Twitter. I have become followers of them on Twitter and I’ve subscribed to many of their blogs so I can continue to engage with their ideas and continue to encourage their great work. The support doesn’t have to end just because the MOOC did. And I hope that they too stay connected to me and continue to challenge my effort and ideas. I’d love that! Because, as George Couros reminds us, “Change is an opportunity to do something amazing“.

The desire to be innovative and awesome at what we do is likely right under our noises.
And if there is one change that I’ve made throughout these past 5 weeks, it is recognizing that I am not really destitute and languishing.  I don’t need permission to be innovative. I can start where I am, and honor that people may be at other stages in their willingness to innovate.  Moreover, instead of seeing my “box” as a closed door to opportunity, I need to find those windows in which I can crawl through–to reach and inspire my students and support the teachers who I know want to be the best version of themselves. There’s a lot of great stuff that may seem hidden from plain view but it’s there, and for the next 2 months, I can do the best I can and finish the year strong.

So with that in mind, I decided to stay committed to the process and signed up for a 6-month course with AJ Juliani in his Innovative Teaching Academy (#ita17). I’m so excited to go deeper and really put this mindset to work–sharpen the stone, sort of speaking. I know that there are other IMMOOCers who are along the journey with me, which makes it even more exciting.

I don’t know where you are at as an educator right now, but I swear to you that you are not alone and if you are diligent and patient, your tribe will emerge. You can jump on this crazy train if you like. I invite you to connect with me @judyimamudeen or shoot me an email. There is no need to wait for tomorrow to be awesome today.

One last parting quote from George Couros Innovator’s Mindset:

We forget that if students leave school less curious than when they started, we have failed them.

Let’s stay curious, find the YES in the no, and be problem solvers. Together we can be the change that we wish to see in education.

 

9 Reasons Why You Need to Teach Digital Citizenship

9 Reasons Why You Need to Teach Digital Citizenship

Nowadays everyone is on a mobile device of some sort–kids included. Thanks to technology, we are more connected than ever. Oh bless, isn’t it wonderful?! But as keen as schools are to use technology, the concept of digital citizenship is often left untouched. It’s almost as if by virtue of using technology that acquiring the habits of digital citizenship just happens like osmosis or something. Well, I’d like to challenge that because I don’t think social habits can be learned by proxy; I think they have to be ingrained in us so that we are acculturated to act appropriately, in our physical world or in the online world. Here is some food for thought, the 9 reasons why you should explicitly teach digital citizenship:

  1. Students spend an enormous amount of their waking hours on their devices. Shouldn’t that time be well spent?
  2. Digital technology is progressing at an exponential rate, therefore the norms of its use are always expanding. We need to evolve with it.
  3. Digital citizenship is more relevant and meaningful than learning the dates of the Lewis and Clark Expedition. Lewis and Clark, yes that’s interesting but not as germane to the future that our students will live in.
  4. Speaking of the future, your students now have to concern themselves with leaving a digital footprint-don’t you think they should know what that is?
  5. If you don’t address their digital activities, then it will waste precious learning time on dealing with behavior that happened online (and not necessarily DURING class time). Moreover, we now have to worry about cyber-bullying. As adults, we have a responsibility to cut that off at the pass by addressing it early on in their digital lives and not as an afterthought when a student attempts suicide.
  6. Because sharing without citing is NOT caring, it’s stealing. Kids need to understand and develop empathy for the content creator that they might otherwise plagiarize.
  7. Safety is more than not talking to strangers at the park, but also online. Kids need to learn how to develop boundaries and stay safe in the virtual world as well.
  8. Moreover, about boundaries, the impact of screen time is yet to really be known. What is a healthy balance? Kids need to appreciate putting limits on this and cultivating a life offline as well.
  9. Young people need to understand what is internet security and how do they keep their passcodes and identity safe from hackers. Kids are even more vulnerable than adults, so it’s our duty to protect them through educating them.

As a BYOiPad school, sometimes it’s easy to assume that just because we use this technology daily means that the students always use it in the highest ways for their learning.  Even though we are an International Baccalaureate school, we fall into the same trap as many other schools do and take teaching digital citizenship for granted. As educators, I think we are still evolving in our understanding, not just in how we can use it as a tool but how we can personalize the learning and make it more dynamic. But thinking of awesome ways to use technology is only one dimension of learning, we need to broaden the scope of its impact, not just on the learning but the learner.

What is Digital Citizenship? Here it is, in a nutshell.

I have weekly collaborative meetings with my intermediate teachers, however mostly in 1:1 situations and I’ve been considering how these isolated conversations are helpful but that we need to have a larger scale meeting in which we discuss our use of the iPads and how we develop digital citizenship with our students. In particular, is developing the key skills that they need in their digital life enough in the context of occasional class meetings or embedded in some of the technology or literacy lessons really enough?  And are we failing to address their needs due to our own shortcomings as digital citizens because it’s hard to teach what we ourselves don’t know?  As Sarah Brown Wessling says, “The change begins in a culture happens when everyone is elevated to the status of a learner.” I think recognizing that we are all learners here, having the capacity to admit that we don’t know everything about everything, especially when it comes to technology and digital citizenship is the first step.

As a result of these conversations, my 3rd-grade teacher admitted that it’s necessary to have a unit of inquiry that addresses some of these issues. 3rd grade is when we begin the BYOiPad policy. We have created a unit under the transdisciplanary theme of Where We Are in Place in Time that he will teach this year so that we have time to reflect and revise for next year. Here is the Central Idea and the lines of inquiry:

The use of mobile technology has changed the way we work and play.

Lines of Inquiry:

  • How digital technology works (function)
  • Changes in society and culture (change)
  • Digital citizenship (responsibility)

I’m excited that he was open to taking a risk and willing to explore the topic of digital citizenship. I know that this inquiry will only be the beginning and not the end of the students’ learning and I am looking forward to seeing what emerges from the perspective of the students.

If other schools and teachers have attempted to delve into this topic in their classrooms, I’d love to learn more about how you approached it. Please share ideas in the comments below. We are all learners here and your experience teaches me as well as other readers of this post.

Thank you for your contribution to education!

 

 

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Reflect and the “How” will Come

Reflect and the “How” will Come

It’s the final stretch of our Innovator’s Mindset MOOC (#IMMOOC) and I thought about how much of these ideas I have put into personal practice. George Couros reminds us that ” without reflection time and having the opportunity to connect your own ideas and personal learning, it is harder to go deep into the ideas or retain and share them.”

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“I reflect, therefore I learn”.  George Couros, The Innovator’s Mindset

 

I’ve been trying to implement D.E.A.R. (Drop Everything and Reflect), with some days better than others, so it’s a practice that will require practicing. I’ve decided to use my Way of Life App to make me more conscientious by tracking this habit. But outside of formally tracking it, it has begun an inner mantra within me when it comes to my classroom: Next steps……

If we only teach students the curriculum, we have failed them. #InnovatorsMindset

As I read that passage, it got lodged in my mind and made me wonder how I could move out of my comfort zone–not just for the sake of doing so, but because it was important for my students. My students are my WHY, even if I have a limited compacity of figuring out how to empower them. And in the case of the Early Years, it’s very easy to discredit little children because they are small, egocentric, with limited skills and life experience. But they are voracious learners who genuinely enjoy challenges in the quest to be “big”. Shouldn’t I capitalize on that?  I wanted them to experience the feeling of engaging and impacting others through sharing. As soon as I made that intention, the HOW organically began to emerge.


It is commonplace in a Primary Years Programme (PYP)  IB school that classroom teachers hold an end of unit activity with parents in order to showcase the learning and create connections with our families. However, it is not a mandate at our school, because some units lend themselves nicely to sharing while others do not.  In my own classroom, I always find some way for parents to come and engage, but not always as an end of the unit celebration. Yet, I rarely invite other classrooms into my classroom. When I taught upper grades, sharing the learning was more easily done because students do more projects. But when you teach younger kids, these events are more teacher contrived and directed. I wondered if I could actually do this with 4-5-year-olds–could these students actually lead others in presenting their learning?  I know the answer to this question is YES, even if I didn’t know the HOW to empower them.

During this unit, one of our key concepts was Reflection, so I often would do a powerpoint of pictures of the ways we’ve been learning about our central idea, which in this case was: We appreciate the patterns in the natural world and the ones that we create. (It was under the How We Express Ourselves Transdisciplinary Theme). These provide “check points” in their understanding, and allows me to see their reactions and engage them in a discussion. During our final reflection (last week), it occurred to me that this was a unit that naturally lent itself to an end of a unit parent presentation. However, I wanted to try an end of the unit presentation that involved a larger community and invited classrooms as well. I felt in this way, my students could start seeing themselves as leaders in learning, even if they are “little kids”.  I knew they needed to have the experience of leading others, and I believed that it was possible for them to do so.

People never learn anything by being told; they have to find out for themselves.

-Paulo Coelho-

So, I had to get this out of my brain and into their hands. During morning meetings, I asked the students, and they all agreed–let’s invite our friends from other classrooms. Game on! So we listed all the different ways we learned using a modified version of this Visible Thinking Routine. In these discussions, they generated the ways they “liked learning about patterns” and then I guided them in the sorting process into subject areas, which we have been referring to perspectives (another one of the Key Concepts during this unit). This was the Connection part of the routine. (I didn’t draw lines, I circled them in different colors and then reorganized them based upon these perspectives). Then from these groupings, students voted on what they liked best in that category and why they liked it–the Elaboration part. This took a couple of meetings before we determined the “winners” in these categories. Once we had streamlined the activities, I offered some ways that we might share these activities with them and they had to give me agree/disagree with thumbs up/thumbs down, which then became the activities for our end of the unit presentation.  Some students added their thoughts as well, which made us choose to use boxes for organizing the activities. This was the final “guide” that was created for the event and was given to parents and other teachers:

 

guide
If I had more time, I would have made this more student-friendly with pictures and less text.

 

We had 2 group sessions: the first was with parents and 1st graders and the second one was with the 3-4-year-old class and KG class. The groups saw a very brief powerpoint about the overview of the unit of inquiry. Then my students grabbed 2 visitors (ex: a parent and a buddy) and showed them one of the activities listed. I didn’t demand that they do rotations, nor did I give them time limits as our visitors explored the different activities with them. I really wanted to keep this event open-ended so that I could observe and consider how my class was interacting and engaging with others. For example, were they genuinely sharing their learning or were they just doing the activities with these adults and peers shadowing them?–In other words, how active or passive were they in their presentations?

Here are some photos of the event.

Obviously, this is version 1.0 of creating a student-led end of unit presentation but overall it was very successful. Although I set up the activities, they choose them and my EY4s led the visitors around without prompting. I was actually quite proud of their level of independence, especially since I did not prepare them for their roles with any instructions. So I was surprised that most of the visitors got to explore a multitude of activities and could accurately rate their favorite on our graph–I really thought that my students would just stick to their favorite of favorites and not move them along into the other activities.  The visitors seemed genuinely interested in the activities and my kiddos felt a sense of pride in their selections. On our graph, the “art prints” were the least favorite activity and when I asked them why they thought it was rated so low, they all agreed it was because it was “too messy”.  This really made me chuckle out loud, as well as ponder how much aversion there is to “messy” play. Something I am going to think about more deeply as we entered into our next unit.

I don’t think that this event would have been as successful if I hadn’t spent the time reflecting on my students’ learning, thinking of their “next steps” and giving them the opportunity to develop the mindset of being leaders in their learning. I wonder what impact this will have on my students, as well as the classes who were invited. However, I think small steps, made often enough can make a big impact in the learning within a classroom. I wonder what will be the overall result of this event–will my students began to see themselves differently? Has this helped them to demonstrate another level of maturity as they develop agency in their learning? As I pose these questions, I will observe and continue to reflect on the impact student-led events like this have on my learners.

 

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Judy Imamudeen

Judy Imamudeen

Developing learners as leaders is my joy! As a highly qualified International Baccaluearate (IB) teacher and educational leader, I am committed and passionate about executing its framework and empowering students in creating a future world that works for everyone.

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