Category: evaluating programme of inquiry

My Summer Professional Reading for 2019

My Summer Professional Reading for 2019

By | | Comments 1 comment

With 2 weeks left of school, the reality of summer holiday feels palpable. My favorite part of summertime is sitting either by the lake or pool with a good book. I find long periods of reading to be restorative and energizing. However, there are so many good books out there that it’s not easy to create a short list. Here’s are my “must-reads” for the summer:

A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas by Warren Berger

Why I chose this book?

I found reading Berger’s last book, The Book of Beautiful Questions, problematic because I had to constantly put it down to take notes and apply it. It wasn’t a passive reading experience and it has helped me to be more creative when solving problems, both professionally and personally. Needless to say, I have high hopes for this sequel.

What I hope to gain from this book?

Although I expect to be inspired by the stories and case studies, I hope it will deepen my knowledge of design thinking and help me “sharpen my saw” when it comes to using curiosity as a tool for innovation.

Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom by  Danling Fu and Xenia Hadjioannou

Why I chose this book?

Translanguaging has been a term that has been floating around for the last couple years and I really don’t know how it is different from bilingual or multilingual. I would like to learn more about what it is and how we might approach language development in a more thoughtful and holistic way.

What I hope to gain from this book?

My hope is to better understand what this term even means and how I might identify when translanguaging is happening, so I might promote it in our school. I’ve already started reading it and it has already opened my eyes to lots of issues that schools face with their policies and the challenges teachers have in their classrooms.

Actionable Gamification: Beyond Points, Badges, and Leaderboards by Yu-kai Chou

Why I chose this book?

After I read the book, Super Better by Jane McGonigal, I have been intrigued by the cultivation of a game mindset to solve problems and overcome personal/professional difficulties. This book goes deeper into the design elements of games and how to use a human-centered approach to challenges.

What I hope to gain from this book?

I find a “game mindset” is such an appealing way to live, full of fun and fascination, as you tackle the “bad guys” through your exciting adventure called LIFE. I’d love to apply it work-related situations, including but not limited to teachers’ professional development and encouraging critical research skills and a love of reading for students.

Leading with Intention: Eight Areas for Reflection and Planning in Your PLC at Work by Jeanne Spiller and Karen Power

Why I chose this book?

Having experience in Professional Learning Communities (PLCs) done well I know they can be transformative. However, I’ve also been at quite a few schools that have either done it poorly or not at all. With that in mind, I feel that my spotty background needs some gaps filled, and I felt this book might do the trick.

What I hope to gain from this book?

I have high hopes for this book, including defining what collaboration could look like at our school, as well as creating a pedagogical focus and timeline in which to do the work. Also, I am a bit on the fence about whether teachers should do their own personal inquiries, something that I am really a big fan of, for their professional goals or if PLCs should be linked to a global teaching initiative. I’m hoping to gain some perspective and clarity around this conundrum by reading this book.

Five Pillars of the Mind: Redesigning Education to Suit the Brain  by Tracey Tokuhama-Espinosa

Why I chose this book?

As someone who is a PYP Curriculum Coordinator,  I am always interested in marrying efficiency with effectiveness to create a dynamic learning experience through our Programme of Inquiry. So the book blurb immediately hooked me:

A review of the research on brain networks reveals, surprisingly, that there are just five basic pillars through which all learning takes place: Symbols, Patterns, Order, Categories, and Relationships. Dr. Tokuhama-Espinosa proposes that redesigning school curriculum around these five pillars—whether to augment or replace traditional subject categories—could enable students to develop the transdisciplinary problem-solving skills that are often touted as the ultimate goal of education.

What I hope to gain from this book?

My primary goal is to deepen my knowledge of transdisciplinary learning and how it can happen more organically. My secondary goal is how to create a more fluid and enhanced Programme of Inquiry like the one I describe in a previous blog post: What’s the Best that Could Happen? Using a Trans-Articulation Approach to Designing a Mission-Driven Programme of Inquiry (#PYP) I anticipate that this will be the most academic of all of my books on my list.

The Four O’Clock Faculty: A Rogue Guide to Revolutionizing Professional Development   by Rich Czyz

Why I chose this book?

I have had this on my book wish list for a while and it’s due time that I read it! I follow Rich Czyz on Twitter and his posts always provoke and inspire me. Now that I am back in a position in which I have input into professional development, I feel that using and building upon his ideas and approaches will amplify the growth of teachers at school. I believe that this book will be highly practical and insightful.

What I hope to gain from this book?

Plain and simple: ideas, ideas, ideas for planning professional development and creating a culture that loves growing and learning!

Say What You Mean by Oren Jay Sofer

Why I chose this book?

Early in my elementary school career, I read the book, The Compassionate Classroom  and it made me reflect deeply on how I can use my words to help or harm others. Fast forward to a couple of years ago, when I decided to dedicate myself to the 5 Mindfulness Trainings , I came into the awareness that I had still not mastered my communication skills. My most challenging mindfulness practice is “loving speech and deep listening” and I felt that this book had a lot of strategies and practices that would help me refine my skills as a mindful communicator.

What I hope to gain from this book?

As someone moving to a new school community and is in leadership, I am very conscious of how my words can impact my relationships. New to staff and parents, my words can make an immediate impression, so I want it to be a positive one from the get-go. I hope that this book will help me to be more present and convey the best version of myself. So, in general, I develop into a more clear and compassionate communicator.

Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn by Myron Dueck

Why I chose this book?

To be honest, the work of this author and educator is new to me. However, he is coming to our school for professional development, so I want to be sure to be familiar with his work.

What I hope to gain from this book?

He has some interesting ideas about assessment practices, so I am keen to examine how we can apply his ideas into our culture of learning.  I also find his ideas promising in how we might rethink and re-imagine report cards.

Other titles that I hope to get around to….

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by  Ofelia García et al.

Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond

HEART!: Fully Forming Your Professional Life as a Teacher and Leader by Timothy D. Kanold

PLC+: Better Decisions and Greater Impact by Design by Nancy Frey et al.

Differently Wired: Raising an Exceptional Child in a Conventional World by Deborah Reber

Unlocked: Assessment as the Key to Everyday Creativity in the Classroom (Teaching and Measuring Creativity and Creative Skills) by Katie White

What School Could Be: Insights and Inspiration from Teachers across America by Ted Dintersmith

Work: How to Find Joy and Meaning in Each Hour of the Day by Thich Nhat Hahn

The Moment of Lift: How Empowering Women Changes the World by Melinda Gates

Dare to Lead: Brave Work. Tough Conversations. Whole Hearts by  Brené Brown

Writers Read Better: Nonfiction: 50+ Paired Lessons That Turn Writing Craft Work Into Powerful Genre Reading  by M. Colleen Cruz

Rituals for Work: 50 Ways to Create Engagement, Shared Purpose, and a Culture that Can Adapt to Change by  Kursat Ozenc  and Margaret Hagan

Fact Vs. Fiction: Teaching Critical Thinking Skills in the Age of Fake News by Jennifer LaGarde and Darren Hudgins 

I know that this is an ambitious reading list, but between my Audible app for road trips and my Kindle for the poolside, I think I can make a serious dent in professional reading for the summer

What about you? What are your must-reads for the summer?

Why we are failing and What Can We Do About it? #TeachSDGs

Why we are failing and What Can We Do About it? #TeachSDGs

By | | Comments 0 Comment

As I look out my window, my heart sinks as I can see that it’s an extraordinarily polluted day here in Laos. This landlocked country, sandwiched between the biggest manufacturing countries in Asia-China and Vietnam- doesn’t stand much of a chance of having “fresh air” during its dry season, especially when it does its own agricultural burning, adding to the mix of the smog. I was reminded the other day that other countries like America and England were in the same boat, not that long ago, except its citizens didn’t know any better. Now, politicians want to summon all those factories back on their lands, not realizing that when we shut down all those manufacturing plants, we outsourced our pollution as well.

As I consider this, I think this is evidence of our failure in education. How come we keep doing the same things and keep expecting different results? Isn’t this the definition of insanity?

Although there are pockets of societies in isolation, it’s hard to believe that the majority of us deny the responsibility in polluting the very environment we share with others. I remember thinking that students should learn the way I taught- they should adjust to me. I could not have been more wrong. A great teacher adjust to the learner, not the other way around (5)Why don’t we care more? Why can’t we change? Why is money more important than well-being and health? Can’t we evolve our political systems to match the global needs of society vs. the interests of business?

Recently someone connected with me on Twitter and then apologized for reaching out because we have different interests. He: Politics and Leadership. Me: Education. However, in my mind, politics IS an education problem and vice-versa–whether you teach little ones or adults. Politicians are always “getting their message out”, trying to shape and form the opinion of their constituents, and our news channels, who purport to be “fair and balanced” are anything BUT THAT, summarizing information into headlines and sound bites, emotionalizing information so we stayed glued to their channel. So, when I think about the future, I think about how education has to change in order to see its ripple effects, with better-informed citizens, who can not only recognize when they are being bamboozled in order to buy soda and “think like the (political) party” but to flip this behavior so that they recognize they are being manipulated and instead the “party” starts to think like them.

I recently watched this TED talk and I found its promise both intriguing and worrying.

 

What if we took corruption and influence out of our politics? Would AI prove to be an infallible system?

However, this would have to assume that we, as citizens, not only were informed but CARED about the issues that were being voted on. In my mind, a lot of people don’t care about issues like climate change, gun violence or equal-pay for equal-work, because if they did, it would place the onus on them to change. And we all know that change is hard.

It’s for this reason why I think, and I can’t stop promoting, the need for schools to add the UN Sustainability Goals to their curriculum. In this way, we can cultivate awareness of issues that face humanity, not just the self-interest of corporations, and start changing the paradigms that ensnare us today. Care for our world will deplete some of this passivity that cultivates the narcissism and corruption that is chronic in our countries today.  Over time, I believe, will transform these systems and archaic beliefs which keep us handcuffed to the past behaviors that create the problems we face.

I know that in many IB schools, we start to reflect on our units of inquiry. I hope many schools will reflect on how they can embed these goals into their curriculum so that we may start creating a future world that works for everyone, with hearts and minds who are truly educated instead of blindly following the “masses”. We need some open-minds to dream and create possibilities not yet imagined, “clearing the air”, sort of speaking, on issues that impact, not only our corner of the globe but our world.

 

#TeachSDGs: Hope, Peace, and Love in the Near Future

#TeachSDGs: Hope, Peace, and Love in the Near Future

By | | Comments 0 Comment

Perhaps it was a mistake to pick Refugee, by Alan Gratz for our family “listen-aloud”. It is tearing a hole in my heart, as the tales of 3 children are mingled together through time and space, as they escape atrocities in their homeland. The book said it was appropriate for 9-year olds, but I feel that I may have chosen an audiobook that is too harrowing and intense for my daughter to take in. Even though this is a work of historical fiction, goodness knows its desperately painful and cruel moments were truthful for many people who underwent the moral crises of the Holocaust, the Cuban exodus of 1994 and the more recent Syrian refugee crisis. Luckily, in some aspects, my daughter is unaware of history, and she just finds the story gripping; however, my feeble heart is retching with sadness and compassion, especially when I think about the immigrants in the American detainment centers, with children in cages separated from their families and this talk of wall-building to keep out “caravans of criminals” that are marching toward the American border. I have to wonder if we have no soul left in our politicians and if our societies will move toward extremism, trying to “eradicate” these despairing individuals from within their borders.

Voltaire once said:

“Those who can make you believe absurdities can make you commit atrocities.”

 

And as I consider the research and work of Steven Pinker in his book, The Better Angels of Our Nature, there is a reason to be optimistic. Education, with increasing literacy rates, has played an important role in subduing violence in society, and the trend, despite what the newsfeed may tell us, is that the world is becoming a more peaceful place as access to books is giving us a chance to inhabit each other’s minds and gain insights into new perspectives and cultural realities.  Our hearts are growing alongside our brains and evolving to become more empathetic. Clearly, as I read the book Refugee, I am embodying this experience and can definitely testify the impact of this book on my mind and spirit, so I can only guess that, despite my daughter’s ignorance of the specifics of these situations, she is opening her mind to the point of views of others and the resilience of the human spirit.

agreessionMoreover, my daughter, like so many of children her age, are now encountering the Flynn Effect, in which our kids are literally getting smarter with each passing decade with increased IQ scores and an improved ability to reason. This is great news because smarter people do less cruel things and engage in more humane actions. Furthermore, our perspective is shifting on a global scale from this “eye for an eye” mentality, in which violence now is becoming a problem to be solved, rather than looking at each other’s interests as a contest to be won. It is only a matter of time, in which sustainability is no longer a fringe ideal but a Science and Design norm, in which elements of our societies come into a shared understanding of the importance of developing our economies to move into alignment with these values.  What I find especially heartening is that even in developing nations, the IQ gap is closing between those countries and developed countries. This is a global epidemic and, in my opinion, an exciting time to be alive and be in education, as we move into new educational paradigms.

But in my mind, we can set an intention to escalate this transition to greater equanimity and more intelligent thought. As our process of educating young children improves, placing greater emphasis on creativity and critical thought, a direct and compounding effect will occur in the children’s brain, which in turn creates new ways of thinking and problem-solving. However, it can’t only be the methods and tools that improve, the content that we teach to children must improve as well. I don’t think all knowledge is created equal–I think there are certain concepts that deserve more attention than others. With that in mind, teaching the UN’s Sustainable Goals (SGDs) need to be a part of our Programme of Inquiry. If we, as educators, have a true desire to promote greater well-being and peace in our world, then we have a responsibility to advocate for focusing our academic attention towards these 13 goals, and even if we can’t “cover” all of them, making an effort, no matter how small, is a first start in evolving our school’s mission.

There is no more powerful transformative force than education—to promote human rights and dignity, to eradicate poverty and deepen sustainability, to build a better future for all, founded on equal rights and social justice, respect for cultural diversity, and international solidarity and shared responsibility, all of which are fundamental aspects of our common humanity.
—Irina Bokova, former Director-General of UNESCO

I know for many schools, PYP coordinators are beginning to prepare a “POI Review” around this time. Instead of just thumbing through IB documents and asking if your POI is transdisciplinary enough, be asking if what the students will be learning is actually going to make a difference in the world–does it connects to any of these goals? And if not, why not?–and How might we change that? There is no reason why we can’t be harbingers of peace through our academics. And, I’d like to add, that making these goals front and center, I believe, will naturally steer our programmes into more transdisciplarity.

It is my desire for us to go deeper in our learning, not just in our pedagogical practices but in the very context of what we are learning. If we can do that, there is no doubt that there will be hope, peace and greater understanding in our near future because we made it so.

 

What’s the Best that Could Happen? Using a Trans-Articulation Approach to Designing a Mission-Driven Programme of Inquiry (#PYP)

What’s the Best that Could Happen? Using a Trans-Articulation Approach to Designing a Mission-Driven Programme of Inquiry (#PYP)

By | | Comments 1 comment

Where do good ideas come from? From a lot of bad ones, I think. We have to experiment and be willing to get “messy” in order to challenge ourselves. We have to be vulnerable. And, so I am sharing a very rough draft of some new thinking that I am exploring when it comes to our Programme of Inquiry. 

Last week, I meant to work on my Google Training series, but instead, I got the notion about how to rethink our Program of Inquiry with Future Thinking.  Inspired, I started sketching out possible approaches. Eventually, I created a Google Doc and started thinking about how I might map out the Programme of Inquiry (POI) based on the big WHY of a school’s mission. That became my starting line.

Excuse Me While I Make a Point

Pardon my digression.

Have you noticed that a lot of schools are really vague and general about their Mission?  I think the standard practice of trying to distill our mission into marketing taglines makes it harder to define our success as a school. For example: Inspire. Challenge. Empower. 

Inspired to do what? Challenging doing what? Empowering to do what? In my mind, these taglines create a state of “vanilla”, in which your school is, at best, average, instead of being a unique community of learning. I think this vagueness provides an incomplete map of why our school is so vital to the overall landscape of education.  Not just in our city, but in the world. We need to think bigger than our school bubble.

Back to the “Start”

Since I was present at our school’s recent Visioning session, I am aware of all the lovely conversations with staff, parents and students about “What’s the Best that Could Happen?” for our 5-year plan. Sustainability was a major theme that came out of those discussions and is a part of our strategic plans. Thus, I feel that our curriculum’s goal should be driven by what a school wants to become–the future they hope to build in 5 years.

download.jpeg

The 5-year plan now becomes a living document, as our curriculum can actualize the potential within our community. Sustainability, as a collective desire of the stakeholders, is going to be the “Rome” to which all roads lead to. In fact, it’s not a road, it’s a 4-lane highway, in which the Sustainability Compass comprises the lanes in which our curriculum will drive: Nature, Economy, Society and Well-being. What’s cool about this is that it’s been mapped against the UN’s Sustainability Goals which helps to promote them.

Sign Post #1: Guiding Conceptual Themes

Before looking at the POI, I want you to notice in the POI that I have included a grade level “Guiding Concept” that came from out of the Enhanced PYP discussions. Although I think of this as the tool for coherency and alignment, I love how Lisa Verkerk refers to it as the “red thread” that weaves units together. That’s a beautiful metaphor that describes how grade-level units have an overall conceptual theme that navigates the direction of each transdisciplinary theme’s inquiry. In this way, it makes it easier to map out the sequencing of units, because you consider which unit needs to come first in its understanding and then decide which one is the hardest, to help you to designate the order by conceptual understanding.

Sign Post #2: Layout

Sarah Osborne introduced me to another way of setting up the POI which has helped me to observe patterns of articulation of the descriptors within a transdisciplinary theme. When you just tilt this document on its side, sort of speaking, you get a whole new perspective on your Programme of Inquiry. Gaps begin to glare.

Although this is not a complete POI, once completed, it is a thing of beauty to see how coherent and infused it is deep conceptual understanding.

Sign Post #3: Central Ideas

I have a lot of strong opinions about central ideas which you may already be aware of if you read the blog post: Central Ideas: The Good, The Bad and The Messy. How the Primary Years Program Can Rethink and Define Them. However, I have to thank 25-year Reggio veteran Marianne Valentine  for helping me to consider how very broad central ideas are important for play-based learning as it opens up for more personalized inquiry and evolving your role as a teacher into a researcher. So, with that in mind, I have some central ideas that are succinct for a reason. Although I cringe when I read central ideas that sound more like slogans (ex: Ideas revel possibilities), they can be powerful tools in allowing certain units to go into a variety of directions and have their place in a POI.

Sign Post #4: Solution-Focused

I am really inspired by the work of Glenn Hayres, Jen Friske and Lynn Cuccaro with their diligence in writing units of inquiry that are solution-focused in directing a POI to create problem-solvers as students. I love this intention and I think it amplifies agency when we not only bring the world’s problems to the children’s attention but empower them into action. No doom and gloom. We can cope with hope. (Cheesy, I know, but couldn’t resist.)

However, this is a skillful endeavor, and I am still working on developing this skill. But I like a challenge and enjoy giving it a try.

Before you peek at the document, I have another POI that is following this approach. Very much a draft! And the one below that is another POI I created as a warm-up for the Enhancements. It’s an “old” way of thinking about a POI, but I go back to it to steal ideas and reference it to see if this purpose-driven POI is really any different from past ones I have created.

https://docs.google.com/document/d/1mQRFkpM8Z8V2KwRqvnFX294sm5dWY8g7dIkenP0oeck/edit?usp=sharing

 

This is a work in progress, clearly. I still have some “Future Building” to work on. But I am sharing this raw POI skeleton so you can start thinking about how your school can use these features in creating a POI template that is motivated with bigger ambitions than covering content in order to prepare students for MYP. One thing I have yet to do is to collaborate–something that is really necessary with designing a POI. You need lots of perspectives and ideas to tap into the genius and experience of others. Not necessarily with the whole staff, but definitely with the right people, can be exciting and fun.

Looking Back at the Map

Because I believe that our written curriculum is a major contributing factor to the ethos and culture within a school, I feel that a well-articulated POI is foundational for dynamic learning and teaching within a school. When this is fully fleshed out, I will have to filter this POI through that the school’s bigger “Why” and whether it will support our school’s goals. We always have to be challenging our POI. Furthermore, on paper this POI is in theory. When these units are taught, that is the really telling sign and the one that matters–What learning came out of this? What was its impact? We’d have to reflect and modify when necessary.

 

My hope is that your heart is leaping out of your chest with the possibility of how awesome your school can become when you have a written curriculum that is mission-driven and coherent. I wish for all of our schools to ask themselves What’s the Best that Can Happen?

In my mind, silence is accepting the status quo. Please challenge and extend my thinking in the comments below.

 

Future Thinking: Evolving as a Part of Enhancing A #PYP Programme of Inquiry

Future Thinking: Evolving as a Part of Enhancing A #PYP Programme of Inquiry

By | | Comments 1 comment

Not everyone wakes up on a Sunday morning and sketches out ideas for a Programme of Inquiry (POI), but I’ve been reflecting for a while on my experience from last spring when I went to the IB’s headquarters in the Hague to help design sample POIs for the Enhanced PYP initiative (see the Teacher Support Materials that can be accessed in the MyIB section of the main page for those samples in PYP resources). During that time, our teams sat down and began to create POIs that were structurally synergistic, organized so that there was more conceptual coherence and personalized to the uniqueness of that school reality and age group. In the blog post, #PYP: What is a Successful Programme of Inquiry?, I articulated the intention that was foundational in creating those sample POIs, but I’m starting to consider this definition of “success” as my “first thinking” when I consider what it might mean to “enhance” something.

Probably all you English scholars know that the word “enhance” is a transitive verb, meaning that this verb is relational and influential. enhanced pypI find it an interesting word choice by the IB in its re-branding effort. So their call to “enhance” our Primary Years Programme has got me lingering on what it is that we want to elevate in the learning experience.  Visually, “Agency” has now become the symbolic heart of the PYP’s graphic. I think many educators are painting a picture of what that can look like in our classrooms; the blog called IB Educator Voices contains a multitude of examples of teachers pivoting towards an agentic pedagogical approach. Currently, I am enamored with Rick Hanson’s definition of agency from his book, Resilient: How to Grow an Unshakable Core of Calm, Strength and Happiness , which I’d like to share with you:

Agency is the ability to look for ways to cause an effect. It’s a sense of internal freedom when you make something happen.

Hmm…..when I consider that interpretation, my eyes begin to widen its focus upon the outer ring’s message of this enhanced PYP graphic: “Building For the Future”.  Should we not, as PYP educators, be contemplating what sort of future we wish to build? We often undermine our influence of the big picture of how society and culture are developed over time through our educational paradigms. Educators have played a big role in creating the Millennial-generation, and we are helping to create the next generation of global citizens. We shouldn’t take these things lightly, and in fact, I think we should be much more intentional with our power and ability to transform our human experience and life on Earth. We should look for ways to cause an effect….because we have the freedom to make something happen. For example, it seems obvious to me that the intelligent and thoughtful people at the United Nation’s know this, which is why they have created a call to action with the #TeachSDGs movement. Our schools should be seriously considering how we might achieve those 17 goals by 2030, because this is certainly one way to shape our schools’ POIs which is in alignment with the PYP curricular framework and values of the IB.

A Second Thought

As I reflect back to that Hague experience, I feel that this initial approach to considering what it means to “enhance” the design of the POI is still ongoing. If you look carefully at those Sample POIs, you would notice that they don’t really deviate much from each other. Because at the end of the day, whether we were using national curricular standards or the IB’s Scope and Sequence, the challenges with using either the standards-based vs. concept-based curriculum results in more similarities than exceptions when creating the units of inquiries. I think this a testimony to the strength of the PYP framework and transdisciplinary learning with how translatable it is to a variety of educational settings.  However, when I read books like Homo Deus: A Brief History of Tomorrow by Yuval Noah Harari, The Inevitable: Understanding the 12 Technological Forces That Will Shape Our Future by Kevin Kelly and  How to Create a Mind: The Secret of Human Thought Revealed by Ray Kurzweil, I begin to wonder if our current POIs are teaching towards the past or preparing for the imminent reality of our students. Are we, as schools, engaged in future-building, with meaningful and forward-thinking POIs, or clinging onto industrial-age ideas.

I’m not sure how familiar you are with those books, so I’d like to share a quote that persistently plagues me from Homo Deus:

As human fictions are translated into genetic and electronic codes, the intersubject reality will swallow up the objective reality and biology will merge with history. In the 21st century, fiction might thereby become the most potent force on Earth…hence, if we want to understand our future, cracking genomes and crunching numbers is hardly enough. We must also decipher the fictions that make meaning in our world……Fiction isn’t bad. It’s vital. Without commonly accepted stories about money, states or coorporations, no complex human society can function. We can’t play football unless everyone believes in the same made-up rules, and we can’t enjoy the benefits of the markets and courts without simliar make-believe stories. But the stories are just tools. They should not become our goals or our yardsticks. When we forget they are mere fiction, we lose touch with reality.

Yuval Noah Harari, from Home Deus: A Brief History of Tomorrow.

I’ve been marinating in those words for over a year. Curious about what could be the “story” we are telling ourselves now about our future and how we can use it as a “tool”. I know that some feel that the book Future Shock is becoming a self-fulfilling prophecy. But what if we could choose another direction, one in which we meet the disruption that advancing technology will bring with creativity, grace, and intention. I believe wholeheartedly in that possibility, which is why I’ve been working on developing online courses for well-being in the digital age. I feel strongly that we should not resist technology but instead embrace it and use it to promote greater health and improve our relationships. That is the empowering “story” I wish to tell.

And today, I woke up, feeling alive, wanting to create a POI that was bathed in an over-reaching goal of developing well-being because I think that is the “fiction” I’d like to cultivate in the intersubjective (socially agreed upon) future reality of students. Here are the main 6 concepts that I feel need to be unpacked and gone into depth over the course of a student’s PYP experience within our 6 transdisciplinary themes.

  1. Sustainability (Production and Consumption):  because we need to shift from scarcity to ingenuity.
  2. Entrepreneurship: because we need to shift from profit-orientated goals to positive contributions in society.
  3. Computational Thinking: because we have to understand the algorithms of life and how we can co-evolve with exponential machine learning.
  4. Digital Citizenship: because online relationships and media are influencing us and our society. We need to navigate this reality skillfully.
  5. Social Emotional Learning: because attention and emotional awareness is vital to our health and is the new currency in our economy.
  6. Imagination (and Poetry): because creativity is the by-product of imagination, and we need to find more beautiful ways to express it.

I’ve started to create potential POIs that take these main concepts and build them out so that the overall force of the programme is one that develops well-bing: resilience, awareness, positive outlook and generosity. It’s really hard to translate these ideas into words without a fully fleshed out sample POI to show as a model but hopefully, the spirit of this quest has been communicated and I will have something completed soon that I can show as an example.

An Invitation

Now, whether you agree with me or not about what concepts need to be on a future-orientated whole-school POI isn’t the point but I do hope to open up a debate. I know in schools that are moving towards personalized learning culture, very broad and general central ideas are highly valued so that there is a lot of flexibility in the direction of a student’s inquiry. In my own experience, I am grappling with casting such a wide net with central ideas in the curriculum, uncertain if the overall outcome behooves the students and is manageable for teachers. But the purpose of this post is not to incite discussion around central ideas, but instead to provoke a re-examination of “the big picture” of your current school’s POI and reflect upon the future that you want to create through the curriculum.  Especially in schools that have authorized programmes, we need to be really challenging ourselves, moving beyond horizontal and vertical articulation. Perhaps this is my new working definition of the Enhanced PYP. I’m calling it “trans-articulation”. It’s less about ticking boxes and more about growing the future today, evolving consciously and actively within our curriculum approach.

As always, I hope you share your reflections, wonderings and concerns in the comments below.

 

#PYP: What is a Successful Programme of Inquiry?

#PYP: What is a Successful Programme of Inquiry?

By | | Comments 2 comments

This question was recently posed to me and I believe it plagues many curriculum leaders so I am going to address it in this post.

In my opinion, the Written Curriculum is the driving force behind dynamic teaching and learning. So, a successful Programme Of Inquiry has to be viewed through the big picture of the school’s context and the more microscopic lens of the grade level. [bctt tweet=”Teachers engaging and challenging central ideas are vital and we need more single-subject teachers voices to be heard in order to have a more transdisciplinary programme of inquiry.” username=”judyimamudeen”]

However, it’s a process and it’s ongoing. Yet, I’ve tried to summarize some essential practices when determining how close a school is to achieve a “perfect” POI: Coherence and Learning Power. 

Macroscopic: How Do We Develop a Coherent Programme of Inquiry?

Most of the “big stuff” is answered in the PYP document, Developing a transdisciplinary programme of inquiry such as examining the vertical and horizontal alignment of concepts and subject-areas, as well as closely looking at the language of the central ideas so that they are not value-laden and provide for multiple perspectives.   This is the go-to document!

Transdisciplinary-themes

Just a few more thoughts on some minutia for curriculum leaders to consider…

  • The “coverage” of the transdisciplinary theme indicators. For example, looking the Sharing the Planet theme, at what year level are they inquiring into ‘rights and responsibilities”, “the struggle to share finite resources with other people”, “access to equal opportunity”, and “peace and conflict resolution”? By the way, these indicators are NOT in any sequential order so the central ideas that are created around these would reflect the developmental appropriateness of the students.
  • The “coverage” of Key Concepts within a theme. For example, as you look vertically at whole school POI, does your school’s  How the World Works units only examine this theme through the Key Concepts of Form, Function, Causation, Connection, and Change–are you lacking Responsibility or Perspective or Reflection? Cross-check for this. This same examination could also be applied to the Learner Profile and Attitudes.
  • The “coverage” of the subject level strands. For example, what science strands are you missing?–do you have biological sciences, chemical sciences, earth and space sciences, forces and motion and scientific thinking and skills? What about your arts?- what is the balance between creating and responding units? How about “coverage” of social studies?-do you have organizational systems and economics, geography, development and movement of cultures, personal identity, and civic responsibility, and technology and innovation?
  • How does mathematics fit into you POI? Are there opportunities to apply mathematical thinking and skills into the UOI so that it can be naturally embedded and transdisciplinary? What needs to become “stand alone”?–explore data such as standardized testing may help to articulate the needs of your programme.
  • How can we connect dots? What units in the early grades support inquiries in the upper grades. For example, you can’t have an entrepreneurship unit in Grade 3 if they haven’t been exposed to the basic concepts of money and economics in Grade 2 or Grade 1. Or an ecosystem unit in Grade 4 if they haven’t learned about habits and cycles.  What are the prerequisite concepts that students need to explore before doing more active or abstract concepts?
  • Do you need to map the TD Skills/ATLs? You don’t want kids to come to Grade 5 and be in shock when they do their Exhibition. We should be thinking about how to develop research, self-management and communication skills, in particular so that students can become life-long learners.

Microscopic: 6 Questions to determine the Learning Power with Grade Level UOIs

  1. By Whom?-Teacher have excitement and interest: Has teacher friendly central ideas that are broad enough but not too ambiguous so that teachers know how to launch the inquiry and plan provocations.  I personally find that using related concepts in central ideas really help to create focus and address this challenge and is recommended in the Developing a transdisciplinary programme of inquiry guide.
  2. For Whom?-Students need to “Get It”: UOIs should be some “mystery”–students should understand what they are learning about. So it has to have student-friendly language in a Unit Of Inquiry to decrease the “unpacking” of the language of a central idea. The language used in a central idea should develop a deeper understanding of a concept but not be full of so much adult-speak and gobbly-gook that kids can’t access the intention of the learning. The “big words” should be the related concepts that you are exploring.
  3. What?-Go Deep Over Wide: Too much knowledge to develop in a unit of inquiry? Going deep rather than wide is an important feature of a unit. If you have to spend a lot of time “teaching” the unit’s content knowledge, then you either have to disperse the knowledge into weaker units which you can strengthen with building knowledge and skill, or you have to prioritize and streamline.
  4. When?-The Sequence Matters: There are lots of approaches to this, so looking at your school calenadar will help you reflect on when certain units work best. But, my general rule would be to place the easiest conceptual units in the first term and the very hardest unit in the 2nd to the last unit is an important consideration.  (The last unit always gets side-swiped with school-wide benchmarking and celebrations, etc.., so it usually gets cut short hence the suggestion here.)
  5. How?-The Process of Learning Matters: Units that dovetail into one another really help build upon the conceptual understandings of one another and there is a seamless segue of learning. Perhaps units could even be combined because the importance of ideas overlaps and compliment each other. I usually pick a general concept that acts as the uniting theme for a year level. For example, in our current POI revision, Grade 1 units are linked together through the conceptual lens of Relationships:
    • Who We Are:  Our choices and actions as individuals define who we become as a community.
    • How We Express Ourselves: The language we use can communicate messages and develop relationships.
    • How the World Works: Understanding sound and light can transform experience.
    • Sharing the Planet: The cycle of the earth impacts living things.
    • Where We are In Place and Time: Homes reflect cultural influences and local conditions.
    • How We Organize Ourselves: The needs and wants of a community determines how it’s organized                                                             *Hopefully, you can see that there is an intention that the central ideas show a congruence to the year group’s conceptual thread of RELATIONSHIPs in the inquiry.   In this case, I am asking What is the relationship that we are exploring in this theme? 
  7. Why? Student Engagement Matters: The units must be meaningful and create “sparks” of curiosity and student action. If the teacher has to drive the inquiry in order to pull it off, then it has to be scrapped and rewritten. Period. End of discussion.

These are just broad strokes of ideas, but it would wonderful if others could chime in with their suggestions and considerations.

One more thing that I’d like to add is that in schools that have the MYP and DP, I believe we need to extend these conversations beyond our PYP staff and try to develop improved articulation of our school’s programs. Backwards planning from the DP is one way to approach this but I have yet to have this experience.

I’m curious what ideas am I missing here? Can you think of other examples of evaluating the POI that has made it more impactful?

#PYP: 3 Things to Consider when Evaluating a Programme of Inquiry

#PYP: 3 Things to Consider when Evaluating a Programme of Inquiry

By | | Comments 1 comment

The Programme of Inquiry is a living document.

So it’s not a surprise that around this time of year, many PYP coordinators are getting staff to hover around the Programme of Inquiry, taking a critical stance into the what and how we do teaching and learning in the classroom. Often times we thumb through the guide on developing a programme of transdisciplinary learning and wonder if our central ideas meet the criteria, and see if we have horizontal and vertical alignment of the key concepts, learner profile attributes and ATLs.  If a school is really thorough, they will make sure that there aren’t any conceptual gaps, particularly in science and math, and ensure that units of the same flavor aren’t repeating themselves. I find this simple task of deeply examining our POI a vital component of what makes a PYP school unique because, in so many ways, it is an inquiry into Who We Are, as a school, digging into the written curriculum, discussing the breadth and depth of our curriculum. This sort of professional conversation and debate are what creates a dedication to quality learning and ownership into the school culture.

But I think, not many schools really poke or probe their units of inquiry to see if the ideas are even worth inquiring into. They spend more time wordsmithing them instead of challenging the value of them. Investigating the Programme Of Inquiry (POI) with a good measure of curiosity and openness to change can really enable schools to rewrite units so that they are engaging, relevant, challenging and significant (Making the PYP Happen)  to the learners and the context that you find your school in and be innovative with your curriculum.

Here are 3 things that you could consider when looking at units of inquiry:

Why over the What

I’ve seen plenty of Units Of Inquiry (UOI) that read like it is a learning objective or standard from a national curriculum.  quote-it-is-better-to-teach-a-few-things-perfectly-than-many-things-indifferently-and-an-overloaded-andre-maurois-251482Yes, developing content knowledge and skills are really important, but what’s more important is the WHY that knowledge and skill are important. I think we can all agree that if you can google it, it shouldn’t be in a line of inquiry, let alone a central idea.

Schools should be seeking to bring more innovation and inspiration into the learning environment so that students can become more empowered. So the WHY should always be about the kids.

Why would students want to learn this?

Why is learning this important for their future?

Start with Why and the What takes care of itself anyhow.

When

Not all Central Ideas should be taught to all grade levels. Yes, I understand that the rule of thumb is that they should be written in such a way that you could theoretically teach them to any grade level, however, that doesn’t mean that it’s really appropriate for ALL grade levels.

Let me give you an example. I had an early year’s Central Idea from Where We Are In Place and Time that was about personal histories. Let’s be honest, 3-4-year-olds just don’t have a lot of personal history that they can reflect on, plus time is a very abstract concept that doesn’t really develop until they are 7 years old. So, we moved it to 1st grade and it became one of the favorites of that year group since the students had ownership and pride in that inquiry.

Here’s a hint: if a unit is not suitable for an age group, then the teacher has to micro-manage and direct the inquiry in order to “get through the unit”; it’s probably out of their developmental experience and aptitude…or interest! You can choose to rewrite it so it’s more appropriate or transfer it to another year level.

How might we …….

Now every school has their unique context and challenges, but overall we should be having conversations about improving our curriculum about issues that might naturally invoke agency.

For example, last year, our school developed a special Who We Are unit in which every grade did the same Central Idea (Our choices and actions as individuals define who we become as a community.) which included specific lines of inquiry that developed our understanding and appreciation about the local culture and traditions. These lines of inquiry also gave our local staff an opportunity to be more involved in the learning, thus providing more voice for our instructional assistants.

However, thinking ahead for next year, we’ve been inspired by Teaspoons of Change and our conversations may shift into examining and reflecting on how we can promote the UN Global Goals. Personally, I’d love to see that!

Global-Goals

So perhaps you could be wondering how might we incorporate more……..

  • Computer Science and System’s Thinking
  • Financial Literacy
  • Sustainability
  • Design Thinking
  • Entrapreunual skills
  • Equity Issues
  • Nutrition and Fitness
  • Digital Citizenship
  • Artistic behaviors
  • Well-being and social-emotional learning

into the Programme of Inquiry. These ideas are just a smattering of things that could be brought into your written curriculum so that it is challenging, engaging and relevant for your learners.

At the end of the day, we want units of inquiry that inspire our learners and develop student agency-right?! Spending time as a staff having dialogue and debate is not silly nor a waste of time. It’s a wonderful opportunity to have deep professional conversations, and come to an understanding of how we live out, not just the mission and vision of our schools, but also IB’s aim to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

Hopefully when you consider the important questions of Why?, When? and How Might We..., your school’s Programme of Inquiry will come into greater focus.

#PYP The Null Curriculum? Why PYP Schools Need to Examine Science in the Program of Inquiry

#PYP The Null Curriculum? Why PYP Schools Need to Examine Science in the Program of Inquiry

By | | Comments 5 comments

Let me be clear, I am biased. I wholeheartedly agree with the Nobel-Prize winning quantum scientist, Richard Feynman, ” The world looks so different after learning science.”  In my mind, this is the greatest argument for scrutinizing our Programme of Inquiry to ensure that are developing scientific literacy. Scientific inquiry naturally challenges and changes you.

I have been trying to track down the memory of where I first heard a PYP educational leader say that out of our 6 Transdisciplinary Themes, there are some units that should be Social Studies focused (Where We Are in Place and Time and How We Organize Ourselves), another that should be Arts focused (How We Express Ourselves), 2 that are Science focused (How the World Works and Sharing the Planet) and the Who We Are theme can bridge multiple disciplines. Of course, it’s very easy to read the transdisciplinary theme descriptors and arrive at these conclusions, but this whole notion of a theme as the “arts” and the “social studies” unit is incongruent with the whole notion of what IS supposed to transdisciplinary learning. But whenever I look at a school’s Programme of Inquiry (POI), this sort of thinking seems to leave its fingerprints everywhere in their curriculum design. Look at your own POI, right now. I double dog dare you! You’ll see exactly what I am talking about.

I’d like to challenge this discrete packaging of developing knowledge by themes. Furthermore, I’d like to use this term, the Null Curriculum, ironically, to explore what it means to our POI.

The Null Curriculum: the options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not part of their intellectual repertoire. -Elliot Eisner-

For those who don’t know, Elliot Eisner, a curriculum thought leader and art education advocate, coined this term null curriculum, in which he often stated that art appreciation is an important and often neglected aspect of our school’s implicit curriculum. However, this term is transferable to other subject matter. When we relegate science and its thinking skills to only a couple of TD themes, we are minimalizing its importance, making it null; especially since it is not a “special” (visual art, music/performing arts, additional languages and PE) that IB schools offer a couple times a week. Therefore, Science, as a subject, only gets to be spotlighted and explored for 6-12 weeks a year, for maybe 3 hours a week during the time in which we are not teaching math, literacy or the special subjects.

Did you just do the math? 36 hours or 3 days of Science learning a year. Ouch. That’s not a lot dedicated time to an area of learning that we know is emerging as a necessary element of our students’ lives. We know that technology is changing the dynamics of our society and STEM (Science, Technology, and Math) is becoming a focal point for innovation in many schools (which many schools have expanded STEM to STEAM to include art as an essential component) So shouldn’t we be examining our POIs to make sure we are in synch with emerging trends and provide a balanced curriculum?

Here’s what troubles me the most, science, in my mind is the binding agent of all the other disciplines. It is an inherently transdisciplinary inquiry. That’s because science explores the “magic” that remains invisible until we apply scientific habits of thinking. It starts off with What Does It All Mean, Man?-sort of thinking; our curiosity and our imagination are naturally provoked and we are driven to make discoveries which only lead to further questions and a revealing of new possibilities. Science, in my mind, is a big game of What If? which can be applied to all manner of subjects and cultivate deeper thinking. 

Anytime teachers think differently about (1).png

When the Arts and Science Get Married: Changing How the World Works to How We Express Ourselves 

I’d like to pull out some central ideas and challenge how you can put more science into other themes.  How We Express Ourselves is probably not the first one you would have picked so I’d like to start there.  Here’s the overview of the theme.

How We Express Ourselves: an inquiry into…the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Now, I’m going to hit close to home and share the How the World Works unit that we did with our 1st graders:

Understanding sound and light can transform experience.

Put this central idea in that theme descriptor above. Think about how students could have applied their knowledge of light and sound if we had inquired through this theme.  We could have developed perspective-taking and thinking about an audience. We could have explored acoustics and how light enhances a performance. We could have used design thinking. It would have been messy learning. We, students and teachers, included, would have gone into the learning pit, and we would have had fun, we would have been challenged. It would have an impact and lasting memory on all of us. It would have been exhilarating and excruciating at the same time. Really the only constraints of this collaboration would be the depth of our lines of inquiry.

What about this central idea from another school’s  How the World Works Unit?

Materials can be categorized, manipulated and changed.

The same sort of collaboration would have been possible.  If we extended the central to include more concepts, I think there would be a richer learning experience. For example:

Materials can be categorized, manipulated and changed for a purpose.

Materials can be categorized, manipulated and changed for communicating a message. 

The second central idea makes me wonder how we might explore art curation or how manufacturers and designers consider the impact of plastic on our world. What about  Addis shoes made out of plastic?-Can you think of how you can teach students material science and apply it to innovation, making treasure out of trash? We just did this concept of transformation with musical instruments to make a sound garden at our school. (This unplanned collaboration came out of a Sharing the Planet unit) This is only one idea of a hundred possibilities. I’m not even scratching the surface. What ideas float up in your mind?

Here’s another central idea:

People are inspired to create by observing the natural world. 

If you pull out a piece of paper and start mind mapping the possibilities of this central idea, it would be hard to write only 3 lines of inquiry for it. My mind goes to weather, jumps to landforms, then airplane design or bridge building then wonders how we could capture movement and change in our drawings or dancing. I think about culture, whether it is folktale creation stories or costumes.  There all sorts of connections that can be made. I am only limited by my imagination.

I’d like to share one more thought about the marriage of art and science in our curriculum. Have a think about what Eisner is postulating:

eeisner
From Reimagining Schools: The Selected Works of Elliot W. Eisner

Did you read that last line? Connoisseurs of…the world. When you marry science to all the other areas of learning, you get all sorts of delightful experiences. You apply skills. You apply knowledge. So stop thinking that How We Express Ourselves is the Arts unit! It goes beyond those boundaries of that discipline, from passive to active learning, when you combine it with science.

I’m going to revisit this idea of putting science into other themes.  I just really want to challenge this notion of what disciplines are emphasized during a unit of inquiry. I want us PYP educators to really be true to the transdisciplinary nature of our framework’s design–not because we are blindly following Making the PYP Happen, but because the future world in which our students will live demand that they can transfer knowledge and skills between disciplines. Technology is blurring the lines between subject areas and we need to prepare students for the shifting nature of what we will call “progress”.

Perhaps you have any other thoughts that you would like to add to this discussion of curriculum. Please share! It helps all of us grow!

Like Minded? Let's Stay Connected!

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 1,304 other subscribers

Verified by MonsterInsights
Verified by MonsterInsights