Tag: goal setting

New Year? New You? : “Unlearning” Mindset

New Year? New You? : “Unlearning” Mindset

We barely have our toes over the threshold of 2025, and how many of us have already begun to falter with our New Year’s resolution, if we even made one altogether? These collective moments of reflection are really important, but maybe setting goals with defined outcomes is losing their appeal. Perhaps aspirations are more fulfilled when setting intentions about who we want to become and are more potent than goals of what we want to achieve.

So, in our recent collaborative team meeting, I asked my teachers, ‘what do you want to be “more of” and “less of”,’ an approach that I felt was gentler when considering how we might evolve for this calendar year. Since this is such a vulnerable question, I started with my own example:

I want to be more curious, open-minded, comfortable lingering in ambiguity, and less quick to judge and be certain. 

I want to live my life as a question mark, not as a period. 

I shared that as my intention because I’m still pondering the changes that need to be considered from my Not Mincing Words blog. I can’t be the change I wish to see in the world if I am unwilling to change myself. Change begins with me. 

Here’s the thing…..I have to unlearn quite a bit.

I have a lot of “habit energy” of a paradigm that is starting to crumble as we wade into the waters of a VACU world. 

I don’t want to be the person who has all the answers, but instead, consider that there are possibilities out there that haven’t even been imagined yet. I want to be skeptical about our economic structures and power paradigms and contemplate that there is more to life than this hamster wheel that we seem to all be on. But more importantly, I want to create an “unlearning” mindset, which involves a conscious effort to challenge and change deeply ingrained thought patterns.

As an “unlearner”, I embrace And/Both Thinking and don’t allow the cement to dry on opinions or solutions but admit and, more importantly, encourage that there are other approaches or ways of being that might exist.  It compels me to sharpen my self-awareness skills and ask myself:

  • When have I felt resistance to new information or methods? What does this resistance tell me about what I might need to unlearn?
  • Why do I think/feel this way?
  • Is this belief based on facts or assumptions?
  • Are there beliefs I hold that might be limiting the potential for innovation in our collaborative work?
  • How often do I engage with people or sources of information that challenge my current views?
  • What life lessons have I learned that I now see might not serve me well anymore? How can I actively engage in the process of unlearning these lessons to embrace new ones?

There are more ways to inquire into challenging my status quo, but these questions are helping me examine patterns and beliefs. I’m particularly interested when I am resistant to something. I think this discomfort can be an alarm bell and an opportunity for  new “habit energy” to take shape with the ability to respond with 

  • “Yes, and….”.
  • “How might we…”
  • “What if”

Unlearning, to me, is not about forgetting what I know but about questioning it, reshaping it, and sometimes, letting go of it to make room for new insights. It’s about recognizing that the world we live in is dynamic, and my understanding must be too.  And who knows, maybe this time next year, I might look in the mirror and honestly see staring back at me a person who is the change we need in the world. 

The clock is ticking, and the page has turned. What will you write on this fresh canvas of time? Make this the year of transformation.

So what do you want to be “more of”, “less of”?

I invite you to consider as you move into this “new year,” not just focus on the rituals of traditional goal setting. Let this “new year” really bring about a “new YOU.” Embrace the process of becoming—of evolving into better versions of ourselves, into question-askers, possibility-seekers, and change-makers.

Happy “New You”!

Creating Machines or Mathematicians? How Might We Use the Learner Profile as a Math Planning guide in the #PYP

Creating Machines or Mathematicians? How Might We Use the Learner Profile as a Math Planning guide in the #PYP

How would you finish this sentence? Math is…..

  • practical, a part of every day life
  • happening all around me.
  • fascinating
  • a language
  • a mindset
  • an opportunity to build relationships
  • a form of creative expression

These are just a few of the ideas that pop into my head as I reflect on what Math means to me. But I wouldn’t say that I felt that way all my life. There was a time when I wouldn’t answered it as boring or hard. It really wasn’t until I studied Calculus that I realized that the journey to getting an answer was actually where “math” happened. The solution wasn’t as rewarding as the struggle. And puzzling over a challenge can be fun. 

But no one has to wait until high school or college to experience joy when doing math. I feel strongly that we have an obligation to use our PYP framework to intentionally develop mathematcians. Lately I have been thinking, reading and reflecting on how to support New-to-the-PYP teachers in shifting their practices. More than I care to admit, I’ve heard these fledgling PYP teachers retort, “It’s okay to ‘do the PYP’ for Unit of Inquiry time but for literacy and math? Nah?!”

I fight to keep a straight face when I hear them say things like that, while inside my heart goes

The PYP isn’t some jargon-filled, philosophical mumbo-jumbo, it’s designed on best practices. I know that the framework is a lot to take in for newbies, and, as a PYP coordinator, I must be patient. They are learners. And I am a learner too….and sometimes I am learning how to get teachers to not only “drink the kool-aide” before they can serve it to others. 

But I digress…..

Examining the research and approaches to rich math learning experiences, it’s obvious to me that our PYP standards and practices are grounded in not only what is joyful but what is powerful in math learning. Take a look at this chart–doesn’t it just scream our Approaches to Learning?! 

From the book, Everything You Need for Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K–12

I love how this chart clearly articulates what competant mathematics do and how teachers can create the culture and opportunites for engaging in learning to solve problems through math. For teachers who struggle without a textbook or scripted curriculum, transforming their practice takes a lot of support and compassion. I think we all can acknowledge that most teachers who fear to stray off the pacing guide or curriculum resource is really just trying to do their best to ensure that students get the knowledge and skills they need to succeed. They are not trying to be defiant or stubborn, they are just don’t feel competant enough in their own decision-making abilities to support learners. To call them robots or machines because they can’t teach without a script would be cruel. Chances are they never had an authentic experience in which they embodied the spirt and curiousity of a true mathematician. Whether you are in leadership or just a peer, we have a duty to encourage them to take baby steps and take risks. 

The Learner Profile isnt just for the Students

Since we are in the throes of our IB Review Cycle, I’ve been reflecting on the new standards and practices. In particular, I’ve been thinking about the Learning standard practice:

Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)

Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation. (0403-04-0100)

Approaches to teaching 4.2: Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning. (0403-04-0200)

The “PYP” isn’t something we do during our Unit of Inquiry time, it’s how we approach EVERY aspect of learning content to ensure a holistic and coherent learning experience for students. Moreover, it’s not something that the students do. EVERYONE DOES it!! Teachers promote….a positive and dynamic learning community. To think that teachers work outside of the jargon is to miss the point. We provide students with an everyday example of living the Learner Profile. But do we use it when we are reflecting on our planning?

As a PYP practicioner, do you ever ask yourself…..

How am I using the Approaches to Learning (Atls) to do math?

Who are the students becoming as I create opportunities to develop the Learner Profile in the context of solving problems using math?

Those questions need to be asked on a daily basis, as an individual teacher and within our teaching teams. When we live and breathe the values and philosophy, it’s easy to communicate it to other members in our learning community. 

Since I am working on supporting teachers who still learning how to shift their mindset and approach to designing learning experiences through the lens of the PYP, I’ve been thinking about how I might try to kill 2 birds with one stone:

#1: Elevate the implementation of our IB Standards and Practices

#2: Use the Learner Profile as a filter/checklist as we plan.

After a lesson, we might reflect, how did I create…

Risk-taking today?

Open-mindedness today?

Thinkers today?

Communicators today? 

etc…

Circling back to the “baby steps” a novice PYP practicioner might take could include embracing one or more of our Learner Profiles as we approach planning math, whether it is a stand-alone unit or transdisciplanary.  For example, perhaps they want to set a goal and become more of an INQUIRER in their math practices. I can help them then paint a picture and start to describe what kind of evidence they might see, hear or feel in the classroom environment to demonstrate that they are achieving this professional goal. Moreover, when I come into the classroom and see the teacher honoring the kids questions about math on a Wonder Wall, I need to acknowledge and provide accolades for their effort to shift their practice. Change isn’t easy and becoming a competant PYP teacher requires intention and a desire to be a creative educator. And, at the end of the day, I want them to experience the joy of engaging in math, not as a machine, but as a real mathematician–even if they have to live vicariously through the students.

I’m curious, can you think of other ways might we help support the development of PYP teachers through explicitly developing who we are as educators through naming and noticing the Learner Profile?  Please share in the comments below! 

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