Tag: problem-based learning

#IMMOOC Wondering about “Shock vs. Awe”

#IMMOOC Wondering about “Shock vs. Awe”

In our last planning retreat, we spent a lot of time discussing provocations so that students would develop a genuine appreciation and care for the blessed planet we live on instead of retreating indoors to their “screens” and engaging in a “virtual reality” that our digital lives seem to provide.  We pondered what was more important–to begin our Sharing the Planet unit enveloped in “shock” or in “awe” of different environments found on Earth. For example, do we show them all the ways in which human progress is devastating our ecosystems, destroying animal habitats and polluting our drinking water supplies-the shock? Or do we go out into nature, listen to birds and find “the cheap showiness of nature” that surrounds us every day?  Of course, it is debatable if just taking kids into nature will cultivate “awe”; is it a natural instinct or are this attitudes of wonderment and pleasant surprise something that we learn socially and is imbued by our cultures?  (Perhaps right now, you might be deliberating this idea as well. I know this idea will be a subtext in our reflections of this unit.)

Recently, in our Innovator’s Mindset’s Flipgrid, Becky McDowell related her experience with creating a culture of problem finders and problem solvers. A little light bulb went off in my head and made me consider this unit whose central idea is:

Our actions can make a difference to the environment we share.

Thinking about what Becky said, I felt it was important to evaluate whether or not students actually saw the problems with our actions and choices as humans. Through our pre-assessment and initial tuning in provocations, it became clear that students had a lot of “book knowledge” of the relationships that animals and plants have in the environment, but made little to no connection to how we contribute to the pollution that spoils life on earth. They literally did NOT see it. You can’t imagine the pangs in our chests when the students were indifferent. If they cannot FIND the problem, they cannot SOLVE the problem. This has become so problematic and disheartening, to say the least.

I always say that “if I do all the work, I do all the learning”. This is actually a reminder for me to stay aware that I need to make sure I don’t steal the children’s learning just by telling them information or how to do something. But there is something about the word “teacher” that implies a transfer of knowledge and skill, and the lack of student action has really made me question the very foundation of my “best practice”–how am I missing the mark with this unit,  a unit that seems more and more critical for our future generation to understand and act upon if there is to be any quality of life on our planet? We have applied every principle of SUCCESs to create “stickiness” of our central idea and yet, as we go into our final week, I keep wondering what we could have done differently.  We’ve done a wonderful job, I feel, of finding a balance between “shock” and “awe” in our unit, but the fruits of our effort have yet to be revealed. The jury is still out on this case.

As we go into the final week of our unit, I look forward to seeing how this unit might still come together. Children are always full of surprises, so I can’t do anything beyond anticipate that they will make connections, even if those connections might be different than I expected. I hope that, although I have been going through a bit of “shock” when it comes to their conceptual understandings, perhaps this unit will reveal the “awe” in how their thinking has changed and been developed.

 

How to Spell Transdisciplanary Learning in the Early Years

How to Spell Transdisciplanary Learning in the Early Years

 

Seriously, how long will I have to write transdisciplanary before my spell check program acknowledges that it’s a real word. No matter how many times I ask it to “add it to the dictionary”, it still gives me the red line.  Doesn’t my computer know I am a PYP teacher. What nerve, I tell you! lol

As any Early Years teacher knows, there can be a fine line between topic and concept.

Look at my next unit:

People can help our communities by working in different ways.

  • People play different roles in a community. (responsibility)
  • How helpers impact a community. (connection)
  • How tools help people to do their jobs. (function)

What comes to your mind?–Community Helpers, right? –A bunch of lovely centers/corners. We can have police, fire fighters, nurses, doctors, construction workers, etc…..Lots of role play- Fun Early Years unit, right?

Not to me. I find this unit a challenge because now I am asking myself how can I steer this inquiry away from being a topic to developing those concepts of our roles and responsibilities in a community. I’m thinking about what approaches  I can use to embed multiple disciplines so that students can explore and create in contexts that are authentic for them. Preschool STEAM– Of course!

STEAM, in case you don’t know is an acronym that stands for:

S. cience

T. echnology

E.ngineering

A.rt

M. ath

Aha, I can hear you say how can ” doing nifty projects” make it transdisciplanary? Fair retort. Point taken. So I’ve decided to up the ante and instead of centers or corners during this unit, we will have PROBLEMS In the beginning, I will have to provide them through literature links and set up these provocations with my main teacher question: HOW COULD SOMEONE IN THE COMMUNITY HELP HIM/HER? Later, however, I expect students to generate them.

As I am in the planning stages of this unit, I will have to report back with our progress, but my head is spinning with so many ideas. I can’t wait to see what the students come up with!

 

 

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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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