The #EnhancedPYP Planner: Who Gets to Plan the Learning?

They say that life begins at the end of your comfort zone. This couldn’t be truer when we consider the full impact of bringing the Primary Years Programme (PYP) enhancements on board. Making AGENCY front and center of what we do is a major paradigm shift, and if you don’t think so, then your school is either on the cutting edge or so far from the edge that the thought of empowering intelligent children with the capacity to self-direct their learning is downright heresy. Most of our schools fall somewhere in between–in our hearts, we want this, but in our heads, we aren’t sure how to make it happen.

Recently we got together in Sao Paulo to discuss how the Primary Years Programme Enhancements were rolling out in our schools. So much to talk about…so little time. But planning was a topic that we kept coming back to. There are quite a few schools that are developing their own planners, and their teams had a lot of discussion about, not only what elements need to be on the planner, but also where they wanted to begin their focus on the planner.  Here are some of the ideas that were shared that were Must-Haves and potential starting points of “The Planner”:

Reflection: Where are we now and where do we want to go?

Learning Goals: The purpose and conceptual focus of learning.

Language: Using the language of the PYP and developing academic language in meaningful ways.

Students: Their passions, interests, and resources that they can bring to the unit.

Assessment: Co-constructing success criteria and developing a continuum using solo taxonomy.

Tools and resources: The people, places, and tech that can be used to invigorate and engage learners.

Approaches to Learning: Ways in which student-initiated learning and agency can be nurtured.

Through these conversations, my mind wandered back to a blog post that I saw a few years ago: “We’re Going On An Expedition” and I keep wondering how we might make learning more like a journey for all students–not just during the PYP Exhibition–but for all grade levels. Moreover, asking the students who they want to become (Learner Profile Alert) as a result of their experiences this year and how teachers could be their guide through this journey. What if THAT was our starting point for planning?

Also, if I think about “The Planner” like the map of this journey, then I am wondering how we might open up the planning of a unit to the students themselves. Instead of “The Planner” being a teacher-directed document, what if we had our official “Planner” for student-created which became the basis of the inquiry?  We flip the responsibility of this document so that students got to direct the learning. Hmmm….How might we structure the document in order for students to authentically co-plan with us teachers? I think THIS is the type of PYP planner that I want to create with my team. But what teacher team is so courageous to do this?

Now as someone who has co-constructed units of inquiry with students, I can attest that this made me uncomfortable. These kids don’t know about THE STANDARDS, so it’s not what guides them when we co-construct units. They think about what THEY want to learn, not what some educational body has mandated for them and outlined in THE STANDARDS. So I wonder how we can have true AGENCY if we are the ones telling them what they should know and when they should know it?

In my mind, Who gets to plan the learning? seems like the foundational question to ask when we develop new planning documents. Because if we, as teachers (bless us), get to plan the learning then I think we are the ones who “own” the unit. And if we define Agency as Voice, Choice, and Ownership, then clearly it will be a challenge for students to really take authentic action.

I’m am thinking about how we can use our Exhibition documents as the basis of creating an Enhanced PYP Planner, but I’m afraid that I have more questions than answers in how to approach this. However, the pursuit of these answers is something that I want to explore in earnest.  The process of this Enhanced PYP Planner will be a journey unto itself, but I am willing to engage in going deeper into how we create genuine student plans for THEIR learning rather than documenting OUR teacher plans.

I’m curious if anyone else has embarked in this direction or would be keen to go what has-been into what-could-be? What approach would you take?