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

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.

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.