The “How?” of the PYP Exhibition at ISHCMC

Our PYP Exhibition will be conducted under the trans-disciplinary theme of “Where we are in place and time”. This decision was made as the Exhibition is such a pivotal time in the lives of these students, a turning or tipping point, and so it offers a great chance for them to consider where they have been and where they may be heading next. To consider their own personal histories, and futures. Giving them such a personal starting point, as in all inquiry, is the most powerful way to allow students to build on their knowledge and experiences.

The next step was to consider how we can set things up so that we do, indeed, provide students with such an experience. The key factor in this is the central idea. Having a powerful, yet open-ended, central idea is crucial for any unit of inquiry… but even more important for the PYP Exhibition. The central idea should offer the chance for all students to exceed their own expectations.

Our students will work towards a collaborative understanding of one central idea. Writing central ideas is not something these students have experienced before, so expecting them to do it now would be both forced and artificial, as well as time-consuming. During their planning retreat, the Grade 5 Team wrote the following central idea:

“Being retrospective and introspective empowers me to act on what matters.”

Some of the thoughts we grappled over with this were:

  • The words “retrospective” and “introspective” are difficult words. Despite these concerns, we felt that using advanced words does honour students and their ability to work with new vocabulary and concepts. We exhausted all other alternatives as they just seemed simplistic or patronizing by comparison!
  • Empowerment has been a common theme throughout our discussions since the start of the year and has cropped up in our Exhibition mission and in the central idea. The whole team feels strongly that PYP Exhibitions should be all about the empowerment of students – setting things up for them to be their best – and not, as is often the case, the disempowerment of students as they are forced to jump thr0ugh a series of hoops.
  • The use of “me” rather than “us” or “people”. In our recent IB Evaluation visit, we were criticized for the use of pronouns like “we” and “us” in central ideas. However, in our experience, the use of such pronouns gives units of inquiry a personal feeling and starting point and is, therefore, very powerful. So, we have gone one step further with the central idea for the PYP Exhibition and used the word “me” in the central idea! We feel this will give license to our students work very independently.
  • The idea of what matters comes from two sources – the Stanford University MBA admissions exam, and Angela Maiers’ “You Matter” movement. http://www.angelamaiers.com/2012/01/the-you-matter-manifesto.html. We want our students to believe that they matter, and we also want them to have the chance to consider – in depth – what matters to them.

Amazing how much meaning can be contained in the words of a central idea, isn’t it? Which is why it is so important for all teaching teams to get those words right. We owe it to our students.

Learning in the Real World

Globalization Focus GroupGlobalization Focus GroupGlobalization Focus GroupGlobalization Focus GroupGlobalization Focus GroupGlobalization Focus Group
Globalization Focus GroupGlobalization Focus GroupGlobalization Focus GroupGlobalization Focus GroupSchool visible thinking experience G4 walk 007

Learning in the Real World, a set on Flickr.

Taking the Grade 4 students for a walk around the neighbourhood, as always, turned out to be a remarkably simple yet incredibly powerful experience for us all.

With enough adults to be able to split the class into small groups of three and four, it was possible to go in different directions and focus on different aspects of life as we walked around. Students need to learn the “art of looking” and really benefit from being given a specific lens to look through when doing something like this. My group had selected the lens of “globalization” as their focus. Naturally, they found it hard to “see” globalization and that is where the role of the adult/teacher becomes so important. As we walked, I was able to help them see the evidence of globalization, such as Coca Cola signs and bottles, the rubbish caused by the packaging of multinational companies, Japanese cars and motorbikes, international construction companies and so on.

By the end of the walk, because the students had the chance to actually look for, and see, the evidence of globalization, their understanding of such a complex concept was much more advanced than it would have been if they were simply researching it on Google!

It is so important to give our students these experiences. The learning experiences they have just from something so simple are powerful on many different levels, as long as we, as their teachers, are aware of how multi-faceted learning actually is. I will list here just a few aspects of the learning I saw:

  • Increased conceptual understanding of globalization
  • Increased awareness of where they live
  • Increased ability to look for details and notice things
  • Increased curiosity about life
  • Increased ability to make connections to prior knowledge
  • Increased confidence about being out on the streets
  • Increased willingness and ability to speak to people
  • Increased understanding of how to ask questions
  • Increased understanding of how to take a good photo
  • Increased understanding of the etiquette of photographing people
  • Increased understanding of how to take notes
  • Increased resilience when walking in the heat

So, are you taking your students out and about soon?

Looking for the Cultures of Thinking in our school

Cultures of Thinking

 

Over the last two days, I spent some time in Grade 1 and walked away with a strong sense of the importance of these two principles of the “Cultures of Thinking Project”.

  • In Monwei’s classroom, I really did get the feeling that the “classroom is a curriculum in itself” (I love that idea!). Students clearly feel very relaxed and at home in their classroom. But, beyond that, there is also a very strong and palpable sense that it is a place of purposeful learning. Students move thoughtfully and carefully around the room and preserve a sense of calm. Students have a variety of options available to them so they can make independent decisions about their learning – in my time in her classroom, I was not asked “what do I do next?” once, and neither did I hear that dreaded line… “I’m done, now what do I do?”. Students who had completed the tasks Monwei and I were working on with them just simply moved on to something else.
  • Robert, Ms. Ha and I began to make thinking visible as the students collected their knowledge about the food they eat. We interviewed the students as they were working and tried to find out how far their knowledge went tin terms of where food comes from, how it gets to us and where it (and its packaging) goes when we are finished with it. All of the student’s knowledge and thinking went on to the wall as we were working, showing the students that their thoughts are valuable and also making sure we, the teachers, are able to refer to it so we can figure out where to take them next.

These two principles are incredibly important and powerful. Students need to be immersed in a culture of learning, and they also need to be immersed in their own thinking.

 

Tuning in to Grade One

 

To find out what students already know or think about themselves as consumers, we are asking them to consider what they eat, buy and use.

We kicked this off by asking them what they had eaten for breakfast this morning, and dinner last night. Each student has loads of blank tags with their photo on for use at times like this:

Then, we started to interview them as they were working, scribing our conversations exactly. We asked questions like:

  • Where does that come from?
  • What is that made of?
  • How we get that to our homes?
  • Where does that go when we’re finished with it?

BZfJ6JxCUAAsRBF

 

Sometimes, like the example just above, it is best to represent the student’s thinking visually, helping them start to see these things as “processes” or, as in this case, a “cycle”

Getting the thinking from the students in a simple way, displaying it, scribing conversations, honouring their words and thoughts and capturing it all so it can constantly be referred to, expanded upon and developed is a very exciting process. It will guide students towards and though inquiry. Their prior knowledge, the gaps in their knowledge and their misconceptions are quickly revealed, showing teachers the next steps that each student needs to be guided through in order to develop their knowledge and develop a deeper understanding of themselves as consumers.

Strategies like these are most effective when students can be independent – accessing materials easily, not worrying about spelling, moving on to something else when they are ready. This independence means that teachers can focus on one student without interruption or distraction.

For the full Storify showing the process of these sessions, click here

Getting out of the room!

I found students from Ms. Rupal Joshi’s class working on their spelling in different locations around the school. Not too far from their classroom, but far enough for it to feel like a change!

“I trust them” said Rupal.

Many of us forget what a profound effect changing things up a bit can have on students. To us, as adults, it may not seem like a big deal. But, to students, getting out of the classroom and being given the chance to work in different spots around the school can feel like a very big deal. Give it  a try!