Reimagining our Early Years program

This year at BHA we have several professional learning communities operating in unison. I'd like to touch on one of those in this post. The team of five teachers in the kindergarten, plus any other teachers interested in learning about the early years, are currently in the beginning stages of redeveloping their approach to teaching and learning. They're working through the valuable and collaborative process of developing a shared image of child. I was lucky enough to be able to be part of a group that went through a similar process in my previous school and found the conversations both challenging and rewarding.

So far this group has examined their own personal opinions and ideas about children. They were asked to share what they thought a child was and these responses were collated and discussed. Teachers were given the opportunity to highlight which elements of everyone's statements they agreed with and which parts they still had questions or other wonderings about. This required further discussion to unpack and will be useful to re-visit later in the year once everyone has had the opportunity to reflect on their own and others' ideas.

This graphic was created to help make visible the key words about image of child that the group valued as a collective.

The session today was spent looking at these words and talking about what they meant. There were some comments about similarities between words, about which words were by-products of our images, and which words were useful to help support the creation of our image.

The next steps for this group will be to narrow down the words to a smaller selection - we're thinking between 5 and 10 - that truly sum up our thoughts about our image of child. From this list they will map out what it is that they believe they should be doing in order to foster the growth of this image of child in their classrooms (and across the school).

It promises to be an exciting year for this group of teachers (along with the rest of the faculty of course!). We're lucky to be hosting a regional IB conference in November and all of these teachers will have the opportunity to attend workshops that will help grow their understanding of a play-based curriculum. We'll also be looking to connect with like-minded schools in order to share ideas, practices and strategies. I'm very much looking forward to being part of this process.

How not to be ignorant about the world

I had the pleasure of seeing Hans Rosling some years ago at a conference that I attended. His engaging presentation style matched the thoughtful information that he shared. I found this talk to also be interesting.

The 10 most important skills in 2020

This caught my attention today - an interesting summary. I'm currently in the middle of a MOOC about the assessment of 21st century skills and there's a lot of cross-over. One that particularly interested me was transdisciplinary - the ability to recognise connections and understand concepts across multiple disciplines. Despite this skill being repeatedly raised there are still very little school curricula that teach in this way. The PYP is one (although this method changes in the MYP and DP programs) but even if a curriculum framework favours this style of teaching it still takes a highly skilled teacher to implement it effectively. There are many PYP classrooms that still teach in a very segregated, discipline-based structure.

Source: Top10OnlineColleges.org

Opportunity and expectation

I thought I might post a couple of videos that have recently been doing the rounds o the web. Working at an all-girls school, with a focus on empowering girls and women, plus having two daughters of my own, these really struck a chord with me.

I've been thinking a lot about women's empowerment over the past few weeks. Its one of our school-wide goals for next year and we'll be discussing it with the senior leadership team when I return to work in August. At this stage I'm working with two words: opportunity and expectation. 

It's part of our role as educators to ensure that our students are exposed to opportunities that they may not have discovered on their own. These opportunities could be in specific subject fields such as science, language or maths, or in other areas such as leadership. Opportunity is not enough, however. We need to hold high expectations of our students and they need to hold high expectations of themselves. Hattie reports that self-reported grades - the teacher finding out the student's expectations and pushing them to exceed these expectations - have the greatest influence on student achievement. Once a learner has performed at a level that is beyond their own expectations, she gains confidence in her learning ability.

I'd love to hear other people's thoughts on the empowerment of women - leave a comment if you want to be part of the conversation.

Why inquiry isn't cyclical

I just watched a fabulous video that summarises a lot of key ideas about inquiry. Although this is specific to scientific inquiry, I think the lessons are transferable to all other areas of inquiry.

What I like most about this video is the analogy of the cycle of inquiry being similar to a game of pinball. You do not progress through an inquiry in a linear manner. Instead you revisit, revise and retest ideas, questions and theories. The visual design of many inquiry cycles has lead to these sorts of questions being posted in social media forums:

 

In fact, last year Kath blogged about her own inquiry cycle in order to bust some myths relating to it.
 

The visual produced in the video includes some nice animation that hasn't been captured on the screen shot. Essentially its the grey arrows that play such a big role in this model. They rotate back and forth, in and out of the green circle. It aides to highlight the notion that when we inquire into something we're continually gathering and interpreting data, analysing outcomes, gathering feedback, exploring and discovering.
 

Perhaps the title of this post is a little misleading. There is still a cyclical process involved with inquiry, but it is important for us to remember that no inquiry (or writing) cycle was designed to be a linear, hierarchical process. It's messy, unpredictable and continuous. Check out the video for a more detailed explanation and some links to further reading.