My Teacher Inquiry Goal this year is to provide an increase of student ownership in our
classroom. I mention ‘our’ because at our school we teach in teams of 2 (3 if you include our release teacher). At the moment I would describe our learning programme as…
‘Using individual learning pathways through a process of guided goal setting. We co-construct our learning goals and help students select goals that lead to a flipped learning / workshop based programme within an inquiry context.’
Wow. It sounds like a mouth-full so to break down the teacher jargon we simply;
- Use our curriculum to help the students set their goals
- They use these goals to select their workshops
- They can learn before, during and after these workshops at their own pace and time
- The learning they are doing always helps them gain the skills and understands to move ahead with our overall inquiry.
If this sounds like a lot of hard work and with the potential for chaos…then YES! I have to admit that at times my finely tuned ‘teacher chaos radar’ is pinging off bright flashing lights. BUT, the benefits we are seeing in engagement, achievement, motivation and learning dispositions (the ability to learn and take ownership over learning) is huge.
However, one of the reflections I am making from watching what is happening, and talking with the students, is how to help guide the students to be making the best decisions for their learning in a way that both gives structure and support to those that need it, as well as giving the opportunity for those increased ‘agency’ for those who are ready. Basically, how do I give ‘just the right amount of cage’ for each learner? We are very good, or better, at differentiating the learning for our students but what about differentiation in terms of the guidance and structure we put in place to help the learning happen.
This term we have added some management structures which to help students do just that. Our question was, ‘What can we do to help the students be in the right place at the right time and go where they need to go to access the learning that is right for them?’
Here are 3 things we have set up with some thoughts on their effectiveness so far.
1. Student Calendars and Timetables.
Since last term we have create a class timetable on a Google Calendar and embedded that into our Ultranet Class Page. The embedding aspect has some teething problems by-passing our domain restrictions (it reads ‘busy’) but we also have it showing on a wide screen TV on the wall. Teachers and students can see what is coming up next, especially the workshops that are happening next door and it even has a function as a planning sharing tool for release teachers who access the workshop notes through the event details.
This week we’ve started giving each student a paper timetable that we record their workshops on and it also includes an overall picture of events and changes that happen in a lively, colourful school. It’s early days with this one but the majority are learning a lot about self management and reading tables and have even started colour coding the learning areas and what they’re working on.
There is increased accountability with this timetable as well because we can quickly see if they have booked themselves in for 2 maths and reading workshops. Thanks to @fuse11 and the team of teachers at Russel St School in Palmerston North for this idea.
2. Workshop Selection Tables
We’ve made a Google doc for each set of workshops for the week. There is a designated ‘Mother Ship’ imac we have set up to a large screen where the students can move their names from one workshop to the next. The names are an image from comiclife and they are easy to move withon the table – no deleting and typing, just click and drag.
It’s been a great way to keep a record of who has attended which workshop and the students check in on the screen often.
3. Ako Hubs
This was an idea we borrowed from @msbeenz and her classroom. It’s a buddy system that gives each learner someone to ask, question and help make great learning decisions. We start our day in these hubs and often throughout the day. They change their hubs each week and have different people to work with often.
We started working in hubs of threes but with the number of students in our room we found it easier to move to pairs. This has lessoned the likely hood that one of the students were left out of the conversation, too. We’re finding this a great accountability tool where one student will quickly let us know that their Ako buddy has not picked a maths workshop, or has lost their timetable. We’re also really pleased with the modeling that is going on from the student’s with high agency for those still learning.
For a digitally minded teacher it’s been an interesting transition this year to having so much paper as a part of our programme. The students have their goals, timetables and books – all paper. For us at the moment it just makes access to all of these things instant and easy. There is no logging in, opening up etc and we have a very ‘the right tool for the right job’ attitude to what we do.
BUT, in saying that, I’m really aware that some students would prefer to have a digital version of these tools, just like I would! One student has shown me his ipod Google Calendar and how it’s synched with our class calendar. He’s really keen to start using this as his timetable and add his calendar over the top. This could be our next step! It’s all about choice as there are lots of children who prefer the tangible version.
(Cartoon from http://www.usabilityprofessionals.org/uxmagazine/rubes-cartoon-i-roll/)