What Students are Saying

Recently, we polled the students to see what they had to say about the changes to their learning. 

In short, these changes include:  

• more student choice in learning (following the inquiry cycle)
• hands-on exploration as part of their learning
• co-constructing learning and the environment
• their voice being heard in providing and determining some of the conditions for learning

When recently asked about what's changed in their classroom and their thoughts toward it, this is what students had to say (keeping in mind the question was fairly open which is what led to the range of responses and formats for sharing):

• Learning is FUN!! (we got this comment multiple times!)
• What's changed is that everyone is being more independent than before
• I'm becoming part of a team with the class- we are all responsible
• It's changed our mornings forever because it's so much fun working and practising learning at the same time
• I am becoming an architect, a designer, a pro gamer and a technician
• I am becoming a collaborative contributor by working with others and a caring family member because we all have to work together 
• I am learning that you can learn a lot more by doing things and not just sitting and reading and writing all day.
• I am becoming a self-directed learner; I can work alone or in a group
• I am learning to code, to design inventions, create and repair
• At the beginning of inquiry learning I found it a little hard because I didn't know what to do but now I always have a new idea!
• I think other classes should try this too!
• What's changed? -Our rules, the class (rules, shape and attitudes); What am I learning? -About new materials, new websites, new topics

One student's thoughts about learning.

Taking Time to Listen

The other day while students were involved in their independent learning, I sat down with one of them and asked what she was doing.  Her response prompted the interest of a small group of peers around her so I captured a documentation of their conversation. Below, is the conversation and where it has led since.

Educator: What are you learning about?

Student 1: Our band is going to Canada's Wonderland and I'm excited so I am looking up and comparing the heights of roller coasters there.

Student 2: I can't wait to go to Canada's Wonderland.  

Student 3: Me neither. The Leviathan is the tallest roller coaster there.  Do you think I should go on it?

Student 2: I'm going on the Leviathan!  I can't wait!  

Student 1: The Thunder Run is only 10 meters tall.  Is that even as tall as the flat rides?

Student 4: It's only 10 meters?  Is that even as tall as the little kid's roller coaster?

Student 1: I don't think so.  It's not very tall though.  How tall would that be in real life? 

At this point, I joined back in the conversation.  

Educator:  How might you be able to find out?

Student 1:  It would be hard to show.  These are the roller coasters and the heights of each of them.  (pointing to a table she had made with roller coaster names and heights in metres).  If I drew the Thunder Run, I would make it 10cm since it's 10 metres.  

The student and I then had a conversation about how each of the roller coasters could be represented to scale using cm instead of metres.  I suggested that the heights could also be represented with items that may be found in the classroom.  The student went to retrieve cm cubes to show the heights of a few roller coasters.  We thought it would be neat to see what a 10 metre roller coaster really looked like.  Tomorrow, we would go to the gym and measure it's actual height.   

How Listening To One Conversation Led to Further Provocations and Learning:
Knowing that the band trip to Wonderland was still weeks away and that a number of students in the class were excited about the trip (and amusement parks in general), I decided to use this conversation as a beginning to further provocations.  The next day, I brought in pictures of roller coasters from the park.  Students who saw the pictures immediately asked questions about what and who the pictures were for.  

Student interest in the pictures and topic led to the creation of this bulletin board as an invitation to explore and learn further.

Some of the newer demonstrations of learning included:

• A comparison of heights of low rides at Wonderland
• Repeated attempts to build a roller coaster
• Measuring with a metre stick (in the hallway) the actual heights of roller coasters
• Recording thinking about roller coasters

Duct tape wasn't working well.  What else could we use?

Adding to our provocation- photo of student work and wonderings we have.

Measuring the height of the Thunder Run, using cubes to mark each metre.
Problem-Solving along the way:
"What will I do when I run out of room at the corner?"
"What will I do when I run out of cubes to mark each metre?"

From Telling to Listening

Working closely with Kindergarten educators these past few years, and now more recently with our Student Work Study Teacher (SWST), has helped me deepen my understanding of using pedagogical documentation in assessment for and as learning.

In a nutshell, the process calls for some shifts in mindset around assessment.  

1) From Teaching to Learning- It encourages more focus on the student's role in their learning, their thinking and metacognition as they learn rather than on what we, the educators, are doing, to impact learning.

2) From Telling to Listening- Can be referred to as 'visible listening' where we are using all sources of evidence- notes, videos, photos- to reconstruct student thinking and learning processes; which provides information on how to support them further.

3) From Gaps to Assets- Since education is about more than filling gaps, engaging in this pedagogical process supports Ontario's renewed vision of providing equity to all students.  It focuses on using documentation to plan for new experiences which build on student strengths.

The Capacity Building Monograph- Pedagogical Documentation Revisited- is an excellent resource for learning more.  It also gives some great tips for getting started.

Awesome Apps for Documenting

The following two apps are excellent for documenting student observations, conversations and products for assessment for, as and of learning. (See Growing Success for more information on assessment).  I have used both of these apps myself to see which style suited me more. This is what I know about each so far: 

Sesame Snap- This app can be downloaded directly from the app store but you can also access your account online at www.sesamehq.com.  Within this app, you can easily capture notes, pictures and videos about student learning.  These snaps (or snapshots of learning) can also be tagged with curriculum expectations and assessments you have created within the app.  All snaps are then easily added to student portfolios.  


Pros for Using this App:

• Snaps from multiple devices will sync to student portfolios.  
• You can also easily access files online if you also like to work on a laptop or chrome book.  
• The app includes all Ontario Curriculums K-12, Learning Skills and Work Habits and Catholic Graduate Expectations.  When you create your class, you can select the areas of the curriculum you would like to add.
• The app is easy to use and has an excellent support forum that you can access online for help with any questions you may have.
• Students can participate in using the app as a self-assessment tool (I haven't tried this yet)
• It's free!

The one thing I've found that might not work for some people is that curriculum expectations can only be added to a snap on the web version of the program.  If you create a snap in the mobile app, you would have to later go online and add curriculums to it.

Educators Log- This app can also be downloaded from the app store but does not have an online version for working from an account on the web.  Within this app, you can also create multiple classes or groups and take photos, videos or notes to create learning stories. The capture of learning then goes into student folders.  Learning Stories can be printed as one or two-page PDF's and can be shared with parents.  Learning stories are stored within the app and do not sync between devices but do sync when sent to dropbox.

The nice thing to about using this app is that you can easily add curriculum expectations to the learning stories on your mobile device as you create the learning story.  This avoids you from having to go back later, but that option is there also if you don't have time to complete the story on the spot.

Some things to note about this app:

• You can form an online account to create your own bank of learning expectations or standards.  They are not created for you.
• Each student will have a folder where learning stories are filed.  Each learning story has a separate folder within the original folder for quick access but which also means you need to do some extra clicking to review what you have captured. (on Sesame, the snapshots of learning are stored in a timeline format that scrolls from one to the next)
• The app is easy to use and has an excellent Quick Start guide on the web to support you in learning to use it.
• It costs $13.99  

It may help to try the one that sounds like your best fit to see if you like it, then if you don't, there's always another option.  (I know- there are others too but I haven't explored these). Happy Documenting!!

Co-Power!

One of the things we consider most important in this shift in classroom culture is that our success relies on everyone working together.   We learn together, support one another at being independent and responsible (see 'Road to Independence' post) and create a physical space that represents our combined thinking and ideas.

To increase this sense of ownership, we, as educators, have been more attentive to noticing opportunities where students can assist.  As we saw the impact of having students more involved, we made some amazing realizations!  That we, as teachers, don't have to do it all!!  If we are willing to take a co-stance with the students, they really are capable of partnering with us to create an environment with the right conditions for learning.  This is taking student voice to action- creating student agency!

Below are some examples of 'CO':

• problem-solving discussions around distractions from learning* 
• co-constructing bulletin boards and anchor charts
• re-organizing materials for greater efficiency 
• allowing students to take on some of these tasks during learning time instead of seeing it as an extra or something that had to be done outside of regular class time and then struggle to make it happen (If we truly value these types of behaviours and actions as skills we want our students to develop, why can't they happen during regular class time?)
• peer teaching of skills and using new or specific material or strategies

*distractors from learning- Anything that takes time away from when we can be learning. Some examples might include: students not returning materials to appropriate places, everyone not helping with clean-up and the reorganization of things during transition times, students not working responsibly while others are focused 

Examples of Co-Power 

Measuring for a new bulletin board to be added to the classroom

The creation of a Road to Independence tracking system

Creating the anchor chart for our co-constructed "How to Show our Work."
Typically, I write the charts that hang on the wall.  Why not have capable 

and competent students do the writing and recording?

Organizing our learning materials.
Adding a curtain rod as a tape roll holder.
The student used tools he needed to screw the 
brackets to the shelf.

Changing a teacher-constructed bulletin board to a student-created one.

Preparing space to hang our roller coaster provocation.
Typically, this might have been done after school.  I would have
taken down and organized the rosaries that were hanging here
and then hung this new material. This was now down within
learning time with student support.

Celebrating Successes, Accomplishments and Learning

Hard work deserves appreciation.  After such a supportive effort by students to make it down the road to independence, it was important to celebrate.  They had worked hard!   The new tone in the classroom, one of student engagement, responsibility and ownership of learning, is the result of the co-partnership we had created.  

Regular reflections about our successes and challenges have become part of our routine- students capture these more formally once per week but, on a daily basis, we engage in conversations with the students about how things are going.  

As students assumed more responsibility for their learning, we saw a change in their participation and the language they were using in our reflection conversations.  We saw a greater interest in what others were doing and heard supportive comments and suggestions for problem-solving with their peers.  We wondered if the students felt the change too.  From our observations and in truly listening to them as they interacted with one another, we could totally see and hear it so it was important to make these observations visible to them.

A special treat to celebrate

In a discussion with them, we were able to identify the learning that had happened- in learning skills and content. Together, we decided on a way to celebrate the learning. Students brainstormed ideas and then chose their own way to capture their learning in order to share it at our classroom celebration.  They enjoyed participating in special collaborative tasks as part of the day and decided that a special snack would be nice too.

Students need opportunities to share their learning with others.
It gives another purpose for learning in the first place and provides them
with opportunities to impact others.

  

The Mindset To Get Us There

One of the goals we identified at the very beginning of our journey was that we wanted to maintain a co-learner stance.  This quote says it beautifully!

Managing Time

One of the coolest things we have seen happen in terms of the development of learning skills in our students is the use of a plan to organize learning time.

Earlier on in the process when some needed our support for managing their time, the teacher worked with small groups to show them how they could make a plan.  What began as a shared strategy has evolved to an independent one for many.  

On any given day, it is common to see several learning plans laid out on students desks. On the plan, students identify how they will spend their time and, often, include a timeline for when they will change from one item on their plan to the next.  Independence? Goal-setting? Responsibility? All of the above!

A small group plan; created with teacher support, early on in supporting students to gradually move to a place of independence

Independent student plans

The Road to Independence

After enlisting the students as partners on the journey, we made a plan.  If this is OUR classroom, then we had to work together to achieve success.

Our first goal was to help everyone meet their highest level of independence for managing their time and meeting learning expectations.  We likened our recent 'rough patch' to a bumpy road and wanted to travel more smoothly and reach our destination (independence). 

Students thought it was a good idea to actually construct a road to hang on the wall with a picture of each one of them on it that they could move along the road as they achieved greater success.  

For the next several days, students worked to complete this project.  What was neat is that the project didn't belong to a set group of students.  A number of different students were actually involved.  Based on their interest and availability each day, they moved seamlessly in and out of the project, allowing others to step in and continue.  The students were genuinely invested and really assumed ownership.  It was powerful to see.

While the road was being built, students were being supported by the teacher in small groups or individually where needed.  We were very explicit about the purpose of this support- it was to help them learn to manage their time, materials, resources and responsibilities.  

What we realized and were very clear about with the students, was that many of them had never been had to do this before.  They genuinely didn't know how to work so independently.  We made it very clear to them that they shouldn't feel badly for needing support and that our intention was to move them to managing themselves again as soon as possible. We treated this support as a positive thing and we happy to celebrate with them as they celebrated success.  

It was interesting to see how the tracking visual prompted a sense of team.  Students encouraged and congratulated one another and outwardly shared and celebrated when they were able to move themselves one step closer to the end.  It was important for this to become their self-assessment tool.  They needed to be involved in moving themselves on the road- whether forward or backward- for it to be most meaningful.  

The road continues to be a very important representation of the collective work we have done.  Most students now sit in one place on the road but they continue to look to it to celebrate and reflect their successes in learning skills.   And, yes, there are also still days when students visit the road with the teacher to re-evaluate how they are doing.  It matters to them how they are represented here and when they have a set-back, they work hard to improve it.  What's most terrific though is that they know how it feels to succeed and they know exactly what they need to do in order to improve, because they've already been there. They feel pretty empowered to know that they have the tools (skills) it takes to move themselves ahead again.

The Road to Independence- self-assessment tracking tool for how students were doing with managing their time and learning.

Updated road. The students added their teacher in a car behind them- encouraging them to keep going.  Notice the google flag markers along the way!

Here, a student talks about our road to success.

Bumps in the Road

To this point, most of my posts have celebrated the successes of our 'rethinking learning journey.'  

As we all know though, the reality with trying anything new, is that some days go more smoothly than others.  

In keeping with the mindset that students are capable and competent, our inquiry learning journey began by allowing all students equal opportunity to explore and engage in independent learning. Were we nervous about how it may go?  For sure!  It's hard to step back and completely believe that, without us managing them, good things would happen!  

As mentioned in previous posts, things started off with a bang. Students were excited and engaged!  After several periods of self-directed learning (with some criteria for guidance), we began introducing new aspects and expectations for inquiry learning.  

Some of these included:

• the importance of tracking learning
• strategies for organizing new learning 
• ways to share new learning 
• the necessity for regular reflecting so that personal goals could be set 

Through our own conversations and reflections as educators, our next steps were in response to the student needs we observed.  What we noticed was that with the increasing level of expectation, two natural groups emerged: those that could manage it all and those that struggled with making it all come together.

Our main response to these challenges was to have conversations with the students.   These began one-to-one with students, on an as-needed basis and then soon evolved to whole group discussions.  We shared organizational schedules, introduced a daily morning memo to ensure daily expectations were visible and continued to encourage students and make suggestions for how they could manage things on their own.  We had seen them do it before and wanted to see it again.  These conversations with the students were our attempts to honour the 'co-partnership' of this new learning environment.

Yet, despite this continued support, the 'not-so-good' days seemed to outnumber the good ones.  We were up and down like yo-yo's, fluctuating between days that ran smoothly and days that didn't. Frustration was no stranger during this part of our journey and celebrations became fewer. 

We discussed, on more than one occasion, how it would be easier for us to go back to directing the students- back to structures and routines that we knew how to manage.   We weren't sure how long we should continue trying or if we should just give in (or give up) with this new way of teaching and learning and go back to the way things were.  We also considered running two different systems- one which allowed those who independent with inquiry to continue and one which went back to full structure for those who weren't. Thankfully, we rethought this decision.

After going back and forth on how to handle this, it came to us.  We had come too far to give up.  When things ran smoothly, they were good- very good.  We didn't want to let that go. What we realized, was that although we were in constant conversation with students about the challenges we were having, we had not fully brought them into the process of owning responsibility for the success of this new way of learning. 

They consistently told us they loved inquiry learning and the changes that had been made in the classroom but when we shared challenges with them, we were doing most of the decision-making on how to deal with them.  We needed to really step-back and embrace them as partners in order to make things work.  They needed to 'own it.'

It was with this realization that our journey of 'co' with the students really began.  The conversation that helped with getting us back on track started with the video below: