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This is a very comprehensive website for an interdisciplinary unit (IDU). If you are in search of the IDU resources, I hope this website proves to be helpful to you.

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For each required section of an interdisciplinary unit plan, this Guide refers to an exemplar IDU. Here is the complete unit plan in Pdf format.

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Rosalinda - Reflection guide for students

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Rosalinda - Reflection guide for students

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The guide is available on this website and you can donwload the Googleslide. Thank you Keith. :-)

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This post is writing to introduce a reflection protocol: What? So What? Now what? to promote student reflection and critical thinking.

Critical Self-reflection

How do we guide students to reflect critically? I have been researching this question and hope to increase high-level thinking of my students. I have observed that my students' reflections were superficial and vague. Students described their learning events and experiences, and there was no detailed analysis and evaluation of their learning performance.

Agile learners reflect on their learning experiences and analyze their strengths and areas for improvement. They evaluate their performance based on evidence gathered. This is an important process for the learners to evaluate their learning and analyze their performance. School can become very busy and fast-paced for teachers and students. "Rigor" is a catchphrase in education, and sometimes I think it causes more harm than good. The meaning of the word "rigor" is often misinterpreted, and as a result, students are bombarded with endless content, class and assignments.

For real learning to occur, I feel an individual must be given time and space to think and reflect. If we want to develop self-regulated learners, time and space must be provided for students to reflect and develop self-awareness of the challenges and obstacles they have encountered. Furthermore, through critical reflection, learners can become mindful of their feelings and learn to cope with different emotions. The process of recognizing different types of emotions and acquiring strategies helps students to develop grit. Reflection plays a critical role in learning, and we need to guide students to reflect critically and go beyond the superficial level.

Reflection Protocol: What? So What? Now what?

"What? So What? Now What?" is an excellent protocol to challenge students to reflect beyond the surface level and require them to evaluate and analyze their performance. I found providing prompt questions and sentence starters helpful and can scaffold students who are not yet comfortable thinking and reflecting independently. Additionally, reflection comes in different formate. It doesn't always have to be written responses. Students should be encouraged to explore different ways of thinking.

Reflection Questions for Students

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. In short, you can copy, distribute and transmit the work, but you must attribute the work. This work is not for commercial purposes.

Note: Portsmouth University granted permission to use the sentence starters. Full credits are given to Portsmouth University in this poster.

Reference

University of Portsmouth. "Reflective Writing Introduction." www.port.ac.uk, www.port.ac.uk/student-life/help-and-advice/study-skills/written-assignments/reflective-writing-introduction.

Reflective writing: a basic introduction (PDF file) by University of Portsmouth

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Reflective Writing Guide - alisonyang.com

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Spread the loveThis post is writing to introduce a reflection protocol: What? So What? Now what? to promote student reflection and critical thinking. Critical Self-reflection How do we guide students to reflect critically? I have been researching this question and hope to increase high-level thinking of my students.

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This Padlet compiles several Visible Thinking Routines (and examples).

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Rosalinda - MYP in a Nutshell (New Teachers)

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Rosalinda - MYP in a Nutshell (New Teachers)

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This is the Padlet I shared with new teachers. It has all the  elements they need to delve into the MYP.

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This is available from the Lenny Dutton resource that Rosalinda shared. It's a good way to map and document your ATL skills. Once teachers start filling it out, it is really easy to identify gaps and plan ahead to address them.

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ATL Mapping Chart Approach to Learning MYP IB TEMPLATE

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When I watched this video, the central idea I observed was 'questioning.' It's about taking big questions and breaking them down into smaller ones to guide children in thinking, discussing, and exploring the themes of our unit. At the same time, providing some prompts to encourage their active engagement, gradually, in their pursuit of answers, children shape a more proactive, interested, and in-depth approach or methodology to learning.

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This video showcases a math teacher who truly facilitates her inquiry based math lessons. The students are responsible for figuring out authentic problems. They have to transfer knowledge, use critical thinking skills and collaborate with others. And NO TWO answers will be the same!

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Student-Centered Learning – In the Middle School

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In this short video, it reminds teachers that standing in front of the class and lecturing isn't where the "learning" occur, but moving away from the lecture style has led to more engaged students in her classroom. Students are "finding" the answer, they're becoming "risk-takers".

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Activating Learners in a Student-Centered Classroom

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In this video, the first words that attracted me to the ideas of learning spaces were when the narrator said that they were building "spaces for personal learning." Rather than just having separate spaces dedicated for just one purpose, they were intent on designing flexible shared spaces with many possible uses. Bringing it back to MYP, these places such as "Flex Labs" for art, music or science which would be ideal for IDU uses. Finally, I also noticed the huge "Collaboration" painted on one wall is a great reminder of a key factor of every learning space - providing areas for gathering as well as independent work spaces.

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Innovative Learning Spaces for the Next Generation: Centerview Elementary School

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Supporting teachers with developing their practice and unit plans

Academic monitoring - observations, departmental check ins, provision on Managebac etc with feedback to staff for development

Supporting the Service as Action Coordinator

Supporting the Wellbeing Team, ensuring synergy to support holistic development of our students

Organising CPD

Providing guidance with assessment

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Pedagogical leadership

Leading on horizontal and vertical articulation of units/ATLs. Reflection and refinement of provision. Ensuring conformity with IB requirements.

Coordinating IDUs

Managing student curriculum matters

Liaising with stakeholders e.g. parents through workshops to reassure them about the IB journey.

Allocation of resources

Link with the IB

Student options

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Monitoring assessment: Making sure everyone's understanding formative/summative assignments and subject criterion.

Access to IB Programme Resource Centre: Not many teachers know this. Might as well make use of the resources for staffs!

Developing and promoting key pedagogical elements

in the programme(s) (ATL, ATT, Learner Profile, etc.)

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A great Ted Talk about how teaching needs to move with the times, not just adding on to what we've always done. So much of learning is utilizing the environment in order to create authentic learning experiences. I think that classrooms organized in these ways (or incorporating these elements) definitely aids learning while contributing to the social-emotional (and physical) well-being, if for in no other way than engaging students in learning that is authentic and interesting to them, they will feel valued and gives them agency over their own learning.

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Teachers Create what they Experience | Katie Martin | TEDxElCajonSalon

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The way in which facilities are structured and organized clearly enhances the learning experience

The school designs spaces that contribute to the social, emotional and physical well-being of the students and teachers

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Rosalinda - Excited Educator (Lenny Dutton)

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Rosalinda - Excited Educator (Lenny Dutton)

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This website has several valuable resources to support in-school PD (Personal Project, assessment, ATL Toolkit, IB Learner Profile, etc.)

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I've shared a few posts about Approaches to Learning (ATL Skills) before: and I haven't posted a link to my ATL Toolkit, but have not explicitly talked about it here.

My ATL toolkit has every ATL Skill, Cluster and Indicator...but then with each indicator, it gives resources, including thinking routines, videos and strategies, to help you support students in developing those skills.

Some examples:
Communication - Give and Receive Meaningful Feedback
The spreadsheet has resources for most indicators, but not all, and it is mostly full of things that I have found and used. ​​ My request is that people share the resources they use, so that I can add it to the ATL Toolkit - many heads are better than one right?

Please share links in the comments, or you can comment directly on theATL TOOLKIT!

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The way in which facilities are structured and organized clearly enhances the learning experience.

The school designs spaces that contribute to the social, emotional and physical well-being of its students and teachers.

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How to Set Up a Learner-Centered Classroom

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Communicating with IB for authorization.

Informing the school community of and monitoring IB-mandated professional development.

IB-mandated school policy development. I am part of the admin team which includes the principal, vice-principal, PYPC, and MYPC (me). We create, review, and update policies. Teacher involvement is encouraged but often only minimal input is given.

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| General professional development (not mandated by the IB)
| Ensuring teachers’ access to IB frameworks via the Programme Resource Centre

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Developing and promoting key pedagogical elements

in the programme(s) (ATL, ATT, Learner Profile, etc.)：I will create some materials such as ATL (Approaches to Learning), Learner Profile, and PowerPoint presentations based on my own experiences. I will present examples of how these ATL strategies are applied in the classroom during our weekly PD meetings. We will collectively analyze both successful and unsuccessful applications. Then, in the following week, subject teachers will be invited to explain how they interpret, communicate, and apply these concepts to students within their specific subjects.

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Here are a few of the areas in which I need to lead as the MYP Coordinator at my school:
- ensuring that new teachers get IB Professional Development training and are implementing the MYP in their classrooms
- timetabling
- Service in Action

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Monitoring the implementation of the core components of the programme - We are fortunate to have Community Project and Personal Project Coordinators who are brilliant in their roles. My job is to support them and give them what they need to make those components run smoothly!

Developing and promoting key pedagogical elements in the programme(s) (ATL, ATT, Learner Profile, etc.) - These are evident in what our educators do, but I want to support them further by ensuring they are being explicitly addressed and considered from the planning, implementation, and reflection process of teaching and learning.

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Collaborate with teachers to develop and refine the MYP curriculum. This includes selecting appropriate subject groups, defining learning objectives, and aligning assessments with MYP criteria.

Oversee the allocation and utilization of resources, including textbooks, technology, and other materials necessary for MYP implementation.

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Documenting and monitoring in-school assessment. Toddle helps to facilitate of documentation and makes it easier for data to be chronicled.

Support teacher instruction and guide them to more student-centered styles of teaching, implementing different instructional strategies, and supporting development of units.

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Here are a few of the areas in which I need to support in the MYP Coordinator at my school:
- Personal Project: Identifying and supporting a new PPPC, providing resources, monitoring students' achievements, etc.
- Assessment: ensuring that teachers are using appropriate formative and summative assessments, and checking that they meet the subject group objectives and criterion.
- Preparing professional development workshops along with weekly MYP meetings for staff

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Direct communicator with the IB- to be the "bridge" between the teachers and IB network preparing for BQC, evaluation, changes with guides, etc.

Introducing the IB MYP framework to parents and new staffs.

IB school policy.

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General professional development (not mandated by the IB)

Developing and promoting key pedagogical elements in the programme(s) (ATL, ATT, Learner Profile, etc.)

General professional development (not mandated by the IB)

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Communicating with the IB for authorization, self-study, and evaluation. - We are doing our self-study this year in preparation for our combined CIS/IB visit in Dec 2024.

Pedagogical leadership in the school's programme. - The goal is always to have the most effective teaching and learning possible happening. Through committees and workshops, I would like to lead teachers towards effective T&L, (then later move to a supporting role).

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Support homeroom and wellbeing programmes teams to ensure the school resources help develop international mindedness and the IB learner profile.

Create opportunities for the ESOL team to deliver differentiation workshops, as all teachers are language teachers.

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Language policy committee to review and align language placement procedures and language pathways that align with the school language profiles.

Review the Academic Honesty policy to address the new AI and Chatgpt reality.

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Communicating with the IB for authorization, self-study and  evaluation.

Ensuring teachers’ access to IB frameworks via the Programme Resource Centre.

Interaction with the IB (including programme updates, subject changes and general communications).

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Guiding educators towards authentic, meaningful practices.

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Juggling MYP chaos with a smile.

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Coordination is a multiple-pathway fun jungle!

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Guiding teachers for growth and international-mindedness.

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Guiding a team to mutual success.

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Responsibility, Roles, Priority, Collaboration, Communication, Policies/Documents

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Stress is a six letter word.

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"Coordinate everything but sometimes (often?) say no"

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While on a desert island, I would eat a nice Angolan Chicken Funge and listen to RM's album Indigo.

I would also listen to Goo-Goo Dolls Iris and read Pachinko by Min Jin Lee to relax.

Next to me, I would have a nice photo of my parents and close friends having fun.

This desert island picture would be complete with a nice passion fruit juice, my notebook and a pen to spend my time writing.

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(How I'd like my desert island to look!)

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Richa Sharma ~ Desert Island Essentials!

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Richa Sharma ~ Desert Island Essentials!

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Hello!

First thing on the desert island to do (obviously) is find yourself a nice hammock and relax.
My essentials would be:
1. Book: Daily Rituals by Mason Currey
2. Food: Lots of fruits
3. Song: Punjabi Songs with nice beats
<3

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Hi,everyone!
On a deserted island, in order to attain comfort,
I might need a computer with internet access and sufficient power. This would allow me to access new information and keep me somewhat connected to society. With a computer, I wouldn't feel lonely either, as I could wake up every morning and listen to my favorite music: K-Pop, English pop songs...
The second possibility is that I enjoy drinking cola, bubble tea, and Starbucks coffee. These are the beverages that keep my mind alert and happy every day.
Thirdly, I might also want to have a pet of my own, like a little cat or dog, for companionship and interaction.

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Hello, nice to meet you all! Some things I'd like to take on a desert island...
- Novel: Any Stephen King's book will do!
- Song: Lauv "Steal the show" if you've watched the movie Elemental, it's amazing.
- Food: My mom's Kimchi fried rice!
- Album: Imagine Dragons <Evolve>

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Food: I would bring all the nachos with all the toppings! I would also need lots of coffee and ice water!

Music: Taylor Swift and P!nk are my jams!

Company: I would like to bring my dog, Roxie. You will probably see her on Zoom at some point. She loves to cuddle!

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Novel: Dune by Frank Herbert
Song: Knights of Cydonia (Muse)
Food: Chicken and Dumplings
Album: Dragonforce (Ultrabeatdown)
Other: hammock. If you're stuck on an island you might as well enjoy the island vibes.

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Books: The Harry Potter series (the re-readability on them never fails!)

Album: If I HAVE to pick, probably Fine Line (Harry Styles) or Faith in the Future (Louis Tomlinson) ((I'm a pop girlie - love me a good boyband))

Food: Anything involving chocolate. My mom's roast lamb (and roast potatoes!) ((thinking about it now.. perhaps not roast lamb if we're on a deserted island... not if I had to prepare it! I'd much rather start a sustainable farm! haha)

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Hi Everyone,

While I do love music and I would need some hip hop to accompany me on a desert island, I have chosen to share some of the other essentials things that I would need to take with me.

First, my daughter. She would brighten up my life so much and we would be able to do many things together to entertain ourselves. So, we would need a basketball (and hopefully, a hoop or court too) so we could be active. We also both like playing soccer so a soccer ball is another must. She's a drummer too, so a drum set would be nice. Finally, she also loves to read all kinds of series including Sherlock Holmes and the Investigators. We would need this books, for sure!

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Some things I would want for comfort on a desert island:

Novel: War and Peace

Song: Bach’s Chaconne

Food: Grandma’s eggplant parmigiana

Album: Radiohead: OK Computer (but right now: NewJeans: Get Up)

Feel free to come up with your own categories. No survival gear! Pure comfort.

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Introduction

We piloted a course called Agency in Action last academic school year (2022-2023). The purpose of the course was to provide structure and guidance for students to develop self-directed learning projects. Each lesson lasted for 40 minutes, and students had approximately 12 hours to complete their projects per semester.

We took advantage of this opportunity and launched student entrepreneurship projects in the second semester. The results of the entrepreneur pilot project were successful. A fundraising event was held for student entrepreneurs to showcase their businesses in the last week of school. We raised over 53,000 Hong Kong dollars (roughly 6,700 US dollars) as a community. We saw a noticeable increase in student engagement and growth. Our students demonstrated greater ownership and skill development in their learning. Additionally, it allowed the community to recognize the potential of our students and form a network of resources and support. I wrote a blog post titled "How to increase student agency through entrepreneur projects?" if you're interested in launching a student-led initiative.

It is evident from the students' reflections that they desire freedom and autonomy in their learning. Whenever we create conditions and provide opportunities for students to take charge of their own learning, they become more engaged and motivated. Our students can learn more if we give them choice, voice, and ownership.

My experiences with guiding students to develop service learning projects, planning student-initiated assemblies, supporting them in creating the MYP Personal Project Exhibitions, facilitating project-based learning projects, coaching them to build learning portfolios, etc., have confirmed this. All of these opportunities have enabled students to learn to take risks, be creative, develop problem-solving skills, and be resilient. They have also gained confidence and a sense of accomplishment, which has inspired them to become successful learners. You can learn more about how to guide students in designing the MYP Personal Project Exhibition by visiting my blog post titled, " Design thinking in MYP Personal Project ".

Our goal for this academic year is to iterate our process to help students further develop their agency. In a recent meeting with my Agency in Action team at the beginning of the school year, we delved into the topic of student agency and its significance in promoting self-directed learning. The objective of this meeting was to define agency, explore its implications in the context of self-directed learning, clarify the role of teachers in supporting agency, and outline plans for implementation. The purpose of this blog post is to share the process of creating a shared understanding of what agency is and isn't, along with insights from our teachers' discussions.

Role Models of Agency

We began the meeting by sharing our agency role models. In this activity, we explored our personal connections and got to know one another better. Teachers were invited to think of a person in their lives whom they associate with agency. This could be a family member, friend, student, celebrity, athlete, politician, etc. In a round table setting, we each shared our role model of agency. It was interesting to hear several of our teachers describe how their own children demonstrated agency. It is possible for any child to develop agency when the conditions are set up correctly and they are given appropriate guidance!

In response to the activity, we discussed two follow-up questions:
* What qualities or actions make us associate the person with agency?
* In what ways does this person demonstrate agency?
These questions were designed to help each of us reflect on what agency means to each of us and how it might relate to our teaching and students.

Teachers come from diverse cultural backgrounds and have varied experiences. It is very possible for someone from America to interpret what agency means very differently from someone from Asia who grew up with traditional education. As we foster student agency, we need to keep this in mind, given that different cultural expectations and perspectives can lead to misunderstandings and influence how we support the development of student agency. Our students also come from diverse backgrounds, and we need to be aware of the type of support they need.

The discussion led to the identification of several types of student agency. We briefly identified three types of student agency based on our teachers' perspectives.

I ndividual agency: We recognize students who demonstrate independent agency. These students have developed self-regulation, and they value self-direction, independence, and actively pursuing their goals. The support they need from supervisors is minimal. These students are self-motivated and take initiative, leading to successful outcomes and a strong sense of ownership over their work.

Collaborative agency: Some students benefit from working collaboratively with others, participating in group projects, and contributing to collective decision-making. Although the level of support they require can differ, having access to their peers is essential to practicing their problem-solving and critical thinking skills as well building confidence in their abilities.

Structural agency: In this category, students may require step-by-step guidance since they have yet to develop their capabilities. They need to develop a sense of self-confidence and self-efficacy in order to succeed. They also need to be equipped with the skills to make informed decisions and take ownership of their own learning. The support they need might include regular feedback from teachers and peers. It is also important to provide them with tools to develop a variety of approaches to learning. In addition, they need guidance on how to reflect critically on their learning and progress.

As I explored the types of student agency, Trevor MacKenzie's scaffolded approach to personalized learning came to mind. He identified four types of student inquiry: Structured, Controlled, Guided, and Free Inquiry. Just as different types of inquiry provide varied levels of support and structure for students' learning processes, the types of student agency discussed suggest different ways to support and facilitate students' ownership of their learning.

Dr. John Spencer's student agency continuum also came to mind. It is important to clarify that structural agency does not mean teachers simply tell students what to do or dictate their actions. Instead, in our discussion, structural agency involves providing scaffolding and support to empower students in their learning journey.

Agency Frayer Model

Next, teachers used the frayer model graphic organizer to explore the definition and characteristics of agency. Using the frayer model, teachers also identified examples and non-examples of student agency. Teachers first collaboratively brainstormed their understanding of agency and came up with a concise definition that captured the essence of agency. Then, they identified characteristics or behaviors that individuals with agency typically exhibit, such as perseverance, self-determination, growth mindset, and so on. Next, they brainstormed examples of agency, taking into account real-life scenarios where students demonstrate agency, such as setting personal learning goals, actively participating in class discussions, and taking responsibility for their own learning. Finally, they identified non-examples and shared their completed frayer models with the group. Through the identification of examples and non-examples of student agency, teachers develop a common understanding of student agency that they can support. It also allowed us to work collaboratively to develop strategies for engaging students in their own learning. Students did the same activity in our first lesson, then we compared similarities and differences between their responses and the teachers'.

The Supervisor's Role

Finally, teachers brainstormed their responsibilities as supervisors. Each teacher was given strips of paper and tasked with writing down one responsibility per strip. Once all the responsibilities were collected, the teachers carefully analyzed them, identifying patterns and similarities. This exercise allowed for a meaningful discussion on which responsibilities could be further expanded upon, empowering students to take ownership of their learning and development. In inviting teachers to create a list of supervisor responsibilities, we were able to gain valuable insight into how teachers see their role, which we could use to support students more effectively. A teacher suggested we could use a self-directed learning rubric for guidance and feedback. The idea is interesting, as it can provide teachers with a tool to monitor student progress and provide feedback, along with helping students to set their own learning goals. I would definitely like to explore this further.

QUEST Framework

In order to guide my planning and help others understand my thinking, I usually create a framework before piloting any initiative. A framework helps me gain a clear understanding of what the initiative is all about, identify objectives and goals, and formulate strategies to implement it. It also allows me to identify the type of data I might be able to gather in order to evaluate the effectiveness of the initiative. In short, a framework is useful for communicating and sharing with my team and stakeholders. A clear and concise framework helps everyone understand the initiative's goals, objectives, and strategies.

I proposed the QUEST framework to my team as a way to foster agency and support students in taking part in self-directed learning projects.

Quest for Exploration and Adventure

The first step in the QUEST Framework is to embark on a quest for exploration and adventure. Students are encouraged to state their learning goals for the project, allowing them to establish a clear direction and purpose. By sharing their objectives and explaining why they matter personally, students can become more motivated and engaged in their learning process.

Undertake Planning

The next stage involves undertaking planning and breaking down the project into smaller steps or tasks. Students are encouraged to brainstorm ideas, research resources, and make necessary arrangements. During a collaborative project, they will learn how to assign roles for shared responsibilities, which promotes teamwork and ownership of the project.

Engage in Preparation

Engaging in preparation follows, where students are urged to conduct thorough research relevant to their learning activity and gather essential materials, equipment, or resources. This stage also emphasizes the importance of developing a checklist or action plan to stay organized and prepared. Creating an action plan can be challenging for many students (even adults!), as well as breaking up a big task into smaller tasks that are easier to handle. This requires explicit teaching and guidance for students to understand how to allocate resources, plan, and complete their tasks. A few days ago, I discovered https://goblin.tools/ website. It can be a very useful tool for students to explore.

Set the Stage

Once the groundwork is laid, the framework focuses on setting the stage for a successful experience. Our students will plan a one-day trip to explore Hong Kong as their first project. Therefore, this stage will include finalizing trip logistics, such as budget, transportation, scheduling, safety, and communication. Students should also conduct a risk assessment and plan their itinerary in detail to ensure a smooth trip. Generally speaking, this stage requires students to ensure they have the materials and resources they need to complete their project. I also highlight the need for effective communication in this stage in order to coordinate their efforts and maximize efficiency.

Track, Evaluate & Reflect

Throughout the project, the framework emphasizes the importance of tracking, evaluating, and reflecting. Progress and milestones should be tracked through designated documentation sections. Outcomes should be evaluated against initial goals, allowing students to assess their progress and make any necessary adjustments. Reflecting on experiences, identifying lessons learned, and celebrating personal growth can foster self-regulation and increase agency. This can help create a more meaningful learning experience.

I hope the QUEST Framework provides students with a structured and comprehensive approach to self-directed learning projects. By following these steps, students practice skills in planning, organization, communication, and self-reflection, ultimately fostering their growth and autonomy in the learning process. Our next step is to identify data collection methods for measuring this framework's effectiveness.

Conclusion

Overall, our meeting was productive. We have a plan for helping students develop agency. As of yet, I do not know what the outcome will be, and I anticipate challenges along the way. The teachers on our team will, however, work together to foster student agency. I am excited to see where this project will lead us.

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Foster Student Agency through QUEST Framework - alisonyang.com

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Discover the power of student agency and self-directed learning with our QUEST Framework.

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21st Century Classroom Design

The 21st Century classroom is designed with two key concepts in mind: technology access and student-centered architecture. To the end of providing greater access to technology, the classroom is outfitted with a mounted LCD projector, a document camera and an additional wireless router. The school is also in the process of installing power outlets around the room so that students can charge their personal computing devices during class. In order to create a student-centered environment, the teacher’s desk has been removed and replaced with a podium that can be moved around the room. This is a strategy known as “decentralizing the classroom” and the goals is to remove the traditional teacher’s desk (situated as the center of the class’s attention, much like a television in living room)  to allow students to take over in a polycentric layout. Students assume authority at six workstations around the room, each able to seat a team of up to five students; each outfitted with an individual whiteboard for student-to-student instruction. So far this year ISC students have taught each other the causes of World War One, the reasons why Napoleon was able to rise to power and the key historiographic explanations for the Cuban Revolution.

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21st Century Classroom Desig n
The 21st Century classroom is designed with two key concepts in mind: technology access and student-centered architecture. To the end of providing greater access to technology, the classroom is outfitted with a mounted LCD projector, a document camera and an additional wireless router. The school is also in the process of installing power outlets around the room so that students can charge their personal computing devices during class. In order to create a student-centered environment, the teacher's desk has been removed and replaced with a podium that can be moved around the room. This is a strategy known as "decentralizing the classroom" and the goals is to remove the traditional teacher's desk (situated as the center of the class's attention, much like a television in living room) to allow students to take over in a polycentric layout. Students assume authority at six workstations around the room, each able to seat a team of up to five students; each outfitted with an individual whiteboard for student-to-student instruction. So far this year ISC students have taught each other the causes of World War One, the reasons why Napoleon was able to rise to power and the key historiographic explanations for the Cuban Revolution.

Flipped-Learning, Project Based Learning (PBL) and the Teacher as Coach

The 21st Century classroom works best in conjunction with new and classic strategies like "Flipped" and Project Based Learning. Most readers will be familiar with the concept of projects: at ISC-after extensive on and offline research-we put Napoleon and Columbus on trial on a yearly basis and we form an ISC Nation with its own anthem, flag and constitution. Flipped-learning, however, is new to ISC. In the flipped classroom environment, students do not listen to a teacher lecture to them or provide other directed instruction. Rather they do activities associated with traditional learning (lectures, videos, worksheets, reading) at home and then work collaboratively in teams and with their teacher in the classroom, thus "flipping" the traditional model of instruction. In the flipped classroom, the teacher's role changes drastically and she becomes more of a coach than a provider of knowledge and wisdom. In the flipped, decentralized classroom students receive the content, skills and space they need to become the facilitators of their own education.
Teamworking and Management
Some experts refer to them as skills, some refer to them as "fluencies," but even a brief search of the Internet, the news and recent education literature reveals the same skills and themes repeated again and again: innovation skills, career & life skills, media skills; solution fluency, creation fluency, collaboration fluency. The learners and leaders of tomorrow will be tasked more than ever before to work together to innovatively and creatively solve problems through new media and technology. The 21st Century Classroom model helps prepare students for these challenges by granting them access to the necessary technologies and allowing them to co-create solutions. The teacher in the 21st Century classroom facilitates by becoming a human resources manager who provides management structures that empower students to manage themselves. In ISC History classes, students are assigned roles as facilitators, coaches and media specialists and are responsible for setting their own homework dates, working collaboratively across platforms like Google Docs and Edmodo, and evaluating their own work and the work of their co-collaborators. These skills are not only crucial for success in the 21st Century, they will make ISC students better prepared for the challenges of the International Baccalaureate and university study than ever before.
Professional Learning and Development
Students are not the only ones to benefit from the 21st Century classroom. I am currently co-chairing a PLC (Professional Learning Community) with Technology Instructor Joyce Pereira in which we focus on sharing skills, tools and strategies for deploying technology in the most effective and engaging ways. Master teachers from the Science, Art, English, Technology and History Departments-and currently one veteran teacher from the elementary school-come together on a regular basis to build skills and share secrets related to 21st Century tricks and tools. We hope to see this peer coaching initiative springboard into further faculty learning and development in the future.

The 21st Century classroom has many benefits for teachers and students-and I am clearly a fan of the model. One of my favorite aspects of the method is the way it allows teachers to work as coaches to provide individualized and personal instruction to students with different learning styles and proclivities that Howard Gardner famously labeled "intelligences." However, this observation should also serve as a reminder that not all students will take to the 21st Century classroom as eagerly and as easily as others-something that the enthusiastic literature on the subject seems to ignore. My favorite example of this tension came earlier this week when I introduced a fully flipped unit to one of my classes to the delight of half of the class and the terror of the other half. One worried-looking student worked up the bravery to ask, "Sir. Not to be rude, but are you going to provide another set of work when we don't like this unit?" To which one of the pleased students burst out in response, "STOP SAYING ' WE'!" Whether we are using chalk on a board or Prezi on an iPad, we will never make everyone happy all of the time-but we can create opportunities to make all of our students as successful as possible as often as possible. That, ultimately, is the job of any educator, regardless of the tools she uses.

In the end, the technology and techniques of the 21st Century are just a new take on the oft-quoted Chinese proverb: Tell me and I'll forget; show me and I may remember; involve me and I'll understand.

This article originally appeared in both the ISC Window (pp. 24-27) and the AASSA Newsletter (pp. 42-43).

Design credits for images go to Julia Wuestefeld.

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21st Century Learning In Practice From the 19th Century's Frankenstein to the 20th Century's Matrix, technology has been evoked to frighten audiences unsure of its impact on human society. We never seem to know just how advanced technology has become and we never seem to be able to keep up with its relentless advance.