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Look at one or more of think about how you might design your classroom

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Look at one or more of think about how you might design your classroom

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Hi! Thank you for reflecting on this workshop and sharing any feedback you would like about me, the content, and learning in this virtual setting. Many best wishes on your PYP learning journey! -Melissa

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8:30-9:30 Synchronous on Zoom
9:30-10:00 Asychronous

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10:00-11:00 Synchronous on Zoom
11:00-11:30 Asynchronous (Exit Tickets/Action Plan)

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The International Baccalaureate (IB) is a global leader in international education-developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today's challenges with optimism and an open mind.

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- Helps Me/Hinders Me
- KWL
- See Think Wonder
- Word-Phrase-Sentence
- Connect-Extend-Challenge
- Think-Pair-Share
- I used to think....and now I think

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This webinar will support you to develop your understanding of diversity and inclusive education, from an IB perspective, and to promote greater learner agency and access to the PYP for all students at your school. This webinar would be an excellent guide for school and district leadership teams see…

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If you're curious about learning environments that support inquiry, check out Kath Murdoch's blog.

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I recently had the pleasure of listening to an episode of 'Recess Duty' - a new podcast from Levi Allison (you can listen to the episode here.) His guest was Kevin O'Shae who has a passion for Environmental Education. It was a great conversation, and a timely one. I listened to it while the Glasgow Climate Change conference was winding up, the reports from which left me feeling that all too familiar sense of disappointment, frustration and fear. I listened to it as I walked beside my local Merri Creek, a place that became such a source of calm and beauty during Melbourne's endless lockdown. Here I was, immersed IN the natural environment, listening to someone talking ABOUT it and worrying that it was all too little, too late to do anything FOR it.

In, about, for

This mantra was such a big part of my life in the 80's and early 90's when I was so actively involved in the environmental education movement here in Victoria. I was an enthusiastic member of the national and state associations, went to conferences, ran weekend workshops - I even wrote books about it "Springboards to Environmental Education" and "Integrating Naturally" and helped launch a beautiful Environmental Education Theatre Company - Vox Bandicoot, into schools. I introduced Environmental Education as an elective in the then diploma of primary teaching course at the University of Melbourne and sitting rather forlornly on a shelf in my study is a dusty, framed certificate with my name on it "Environmental Educator of the Year."

So it was with a strange sense of shame that I listened to this podcast. The environmental education movement has been with us for decades. Why am I not as active in the field as I once was? Why have I let it slip? Why am I not using every opportunity I can to bring this work to teachers?

And, more profoundly, why have we not made more progress?

These days, the concept of sustainability is widely explored and often used as a driving concept for inquiries. Generally speaking, however, the inquiries that link to this concept focus on things like recycling, deforestation, climate....all vitally important issues but simply learning ABOUT these things is insufficient. In this post, I want to revisit the essence of a simple framework and share two additional elements I have been pondering. I hope this might form the basis of a conversation with your team about your inclusion of environmental education in your work. And I hope it will help me strengthen my own efforts to do the same.

When thinking about the environment in education, consider teaching and learning in, about, for, through and from ....

IN the environment

Many of us have discovered the joy being and indeed of teaching outdoors as a result of COVID. There is little point in learning about the environment if you are not going to spend time in it. That is where the emotional connection happens. That is where the caring grows. Forest kindergartens and nature play do appear to be having a renaissance, but we all need to commit to giving learners time to simply be IN nature with no other agenda than the feeling of connection and joy that brings. Get out there!!

ABOUT the environment

The big issues matter. And our kids want and deserve to know about them. But sitting beneath those issues are some critical concepts that help us all understand them better. Decades ago, the Earth Education Institute recommended these simple concepts as critical to our understanding: energy, cycles, diversity ,change, interrelationships, connection and adaptation. A concept-based approach to inquiring into the environment helps build a more robust understanding of the issues at stake. And parallel to this big picture thinking, let's not neglect the importance of knowledge building. Here in Australia, the work of the Gould League founded by the wonderful Alan Reid played a pivotal role in the education of so many young people by helping them learn about the plants and animals of their local area. Some of my very, VERY best teaching moments have been in the context of a school yard bird study, ponding, locating and learning about the insects in the school garden. Nature offers us such powerful provocations for inquiry if only we stop to notice. I still have (and use!) my invertebrate identification cards and many other amazing resources from that time. Get to know your local animal and plant species. Learn their names and their role in the habitats around you. Knowledge is power.

FOR the environment

Ultimately, change happens not because of what we learn but because of what we dowith what we learn. Inquiry approaches have always championed action and environmental education depends on it. Learning IN and ABOUT the environment motivates us to want to protect and care for it. Working with schools like Howrah Primary school in Tasmania has reminded me of the empowering experience taking action brings to children. Throughout the year the children have been actively involved in taking action for a range of local, threatened species. You can read about it on their facebook page. Find out about the local environmental projects and issues you can get your kids involved in.

THROUGH the environment

By situating journeys of inquiry in the context of the natural world, the door to a meaningfully integrated curriculum opens wide. A group of teachers shared with me recently that the discovery of a tawny frogmouth chick who had fallen from its nest in the school yard led to an inquiry that naturally connected science, geography, maths, English, design and digital technologies! Use the environment as a context for inquiring across the curriculum

FROM the environment

Last weekend, I had an amazing walk along the Barwon river in Geelong, here in Victoria. At one point I noticed a 'teenage' magpie doing what they do at this time of year, nagging their mum to give them food (they even sound like they are saying muuuuuuum! MUUUUUUUM!). I stopped to watch them for a while, fascinated by the interactions between them, curious about what almost looked like a tantrum as the young magpie momentarily lay on its back (!), wondering what they were eating, where their nest was and allowing my thoughts to drift to the parenting of my own children and the relationships all living things have with their offspring. I was watching, listening, wondering, theorising, connecting, questioning ... I was doing exactly what I would want children to do in an inquiry classroom. And here I was sitting by a river with not another human in sight. Nature, it seems, is a gifted inquiry teacher herself from which we can learn so much. When you take learners into the environment, don't feel you need to teach/tell them too much. They will learn so much simply by being there and being encouraged to notice.

Environmental Education has been part of the learning landscape for decades. In the early 1800's Jean-Jacques Rousseau urged us to 'study nature, not books' since then there have been many, many movements, programs and resources dedicated to the cause.

And yet here we are - our precious planet in such dire trouble.

Maybe that's why I have 'dropped the ball" in recent times. After all this time, all this work, all these incredible, passionate devoted environmental educators I have worked with for nearly 40 years ... what can we show for our efforts? It is hard not to be despondent. BUT I take heart. Greta Thunberg gives me heart. My own children and their passionate, informed friends give me heart. Schools like Howrah Primary school give me heart, amazing brave schools like https://www.thenatureschool.org.au give me heart, the native regeneration acres of once industrial wasteland in my own suburb gives me heart. And listening to podcasts with teachers like Kevin give me heart. The work continues.

The recent UNESCO report "Reimagining our Futures" is blunt in its call to action:

" We need to take urgent action to change course, because the future of people depends on the future of the planet, and both are at risk. The report proposes a new social contract for education - one that aims to rebuild our relationships with each other, with the planet, and with technology."

It is nearing the end of the school year here in Australia. A time for reimagining. For me, it feels like a time for rekindling the fire I had let cool. My passion for inquiry has no better home than learning in, about, for, through and from the environment. Time to take a deep breath and step, once more into the breach. I hope you will join me in thinking about your own connection to nature and the responsibility we all have to keep our children connected to the planet on which we all depend.

Surely as educators there is no greater moral purpose.

How do you help build your children's relationship with the natural world?

AS I write, teachers around my home country of Australia are preparing to begin the school year. Others are returning after their winter break or perhaps after a prolonged period of remote learning. Regardless of the reason, returning to school is an opportunity to 'reboot' and refresh - to ask ourselves and our students important questions about the kind of learners we want to be and the kind of learning community we want to build.

'Building', 'constructing', 'growing', 'creating' ... these are all words that align beautifully with the ethos of inquiry. As inquirers, we value the process as much as the content or product we might be working towards. As inquiry teachers we see learning as a process of construction, building on prior learning through investigation, analysis and reflection And we relish that building process in collaboration with our students.

So, as we begin the new school year or return after a break, we might ask ourselves and our students 'What will we build together?'

When I came across Oliver Jeffer's new book "What We'll Build" late last year, I was immediately captivated by it as an allegory for the collaborative journeys of inquiry we take with our students. It is a book about parenting - a loving letter to Jeffer's daughter and has all of his wonderful hallmarks - gentle prose, symbolism, glorious illustrations, humour and big ideas.

As a full-time classroom teacher, I ALWAYS made sure that on our first day together, we connected through at least one really sensational book. I know of no better way than to commune with children than through powerful literature. If I were starting the year now, I think this is the book I would choose. Revisiting it yesterday, I imagined the questions it might prompt me to ask myself, my team and my kids. I imagined how it might help us "make plans for our future together". I imagined , perhaps returning to the book each day. Page by page, question by question.

Because that is the way classroom culture is built. Word by word, action by action, minute by minute , day by day. As teachers, we are culture builders. And this culture determines the way our children come to see themselves as learners and how they see learning itself. If we truly want to build a culture that nurtures curiosity, agency, courage and compassion - we have some important questions to explore from day one. And this beautiful book might help you get the ball rolling. Here are the questions I played with, in response to the text...

What shall we build, you and I?

Take time to ask your learners what they hope and indeed IMAGINE their classroom community will look and feel like. How might the physical space be arranged? What kind of space will support learning? What kind of relationships do students hope to have with each other? With their teachers? What is your vision for your team? How will you build a wonderful, collaborative team this year?

Let's gather all our tools for a start

What skills and disposition will help us learn together? What is already in our toolkit as learners? Do we have the tools to manage ourselves, communicate, collaborate, think and be awesome researchers? What do effective learners DO? What dispositions or attitudes can we cultivate? Do we have the language to talk about these tools for learning?

 For putting together - and taking apart

How will we help ourselves stay resilient and strong? How will we view mistakes and failures? Are we willing to take things apart and start again? What might we want to 'take apart' from the past and put back together in new ways? What might we let go of this year? What needs to change?

Let's build a door where there was none

We'll build a house to be our home

How might we create a safe and supportive community where we ALL feel we belong? This is more than a classroom or a school - this is a community. How can we make this a truly inclusive place where each person feels seen?

I'll build your future and you will build mine

What can we offer each other? What are your goals as learners? What are my goals as a teacher? What gifts can we give each other? How can we help each other grow?

We'll build a watch to keep our time

What might our days look like? How can we co construct a routine or timetable to allow for flexibility as well as predictability and routine? How will we document our journey together?

We'll build some love to set aside

And build a hole where we can hide

And what about those times when we need to be alone? Is there a space in our classroom that we can go to when we need time with ourselves? What might that look like? How can we ensure we all get that time out when we need it?

A fortress to keep our enemies out

And higher walls for when they shout

But you don't always lose and you don't always win

So we'll build a gate to late them in

We'll build a table to drink our tea and say

"I'm sorry," "me two", "me three"

Conflict is an inevitable part of living and learning with others. We need to be OK with our differences and we know that will help us learn and grow. How might we manage conflict? What do we consider to be our rights and our responsibilities in this learning space? What agreements can we draft to help us learn together? How might this extend to our teaching teams? We need vigorous debate and different perspectives? How will we both ensure and manage that? How can we stay open to new ideas? Different voices?

We'll build a tower to watch the sky

And other worlds to pass us by

How will we stay connected with what is going on in the world? How can we connect with people and ;places beyond our school? Can we make more use of the outdoors this year? How will we record and share our wonderings and be relentlessly curious about the world? Let's make this a place where curiosity is welcome!

Let's build a tunnel to anywhere

Let's build a road up to the moon

Let's imagine where we want to be at the end of this week, this term, this year. What are our goals? How might we help ourselves get there? How will we stretch and challenge ourselves as learners?

Let's build a comfy place to rest

For we'll be tired soon.

Rushed, frantic classrooms do not make good learning environments. How will we help ourselves slow down and take more time to notice ourselves and our learning? How will we pay more attention to what's going on and be more present in our day? What routines will we create to ensure we regularly reflect on what we are learning, doing and feeling?

Let's build a boat that can't be broken

That will not sink, or be cracked open?

What do we really believe about learning? What do we understand about how we learn? What are the foundations of this classroom community? What are the things we can all agree are important? What do we value?

A place to stay when all is lost

To keep the things we love the most

We'll put these favourite things beside

The earlier love we set aside

How will we ensure that school is a place where our true passions (as teachers and learners) and interests are nurtured? How will we introduce new possibilities and ensure we widen our horizons? What do we want to learn more about? What do we want to learn to make, do and be?

I think that we might want them later

When times are hard and needs are greater

 And will the learning that happens this year be the kind of learning that travels with us for life?  What do our students think is important for them to learn? How can we close the gap between school and the world beyond school?

But first things first, let's build a fire

For we've planned a lot and now we're tired

It'll keep us warm like when we're born

Then we'll say good night , as all's all right

Where will our 'campfire' be? Do we have a gathering place? Would rituals and routines might we develop as a class to bring a gentle, connecting rhythm to our days?

These are the things we will build, you and I

What does it mean to be in true partnership with each other, with learners and with families?

What will we build?

Beyond the power of this text to stimulate thinking about building classroom community, this text is about hope and about agency. The agency we all have to onsciously and thoughtfully build our future together.

"What We'll Build" is available here

A trailer for the story is

You can find out more about the inspiration for this book

So....

What (and how) will YOU build with your students as you create a culture of and for inquiry?

Just wondering...

Of the many roles I play as a consultant supporting teachers and learners in inquiry. - one of my favourites is the opportunity to engage in collaborative design for learning. Effective planning (although I do prefer the word 'designing' these days) is an essential skill for teachers who use an inquiry approach. It requires a deft blend of thinking ahead while being responsive to what is happening in the moment. There needs to be just the right balance between elements agreed to by the team and individual freedom to follow the interests and needs of a groups. Documentation is important for accountability but an over-emphasis on it can detract from the delight of the process and take far too much time. Increasingly, we understand the importance of inviting the learner's voice into the planning process, while attending to curriculum standards and outcomes. Needless to say, true collaborative planning is a complex, multi-layered process. It is no longer sufficient to simply tweak 'what we did last year' nor are we going to foster true inquiry if we studiously plan out 6-10 weeks of detailed learning tasks!

The process takes time and a commitment to regular thoughtful, collaborative conversations. Participating in these conversations can be an incredibly creative experience. In fact, I believe that designing for inquiry learning is one of the most creative elements of our work! When we truly commit to this approach, we are working with new ideas, multiple elements and authentic contexts. It feels like a combination of choreography and architecture with a generous helping of improvisation thrown in to the mix.

Given the significance and artistry of collaborative planning for inquiry, I find myself wondering why we often pay such scant attention to the environments in which these powerful and important conversations take place. In recent years, many of us have become much more aware of the role that the physical environment plays in supporting learning in the classroom - but do we show the same care and attention to our meeting spaces?

Not all schools have (or even want) dedicated meeting/planning areas. For some, classrooms or staff rooms are sufficient or the only option. But many of the schools I work in do set aside a space for teams to meet, plan and evaluate their work. But there are spaces...and there are spaces! Too often I find myself in 'meeting rooms' devoid of anything that might inspire us as we reflect, explore and create. We've all seen them. Boxes of supplies waiting to be opened, redundant resources that are no longer used or available but well past their use by date. Yellowing notes on a pinboard, dangling by a single pin, last year's term overview fading on the whiteboard...or nothing at all on the walls. A mix of furniture crammed in a space that might be too small to accommodate it. Sound familiar?

Now of course, great inquiry teachers can plan anytime, anywhere. No one really NEEDS an inspiring environment to design for powerful learning. BUT I wonder what would happen if we did indeed pay a little more attention to the spaces in which we ask teachers to do this important work? How might it contribute to our wellbeing? Our creative process?

One school in Adelaide. - Hawthordene Primary School - recently took up the challenge of re-designing their planning room so that it provided more resources to support the process, offered an aesthetic that was welcoming and inspiring to be In and cultivated curiosity and wonder - just as we try to do in inquiry classrooms. Mother Teresa Primary School in Melbourne has long championed the importance of a beautiful, respectful aesthetic for all the learners in its community - children and teachers alike. There are several schools I have the pleasure of working in where attention is paid to the quality of the physical environment to support teacher planning. Does it make a difference? Well...from my perspective, yes. It feels like it does. It speaks to the importance of the work, encourages creative thinking, supports the conversation through visible reminders of our purposes and pedagogy. Some of the things I have seen in these schools include:

Easily accessible resources to support inquiry teaching and learning - having great teacher resources on display (rather than hidden in library shelves) may encourage more staff to engage in professional reading

Interesting, relevant articles made available for reading - perhaps an 'article of the week' posted on the board

Art work/objects/photographs that inspire wonder and imagination

Natural light and flowers/plants!

Equipment such as chart paper, markers, post its, index cards , whiteboard etc....while planning may be digitally documented, we find the best conversations actually happen when we record in more fluid, shared way.

Access to a smart TV, IWB etc so that we can check out on line resources together

An active 'wonderwall ' for staff!

Visible reminders of some of the elements that are important in our planning - inquiry cycles, school values lists of key concepts, teaching practices, reminders of skills and dispositions (in my partner schools these are the 'learning assets'). I prefer displays of elements that we always need to refer to when we plan ... this can really help keep us focussed and mindful.

Some examples of student learning - including photos that showcase some key characteristics of inquiry.

A coffee machine and a bowl of the best Swiss chocolate....OK that might be stretching it!!

Now of course, not everyone has the resources to dedicate to this kind of space...but even a few changes to your meeting room might energise and inspire.

How important is the environment in which you plan/design for learning to you?

Just wondering...

I once spent a year living in the same street as the school in which I was teaching. It was a mixed blessing. One the one hand, I could work late and still be home at a reasonable hour on the other hand I probably worked way too late way too often. But that's not the point of this story.

Living so close by meant I inevitably bumped into kids from the school over the weekends. At the supermarket, walking my dog, in a café...and the reaction was most often the same - especially from the younger kids: "Whaaaaat? A teacher? IN THE SUPERMARKET? OUT WITH FRIENDS? etc. I'm sure many of you have had the experience...slightly awkward, a few giggles, the out-of-context encounter that challenged their view of me as 'the teacher' whom they assumed probably lived at school (OK - yes, I almost did.)

Back then, I was 'Miss Murdoch'. I referred to the classroom as 'My Classroom', the kids had to line up in two straight lines before being allowed to come in to the room after each break. They ate when the bells told them they could, we rarely ventured out of the room unless it was to go to 'the art room' or ' the gym' where they would spend 45 minutes learning something that was quite disconnected from anything that happened in the classroom. They sat at little tables in little wooden chairs - occasionally 'working' on the floor for a special treat. They did activities that I planned and followed rules I devised for them. What a strange environment classrooms were (are?) in contrast to the lives lived outside of school. And what strange beings we teachers were (are?). Is it any wonder they were taken aback to see me doing everyday things that every day people do!

Now admittedly, that was a long time ago. Much has changed but I remain curious about the degree to which we allow ourselves to be authentic with our students and why we insist on maintaining some of the routines, rituals and practices that seem so disconnected from life outside of school. I recently heard a teacher in dialogue with her students referring to herself in the third person ('So what Mrs X wants you to do now is....so Mrs X is showing you how to....'). Strangely inauthentic. Many of us have a 'teacher voice' we put on when we work with children that is quite different to the tone we might use outside of school. We sit on a chair while children sit at our feet (would we ever do that in a non-school context ? We would generally position ourselves alongside others as we talk with them) ... there are a myriad of unconscious ways we talk, interact, position ourselves, curate our spaces and organise our days that seem so alien in contrast to the rest of our lives.

One of the 10 key practices I advocate for teachers to develop in order to nurture inquiry is the practice I simply call 'Keep it Real'. It is a plea for authenticity.

Authenticity is a word we throw around a lot in education and , indeed, has become one of those words that can easily prompt an eye roll due to glib over-use. We talk about 'authentic inquiry' and 'authentic contexts for inquiry' but what do we really mean? Some musings on the matter below:

Bridge the divide

There remains a gulf between the lives many children lead outside of school and the lives we have them lead while they are at school. The gulf is much narrower in many early childhood settings and seems to widen as children get older. What can we do to bridge the strange divide between schools and the wider community?

BE authentic. You do you.

If we are going to talk about 'authentic contexts' for learning then perhaps we need to think first about how authentic WE are as we engage with learners. Is our 'teacher identity' getting in the way of a more powerful, personal connection with our students? How do they see us? How do we see ourselves? Do we interact with them in the same, respectful, reciprocal way we might with others outside of the school context? How authentic are WE? Don't be afraid to be the vulnerable, imperfect, HUMAN that you are.

Make the classroom a place that feels good to be in.

Is the environment in which we and students gather each day one that feels 'authentic'? Does it allow for movement and flexibility? Is it comfortable? Are there places to retreat to as well as interact with others? Can learners choose where they will learn? Have you engaged learners in co-constructing expectations? Is this a room/space that you feel proud of? Like your home, do you enjoy walking into it in the morning because you have taken time to consider the aesthetic of the space? Like a family (ideally!) do you all share the responsibility for caring for this environment?

Recognise that inquiry opportunities are all around us.

And what about the learning itself? When we talk about 'authentic contexts' have we discussed with each other what we actually mean by that? When I think about 'getting real' with inquiry, I most often think of the power of purpose. As communities, schools abound with problems, challenges and opportunities for us to inquire. What can we do about the congestion at pick up time? How healthy is the food in the canteen? Should our uniforms be gender-neutral? Should we have uniforms? How can we better manage the waste we produce at school? How can we redesign some of the outdoor spaces so we can use them for learning? How can we integrate the art studio/gym/library/music room in a more meaningful/flexible way? Is the design of our learning spaces compatible with what we know about wellbeing? How might the playground be redesigned to cater for all age groups? The list is endless....By engaging kids in inquiring into real issues/challenges within the school, we immediately enhance the authenticity. The purpose is obvious, the stakes are higher, the audience is real. The challenge is to then see the conceptual connections within that context. (It becomes more than, for example, simply building the playground...it is about design, function, properties, etc)

Stay awake to possibilities

It seems to me that authenticity is also about our preparedness to 'let go' of a plan when a REAL opportunity to investigate something emerges unexpectedly. We have recently had a federal election here in Australia. The perfect context, it would seem, to explore concepts of democracy, power and decision making yet I encountered more than a few teachers who felt pressured to focus on other things that and been planned rather than go with this very natural avenue for inquiry.

Be the inquirer you are

The 'process of inquiry' is not some discrete, rarefied experience limited to school - we constantly inquire as we live our day to day lives. Whether it is choosing a paint colour, buying a car, wrestling with an ethical dilemma, teaching ourselves to play an instrument, learning a language or planning a holiday, we routinely ask questions, gather information from various sources, sort out and come to some conclusions. Share these authentic inquiries with students so they can see a greater fit between the processes they use to inquire in the classrooms and the ways we inquire every day.

Know your why

I know this phrase is becoming somewhat ubiquitous but bear with me. If authenticity is about a sense of purpose, then it really does pay to keep asking WHY. Powerful learning happens when we 'know the why' of what we are learning. Keep asking WHY at the planning table, encourage students to identify the why as they construct their own inquiries. And the 'why' must be more than addressing the curriculum - the why needs to connect with our lives beyond school, now and in the future.

No secret teachers' business

More and more, we are coming to understand the power of inviting the learner in to the decisions we make about and for theirlearning. Sharing intentions (co constructing them), building criteria for assessment together, inviting learners to help design the pathway of inquiry, having the learner curate their portfolios, providing options that allow them to choose workshops/clinics to attend, making the learning as visible as possible in the learning space, student led conferences ...these things recognise the learner at the centre and the reality that is this - it is their learning! Our failure to involve learners in the process of designing for their learning leads to 'sham' inquiry. It can look like inquiry, even sound like inquiry but lacks the authenticity experienced when the learner is in the driver's seat. Inquiry - as an approach, IS already authentic. Just watch a young learner trying to figure out how something works or how to fix something they care about. They inquire. Linked to this is, of course the more authentic experience that emerges when we stop trying to map everything out to within an inch of its life and, instead, we are guided by what we notice in and discuss with learners regarding the 'next step'. Being authentic means accepting uncertainty and becoming more responsive to what is needed.

We talk a lot about authenticity - but to what extent do we allow ourselves to 'get real' in the classroom. And how 'real' can we be when we our schools exist in systems that retain structures and expectations that fly in the face of authenticity? What do you do to keep it real?

Just wondering...

There are a few eyebrow-raising emails/messages I receive on a fairly regular basis. One is a request from undergraduate students to help them with assignments ('just wondering how you would answer this question about inquiry...thanks!'), another is an offer to write a post on my blog...except that the post has nothing to do with education(!) And the third is a request for information about where to purchase 'the posters' about the inquiry cycle...

What posters?

For years, I have been asked to create posters outlining the phases of the inquiry cycle for people to put on their classroom walls. And for years I have resisted doing so. Here is why:

1. We should all acknowledge that the cycle itself is a problematic creature. It is useful- but it is so much more complex, messy and nuanced than it appears on paper. I have always shared it tentatively - as a scaffold for thinking, as a prompt for designing and as a way of providing some common but not fixed language. Publishing books, articles and blog posts about it helps me address some of those complexities whereas a poster/sign/worksheet doesn't. Most of the posters created about the inquiry cycle present it as a simplistic, linear process, as if each phase is dealt with prior to the next. When teachers and kids work together to visually represent their journey they quickly discover that the process is far from the neat, linear process that a poster often (mis)represents. I have seen some better representations of it but they are usually co-constructed with a community to meet their particular context/purpose.

2. In what feels like an increasingly pinterest-centric world, the last thing I want to do is add more shiny, glossy STUFF to put on classroom walls. I have no problem with making the language of the cycle visible to learners - in fact, I recommend it. However there is something troublingly inauthentic about simply downloading, printing and displaying posters without doing the deeper work of sourcing, reading, thinking about, and creating your own (with acknowledgment of course).

3. How much stronger would it be if we invited our students to inquire into the way a cycle of inquiry might work and then co construct a way of making that process visible in the learning space? This is a much better way to help them understand what it might mean to journey through an inquiry than simply popping posters on the wall (and rarely referring to them). Who owns the classroom space?

4. While I have chosen and published particular words and phrases to communicate purposes and processes in a cycle of inquiry, the general concept of a 'cycle' is not mine - nor is the idea that inquirers often move through phases as they investigate a question/problem/issue. I am always at pains to explain to people that there are numerous models and ways of describing the process and each has its own emphases. It is not 'THE' inquiry cycle ... it is AN inquiry cycle. Doing the work of investigating a range of interpretations can help teachers and kids devise one that works best for them.

5. The 'cycle' is only part of the bigger picture the inquiry classroom. It IS very helpful. I use it all the time for planning/designing and it offers teachers and kids a shared language to talk about how they might proceed through an investigation. Inquiry is more than this though. It is a culture, a stance and a way of being. So I worry that slapping a poster on the wall makes us feel like we are 'doing it'. When it fact, it can be just that. A poster on a wall.

So....why am I sharing this? It has recently come to my attention that while I am busy refusing to commercially publish and sell posters - others are doing it anyway.

Colourful posters of 'the inquiry cycle' - even 'Kath Murdoch's Inquiry cycle' - are available not just to share with others but for sale. And it is not only my work. I notice people selling, for example, worksheets depicting Ron Ritchhart's visible thinking routines without any acknowledgement and I suspect, without permission. That these materials are sold in the company of some truly dreadful items purporting to be 'inquiry based' makes it worse. There is an abundance of awful, low level activities (craptivities) presented as worksheets that should never see the light of day in a classroom - let alone be sold for profit (makes me feel the same as I feel when I walk past 'NAPLAN' preparation books in the supermarket!) To cap it off, there are several that include a © symbol with the creator's name and no acknowledgment of the original source. Now. I understand that this has always been the case - well before the online world made it more pervasive but it is easier than ever to cut and paste, lift and loot, read and repost.

As someone noted on my twitter feed - perhaps this is something we should be talking about as a staff?

OK. Rant over. Don't get me wrong. I embrace the opportunities provided by digital media to share and collaborate. I hope this doesn't come across as precious or mean spirited about people using work I have published. I willingly and regularly share ideas online. I have seen some beautiful representations of ideas I have shared and loved the interpretation. They always acknowledge the source and it feels delightfully collaborative - ideas sparking other ideas in an atmosphere of open, professional connectedness. And I should say that I get many considered requests to use/adapt more formally published work. I almost always grant permission and love sharing in this way. These requests allow me to, at times, address misinterpretation and misrepresentation so that the sharing has integrity. That's one of the reason the protocol exists.

Some people have suggested that the best way to manage this might be to relent and do what I have been avoiding all these years: create the posters and sell them as the 'official' versions. I won't do that...for all the reasons I have shared above.

But what I am putting up on the website are the pages from my recent book 'The Power of Inquiry' that provide information about the way I think about the process - at least at this point in time. This might be a useful guide to developing your own, with your kids. You can have it and share it - for free. But hey, just take a moment to let people know where it comes from. That way, if they want to dive deeper - learn more about it or even raise questions about it, they can return to the source.

In the meantime, I see all of this as a valuable conversation to have as a staff. I guess two issues have emerged for me - one being the problem of posters/displays etc. and the other about the ethics of what we choose to share (and sell) online.

How do we model ethical use of materials to our students? How much does this matter to us anyway? How freely should materials be shared without consultation or permission? When is it OK to sell our work? What does 'original' mean? If the words are someone else's but we choose the font, colour and images - does that make it original? What responsibility do we have as producers AND consumers to acknowledge the work done by others? Who really owns what? What do we know/believe about the thorny issue of intellectual property? AND.... Why do we prefer a glossy, pretty poster over the children's own documentation on our walls? Do our learners USE the stuff we decorate the walls with? What should be on our walls anyway? Who is it for?

I don't claim to have the answers...and I am still pondering it all myself (this post has been simmering in my draft folder for a while...) but I think it is an important conversation to have, don't you?
Just wondering....

In the part of the world in which I live (Melbourne, Australia), we are enjoying the early days of Autumn. The weather is still warm but the evenings are cooler, the mornings crisper and there is no doubt that summer is gently retreating as each day becomes a fraction shorter. There's a kind of wistfulness about Autumn that will often find me staring into a soft evening sky and wondering...

For teachers in Australia, it is also just over half way through the first term of the school year -or thereabouts. So perhaps it is the combination of the Autumnal skies and this 'midpoint' that got me writing some reflections this week. Six or so weeks into the school year is a good time to take stock. We begin the year with great expectations, plans and goals (see my previous post). We should ensure we take a moment to stop and acknowledge the journey so far. Only today, in planning with some prep teachers, I heard a teacher acknowledge her delight in noticing how readily her students are now 'sharing their wonderings' with each other when at the beginning of the year they were reluctant to speak out and always looking to her for approval. It got us all pausing to look back and acknowledge where we have come to - even at this relatively early stage in the year.

As I have said and written about many times, inquiry is not a 'subject'. It is a way of seeing ourselves as teachers and as learners. It is an approach that comprises a constellation of practices all, ultimately, designed to strengthen students' sense of agency or, as Guy Claxton puts it - to 'build learning power'. The pedagogy used within this approach can create a powerful culture of learning- but it also depends on a culture that is not only learner centred but learning centred. Taking time to intentionally nurture that culture is critical to success.

So - as the days shorten (at least on our side of the world) let's take stock and reflect on the story so far. Here are some questions to help you reflect on your culture-building efforts - and perhaps to help you consider new goals to work on. Suffice to say - none of us can manage to get all of these things happening beautifully all at once! This is an 'aspirational' check list- I hope it provides the basis for some affirmation as well as for some challenge.

Know your students : Have you taken time to gather information about each students - their family, their passions, their goals, their cultural heritage, their favorite thing to do, their friends, their strengths, their challenges....do you know their parents? How well do you know each student?

Create community : Have you deliberately focused on creating bonds. Are your kids connecting with each other? Are they forming respectful relationships? Do they feel they are part of a 'family' of sorts? Is there a sense of 'groupness' about the class? Do you include regular activities that are all about creating connections - circle games, singing together, reading a shared novel, and sharing powerful stories. Is the class developing as a community in which individuals feel safe to explore, take risks and share their thinking?

Learning agreements : Have you worked with students to create an agreement about the kinds of learners you all strive to be? Is your agreement about learning- not just 'behavior?' Have you signed the agreement - do they see you as a learner too?

: Are you inviting your students to solve problems, make decisions, suggest and take action in relation to how your classroom will 'work' this year? Do your students have a voice? Who owns the learning?

Physical environmen t : Have you spent time with students exploring ways the classroom furniture can be arranged to best support flexibility, movement, collaboration and group conversation. Are materials and resources clearly organized to ensure students can be as independent and resourceful as possible?

: Have you (and your students) considered ways to make your space a beautiful space to come to each day? Have you attended to the aesthetic? Lighting, comfortable furniture, art works - is this a space in which you would want to learn ?

: Have you encouraged your students to share their wonderings with you? Is there a space where those wonderings are collected/shared? Do students have opportunities to explore their wonderings?

Creating/making/tinkering : Do students get to use their hands as well as their heads in your classroom? Are there opportunities to design, create and make - whatever the age group you are working with?

Routines and rituals: Do your students know 'how things work' in their classroom. have you (with their input) established some predictable systems and ways of operating that enable them to manage themselves and their learning more efficiently. Do you have some regular rituals that they look forward to and that serve to connect the community (eg: circle time, 'Wondering Wednesday', class meetings, etc.)

So - how are you traveling?

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learning environments - JustWondering - KATH MURDOCH

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I recently had the pleasure of listening to an episode of 'Recess Duty' - a new podcast from Levi Allison (you can listen to the episode here .) His guest was Kevin O'Shae who has a passion for Environmental Education. It was a great conversation, and a timely one.

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Create a Visual of Learning in Your Learning Environments

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Create a Visual of Learning in Your Learning Environments

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*Create a visual (with words, images, etc). to convey your learning environment.
Upload it to here

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Explore one of the Unit Planners From This School District

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Explore one of the Unit Planners From This School District

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Barack Obama Male Leadership Academy at A. Maceo Smith

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PYP Early Years   Learner Agency 20170511 0614 1 copy

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Choose a planner to look at and modify the central idea. Identify key concepts, learning engagements, and possible resources

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Following on from my recent live webinar on Facebook, this week's chat is looking at different approaches to the IB PYP Central Idea and how each method can benefit the learner in meaningful and effective ways within the inquiry process. I have added the video below.

When youre new or newish to the PYP, the jargon alone can be intimidating, nevermind what youre supposed to do with it all. When you are presented with a central idea that leaves you with the thoughts, " Huh? What does that even mean?" , this is a huge clue that the central idea is, in my opinion, ugly! If you are struggling with it, how do you think the children will feel? Over the years I have found there to be 3 types of central ideas: the good, the bad and the ugly. Here is one UGLY example that stuck with me ( for obvious reasons). It was geared towards 7 & 8 year olds. I am not kidding!

" The relationships within a community can determine the structure and engagements of its organisations within."

So, after deciphering what the heck it actually meant, we changed it to:
" The relationships within a community help shape its structure."
You see what I mean? If you can't look at the central idea and have an idea of where to begin your inquiry, then your unit planning is going to be all over the place. A good central idea will provide you with direction and it will be broad enough in its conceptual scope to bring depth to an inquiry.

Now, of course, there are some very well written central ideas as well. Those we can work with relatively easily and those we can easily introduce to the children. My point with this article is to suggest different approaches to using the central idea, keeping in mind that its primary value is to you, the teacher, leading you in a direction with your planning of the unit of inquiry. We can create more value for the children by working around the concepts of the central idea rather than directly with the entire statement.

This article is NOT about writing a central idea. I'll save that joy for another day. This post is about working the central idea into your unit of inquiry, introducing it to the children and using it as a meaningful tool rather than simply a box to be checked off.

Here is a summary of what makes a good central idea:

It is a concept based generalisation

Children can access the language

It acts as a provocation for the children

It connects to other concepts within future units

It is organically transdisciplinary

You can find a clear summative assessment from the central idea

The children can add their input to the creation of the summative assessment, from their knowledge of the central idea.

Within this video, I'm offering suggestions for different approaches to the central idea. I will chat about the following approaches:

1. Deconstructing the Central Idea

2. The Central Idea as Assessment

3. The Central Idea as the Provocation

4. Constructing the Central Idea with the Children

I hope that this video serves some use for you. I am planning future Facebook live webinars and would love it if you keep in touch. You can follow along on my Facebook page below, PYP Teaching Tools.

Enjoy!

FOLLOW ME HERE, FOLLOW ME THERE.....

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Making the IB PYP Central Idea Meaningful

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Following on from my recent live webinar on Facebook, this week's chat is looking at different approaches to the IB PYP Central Idea and how each method can benefit the learner in meaningful and effective ways within the inquiry process. I have added the video below. When youre new or newish to...

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Inviting Learning Spaces where children love to Read.
.Natural lighting
.Student display work
.Visualize the daily activities
.IB Visual Learner profile, etc...

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In IB schools, children are taught in a way that gets them interested and engaged. They learn the most relevant concepts in today's world and acquire all the necessary skills that prepare them for their future as global citizens.
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Teaching using an IB approach is about shifting from a facts memorization approach to one that includes more play, hands-on experiments, student agency, student inquiries and verbal inputs. It is also about facilitating the creation of connections between what is learned at school and the world outside of the school.  As a result, IB learners are engaged and interested in learning about topics that are relevant to them and to their future as global citizens.