I thought I’d share how we set up for PYP Exhibition via online learning! This is how the Year 6 team at NIST (@NISTSchool, @Y6NIST) started out their online PYPx. It's not THE way, it's simply ONE way. We’re adjusting and adapting as we go and I’m sure others will share more too. This is focused on the first week or two only. Firstly some thoughts:
Reflection on their own Elementary Journey:
Transdisciplinary Theme:
Go slowly, and give them the opportunity to connect with each other where possible - Flipgrid is great for this. Balance new input with opportunities to connect - it’s almost like you’re stacking, unstacking, and then re-stacking over and over - but once those initial pieces are in place, the rest will be more worthwhile. Central Ideas We decided to offer the student 5 central ideas from the previous year, and see which hooked them. They went through a process of ranking, assessing and finally deciding the one they thought might fit best for them. This was a specific response to the online environment. #onlinelearning Lines of Inquiry This is where we were at the end of week 2, and I personally, am really pleased with what I can hear my students articulating. We decided that our guidelines to listen for were:
Questioning such as:
Moving forwards We wanted to prioritise inquiry, and student agency. So we spent time compiling an inquiry resource for all of our Year 6’s to use - almost like an inquiry dictionary. We chose an inquiry focused overview from this pdf book by Kath Murdoch and Jeni Wilson. And from there we compiled scaffold ideas that would work for each section. We’re hoping to use this as sort of a touchstone for supporting our students as they go on their inquiry journey. The key concepts graphic seen below is from Chris Gadbury. Don’t forget to model being a great digital citizen and credit everything! MY PERSONAL REFLECTION so far:
When I Zoom with my kids I’m hearing them talk about thinking and about big ideas so that for me is a WIN so far. Twitter: @bourgeois1
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Keynote speech on the theme of collaboration. Given at the ACAMIS ELL Conference in April 2018. Karam is talking through his inquiry process during his PYP Exhibition inquiry. He embodies a reflective disposition as he revisits his learning. This same disposition enables him to explore the PYP Key Concept of Reflection, seeking to ensure the research he gathers can be considered reliable - see 6:50min. * Sound is a bit unusual - this is screencast from a Seesaw post. Take some time to look closely at this graphic. Let the depth of insight into learning wash over you. This is a 'Reflective Expression' created by a Year 6 student towards the end of her exhibition inquiry about her as a learner throughout the process.
The surface level of the words are an initial invitation to empathize with her process. They also let you know how aware she is of her own strengths and areas for development. There is a high level of meta-cognition presented within this. The words present what she thought, felt and decisions she made, rather than just what she did. The visuals and context she creates give you a hint as to her mindset, schema and perseverance. Did you notice that mushroom strength boost? The flower of motivation? The many sharp points seem to make a point of their own: about 'jumping to conclusions', distractions and chat traps! It is intriguing that the goal, even though self-selected and student-led, felt like a ball and chain. Leaping over the looming 'Wall of Stuckness' with that weight was challenging, and once overcome still presented a dark, seemingly never-ending hole! And yet hope led her on. "Feel it," she says, of that hot glue gunned shape to the left. "Get it???'" she asks, "that feeling of being stuck!" And I do. I can absolutely relate - being a novice, risk-taking and setting yourself a hard goal. Writing my recent keynote speech felt exactly like that patch of glue! This will definitely become a resource I share with each new group of learners I work with. We're embracing The Adventure of Being Stuck! I like to put myself in the position of a learner as often as I can. When approached to be Keynote Speaker at the ACAMIS event, it presented me with an opportunity for a huge learning curve, so I bravely said,
"Yes. I think I can try that." Months of forcing myself to become a writer - an hour long speech is no walk in the park - led to a successful time sharing my thoughts on collaboration, and embodying 'Nicky Bourgeois - Keynote Speaker'. The incredible team at ACAMIS (Association of Chinese and Mongolian International Schools)were so supportive, and encouraging. I was grateful for the kind, and enthusiastic participants who willingly positioned themselves as learners. Take a risk! Who can you grow into?
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