Wayfinder Learning Lab

"Learning is about living, and as such is lifelong." Elkjaer.


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Getting Going in MYP: Student Orientation

Here are some general resources for helping students get oriented in the MYP. Click here to open full-size in GoogleSlides, with instructions in the speaker notes. The goal here is to provide some ideas and printables that can be used to help initiate students into MYP, in an enjoyable but informative way (and not launching right into “here’s how you’ll be assessed”).

Big thanks to Alison Yang for her ideas, discussion and posts (see here and here), and to Lenny Dutton for her creativity. If you have an idea to add, please let me know.

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I’ve also posted this to i-Biology with some ideas for MYP Science.


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Life Coaching & International Educators

A year ago we decided to move: the administrators’ timeline at our school is before summer for the year-after-next.

It was a very tough decision to leave behind a great school and this life that we love so much in Japan but the timing is right and although I find the current admin role rewarding, I’ve been missing students and the lab too much.

After seven years in amazing Kansai, and a middle -schooler on the horizon, we felt it was a good time to make a change.

Around about the same time, Sam Sherratt posted this. I completed the form, and didn’t think much more of it. I missed the podcast episode.

The summer was anxiety-ridden. I was looking for a return to a non-admin role and so knew it’d be months before anything was posted. In the unknown, I worried a lot about what I was doing to my family. Did I mention we’re at a really good school with a great quality of life in beautiful Japan? The anxiety was accented by the pressure from the Search associate to prioritise admin roles (even though I was looking to get out), as a single-income family.

Then I remembered Sam’s tweet and followed-up with a DM. He pointed me in the direction of Kavita Satwalekar (InnerSenseCoaching), a life coach used by ISHMC. I’ve been through Cognitive Coaching training with Ochan Powell and I think it opened me up to opening up. We got in touch and Kavita guided me through a dilemma coaching session, one of her first online. It helped unblock my thinking and get to grips with what I really needed. There was a sense of relief and I was able to ignore the admin jobs and focus on what was important.

Screen Shot 2018-05-04 at 22.21.27Luckily we’re in the visa process for a new life, but moving on is hard (did I mention Japan is awesome?), and it brought me back to the podcast. For the first time since the coaching session I listened to the episode featuring Kavita, and I recommend it to anyone on the recruiting trail, in transition or any school administrator with a heart.

Links: iTunesCastbox

If you have an hour, I recommend listening to the discussions between Sam, Cathy Brown, Chad Walsh and Kavita. Without spoiling it too much, listen out for conversations on:

  • Do we truly understand what stress is and how it interacts with us? Why do we need external forces to realise this?
  • How do we truly take care of others and ourselves in a  community where we’re in each others’ pockets? Who’s taking care of those who are taking care of you?
  • What can we learn from observing ourselves through ideas from the book “Don’t sweat the small stuff at work”?

I find it interesting that they discuss how the survey results suggested a strong desire for a (totally impartial) life coaching role in school communities. Personally I’m glad I followed the lead and invested in it.

If you’re coming up on recruiting and in a dilemma, give the podcast a listen and think about coaching. It might help. It did for me.


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Wayfinders: Respecting The Journey

After a decade acting in coordination/leadership/HOD/coaching-type roles, I think one of the most powerful lessons I’ve learned – and want to encourage in others – is to respect the journey. This generates more questions in my head than most topics, as it is so nebulous and complex, yet so important.

Where I like to think of curriculum as a compass, not a calendar, in my experience so far the same rings true for developing people and practices. Schools, teams, teachers and students alike are all on a combination of shared and personal journeys to growth, with different starting points, strengths and needs.

We are all Wayfinders

Not all departments or individuals can be treated in the same way and they certainly won’t respond in the same way to standardised approaches. Sometimes – often – we need to go slow to go fast, to listen and respond accordingly. This can be challenging if we feel like there’s too much to get done.

As a community of wayfinders, it is important to respect the journey so far, and for it to be told in a respectful way. Large-scale change doesn’t necessarily mean that what used to be was bad, but the future direction must be good and be clear to all, built with the culture in mind. Being dropped into this culture on the move can be a shock the system as we try to find our place and role, especially if we were well established in our last role, and we might want to establish credibility early on.

So as schools what are we doing to “respect the journey” in transition? 

  • How can we best support and encourage the experience and expertise of new faculty, whilst enculturating them to the positive elements of “what we do here”?
  • How can we best support and respect diverse teams where everyone is working on varying degrees of expertise in terms of the vision or mission? Where some see the vision as aspirational and yet to others it’s already their daily practice?
  • What can we do to protect teachers from unnecessary burdens that become the blocks to forward movement? To “move your ‘BUTs’, in Teresa Tung’s sense?

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As I  move on I want to ensure that the stories of change here are passed on faithfully and respectfully. As I prepare to find my way with a new community going through its own changes I want to be sure to listen respectfully to their journey so far, and avoid as much as possible falling into the trap of “in my old school…”.

Exciting times ahead.

grandma-tala-advice

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Let’s All Meet Up In The Year 2000… (on #Factfulness)

… won’t it be strange when we’re all fully grown? 

November 1995: I’d just turned 15, Britpop was at its peak (who did you prefer, Oasis or Blur?) and Pulp released this singalong anthem. We loved it.

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I couldn’t predict the year 2000, even in 1995. I had no idea I’d be ringing in the new year behind a bar in Belfast while studying to be a marine biologist. The thought of living in Indonesia, Japan or China had never entered my mind, never mind the notion that I’d be raising a cross-culture family in international schools, or that so much of our lives would be shaped by travel and the internet. My barely-myelinated teen brain was busy enough navigating embarrassment-avoidance, dodgy hair and GCSE’s.

51kmdnvzmsl-_sx324_bo1204203200_Disco 2000 popped back into my head (and wouldn’t move, thank-you), as I was reading Hans Rosling’s wonderful #Factfulness. As we form our worldview, it is often shaped by early experience; genuine conceptual change takes some effort and cognitive dissonance.  I wondered how the world has changed since my own worldview had first formed, and how the countries I have lived in compare now to the UK back in 1995 or 2000.

The world we are in now is far from my 15 year-old reality and the future is possibly even more uncertain now than it was when I was singing along to Pulp: make sure you read Aloha’s post on the agile learner in the VUCA (volatile, uncertain, complex, ambiguous) world. As the Roslings state in their book, “the world can be both bad and better“. We can educate for hope, not despair, but we need to ensure that through factfulness, our programme frameworks and position of privilege we can help create the conditions for knowledge-rich inquiry that connects the Global Goals to sophisticated learning. We didn’t need to worry about this in 1995, did we?

Now we’re approaching 2020 these aren’t 21st Century skills, they are now skills. We can’t accurately predict the future, but we can temper our learners, developing wayfinding global citizens that maintain a positive outlook. Take the Global Ignorance Test here.

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Shifting Perspectives: The Four Levels

This is important learning from the Roslings’ work, helping to break the us/them, west/rest view of “otherness” that we can tend to in our world view. See also Dollar Street, an interactive way to develop IMaGE through peeking into the lives of others like us.

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Learning Forwards: #Factfulness in an international inquiry context.

I’m really looking forward to connecting with more IB educators on discussing this book. The presence of the word “fact” can cause a knee-jerk reaction in some, a misconception on the title perhaps, but this book is more about high-quality inquiry than many I have read.

In our positions of great privilege in international schools, we owe it to our learners to ensure they are not ignorant of the world. We can achieve this through factful inquiry: lines of inquiry that rely on data, real perspectives and avoiding the danger of the single story. We can move beyond stereotypes,

I want my own children to be empowered as knowledgable investigators, creative problem-solvers and open-minded wayfinders. We’re already using Dollar Street at home to look into lives aroud the world (comparing our “halves” of Indonesia and the UK, for example).

Check out Rosling’s statements on education at the end of the book. If you have read it and want to chat more, come on over to #Factfulness.


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Updated: The Challenge of Interdisciplinary Learning

Since the original post in early 2016, we’ve made some progress, experienced some great successes and uncovered some further challenges. Enthusiasm is building behind Interdisciplinary Units (IDU’s), though there is still work to be done. I’ve updated the flowchart below to show some other “ways in” to IDU planning, and for potential inclusion in MYP IDU support materials. The pdf version has live links to supporting documents.

Click through to read the full post (1,500 words).

IDU Planning @sjtylr

A sample flowchart for working through the IDU process, distilled from “Fostering interdisciplinary teaching & learning” and MYP Coordinator Support Materials. Click to download as pdf, with active links. Updated April 2018.


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Using Tweetdeck to Curate a Twitter PLN

Twitter is an amazing tool for building a PLN (personal learning network), but as you follow more accounts the main stream can be too fast/distracting to follow, and dipping in at random times is inefficient. Tweetdeck is ideal for curating your feeds: create a column for each topic of interest. Here’s an ugly image for an overview. It’s also great for keeping up with rapidly-moving feeds (such as twitter chats or breaking news).

Using TweetDeck

Screen Shot 2018-04-10 at 21.28.20Some tips: 

  1. I find TweetDeck for Chrome works well
  2. I get rid of the “Activity”column, it’s distracting
  3. Click on >> (lower-left) to see more options
  4. I add columns for many topics of interest. Each is its own potential PLN.
  5. Some Twitter users curate “lists” of accounts. You’ll get notified if you are added. If you look in the list, there may be other interesting people to follow.
  6. When an interesting conference or event is on, I follow the #Hashtag and am able to review the feed to learn vicariously. Too many columns can slow down Chrome, so delete them if they’re no use.
  7. “Likes” are often used as bookmarks, though the poster will know. On the main Twitter app you can “save bookmarks” but not here yet. Sometimes at the end of an exchange, a user will “like” the final post as a polite way of ending the conversation.

Some MYP-related Hashtags/Accounts you might want to put into columns. Copy everything, including OR. As you follow more accounts, you can see the kinds of #tags they are using. 

  • #MYPChat OR @MYPChat OR #IBMYP OR #IBChat
  • #PYPChat OR #IBRebelAlliance
  • #IBATL OR #SkillsFirst OR #DOKChat
  • #EdTech

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Update: here’s a short tutorial video by Dan Klumper (@danklumper)