A simple mantra, but one I hold onto as a learning/tech coach, leaned on as PK-12 Director of Learning and will cling to next year as MYP Coordinator. It was the “key concept” of my #HackTheMYP IBAP Conference session in 2017 and over the two years since I’ve been thinking about it a lot.
When I think about past and current successes in the supporting role of a coordinator or learning coach, I think about the naming, noticing and nudging that helps teachers take the necessary small steps towards our goals. When I think about the flops, it’s the “too much, too big, too soon” effects of a loss of teacher agency. It’s a delicate balance between being directive and being supportive. And it so often comes down to making it easier to do better things, so I’ll unpack with some guiding questions I keep in my head.
Is there anything making it harder to do basic things?
With so much that we just have to get done in teaching and learning, are we aware of the systems, practices or ambiguities that make it harder just to get to the starting line? Are our teachers worn out by low-level decision-making or inefficiencies? How can we help and what’s under our control to cover foundations from which we can launch? Does this necessitate ‘managing up’ as we advocate for the teachers in the classroom to those who make the decisions?
Can we define & justify the better things?
We don’t know what we don’t know. Some teachers might be excellent at what they do – is it in alignment with what we need? How do we honour their expertise whilst nudging towards the better thing? Can we articulate clearly what the alternatives are and why they will be better for student learning? If we can’t do this for that teacher at this time, can we do it for someone else, to build a model of what could be?
Are we making it harder to do the better things?
What are the barriers to success in implementing something new or nudging someone along? Are we aware of any mixed messages we are sending in terms of thoughts, words and actions? Are we aware of the pragmatic realities that stand between a teacher’s current state and the goal? Are we asking teachers to make the right decisions – or too many decisions? How do we know? Do our systems and resources support the goal of the new learning? What do we do if they don’t?
How can we make it easier to do better things?
Once we’re clear on where we’re going, are we ready to take action? Do we have our resources ready and the right people in the room? Can we show models of what it looks like or share experiences of successes and failures? Can we clearly connect current practice to the next step? Are we clear?
Over the last few years of working in coordination and coaching, learning through creating cultures of thinking and cognitive coaching, I’ve become more attuned to working with intentionality and purpose. I’ve still got a lot to learn, but I’m thankful always for the experiences of working in inspiring places and reflecting on experience. I wish the same for you.
A few things that work for me…
Keep everything a click away. This MYP-at-a-glance took a couple of weeks to build but it is an example of “investing time to make time” and I have it open all the time and can spring across the MYP in a moment. Similarly, for school documents, useful tools and resources, organise your bookmarks toolbar to become your dashboard for your role.
Organise things clearly and standardise where you can. Present information clearly. Pay attention to design. Link, link, link. It saves so many questions and saves teachers’ time as they don’t need to keep recreating things.
Go visual. Anyone who knows or follows me knows I love to go graphic, especially with the IB’s proliferation of documentation. Flowcharts and cycles really help me work through a process with kids and adults.
Actually listen. “Listen first to understand, then to be understood.” Try to tune into the true message in the conversation, even if it seems aggressive or rambling. It can be hard but what’s the true issue? If you get a chance, learn and practice cognitive coaching or similar.
Avoid pseudo-consultation. There’s nothing worse than having time eaten away by loose “what do you think?” when there is already a pre-determined outcome. Let people know what decisions are made, what need to be made and where the input is needed.
Have examples. How quickly can you move from the hypothetical to the concrete? Teachers are busy, get past the fluff. Test things to see if they work and predict the realistic implications. Have you heard of dogfooding?
What works for you?
This year I jumped the Great Firewall and landed in China, in a new life and new role as High School Learning & Technology Coach. It has been a great learning experience so far, and as a techy learning nerd, I’ve been able to try out new tools for learning and supporting teachers. I’m not easily impressed by EdTech products, but over the last couple of years some great stuff that focuses on learning (not just ‘more tech’) has been coming out.
Here are some of my favourites – they’re not all new, but some were new to me and of course they need to be China-friendly.
Over the last decade I’ve been creating, curating and sharing through my i-Biology.net site and on here, powered by WordPress. I love this platform, but over the last few years have been tinkering with other tools to make collecting and sharing easier for me and for others.
Inspired by Nadine & Jeri, the teacher-librarians here at WAB, I’ve really got into LibGuides. It’s huge, amazing and (I think) pretty pricey, though as I’ve been getting settled here I’ve been building my own TigerTech group and resources on there to support teaching and learning. It can embed almost anything and with a little tinkering can look pretty cool.
I have a lot to learn from my colleagues, but I am loving this tool!
Wakelet and Padlet Backpack
Two simple but great tools. Wakelet has replaced the functions I used to use Diigo and Twitter bookmarks, and has potential to take the place of Storify in archiving Twitter chats and events. See Tanya LeClair’s Wakelet about Wakelet here for loads of ideas. I use the mobile app a lot for quickly saving things to read for later, or categorising them for use in different parts of my job.
Padlet Backpack ($$) is the schools version of Padlet, with teacher and student accounts. Great for collecting up group responses, student ideas, resources and comes with a range of different layouts and privacy settings in the school domain.
Both Padlet and Wakelet can be embedded easily, and they both seem to work fine in Libguides, Moodle & Google Sites.
Equity Maps (iPad)
I love this iPad app and have tweeted about it a lot since I came across it after reading Alexis Wiggins’s Best Class You Never Taught. Taking the Spiderweb discussion/ Harkness table method and turning it into a simple, data-informed tool for empowering group discussion, Equity Maps makes the learning community responsible to their own data. It exemplifies the cultural forces of interactions, expectations and language, and can work really well in a range of discussions. I have used it in meetings as well. It’s one of those rare EdTech apps that goes beyond gimmicks & flash and focuses on making the learning visible.
This is a brilliant social reading app, designed by a teacher for teachers and great for gathering student reflection, questions and comments on a shared reading. Very simple, very powerful – try an example here.
If you are interested, use this link to sign up for a free account (referring five people will give a free year of Edji).
This is super cool. Microsoft translator allows for translation through your device with typing, talking, tap-and-talk conversations and scanning. It also facilitates group translations, where participants can join in a conversation or presentation online, using their own language. Very neat. Give it a go here.
This iPad app is useful for grading and note-taking on the go.
A Few More Technoids
Here are some more recent #EdTech highlights for me, shared through Twitter.
This was a fun year in the #MYPChat PLN (professional learning community)!
We started the journey way back in 2013 with some seasons of weekly hour-long twitter chats based, going through the Next Chapter phase of MYP. Over the years, a warm and supportive PLN has developed and I’ve found the community a great help over the years in various roles.
This year has been the most fun since we started. Taking a cue from EduTweetOZ, we got the discussion going about how to keep the community alive and get perspectives from around the MYP world.
The @MYPChat Roaming Handle Is Born!
And so, with some willing volunteers (open-minded risk-takers, some might say), we set to work. I created the @MYPChat account and a sign-up list on a GoogleDoc, we set a schedule and Season 1 got going Season 1 with the hosts coming from regular #MYPChat contributors: @LennyDutton @reidau1 @alohalavina @alisonkis @DaunYorke @JRafaelAngelM @KetiBrook @vanweringh.
In this slow-chat format, the host holds the account for a week, passing the baton (the login details) sometime on Sunday. Each week, the host sets the questions and away we go. This first season included topics on ATL, service as action, feedback, transitions and much more. It is really great to hear about what others are working on and to see our common framework in action in different contexts.
In season 2, the web was spun wider, with topics including getting going, (over)assessment, interdisciplinary learning, global contexts, standards, inquiry in languages, gaming and a many more topics. This seasons hosts were @ggreen7 @JeremyOtto_ @darrylsjharding @IBMYP_Educator @InquiringOn @LauraEngland @JeffersonLars @babilgre @halcyongareth @TeacherlyIssues @MypClassroom @LancettJohn @MWroundtheworld.
Looking forward to 2019
As we break for the new year, I’m looking forward to supporting the community as it develops further. We’re always looking for keen hosts, and if you’d like to give it a go (it is low-stress), please send me a direct message on Twitter (@sjtylr). We’re looking forward to having hosts from different educational contexts and some weeks hopefully hosted in languages other than English. Watch this space!
After the unfortunate demise of both Wikispaces and Storify this year, we are missing a reliable way to archive the #MYPChat contributions, so that will need to be overcome. However, having the @MYPChat account means the tweets can easily been seen and analysed. A new challenge!
Way back in 2005, skater Danny Way jumped the Great Wall of China… on his second attempt. The first ended up with a broken ankle. The next day, he back on the board and nailed it. Welcome to China!
Now we’re a few months into our new life in Beijing, I feel like we’re sticking the landing. As we roll into the winter break, it’s time to decompress and reflect on the move: country, school & role!
When we decided to leave wonderful Japan, we didn’t imagine at first that we’d be in Beijing. It has so far surpassed our expectations of quality of life, ease of access and yes, cleanliness of air. Of course there are bad days, but #BeijingBlue has been very common and it is a nice place to live. Public transport is cheap and easy, technology like WeChat makes everything much easier than in the past and there is a buzz of life here.
As a family in international education, the list of schools we would have chosen was very short. It needed to be a great place to work, live and learn and we need to be able to survive on the single contract. WAB has so far been a fun experience, the new role is interesting and the kids love the school. There is a lot going on with the FLoW21 work, the day-to-day learning and getting settled in, but the welcome has been hugely warming and we are all enjoying it so far. Fingers crossed it keeps being a positive experience!
When I resigned from my last role (as whole-school leadership – a whole other post), the goal was to get back into the science lab and get teaching again. As high school learning & tech coach here at WAB, I have a science class and a mentor group alongside my main role of supporting teaching and learning with pedagogy and tech integration. It has been really enjoyable so far and I have a lot to learn about a new school, its culture, people and tech tools.
It’s an exciting time for the school’s development and with that comes the opportunity to support teaching and learning in positive ways. I am putting a lot of my effort into listening and building bridges. It is great to be able to work with a team of others within our section and across the school, and to build supporting resources for teachers and students. I love creative work in education and there is plenty of scope for that here. I can put skills and tools I’ve developed over the years to work in a setting where there is support for development and the freedom to try new things. I look forward to seeing how it develops.
Of course, huge life changes generate new challenges. It is suddenly very cold (though our house is much warmer than in Japan), and we have a new language to learn. We’re finding our way around and learning from the little “teachable moments” of being in China after Japan and Indonesia. The kids have a new type of freedom, a bus run and a lot of agency. We have a preteen in a connected world and a learning more about that as we go along. Life stuff is different here – banking, bills and the like – but so far has been easier than Japan. China is more techy and access is more fluid than we expected and are used to.
Working in EdTech in China is… interesting. There is a lot of great stuff being done, and we have access to more than I expected, though we do come across issues with the great firewall. It has taken longer than I expected to leave behind who I was before to become who am I now, but in the last month or so the fog has lifted and I can see more clearly where I can make a difference, without worrying too much about issues beyond my control. On the other hand, there is great technical support here at the school and beyond, and it seems schools work well together on the shared challenges of the GFW.
One of the reasons international educators do what we do is for life experiences – for ourselves and our kids. Embracing the change – the new place, people, school and systems – is certainly giving us some new experiences to enjoy and to learn from!
Happy Holidays and Happy New Year!
I love Creating Cultures of Thinking by Ron Ritchhart of Project Zero at HGSE so much, and refer to it so often, that I made these aide-mémoire cards and chapter summaries, and I carry them with me for planning, coaching and collaboration meetings. The front side has a visual and chapter line, and the reverse summarises the key subheadings of the chapter.
Of course this doesn’t replace a deep reading of the book. I find them a useful reminder and a tool for use in conversations. If you haven’t read the book (or taken part in a COT workshop or course), don’t rely on these for understanding.
In my current role as learning & ICT coach, I use the cultural forces as a filter for thinking and development. They can be used to notice and name forces in a situation. Which forces are being influenced with this? Which force(s) might be in high or low resource? How can we make sure the influence is positive? How can we help make it easier to do better things?
Other COT resources I keep to hand
Most of these are hosted on Ron’s website.
- The Understanding Map
- 9 Apps for Parents
- 10 (+1) Things to Say Every Day
- Thinking Routines Matrix
- Making Thinking Visible Thinking Routines
- A Typology of Classroom Questions
“Children grow into the intellectual life around them.”
Our role as teachers and parents is to provide an intellectual apprenticeship for learners. As Ron mentions in the video below, via Howard Gardner, their time with us should be “time well spent”. This interview outlines some key ideas from the Cultures of Thinking project, and is well worth listening to.
Five years ago I was starting to become concerned with the difference between marking and feedback. What was making a difference to my students’ learning and was the effort I was putting into detailed marking worth it in terms of their improvement? In reading Hattie’s Visible Learning for Teachers, Wiliam’s Embedded Formative Assessment and the pdf of The Power of Feedback (Hattie & Timperley), I developed a four-levels feedback template for use on student work.
This post is to share an updated version – I still really like this method of giving timely, actionable, goal-focused and student-owned feedback. It definitely saves me time, but puts the focus of feedback on what’s most important for the student to take the next step. I’ll keep updating, editing and adding to this post.
When giving feedback on a piece of work, I paste this at the top of the student’s assignment, give some comments in the work and check their self-assessed rubric. Before we open individual feedback, I summarise whole-class feedback.
Why present feedback this way?
Feedback addresses three questions:
- Where am I going?
- How am I going?
- Where to next?
Feedback is timely, actionable and needs to be more work for the learner than the teacher.
- Clarity of achievement so far: goal-referenced, tangible & transparent.
- Understanding “the gap” between where the learner is and where they need to go next (not necessarily the top bands)
- Timely. Using a system like this saves time in grading/giving feedback, makes it more accessible to digest (is user-friendly) and can be easily reviewed for the next time the student works towards similar goals.
- Feedback first, then grades. Not presented together, to enforce student reflection & action.
Making The Four Levels Work
- Goals and outcomes need to be clear – do students & teachers have a shared understanding of what success looks like at different levels of achievement?
- Feedback needs to be ongoing. Students are taught to self-assess in the drafting stages and feedback (not grading) given on the drafts with plenty of time to take action before submission.
- Students self-assess before submission. Even better – they can peer-assess and give feedback. If tasks are differentiated, this does not present a collusion challenge.
- Teacher gives feedback in the grid, on the front page of the work (or in an accessible place):
- Check the student’s self-assessment against descriptors
- Check the assignment, making comments only on actionable next steps – not an overwhelming number, as this can increase the perceived “gap” for students. Students who want and will take action on very detailed marking can request this in follow-up.
- Summarize feedback in the grid: task-level, process level and self-regulation level.
- Link to support resources where appropriate
- Record grades out of sight of student.
- Teacher places value on interaction with feedback by giving class time to digest & reflect
- Give “whole class” feedback on common issues and note needs for later workshops
- Students read their feedback: table and comments.
- Students synthesise this into a “feed-forwards” note to self. Showing this to the teacher and a shared agreement on the next steps releases the grade, not before.
- Next time the task type is attempted, the first thing students do is open the feedback and set achievable, specific goals to “level up” based on the feedback & feed forwards.
Reflections in Practice
I worried initially that the pushback from students would be that I wasn’t grading enough. This didn’t happen for a couple of reasons:
- We made explicit the reason for doing this and I keep no secrets about the “magic” of learning from students. I explain and demonstrate what works in learning and why we do things this way.
- Most students like seeing the next steps really clearly. We’re not all aiming for top levels right away – we’re aiming for progress upwards.
- We talk about “the gap” a lot, and our quest to close the gap in prep.
- I already know what the grades are likely to be, as we invest time in class for drafting, feedback and conferencing. I expect students to show their work and take action on feedback.
- I will happily take a piece of work back and sit with a student, giving really detailed marking and justification if they request it. This rarely happens and it is usually one or two who are working at the very top of the rubric. This is far more efficient and effective doing acres of marking for large classes, the bulk of which won’t have an impact.
Hattie, J. & Timperley, H. (2007) The Power of Feedback. Review of Educational Research. Vol. 77 no 1 (pp 81-112). https://www.jstor.org/stable/4624888 (includes diagram above)
Wiggins, G. (2012) Seven Keys to Effective Feedback. Educational Leadership Magazine. Vol. 70 no. 1. (pp 10-16). www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx (and related: EL Takeaways Poster http://inservice.ascd.org/seven-things-to-remember-about-feedback )
Dylan Wiliam Centre: Ten Feedback Techniques That Make Students Think (poster). https://www.dylanwiliamcenter.com/wp-content/uploads/2015/02/10-Feedback-Techniques.pdf
More Resources on Feedback & Grading
“Children grow into the intellectual life around them.”
I really enjoy parent-student-teacher conferences. (I’d rather do more of these and less report writing, but that’s a different post.) Even with a limited time-slot (my last couple of schools have been 10mins), we have an opportunity to strengthen a home-school connection, build a relationship with families and really put the learner and learning front and centre.
I love being a science teacher, and parent-student-teacher conferences are a prime opportunity to share that. Just because it’s high school, doesn’t mean it needs to be too serious.
Over the last five years or so of teaching, I’ve set up recent investigations or phenomena for students to demonstrate, explain or solve for their parents.
The conference begins with a warm introduction, a check on languages used and then the student demonstrates the phenomenon to their parents. I keep some prompts and visuals around the table, to be used as the conversation develops. I don’t prep students – I want to see how they go, and how much of their learning they can make visible to the parents.
In this part of the conference, the students and parents can communicate in their most comfortable language.
It’s important to me that this is a positive experience and gives me a couple of minutes to see how they interact. If a (rare) difficult conversation needs to follow, I know better how to judge my message. In most cases, we build on the observations, and follow our own little lines of inquiry. Occasionally I pick up some new science vocab in my students’ home languages. With multilingual students we always talk about how language development is supported in the class.
Of course, parents to come to conferences to hear how their child is doing.
That’s great, and we work on the basis that if something was wrong, they’d already know; there should be no surprises in a report card or parent-teacher conference.
This means that we have the chance to have a growth-focused conversation about the learning:
- How can they use our resources and rubrics for moving up?
- Do they understand the best-fit approach and use of command terms?
- How do our “feed-back feed-forwards tables” work for focusing on what’s important and what “note to self” is there for next time?
- What are they struggling with and how can I help?
- Where to next?
As parents we want to know our child is cared for and is learning. We want to know how we can support them, and we want to trust you as their teacher.
This is how I feel as a parent-educator, and it is echoed in many interactions. Taking this opportunity to celebrate their child and their learning is more than just a little fun – it’s who we are. Occasionally I’ll provide parents with some online resources, or mention some of Ron Ritchhart’s “9 Apps for Parents” or “10 (+1) things to say to students every day” for “at home” discussions.
Next time I’ll put out some of the recent multilingual understanding map resources he shared as we reflect on the year in learning.