#2 Describe how and why you have selected this challenge of student learning. Locate your inquiry in the context of patterns of student learning in Manaiakalani overall.
Wow!! I can't believe how quick the day goes when your mind is moving from thinking you have an idea.... to not knowing where I am. Then having a great A- ah moment and then going right back to square one again! I guess that is what the design process is all about! We brought our thinking from the last few weeks together to think about how we can use the information to create a prototype for our tool!
I definitely consider myself as a person who aspires for growth but when you feel like you have great ideas in your head and struggle to get them out it is a very difficult process. Having others around going through the same thing has helped the process greatly and it has made me reflect about when we talk about being 'in the pit' with the learners. It can be a very uncomfortable place to be but the past two days have shown me the more I am in it the more comfortable it can be and not because I am getting use to it. It is because I am growing my capacity to think of other methods and strategies to go further with my thinking and it gets exciting. Collaborating has also helped the process as I have one way of thinking and I have been thinking about this space for a long time so it is great to get other thoughts and it completely helped me see that I have been focusing on the outcome of the tool rather than the process.
A lovely colleague from the MIT group create this as their sharing piece and it definitly made it click in my head how I can get my thinking out of my head. I have been spending a lot of time trying to fit my thinking into the outcome, the tool. Instead, just like Aaron Wilson has been saying in our CoL meeting, it is important to think about the now, the research, the noticings before looking at the solution. So I intend to spend the next few weeks looking at what is it I am actually noticing from the learners? What processes am I looking to share? What methods can I see working? And how does this fit into the tool instead of how can I make the tool fit the process? Lots of questions hopefully I will start finding some answers over the next few weeks....
Now I have started to bring visuals into the whole hub through our Achieving Agency wall. As a hub team we wanted to bring our 'Caught Being' wall to life and integrate the aspects of Agency to get the learners using the language of learning and link it to our learner qualities.
We have used our Agency Language of learning and linked them to each of our learner qualities then I created visuals to go along with this concept. My other hub member has created an online game to go hand in hand with the visuals, adhering to various cognitive functions across the whole hub.
This is an example of my modelling book that shows how I can link any area of the curriculum to the aspects of Agency using the visuals. The more I model and use the vocabulary the more this will build up the understanding in the learners to use independently.
Posts have been put on hold recently as I have been setting up my Preventative Planning Programme. However, while reflecting on my approach to teaching the support learners and speaking with other educators on my recent training programme, the need for us to empathise with our learners is becoming more and more evident.
So, this image is my way of putting everything I have been researching into a diagram to best show how I have been planning using visuals.
Empathising with our learner's cognitive functions by planning for abstract learning through concrete visuals to enable higher thinking and agency.
I have put this is into my diagram as I believe it sums up exactly what I have been trying to achieve in my planning. This is the key goal that I am trying to achieve as part of my Preventative Planning Programme because by planning for the visuals, resources and intentional questioning I have been enabling my learners to access higher level thinking and abstract concepts. They have been able to drive their own learning because I have looked at their cognitive needs and planned resources that will enable them to be agentic and take action independently instead of relying on support to achieve their goal for the lesson.
Assessment Capability is a big factor when building Agency as it allows the learner to see their goals, next steps and work on ways to achieve these. I have been using visuals to build this with my Literacy group. We have been using colour coded checklists to get the children assessing their work to see if they have included all the features and if not it clearly showed them how to improve their writing.
At the start of the year I noticed a lot of the children were waiting for me saying 'what's next' 'what do I do now.' However, since I have been using these checklists I have noticed the learner's building their ability to drive their own learning as they have these visuals to see what they need to include next. It is also improving peer and self assessment as they know they can work with a partner to clearly discuss next steps. We are still working on these qualities but I have seen great shifts since starting this visual approach.
I have noticed that my learners have been developing their ability to reflect and take ownership of their learning since we have been building their 'powers'. I have given them personalised missions that they have to work on and if they are finding it difficult to be determined when learning gets challenging we have a chat about building their powers and think of ways they can help themselves. These visuals have been very helpful with my Literacy group and I am starting to see a shift in their mindsets.
It was great to see how my inquiry can fit into the goals of the Manaiakalani Inquiries- Building Language as the tool of meaning making and the tool of empowerment for learners to take ownership of their own learning.
Lanuage in a abundance - including reading more in our learning Highten the aquistianal potential
1 step - I need to receive
2 - I need to try out
‘Gifting’ children with the language v extracting
Flourishing learning potential through - Planning Preparing Providing
Planning to provide the children with new language because if we model the language they can use - it builds a bank of language for the learners to access and this increases their potential. With Creativity being an essential part to stimulate the children's interests and motivation to lean. We thought about the importance of planning for creative opportunities in a range of different ways so it allows for all learners to find their passions eg whole body, digital, making with their hands or feet.
We are learning as a community - you are not one learning from me (the teacher) you are learning from each other.
Elasticity of the Brain - fluidly and flicker throughout
Although we do not know what the future holds I feel we have to attempt to understand what qualities and skills will be needed/desired to be successful adults: creative, risk takers who can self regulate and adapt to a changing environment (with confidence or resilience?). - That's my thoughts anyways. Helping children to accept and understand what ‘comfortable with being uncomfortable so you are prepared for anything’ means.