How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry
10 Ways To Start Shifting Your Classroom Practices Little By Little
Four Inquiry Qualities At The Heart of Student-Centered Teaching
How To Ease Students Into Independent Inquiry Projects
Tips And Tricks To Keep Kids On Track During Genius Hour Projects
How Giving Students Choice During the Day Can Create Unstoppable Learning
Steps to Help Low-Income Students Direct Their Own Learning
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It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher-librarians have the skills and knowledge to help classroom teachers deepen inquiry-based learning projects. You just have to ask.","status":"publish","parent":0,"modified":1555912376,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1312},"headData":{"title":"How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry | KQED","description":"Teacher-librarians have the skills and knowledge to help classroom teachers deepen inquiry-based learning projects. You just have to ask.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry","datePublished":"2019-04-22T05:52:56.000Z","dateModified":"2019-04-22T05:52:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53417 https://ww2.kqed.org/mindshift/?p=53417","disqusUrl":"https://ww2.kqed.org/mindshift/2019/04/21/how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry/","disqusTitle":"How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry","nprByline":"Trevor MacKenzie","path":"/mindshift/53417/how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53417/how-your-teacher-librarian-can-be-an-ally-when-teaching-with-inquiry","authors":["byline_mindshift_53417"],"categories":["mindshift_20524","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_797","mindshift_895","mindshift_256","mindshift_20601","mindshift_21259"],"featImg":"mindshift_53419","label":"mindshift"},"mindshift_51827":{"type":"posts","id":"mindshift_51827","meta":{"index":"posts_1591205157","site":"mindshift","id":"51827","score":null,"sort":[1534225291000]},"guestAuthors":[],"slug":"10-ways-to-start-shifting-your-classroom-practices-little-by-little","title":"10 Ways To Start Shifting Your Classroom Practices Little By Little","publishDate":1534225291,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When a colleague invited \u003ca href=\"https://twitter.com/JoyKirr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Joy Kirr\u003c/a> to a professional development day featuring the Scottish design thinking expert \u003ca href=\"https://medium.com/notosh\" target=\"_blank\" rel=\"noopener\">Ewan McIntosh\u003c/a> she didn’t think it would be life changing. She was flattered to be asked, and wanted to make the most of the opportunity, but her experience of professional development up to that point didn’t lead her to believe it would be Earth-shattering. But then, McIntosh gave the teachers assembled a simple task: Pick one problem in your school and start working on it today.\u003c/p>\n\u003cp>Kirr, like most teachers, can think of a lot of structural problems influencing her classroom, but she decided to focus on something she could control: reading. Kirr teaches seventh grade English Language Arts, and was troubled that the curriculum only required students to read one book per quarter. She thought they should be reading a lot more than that, and she thought the rubric her school used was designed to catch kids who didn’t read. She knew there were kids getting A’s on that test who hadn’t read the book. There had to be a better way.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JUnhyyw8_kY\u003c/p>\n\u003cp>As she explored this problem in the McIntosh seminar, Kirr stumbled across the concept of \u003ca href=\"http://geniushour.com/\" target=\"_blank\" rel=\"noopener\">Genius Hour\u003c/a>, a teaching tactic based on a practice at Google, that many teachers are trying. Google found that some of its most successful and innovative products came from projects its employees developed on their own time. So the company instituted a 20-percent time policy, where employees could use 20 percent of their work time on a passion project.\u003c/p>\n\u003cp>In classrooms, teachers give students a set amount of time t\u003ca href=\"https://www.kqed.org/mindshift/44188/how-giving-students-choice-during-the-day-can-create-unstoppable-learning\" target=\"_blank\" rel=\"noopener\">o explore a topic about which they are passionate\u003c/a>. Usually the inquiry results in a project, solution or analysis shared with the rest of the class. It’s the opposite of a standardized curriculum -- which makes some teachers nervous -- but in the Genius Hour idea Kirr saw an opportunity to bring \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">joy to reading\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She decided to try giving students time in class to read whatever they wanted. There were no expectations other than that students learn something and share it with the class. There would be no grades because it didn’t make sense to compare projects that are so different. Kirr asked her principal if she could try out Genius Hour and his response opened the door for everything that followed. According to Kirr, he asked, “Do you think it’s right for your kids?” She said yes and has used that question as a guidepost for every other shift that came from this first step.\u003c/p>\n\u003cp>When Kirr saw how much fun her students were having learning during Genius Hour she started to use some of the lessons she learned from that shift in all her teaching. She stopped giving grades on every assignment and instead gave detailed \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">feedback \u003c/a>on student work and time to revise. Her school requires quarter grades, but now she decides those through one-on-one conferences with students where the two of them discuss the students’ work, improvement and grade.\u003c/p>\n\u003cp>Kirr said taking a risk on Genius Hour has changed her teaching dramatically. During this time, she doesn’t present a lesson and then moderate an activity that all students do at the same time. Instead, students work on individual projects while she circulates the room checking in, troubleshooting issues, and \u003ca href=\"https://www.kqed.org/mindshift/34799/teachers-most-powerful-role-adding-context\" target=\"_blank\" rel=\"noopener\">offering guidance\u003c/a>. Teaching this way showed her the power of checking in with individual students every day, something she now does no matter what she’s teaching.\u003c/p>\n\u003cp>“That means my lessons have to change because that means I have to give more time over to them to work,” Kirr said. That one shift, making time to talk to students individually, meant her whole approach to instruction had to change as well.\u003c/p>\n\u003cp>Talking to her students more often also revealed insights into who they are, what they care about, and what troubles them. Now, if something is on their minds, she knows better than to try to push forward with planning content. Now she takes the time to stop and listen.\u003c/p>\n\u003cp>“Especially content area teachers, we feel like we have to get in the content before the year is out,” Kirr said. “But you can’t get the content in if they're not listening to you.”\u003c/p>\n\u003cp>And when she stopped to listen to students, she also started to hear from them about what they’d like to see changed in the classroom. Rather than being offended by that feedback, she reflected on it, made changes where she could, and let them know what changes she’d made, or why she couldn’t if that was the case.\u003c/p>\n\u003cp>“That feedback from them is key to help them buy into what you’re saying from your lessons,” Kirr said.\u003c/p>\n\u003cp>It also impacts her relationships with students. They know she listens to them because there are tangible changes, and that builds trust. For example, Kirr now has a suggestion box so students can regularly give feedback -- that was a student idea. Another time, a student wanted to bring her dog in for her Genius Hour project. Kirr asked the principal for permission and got a “No.” But the principal did say it would be fine to have the dog outside the building. So, Kirr let that student present outside.\u003c/p>\n\u003cp>“I’m more passionate about what I’m doing,” Kirr said. She’s been teaching 24 years in various roles, but she doesn’t think she would have lasted another 15 if she hadn’t started to make some of these changes that reflect what she thinks is “right and good” for students. “Now, the feeling I have in class that there are more yay moments than nay moments,” she said. She’s saying yes to students more, and it feels good.\u003c/p>\n\u003cp>It’s worth noting that the anecdotal positives Kirr notes in the class culture, in her relationships, and in her students’ willingness to reflect and revise work aren’t showing up on the standardized tests they take. Her class’ scores from three years ago are about the same as they are this year.\u003c/p>\n\u003cp>Often, when a teacher makes as many substantive changes as Kirr has, other educators assume that she must work at a school where this type of innovation is regular. While leaders at Kirr's school encourage teachers to try new things, not all staff are at that point now.\u003c/p>\n\u003cp>It’s easier sometimes to talk to teachers outside the building about change ideas. That’s why Kirr wrote a book, \u003ca href=\"http://shiftthis.weebly.com/\" target=\"_blank\" rel=\"noopener\">“Shift This!: How To Implement Gradual Changes For MASSIVE Impact In Your Classroom.”\u003c/a> She wanted to share what she has learned.\u003c/p>\n\u003cp>After she published “Shift This,” teachers around the country wanted to know how they could continue to make shifts in their classrooms. They described the resistance they ran up against and colleagues who shunned their ideas. Kirr understands that kind of environment, and believes there’s all kinds of reasons some teachers won’t embrace her ideas. She thinks every educator is on his or her own journey and forcing them to change doesn’t often result in the kind of real differences administrators want to see.\u003c/p>\n\u003cp>Instead, she focuses on \u003ca href=\"https://docs.google.com/document/d/19xP6UB3Sp9yxs_EsTWqc04bw38xArtA7D4xBGXjafh0/edit\" target=\"_blank\" rel=\"noopener\">ten core concepts\u003c/a> that underpin everything that has made a difference in how she thinks about teaching. She shared them at the\u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\"> International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>\u003cstrong>Lesson 1: Ask lots of questions.\u003c/strong>\u003c/p>\n\u003cp>When Kirr started questioning the way things had always been done there were lots of areas that she could change. She admits her questions started to annoy other teachers on her team, but she thinks questioning her practice has made her a better, more committed teacher.\u003c/p>\n\u003cp>“If you don’t have a why in place then the how and what will crumble,” Kirr said. Asking questions is the first step, but it’s important to have a good reason why a change is needed before upending the classroom. Once a clear “why” is established, it becomes the guiding star for the inevitable ups and downs of implementing something new.\u003c/p>\n\u003cp>When exploring how she might get students to read more, Kirr asked questions like: why is it taking us eight weeks to read a 182 page book? Why do we teach it the same way, even if some students are finishing the whole book in one day? How might we authentically test reading comprehension without a 50-point true/false test?\u003c/p>\n\u003cp>Kirr decided to try assessing by having \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">students ask questions\u003c/a>. They each had to bring in four questions about the book every day, which helped Kirr not only see that they had read, but also how well they were understanding what they read. When she started asking questions, her students also asked more questions.\u003c/p>\n\u003cp>\u003cstrong>Lesson 2: Make time for what you believe is right and good.\u003c/strong>\u003c/p>\n\u003cp>Despite a cramped schedule, Kirr believes that making time for things demonstrates to students their importance. That’s why she makes sure her students have time to read in class.\u003c/p>\n\u003cp>“Once we started reading in the classroom, they started reading outside the classroom,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 3: Provide time for sharing in class\u003c/strong>\u003c/p>\n\u003cp>“People want to share,” Kirr said. “We’ve got to allow time in class for sharing.”\u003c/p>\n\u003cp>Sharing could be a structured experience, like \u003ca href=\"https://www.kqed.org/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback\" target=\"_blank\" rel=\"noopener\">peer-feedback\u003c/a>, or sharing writing with one another. But Kirr also does book talks, where students share the books they like with one another, and aren’t graded on the presentation.\u003c/p>\n\u003cp>“If they’ll do these things without grades attached, you know you’re doing a pretty good job,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 4: Provide time for practice\u003c/strong>\u003c/p>\n\u003cp>Kirr began to realize she expected students to be able to do a lot of things that she hadn’t given them time to practice. For example, when the \u003ca href=\"https://www.districtadministration.com/article/fidget-spinners-good-distraction\" target=\"_blank\" rel=\"noopener\">fidget spinner craze\u003c/a> swept her classroom she was as annoyed as any other teacher. But rather than taking them all away, she had a conversation with her class about the difference between using a fidget spinner to focus and it being a distraction. She had to let them practice making the right choice before she punished them.\u003c/p>\n\u003cp>She learned a similar lesson with Fishbowl discussions. “This is terrible at the beginning of the year,” Kirr said. “They talk over each other. They act like they never heard what another person said.”\u003c/p>\n\u003cp>Rather than abandoning an activity that she believes requires her students to use important communication and analytical skills, Kirr sees the terrible first discussions as practice. And over the year students improve. The same goes for group work.\u003c/p>\n\u003cp>“Unless I have an adult at every table, I know they’re not going to be on task every moment. But we have to provide that time to practice or they won’t get any better.”\u003c/p>\n\u003cp>\u003cstrong>Lesson 5: Include time for reflection\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">Reflection isn’t a new idea\u003c/a> to most educators, but it’s easily forgotten or swept aside when things get hectic. Kirr remembers realizing when she went through \u003ca href=\"https://www.nbpts.org/national-board-certification/\" target=\"_blank\" rel=\"noopener\">National Board Certification\u003c/a> that she’d never really reflected until then. But it’s a crucial practice for educators and great modeling for students who gain metacognitive skills when they stop to take note of what and how they’re learning.\u003c/p>\n\u003cp>\u003cstrong>Lesson 6: After you ask students questions, listen and respond to them.\u003c/strong>\u003c/p>\n\u003cp>“It helps you be more in tune with who the people are in your classroom,” Kirr said. Allowing student feedback and ideas to influence what happens in the classroom is one of the biggest and most fundamental shifts Kirr has made. It can also be done regardless of teaching style, a relatively simple way to make students feel like who they are and what they think has value to their teacher.\u003c/p>\n\u003cp>\u003cstrong>Lesson 7: Take risks\u003c/strong>\u003c/p>\n\u003cp>Often teachers don’t feel like they can take risks, but Kirr has found that even within a fairly traditional school there is room to try new things.\u003c/p>\n\u003cp>“The first risk I took was not decorating my walls,” Kirr said. She wanted students to decorate the walls with their work over the course of the year so that it would feel like it is their space, not her space. She was excited about the idea, but that didn’t stop her from being worried about what parents would say when they walked into a classroom with blank walls at back to school night, or what other teachers would think. She had to push through those anxieties.\u003c/p>\n\u003cp>“It’s so great to see their work up there instead of my posters that they’re not going to read,” Kirr said.\u003c/p>\n\u003cp>Once she saw that taking risks could lead to good things, Kirr pushed herself to try more ideas. She got rid of her teachers desk, for example, turning it into a station where students could find supplies.\u003c/p>\n\u003cp>“My only mistake was not telling students that other teacher desks were not student stations,” Kirr laughed.\u003c/p>\n\u003cp>The scariest risk Kirr took was inviting parents into her classroom. Because she had moved to one-on-one conferences about grades, she needed extra adults in the classroom to keep an eye on kids while they worked on their Genius Hour projects.\u003c/p>\n\u003cp>“Parents scare the heck out of me,” Kirr said. But she opened up her classroom anyway. The superintendent even visited, although Kirr wasn’t aware of it because she was deep in conferences.\u003c/p>\n\u003cp>“The kids loved it. They got to show them their projects, got feedback, and it showed [parents] how [students] were doing.”\u003cbr>\n\u003cstrong>\u003cbr>\nLesson 8: Communicate with parents and the world\u003c/strong>\u003c/p>\n\u003cp>This lesson goes hand in hand with reflection; \u003ca href=\"https://www.kqed.org/mindshift/35763/how-transparency-can-transform-school-culture\" target=\"_blank\" rel=\"noopener\">sharing successes and failures publicly\u003c/a> is a powerful way to reflect while soliciting feedback from other educators. Kirr discovered this lesson when a parent came to her angry that class time was being used for Genius Hour. In communicating with the parent about her reasons for the approach, Kirr had to think through her “why” again. She collected all her resources and \u003ca href=\"http://geniushour.blogspot.com/\" target=\"_blank\" rel=\"noopener\">shared them on her website \u003c/a>so other curious parents could easily access it as well. Articulating that reasoning clearly and with supporting research made the idea seem less crazy to parents.\u003c/p>\n\u003cp>\u003cstrong>Lesson 9: Change your language in front of children, your colleagues and in your thoughts\u003c/strong>\u003c/p>\n\u003cp>Kirr has taken to calling her students “readers,” “writers,” “researchers,” and “collaborators” depending on the skill she’s emphasizing in a lesson. \u003ca href=\"https://www.stenhouse.com/content/choice-words\" target=\"_blank\" rel=\"noopener\">She’s become acutely aware\u003c/a> that labels create perceptions in the minds of students, but also for other teachers in the building. And even sneaky negative thoughts that are never spoken out loud can infect ones’ attitude. Teaching is hard, Kirr said, and wallowing in it just drags her down.\u003c/p>\n\u003cp>“Choose your language carefully in front of your students, your peers and in your thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 10: Seek support\u003c/strong>\u003c/p>\n\u003cp>The shifts Kirr has made require time, patience, and hard work. Many educators undertake this work on their own because they believe it’s the right thing for students, but it can be a lonely path, full of mistakes and setbacks. That’s why Kirr loves Twitter, where she can find \u003ca href=\"https://www.kqed.org/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie\" target=\"_blank\" rel=\"noopener\">support and like-minded educators\u003c/a>.\u003c/p>\n\u003cp>She also continues to reach out to her colleagues in the building. She has an “Observe Me” sign-up sheet on her door for anyone who wants to visit her classroom during a prep period. Almost no one takes her up on the offer, she admitted, because they don’t have time, a feeling she understands.\u003c/p>\n\u003cp>“I don’t want to go into someone else’s room during my planning time,” Kirr said. “But every time I do, I learn a lot.”\u003c/p>\n\u003cp>Principals could support this type of sharing by using \u003ca href=\"https://www.cultofpedagogy.com/pineapple-charts/\" target=\"_blank\" rel=\"noopener\">Pineapple Charts\u003c/a> showing which teachers are doing what in each classroom. That kind of transparency can help make an \u003ca href=\"https://www.kqed.org/mindshift/33897/how-opening-up-classroom-doors-can-push-education-forward\" target=\"_blank\" rel=\"noopener\">open-door policy part of the school culture\u003c/a>.\u003c/p>\n\u003cp>“We can all learn so much from each other,” Kirr said. “Sometimes it hurts to ask for help, but that’s a human thing, and people want to help you back.”\u003c/p>\n\u003cp>When she steps back and looks at her classroom over the past several years, these ten lessons embody the core changes she thinks have stuck. And, while Kirr hopes sharing these ideas will help other teachers feel brave, she also understand that change happens differently for everyone. There are many ways to stop change from happening and she’s a firm believer that the type of shift she’s talking about has to come from an internally motivated educator.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I know when change is pushed upon you we resist. But when you choose it, it’s so much easier,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"Joy Kirr implemented Geniur Hour in her classroom and it shifted almost everything about how she approaches the classroom. She shares what she has learned along the way.","status":"publish","parent":0,"modified":1534259141,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":63,"wordCount":2925},"headData":{"title":"10 Ways To Start Shifting Your Classroom Practices Little By Little | KQED","description":"Joy Kirr implemented Geniur Hour in her classroom and it shifted almost everything about how she approaches the classroom. She shares what she has learned along the way.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Ways To Start Shifting Your Classroom Practices Little By Little","datePublished":"2018-08-14T05:41:31.000Z","dateModified":"2018-08-14T15:05:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51827 https://ww2.kqed.org/mindshift/?p=51827","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/13/10-ways-to-start-shifting-your-classroom-practices-little-by-little/","disqusTitle":"10 Ways To Start Shifting Your Classroom Practices Little By Little","path":"/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When a colleague invited \u003ca href=\"https://twitter.com/JoyKirr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Joy Kirr\u003c/a> to a professional development day featuring the Scottish design thinking expert \u003ca href=\"https://medium.com/notosh\" target=\"_blank\" rel=\"noopener\">Ewan McIntosh\u003c/a> she didn’t think it would be life changing. She was flattered to be asked, and wanted to make the most of the opportunity, but her experience of professional development up to that point didn’t lead her to believe it would be Earth-shattering. But then, McIntosh gave the teachers assembled a simple task: Pick one problem in your school and start working on it today.\u003c/p>\n\u003cp>Kirr, like most teachers, can think of a lot of structural problems influencing her classroom, but she decided to focus on something she could control: reading. Kirr teaches seventh grade English Language Arts, and was troubled that the curriculum only required students to read one book per quarter. She thought they should be reading a lot more than that, and she thought the rubric her school used was designed to catch kids who didn’t read. She knew there were kids getting A’s on that test who hadn’t read the book. There had to be a better way.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JUnhyyw8_kY'\n title='//www.youtube.com/embed/JUnhyyw8_kY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>As she explored this problem in the McIntosh seminar, Kirr stumbled across the concept of \u003ca href=\"http://geniushour.com/\" target=\"_blank\" rel=\"noopener\">Genius Hour\u003c/a>, a teaching tactic based on a practice at Google, that many teachers are trying. Google found that some of its most successful and innovative products came from projects its employees developed on their own time. So the company instituted a 20-percent time policy, where employees could use 20 percent of their work time on a passion project.\u003c/p>\n\u003cp>In classrooms, teachers give students a set amount of time t\u003ca href=\"https://www.kqed.org/mindshift/44188/how-giving-students-choice-during-the-day-can-create-unstoppable-learning\" target=\"_blank\" rel=\"noopener\">o explore a topic about which they are passionate\u003c/a>. Usually the inquiry results in a project, solution or analysis shared with the rest of the class. It’s the opposite of a standardized curriculum -- which makes some teachers nervous -- but in the Genius Hour idea Kirr saw an opportunity to bring \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">joy to reading\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She decided to try giving students time in class to read whatever they wanted. There were no expectations other than that students learn something and share it with the class. There would be no grades because it didn’t make sense to compare projects that are so different. Kirr asked her principal if she could try out Genius Hour and his response opened the door for everything that followed. According to Kirr, he asked, “Do you think it’s right for your kids?” She said yes and has used that question as a guidepost for every other shift that came from this first step.\u003c/p>\n\u003cp>When Kirr saw how much fun her students were having learning during Genius Hour she started to use some of the lessons she learned from that shift in all her teaching. She stopped giving grades on every assignment and instead gave detailed \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">feedback \u003c/a>on student work and time to revise. Her school requires quarter grades, but now she decides those through one-on-one conferences with students where the two of them discuss the students’ work, improvement and grade.\u003c/p>\n\u003cp>Kirr said taking a risk on Genius Hour has changed her teaching dramatically. During this time, she doesn’t present a lesson and then moderate an activity that all students do at the same time. Instead, students work on individual projects while she circulates the room checking in, troubleshooting issues, and \u003ca href=\"https://www.kqed.org/mindshift/34799/teachers-most-powerful-role-adding-context\" target=\"_blank\" rel=\"noopener\">offering guidance\u003c/a>. Teaching this way showed her the power of checking in with individual students every day, something she now does no matter what she’s teaching.\u003c/p>\n\u003cp>“That means my lessons have to change because that means I have to give more time over to them to work,” Kirr said. That one shift, making time to talk to students individually, meant her whole approach to instruction had to change as well.\u003c/p>\n\u003cp>Talking to her students more often also revealed insights into who they are, what they care about, and what troubles them. Now, if something is on their minds, she knows better than to try to push forward with planning content. Now she takes the time to stop and listen.\u003c/p>\n\u003cp>“Especially content area teachers, we feel like we have to get in the content before the year is out,” Kirr said. “But you can’t get the content in if they're not listening to you.”\u003c/p>\n\u003cp>And when she stopped to listen to students, she also started to hear from them about what they’d like to see changed in the classroom. Rather than being offended by that feedback, she reflected on it, made changes where she could, and let them know what changes she’d made, or why she couldn’t if that was the case.\u003c/p>\n\u003cp>“That feedback from them is key to help them buy into what you’re saying from your lessons,” Kirr said.\u003c/p>\n\u003cp>It also impacts her relationships with students. They know she listens to them because there are tangible changes, and that builds trust. For example, Kirr now has a suggestion box so students can regularly give feedback -- that was a student idea. Another time, a student wanted to bring her dog in for her Genius Hour project. Kirr asked the principal for permission and got a “No.” But the principal did say it would be fine to have the dog outside the building. So, Kirr let that student present outside.\u003c/p>\n\u003cp>“I’m more passionate about what I’m doing,” Kirr said. She’s been teaching 24 years in various roles, but she doesn’t think she would have lasted another 15 if she hadn’t started to make some of these changes that reflect what she thinks is “right and good” for students. “Now, the feeling I have in class that there are more yay moments than nay moments,” she said. She’s saying yes to students more, and it feels good.\u003c/p>\n\u003cp>It’s worth noting that the anecdotal positives Kirr notes in the class culture, in her relationships, and in her students’ willingness to reflect and revise work aren’t showing up on the standardized tests they take. Her class’ scores from three years ago are about the same as they are this year.\u003c/p>\n\u003cp>Often, when a teacher makes as many substantive changes as Kirr has, other educators assume that she must work at a school where this type of innovation is regular. While leaders at Kirr's school encourage teachers to try new things, not all staff are at that point now.\u003c/p>\n\u003cp>It’s easier sometimes to talk to teachers outside the building about change ideas. That’s why Kirr wrote a book, \u003ca href=\"http://shiftthis.weebly.com/\" target=\"_blank\" rel=\"noopener\">“Shift This!: How To Implement Gradual Changes For MASSIVE Impact In Your Classroom.”\u003c/a> She wanted to share what she has learned.\u003c/p>\n\u003cp>After she published “Shift This,” teachers around the country wanted to know how they could continue to make shifts in their classrooms. They described the resistance they ran up against and colleagues who shunned their ideas. Kirr understands that kind of environment, and believes there’s all kinds of reasons some teachers won’t embrace her ideas. She thinks every educator is on his or her own journey and forcing them to change doesn’t often result in the kind of real differences administrators want to see.\u003c/p>\n\u003cp>Instead, she focuses on \u003ca href=\"https://docs.google.com/document/d/19xP6UB3Sp9yxs_EsTWqc04bw38xArtA7D4xBGXjafh0/edit\" target=\"_blank\" rel=\"noopener\">ten core concepts\u003c/a> that underpin everything that has made a difference in how she thinks about teaching. She shared them at the\u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\"> International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>\u003cstrong>Lesson 1: Ask lots of questions.\u003c/strong>\u003c/p>\n\u003cp>When Kirr started questioning the way things had always been done there were lots of areas that she could change. She admits her questions started to annoy other teachers on her team, but she thinks questioning her practice has made her a better, more committed teacher.\u003c/p>\n\u003cp>“If you don’t have a why in place then the how and what will crumble,” Kirr said. Asking questions is the first step, but it’s important to have a good reason why a change is needed before upending the classroom. Once a clear “why” is established, it becomes the guiding star for the inevitable ups and downs of implementing something new.\u003c/p>\n\u003cp>When exploring how she might get students to read more, Kirr asked questions like: why is it taking us eight weeks to read a 182 page book? Why do we teach it the same way, even if some students are finishing the whole book in one day? How might we authentically test reading comprehension without a 50-point true/false test?\u003c/p>\n\u003cp>Kirr decided to try assessing by having \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">students ask questions\u003c/a>. They each had to bring in four questions about the book every day, which helped Kirr not only see that they had read, but also how well they were understanding what they read. When she started asking questions, her students also asked more questions.\u003c/p>\n\u003cp>\u003cstrong>Lesson 2: Make time for what you believe is right and good.\u003c/strong>\u003c/p>\n\u003cp>Despite a cramped schedule, Kirr believes that making time for things demonstrates to students their importance. That’s why she makes sure her students have time to read in class.\u003c/p>\n\u003cp>“Once we started reading in the classroom, they started reading outside the classroom,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 3: Provide time for sharing in class\u003c/strong>\u003c/p>\n\u003cp>“People want to share,” Kirr said. “We’ve got to allow time in class for sharing.”\u003c/p>\n\u003cp>Sharing could be a structured experience, like \u003ca href=\"https://www.kqed.org/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback\" target=\"_blank\" rel=\"noopener\">peer-feedback\u003c/a>, or sharing writing with one another. But Kirr also does book talks, where students share the books they like with one another, and aren’t graded on the presentation.\u003c/p>\n\u003cp>“If they’ll do these things without grades attached, you know you’re doing a pretty good job,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 4: Provide time for practice\u003c/strong>\u003c/p>\n\u003cp>Kirr began to realize she expected students to be able to do a lot of things that she hadn’t given them time to practice. For example, when the \u003ca href=\"https://www.districtadministration.com/article/fidget-spinners-good-distraction\" target=\"_blank\" rel=\"noopener\">fidget spinner craze\u003c/a> swept her classroom she was as annoyed as any other teacher. But rather than taking them all away, she had a conversation with her class about the difference between using a fidget spinner to focus and it being a distraction. She had to let them practice making the right choice before she punished them.\u003c/p>\n\u003cp>She learned a similar lesson with Fishbowl discussions. “This is terrible at the beginning of the year,” Kirr said. “They talk over each other. They act like they never heard what another person said.”\u003c/p>\n\u003cp>Rather than abandoning an activity that she believes requires her students to use important communication and analytical skills, Kirr sees the terrible first discussions as practice. And over the year students improve. The same goes for group work.\u003c/p>\n\u003cp>“Unless I have an adult at every table, I know they’re not going to be on task every moment. But we have to provide that time to practice or they won’t get any better.”\u003c/p>\n\u003cp>\u003cstrong>Lesson 5: Include time for reflection\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">Reflection isn’t a new idea\u003c/a> to most educators, but it’s easily forgotten or swept aside when things get hectic. Kirr remembers realizing when she went through \u003ca href=\"https://www.nbpts.org/national-board-certification/\" target=\"_blank\" rel=\"noopener\">National Board Certification\u003c/a> that she’d never really reflected until then. But it’s a crucial practice for educators and great modeling for students who gain metacognitive skills when they stop to take note of what and how they’re learning.\u003c/p>\n\u003cp>\u003cstrong>Lesson 6: After you ask students questions, listen and respond to them.\u003c/strong>\u003c/p>\n\u003cp>“It helps you be more in tune with who the people are in your classroom,” Kirr said. Allowing student feedback and ideas to influence what happens in the classroom is one of the biggest and most fundamental shifts Kirr has made. It can also be done regardless of teaching style, a relatively simple way to make students feel like who they are and what they think has value to their teacher.\u003c/p>\n\u003cp>\u003cstrong>Lesson 7: Take risks\u003c/strong>\u003c/p>\n\u003cp>Often teachers don’t feel like they can take risks, but Kirr has found that even within a fairly traditional school there is room to try new things.\u003c/p>\n\u003cp>“The first risk I took was not decorating my walls,” Kirr said. She wanted students to decorate the walls with their work over the course of the year so that it would feel like it is their space, not her space. She was excited about the idea, but that didn’t stop her from being worried about what parents would say when they walked into a classroom with blank walls at back to school night, or what other teachers would think. She had to push through those anxieties.\u003c/p>\n\u003cp>“It’s so great to see their work up there instead of my posters that they’re not going to read,” Kirr said.\u003c/p>\n\u003cp>Once she saw that taking risks could lead to good things, Kirr pushed herself to try more ideas. She got rid of her teachers desk, for example, turning it into a station where students could find supplies.\u003c/p>\n\u003cp>“My only mistake was not telling students that other teacher desks were not student stations,” Kirr laughed.\u003c/p>\n\u003cp>The scariest risk Kirr took was inviting parents into her classroom. Because she had moved to one-on-one conferences about grades, she needed extra adults in the classroom to keep an eye on kids while they worked on their Genius Hour projects.\u003c/p>\n\u003cp>“Parents scare the heck out of me,” Kirr said. But she opened up her classroom anyway. The superintendent even visited, although Kirr wasn’t aware of it because she was deep in conferences.\u003c/p>\n\u003cp>“The kids loved it. They got to show them their projects, got feedback, and it showed [parents] how [students] were doing.”\u003cbr>\n\u003cstrong>\u003cbr>\nLesson 8: Communicate with parents and the world\u003c/strong>\u003c/p>\n\u003cp>This lesson goes hand in hand with reflection; \u003ca href=\"https://www.kqed.org/mindshift/35763/how-transparency-can-transform-school-culture\" target=\"_blank\" rel=\"noopener\">sharing successes and failures publicly\u003c/a> is a powerful way to reflect while soliciting feedback from other educators. Kirr discovered this lesson when a parent came to her angry that class time was being used for Genius Hour. In communicating with the parent about her reasons for the approach, Kirr had to think through her “why” again. She collected all her resources and \u003ca href=\"http://geniushour.blogspot.com/\" target=\"_blank\" rel=\"noopener\">shared them on her website \u003c/a>so other curious parents could easily access it as well. Articulating that reasoning clearly and with supporting research made the idea seem less crazy to parents.\u003c/p>\n\u003cp>\u003cstrong>Lesson 9: Change your language in front of children, your colleagues and in your thoughts\u003c/strong>\u003c/p>\n\u003cp>Kirr has taken to calling her students “readers,” “writers,” “researchers,” and “collaborators” depending on the skill she’s emphasizing in a lesson. \u003ca href=\"https://www.stenhouse.com/content/choice-words\" target=\"_blank\" rel=\"noopener\">She’s become acutely aware\u003c/a> that labels create perceptions in the minds of students, but also for other teachers in the building. And even sneaky negative thoughts that are never spoken out loud can infect ones’ attitude. Teaching is hard, Kirr said, and wallowing in it just drags her down.\u003c/p>\n\u003cp>“Choose your language carefully in front of your students, your peers and in your thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 10: Seek support\u003c/strong>\u003c/p>\n\u003cp>The shifts Kirr has made require time, patience, and hard work. Many educators undertake this work on their own because they believe it’s the right thing for students, but it can be a lonely path, full of mistakes and setbacks. That’s why Kirr loves Twitter, where she can find \u003ca href=\"https://www.kqed.org/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie\" target=\"_blank\" rel=\"noopener\">support and like-minded educators\u003c/a>.\u003c/p>\n\u003cp>She also continues to reach out to her colleagues in the building. She has an “Observe Me” sign-up sheet on her door for anyone who wants to visit her classroom during a prep period. Almost no one takes her up on the offer, she admitted, because they don’t have time, a feeling she understands.\u003c/p>\n\u003cp>“I don’t want to go into someone else’s room during my planning time,” Kirr said. “But every time I do, I learn a lot.”\u003c/p>\n\u003cp>Principals could support this type of sharing by using \u003ca href=\"https://www.cultofpedagogy.com/pineapple-charts/\" target=\"_blank\" rel=\"noopener\">Pineapple Charts\u003c/a> showing which teachers are doing what in each classroom. That kind of transparency can help make an \u003ca href=\"https://www.kqed.org/mindshift/33897/how-opening-up-classroom-doors-can-push-education-forward\" target=\"_blank\" rel=\"noopener\">open-door policy part of the school culture\u003c/a>.\u003c/p>\n\u003cp>“We can all learn so much from each other,” Kirr said. “Sometimes it hurts to ask for help, but that’s a human thing, and people want to help you back.”\u003c/p>\n\u003cp>When she steps back and looks at her classroom over the past several years, these ten lessons embody the core changes she thinks have stuck. And, while Kirr hopes sharing these ideas will help other teachers feel brave, she also understand that change happens differently for everyone. There are many ways to stop change from happening and she’s a firm believer that the type of shift she’s talking about has to come from an internally motivated educator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I know when change is pushed upon you we resist. But when you choose it, it’s so much easier,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_421","mindshift_20779"],"featImg":"mindshift_51866","label":"mindshift"},"mindshift_51580":{"type":"posts","id":"mindshift_51580","meta":{"index":"posts_1591205157","site":"mindshift","id":"51580","score":null,"sort":[1531724438000]},"guestAuthors":[],"slug":"four-inquiry-qualities-at-the-heart-of-student-centered-teaching","title":"Four Inquiry Qualities At The Heart of Student-Centered Teaching","publishDate":1531724438,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/tag/design-thinking\" target=\"_blank\" rel=\"noopener\">design thinking\u003c/a> or \u003ca href=\"https://www.kqed.org/mindshift/tag/genius-hour\" target=\"_blank\" rel=\"noopener\">genius hour\u003c/a>, it's easy to get confused by the many education buzzwords floating about. But at their heart these pedagogies are all student-centered and there are commonalities across them that are the key to their success and far more critical than keeping the jargon straight.\u003c/p>\n\u003cp>Naturally, educators want to understand each of these frameworks in order to make an informed decision as to how to best meet the needs of their students. The \"Tree of Inquiry\" is a visual guide for educators who are interested in shifting their practice but are unsure where to begin. \u003ca href=\"https://www.kqed.org/mindshift/tag/inquiry-learning\" target=\"_blank\" rel=\"noopener\">Inquiry-based learning\u003c/a> is the foundation for all of these student-centered strategies -- students are asking their own questions, discovering answers and using their teachers as resources and guides. Schools and classrooms where deep inquiry is clearly at work invariably possess four specific characteristics no matter the specific type of inquiry utilized.\u003c/p>\n\u003cp>\u003cstrong>1. The learner is actively involved in the construction of understanding\u003c/strong>\u003c/p>\n\u003cp>In all of these frameworks, the role of the student is transformed from a passive consumer of facts and content into an active contributor to the learning experience and the exploration of problems, ideas and solutions. It is in this experience that understanding is constructed and rich learning occurs. Voice and choice are at the heart of these settings as the learner helps create the learning conditions and learning outcomes with the teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One powerful example of students taking on a different role in the classroom happens when teachers use the \u003ca href=\"https://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Global Goals for Sustainable Development\u003c/a> as a framework for inquiry. Students explore their \u003ca href=\"https://www.kqed.org/mindshift/49341/how-making-an-impact-on-the-world-motivates-students\" target=\"_blank\" rel=\"noopener\">passions, interests, and curiosities\u003c/a> based on the 17 U.N. goals, identifying learning objectives connected to a particular goal where they’d like to focus. Teachers then co-design standards with learners, standards with language such as gaining a deeper understanding of \"x\" or inspiring an audience to “do y.”\u003c/p>\n\u003cp>Students achieve a more genuine ownership over their learning as they grapple with these authentic problems -- ones that have troubled global leaders for decades. In these spaces students take on more of the heavy lifting of learning as they are actively involved in the construction of understanding.\u003c/p>\n\u003cfigure id=\"attachment_51583\" class=\"wp-caption aligncenter\" style=\"max-width: 2048px\">\u003cimg class=\"wp-image-51583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/9-Inquiry-Student.png\" alt=\"\" width=\"2048\" height=\"1536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1200x900.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-520x390.png 520w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt \u003ccite>(Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. The teacher as guide and mentor\u003c/strong>\u003c/p>\n\u003cp>Just as the role of the learner has shifted in these classrooms, so too has the \u003ca href=\"https://www.kqed.org/mindshift/34294/teaching-in-the-new-abundant-economy-of-information\" target=\"_blank\" rel=\"noopener\">role of the teacher\u003c/a>. Teachers in these spaces are constantly reflecting and making changes in order to foster a culture of learning. They are highly aware of what’s happening around them; they take the time to stop and listen; and they pick up on the slightest clues and use these to shape next steps. They constantly ask questions of themselves that guide their practice and inform their decisions. Cumulatively they use these reflections to revise their path and better meet the needs of their students.\u003c/p>\n\u003cp>In all of these classrooms, teachers use a variety of strategies to support their students. It’s a misperception that student-centered classrooms don’t include any lecturing. At times it’s essential the teacher share his or her expertise with the larger group. But teachers in these classrooms also make space for learner-centered discourse such as \u003ca href=\"https://ww2.kqed.org/education/2017/05/11/using-a-digital-backchannel-during-socratic-seminars/\" target=\"_blank\" rel=\"noopener\">Socratic Seminars\u003c/a>, in which students drive the discussion and the teacher guides and facilitates the collaboration. Or students might lead a lesson with the teacher observing and compiling formative feedback to support reflection, revision and growth.\u003c/p>\n\u003cp>In the \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">inquiry classroom\u003c/a>, students often interview experts in a specific field in order to gain a deeper understanding of their inquiry topic. Teachers support them with direct instruction that introduces the class to what a strong interview entails, and identifies the processes that should be adopted to ensure students will be successful in this task. During this time exemplars are shown and discussed, sample questions are collaboratively created and planning initial steps are accomplished.\u003c/p>\n\u003cp>Embarking in this learning together as a group, by way of a lecture, makes sense in that all students must gain this broader and more general understanding of interviewing. The teacher then facilitates smaller breakout groups where students can delve more deeply into their individual interviews and begin to personalize the task in a more meaningful and supportive manner. It is in this gradual release of control over learning that the inquiry classroom thrives.\u003c/p>\n\u003cp>\u003cstrong>3. The whole child is celebrated and nurtured\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\" target=\"_blank\" rel=\"noopener\">social-emotional learning\u003c/a>, personal awareness and social responsibility, grit and \u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>, or \u003ca href=\"https://www.kqed.org/mindshift/tag/empathy/\" target=\"_blank\" rel=\"noopener\">empathy\u003c/a>, the language around learning has shifted in these spaces to focus on \u003ca href=\"https://www.kqed.org/mindshift/tag/whole-child-approach\" target=\"_blank\" rel=\"noopener\">nurturing the whole student\u003c/a>. Dispositions are at the core of these classrooms where qualities such as creativity, collaboration and communication are explicitly discussed, reflected on and supported.\u003c/p>\n\u003cp>In all of these classrooms there’s a joint emphasis on the product or summative piece to learning as well as the process of learning. It is in this process that students demonstrate meaningful growth in the characteristics and dispositions of a lifelong learner.\u003c/p>\n\u003cp>This is evident in inquiry spaces that utilize the \u003ca href=\"https://www.kqed.org/mindshift/27348/what-does-design-thinking-look-like-in-school\" target=\"_blank\" rel=\"noopener\">design thinking method\u003c/a>. This process calls on students to identify a challenge, gather information, generate potential solutions, refine ideas, and test solutions. High school students in one Vancouver classroom designed a solution to bring clean drinking water to rural areas that did not have access to this essential resource in their communities.\u003c/p>\n\u003cp>Some students prototyped an affordable handheld water purification system, other students designed a community sewage treatment facility, and a third group created a water use plan for the community. It’s worth noting that many students didn’t ultimately achieve a tangible or working solution by the end of the unit. But that wasn’t the goal. More important was the empathy gained during the process. The design-thinking process provided rich opportunities for student reflection and allowed the teacher to see social and emotional skills at work.\u003c/p>\n\u003cp>\u003cstrong>4. Structures and frameworks exist but learning isn’t overly prescribed or standardized\u003c/strong>\u003c/p>\n\u003cp>In these classrooms, standards do not solely drive the learning and content is \u003ca href=\"https://www.kqed.org/mindshift/39142/what-do-we-really-mean-when-we-say-personalized-learning\" target=\"_blank\" rel=\"noopener\">not overly standardized\u003c/a>. Students are often learning about different things that they have all individually chosen, but each student is operating within a common unified structure. Learner agency is a core component of being student-centered. Teachers can use strategies and routines to help students organize, reflect and revise as they go.\u003c/p>\n\u003cp>This is evident in \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\" target=\"_blank\" rel=\"noopener\">high-quality project-based learning\u003c/a> classrooms where projects are focused on student learning goals and include essential project design elements such as identifying key understandings, posing a challenging problem, partaking in sustained inquiry, reflection, revision and sharing learning with an authentic audience.\u003c/p>\n\u003cp>One example of this in action is a classroom where students were learning about positive impact on others. The provocation used by the teacher was an inspiring video titled \u003ca href=\"https://www.youtube.com/watch?v=SDYFMgrjeLg\" target=\"_blank\" rel=\"noopener\">Project Daniel\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/SDYFMgrjeLg\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>After watching the video the teacher challenged students to “help one, help many” and identify a problem, plan a solution and put this plan into action in order to make a difference in someone else's life. One group of students 3D-printed fidget spinners for younger students dealing with anxiety. Another group designed a public service announcement campaign encouraging kindness and acceptance in their school community. And another group interviewed senior citizens at a local old-age home to document, archive and share their advice for youth in order to build empathy. Although each group was working on a uniquely personalized project, they all learned from one another throughout the process as they shared their work.\u003c/p>\n\u003cp>Inquiry is at the heart of many education buzzwords and can be a useful tool for framing ones approach to them. John Dewey, Lev Vygotsky, Paolo Freire and Jean Piaget planted the roots of inquiry long ago, but every educator can leverage their constructivist example to find a pedagogy that best fits their unique teaching style. Ultimately the goal should always be to empower students to continue wondering and seeking their own answers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Trevor MacKenzie is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Student-centered pedagogies have inquiry at their heart -- a commonality key to their success and far more critical than keeping the jargon straight.","status":"publish","parent":0,"modified":1532035171,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/SDYFMgrjeLg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1428},"headData":{"title":"Four Inquiry Qualities At The Heart of Student-Centered Teaching | KQED","description":"Student-centered pedagogies have inquiry at their heart -- a commonality key to their success and far more critical than keeping the jargon straight.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Inquiry Qualities At The Heart of Student-Centered Teaching","datePublished":"2018-07-16T07:00:38.000Z","dateModified":"2018-07-19T21:19:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51580 https://ww2.kqed.org/mindshift/?p=51580","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/16/four-inquiry-qualities-at-the-heart-of-student-centered-teaching/","disqusTitle":"Four Inquiry Qualities At The Heart of Student-Centered Teaching","path":"/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/tag/design-thinking\" target=\"_blank\" rel=\"noopener\">design thinking\u003c/a> or \u003ca href=\"https://www.kqed.org/mindshift/tag/genius-hour\" target=\"_blank\" rel=\"noopener\">genius hour\u003c/a>, it's easy to get confused by the many education buzzwords floating about. But at their heart these pedagogies are all student-centered and there are commonalities across them that are the key to their success and far more critical than keeping the jargon straight.\u003c/p>\n\u003cp>Naturally, educators want to understand each of these frameworks in order to make an informed decision as to how to best meet the needs of their students. The \"Tree of Inquiry\" is a visual guide for educators who are interested in shifting their practice but are unsure where to begin. \u003ca href=\"https://www.kqed.org/mindshift/tag/inquiry-learning\" target=\"_blank\" rel=\"noopener\">Inquiry-based learning\u003c/a> is the foundation for all of these student-centered strategies -- students are asking their own questions, discovering answers and using their teachers as resources and guides. Schools and classrooms where deep inquiry is clearly at work invariably possess four specific characteristics no matter the specific type of inquiry utilized.\u003c/p>\n\u003cp>\u003cstrong>1. The learner is actively involved in the construction of understanding\u003c/strong>\u003c/p>\n\u003cp>In all of these frameworks, the role of the student is transformed from a passive consumer of facts and content into an active contributor to the learning experience and the exploration of problems, ideas and solutions. It is in this experience that understanding is constructed and rich learning occurs. Voice and choice are at the heart of these settings as the learner helps create the learning conditions and learning outcomes with the teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One powerful example of students taking on a different role in the classroom happens when teachers use the \u003ca href=\"https://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Global Goals for Sustainable Development\u003c/a> as a framework for inquiry. Students explore their \u003ca href=\"https://www.kqed.org/mindshift/49341/how-making-an-impact-on-the-world-motivates-students\" target=\"_blank\" rel=\"noopener\">passions, interests, and curiosities\u003c/a> based on the 17 U.N. goals, identifying learning objectives connected to a particular goal where they’d like to focus. Teachers then co-design standards with learners, standards with language such as gaining a deeper understanding of \"x\" or inspiring an audience to “do y.”\u003c/p>\n\u003cp>Students achieve a more genuine ownership over their learning as they grapple with these authentic problems -- ones that have troubled global leaders for decades. In these spaces students take on more of the heavy lifting of learning as they are actively involved in the construction of understanding.\u003c/p>\n\u003cfigure id=\"attachment_51583\" class=\"wp-caption aligncenter\" style=\"max-width: 2048px\">\u003cimg class=\"wp-image-51583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/9-Inquiry-Student.png\" alt=\"\" width=\"2048\" height=\"1536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1200x900.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/9-Inquiry-Student-520x390.png 520w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt \u003ccite>(Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. The teacher as guide and mentor\u003c/strong>\u003c/p>\n\u003cp>Just as the role of the learner has shifted in these classrooms, so too has the \u003ca href=\"https://www.kqed.org/mindshift/34294/teaching-in-the-new-abundant-economy-of-information\" target=\"_blank\" rel=\"noopener\">role of the teacher\u003c/a>. Teachers in these spaces are constantly reflecting and making changes in order to foster a culture of learning. They are highly aware of what’s happening around them; they take the time to stop and listen; and they pick up on the slightest clues and use these to shape next steps. They constantly ask questions of themselves that guide their practice and inform their decisions. Cumulatively they use these reflections to revise their path and better meet the needs of their students.\u003c/p>\n\u003cp>In all of these classrooms, teachers use a variety of strategies to support their students. It’s a misperception that student-centered classrooms don’t include any lecturing. At times it’s essential the teacher share his or her expertise with the larger group. But teachers in these classrooms also make space for learner-centered discourse such as \u003ca href=\"https://ww2.kqed.org/education/2017/05/11/using-a-digital-backchannel-during-socratic-seminars/\" target=\"_blank\" rel=\"noopener\">Socratic Seminars\u003c/a>, in which students drive the discussion and the teacher guides and facilitates the collaboration. Or students might lead a lesson with the teacher observing and compiling formative feedback to support reflection, revision and growth.\u003c/p>\n\u003cp>In the \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">inquiry classroom\u003c/a>, students often interview experts in a specific field in order to gain a deeper understanding of their inquiry topic. Teachers support them with direct instruction that introduces the class to what a strong interview entails, and identifies the processes that should be adopted to ensure students will be successful in this task. During this time exemplars are shown and discussed, sample questions are collaboratively created and planning initial steps are accomplished.\u003c/p>\n\u003cp>Embarking in this learning together as a group, by way of a lecture, makes sense in that all students must gain this broader and more general understanding of interviewing. The teacher then facilitates smaller breakout groups where students can delve more deeply into their individual interviews and begin to personalize the task in a more meaningful and supportive manner. It is in this gradual release of control over learning that the inquiry classroom thrives.\u003c/p>\n\u003cp>\u003cstrong>3. The whole child is celebrated and nurtured\u003c/strong>\u003c/p>\n\u003cp>Whether it be \u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\" target=\"_blank\" rel=\"noopener\">social-emotional learning\u003c/a>, personal awareness and social responsibility, grit and \u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>, or \u003ca href=\"https://www.kqed.org/mindshift/tag/empathy/\" target=\"_blank\" rel=\"noopener\">empathy\u003c/a>, the language around learning has shifted in these spaces to focus on \u003ca href=\"https://www.kqed.org/mindshift/tag/whole-child-approach\" target=\"_blank\" rel=\"noopener\">nurturing the whole student\u003c/a>. Dispositions are at the core of these classrooms where qualities such as creativity, collaboration and communication are explicitly discussed, reflected on and supported.\u003c/p>\n\u003cp>In all of these classrooms there’s a joint emphasis on the product or summative piece to learning as well as the process of learning. It is in this process that students demonstrate meaningful growth in the characteristics and dispositions of a lifelong learner.\u003c/p>\n\u003cp>This is evident in inquiry spaces that utilize the \u003ca href=\"https://www.kqed.org/mindshift/27348/what-does-design-thinking-look-like-in-school\" target=\"_blank\" rel=\"noopener\">design thinking method\u003c/a>. This process calls on students to identify a challenge, gather information, generate potential solutions, refine ideas, and test solutions. High school students in one Vancouver classroom designed a solution to bring clean drinking water to rural areas that did not have access to this essential resource in their communities.\u003c/p>\n\u003cp>Some students prototyped an affordable handheld water purification system, other students designed a community sewage treatment facility, and a third group created a water use plan for the community. It’s worth noting that many students didn’t ultimately achieve a tangible or working solution by the end of the unit. But that wasn’t the goal. More important was the empathy gained during the process. The design-thinking process provided rich opportunities for student reflection and allowed the teacher to see social and emotional skills at work.\u003c/p>\n\u003cp>\u003cstrong>4. Structures and frameworks exist but learning isn’t overly prescribed or standardized\u003c/strong>\u003c/p>\n\u003cp>In these classrooms, standards do not solely drive the learning and content is \u003ca href=\"https://www.kqed.org/mindshift/39142/what-do-we-really-mean-when-we-say-personalized-learning\" target=\"_blank\" rel=\"noopener\">not overly standardized\u003c/a>. Students are often learning about different things that they have all individually chosen, but each student is operating within a common unified structure. Learner agency is a core component of being student-centered. Teachers can use strategies and routines to help students organize, reflect and revise as they go.\u003c/p>\n\u003cp>This is evident in \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\" target=\"_blank\" rel=\"noopener\">high-quality project-based learning\u003c/a> classrooms where projects are focused on student learning goals and include essential project design elements such as identifying key understandings, posing a challenging problem, partaking in sustained inquiry, reflection, revision and sharing learning with an authentic audience.\u003c/p>\n\u003cp>One example of this in action is a classroom where students were learning about positive impact on others. The provocation used by the teacher was an inspiring video titled \u003ca href=\"https://www.youtube.com/watch?v=SDYFMgrjeLg\" target=\"_blank\" rel=\"noopener\">Project Daniel\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/SDYFMgrjeLg\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>After watching the video the teacher challenged students to “help one, help many” and identify a problem, plan a solution and put this plan into action in order to make a difference in someone else's life. One group of students 3D-printed fidget spinners for younger students dealing with anxiety. Another group designed a public service announcement campaign encouraging kindness and acceptance in their school community. And another group interviewed senior citizens at a local old-age home to document, archive and share their advice for youth in order to build empathy. Although each group was working on a uniquely personalized project, they all learned from one another throughout the process as they shared their work.\u003c/p>\n\u003cp>Inquiry is at the heart of many education buzzwords and can be a useful tool for framing ones approach to them. John Dewey, Lev Vygotsky, Paolo Freire and Jean Piaget planted the roots of inquiry long ago, but every educator can leverage their constructivist example to find a pedagogy that best fits their unique teaching style. Ultimately the goal should always be to empower students to continue wondering and seeking their own answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Trevor MacKenzie is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20861","mindshift_797","mindshift_256","mindshift_943"],"featImg":"mindshift_51582","label":"mindshift"},"mindshift_50620":{"type":"posts","id":"mindshift_50620","meta":{"index":"posts_1591205157","site":"mindshift","id":"50620","score":null,"sort":[1519910645000]},"guestAuthors":[],"slug":"how-to-ease-students-into-independent-inquiry-projects","title":"How To Ease Students Into Independent Inquiry Projects","publishDate":1519910645,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">“Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners,”\u003c/a> by Trevor MacKenzie with Rebecca Bathurst-Hunt, published by EdTechTeam Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie and Rebecca Bathurst-Hunt\u003c/strong>\u003c/p>\n\u003cp>When I (Trevor) first adopted an inquiry approach in my classroom, I discovered that when students explore a topic they are truly passionate about, amazing things happen: engagement increases, attendance and work ethic improve, twenty-first-century skills are acquired, classroom energy and collaboration are fostered, and my assessment of student understanding becomes more clear and accurate.\u003c/p>\n\u003cp>One early experience with a student in inquiry convinced me I was on to something. His name was Chris.\u003c/p>\n\u003cp>Chris was a shy, introverted student in my senior-level English class. Throughout the course I saw Chris raise his hand during a class discussion only once, and it was to ask permission to use the washroom. He didn't like sharing, and he certainly didn’t come across as a confident student. But when it came time to explore a passion in the form of a free inquiry project, Chris showed me a side of him that I didn't know existed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Chris was an avid reader of fantasy novels and a dedicated artist. For his free inquiry project, Chris researched the essential question how can symbolism deepen the reader’s understanding of theme in a fantasy novel series? Chris decided to demonstrate his understanding in the form of a collection of paintings he would create and present in a gallery walk with our class. His plan for this presentation was thorough. He would complete twelve paintings for the four novels he explored. He would write an artist statement introducing his audience to the aim and scope of his collection. Each painting would be accompanied by a short written description of how Chris discovered symbolism in his reading and how symbolism was represented in each particular painting. He would then lead his classmates through a question-and-answer period to conclude the gallery walk.\u003c/p>\n\u003cp>When Chris’s presentation day came, we were all amazed by his talents. First, Chris spoke confidently about his collection. He knew his stuff, and he clearly loved sharing his research. Chris spoke more during his presentation than he had during the entire rest of the course. Speaking about something he was genuinely interested in and passionate about made all the difference in Chris’s confidence. Second, his artwork was enchanting. To say he was a “good artist” would be an understatement. Each painting was unique in its portrayal of symbolism, yet together the collection possessed powerful synergies from piece to piece. The class was enthralled with his presentation.\u003c/p>\n\u003cfigure id=\"attachment_50627\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50627 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg\" alt=\"\" width=\"640\" height=\"504\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-160x126.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-800x631.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-768x606.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1180x930.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-960x757.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-240x189.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-375x296.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-520x410.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Acrylic on canvas portraying hope and dreams as symbols in a fantasy genre series. \u003ccite>(Courtesy of Chris)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the Q&A portion of the gallery walk, one student asked Chris how he had become such a strong artist. Chris’s answer blew us all away. He shared that throughout his primary years in school, he didn’t speak. From kindergarten through grades one and two, Chris didn’t say a single word in school. Instead, he drew in his notebooks. He scribbled and sketched for three straight years rather than print or talk. Early in grade three, Chris underwent some testing with a school counsellor, and it was discovered that he was dyslexic. Chris’s drawing was a coping mechanism in his world of uncertainty. Because he didn’t understand what was happening in class, he tried to make sense of it through drawing. Now, years later, it was these early and frustrating years in school that formed the talent we were witnessing in class. Chris’s honesty was an incredibly moving experience for us all.\u003c/p>\n\u003cp>It was stories like Chris' that convinced me that I needed to explore more opportunities to provide students with free inquiry projects in class. I was certain that this would yield similar powerful experiences for other learners. However, the very next year some of my students felt overwhelmed and underprepared for this personalized approach to learning. They were anxious in free inquiry, and on reflection, I felt I was to blame. I had forced them into the deep end of the inquiry pool without helping them acquire the necessary skills and understandings to be successful with this increased agency over learning. This is where the Types of Student Inquiry come into play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.trevormackenzie.com/\">\u003cimg class=\"alignright wp-image-50682 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/InquiryCover-e1519854508492.jpg\" alt=\"\" width=\"275\" height=\"366\">\u003c/a>The Types of Student Inquiry is a scaffolded approach to inquiry in the classroom, gradually increasing student agency over learning while providing learners with the necessary skills, knowledge, and\u003cbr>\nunderstanding to be successful in their inquiry.\u003c/p>\n\u003cp>Introducing the Types of Student Inquiry early in the year is important. In the coming months, we break down how these will shape our learning and subsequent time. Inquiry is most successful when strongly scaffolded; therefore, we create an inquiry scope and sequence for the entire year. Simply put, we begin in a Structured Inquiry model, transition to a Controlled Inquiry, continue to a Guided Inquiry and, if all goes well, conclude with a Free Inquiry. Since these types reflect four large units of study, all framed by an essential question with elements of inquiry evident throughout, we organize our school year into these quarters and spend equal time in each type of inquiry.\u003c/p>\n\u003cp>Scaffolding is critical to our inquiry journey. Too often teachers enter the inquiry pool in the deep end, heading straight to Free Inquiry, as I had done with Chris. We can’t blame them; the essential questions students ask and the demonstrations of learning students create are incredibly meaningful and resonate with their audience. But beginning your adoption of inquiry by diving right into Free Inquiry could result in overwhelmed and underprepared inquiry students. In our experience, without flipping control in the classroom, empowering student learning, and scaffolding with the Types of Student Inquiry, students will not feel as confident, supported, or empowered through our inquiry journey.\u003c/p>\n\u003cfigure id=\"attachment_50633\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50633\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/8-Provocations-1020x765.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Provocations are images, videos, or artifacts that are used to engage learners in inquiry. \u003ccite>(Courtesy of Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Types of Student Inquiry help equip our students to feel confident in their inquiry journey. They ensure students are connected to their learning, certain of how to explore their passions, interests, and curiosities, and comfortable with their role. The Types of Student Inquiry continue the gradual release of control of our learning that we started at the beginning of the course.\u003c/p>\n\u003cp>\u003cstrong>THE FOUR TYPES OF STUDENT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Structured:\u003c/strong> Students follow the lead of the teacher as the entire class engages in one inquiry together. On the Structured end of the inquiry pool, the teacher has complete control of the essential question, the resources students will use to create understanding, specific learning evidence students will use to document their learning, and the performance task students will complete as a demonstration of their understanding.\u003c/p>\n\u003cp>\u003cstrong>Controlled:\u003c/strong> The teacher chooses topics and identifies the resources students will use to answer the questions. In the Controlled section of the inquiry pool, the teacher provides several essential questions for students to unpack. Students deepen their understanding through several resources the teacher has predetermined to provide valuable context and rich meaning to the essential questions. Students demonstrate their learning by a common performance task.\u003c/p>\n\u003cp>\u003cstrong>Guided:\u003c/strong> The teacher chooses topics and questions, and students design the product or solution. In the Guided section of the inquiry pool, the teacher further empowers student agency by providing a single (or selection of) essential questions for students to study, and the learner selects where to search for answers and how they will demonstrate understanding.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nFree:\u003c/strong> Students choose their topics without reference to any prescribed outcome. In the deep end—Free inquiry—with the support and facilitation of the teacher, students construct their own essential question, research a wide array of resources, customize their learning evidence, and design their own performance task.\u003c/p>\n\u003cp>A common misconception of inquiry is that elementary learners will not be successful in Free Inquiry. We understand our colleagues' hesitancy to tackle thirty students working on thirty different essential questions. In this scenario, students are potentially seeking information from different resources and planning to demonstrate their learning in a unique fashion. We’re often asked, \"How can they be successful with this much independence?\"\u003c/p>\n\u003cp>By the time we get to the Free Inquiry unit, we have spent considerable time unpacking inquiry, deepening our understanding of essential questions, and cultivating an inquiry mindset. We reflect on the design of each unit of learning and each Type of Student Inquiry. In doing so, we slowly add the powerful skills needed to be successful in Free Inquiry. Students have:\u003c/p>\n\u003cp>• experienced a wide range of resources in a variety of\u003cbr>\nformats\u003cbr>\n• used a variety of tools to capture their learning (what we\u003cbr>\ncall Learning Evidence)\u003cbr>\n• demonstrated their learning in a number of ways\u003c/p>\n\u003cp>By the time we enter the Free Inquiry end of the inquiry pool, learners are more accustomed to their role as inquirers. They can identify their learning needs and how to harness the potential of inquiry in the classroom. The inquiry mindset they acquire helps curb the perceived risks of Free Inquiry in the younger grades. Additionally, the design of the course, by way of the Types of Student Inquiry, is scaffolded to support this final unit of Free Inquiry.\u003c/p>\n\u003cp>We love the Types of Student Inquiry framework because it provides us with a number of advantages to best prepare our learners for success in the inquiry classroom while simultaneously fostering a learning community to deepen understanding and nurture student agency.\u003cbr>\n\u003cem>\u003cbr>\n\u003cimg class=\"alignleft size-thumbnail wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg\" alt=\"\" width=\"160\" height=\"151\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is so the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-50626\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-375x501.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-520x694.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized.jpg 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a> is a French Immersion Kindergarten teacher in the Greater Victoria School District, BC, Canada. She is passionate about empowering learners to ask deep questions that are connected to their interests and passions. Rebecca is a graduate student at the Vancouver Island University, a thoughtful sketchnote artist and an \u003ca href=\"http://rebeccabathursthunt.com/\" target=\"_blank\" rel=\"noopener\">enthusiastic blogger\u003c/a> in the education community. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Published with consent of EdTechTeam Press. Under copyright law this can not be transmitted or shared in any form other than this website.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers Trevor MacKenzie and Rebecca Bathurst-Hunt share how they guide students to become independent learners.","status":"publish","parent":0,"modified":1519910645,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1746},"headData":{"title":"How To Ease Students Into Independent Inquiry Projects | KQED","description":"Teachers Trevor MacKenzie and Rebecca Bathurst-Hunt share how they guide students to become independent learners.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Ease Students Into Independent Inquiry Projects","datePublished":"2018-03-01T13:24:05.000Z","dateModified":"2018-03-01T13:24:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50620 https://ww2.kqed.org/mindshift/?p=50620","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/01/how-to-ease-students-into-independent-inquiry-projects/","disqusTitle":"How To Ease Students Into Independent Inquiry Projects","path":"/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener\">“Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners,”\u003c/a> by Trevor MacKenzie with Rebecca Bathurst-Hunt, published by EdTechTeam Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie and Rebecca Bathurst-Hunt\u003c/strong>\u003c/p>\n\u003cp>When I (Trevor) first adopted an inquiry approach in my classroom, I discovered that when students explore a topic they are truly passionate about, amazing things happen: engagement increases, attendance and work ethic improve, twenty-first-century skills are acquired, classroom energy and collaboration are fostered, and my assessment of student understanding becomes more clear and accurate.\u003c/p>\n\u003cp>One early experience with a student in inquiry convinced me I was on to something. His name was Chris.\u003c/p>\n\u003cp>Chris was a shy, introverted student in my senior-level English class. Throughout the course I saw Chris raise his hand during a class discussion only once, and it was to ask permission to use the washroom. He didn't like sharing, and he certainly didn’t come across as a confident student. But when it came time to explore a passion in the form of a free inquiry project, Chris showed me a side of him that I didn't know existed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chris was an avid reader of fantasy novels and a dedicated artist. For his free inquiry project, Chris researched the essential question how can symbolism deepen the reader’s understanding of theme in a fantasy novel series? Chris decided to demonstrate his understanding in the form of a collection of paintings he would create and present in a gallery walk with our class. His plan for this presentation was thorough. He would complete twelve paintings for the four novels he explored. He would write an artist statement introducing his audience to the aim and scope of his collection. Each painting would be accompanied by a short written description of how Chris discovered symbolism in his reading and how symbolism was represented in each particular painting. He would then lead his classmates through a question-and-answer period to conclude the gallery walk.\u003c/p>\n\u003cp>When Chris’s presentation day came, we were all amazed by his talents. First, Chris spoke confidently about his collection. He knew his stuff, and he clearly loved sharing his research. Chris spoke more during his presentation than he had during the entire rest of the course. Speaking about something he was genuinely interested in and passionate about made all the difference in Chris’s confidence. Second, his artwork was enchanting. To say he was a “good artist” would be an understatement. Each painting was unique in its portrayal of symbolism, yet together the collection possessed powerful synergies from piece to piece. The class was enthralled with his presentation.\u003c/p>\n\u003cfigure id=\"attachment_50627\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50627 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg\" alt=\"\" width=\"640\" height=\"504\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1020x804.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-160x126.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-800x631.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-768x606.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-1180x930.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-960x757.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-240x189.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-375x296.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Chris-art-no-flash-520x410.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Acrylic on canvas portraying hope and dreams as symbols in a fantasy genre series. \u003ccite>(Courtesy of Chris)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the Q&A portion of the gallery walk, one student asked Chris how he had become such a strong artist. Chris’s answer blew us all away. He shared that throughout his primary years in school, he didn’t speak. From kindergarten through grades one and two, Chris didn’t say a single word in school. Instead, he drew in his notebooks. He scribbled and sketched for three straight years rather than print or talk. Early in grade three, Chris underwent some testing with a school counsellor, and it was discovered that he was dyslexic. Chris’s drawing was a coping mechanism in his world of uncertainty. Because he didn’t understand what was happening in class, he tried to make sense of it through drawing. Now, years later, it was these early and frustrating years in school that formed the talent we were witnessing in class. Chris’s honesty was an incredibly moving experience for us all.\u003c/p>\n\u003cp>It was stories like Chris' that convinced me that I needed to explore more opportunities to provide students with free inquiry projects in class. I was certain that this would yield similar powerful experiences for other learners. However, the very next year some of my students felt overwhelmed and underprepared for this personalized approach to learning. They were anxious in free inquiry, and on reflection, I felt I was to blame. I had forced them into the deep end of the inquiry pool without helping them acquire the necessary skills and understandings to be successful with this increased agency over learning. This is where the Types of Student Inquiry come into play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.trevormackenzie.com/\">\u003cimg class=\"alignright wp-image-50682 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/InquiryCover-e1519854508492.jpg\" alt=\"\" width=\"275\" height=\"366\">\u003c/a>The Types of Student Inquiry is a scaffolded approach to inquiry in the classroom, gradually increasing student agency over learning while providing learners with the necessary skills, knowledge, and\u003cbr>\nunderstanding to be successful in their inquiry.\u003c/p>\n\u003cp>Introducing the Types of Student Inquiry early in the year is important. In the coming months, we break down how these will shape our learning and subsequent time. Inquiry is most successful when strongly scaffolded; therefore, we create an inquiry scope and sequence for the entire year. Simply put, we begin in a Structured Inquiry model, transition to a Controlled Inquiry, continue to a Guided Inquiry and, if all goes well, conclude with a Free Inquiry. Since these types reflect four large units of study, all framed by an essential question with elements of inquiry evident throughout, we organize our school year into these quarters and spend equal time in each type of inquiry.\u003c/p>\n\u003cp>Scaffolding is critical to our inquiry journey. Too often teachers enter the inquiry pool in the deep end, heading straight to Free Inquiry, as I had done with Chris. We can’t blame them; the essential questions students ask and the demonstrations of learning students create are incredibly meaningful and resonate with their audience. But beginning your adoption of inquiry by diving right into Free Inquiry could result in overwhelmed and underprepared inquiry students. In our experience, without flipping control in the classroom, empowering student learning, and scaffolding with the Types of Student Inquiry, students will not feel as confident, supported, or empowered through our inquiry journey.\u003c/p>\n\u003cfigure id=\"attachment_50633\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50633\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/8-Provocations-1020x765.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-960x720.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/8-Provocations-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Provocations are images, videos, or artifacts that are used to engage learners in inquiry. \u003ccite>(Courtesy of Trevor MacKenzie and Rebecca Bathurst-Hunt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Types of Student Inquiry help equip our students to feel confident in their inquiry journey. They ensure students are connected to their learning, certain of how to explore their passions, interests, and curiosities, and comfortable with their role. The Types of Student Inquiry continue the gradual release of control of our learning that we started at the beginning of the course.\u003c/p>\n\u003cp>\u003cstrong>THE FOUR TYPES OF STUDENT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Structured:\u003c/strong> Students follow the lead of the teacher as the entire class engages in one inquiry together. On the Structured end of the inquiry pool, the teacher has complete control of the essential question, the resources students will use to create understanding, specific learning evidence students will use to document their learning, and the performance task students will complete as a demonstration of their understanding.\u003c/p>\n\u003cp>\u003cstrong>Controlled:\u003c/strong> The teacher chooses topics and identifies the resources students will use to answer the questions. In the Controlled section of the inquiry pool, the teacher provides several essential questions for students to unpack. Students deepen their understanding through several resources the teacher has predetermined to provide valuable context and rich meaning to the essential questions. Students demonstrate their learning by a common performance task.\u003c/p>\n\u003cp>\u003cstrong>Guided:\u003c/strong> The teacher chooses topics and questions, and students design the product or solution. In the Guided section of the inquiry pool, the teacher further empowers student agency by providing a single (or selection of) essential questions for students to study, and the learner selects where to search for answers and how they will demonstrate understanding.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nFree:\u003c/strong> Students choose their topics without reference to any prescribed outcome. In the deep end—Free inquiry—with the support and facilitation of the teacher, students construct their own essential question, research a wide array of resources, customize their learning evidence, and design their own performance task.\u003c/p>\n\u003cp>A common misconception of inquiry is that elementary learners will not be successful in Free Inquiry. We understand our colleagues' hesitancy to tackle thirty students working on thirty different essential questions. In this scenario, students are potentially seeking information from different resources and planning to demonstrate their learning in a unique fashion. We’re often asked, \"How can they be successful with this much independence?\"\u003c/p>\n\u003cp>By the time we get to the Free Inquiry unit, we have spent considerable time unpacking inquiry, deepening our understanding of essential questions, and cultivating an inquiry mindset. We reflect on the design of each unit of learning and each Type of Student Inquiry. In doing so, we slowly add the powerful skills needed to be successful in Free Inquiry. Students have:\u003c/p>\n\u003cp>• experienced a wide range of resources in a variety of\u003cbr>\nformats\u003cbr>\n• used a variety of tools to capture their learning (what we\u003cbr>\ncall Learning Evidence)\u003cbr>\n• demonstrated their learning in a number of ways\u003c/p>\n\u003cp>By the time we enter the Free Inquiry end of the inquiry pool, learners are more accustomed to their role as inquirers. They can identify their learning needs and how to harness the potential of inquiry in the classroom. The inquiry mindset they acquire helps curb the perceived risks of Free Inquiry in the younger grades. Additionally, the design of the course, by way of the Types of Student Inquiry, is scaffolded to support this final unit of Free Inquiry.\u003c/p>\n\u003cp>We love the Types of Student Inquiry framework because it provides us with a number of advantages to best prepare our learners for success in the inquiry classroom while simultaneously fostering a learning community to deepen understanding and nurture student agency.\u003cbr>\n\u003cem>\u003cbr>\n\u003cimg class=\"alignleft size-thumbnail wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg\" alt=\"\" width=\"160\" height=\"151\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is so the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-50626\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-375x501.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized-520x694.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Rebecca-resized.jpg 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a> is a French Immersion Kindergarten teacher in the Greater Victoria School District, BC, Canada. She is passionate about empowering learners to ask deep questions that are connected to their interests and passions. Rebecca is a graduate student at the Vancouver Island University, a thoughtful sketchnote artist and an \u003ca href=\"http://rebeccabathursthunt.com/\" target=\"_blank\" rel=\"noopener\">enthusiastic blogger\u003c/a> in the education community. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Published with consent of EdTechTeam Press. Under copyright law this can not be transmitted or shared in any form other than this website.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_797","mindshift_623","mindshift_20601"],"featImg":"mindshift_50622","label":"mindshift"},"mindshift_49184":{"type":"posts","id":"mindshift_49184","meta":{"index":"posts_1591205157","site":"mindshift","id":"49184","score":null,"sort":[1512375331000]},"guestAuthors":[],"slug":"tips-and-tricks-to-keep-kids-on-track-during-genius-hour-projects","title":"Tips And Tricks To Keep Kids On Track During Genius Hour Projects","publishDate":1512375331,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When \u003ca href=\"https://twitter.com/BusEdCrev?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Sean Crevier\u003c/a> accidentally wandered into the room where educators at a Milwaukee Edcamp were discussing 20 percent time projects, also known as \u003ca href=\"https://ww2.kqed.org/mindshift/tag/genius-hour/\" target=\"_blank\" rel=\"noopener\">Genius Hour\u003c/a>, he stayed only out of politeness. He had no idea the stories colleagues shared there would change how he teaches. For the past six years, Crevier has been letting his students choose and drive the learning involved in these projects. And he has honed some systems and tools to help kids find success with a style of learning that is often quite different from their previous experiences of school.\u003c/p>\n\u003cp>\"You are going to have to sell it to your kids because for a lot of kids coming in, sitting down, taking notes and regurgitating is a lot easier,” Crevier told educators at the \u003ca href=\"http://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education conference\u003c/a>. And, he points out, this attitude from students is understandable; it’s the path of least resistance. But he still thinks it’s worth carving out the time in a busy school year to do \u003ca href=\"http://www.20timeineducation.com/\" target=\"_blank\" rel=\"noopener\">20 percent time projects\u003c/a> because of the life skills he has watched students develop along the way.\u003c/p>\n\u003cp>\"I'm a fixer,” Crevier admitted. He often finds himself helping too much, too eager to share all the resources and knowledge he’s already acquired. “And I think as teachers we are naturally fixers. But I think we don't always have to give them the answers for them to have those amazing experiences.\" He’s trying to remember to take a step back, to let kids try some solutions on their own first, and to step in only at the last possible moment. He’s all to aware how easy it is to let kids slide back into dependency on the teacher.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Crevier breaks this project into three parts: the problem, the solution, and the product. By far the most important step to ensure these projects go smoothly, in his experience, is the problem definition phase. He doesn’t allow students to do the project in groups, although he knows of other teachers that do, because he wants them to dig into something for which they truly have a passion. He worries that in a group students will compromise, lowering investment in the project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As students work to define the problem they want to investigate, Crevier’s only requirement is that it connect to accounting and that it be something the student could feasibly accomplish within the 10-week time frame he has allotted. He usually gives them this project several weeks into the second semester, and he allocates a 50-minute period every Wednesday to in-class work.\u003c/p>\n\u003cfigure id=\"attachment_49186\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49186\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Student-Brainstorming-1020x765.jpg\" alt=\"Crevier's students brainstorm ideas for their projects.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Crevier's students brainstorm ideas for their projects. \u003ccite>(Courtesy Sean Crevier)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Crevier has designed some \u003ca href=\"https://docs.google.com/document/d/1XRlKaUXYnQ5jCvg2aneAAzSFT6SbFec9kT1g1pBqRPM/edit\" target=\"_blank\" rel=\"noopener\">tools to help students brainstorm ideas\u003c/a> and to help them realistically scope a project that will fit into the 10-week schedule. He mostly does this by holding individual conversations with students about the problem they want to tackle, helping them to shape it, make it more specific, and at times narrow the scope. Before they begin researching, he also makes them backwards-plan the 10-week cycle starting from a clearly defined end product. They have to map out what must happen each class period before that end goal, with deliverables for each day of work. If they reach the first class period and there’s clearly too much work left over, they have to rethink their project.\u003c/p>\n\u003cp>\"That's my favorite skill that they learn because I know they walk out of here with the ability to create, schedule and manage their own projects,” Crevier said. And, often students haven’t had many opportunities to practice this type of intentional planning because the teacher has done this work ahead of time, defining deadlines, deliverables and rubrics. One of Crevier’s favorite things about 20 percent time is that students do that work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xupHuEk8p7g\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>STAYING ORGANIZED\u003c/strong>\u003c/p>\n\u003cp>Crevier quickly learned that even when students have clearly defined problems and end products in mind, it’s easy to get off track when searching for digital resources. He helps students stay on task with a \u003ca href=\"https://docs.google.com/spreadsheets/d/1RedaUvSwV07FFxyj-7l8R6y2hjtwswSXbeufmP83yZ4/edit\" target=\"_blank\" rel=\"noopener\">project tracker\u003c/a>, a simple Google spreadsheet he developed.\u003c/p>\n\u003cp>Students write the objective for the day in the first box, and then at three times during the class period a timer goes off, telling students to fill in the next box with what they accomplished during that third of the period. Crevier likes to link this system to the business world through the idea of “billable hours.” At the end of class, there’s a box for “pre-work” needed to successfully stay on schedule for the next class period. That “pre-work” is homework before the next Wednesday in-class work period.\u003c/p>\n\u003cp>He has also built in reflection after each 20 percent work period with a Google Form he calls the “\u003ca href=\"https://docs.google.com/forms/d/1GhBuGByN-t00uFrTwzYbSPQFs5di04SnNEB6xZi-brk/viewform?edit_requested=true\" target=\"_blank\" rel=\"noopener\">3 N’s\u003c/a>.” Students have to answer three simple questions:\u003c/p>\n\u003cul>\n\u003cli>What do you need from me (the teacher)?\u003c/li>\n\u003cli>What’s your newest knowledge?\u003c/li>\n\u003cli>What would you never do again?\u003c/li>\n\u003c/ul>\n\u003cp>Crevier has found that requiring regular reflection as part of the process helps students recognize the process skills they are learning. Crevier values the process as much as the product, but wants students to see their growth along the way as well.\u003c/p>\n\u003cp>Crevier has also found that while students research things online all the time, they don’t always have good systems to stay organized for a long project that may morph along the way. To help scaffold the process, he gives students a \u003ca href=\"https://docs.google.com/document/d/1RZ3wzsXB3ZDiYWDCe7Vsw0H4AarIXBjbNoh4e2Neag4/edit\" target=\"_blank\" rel=\"noopener\">Google Doc for research\u003c/a>, shows them how to use the “Explore” function, and demonstrates how Google will automatically generate footnotes for them. This saves kids a lot of time going back to find resources when compiling their bibliographies.\u003c/p>\n\u003cp>\u003cstrong>ASSESSMENT\u003c/strong>\u003c/p>\n\u003cp>One of the goals of “Genius Hour” projects is to give students more independence in their learning. Crevier believes that should extend to assessment or else the whole endeavor rings false. So, he works with students to co-generate the grading rubric depending on the essential deliverables of their project. Crevier uses \u003ca href=\"http://rubistar.4teachers.org/index.php\" target=\"_blank\" rel=\"noopener\">RubiStar\u003c/a> to create these rubrics, although there are other digital rubric generators that work as well.\u003c/p>\n\u003cp>\"My main focus through all of it is that it's about the journey,” Crevier said. “They may end in a totally different place than they said they would.” That’s why half of students’ final grades on the project comes from the process -- the reflections, problem-solving and revelations that come up along the way. Crevier has found that if the process isn’t the number one target, then the content never gets as deep as he’d like.\u003c/p>\n\u003cp>Although students push back against this assignment at first, finding it confusing and challenging compared to the direct instruction they’re used to receiving in Crevier’s class, he has found that with scaffolding they do get better at managing their time, staying on task, and ultimately creating \u003ca href=\"https://docs.google.com/document/d/e/2PACX-1vQcLMymgwdNwOHYUop1UDpaXF2f11vWSgfuFZhvXVEy70xOLubgZZiQ7msEqLz5khMBkhjaJ-2E7moB/pub\" target=\"_blank\" rel=\"noopener\">interesting solutions and products to real problems\u003c/a>.\u003c/p>\n\u003cp>One of his students was undocumented and found the college application and scholarship process daunting because of her legal status. Her passion project was to create a web resource for other students in a similar situation, complete with scholarship resources, calculations for the cost of private school loans, and breakdowns on the benefits of spending the first few years of college at a less expensive community college.\u003c/p>\n\u003cp>Crevier has no doubt that the class time he has carved out for these projects is well spent and he encourages hesitant educators to dive in, even if letting go of control is scary at first.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"If you are going to ask your kids to stumble through a learning process and fail, then you have to be willing to do it, too,” Crevier said. As so often happens, asking students to take initiative, to learn from missteps, and to become more independent starts with modeling from the teacher. Crevier readily admits he has spent the last six years learning what not to do, but along the way he has connected with students, watched them thrive, and has gotten re-energized about what’s possible in his classroom.\u003c/p>\n\n","blocks":[],"excerpt":"By giving students a chance to come up with their own passion projects, Genius Hour can help them develop skills they might not otherwise have an opportunity for in the classroom. ","status":"publish","parent":0,"modified":1512413811,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/xupHuEk8p7g"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1404},"headData":{"title":"Tips And Tricks To Keep Kids On Track During Genius Hour Projects | KQED","description":"By giving students a chance to come up with their own passion projects, Genius Hour can help them develop skills they might not otherwise have an opportunity for in the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tips And Tricks To Keep Kids On Track During Genius Hour Projects","datePublished":"2017-12-04T08:15:31.000Z","dateModified":"2017-12-04T18:56:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49184 https://ww2.kqed.org/mindshift/?p=49184","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/04/tips-and-tricks-to-keep-kids-on-track-during-genius-hour-projects/","disqusTitle":"Tips And Tricks To Keep Kids On Track During Genius Hour Projects","path":"/mindshift/49184/tips-and-tricks-to-keep-kids-on-track-during-genius-hour-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://twitter.com/BusEdCrev?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Sean Crevier\u003c/a> accidentally wandered into the room where educators at a Milwaukee Edcamp were discussing 20 percent time projects, also known as \u003ca href=\"https://ww2.kqed.org/mindshift/tag/genius-hour/\" target=\"_blank\" rel=\"noopener\">Genius Hour\u003c/a>, he stayed only out of politeness. He had no idea the stories colleagues shared there would change how he teaches. For the past six years, Crevier has been letting his students choose and drive the learning involved in these projects. And he has honed some systems and tools to help kids find success with a style of learning that is often quite different from their previous experiences of school.\u003c/p>\n\u003cp>\"You are going to have to sell it to your kids because for a lot of kids coming in, sitting down, taking notes and regurgitating is a lot easier,” Crevier told educators at the \u003ca href=\"http://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education conference\u003c/a>. And, he points out, this attitude from students is understandable; it’s the path of least resistance. But he still thinks it’s worth carving out the time in a busy school year to do \u003ca href=\"http://www.20timeineducation.com/\" target=\"_blank\" rel=\"noopener\">20 percent time projects\u003c/a> because of the life skills he has watched students develop along the way.\u003c/p>\n\u003cp>\"I'm a fixer,” Crevier admitted. He often finds himself helping too much, too eager to share all the resources and knowledge he’s already acquired. “And I think as teachers we are naturally fixers. But I think we don't always have to give them the answers for them to have those amazing experiences.\" He’s trying to remember to take a step back, to let kids try some solutions on their own first, and to step in only at the last possible moment. He’s all to aware how easy it is to let kids slide back into dependency on the teacher.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Crevier breaks this project into three parts: the problem, the solution, and the product. By far the most important step to ensure these projects go smoothly, in his experience, is the problem definition phase. He doesn’t allow students to do the project in groups, although he knows of other teachers that do, because he wants them to dig into something for which they truly have a passion. He worries that in a group students will compromise, lowering investment in the project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As students work to define the problem they want to investigate, Crevier’s only requirement is that it connect to accounting and that it be something the student could feasibly accomplish within the 10-week time frame he has allotted. He usually gives them this project several weeks into the second semester, and he allocates a 50-minute period every Wednesday to in-class work.\u003c/p>\n\u003cfigure id=\"attachment_49186\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49186\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Student-Brainstorming-1020x765.jpg\" alt=\"Crevier's students brainstorm ideas for their projects.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Student-Brainstorming-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Crevier's students brainstorm ideas for their projects. \u003ccite>(Courtesy Sean Crevier)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Crevier has designed some \u003ca href=\"https://docs.google.com/document/d/1XRlKaUXYnQ5jCvg2aneAAzSFT6SbFec9kT1g1pBqRPM/edit\" target=\"_blank\" rel=\"noopener\">tools to help students brainstorm ideas\u003c/a> and to help them realistically scope a project that will fit into the 10-week schedule. He mostly does this by holding individual conversations with students about the problem they want to tackle, helping them to shape it, make it more specific, and at times narrow the scope. Before they begin researching, he also makes them backwards-plan the 10-week cycle starting from a clearly defined end product. They have to map out what must happen each class period before that end goal, with deliverables for each day of work. If they reach the first class period and there’s clearly too much work left over, they have to rethink their project.\u003c/p>\n\u003cp>\"That's my favorite skill that they learn because I know they walk out of here with the ability to create, schedule and manage their own projects,” Crevier said. And, often students haven’t had many opportunities to practice this type of intentional planning because the teacher has done this work ahead of time, defining deadlines, deliverables and rubrics. One of Crevier’s favorite things about 20 percent time is that students do that work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xupHuEk8p7g\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>STAYING ORGANIZED\u003c/strong>\u003c/p>\n\u003cp>Crevier quickly learned that even when students have clearly defined problems and end products in mind, it’s easy to get off track when searching for digital resources. He helps students stay on task with a \u003ca href=\"https://docs.google.com/spreadsheets/d/1RedaUvSwV07FFxyj-7l8R6y2hjtwswSXbeufmP83yZ4/edit\" target=\"_blank\" rel=\"noopener\">project tracker\u003c/a>, a simple Google spreadsheet he developed.\u003c/p>\n\u003cp>Students write the objective for the day in the first box, and then at three times during the class period a timer goes off, telling students to fill in the next box with what they accomplished during that third of the period. Crevier likes to link this system to the business world through the idea of “billable hours.” At the end of class, there’s a box for “pre-work” needed to successfully stay on schedule for the next class period. That “pre-work” is homework before the next Wednesday in-class work period.\u003c/p>\n\u003cp>He has also built in reflection after each 20 percent work period with a Google Form he calls the “\u003ca href=\"https://docs.google.com/forms/d/1GhBuGByN-t00uFrTwzYbSPQFs5di04SnNEB6xZi-brk/viewform?edit_requested=true\" target=\"_blank\" rel=\"noopener\">3 N’s\u003c/a>.” Students have to answer three simple questions:\u003c/p>\n\u003cul>\n\u003cli>What do you need from me (the teacher)?\u003c/li>\n\u003cli>What’s your newest knowledge?\u003c/li>\n\u003cli>What would you never do again?\u003c/li>\n\u003c/ul>\n\u003cp>Crevier has found that requiring regular reflection as part of the process helps students recognize the process skills they are learning. Crevier values the process as much as the product, but wants students to see their growth along the way as well.\u003c/p>\n\u003cp>Crevier has also found that while students research things online all the time, they don’t always have good systems to stay organized for a long project that may morph along the way. To help scaffold the process, he gives students a \u003ca href=\"https://docs.google.com/document/d/1RZ3wzsXB3ZDiYWDCe7Vsw0H4AarIXBjbNoh4e2Neag4/edit\" target=\"_blank\" rel=\"noopener\">Google Doc for research\u003c/a>, shows them how to use the “Explore” function, and demonstrates how Google will automatically generate footnotes for them. This saves kids a lot of time going back to find resources when compiling their bibliographies.\u003c/p>\n\u003cp>\u003cstrong>ASSESSMENT\u003c/strong>\u003c/p>\n\u003cp>One of the goals of “Genius Hour” projects is to give students more independence in their learning. Crevier believes that should extend to assessment or else the whole endeavor rings false. So, he works with students to co-generate the grading rubric depending on the essential deliverables of their project. Crevier uses \u003ca href=\"http://rubistar.4teachers.org/index.php\" target=\"_blank\" rel=\"noopener\">RubiStar\u003c/a> to create these rubrics, although there are other digital rubric generators that work as well.\u003c/p>\n\u003cp>\"My main focus through all of it is that it's about the journey,” Crevier said. “They may end in a totally different place than they said they would.” That’s why half of students’ final grades on the project comes from the process -- the reflections, problem-solving and revelations that come up along the way. Crevier has found that if the process isn’t the number one target, then the content never gets as deep as he’d like.\u003c/p>\n\u003cp>Although students push back against this assignment at first, finding it confusing and challenging compared to the direct instruction they’re used to receiving in Crevier’s class, he has found that with scaffolding they do get better at managing their time, staying on task, and ultimately creating \u003ca href=\"https://docs.google.com/document/d/e/2PACX-1vQcLMymgwdNwOHYUop1UDpaXF2f11vWSgfuFZhvXVEy70xOLubgZZiQ7msEqLz5khMBkhjaJ-2E7moB/pub\" target=\"_blank\" rel=\"noopener\">interesting solutions and products to real problems\u003c/a>.\u003c/p>\n\u003cp>One of his students was undocumented and found the college application and scholarship process daunting because of her legal status. Her passion project was to create a web resource for other students in a similar situation, complete with scholarship resources, calculations for the cost of private school loans, and breakdowns on the benefits of spending the first few years of college at a less expensive community college.\u003c/p>\n\u003cp>Crevier has no doubt that the class time he has carved out for these projects is well spent and he encourages hesitant educators to dive in, even if letting go of control is scary at first.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If you are going to ask your kids to stumble through a learning process and fail, then you have to be willing to do it, too,” Crevier said. As so often happens, asking students to take initiative, to learn from missteps, and to become more independent starts with modeling from the teacher. Crevier readily admits he has spent the last six years learning what not to do, but along the way he has connected with students, watched them thrive, and has gotten re-energized about what’s possible in his classroom.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49184/tips-and-tricks-to-keep-kids-on-track-during-genius-hour-projects","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_623","mindshift_256","mindshift_20852"],"featImg":"mindshift_49825","label":"mindshift"},"mindshift_44188":{"type":"posts","id":"mindshift_44188","meta":{"index":"posts_1591205157","site":"mindshift","id":"44188","score":null,"sort":[1460698028000]},"guestAuthors":[],"slug":"how-giving-students-choice-during-the-day-can-create-unstoppable-learning","title":"How Giving Students Choice During the Day Can Create Unstoppable Learning","publishDate":1460698028,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Maricela Montoy-Wilson\u003c/strong>\u003c/p>\n\u003cp>\u003cem>A version of this post originally ran on the Teaching Channel's \u003ca href=\"https://www.teachingchannel.org/blog/2016/03/24/unstoppable-learning/\" target=\"_blank\">Tcher's Voice blog\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I came back from my morning run completely energized. I took my headphones out and continued to puzzle over \u003ca href=\"http://www.npr.org/2013/04/25/179010396/unstoppable-learning\" target=\"_blank\">Sugata Mitra’s compelling segment\u003c/a> on the TED Radio Hour of “Unstoppable Learning,” which suggested that in many ways, teachers are getting in the way of learning. A tough pill for me - a teacher of seven years - to swallow.\u003c/p>\n\u003cp>I scrawled some thoughts in my journal: “Students in pursuit of learning,” “fostering curiosity,” “CHOICE,” “unstoppable learning,” and grinned as I imagined what this transformation could look like in my classroom. A few weeks later, I told my students we'd be starting \"Inspiration Time.\" I explained this time was designed for them to ask themselves what they are curious about and what they want to pursue.\u003c/p>\n\u003cp>In the past, when I made space for “choice time,” I put options on the board and students got to choose, but not this time. I have come to realize how in so many instances, I rob students of the opportunity to think for themselves, to create, to imagine. I am reassured that I am offering them choice within blocks of time: my students choose their books, they choose their writing topics, they choose their strategies in math, justify which they used, and consider more efficient ways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But I think I can do even better. I feel strongly that it is my responsibility to foster curiosity. To do that I’m trying to give them even more opportunities to make responsible choices for themselves, actively think about what they are curious about, and make a plan about how to pursue it.\u003c/p>\n\u003cfigure id=\"attachment_44732\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/game-1440x810.jpg\" alt=\"Students create a game, equipped with bleachers.\" width=\"640\" height=\"360\" class=\"size-large wp-image-44732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students create a game, equipped with bleachers. \u003ccite>(Courtesy Maricela Montoy-Wilson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most teachers, like me, feel jam-packed in their days. I love the curricula we are using, and often wish we had more hours in our day to really pursue it. But our days and hours are limited. It would be easy to look at my schedule and think implementing Inspiration Time is impossible. But I have found this time has made the rest of my day more meaningful. Making space for this type of learning and exploration has produced some incredible results.\u003c/p>\n\u003cp>Inspiration Time has given my students a designated time to reflect and consider where they have gaps in their learning. When given complete liberty over how to spend their time, many ask peers for help with a concept they’re still struggling to grasp. It has helped provide the time to consolidate their learning that is often absent from the frenzied classroom.\u003c/p>\n\u003cp>Our current models of jam-packed school days starting in kindergarten with early start times, late release, and hours of homework are not conducive to true consolidation of learning. We need to carve out time for students to make deeper connections, identify gaps, and make plans for next steps.\u003c/p>\n\u003cp>Teachers can begin with questions like:\u003c/p>\n\u003cp>-What are you curious about?\u003cbr>\n-What is inspiring you?\u003cbr>\n-What is your plan to pursue it?\u003c/p>\n\u003cp>At first, students may need direction, but don’t steal an opportunity for them to grapple and problem solve. Give space and time for them to develop. Ask purposeful questions. Build their capacity as a class community that seeks out one another and collaborates. Offer frameworks instead of answers. Posting \"Office Hours,\" in which students can sign up for time with me or their peers is a framework I've introduced that has helped me let go of being directive and instead pay attention to where students' thoughts reside.\u003c/p>\n\u003cp>Here's some language I've used to help students build on the passions I've observed and insights they've shared: “I noticed how some of you really marveled at how developed Christian’s writing topic was on outer space. You might find him and ask him how you can develop and grow your topic of interest. Others of you really puzzled over Jaylene’s strategy in math, and you’re STILL wondering about it! What can you do if the wheels in your brain are still turning?”\u003c/p>\n\u003cp>Asking questions and giving purposeful feedback while still letting students hold the reins is critical. Let them decide what their plan is, and let them grapple with it. Asking questions like How will you know when you’ve met your goal? And debriefing as a class allows students to be reflective and thoughtful about their process.\u003c/p>\n\u003cfigure id=\"attachment_44734\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/girls-work-together-1440x810.jpg\" alt=\"Students work together during Inspiration Time.\" width=\"640\" height=\"360\" class=\"size-large wp-image-44734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students work together during Inspiration Time. \u003ccite>(Courtesy Maricela Montoy-Wilson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inspiration Time has also helped my students build and strengthen connections with one another and with me. My struggling readers are seeking out their friends, asking them to coach them on a chapter book series that is just out of their reach. They’re working together to design and build games, sometimes even taking the work home and involving their parents in their passions. These experiences strengthen my students’ relationships with one another, and deepen their sense of class community. This time also offers me an authentic opportunity to get to know the individuals in my classroom; and to see the inner workings of all my students, not just those who are vocal and confident!\u003c/p>\n\u003cp>I’m happy to report that the energy and excitement I felt after my run, is now evident in my classroom. And when 25 students bubble over with excitement, they create a synergy and morale that is contagious. Inspiration Time is a tangible way to show students how fun it is to learn! The joy of learning and the connectedness we feel spills into other parts of our day. Students make deeper, more meaningful connections between content because they have engaged with it in personal and authentic ways.\u003c/p>\n\u003cp>I understand the doubt and concern teachers feel about whether students are capable of making responsible decisions, or apprehension that extended learning time won’t be as meaningful and valuable as a teacher-planned and led segment. But it’s precisely because of those concerns -- including the many demands on our time — that teachers must find a way to bring something like Inspiration Time into classrooms.\u003c/p>\n\u003cp>I marveled the first day I tried Inspiration Time at the topics, questions and offerings that turned up on the first office hours form I posted. Aleyda offered time to lecture on female wrestlers, while students pursued Aaron about his efficient use of the “doubling and halving” strategy he articulated during number talks. A handful of students pursued Brenda to set up office hours on how to become the expert speller she is, while other students signed up on my office hours to find other ways to learn about perimeter.\u003c/p>\n\u003cp>My job is for naught if I help develop intelligent students who don’t know how to make responsible decisions. There are few times in my day when my students truly hold the reins of their time, completely void of direction. But in college, in life beyond school, they won’t have someone directing their time. If they can’t exercise their responsibility and decision making in true, authentic ways as they develop starting now, how do we expect them to do it as adults?\u003c/p>\n\u003cp>Our students deserve opportunities to grow as critical thinkers, to be given purposeful feedback, to develop their passions and independence in pursuing meaningful work. And sometimes that requires us as teachers to take a step back and just make space.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Maricela Montoy-Wilson is a 2-3 master teacher at Aspire Public Schools, an East Palo Alto Charter School. She is a lifelong learner and hopes to impart her love of learning to her students.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Marciela Montoy-Wilson explains how when she gave her second and third grade students space to explore their passions they learned more deeply in every part of the day.","status":"publish","parent":0,"modified":1460739566,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1319},"headData":{"title":"How Giving Students Choice During the Day Can Create Unstoppable Learning | KQED","description":"Teacher Marciela Montoy-Wilson explains how when she gave her second and third grade students space to explore their passions they learned more deeply in every part of the day.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Giving Students Choice During the Day Can Create Unstoppable Learning","datePublished":"2016-04-15T05:27:08.000Z","dateModified":"2016-04-15T16:59:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44188 http://ww2.kqed.org/mindshift/?p=44188","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/14/how-giving-students-choice-during-the-day-can-create-unstoppable-learning/","disqusTitle":"How Giving Students Choice During the Day Can Create Unstoppable Learning","path":"/mindshift/44188/how-giving-students-choice-during-the-day-can-create-unstoppable-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Maricela Montoy-Wilson\u003c/strong>\u003c/p>\n\u003cp>\u003cem>A version of this post originally ran on the Teaching Channel's \u003ca href=\"https://www.teachingchannel.org/blog/2016/03/24/unstoppable-learning/\" target=\"_blank\">Tcher's Voice blog\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I came back from my morning run completely energized. I took my headphones out and continued to puzzle over \u003ca href=\"http://www.npr.org/2013/04/25/179010396/unstoppable-learning\" target=\"_blank\">Sugata Mitra’s compelling segment\u003c/a> on the TED Radio Hour of “Unstoppable Learning,” which suggested that in many ways, teachers are getting in the way of learning. A tough pill for me - a teacher of seven years - to swallow.\u003c/p>\n\u003cp>I scrawled some thoughts in my journal: “Students in pursuit of learning,” “fostering curiosity,” “CHOICE,” “unstoppable learning,” and grinned as I imagined what this transformation could look like in my classroom. A few weeks later, I told my students we'd be starting \"Inspiration Time.\" I explained this time was designed for them to ask themselves what they are curious about and what they want to pursue.\u003c/p>\n\u003cp>In the past, when I made space for “choice time,” I put options on the board and students got to choose, but not this time. I have come to realize how in so many instances, I rob students of the opportunity to think for themselves, to create, to imagine. I am reassured that I am offering them choice within blocks of time: my students choose their books, they choose their writing topics, they choose their strategies in math, justify which they used, and consider more efficient ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But I think I can do even better. I feel strongly that it is my responsibility to foster curiosity. To do that I’m trying to give them even more opportunities to make responsible choices for themselves, actively think about what they are curious about, and make a plan about how to pursue it.\u003c/p>\n\u003cfigure id=\"attachment_44732\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/game-1440x810.jpg\" alt=\"Students create a game, equipped with bleachers.\" width=\"640\" height=\"360\" class=\"size-large wp-image-44732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/game-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students create a game, equipped with bleachers. \u003ccite>(Courtesy Maricela Montoy-Wilson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most teachers, like me, feel jam-packed in their days. I love the curricula we are using, and often wish we had more hours in our day to really pursue it. But our days and hours are limited. It would be easy to look at my schedule and think implementing Inspiration Time is impossible. But I have found this time has made the rest of my day more meaningful. Making space for this type of learning and exploration has produced some incredible results.\u003c/p>\n\u003cp>Inspiration Time has given my students a designated time to reflect and consider where they have gaps in their learning. When given complete liberty over how to spend their time, many ask peers for help with a concept they’re still struggling to grasp. It has helped provide the time to consolidate their learning that is often absent from the frenzied classroom.\u003c/p>\n\u003cp>Our current models of jam-packed school days starting in kindergarten with early start times, late release, and hours of homework are not conducive to true consolidation of learning. We need to carve out time for students to make deeper connections, identify gaps, and make plans for next steps.\u003c/p>\n\u003cp>Teachers can begin with questions like:\u003c/p>\n\u003cp>-What are you curious about?\u003cbr>\n-What is inspiring you?\u003cbr>\n-What is your plan to pursue it?\u003c/p>\n\u003cp>At first, students may need direction, but don’t steal an opportunity for them to grapple and problem solve. Give space and time for them to develop. Ask purposeful questions. Build their capacity as a class community that seeks out one another and collaborates. Offer frameworks instead of answers. Posting \"Office Hours,\" in which students can sign up for time with me or their peers is a framework I've introduced that has helped me let go of being directive and instead pay attention to where students' thoughts reside.\u003c/p>\n\u003cp>Here's some language I've used to help students build on the passions I've observed and insights they've shared: “I noticed how some of you really marveled at how developed Christian’s writing topic was on outer space. You might find him and ask him how you can develop and grow your topic of interest. Others of you really puzzled over Jaylene’s strategy in math, and you’re STILL wondering about it! What can you do if the wheels in your brain are still turning?”\u003c/p>\n\u003cp>Asking questions and giving purposeful feedback while still letting students hold the reins is critical. Let them decide what their plan is, and let them grapple with it. Asking questions like How will you know when you’ve met your goal? And debriefing as a class allows students to be reflective and thoughtful about their process.\u003c/p>\n\u003cfigure id=\"attachment_44734\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/girls-work-together-1440x810.jpg\" alt=\"Students work together during Inspiration Time.\" width=\"640\" height=\"360\" class=\"size-large wp-image-44734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/girls-work-together-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students work together during Inspiration Time. \u003ccite>(Courtesy Maricela Montoy-Wilson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inspiration Time has also helped my students build and strengthen connections with one another and with me. My struggling readers are seeking out their friends, asking them to coach them on a chapter book series that is just out of their reach. They’re working together to design and build games, sometimes even taking the work home and involving their parents in their passions. These experiences strengthen my students’ relationships with one another, and deepen their sense of class community. This time also offers me an authentic opportunity to get to know the individuals in my classroom; and to see the inner workings of all my students, not just those who are vocal and confident!\u003c/p>\n\u003cp>I’m happy to report that the energy and excitement I felt after my run, is now evident in my classroom. And when 25 students bubble over with excitement, they create a synergy and morale that is contagious. Inspiration Time is a tangible way to show students how fun it is to learn! The joy of learning and the connectedness we feel spills into other parts of our day. Students make deeper, more meaningful connections between content because they have engaged with it in personal and authentic ways.\u003c/p>\n\u003cp>I understand the doubt and concern teachers feel about whether students are capable of making responsible decisions, or apprehension that extended learning time won’t be as meaningful and valuable as a teacher-planned and led segment. But it’s precisely because of those concerns -- including the many demands on our time — that teachers must find a way to bring something like Inspiration Time into classrooms.\u003c/p>\n\u003cp>I marveled the first day I tried Inspiration Time at the topics, questions and offerings that turned up on the first office hours form I posted. Aleyda offered time to lecture on female wrestlers, while students pursued Aaron about his efficient use of the “doubling and halving” strategy he articulated during number talks. A handful of students pursued Brenda to set up office hours on how to become the expert speller she is, while other students signed up on my office hours to find other ways to learn about perimeter.\u003c/p>\n\u003cp>My job is for naught if I help develop intelligent students who don’t know how to make responsible decisions. There are few times in my day when my students truly hold the reins of their time, completely void of direction. But in college, in life beyond school, they won’t have someone directing their time. If they can’t exercise their responsibility and decision making in true, authentic ways as they develop starting now, how do we expect them to do it as adults?\u003c/p>\n\u003cp>Our students deserve opportunities to grow as critical thinkers, to be given purposeful feedback, to develop their passions and independence in pursuing meaningful work. And sometimes that requires us as teachers to take a step back and just make space.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Maricela Montoy-Wilson is a 2-3 master teacher at Aspire Public Schools, an East Palo Alto Charter School. She is a lifelong learner and hopes to impart her love of learning to her students.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44188/how-giving-students-choice-during-the-day-can-create-unstoppable-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_623"],"featImg":"mindshift_44194","label":"mindshift"},"mindshift_40465":{"type":"posts","id":"mindshift_40465","meta":{"index":"posts_1591205157","site":"mindshift","id":"40465","score":null,"sort":[1435163988000]},"guestAuthors":[],"slug":"steps-to-help-low-income-students-direct-their-own-learning","title":"Steps to Help Low-Income Students Direct Their Own Learning","publishDate":1435163988,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Susan Wolfe, an elementary school teacher in Boise, Idaho, asks her class the qualities of a good student, kids often list things like: taking responsibility for themselves, doing homework, being good communicators. By focusing on the what the students believe -- instead of what she could dictate to them -- Wolfe applies techniques of student-centered learning, which she has embraced throughout her 18-year teaching career working almost exclusively in Title I schools.\u003c/p>\n\u003cp>“The kids need to believe that they’re not here to have learning crammed down their throats,” she said. She says it is fundamental for teachers to take the time to build a class culture for which students take ownership. And contrary to many stereotypes about disadvantaged kids, in her experience, every child, no matter their background, wants that learning autonomy.\u003c/p>\n\u003cp>To build that type of environment, Wolfe first asks students to list the qualities they think make a good student. Then they list the qualities of a good teacher. Finally they describe what makes a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/\" target=\"_blank\">good learning environment\u003c/a>.\u003c/p>\n\u003cp>“If you get them to reflect back on previous learning experiences, then they get what you’re trying to get from them,” Wolfe said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"NaO6aqan7KfwR6OzZVG4fY5i1IA4clZw\"]\u003c/p>\n\u003cp>Even if the lists get long, Wolfe has students group the qualities until there are four basic “critical factors” for good students, teachers and learning environments. Boiling it down to four keeps the “rules” simple, and the process ensures students take ownership over what they developed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students have the ownership of the critical factors, so I’m no longer the ‘heavy,’ ” Wolfe said. “They designed this so they have to hold their own feet to the fire, and I’m just here to help them out.”\u003c/p>\n\u003cp>It’s true that at first students don’t always understand how to do what Wolfe is asking of them. But as she pushes them to reflect back and gives them space to generate their own answers without jumping in to prompt them, they begin to produce lists and the excitement grows.\u003c/p>\n\u003cp>“I start off with a lot of modeling and guiding and then it leads more to an open model,” Wolfe said. “Once they understand how to design a good open-ended question they get it -- it’s just that no one has asked them or trained them.”\u003c/p>\n\u003cp>\u003cstrong>GROWING PAINS\u003c/strong>\u003c/p>\n\u003cp>A common objection to approaches like Wolfe’s is that it takes a lot of time to co-create a list of guiding class rules, to model open-ended questions and to let kids be heard. But Wolfe insists that when students feel they are at the heart of the learning experience, the depth of work increases dramatically.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I've got kids doing parts of projects that I don't think I could have ever talked them into doing if it hadn't come from them.'\u003c/aside>\n\u003cp>But, as with everything, she starts slow, modeling and training students on how to ask “essential questions,” ones that aren’t answerable with Google. First, every student will read the same book together and they will discuss topics by creating an inner and outer circle. In pairs, kids are encouraged to look for connections to themselves in the text, to pose essential questions to one another, and then to close-read the text for main ideas and vocabulary.\u003c/p>\n\u003cp>“I slowly step back and I give the kids more and more of the responsibility,” Wolfe said.\u003c/p>\n\u003cp>\u003cstrong>STEPPING INTO ROLES\u003c/strong>\u003c/p>\n\u003cp>Another way Wolfe helps kids take ownership over their learning space is to give everyone a job -- class president, secretary, plant-waterer, paper-passer, etc. Students rotate into different roles every two to three weeks so there’s no fighting over roles.\u003c/p>\n\u003cp>“I’ve set up this environment where they feel needed,” Wolfe said. “They eat that up. They want to be needed.” Some parents even report that when their children are home sick, they worry about who will do their classroom job.\u003c/p>\n\u003cp>To make sure all students are participating, the class “maps” their discussions, with one student drawing lines between question asker and answerer, creating a network of communication that visually indicates if someone has been left out. Wolfe says as a class they analyze and discuss these maps, brainstorming reasons why some classmates aren’t ready to speak up.\u003c/p>\n\u003cp>“The kids know they can’t hide anymore because there’s that mapping going on,” said Wolfe, “and they’ve found out because of the language and communication skills that have been built up that it’s safe to disagree.”\u003c/p>\n\u003cp>\u003cstrong>GENIUS HOUR\u003c/strong>\u003c/p>\n\u003cp>Increasingly, schools are making time for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/10/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">learn about whatever excites them\u003c/a>, inspired by Google’s 20 percent time when employees get to tinker on passion projects unrelated to their jobs. Wolfe finds this model a natural fit with both Common Core standards and her interest in making sure students are individually connected and passionate about the topics they are discovering.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fpCTRzP-9yg\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“I’ve got kids doing parts of projects that I don’t think I could have ever talked them into doing if it hadn’t come from them,” Wolfe said.\u003c/p>\n\u003cp>For example, a group of students wanted to be outside more, so they are working to build an outdoor classroom. They teamed up with a group of parents who were interested in the same concept, connected with the Bureau of Land Management and eventually designed and began clearing the way for a native plant garden.\u003c/p>\n\u003cp>They’re working with the community, learning to fundraise, using Excel spreadsheets and building websites. But there’s no grumbling because students are invested in the end goal of the project.\u003c/p>\n\u003cp>Wolfe treats Genius Hour as a pass/fail class. Students are required to set a goal each week, blog about how they went about achieving that goal and what obstacles may have come in the way. This may sound scary to teachers concerned that they aren’t ticking off all the standards required by their districts and Wolfe understands this fear, but says the core skills of research, writing, communicating and collaborating, emphasized in all areas of the Common Core, become part of Genius Hour projects.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I slowly step back and I give the kids more and more of the responsibility.'\u003c/aside>\n\u003cp>“A lot of teachers spend a lot of time trying to motivate kids, but if they can tie it into students’ passions, you can tap into a lot of energy,” Wolfe said.\u003c/p>\n\u003cp>She said student-centered learning works for low-income students especially well because it helps them build the non-cognitive skills, like effective communication, that they may not be learning outside the classroom. At \u003ca href=\"http://whitney.school.boiseschools.org/\" target=\"_blank\">Whitney Elementary\u003c/a>, a school where 85-90 percent of students qualify for free and reduced priced lunch, Wolfe knows she had an impact on her students.\u003c/p>\n\u003cp>“I had a student that I could just not connect with,” Wolfe said. “I could not get this kid to do anything.” But she knew he loved skateboarding, so she suggested he research and become the expert on \u003ca href=\"http://tonyhawk.com/\" target=\"_blank\">Tony Hawk\u003c/a> and skateboarding. The principal even agreed to let him do a skateboarding demonstration at the end of the project.\u003c/p>\n\u003cp>The student made a total switch. He was staying in at recess to work on his report, asking for help and doing a great job on his work. Recently Wolfe bumped into him around town and he still remembered that project. He’s in college now, getting straight “A”s.\u003c/p>\n\u003cp>\u003cstrong>RIGHT CONDITIONS\u003c/strong>\u003c/p>\n\u003cp>Often educators cite large class sizes as an impediment to implementing this kind of student-centered learning. Wolfe agrees it’s much harder with more kids, but she still thinks with careful planning it can be done.\u003c/p>\n\u003cp>“If you can integrate skills into one really fantastic project, that’s half the battle,” Wolfe said. “You have to unpack those Common Core standards and build them into the units and project-based learning being designed.” She finds that teaching skills and concepts together as one unit saves a lot of time.\u003c/p>\n\u003cp>Support from other teachers is another important condition for this work. “Finding a group of individuals who are interested in that same type of teaching and getting support from them is really important,” Wolfe said. At her current school, \u003ca href=\"http://hawthorne.school.boiseschools.org/\" target=\"_blank\">Hawthorne Elementary\u003c/a>, Wolfe helps lead a book group focused on inquiry and student-centered learning.\u003c/p>\n\u003cp>One teacher in the group is slowly trying out some of the ideas. She started small, giving her students a little choice in their history of Boise projects. Rather than assigning topics, she told them she needed them to become experts and teach her. At first students didn’t know what to make of that, but soon they were charting out ideas and doing independent research on the computers for 30 minutes without help.\u003c/p>\n\u003cp>“She had never experienced that before and she’s probably got one of the lowest-skilled classes in the school,” Wolfe said.\u003c/p>\n\u003cp>The book group has helped convince educators of the rationale behind this pedagogy. After discussing books like \"\u003ca href=\"http://www.heinemann.com/products/E01230.aspx\" target=\"_blank\">Inquiry Circles Illuminated\u003c/a>\" by Stephanie Harvey and Harvey Daniels, they are more ready to try some approaches in their own classrooms. And, Wolfe always encourages teachers to start slow and look for what they will stop doing in exchange. It’s not realistic to keep piling on new things without stripping something away.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Kids want that ownership, they want to be in charge of their learning,” Wolfe said. “We just have to give them little pieces at a time to be in charge of and give them a space where it is safe to do so.”\u003c/p>\n\n","blocks":[],"excerpt":"All kids can benefit from self-directed learning, but students need to learn how to communicate, disagree and create a caring community to make it work.","status":"publish","parent":0,"modified":1435696100,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/fpCTRzP-9yg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1684},"headData":{"title":"Steps to Help Low-Income Students Direct Their Own Learning | KQED","description":"All kids can benefit from self-directed learning, but students need to learn how to communicate, disagree and create a caring community to make it work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Steps to Help Low-Income Students Direct Their Own Learning","datePublished":"2015-06-24T16:39:48.000Z","dateModified":"2015-06-30T20:28:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40465 http://ww2.kqed.org/mindshift/?p=40465","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/24/steps-to-help-low-income-students-direct-their-own-learning/","disqusTitle":"Steps to Help Low-Income Students Direct Their Own Learning","path":"/mindshift/40465/steps-to-help-low-income-students-direct-their-own-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Susan Wolfe, an elementary school teacher in Boise, Idaho, asks her class the qualities of a good student, kids often list things like: taking responsibility for themselves, doing homework, being good communicators. By focusing on the what the students believe -- instead of what she could dictate to them -- Wolfe applies techniques of student-centered learning, which she has embraced throughout her 18-year teaching career working almost exclusively in Title I schools.\u003c/p>\n\u003cp>“The kids need to believe that they’re not here to have learning crammed down their throats,” she said. She says it is fundamental for teachers to take the time to build a class culture for which students take ownership. And contrary to many stereotypes about disadvantaged kids, in her experience, every child, no matter their background, wants that learning autonomy.\u003c/p>\n\u003cp>To build that type of environment, Wolfe first asks students to list the qualities they think make a good student. Then they list the qualities of a good teacher. Finally they describe what makes a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/\" target=\"_blank\">good learning environment\u003c/a>.\u003c/p>\n\u003cp>“If you get them to reflect back on previous learning experiences, then they get what you’re trying to get from them,” Wolfe said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Even if the lists get long, Wolfe has students group the qualities until there are four basic “critical factors” for good students, teachers and learning environments. Boiling it down to four keeps the “rules” simple, and the process ensures students take ownership over what they developed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students have the ownership of the critical factors, so I’m no longer the ‘heavy,’ ” Wolfe said. “They designed this so they have to hold their own feet to the fire, and I’m just here to help them out.”\u003c/p>\n\u003cp>It’s true that at first students don’t always understand how to do what Wolfe is asking of them. But as she pushes them to reflect back and gives them space to generate their own answers without jumping in to prompt them, they begin to produce lists and the excitement grows.\u003c/p>\n\u003cp>“I start off with a lot of modeling and guiding and then it leads more to an open model,” Wolfe said. “Once they understand how to design a good open-ended question they get it -- it’s just that no one has asked them or trained them.”\u003c/p>\n\u003cp>\u003cstrong>GROWING PAINS\u003c/strong>\u003c/p>\n\u003cp>A common objection to approaches like Wolfe’s is that it takes a lot of time to co-create a list of guiding class rules, to model open-ended questions and to let kids be heard. But Wolfe insists that when students feel they are at the heart of the learning experience, the depth of work increases dramatically.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I've got kids doing parts of projects that I don't think I could have ever talked them into doing if it hadn't come from them.'\u003c/aside>\n\u003cp>But, as with everything, she starts slow, modeling and training students on how to ask “essential questions,” ones that aren’t answerable with Google. First, every student will read the same book together and they will discuss topics by creating an inner and outer circle. In pairs, kids are encouraged to look for connections to themselves in the text, to pose essential questions to one another, and then to close-read the text for main ideas and vocabulary.\u003c/p>\n\u003cp>“I slowly step back and I give the kids more and more of the responsibility,” Wolfe said.\u003c/p>\n\u003cp>\u003cstrong>STEPPING INTO ROLES\u003c/strong>\u003c/p>\n\u003cp>Another way Wolfe helps kids take ownership over their learning space is to give everyone a job -- class president, secretary, plant-waterer, paper-passer, etc. Students rotate into different roles every two to three weeks so there’s no fighting over roles.\u003c/p>\n\u003cp>“I’ve set up this environment where they feel needed,” Wolfe said. “They eat that up. They want to be needed.” Some parents even report that when their children are home sick, they worry about who will do their classroom job.\u003c/p>\n\u003cp>To make sure all students are participating, the class “maps” their discussions, with one student drawing lines between question asker and answerer, creating a network of communication that visually indicates if someone has been left out. Wolfe says as a class they analyze and discuss these maps, brainstorming reasons why some classmates aren’t ready to speak up.\u003c/p>\n\u003cp>“The kids know they can’t hide anymore because there’s that mapping going on,” said Wolfe, “and they’ve found out because of the language and communication skills that have been built up that it’s safe to disagree.”\u003c/p>\n\u003cp>\u003cstrong>GENIUS HOUR\u003c/strong>\u003c/p>\n\u003cp>Increasingly, schools are making time for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/10/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">learn about whatever excites them\u003c/a>, inspired by Google’s 20 percent time when employees get to tinker on passion projects unrelated to their jobs. Wolfe finds this model a natural fit with both Common Core standards and her interest in making sure students are individually connected and passionate about the topics they are discovering.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fpCTRzP-9yg\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“I’ve got kids doing parts of projects that I don’t think I could have ever talked them into doing if it hadn’t come from them,” Wolfe said.\u003c/p>\n\u003cp>For example, a group of students wanted to be outside more, so they are working to build an outdoor classroom. They teamed up with a group of parents who were interested in the same concept, connected with the Bureau of Land Management and eventually designed and began clearing the way for a native plant garden.\u003c/p>\n\u003cp>They’re working with the community, learning to fundraise, using Excel spreadsheets and building websites. But there’s no grumbling because students are invested in the end goal of the project.\u003c/p>\n\u003cp>Wolfe treats Genius Hour as a pass/fail class. Students are required to set a goal each week, blog about how they went about achieving that goal and what obstacles may have come in the way. This may sound scary to teachers concerned that they aren’t ticking off all the standards required by their districts and Wolfe understands this fear, but says the core skills of research, writing, communicating and collaborating, emphasized in all areas of the Common Core, become part of Genius Hour projects.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I slowly step back and I give the kids more and more of the responsibility.'\u003c/aside>\n\u003cp>“A lot of teachers spend a lot of time trying to motivate kids, but if they can tie it into students’ passions, you can tap into a lot of energy,” Wolfe said.\u003c/p>\n\u003cp>She said student-centered learning works for low-income students especially well because it helps them build the non-cognitive skills, like effective communication, that they may not be learning outside the classroom. At \u003ca href=\"http://whitney.school.boiseschools.org/\" target=\"_blank\">Whitney Elementary\u003c/a>, a school where 85-90 percent of students qualify for free and reduced priced lunch, Wolfe knows she had an impact on her students.\u003c/p>\n\u003cp>“I had a student that I could just not connect with,” Wolfe said. “I could not get this kid to do anything.” But she knew he loved skateboarding, so she suggested he research and become the expert on \u003ca href=\"http://tonyhawk.com/\" target=\"_blank\">Tony Hawk\u003c/a> and skateboarding. The principal even agreed to let him do a skateboarding demonstration at the end of the project.\u003c/p>\n\u003cp>The student made a total switch. He was staying in at recess to work on his report, asking for help and doing a great job on his work. Recently Wolfe bumped into him around town and he still remembered that project. He’s in college now, getting straight “A”s.\u003c/p>\n\u003cp>\u003cstrong>RIGHT CONDITIONS\u003c/strong>\u003c/p>\n\u003cp>Often educators cite large class sizes as an impediment to implementing this kind of student-centered learning. Wolfe agrees it’s much harder with more kids, but she still thinks with careful planning it can be done.\u003c/p>\n\u003cp>“If you can integrate skills into one really fantastic project, that’s half the battle,” Wolfe said. “You have to unpack those Common Core standards and build them into the units and project-based learning being designed.” She finds that teaching skills and concepts together as one unit saves a lot of time.\u003c/p>\n\u003cp>Support from other teachers is another important condition for this work. “Finding a group of individuals who are interested in that same type of teaching and getting support from them is really important,” Wolfe said. At her current school, \u003ca href=\"http://hawthorne.school.boiseschools.org/\" target=\"_blank\">Hawthorne Elementary\u003c/a>, Wolfe helps lead a book group focused on inquiry and student-centered learning.\u003c/p>\n\u003cp>One teacher in the group is slowly trying out some of the ideas. She started small, giving her students a little choice in their history of Boise projects. Rather than assigning topics, she told them she needed them to become experts and teach her. At first students didn’t know what to make of that, but soon they were charting out ideas and doing independent research on the computers for 30 minutes without help.\u003c/p>\n\u003cp>“She had never experienced that before and she’s probably got one of the lowest-skilled classes in the school,” Wolfe said.\u003c/p>\n\u003cp>The book group has helped convince educators of the rationale behind this pedagogy. After discussing books like \"\u003ca href=\"http://www.heinemann.com/products/E01230.aspx\" target=\"_blank\">Inquiry Circles Illuminated\u003c/a>\" by Stephanie Harvey and Harvey Daniels, they are more ready to try some approaches in their own classrooms. And, Wolfe always encourages teachers to start slow and look for what they will stop doing in exchange. It’s not realistic to keep piling on new things without stripping something away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Kids want that ownership, they want to be in charge of their learning,” Wolfe said. “We just have to give them little pieces at a time to be in charge of and give them a space where it is safe to do so.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40465/steps-to-help-low-income-students-direct-their-own-learning","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_256","mindshift_20852"],"featImg":"mindshift_40927","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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