I just finished a fabulous PYP Coordinators’ workshop at the IB Asia-Pacific Annual Conference in Singapore. As usual, one of the great bonuses of taking a course like is meeting interesting and incredible educators from around the world and sharing their favourite resources. I was inspired by a workshop colleague’s blog entry entitled Who Owns Your Classroom? This is my response…
This year I have worked hard at creating an agile learning environment where the students come, ready to take on the responsibility of learning. They own their learning therefore they own their learning space (classroom).
Not only do the students choose where they will sit throughout the day but they also choose how to rearrange the furniture for each learning engagement. So, after the instructions are given, I always end with:
“Think about what space you will need and where you will work. Move the tables and chairs to create the best learning space for yourselves. Also, decide if you want to work alone or with someone – who might you work and learn best with for this activity?”
The challenges have been:
1. Getting kids out of the habit of always returning to the same spot to work (“Hey! You’re in my spot!” was heard a lot at the beginning of the year. I never hear that anymore. Success!)
2. Getting kids to think about the space they might need and to move furniture around (“What?! We can move the furniture? Really? How many times a day? Really?”). I would sometimes find the students squishing themselves between and into tables that had previously been pushed together. The thought of moving the tables hadn’t occurred to them!
3. Choosing effective learning partners. Everyone caught on to this idea quite quickly. It was easy! They all regularly choose someone with whom they will learn except for one set of three boys. They know they usually don’t get a lot accomplished when sitting together but they are not courageous enough to chose other classmates to work with (essentially, they have to not choose each other, and that is hard). They really need me, each time, to say, “I know you are great friends and will have fun together but are you sure you are each other’s best choice for deep thinking right now?” That’s all it takes, they switch places. (We have had private talks together about this, so my input is just the trigger, or the excuse, to make different choices). There are, of course, times when they do work best together (e.g. drama activities, writing a combined comic strip).
The rewards have been:
1. The students are becoming agile learners – taking responsibility for their own learning, making decisions and creating their own space, and making decisions about collaborative learning.
2. The students ‘hack’ the classroom – this an agile learning space which needs to be created for each unique learning engagement (even I don’t have a desk – my space is as agile as their space is).
3. There seems to be so many possibilities in the room now. Sometimes we move all the tables to the edges and we have a whole room for drama or dancing or building! Often colleagues walk in and say, “There is so much space in here! How did you do it?”
Display Boards →Agile Project Boards
In the past I found that the only person who looked at and admired the beautiful display boards that I put up was me! This year I have changed the pin boards from ‘display boards’ to ‘project boards’ (or ‘project nests’) where the students hang their work in progress. It may not be pretty, it may not be finished, but it visual evidence of the students’ thinking. This work can be looked at by others, questioned and given feedback on. It becomes a place to store, share, learn from and ruminate. Another agile learning space.