The art of inquiry teaching ... from a distance, part #2

Today marks five weeks we have spent in stage 4 lockdown here in Melbourne, Australia. Prior to that, we were in stage 3 for weeks. So time actually IN schools is indeed becoming a distant memory!  I remain incredibly grateful to the many educators who have been willing to continue our work together in the remote context.  As I have said before, this has been the steepest of learning curves and I – like so many others – am still on it.   For years I have banged on about inquiry classrooms being places where teachers and learners learn to live with uncertainty, where we need to expect the unexpected and where we plan in response to what is needed. Never have those features of an inquiry-based environment been more relevant. (Although, to be honest, a little bit of certainty would be more than welcome right now!!)

A month ago, I posed a question on this blog. When working remotely, how can we continue to work in the dynamic, interactive ways of the inquiry teacher?  In the weeks since, it has been fascinating to explore this question with teachers and students alike. It has meant a lot of reflection, experimentation and risk taking. My inquiry muscles have most definitely been getting a work out.  

 In my last post, I explored the way I felt the pedagogy of inquiry’ could transfer to the remote setting by considering five of the 10 inquiry practices I have found useful when working with teachers and learners.  In this post I continue that conversation by examining the remaining five. As always, I am indebted to the teachers with whom I have been working – particularly those in my partner schools who help me think more deeply and creatively about what’s possible.  So, how can we continue to bring an inquiry stance to our work – even when we can’t physically be with our students? 

Keep it real: Inquiry teachers harness real contexts for learning

There is no doubt that when learners are engaged in inquiring into something they care about – something that is real and relevant to their lives, they are more invested and committed to the process.  Time and time again, teachers and kids tell me that the journeys of inquiry that have stayed with them have been the ones where they felt they made a difference. – and where they were connected with real people, real places, real issues.  

On the surface, this is a huge challenge for remote teaching. Gone are those field trips that instantly motivate and engage the learner, gone are the hands-on materials, the guest speakers, the spontaneous walk around the neighborhood….  Well, yes. For some learners this has been the case. Not withstanding the fact there are still some schools and communities that do not have sufficient access to decent wifi/internet, I have been dismayed by the stories I hear from friends about their children being issued with endless worksheets and cute ‘activities’ without ever engaging with teachers through video conferencing (especially when the option to do so exists) or even a simple phone call.  By contrast, I am seeing and hearing many wonderfully authentic inquiries happening while in lockdown. Field trips still happen – albeit virtually and there have been expert guests in abundance!   Students at St Bernadette’s primary School in the western suburbs of Melbourne have forged connections with several designers/makers who have been designing and constructing facemasks. The designers have shared their processes and the children are now using what they have learned to consider a design challenge in their household or neighborhood.   As part of their iTime, students at Mother Teresa Primary school have been investigating a wide range of authentic projects from how to set up a frog enclosure when back at school to investigating coping mechanisms for remote learning across the world.  Journeys of inquiry need purpose and passion.  It is even more imperative that we help our learners see the worth of what they are inquiring into. So, keep it real:

•  Encourage kids to find everyday problems, challenges and issues in their household or neighborhood about which they could inquire.  You may be inspired by some of the suggestions made here. 

• Use the house, yard and local streets as the basis for learning. Shameless plug for my resource about  cultivating curiosity in the garden and home available here.

• Virtual field trips can add a wonderful dimension to your inquiries. There are LOADS of these available – and you can go global in ways you never have before. There are a few examples here but a simple search will reveal more.  

• I am a fan of the naturecam!  Checking in on the progress of various animals around the world is in itself a beautiful ongoing inquiry. 

• Be authentic – share your own inquiries – what have you been exploring or teaching yourself while in isolation?  Share your own learning journeys with your students.

Play: Inquiry teachers know the power of play

 When we think of play – we often associate it with something light- and even frivolous. And it certainly can be (nothing wrong with that!).  Throughout the last 6 months I have noticed how much being able to play with possibilities, play with ideas, experiment and tinker has helped me learn. So as you engage students in remote learning:  

• Allow yourself to play with possibilities as you explore the online environment with and for your learners. This means being prepared to fail!  I have had to let go of my tendency to want to get it right before I try something new online and to dive in.  Such important modelling for our learners.

• Play is a powerful community builder.   So playing games together as you meet in the virtual space is hugely connecting. Those of you beginning your year will be acutely aware of this. The morning and end of day meetings can be the perfect opportunity to explore ways to take favorite classroom games and adapt them to the online space.

• Be bold and don’t forget the power of the unexpected, playful moment.  A friend of mine had a sudden ‘glitch’ with technology during a lesson last week. She needed a minute or two to try to fix it. Instead of having her students stare at her on the screen while she did so she said “OK guys, out of your seats, run to your front door run back, run around your chair three times then sit down. First one back wins!  A silly, spontaneous moment that had them all laughing …and gave her a minute to sort her tech issue. 

•  USE MATERIALS.  Just because you are working online does not mean you or your students can’t get your hands on materials.  Invite children to share their thinking by making and creating using household items.  

• Be playful. Humour is one of the most powerful ways we have to diffuse tension, build connections and help learners to relax into a space in which they are ready to learn. 

Collaborate: Inquiry teachers value collaboration between learners and regularly collaborate with other educators. 

 Many schools are ensuring that our precious team meetings remain part of our weekly schedule even when working remotely.  Teachers have reported to me that they feel collaboration has strengthened in response to the situation. So it may go without saying – but stay connected to each other! 

It has been amazing to watch teachers and students forging connections with others in the community albeit within the virtual space.  Perhaps as we become more comfortable with using online meeting tools, we ae realising the ease with which we can, in fact, collaborate with someone on the other side of the world!  

• In an inquiry journey, we can act as ‘brokers’ helping learners connect with experts in the areas they are inquiring into.  Use this opportunity to collaborate with experts online. Authors, historians, biologists, artists, musicians – inviting them to share their passions with your students is only a click away.  

• Collaboration is also about teachers collaborating with learners to co construct agreements, assessment criteria and the design of tasks. This can continue to be the case even when we are physically apart. Remind yourself to ask rather than tell when it comes to learning agreements.

Think Big:  Inquiry teachers design and teach with concepts in mind.  

Teaching remotely brings with it the temptation to parcel learning tasks up into neat, bite sized activities. The abundance of ‘choice grids’ so popular in the 90’s is a case in point.  Of course we want to find ways to allow learners to make choices and manage their time more independently but the down side of activity grids is that they can simply be that – a  bunch of things kids DO rather than a connected flow of tasks that promote deeper learning.   

As we design learning tasks with and for our students, let’s keep concepts in mind and resist the urge to provide what amounts to ‘busy work’.  It makes sense to consider the concepts that are particularly relevant to this time. The context of living in a time of a pandemic can help us explore wellbeing, interdependence, freedom and responsibility, equity, community, empathy, global citizenship, rights and responsibilities, perspective, media influence and ethics just to name a few!   

We are living in a time that necessitates big picture thinking. The very concept of ‘schooling’ itself is being closely examined as our historically ridged institutions are being faced with this massive challenge.   Ask your students what they think are the big ideas they should be exploring right now.

Grow learning assets: Inquiry teachers help learners develop skills and dispositions for life long learning.

If there is one thing that this situation has offered us, it has been the chance to put learning itself in the spotlight.  Whatever language you use to talk about learning with your students – make sure it is amplified when working remotely. For IB/PYP teachers, it will be the profile attributes and the approaches to learning. Others may use Art Costa’s Habits of Mind or Guy Claxton’s Learning Powers.  For me it is what I call the Learning Assets to be more successful as learners. 

• Ask your learners to reflect on the similarities and differences they are experiencing when they experience remote learning vs classroom learning. What skills and dispositions are they finding they need to draw on more?

•  Continue to share intentions for learning using the ‘split screen’ metaphor where we identify not just what we are learning about but HOW the learning us being done – how we are building learning muscle as we learn

•  Notice and name the skills and dispositions your learners are demonstrating in your observations and feedback. This is not simply about completing assigned tasks – this is about growing ourselves as learners.

•  Invite learners to talk about what they are noticing about learning itself  - what challenges are they experiencing in this contexts? Is anything working better for them as learners?  

• And, as always, BE the learner you want to see!  Be open and vulnerable. Talk about the skills and dispositions you are needing to draw on as you teach in this new environment. Share your reflections on yourself as a learner with your students.  

 My heart goes out to all those teachers beginning the year – some in new countries, new roles and with new students and so many without actually being in the same space as their students! Teaching is such a relational profession – and being so disconnected is anathema to the way we love to interact with our kids. But we are all surprising ourselves with what is possible and this experience can help us understand even more deeply that inquiry is not a subject. Inquiry is not just ‘the unit’. More than ever before, inquiry is a stance – a way of being that most definitely helps sustain our positivity, our growth and our learning amidst a sea of uncertainty. have

How are YOU sustaining the art of inquiry teaching as you engage children in remote learning?

Just wondering…

The art of inquiry teaching...from a distance: Part #1

Someone described it to me as the ‘moment when the clouds parted and the sun shone through’. That is what it felt like way back in June (remember June?) when, for a few precious weeks, I was able to go into schools and work with kids and teachers face to face. It was definitely NOT the same experience as the ‘old normal’ … but for a little time there was a sense we were on the way out of this.   It was short lived. 

We are now not only remote learning again…we are in stage 4 lockdown here in Melbourne.  Remote learning is with us at least until the end of term.  As I scroll through twitter, I see more and more of my colleagues overseas returning to school in an unprecedented way – online. And I feel for those in countries where schools are expected to open despite the virus being uncontrolled.  Strange and challenging times indeed.

This is a time that really does test our capacity to manage our thinking and emotions.  We didn’t choose the virus that lead to this lockdown but we CAN choose the way we personally respond to it. For educators, our choice of response carries extra weight.  Our learners are watching us. They are listening to what we say and how we say it.  I am reminded of the quote I often use from Guy Claxton’s work where he reminds us: 

“HOW we teach slowly shapes the way children respond to the unknown – to change, challenge complexity and uncertainty. The culture that a teacher creates acts like a magnetic field that attracts stimulates and rewards certain habits of mind and not others.” Claxton 2019:17

We don’t stop creating culture – for better or worse – when we teach remotely. The HOW of teaching seems to me to be more important than ever before as we now go deeper into the question of what remote learning can look like. While there is definitely a sense of weariness and heavy heartedness for many of us about returning to remote learning, I am trying hard to approach it with as much curiosity , interest and open-mindedness as I can.  And there are some interesting things emerging.

Many teachers are much less challenged by the technology this time (myself included) so we can focus much more on the pedagogy – on our actual teaching.  Teachers are telling me over and over again that their young learners are craving the social connection with their peers. This has meant for many, rethinking the balance between synchronous and asynchronous tasks.  In the schools with which I am working, we are ramping up the live teaching opportunities both to meet the social and emotional needs of our learners, to reduce the strain on parents (it’s OK – we’ve got this, you can go make yourself a cup of tea now!) AND most importantly, to continue to play the critical role that we have in an inquiry classroom. To question, to cultivate curiosity, to notice and respond, to collaborate with our learners, to grow their learning assets….to teach.  Just yesterday, a teacher friend told me that the increase in  her “live” teaching time this time around had been invaluable for her own wellbeing.  “I think last time, we did a great job of designing learning tasks for the kids to do in their own time – and giving them feedback and support but adding a lot more small group live sessions has actually made me feel like I am teaching again…” 

Of course, when my inquiry-based colleagues are talking about ‘teaching’ … they are referring to the role of the teacher as skilled facilitator, learning designer, coach and co-learner. In the remote learning context, there is perhaps even more danger of too much TELLING and endless, tedious, slide show presentations.  That is a waste of precious synchronous time, inevitably putting learners into what my facilitator colleagues Johnnie Moore and Viv McWaters call ‘a teacher trance’ (a ‘zoom trance’ being a similar state!).  

 With weeks and weeks ahead of remote learning, how can we continue to work in the dynamic, interactive ways of the inquiry teacher?  I invited some feedback on this question on twitter recently and had some fabulous responses. I have attempted to weave them into the suggestions below but do check out the thread @kjinquiry for more ideas.   How can we take the ‘Art of Inquiry’ online? And before you read any further, of course I acknowledge that there remain many learners for whom working online is a real challenge either because of poor internet access, unsupportive conditions at home, or lack of access to a device. I know schools working really hard to find ways to support those disadvantaged students but it remains a big challenge. I also want to say that having some asynchronous learning is still  important. When designed well, it allows families to manage their time and resources and offers exciting scope for learner choice and the building of independent, self-management skills. 

So my wondering of late has been about how I can take ‘The Art of Inquiry teaching’ into the remote context? I am going to respond to this question in two parts, referring to each of the ten inquiry teaching practices I have shared previously here.  For Part one, we will look at the following 5 practices: Cultivate Curiosity, Release, Notice, Question and Get Personal and how they can translate to remote teaching. In part #2 I will look at ‘Keep it real, Think Big, Collaborate, Grow Learning Assets and Play

Cultivate curiosity:  Inquiry teachers provoke, model and value curiosity.

• Make use of the MANY amazing sites that are all about nurturing curiosity.  Wonderopolis, Mystery Doug , curiosity.com  and The Kids Should See This are amongst my favorites. These sites can be part of your asynchronous offerings  - something learners can check out in their own time but then discussed and reflected upon in small groups or morning meetings. Watching a short clip together and using a chat function to document wonderings is another way to make the most of these sources. Use visuals, clips, pieces of music, etc. to provoke curiosity and invite learners to do this for each other.

• Most families are able to take a walk at least once a day.  Provide your learners with some prompts to nurture their curiosity as they walk around their neighbourhoods.  Take photos of things that intrigue them and share them with the group. Start a digital wonderwall using apps like padlet.  Be on the look out for images, clips and objects you can share that will give pause for wonder and awe. 

• Remember – one of the keys to nurturing curiosity is BEING curious! Talk to your learners about the things have been noticing and wondering. Share your questions out loud.  

• During our first lockdown, I designed some resources for learners to get curious in their gardens and houses. You can check it out here.

• Bring objects to online meetings. Invite learners to bring something along to a meeting that might prompt others to get curious.  

•  Design inquiries that have relevance and meaning to children – things that will ensure they are ‘hungry’ to find out. I know of a class currently engaged in an inquiry into the design of masks – looking both form, function and cost. It’s real and relevant and they are very curious to learn more.  Find some more ideas for projects that lend themselves to inquiry at home here.

Question: Inquiry teachers ask more than they tell.

•  Asking the right question and encouraging learners to frame questions is a central strategy in the inquiry teacher’s repertoire. When meeting with small groups, we can continue to use questions to frame our learning intentions, to invite learners to share their question with us and to explore the ways questions work.  

• This is not a time for dreary “read/view this and answer the questions” activities.  Questions should contribute energy and alive-ness to learning. The lovely thing about many online platforms is that they allow the learners to share their questions both orally or in written form through the chat function. This can accommodate more learners simultaneously and allow us to get a clearer window into their thinking. 

•  Share your own questions – the things YOU have been wondering. Question aloud as you meet with learners. 

•  When meeting learners on line, you might find there is more silence, more ‘wait time’ between questions and responses. That’s a good thing! Don’t feel tempted to fill it.  This space can be really powerful for deep thinking.  

•  Sometimes asking a question during a virtual meeting can feel confronting as we all stare at each other thinking about our response. Try this. Pose your question and then have learners turn their cameras OFF and have some quiet thinking/jotting time. Turn cameras on again, then you can invite individuals to share their thinking. If you are able to work with break out rooms even better – you can do think, pair share this way. 

•  Where appropriate, share the intentions for your  synchronous sessions as questions. 

•  Invite your learners to share their questions at the end of your sessions (use the chat function, virtual whiteboard or other shared documentation tool) – its an easy exit ticket and allows to think about ‘where to next’ to help respond to the question

• Keep the groups you are meeting with small. Just like the classroom, the quality of our questioning seems to diminish as the group size increases. Small groups allow more time, space and depth. The whole class meetings have a different purpose - they are more about building community, sharing and connecting.

Release: Inquiry teachers expect the unexpected and let learners to do the ‘heavy lifting’

• For many teachers, remote learning has accelerated their willingness to release responsibility more often and more easily. The remote context is perfect for the ‘upside down’ lesson – or the rapid rather than gradual release of responsibility.  Instead of I do, we do then you do…we flip it.  Sharing a clip, provocation, posing a question or problem that learners can engage in in their own time THEN inviting them to a live, small group session where they share their thinking allows you to hold off the ‘direct instruction’ until it is needed. If it is needed. 

• There is something about the online context that seems to make us talk more.  Mute yourself! Try turning off your camera to encourage learners to talk with each other rather than through you. 

• Just as you would in the classroom, invite learners to head off for a while to write/draw/make/explore/practice then return at a given time.  Having everyone in the meeting staying at the screen for a whole lesson is a bit like having them sitting on the floor listening to you for a whole lesson – not OK. 

• Let’s continue to give our learners the freedom to plan their day albeit with an increased opportunity to attend workshops and group meetings. Some learners may need more support from us in figuring out how to structure their days but for the majority, this is something  we can let go of and trust. 

• If you are able to use break out rooms – this is wonderful for release. And don’t think you need to visit them all! Trust that this is a time to allow learners to talk with each other without the constant presence of an adult. 

• Keep inviting learners to help you construct the best learning opportunities you can for them. Ask: what’s working? What isn’t? How might I do this differently? In a remote and online environment  - many of our young learners have more technical expertise than we do. Have them run mini workshops for each other. Release responsibility to them to support their peers. 

Notice: Inquiry teachers observe, notice, reflect and respond.

•  There is a lot we can notice when learners share their learning via email, seesaw posts, flip-grid posts and other digital sharing platforms. However, nothing beats the noticing that can happen as we listen and observe the learning happening in real time.  Supporting learners to talk with each other (rather than through us) online allows us to listen.   

• Formative assessment is the key to quality noticing. Let’s continue to tune in to learner’s thinking. Gathering evidence of their theories, prior knowledge and ideas to inform our planning does not need to stop because we are working remotely. I loved this example from the team at Natural Curiosity where Carol invites her young learners to share their thinking about “What’s Underneath” with her which she then uses to frame the next teaching moment. This is inquiry based , remote teaching in action and this is a teacher tasking time to notice! 

•  We also want to encourage our learners to notice. So keep inviting them to reflect on their learning, notice not just the what but the HOW of their learning.  Self-assessment, reflection and the activation of the meta language  of learning can add such depth to our conversations with learners whether online or off. 

• Use thinking routines to continue to encourage learners to share their thinking with you and each other. Check out Ron Ritchhart’s blog here for the routines that work particularly well in distance learning. 

• For younger learners, we might ask parents to film short snippets of their child at play and share it with us. This allows us to do some ‘noticing’ as we would in the classroom – and to respond with ideas for the way we might support the child through materials and questions 

Get Personal: Inquiry teachers know their learners – as people as well as learners and help them find and pursue their passions.

• Interestingly, many of the teachers I spoke with during the first round of remote learning said that they felt the experience actually strengthened their connection with individuals and helped them get to know their children as people as well as learners.  Relationships with parents strengthened and we generally related to each other on a more personal level.   Of course, the remote learning experience can go either way. I have seen examples where, for a range of reasons, children have simply been issued with tasks to complete and have had very little one – one contact with teachers other than an email. A phone call at the very least would seem to me to be one way of maintaining the relationship if a virtual meeting is not an option.   

• For teachers beginning the school year online, the opportunity for 1-1 meetings with each learner may well be even more powerful than the traditional whole class first day.  I would suggest that before there is an expectation of a whole class, virtual meeting, time can be used to meet parents and children in a more personal way and to really find out more about each of  their interests, strengths and goals,

• In inquiry classrooms, we get personal by offering choices about what, how, when, where and with whom learning happens. There is no reason why this can’t continue in a remote context. This is a perfect opportunity to invite learners to dive into their passions, teach themselves a new skill, create and make something for an audience and work on a project of their choice. 

• Combining both asynchronous time to work on personal inquiries with conferences to share and give feedback to small groups show our learners we value their interests and potentially enriches the entire class as we share with each other.  Make sure you share the inquiries YOU are engaged in too!  

These are just some of the ways that the art of inquiry can be sustained and indeed enriched through remote learning. I received many wonderful suggestions via twitter … here are a few to whet your appetite. Check out the thread for more:

Stay tuned for post #2 as we explore this further…

So, how are YOU ensuring the ‘Art of Inquiry Teaching’ continues in a remote context?

Just wondering…

Staying awake to the world: taking time to inquire into and build our own "background knowledge"

We’ve just passed the winter solstice here in my part of the world. In Victoria, teachers are in their final week of what feels like the longest term in history. Many colleagues  are visibly exhausted from months of remote teaching and adjusting to new ways of working back at school. My overseas colleagues are also now counting the days down until the school year comes to an end in the northern hemisphere.  This past weekend was the first one for almost four months in which I had not worked in some capacity – either delivering online workshops, writing or planning.  We are all, undoubtedly in need of some time out.  Immersing ourselves in things that take us away from the world of teaching is vital for rejuvenation: for our physical, mental and emotional wellbeing. This past week, I have also been reminded of how important our engagement with the world beyond teaching is for, ironically, nurturing the quality of our teaching.

 One of the most profoundly important elements in designing for inquiry learning is the dialogue we have around the ‘planning table’ about the concepts and big ideas that lie at the heart of any inquiry journey. If the journey is exploring the ‘way living things adapt to changing environments’ it is not enough simply to find a few resources and develop some activities – we need to interrogate our own thinking about this big idea.  What do we really understand about adaptation? What background  knowledge do we bring to this?  If our inquiry is into the ‘role that the arts can play in changing the world’, we must ask ourselves how we feel about this statement? What lived experience do we have of this phenomenon? What examples have we heard about? Read about?  If we are supporting children to inquire into the ‘relationship between sustainability and materials’, what decisions have we made recently about choices of materials in our own lives? What do we really understand about the science of materials? If we are designing a journey of inquiry to examine the concept of exploration, how far have we come since our own impoverished education about our history? How many of us might have made the same mistake as our Australian Prime Minister did recently when he claimed we 'did not have slavery in Australia?  

When we engage learners in a process of inquiry, we most often begin by spending time tuning in to their prior knowledge. We identify their ‘first thinking’, theories and ways of seeing the ideas they are inquiring into.  But do we do this sufficiently for ourselves?  How often do we give ourselves time, as a team, to discuss our own experiences, positions, perspectives and understandings of the very things we are inviting our learners to inquire into?    And how often do we take the time to inform ourselves when we feel less secure in our understandings of the issues that sit at the core of the conceptual understandings we have designed for learners?   In my experience, the stronger inquiry teachers – the ones who question with most dexterity and bring a more intentional disposition to their observations, are the teachers who have the better grasp of both the concepts and the ‘content’ the learners are exploring.   I have always been wary of the glib phrase: “Inquiry teachers can learn alongside the children”.  While there is certainly truth in that (I have learned SO much simply being part of an inquiry journey with groups and individuals) it doesn’t mean we are ‘off the hook’.  Our ignorance can prevent us from asking better questions, helping learners make connections or pointing the way to critical information that can help struggling learners make meaning.  In fact I have often observed in my own teaching that the deeper my understanding of something is, the better I am at listening, waiting, questioning and holding back to support the learner.   Even when we might be assisting learners in a personal inquiry that goes well beyond our own field of interest and expertise, we need to know enough about how to connect to and locate others with the expertise … and that, in itself, requires us to stay awake to the world around us. 

 At the very least, taking time to inquire into our own understanding and experience of the conceptual landscape into which we are taking our children can help fuel our own curiosity. True inquiry teachers have what Susan Engel (2015) so beautifully calls “hungry minds’. They become fascinated by the questions children are raising, they are curious about their own ways of thinking about and seeing the material they are sharing with the class. They are voracious learners with open minds and open hearts Spending time connecting with our own experiences and understanding of and questions about the field our learners are inquiring into is time well spent.  It doesn’t mean we need to be experts on every discipline. Primary classroom teachers are generalists by nature. But that doesn’t excuse us from being informed.   So what might this look like? How can we stay more awake in the world and keep our minds hungry?

 Some ideas…

• Prior to a planning meeting, ask each person in the team to locate a clip and/or reading to share with others. These might not be resources you use with students but may fuel your own thinking about the issues.

•  If you design inquiries under a compelling question (broad/open ended/conceptual and non-googleable) go round the table sharing each of YOUR initial responses to the question.  How have your individual life experiences shaped your view of this big idea? How might that impact on your dialogue with learners? 

•  Consider having staff book/movie clubs using texts that are not directly about teaching. Imagine a whole staff here in Australia reading and discussing Bruce Pascoe’s “Dark Emu” or collectively viewing the documentary “The Australian Dream” about Adam Goodes.  What a fantastic way to bring the spirit of inquiry and powerful dialogue into the staffroom! 

• Share your favourite podcasts with each other - the ones that help you really grow your brain. Watch some Ted talks together.

•  If as a team, you are feeling less confident in your background knowledge, invite someone with expertise to come and spend time with you or ‘zoom them in’ to your planning meeting. Be inquirers. Most people with expertise in an area are delighted to have an opportunity to share their passion. 

• If there are places you might take your students as part of the inquiry (gallery/zoo/museum/parkland/historical site) why not have your team meeting at the site after school or on the weekend? 

• Read. Or watch some clips. Or listen to some podcasts.  Or talk to people that have passion and expertise in this area. Come to your planning meeting ready to share some case studies or examples of the big ideas that will drive the inquiry.

•  When planning, as yourselves: What is it that we hope our students will come to understand as a result of this inquiry?  And commit to documenting these as full statements (students will understand ….) not dot points/questions/phrases.  It is easy to generate questions like “What is sustainability?” or “How do people express their culture through the arts?” or “What does it mean to be healthy” and never actually discuss the conceptual understandings that might be developed through those questions.  

• Most importantly, give this work time.  I would argue that these conversations are just as important as the design of learning tasks.  They help us connect to the why. They help us get clarity about our own thinking. They help reveal our biases, our blind spots and our confusions which can pave the way for poor questioning and missed opportunities when we are engaging with children. 

While there is a strong emphasis on learning processes in inquiry, it remains the case that powerful inquiry is fuelled by content of significance.  We can’t get to those conceptual understandings without exploring case studies and examples that gradually help us see patterns and make connections.  As inquiry teachers, we need to remain awake to the world around us. We need to have hungry minds that stay relentlessly curious about the way the world works and the way we understand the world. We need to keep pushing ourselves out of our “comfortable knowledge bubbles” and be prepared to be the geographers, historians, scientists, authors, mathematicians and artists we hope our students will be. And when we don’t know, we need to experience the thrill of the hunt – to yearn to know more. 

So my wish for you – as so many of you take a much deserved break, is that you can spend time revelling in the joy of your own learning about things that go beyond teaching.  So go find those podcasts, visit that museum (even if online), talk to your engineering/landscape gardener/pharmacist/builder friend about their job, listen to some music you have never listened to before, go look at some art, read some long form articles, take a walk in the forest and ask yourself what you know about the ecosystem around you, catch up on some documentaries…and enjoy cultivating your own curiosity.   You’ll be a better inquiry teacher for it. 

How do you ‘stay awake to the world’ amidst your busy life as a teacher? 

 Just wondering

Mining for gold...what have we discovered? And what now?

This week, students and teachers are beginning to return to school here in Australia.

return: “an act of coming or going back to a place or activity”

It’s a word I have been trying to avoid as I speak with my partner schools. Instead of thinking about it as a return to…let’s think about it as a new chapter, a move forward. Viewing this experience as an opportunity to rethink the way we do things in schools is being widely discussed throughout the education world. On the one hand, there is relief at the thought of being able to reconnect with our kids and colleagues again and on the other, a fear that some of the things we have happily let go or indeed discovered during this time will be forgotten as we slip back into the comfort of what was before. I recall many years ago, listening to Allan Luke talk about how hard it can be to sustain change in schools. He described the ‘lure of home’ … the longing we have even unconsciously, to ‘go home’ to the safety and comfort of what we know. I can feel it in myself as I have ventured out into this new world of online workshops. There are days when I long for ‘home’ (which, ironically for me was NOT being at home!) and then other days when I am relishing the adventure, the discomfort and all I am learning.

In Australia at least, we really have not been ‘away’ for very long in the grand scheme of things. But what is so fascinating is just how abundant this time seems to have been for teacher learning! I have been in awe of the educators with whom I have been engaging. Despite the panic of this quick transition, the juggling of new family life or the stress of health concerns, educators have shown themselves to be such powerful learners. Last week, the junior teachers at Mother Theresa Primary School in Melbourne posted a video (as others have done) to share their excitement about seeing their kids again. As I watched them dancing in their loungerooms, kitchens and drive-ways - I found myself feeling intensely emotional, proud and so grateful to be in this profession.

We have learned a lot. Many of us would never have chosen to learn these lessons and yet they have been illuminating. In anticipation of moving forward, I have spent time over the last few days working with teachers to ‘mine for gold’ as they look back on their experience. None of us needed to articulate the challenges and losses - we have talked a lot about those. But we did need to capture the goodness: what gifts can we take from this time? I have now worked with three schools to engage in some deep reflection on the experience. We have asked ourselves not only where the ‘gold’ lies…but more importantly how we might sustain this learning? Here is a summary of some of the thinking I gathered. I wonder how these things will resonate with you?

In thinking about the implications for ‘in school’ teaching and learning, we are very aware that many schools ALREADY do some of the things we are contemplating as we move forward. That is what makes it so exciting. We know it is possible because we have had a taste of it. And we know it is possible because many are already there.

Discoveries and wonderings as we mine for gold…

1. We discovered… “They loved planning their own day.  And so do I! ”

Many learners have responded incredibly well to being able to design the structure of their days.  Having choice not only about what they are doing but WHEN has revealed their self-knowledge and capacity to take personal responsibility. Some have taken breaks at very different times to those we offer at school. Some have chosen to work on more challenging tasks after they have ‘warmed up’. Some have started their days later but have still been incredibly productive.  

We wonder..

• How might we provide learners more opportunities to design their days when they are at school? 

• Can we re-think schedules to allow bigger blocks of learning time that then allow for more flexibility and choice? 

• What would happen if we offered learners the opportunity to create their timetables?

2. We discovered…. “It’s all about what we can do and BE. - our dispositions as learners are ultimately what make the difference. “

The assets that are needed for effective learning (being able to self-manage, think deeply, collaborate, communicate and research effectively)  have really come to the fore in this time. Teachers remarked they are using the language of learning more consciously and that the parent community understands the language better.  it feels more authentically interwoven through learning tasks. 

We wonder…

•  How do we talk about learning at school? Is it something we spend time on? Do we make it explicit? Do we share a common language?

•  How might we better monitor the language we use at school to reflect a focus on how we actually learn - not just what we are learning?

•  Could we bring the language of learning into a sharper focus in our wall documentation, our sharing with parents and our conferring with learners? 

3. We discovered…“Classroom management issues have evaporated. When I am working with a group online, I am just teaching and I feel like I am really being intentional and focussed!

Small group meetings online have been focussed, productive and equitable and there has been amazing flow when teachers have been uninterrupted (as so often happens in the classroom). Not having to have one eye on the rest of the class while working with a small group has meant some really powerful teaching!  The dominant groupings have been small group, 1-1 rather than whole class. Children have reported really relishing these opportunities!

We wonder..

• How can we reduce the emphasis on whole class instruction?

• Can we team up to allow children to engage in independent inquiry (with one or two educators supporting them in the space) while others work with target groups across the day?

• Can we rethink the roles we play in teams to collaborate for small group teaching?

• Can we offer more workshop-style sessions for learners so they can opt in to things that meet their needs?  

4. We discovered… “I have a completely different image of that child now ” 

Many teachers commented on knowing kids so much better than they did before. And knowing them differently. Having an insight into family lives, connecting with them in personal ways (their pets, hobbies, siblings, etc.) has changed the architecture of relationships. When learners have had 1-1 conversations with teachers on the phone or online – away from their peers, they have often connected with them (and them with us) in new ways.  Perhaps this has allowed some students to bring more of their ‘authentic selves’ to the learning. 

We wonder…

• How can we continue to connect more deeply with families and build the personal relationships we have fostered during this time?

• What if we committed to regular phone calls /check ins with parents and kids rather than waiting until official parent teacher interviews?

• What if we shared a little more about ourselves? What if learners could call us by our first names? 

• What if we all made stronger connections  between the learning happening at school and the lives we know kids are leading outside of school? 

5. We discovered…. “I think I really understand what collaboration really means now. it is more than just co-operating,  it is developing things together from the ground up and interacting with each other while developing things.”

There has been a strong sense of camaraderie amongst many staff and amongst kids. Strangely – in being disconnected from each other physically, people have bonded so much more as a team. Many noted the way they have helped each other out, checked in with each other more and shared and designed loads of resources.   Some teams have met at the end of each day online and have been more responsive as a result – constantly changing and tweaking their offerings from day to day.

We wonder…

•  How might we continue to regularly reflect and respond? 

• What if we met at the end of each day for a short, focussed reflection and thought about how we might adjust plans for tomorrow?  

• How could we continue to use our online platforms for more check ins and reflection?

6. We discovered… “I am not scared of the parents any more” 

 For many teachers, the relationship with  parents has really shifted.  Regular communication and opportunities for parents to get more of an insight into the work teachers do for their children has softened the divide between school and home.  This connection has had some lovely flow on effects. 

We wonder…

• How might we maintain the communication we have established with parents?  

• Do we need to reconsider the way we report to parents?  

• How might we design learning experiences that recognise the power of family involvement and connection to the children’s lives beyond school? 

• What if we committed to calling parents to share positive learning stories about their child?

•  What if we had open classrooms sessions - where interested parents could continue to learn more about their child’s school experiences? 

7.  We discovered… “I’ve seen the incredible potential of digital tools for learning. I would never have chosen to learn to use these tools but I am so glad I was forced to!”  

 We’ve all got so much better at using digital technologies to connect with each other and the world, to create and share learning. The video clips created and shared by teachers have been a huge hit with kids. Kids have loved being able to watch and re-watch short instructional videos   and have also created their own. There has been an uptake in the use of online resources  - galleries, museums, experts sharing their skills.  

We wonder…

• What if we were to create a bank of videos that children could access for more independent learning?

• How might we curate collections that would help children follow their passions and interests? 

• Can we open up the way children share their learning with us so it includes more digital forms? 

• Can we build on our online experiences to  use more ‘flipped’ models for home learning

8. We discovered… “When the kids have been able to just run with their interests, the engagement has been massive”

Many teachers have used this opportunity to offer learners a chance to explore issues and challenges of significance to them. There have been some remarkable personal inquiry journeys taken during this period. Learners have had the time to take their interests deeper and wider. 

We wonder…

• How can we ensure that there is ample time and opportunity for every child to follow their interests as part of the school week? 

•  What could we do to ensure we spend more time early in the year really getting to know who our learners are and what their interests are in the way we have done during remote learning? 

• Could personal inquiries become the backbone of more integrative, independent learning experiences across a day?

 9. We discovered…“I’ve been reminded that I teach the whole child. When I have focussed first on how they are feeling and we have begun with this - it has made me a better teacher for the rest of the session”

Teachers report on being much more mindful of checking in with students and including a great deal more reflection and feedback on a daily basis. The teaching feels more ‘at the point of need’ with daily reflections and revisions taking place.

We wonder..

• What new routines/systems or structures might we put in place that sustains the focus on wellbeing that has been so paramount these past 2 months?

• How might we ensure we don’t stop ‘checking in’ with learners and with each other? 

• We have been urging learners to exercise every day, to get outside, stretch, do yoga…Can we continue to make these things a routine part of the school day? 

• How can we build in more 1-1 conferring time on a regular basis? What would happen if we scheduled 1-1 mentoring time for each learner on a regular basis? 

10. We discovered… “Children had more time to complete learning  and feel satisfied – they managed their own time due to the pace being slower so they could dig deep” 

 In many cases, teachers offered reduced content and this allowed kids to have much more time to complete tasks. It meant more time not just for kids but also for teachers to view/read/discuss and listen so they could give feedback that was timely, personal and constructive. 

We wonder…

•  How can we really help ourselves slow down?  

• How do we maintain the pace that this time has given us? What can we truly let go of so we can open up opportunities for slower, deeper learning? 

•  Can we review our school-based curriculum – what could our learners do without?   

11. We discovered… “It has been good to be out of our comfort zone and to have to problem solve. We have had to LET GO  - and trust that it will be OK. And it has been OK.”

 Teachers have been consciously inquiring throughout this time. They have had to have the courage to be vulnerable. Families have seen this – and the ‘power gap’ between teachers and learners so often a feature of the classroom - has narrowed. Teachers have shown themselves to be learners – students have helped teachers manage the technologies. 

We wonder…

• How can we amplify the role we play as LEARNERS in our school community?

• What else could we learn along with our students?

• How could we better engage our learners as teachers – especially in the digital technology context? 

For those of you moving (forward) from remote learning…what have you discovered, and what does it make you wonder?

Just wondering …

In conversation with Becky Carlzon - part 2: Inquiry, learning power and remote learning:

Introduction

One of the ‘silver linings’ of the last few, challenging weeks has been the many collaborations and conversations I have enjoyed with educators all over the world. It seems we have all stepped up our collaboration game in an effort to “Apollo 13” our way through this challenge and the degree of sharing and global conversation has been amazing! Last year, I began a conversation with Becky Carlzon - an early years teacher currently working in Bangkok. Becky co-authored the book “Powering up Children” with the wonderful Guy Claxton. She continues to explore ways to embed the Learning Power Approach and inquiry into her work with young children. Like all of us, Becky has had the unforeseen challenge of doing all of that - from a distance. I was delighted to be able to talk this through with her again last week. This is a long read. - but worthwhile - so stick it out!

Kath:  Hi there Becky!  It’s been a while since we last ‘spoke’ for this blog.  And hasn’t the world changed since?  It has been great to chat with you via zoom a couple of times but I really wanted to both continue and to document our conversation for the blog  - particularly given the changed circumstances.  Perhaps I could start by asking you to remind our readers who you are and a little about your current teaching role and location? 

Becky: Thanks for that introduction, Kath, and, yes the world has changed somewhat! I’m living in Bangkok and teach in Early Years in an International school here. Our learning approach is a blend of play-based learning, inquiry, Reggio Emila and Learning Power, so it’s a really exciting place to be and learn (both for adults and children!). My “specialism”, if there is such a thing, is the Learning Power Approach (LPA), which focuses on developing independent, inquisitive, empathetic, collaborative learners - All of which I feel are of particular importance at this time! I also co-ordinate an international online community called “Learning Power Pioneers” which connects educators across the globe to deepen our understanding of the LPA and pave new ways forward together. 

Kath: That positivity is powerful Becky. There is such a range of responses and experiences out there. It sounds as if your context means it is more possible to BE excited and motivated - combined with your natural inclination to be a ‘glass half full’ person methinks!  

Becky: Well, I like to look at ‘challenging’ times like this as an opportunity and time for reflection and growth. I’m not saying this has been easy - I’ve definitely had my wobbles and moments of disbelief - but there is always much to be learned from situations like this and they are often a force for growth and good. Adrian Bethune, well-being expert, recently wrote a blogpost about this. We’ve all heard of post-traumatic stress, but, he writes, there is also something called “Post-traumatic growth” - So, I wonder, what are we learning from this time? What will we learn? How are we doing things differently? And, moving forward, how can we distill the positives from this and use them to plan a better future?

Kath: Yes - that term Post-Traumatic growth has been around a while and is an interesting one! The wonderful Fiona Zinn also wrote about this recently in her blog .   It’s well known that we can learn a lot from adversity and I am sure this situation is no exception. I do wonder, though, whether the concept of growth in this time is something of a privilege...for some the trauma is perhaps so severe that there is much more lost than gained?  As everyone is saying at the moment - inequity is amplified right now. 

Becky: I agree and this is one of our many challenges as educators - how can we support and empower the most vulnerable members of our communities? How can we find ways to connect with empathy and understanding? This is one of the key areas in which we are focusing in Learning Power Pioneers.

Kath:  I know you have been doing the ‘remote learning ‘ thing with your 5 year olds longer than we have here in Australia. What are some of the things you have learned? What have you changed since you first started? I keep thinking of this whole thing as a giant, shared, professional inquiry, I know you have already changed your thinking and your practice as each week goes by, so what’s your current recommendations for others working with this age group? 

Becky: This is a time to share, be generous, help one another out, pave new ways forward together, imagine and re-imagine another way. I love especially what you touched on in “#inquirybythefire” where you mentioned trying to take the time to “chill out”, step back, not try to “do” everything and “fix” everything - that this is an unsustainable approach and that, perhaps, stepping back, stripping back and simplifying is what we should do and could have been doing all along.

So, in reflection, some of the first steps we took at school turned out to be very useful: We kept things simple to begin with - It’s much easier to “add on” later and much more difficult to “take away” once things have been started. I think parents, too, really appreciated the “permission giving” to settle in, re-adjust make things work for them. In hindsight, we could have made that even more clear to parents - You’re not expected to “do” everything, adjust as you need to with your family in your context, take the time to breathe, take stock and connect with your families - I think the more clear and explicit we make this message, the more empathy and understanding we are building and the stronger ground for building up in partnership with families and parents. 

In relation to learning with younger children, as a team, we have recorded lots of “anchoring” videos that the children can thread into their day. Pre-recorded morning “welcome” videos, songs with our music team, stories from familiar adults. This has been very successful in helping the children feel connected and also giving teachers the space to adjust to their new reality, working from home and learning with their children. Once we had this up and running,  we looked at ways to connect “live” with the children. This was new to everyone, so collaboratively we began to find models that worked - bring a piece of learning to share with your friends, tell us about your favourite part of the week, show us something you love from your home. One boy took us to his fish pond, which got lots of gasps from the other children - The key goal of these “live” videos was to create connection. 

Moving forward, we are looking at ways to thread in play-based and investigative learning. Our children were very much inspired by Dominic Wilcox’s “Little Inventors” who are posting a “Daily Invention challenge”. One of our team members had the brilliant idea of continuing this theme with “Little Engineers”, “Little Scientists”, “Little Designers” - and starting the week with a provocation to inspire a longer and deeper learning project. I am excited about building on and developing this with our team, children and parents.

Kath. It sounds like you have been doing a great Job. I must check out the Little Inventors! Since our last conversation and before the ‘shutdown’ you were working hard on embedding the Learning Powers in your classroom.  (see our previous conversation here…) At the time you were working on two things in particular – giving kids more ownership of their learning environment and making the LPA accessible to language learners. What progress have you made? What have you noticed and what have you wondered?

Becky: It’s quite hard thinking back to the classroom at this time! Since our last conversation, we led an “inquiry” line with our children. As a provocation, we took them to our “outdoor classroom” which is a wild, outdoor area with a pond and all sorts of interesting artefacts, creatures and discoveries! The children loved it and were brimming with questions. It was really obvious that some children “came alive” during this provocation and inquiry - they loved getting involved, exploring, getting mucky! There is a real deep value in providing a range of contexts, provocations, environments and approaches to create a motivation and connection and spark with children and their learning - without this, what’s the point?! This relates directly to the first “learning powered design principle”, which is co-planning interesting and exciting things to learn. So, this sparked our children’s natural curiosity - again, one “element” of the LPA is to develop, encourage and deepen children’s questioning skills - the tricky bit and the challenge was guiding the children and collectively deciding which avenues of inquiry to go down. Different children were very motivated by different inquiries and questions and the challenge was to know which ones to go for first, how to go about empowering children to follow up on their own inquiries, how to “seize the moment” whilst juggling the rest of the busy school day - This is what experienced inquiry teachers will have learned to do naturally and I am full of admiration! For us, this was new territory and something we are still learning to “get right”. How to scaffold and build independence as we went? How to make sure the children had absolute ownership and we were the coaches? How to include all children and value all inquiries and investigations? How to thread in and make explicit when children are exercising and strengthening “learning muscles”, such as reflection, planning, growing from mistakes and collaborating.

Kath: The elements of LPA you are describing are also, of course, elements that have long been of the inquiry based approach. You are also experiencing some of the most common challenges...words like ‘juggling’ and ‘balance’ and ‘scaffolding’ and ‘inclusion’ come into almost every conversation about inquiry based pedagogy. It is not for the faint hearted! Have you found the learning powers have helped with remote teaching and learning?

Becky: The LPA aims to deepen, strengthen and broaden children’s understanding and application of learning dispositions such as perseverance, resourcefulness, planning and collaboration, so in theory, if you have “strong” learning muscles, you should be able to adapt to and thrive in any learning situation. 

We are in such a new and unprecedented learning scenario, we may have all felt well-equipped before, but now we may feel like we are “at sea” (adults and children alike!). We are all “in the learning pit” together! What I like to think is that those children and adults who have worked on their “mental fitness” in class, will have more resilience “in the bank” to cope, and eventually thrive in a new situation - “knowing what to do when you don’t know what to do”.

This may start with a period of feeling lost or uncertain - knocked sideways - but as the dust starts to settle, we can brush ourselves off, look around and wonder, “How can we make this work?” “How can I use the resources available to plan and find new ways forward?” This is what I feel the journey has been for the wonderful educators I am learning with in Learning Power Pioneers and, with our guidance and support, can also be the way forward and journey for the students and families we serve. I believe this is our key and most important question: “How can we support and guide parents and children to come out of this as more resilience, self-aware, resourceful learners, not as weaker ones”. The LPA provides a roadmap to navigate this.

Kath I think one of the keys to this is to really notice and name those ‘powers’ for ourselves and with our kids.  I am encouraging teachers to amp up the language of learning right now - it's a perfect time for kids  - especially older ones- to be asked ‘what are you noticing about your learning right now?’    So Becky, You have been keen to bring a strong inquiry stance to your teaching – and this is where Guy and your work interweaves with mine. How has that been going?

Becky: Wonderfully! The more I read about your work, the more I watch and connect with webinars from inquiry leaders, the more inquiry resonates with my core as an educator. Children are natural learners. Curiosity is the driving force for learning. Learning and education should be a “warm”, joyful experience of discovery. Learning is holistic, inter-connected, organic and ever-growing. An inquiry-approach to learning is based on all of these principles and that excites me to my core. I’m excited that next academic year (provided I can get on a plane!) I will be teaching in a PYP school in Switzerland with a focus on developing child agency. Inter-weaving this with the LPA over the course of a year will be a very exciting endeavor indeed!

Kath: Of course, your intentions have now had to shift to the remote context.  What are you working on now with your kids?  Have you shifted your “wonderings” as a result of this change? 

I whole-heartedly agree with you that empathy, connection and inclusion are absolutely key at this time. This starts with ourselves - are we being kind to ourselves, are we being boundaried with our time and making time for the things that fill us up in life? Are we connecting with our families and friends and reaching out to those who might be on the fringes? Once we have this established in our own lives, we can extend it to our schools and communities. How are we connecting with and listening to families and students? How are we empathising with them and showing compassion? How are we putting their well-being first?  And isn’t this what we could and should have been doing all along? How are we going to carry this forward?

Kath Such great questions Becky. I have been playing with this notion myself - what will we restore? What will we relinquish? What will we renew?  (see my ;post about it here) The ‘restore’ question is interesting to me. I am hearing people talk about the importance of things like relationships, reflection, personalisation, ‘checking in’ and having an  iterative approach to planning all  in the remote context and I find myself thinking: ’But shouldn’t we be doing that anyway? What is stopping some from including those things in their ‘bricks and mortar’ practice?’  Maybe for some it will about returning to restore...or to renew. 

Kath: Finally, you were setting up the Learning Power Pioneers Group when we spoke last time. How is that going? What is it offering teachers that you think is powerful? 

Becky: It is going fantastically! The community is buzzing and thriving and the shared “inter-thinking” (concept explained here) we are doing is really purposeful and meaningful. 

I think the power of the group is in the amazing minds in it and the generosity in sharing ideas - we inspire inspiration in one another - this grows and escalates and gets translated into our practice (now in remote learning).

Here’s a recent example of what we get up to:

Having recently had a “watch party” where we all jumped online to share thinking from #inquirybythefire (you’ll be glad to know we all had cups of tea and slippers!), we plotted out a “remote learning” plan for the term from the team’s discussion and ideas. In an uncertain and potentially difficult time, we are pro-actively planning what we want for our families and students over the coming weeks and sharing strategies and ways forward. We are therefore replacing uncertainty and worry with an assurance (because we have a purposeful plan) and optimism. This is deeply empowering for all our members - we now know what to do when we didn’t know what to do! By creating this connection, we are uplifting and supporting one another in a turbulent time. I guess it’s like our own little online cosy and safe “campfire” - where we can share, take risks, lift one another up and learn together. We will happily share the plan we have put together for others to adapt and use - I will attach it to the bottom of this blogpost. We also still have a few spaces in our community if any other buzzing minds would like to jump on board - here’s the link - if this resonates with you, you will be welcomed with open arms! (closing Friday 1st May)

Thanks so much for your time Becky, I am sure may teachers will connect with your ideas and reflections..

Relinquish, restore and renew: three questions to take on your journey

It has been an intense few weeks here in Australia – indeed all around the world.  As I said in my previous post, I have found myself steeped in the very practice I have spent my professional life researching advocating – inquiry.  When I am asked what inquiry might “look like” in a remote teaching and learning context, my first response is that it looks like what it IS right now!   We are all asking questions. going into the unknown, exploring, gathering data, figuring out what is working, what isn’t, changing our thinking, asking more questions…at a ‘meta’ level, we are undertaking a huge, collaborative inquiry.  And I would argue that we are also each moving through a very personal inquiry too – as individuals within our personal communities - beyond our role as teachers.

A lot of people are talking about the opportunity for reflection as our lives are forced inward - both literally and figuratively. As someone who has long championed the vital role that reflective thinking plays in the classroom, I couldn’t agree more. Somewhat paradoxically, for these past 3 weeks, I have found some of my own reflective practices falling away.  I routinely write a journal entry each night – I have done for years. But for the last 3 weeks my journal pages are empty. I only just picked it up again yesterday. Maybe it was the shock of it all, maybe the fact that I have spent most of my days writing (rather than teaching/facilitating) or maybe my routine is just out of whack.  Regardless, the call to reflect might be too soon for many of us who are currently scrambling to “pivot” (word of the month) our lives from what they were to what they are now. 

Here in my home state of Victoria, teachers had just 3 days prior to their holidays to pull something together in preparation for school closures.  Hardly time for thoughtful, reflective, deep engagement.  But now, on the eve of my local schools beginning term 2 (with a strange mix of schools being open but families urged to keep kids at home) -  I am wondering about where our inevitable reflections might lead us? 

The weekend before we moved into a level 3 shutdown, I watched a fascinating clip by the scientist Jem Bendell whose work focusses on the concept of deep adaptation particularly in response to Climate Change (remember that global crisis?).  Watching this clip through the lens of the current pandemic made it even more fascinating. So many of the points he raised about our response to climate change were just as relevant to this crisis. 

 “We are not in control anymore  - and we will act without knowing whether we will be successful in this very uncertain time” 

 In the quest for deep adaptation Bendell poses three questions. 

•  What is it that we most value – what do we want to keep?

• What is it that we must let go of ?

• What is it that we could restore? 

https://www.youtube.com/watch?v=DAZJtFZZYmM&vl=en

 There is much more to these questions and his framing of them than I will do justice to here - but I urge you to watch the clip.  It certainly gave me food for thought. Bendell’s questions made me wonder. What questions am I noticing myself asking as I am suddenly forced to live a VERY different existence? What questions might help me make meaning as I ponder the possibility of returning to schools at some stage in the future? What questions might we ask ourselves as we move through to the ‘other side’ of this (we need to start asking them now – regardless of how far away that time might be.)

So, here are my 3R’s, as questions they may be of help to you too – in your thinking about teaching or even in your life aside from teaching. 

Relinquish

What might I let go/give up? What is this teaching me to do without or release? 

In my persona l life,  I am challenging myself to reconsider my insanely busy schedule. Can I relinquish the busy-ness that dominates my life as an educator?  As an inquiry educator I wonder if this experience will help teachers relinquish control? Will it help them see the power of really trusting learners? Can we relinquish our need to make all the decisions FOR learners that they can make for themselves?    

 Restore

What might I restore that has been lost, forgotten or compromised?

In my personal life, I feel like my commitment to my own health and wellbeing is undergoing a kind of ‘restoration’  - I am walking regularly again and I am practicing yoga for the first time in many years.   What could be restored in the service of inquiry learning?  I would love to see the restoration of the permission to be spontaneous. Veteran teachers often become a little ‘misty eyed’ when I speak of seizing the moment. It would be lovely to see it restored.  AS authors share clips of themselves reading aloud to kids around the world, I long for the central role that reading beautiful literature aloud in classrooms once had. Is it my imagination or are we doing less of that these days?  Restoration is not about harking back to the past…(thank goodness we have moved on from so much of what was NOT good inquiry). It is about ensuring that things of VALUE are not lost.

Revolutionise

What might I change? 

People all around the world are revolutionising their practice in response to his emergency. I wonder – what might look different when we return?  What is already different? This is a time for restoration but it is also a time for renewal. My family has had to completely revolutionize the way we use and share our house. We now have a recording and a dance studio in what was once a bedroom and a spare room. And it has been an amazing creative opportunity. We may never change it back!   What might be revolutionalized in your classroom? What is already new and more effective in the way you are working remotely? I am already hearing teachers noticing the power of kids being able to have more control over their days and their timetables. Perhaps you might revolutionize your approach to timetabling to ensure greater learner agency.

 Some people have started to refer to this moment in our history as ‘the great pause’. I love that metaphor. A ‘pause manifesto’ was recently posted on the ‘dolectures’ website:

 “Do you give yourself permission to pause? And if not, why not? That is a big question, but if you can create small pauses, you might be able to start to get some perspective on that and grow the sense of space and the feeling of agency you have over your own life.”

 https://www.thedolectures.com/blog/the-pause-manifesto

 Pressing the pause button may mean we stop to ask ourselves some beautiful questions  - and have the time to listen to the answers.  So thanks to the inspiration from Jem Bendall, these are mine:

What will I relinquish?

What will I restore?

What will I revolutionise? 

For those teachers embarking on this strange, new journey (my heart is with you fellow Victorian teachers!!) would these question be helpful to take with you?

Just wondering