Learning from Colleagues

Today I had my CRT (Classroom Release Time) in New Zealand we get 2 of these days per term.  It depends school to school how these days are used - in my school we are able to choose how we spend these days to best meet our needs.  So this means it can be anything from creating resources, viewing classrooms, testing, or one of the other million things we often have to do in our classroom lives!  This term I have been lucky enough to spend time viewing teachers from 2 other schools as well as my own on these classroom release days.  

I personally think that the more time we can spend with our colleagues and viewing other colleagues/classrooms the better.  It helps us to reflect on our own teaching and understandings to build upon these.  It helps us to view other ways to teach, to support and to learn alongside our students.  Even if you don't particularly agree with the way that person is teaching - there are things to take from those situations.  To reflect on and question how the way you support your students and if it is the right way for them.

"Everyone you will ever meet

knows something you don't"

- Bill Nye

This isn't something new or revolutionary - yet to me it speaks volumes.  In teaching I am continuously in awe of my colleagues, within school and within my PLN, on a daily basis.  There is always something new, different, exciting, thought-provoking or innovative happening to support our learners.  Conversations and reflections happening that will make changes or just reinforce that the road we are travelling, however slow, is the right one for them.

So, on Friday I spent some of my time in 2 of my colleagues rooms - different teachers at very different stages of their careers.  But each offering something to their learners that is right for them.  The time that I spent in these rooms and the time these teachers took to speak to me was hugely appreciated.  

In the first classroom I had the opportunity to see how in-depth and well thought out use of thinking tools and questioning was making a huge difference to the learners.  They were able to draw on knowledge and vocabulary to 'compare and contrast' different people of greatness.  They recognised different thinking tools and how they could be used to inform their investigations.  I enjoyed the conversations with the students and was so impressed in the way they could articulate their learning pathways using the thinking tools to support them.  There was a lot of visible thinking happening.  The conversation with the teacher supported the importance of visible thinking and thinking tools to support our learners.  It made me more aware of the choices I was making or not making in regards to thinking tools that would make my learners delve deeper and make connections between learning.  The teacher was carefully choosing thinking tools from her extended knowledge that would best cater and support the learners.  She was teaching them about why they would use the tools and helping them to extend these tools out into their everyday lives.  We were able to talk about a range of systems and ideas she has running through her classroom - what they looked like and why she had chosen them.  It was great to consider a different perspective on some things that happen daily in my classroom, and also some things that could happen more.

The visit to the next teacher was to see what she was doing as part of her writing programme.  This  year I have been investigating and re-working my writing programme, so I was interested to view another viewpoint or way of teaching.  I had heard through several teachers of the work this teacher was doing to inspire a love of writing in her students using a 'Writer's Cafe'.  So, on Friday afternoon I entered a classroom where, laid across the tables, were trays of brown sugar meringues for the students to enjoy.  The awesome thing was not the food (even though it was amazing) but what was happening around the food...  students spread out in small groups, pairs and solo writing. Writing. Yes, Friday afternoon and the room was a buzz of little authors who were penning their very own stories, chapter books, poems and more.  One group of 4 girls didn't bat an eyelid the whole time I was in the room as they were so engrossed in working through their storyline.  The thing for me wasn't the food, or even necessarily the writing.  It was the way this teacher had seen a need for her students and explored new ways of making this happening.  The food relaxed the environment - it's designed to be just like a cafe, where you pop in for a drink and a bite to eat and casually do your work... no pressure... no time constraints.  It is working for her kids.  She gives them the environment they need to be successful and she is seeing amazing results because of this.  It was a great opportunity to talk to the teacher about what teachers are doing with writing and how we support kids in their passion and love for writing.

It was such a valuable day and I walked away from these classrooms inspired.  I went back to my room to scrawl many notes, new ideas, reflections, thoughts and questions.  For me, it's not about replicating ideas and teaching styles, but rather about questioning my own, so that I am constantly monitoring how I can be doing the best for the learners in my room.  These teachers were listening to their students, their needs and wants and making changes to their classroom because of this.  Both talked of their own journey and learning pathways they had undertook to make changes in their classrooms that were benefitting their students.  I walked away in awe of two very inspiring teachers.

So, my challenge to you, is this...  If you haven't been out and explored your colleagues classrooms in your own school or others this year - make it your goal for Term 4.

"The most valuable resource that all teachers have is each other.  Without collaboration our growth is limited to our own perspectives"
- Robert John Meehan

Term 3 Reflection - PML

PML (Planning My Learning) has changed a little bit - we have made changes to the structure of the board and moved it off the whiteboard.  It just was time for it to change.  I was finding the students were becoming more and more focussed on quantity rather than quality - it was about how many ticks were up on the board rather than the quality and time spent.  So, armed with information from a conversation with the students, we made 2 changes to the PML system (in my head I have 100 - but we have to start somewhere!)

1. Quality Reflective Buddies - when we spoke about the problem of 'quality vs quantity' the students agreed - they were focussed on 'getting through' the list rather than pushing the boundaries of their learning.  It was a great conversation and gave me insights in lots of ways.  The students came up with 2 main solutions:
- Go back to the old way of working in blocks and everyone doing the same thing at the same time
- Have a person to meet with to share if your work is quality or not

Interestingly, the first idea came from a student who I know finds the challenge of planning his day more difficult, but when this was put to the class it was overwhelmingly challenged out (26-2).  I'll be talking more with those 2 students to see how I can support them in developing their learning priorities.
The second idea is the one we have gone with - QLP  or Quality Learning Partners.  We had lots of discussion around how this could work. In the end I suggested stopping 15 minutes prior to the end of the day, so you could meet with your buddy and discuss your work, feed back, next steps etc.  This is where we have started.  The students then had the option to choose their own partner or to have some support from me to choose one.  We had to discuss being able to be supported and open and honest with the person you choose.  If you felt like you couldn't say 'hey, you need to go back and work on... to make this better' they probably weren't the person to be your QLP.

2. Leaving the Whiteboard - previously PML has been completed on the whiteboard.  The students know I personally disliked this system, I shared this with them and the why I disliked it.  But, I am not the one who has to work from it - so we carried on with it.  As the term has progressed I have heard snippets of conversations as students tick off their work schedule for the day and these conversations led me to setting up a new full wall with the system on it.  When introduced to the students I shared with them conversations and things that I had changed because of what I had heard.  That it was these things that made the decision to make the change - I then asked if they would like to use it and the kids were keen! (Phew - there were a lot of lines to stick up and staple!)  However, I knew many of my kids would need to see it before they would understand it.

One of my students then asked the question I had been waiting for - "how will we tick to say we have worked on it?"  "Great question" I replied... "How will we?"  This led to 6 students taking on the construction of a system that we could use on the PML wall to show a range of learning happening.  The last step was to share these with the rest of the class and then the students decided on voting for their favourite symbols that we will use.

It was great to see a range of ideas being put forward that showed students were really keen to push quality over quantity with the refined system.


Writing has continued to develop based on need and interested rather than a genre.  This week we were responding to a trip that we had to the Maritime Museum last week.  We chose Newspaper Reports, Letters or a Recount.  The students then signed up to the genre that they needed or wanted to write on.  3 different workshops then ran throughout the week and I continue to find the kids more engaged in their writing in this way.

There are a few challenges I need to work on...
1. Tracking the genres they choose.  I'm thinking I will create a genres checklist that they can tick when they have completed a finished piece of writing in that genre.  It will help them know more about the genres and what is out there also.
2. Creating/Finding/Sourcing/Using realistic, hands on and real life writing experiences that will foster the interest and passion of writing.  Also fitting these into the daily life of a classroom.  I have had a great conversation with the Year 2 teacher next door talking about how we may be able to both use this as a benefit to both our kids with their writing.  More to reflect and think about here.

There are so many ideas, challenges and thoughts currently roaming around in my head that 'where to start' is often a daily challenge for me at the moment.  My students have come a long way in concepts of knowing more about them as learners, having a voice within the classroom and making steps to be independent within their learning.  But there is so much more that I want to challenge them and myself on.

My office buddy and I have great conversations on a daily basis - reflecting on our day, our learners, our teaching and our classrooms and I feel like those conversations help to clarify decisions that are made.  I'm very lucky that we have younger students next door that provide a challenge and a platform for my students to be role models and teachers to them.  At the moment we are continuing to explore how we can develop our space for our students further.  This week we are beginning the younger students in planning and teaching workshops for the Year 2 and Year 5/6 students.  I am looking forward to seeing how these develop over the rest of the term.

Each day I struggle more and more with the constraints of what traditional education.  We can voice that we want ownership, student voice, self management, self-direction - but how does that actually work in the everyday education world with tests, assessments and standards?  It's a big question.  I'm ridiculously lucky in where I teach - I am trusted as a professional to make professional choices that best work because of my teaching knowledge, knowledge of my students and their learning.

There is so much that works about PML and the structure of my class but I know that it is not the end point of what I want the concept of school and learning to look and be like for my students.  This week the first of my students for the year got underway with DRIVE Time projects - which are personal learning tasks driven by their passions/needs.  There are lots of readings and thinking behind the way this is structured and was developed with a group of kids last year, based on these thoughts.  DRIVE is about students owning their learning and making those decisions.  At the heart is what learning actually is, our school values and school negotiated learning values as a teacher point hinge.  This is the big point of where I would like to get to with my students across a more full time range.  We (my students and I) are getting there... slowly... with careful thought and reflection... in time.

PML 2014 - Tracking our Learning

PML is short for Plan My Learning, which is a phrase we use in Room 12 to explain how learners organise their daily learning tasks - the term was adopted from my amazing office buddy and team leader Kristyn a few years ago.  During class time from the beginning of the day to around lunch time students plan their learning PML style - this is where they plan in what they are learning and when they are learning it.  This means that at any one time in the classroom you could see students reading, working on maths, typing, writing, playing games, running workshops and more.  While students plan their learning, I run group and 1-1 workshops for students in specific teaching areas for them.  Sometimes these workshops are ability based and sometimes they work based on students goals and needs.

It's a huge system that takes a lot of time to establish in the classroom, but one that I am now convinced allows for a huge amount of self management and student voice.  I have watched students take more ownership in their learning and choices through running the classroom in this way.  Students are beginning to take up more opportunities to lead their learning and others' learning.  We have a year 2 classroom next door and we have worked a lot with them to support the philosophy of 'Tuakana/Teina' in our classrooms and this is one that KW and I are continuing to reflect on and challenge.  PML allows students time to run workshops and work with each other in a range of ways.

PML in 2014 had a rough start - my students were not in the same space as previous classes I have worked with, so systems that have worked before at the beginning of the year, didn't work so well.  It required a lot of reflection, deep thinking and change from me.  It was clear that the students needed and still need to develop their self management and reflective skills - which are 2 core areas we are currently continuing to work on.   Through a lot of conversations and reflections with the students we have now created a system that is working well for the students and myself.  This comes from time, reflection and conversations with the students - no other way.  In this post and the following posts (as there is so much to this post I have split it!)  I will explain and reflect on what has and is happening with PML this year.

Tracking Learning
At the beginning of the year we were using daily planners.  These were piece of paper with a whole week timetable on them.  Students would take what they had to complete for the week and plot this in throughout the week.  Lots of students struggled with this and we soon realised it wasn't working, so after much discussion decided to try a To Do styled list.  This was more suited to the class but again students were having problems as they disliked carrying their planning notebook around with them, they would forget to tick things they had completed off and a raft of other problems.  We sat down as a class and talked about what wasn't working and why.  Some students who I have again this year suggested using the format that we had used the previous year - the students were keen.  It is a large whiteboard set up with room for each student to tick off their tasks for the week and a space for them to add any extras they had worked on.  We continued to use the language of 'Learning Priorities' - the things that were the most important to them for their learning and 'Learning Possibilities' - other learning tasks they could undertake.  The language we chose was important to the students.  The whiteboard system has been a hit again this year as students felt there was more ownership to be taken as what they were doing was out there for all to see.  I am not such a fan of the system, however, it allows me to see students who are finding tasks difficult or not getting through their tasks for the week and gives me a conversation starter to chat to them about their learning for the week.  Though I'm not a fan of it, I know that it is my students who use it on a daily basis - so it doesn't really matter what I think, as long as it is working for them!

I have 3 students who work in different ways.  2 students use magazine boxes to track their learning on a daily basis, rather than weekly basis and 1 student who dislikes the whiteboard system but the To Do list was perfect for her.  So at the start of the week, she creates her own To Do list in her notebook and she is away.  The greatest thing about that is that she is starting to learn about what she needs to manage her workload and a way she can prioritise those things.  Students with devices have begun to ask about planning on these and again this is a next step for us to find the best way that works for them.

At the beginning of the week we set up our 'Learning Priorities' on the whiteboard list - we have some consistent learning priorities then other ones that pop up as part of our weekly learning.  Our more consistent learning tasks are DEAR (Silent reading), Maths work, Reading challenge, Basic Facts Practice, Maori Practice and Writing.  Students have the opportunity to work on their specific goals or learning within each of these areas.  Once these are set up and spoken about the students break off into their chosen Learning Priority.  Over the last few weeks I have seen a real trend of students choosing to do DEAR at the beginning of the day - so we have an almost unusual silence that descends on the class during this time.

Tracking learning is more about the students being able to see what they are doing and how they are using their time during the week.  It has allowed me to have a range of learning conversations with kids that contain strong evidence of how they are going with managing themselves, time and resources to complete what is expected.  The skills that this entails are life long skills that as adults we strive to have. Managing our time, resources, skills, people and more are all small elements of PML that the students have to utilise on a daily basis.  Students sometimes don't meet the target for the week and through their personal reflections you begin to see why this may have happened.  On the whiteboard it may look like a student hasn't completed much - but then you can see that they have actually chosen to spend more time on completing a set task to a higher standard than they did previously.  The first time always takes longer.  First glance at our whiteboard doesn't always tell the whole story!

As part of being able to plan their week students need to see the big picture of what's happening in class.  So for this reason students don't just see a what's on today - but rather a whole week view of what is happening in class.  This allows the students to see what time they have for PML and when we have other events that may interfere with this.  It is also teaching them about flexibility as sometimes planning a week in advance means that things change or don't happen in the same way.  That they need to be prepared for this!  The way that the weekly whiteboard has changed over the year so far is that there is more time set aside for iNeed workshops - which are student chosen workshops based on needs (I will explain these more in another post).  The hardest thing seems to be that now that students have the ability to opt in and ask for these sessions - the more they want of them.  Which is great, but a hard balance when there are still group sessions that need to be fit in!  There are still a group of students who don't ask for iNeed workshops or haven't seen the relevance for them, which is something I am currently reflecting on as to why they might not be asking for these.

This was our whiteboard earlier in the year - same format but very different now!

In following posts I will share and reflect on the other key elements of PML such as students knowing their learning, student voice and reflection.  These all place a integral part in the way the classroom is structured.