‘Feedback’ is an essential part of continuous growth and improvement. As I blogged about in my previous post Goals, Habits and Growth we all benefit from ‘feedback’. We all get feedback in different ways from different sources. Feedback is, in its essence, someone’s response to a situation or another’s actions. I have been pondering lately though if the word ‘feedback’ is really the right terminology to help us open our minds to being receivers of this ‘stuff’ coming back at us. Especially given that feedback is designed or intended to be a catalyst for growth.
When we look at the two definitions for ‘feedback’ in the dictionary, sometimes this one; ‘a screeching or humming sound resulting from the return of a fraction of the output signal from an amplifier, microphone, or other device to the input of the same device.’ can feel like a more apt description than what is intended; ‘information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.‘. Sometimes ‘feedback’ is more about feelings than we realise and can weigh us down rather than lift us up to take action.
In the IB education world, when we talk about ‘feedback’ it has now been reframed as ‘feedback to feedforward’. This definitely shifts the emphasis. No longer does the word convey the feeling of a load that you then carry but as a process that you journey on to grow. It shifts from something that is ‘done to us’ to something that empowers us. I do think this reframing is helpful for us all as it gives the ownership back to the receiver and becomes an active and not finite experience.
Reframing the term ‘feedback’ is helpful and exploring this with students and colleagues can only benefit any learning community. Discussing how we all want ‘feedback to feedforward’ to actually feel and what impact we hope it will have can help create a culture of sharing information to create and grow. Unpacking the meaning and co creating understandings together will ensure that everyone is more united in understanding the intention behind giving and receiving ‘feedback’. For me, I found that simply rephrasing to ask for ‘input’ as opposed to ‘feedback’ shifted the experience in discussions to be a much more forward facing one. What is even more crucial though is to learn how to navigate processing what we hear, to dig into the impact of the information we receive and use it to grow.
Here are some interesting Ted talks to provoke deeper thought on the topic. I am eager to keep exploring the process of how we use ‘feedback’ to inform, to grow and to transform.
Having a goal is part of the learning process, right? It is embedded in our idea of supporting growth, evaluating achievement and encouraging reflection. We need to articulate where we are headed, develop SMART goals and then work towards these with criteria to assess how, and determine when, we achieve our goals. These are all common practices in classrooms to support learners in their growth and development.
The practice of setting goals actively involves learners in connecting their own personal vision to their learning and makes reflection practices purposeful and meaningful to feed forward into their future growth. It helps build connections and encourages ownership and active engagement. Goal-setting also supports identity building and can help build confidence as well as provide learners with opportunities to actively apply and authentically reflect on their self-management skills.
I have recently been working with 5th graders on this process of goal-setting, defining simple goals and figuring out how to work towards achieving them as part of the Second Step social emotional learning curriculum. It has been an interesting process to hear their perspectives on setting goals and how they feel about these. Some learners are inherently driven to work towards their chosen goal, others recognise they might need to embed in some motivators and rewards to help them along the way. Some aim big, others go for small steps and then realise that perhaps they could stretch themselves further than they think.
In parallel to these sessions, I started listening to the book, Atomic Habits by James Clear and it sparked me into thinking how to go about infusing our learning about goal setting in Grade 5 with actually exploring our habits to help us get there; step by step.
It has made me really think about the impact habits have on our lives. Given this, I have been wondering how to shift the conversation with Grade 5 learners to explore our habits. How can we initiate some opportunities for learners to reflect upon their habits and explore how these can propel or hinder us into reaching our goals. There are many resources and ideas out there connected to goal setting with students, here are some I have created and collated specifically to connect goal-setting to habits.
Exploring Goals, Habits, and Growth – This resource invites students to tune into what these different terms mean and look like and investigate their own habits!
We often use the word should. To express obligation or duty, to elaborate on a choice that could have been taken, to shame ourselves or others, or perhaps to express what we wish had happened.
Think about it, since you woke up in the morning have you ‘shoulded’ yourself? Have you self-talked ‘should’? ‘I should have got up earlier, I should have prepared everything ready to go in the morning, I should have stopped myself from having that last glass of wine, I should go for a run, I should send that message, I should have saved, not sent, that message!’
I can think of endless ways in which I have used ‘should‘ to berate myself, to unwittingly, or wittingly, shame others, to simply take a subtractive stance or to casually seek out the negative. It wasn’t until conversations with a wise soul recently that it dawned on me, this wee word, just 6 letters was a rampant part of my vocabulary and it wasn’t adding value it was devaluing in many respects. I also looked at my conversations and language choice with students. I decided I had to free us from too much should.
Now, before someone out there steps up in defence of should, I would like to state that I realize this is a valuable word in the English language and has its place to be used. I just believe it may be being used too much, too carelessly, at least by me!
So I began my mission to pause and to replace.
When I found myself about to use the word should, in my conversations, in my self talk, in my writing. I questioned is should really what I want to say?
You know what, I found that on more occasions than I can remember, should could be replaced with ‘will’ or ‘could’ or ‘can’ or ‘must’. Suddenly that 6 letter word change invited in choice, intention, direction and empowerment. Without the shaming.
In my dialogue with students I tried playing with replacing should with could or must, with will or can and invited in opportunity for choice and voice, for accountability with directions, for assertiveness and clarity – looking forward, as opposed to shaming a choice made, or opportunity missed. It led me to thinking that when we encourage reflection we must be sure to frame this with a growth mindset. Word choice matters.
So go on, I encourage you to give it a try. You can, you could, you will, you must….I just won’t ‘should’ you.
How can we best capture and build a picture of where learners are in their knowledge, skills and conceptual understandings? How do we capture thinking? At a time where learning experiences have been so diverse, I have been wondering how to best capture our student’s thinking and develop an understanding of where students are in their individual understanding of a concept. There are a host of tools that help us be able to document and capture thinking moments from our students such as using Visible Thinking Routines, Seesaw and learning portfolios, students recording whiteboard explanations or teaching a strategy. Recording audio responses provide a wonderful way to engage and enable all students to share their ideas. These are all methods through which we can capture the student thinking process.
This podcast below was shared with me recently and so much of it resonated in thinking about student ‘thinking’ in mathematics and literacy.
The importance of listening, really listening, to be able to understand where students are in their thinking and therefore be able to guide them in their next steps. At my current school we have a process of conferring with students individually about their learning in different domains. This enables us to form a picture of where students are as learners, as thinkers – not just what can be checked off as ‘can do’ and ‘can’t do’ but understanding how students come to form their responses creates the opportunity to meaningfully inform next steps in their learning.
“…correct answers can mask confusion, just like incorrect answers can hide understanding. The answer is just the starting place. It’s really how you got to the answer and how you reason that is just as important.”
The question of how time consuming this process is often comes up. Listening to the podcast above just reinforced for me that really being able to support learners to grow must be all about taking the time to get to know them as thinkers, to understand how they are constructing their responses, their thought process. Of course conferring is a process that requires focus, time and space but what could be more important than listening with focus and purpose to understand our students better? Surely this is what impacts learning growth – even better, building strong relationships along the way!
We often hear and use phrases like ‘student agency’, ‘student voice’, ‘student action’ in our daily conversations about learning. I continue to be fascinated about language acquisition and growth; the factors that accelerate and foster this, and those that inhibit language development. In an international school community, in fact I would argue in the majority of school communities world-wide, our students are no longer from a single language experience or, in many cases, a single cultural experience. The reality is our students are more language rich than ever and exposed to a myriad opportunities to develop and grow lingustically as well as deepen their understanding of other languages and cultures. I am wondering how we leverage this rich language experience to enable students to really be able to fully express themselves. How do we ensure that language rich is not translated to ‘English Language rich’ in our international schools? How do we foster value in all languages as adding to learning rather than detracting from it?
Attending the ECIS (Educational Collaborative for International Schools) Multilingual Learners Week #ECISMLIE online provided a huge amount of insights, expertise and food for thought about best practices in bilingual multilingual language learning. It was such a valuable collection of voices sharing a range of experiences and best practices as we learn more and more about bilingual multilingual learners.
What are the conscious and subconscious messages we send as organisations and as individuals? When considering our learning environments and the language acquisition journey I wonder how we can make our beliefs visible in a more intentional way?
For example, I believe:
Language learning is a lifelong learning process, not a a finite destination we need to propel learners through.
Linguistic acquisition ability is not connected to nationality, nor is it all good or all bad, all easy or challenging, it just looks different for everyone.
Language learners should be encouraged to use all their languages, not be limited through negating their home language use in the classroom.
Learning environments should reflect the language experiences of the learners rather than the curriculum.
Four Action Ideas
Stay current with research and support others in doing so, our student, teacher and parent community must know about language acquisition.
Encourage a positive mindset towards language learning, role model, be honest and empathetic, celebrate successes and acknowledge when it is hard – most of all help each individual learner find their purpose.
Embed translanguaging practices into learning and planning. Question and challenge teachers to think about learning purpose and design the practices needed to guide students to reach a specific learning outcome.
Promote visible linguistic diversity in classrooms and throughout the school, value the use of many languages, for many purposes.
I hope to look back 12 months from now and be able to reflect on how I have taken further action to better foster multilingual voices. What action might you take in your context?
In a world where information is so easily accessible and communication is immediate, it isn’t long before a phrase begins to ‘trend’ on our news feeds. A storyline of a particular issue or topic is quick to dominate the narrative. This has most definitely been the case with the current trend to refer to our students’ learning experience over the past 12 months as being ‘Lost Learning’ due to the pandemic. This is an emotive, negative framing of what has occured over the past 12 months – the idea that our students have all ‘lost learning’, are ‘behind’, or are ‘disadvantaged’ creates a sense of unhealthy panic and urgency for parents, teachers and also our students.
I am not disputing that there is huge inequity in learning access over the past 12 months. A massive issue to be addressed. However, negative language only serves to disempower everyone and leave us in an even greater space of uncertainty – as if we weren’t already all dealing with enough of the unknown right now! It is also hugely discouraging to the many teachers and parents who have put forth so much effort during this time to support their students and children in continuing to grow and learn.
It has prompted my to to think once again about the power of the language we use, what this projects, and the impacts it has. I wrote previously about how small words can instigate big changes and also the power of our attitude and outlook to propel or hinder learning and growth.
I came across this quote on twitter that someone had taken from a workshop with Kath Murdoch.
It made me think about what the phrase ‘Lost Learning’ says to our children. Does it tell them we value them? For me, the phrase emits the following messages:
You’re on your own
You won’t be able to find it (learning)
You’re missing out
You are disadvantaged
It (the learning) is gone
Which language will help us to reframe the ‘lost learning’ narrative? How can we shift our focus to being on our students? After all they are the agents of their own learning. Learning is not something that is done to someone. We need to rethink our language to shift our thinking and give space for us to focus on what is important. I believe this to be empowering our students to believe they are capable of learning, that they can grow and achieve. Language that empowers and that instills a growth mindset can help us. Appreciative inquiry practices can help us to be builders upon the foundations we have. Most importantly, Listening to our students can help us help them.
The more important question is, how do we leverage this new and different learning? How do we reframe our own thinking? How do we make sure we look at the whole picture and not just the pieces of the puzzle to put things together with our students? This all requires us to step back, look from multiple perspectives and seek out opportunities to put things together in new and different ways.
We must celebrate what has been learned during this time – and there is a lot to celebrate if we are willing to look, listen and ‘unlearn to relearn’. We must be open to learn about their experiences.
We have to accept the specific type and nature of learning growth is not exactly what had been prescribed and intended. We need to harness opportunities here. Learn about where students are in their learning to leverage and build upon this.
We must model being responsive, adaptable, agile and open-minded and that will empower our students for the future.
We must believe in our students’ capacities. This is crucial to fostering a culture of learning and ensuring our students are never ‘lost’.
I had the pleasure of speaking with the Openhouse Team as part of a Webinar recently, connecting a range of global voices – we discussed the challenges and changes over the past year in regards to online/distance learning. Also on the panel were Allan Shaw, Principal of The Knox School in Melbourne, Saloni Todi, a first year Hong Kong University student, and Yashovardhan Poddar, co founder of Openhouse,
Openhouse is a learning community based in India with a bold mission centred around nurturing a better society for all.
“Our mission is to build a better society by creating powerful communities. We believe visionaries are not born but nurtured. So by redefining how the world learns, we empower students to become thinkers and leaders. Changing society, one child at a time…..”
I was delighted to be part of this conversation, listen and learn from other perspectives, and explore how fostering a sense of community has helped support continued learning during this time. Grounding ourselves, and our students, in a shared learning community; one of acceptance, vulnerability and with a growth mindset have all been key. I loved learning about how this looked in different contexts and being inspired by these different voices. You can read more on the Openhouse blog – thanks Openhouse team!
“Instead of letting your hardships and failures discourage or exhaust you, let them inspire you.”
The quote above prompted me to think about how, when we are faced with difficult circumstances, we continue to have choices in terms of how we respond to these ‘hardships and failures’. It made me wonder –where do I find inspiration around me? So, last week, I set myself the goal of recording where I gained inspiration each day. An interesting personal reflection exercise.
What I found interesting during this week of noticing, was the simplicity of the places and spaces in which I found inspiration. We often imagine that ‘inspiration’ is something big, a sign, a message, an ‘aha’ moment and it can be, but it can also be everyday. A simple conversation; when days are tough, and challenges seem many, a single voice can help inspire. I was inspired by another’s words to look beyond the here and now and think of possibilities. Most importantly to reframe my capabilities to acknowledge I am capable. This enabled me to reposition myself in my own thoughts and gain perspective to be able to then act with greater clarity. It is not often that emails inspire, but this week one did for me. It brought me back to connect with my instincts, to question and not simply accept the status quo, and most of all it prompted me to really think. Think about what my values are and how these connect with my actions.
So, what did I learn? Inspiration doesn’t just happen to us as if by magic, even though it might appear this way. I believe we must have the dispositions to allow ourselves to be inspired. Fostering, openness, appreciation, observation and reflection are important practices. Overall, we have to give space and acceptance to opportunities when they present themselves. Most of all, inspiration drives us to take action in whatever form this might be.
I recently wrote about missing the sense of, ‘a learning buzz‘, during these times where many of us have moved to virtual learning spaces. It made me wonder, how can you generate a ‘learning buzz’ in this virtual space? It of course would be fruitless and frustrating to try to copy and paste the same approaches into an online space – context matters and what works in one will not necessarily work in the other. However, whilst the ‘learning buzz’ may not look and feel the same, how would we define this in an online space I wondered? What opportunities might there be? How do we adapt our learning environments?
Learning, teaching and leading in an inquiry based, PYP School, one of our challenges has most definitely been honouring the values of our learning and teaching principles. Despite pressures faced, focusing on our beliefs and values to foster curiosity and inquiry at the heart of our daily approach to learning.
This prompted me to refer to the PYP guidance on creating learning environments and think about the different elements that are defined as going into cultivating these and intentionally exploring how these evolve.
‘PYP learning spaces affect and reflect values and beliefs about learning. They play a role in shaping the culture of the learning community by facilitating certain ways of acting and interacting. They support a constructivist and social-constructivist (Vygotsky 1978) approach to learning and teaching. They are multifunctional, emphasizing personalization of learning, promoting independence and engagement.’
My IB – Connecting pedagogy and design
So how do we nurture that magical ‘learning buzz’ in whatever context we are in?
This diagram shows the elements I believe contribute to enabling a ‘learning buzz’ to flourish and as a way to illustrate what this could look like in a classroom or school community. I use the word ‘enable’ intentionally as this learning buzz is not something any one person can create but from my perspective is about letting this have space to flourish and blossom. Below are some examples I made connections to from experiences during Distance Learning at my School. I would love to know of others that you may have to get further inspiration!
Sense of being ‘me’
Finding space for individuality to be celebrated and to bring community together in an inclusive way is so important. During lockdown we could not run our Home Language Program as usual so we made this into a community event. We created an interactive map of where we feel at home for everyone to anonymously share, shared our languages through poems and sayings and students (and adults if they wanted!) created Language Portraits. This was all done virtually through a live stream assembly and recorded activities and video calls.
Shared Values & Understandings
Making sure to share beliefs and values with community ensures learning is effective, and it can be done in a fun, informative way! We made a series of video clips to remind everyone about online meeting etiquette and created Community fact sheets with our rules and essential agreements reflecting our Community Values in the virtual learning space.
Rituals & Routines
Rituals and routines are part of every learning environment, of every school community; whether it be a morning greeting, check in circle, or roles and responsibilities that are assigned to the class each week. These all form part of a shared classroom culture. In the online space, we saw morning check in circles often replaced with a morning prompt in the chat in MS Teams, a way for everyone to say hello and connect before starting their learning day. Or for the younger grades, a morning video message. I also observed the beauty of new rituals or routines forming – a favourite way to end a call in one of 6th grade classes for example, has now become an embedded ritual for the class to say goodbye!
Teachers found ways to adapt roles of responsibility also in the virtual space, assigning chat moderators in video calls for examples or continuing to use hand signals in video calls to show agreement/disagreement/ connection/questions and so forth. We also tried to keep to our regular school assembly schedule and routines to bring everyone together as part of our regular routine.
Learning Purpose and relevance
Ensuring learning is purposeful, challenging and relevant for all students became ever more complex in a distance learning world where differentiation strategies and the ease of interaction between teachers, students and peers is more challenging. Finding ways to engage in learning with materials and experiences at home, ensuring learning engagements are open ended and encourage further student led inquiry all can help ensure that learning remains purposeful and relevant for the individual. We had great examples with students carrying out science experiments, building machines, testing theories and recording their experiments as learning evidence.
Interaction – Dialogue
Here are some examples of teachers finding ways to promote interaction and dialogue using tools such as Padlet to share in online lessons. We also used Padlet to encourage interaction within our community too, with the song sharing and virtual arts day as some examples!
Fun & Connection
Bringing community together through shared events and having fun together! We celebrated Earth Day, Sports day and other events together and brought a bit of fun to lockdown life. I feel fortunate to work with such a dedicated, fun team!
Attitude is something I have been thinking about a lot recently. The power that it holds. The influence that it can wield. The impacts it has. This last year has been tough on everyone. It has demanded attention, in many respects, most of all towards our attitude; to examining our beliefs and values and our response to circumstances at any given moment. So finally, in a moment of quiet, I got to thinking more about attitude and the power it has to determine outcome.
The familiar range of reactions bubble to the surface when a group of students, young or old, are faced with a new task. There are those who approach the given task with confidence and a certain degree of nonchalance, ´This will be easy´ or ´No problem, I know how to solve this.’ Whilst there are those who tentatively step forward and quietly express they will ‘give it a try‘, or say, ´I think I can work it out‘, and others who simply declare ‘I´m no good at this.’, or are absolutely self-deprecating and poke fun at their own capabilities. All within a somewhat ‘typical’ range of reactions.
But which of these reactions actively impinge upon learning and become an unseen barrier to the learner making progress? What have we learned about the importance of attitude during the recent COVID 19 Pandemic? How has our attitude helped or hindered us transform as teachers? How can we develop resilience to navigate emotions and be an agent of our own attitude? These and many more questions are bubbling to the surface for me.
I shared the below image and statement during our back to school meeting in August to provoke thinking around how critical our mindset is in helping us navigate, be successful and thrive and how we need to support each other as a community during this marathon crisis period.
Three things I think I have learned about fostering an open-minded attitude during this past year are:
1. Acceptance enables us to be open-minded and embrace the circumstances we face.
This year has taught us all more than anything that many things are out of our control – we just have to accept and look forward, we cannot dwell. Accepting the bumps, the twists and turns and the nosedives are the only way to be able to keep an open mind and thrive.
2. ‘Self talk’ matters more than we realise.
‘Self talk’ helps and hinders us in equal measure. We are often our own harshest critic. However, a kind word to a colleague, to a student, to a friend can also help us to remember to be kinder to ourselves. Spreading gratitude and value can help us manage our own ‘self talk.’
3. Finding time to be mindful, is essential to being able to thrive.
We all have experiences that centre us, that help us feel refreshed, remind us of what is important and this can be anything from sport to cooking to reading. For me, being able to participate in a Mindfulness course with colleagues was a wonderful experience that not only fostered community during this difficult period but also helped me find practices that I can embed in my daily life to become more mindful.