We are loving the PYP enhancements especially the agency being honored for all IB educators to shape their own understandings and develop the PYP for their own contexts. We have fully embraced this idea of ownership through the ability to craft our own unit planner.
We knew we wanted to explore a new way of planning because we had been feeling “boxed in” by the old planner. We thought we could adapt all the things we loved about the PYP planning process and put into a format that fit our needs and our context.
But first we wanted to learn from others and so we called on the expertise of thoughtful educators within our PLN. Edna Sackson, Sonya terBorg and Taryn BondClegg were quick to reply and very generously shared with us their work and the thought behind the changes they made in their own contexts. The Programme Communities on My IB has samples of planners and planning processes and is a wealth of information compiled from the work of educators around the world.
To begin our process we began with our Instructional Leaders team and together we explored the question “why do we plan?” We discussed the purpose of planning and uncovered some new truths and beliefs for ourselves.
- We design experiences and environments that provoke learning
- We design for the learning of all learners
- We design for learning together
- We design for learning in response to learners
- We design for learning to take us from knowns to unknowns
- We design for learning that honors the individual learner
- We design for learning that honors the agency of the learner, the learning community and learning and teaching
Guided by our beliefs we explored planners and templates created by other schools, educators and organisations; we analysed them alongside the traditional and updated PYP planners from the IB. We discussed what we loved and what we would change; we explored what excited us and what worried us; we celebrated the work of others and found connections to our own contexts and needs.
From these discussions and the lists of wants and needs that came out of these explorations I drafted a new planner for our school that we called the Design for Learning. To accompany this document I also made a Reference Page that could support the process and the dialogue that emerges from collaboratively working together to design for learning. We took these two new documents to our Common Planning Meetings and Planning Retreats (which maybe we should change the name of to something that honors our belief about designing for learning). We used them to help us in the process of designing the learning for our fourth and fifth units making adjustments and changes in response to the voice and needs of our learning community. With a final draft ready to go we had one last critique for our sixth unit. While we do not consider the Design for Learning to be a fixed document that can no longer evolve with the growth of our learning community we did want to be able to continue designing for learning without having to constantly reflect on the document and process.
You can find both our Design for Learning and Reference Page linked here and at the end of this blog. We would like to share these back freely as others so generously shared their thoughts and processes with us. We would also like to give credit to all the educators who have shared and have guided our own thoughts and reflections through this process. We did not create this we simply melded together many ideas from others into a document that fits who we are.
Our Design for Learning begins with the voice of our learners. We follow this with the choices of our educators as learning designers. These choices honor the components of the PYP, such as the TD Themes which reflect a structure to the world that allows us for connections, concepts that give meaning to a unit, knowledge that is transferable, skills that are universal, attributes that reflect who we are becoming, and lines of inquiry which shape a path of learning grounded in a central idea. While we honor the agency of our learners we also honor the agency of the curriculum and our teachers. In this way we outline a structure that includes the elements of the PYP while also considering the environment, both of time and space, that lays before us. But once we saw ourselves as designers and co-designers and not planners we realised that we cannot fully plan a unit on our own, and so, our Design for Learning ends before it begins. We stop at a skeletal overview allowing the learners to take their role as partners in the Design for Learning.
Our weekly Common Planning meetings are shifting to become opportunities to share pedagogical documentation as action researchers and designers for learning. We hope to focus on this next step in the process of designing for learning in the coming school year. We have some ideas for this that were inspired by our inquiries into Reflection and a visit from Anne van Dam; we have included below the Design for Learning documents some provocative questions that will guide our continued collaborations and reflections and inform the weekly learning.
We still need to further explore the role of the single subject teacher, the role of the wider learning community, how to better include our young learners in the conversations when collaboratively designing for learning and, as always, constantly reflect on our choices and actions as lifelong learners. We would love to hear your feedback to help us feedforward in our learning journey.