It Takes Time

Day 2 of the IB PYP p.d. workshop at our school was both longer and and more involved. This was not surprising since the emphasis was on planning. Getting teachers together in similar grades, the workshop leaders (Nathalie and Jason) led the groups through the PYP Planner. While new to some, and familiar to others, the PYP Planner was used by all to construct new units of study in a collaborative setting.

The most noticeable element of this process was that this sort of planning requires an investment of time. It was a rewarding and enhancing exercise, but also time-consuming. The need for setting aside planning time for grade teams, subject teachers, and trans-disciplinary teachers was evident to all. There is no shortage of will amongst staff members to accomplish the laudable goals of the IB program. I dare say, staff  at excellent schools throughout the world are similarly inclined to achieve their program objectives. The difference is that with IB, the planning process is by necessity, collaborative in nature. To my mind that is an important element given that historically teacher planning has often been an individual pursuit. Yet, the rewards for planning in teams, small groups, and amongst colleagues are considerable.

No doubt the end product will be superior for the entire school community: students, teachers, family, and staff. It simply takes time.

Connecting Between Divisions

This afternoon offered a terrific opportunity for staff to connect between divisions through a professional development workshop. Ostensibly it focussed on teaching the IB Primary Years Program, but in reality a variety of grade divisions were represented from Junior Kindergarten through to grade 12. PYP workshop leaders led the entire staff of the Lower School (JK-8), plus select members of the Upper School (9-12), expertly in the foundations of the IB PYP program, its purpose, design, and application.

Like the IB itself, the exercises focussed on planning and collaboration amongst teachers. It is not always easy to get teachers together to plan, so this session was designed as a compromise. Teachers came in to school on a Sunday afternoon to get the workshops started for day 1, while the sessions will continue throughout Monday as the students stay home. This was considered the best way to approach the need for planning time, and the imperative of teachers getting together to do so. With the end-of-term fast approaching along with the accompanying need to complete reports, the trade-off of giving up a Sunday for a Monday without students, was quite well-received.

Tapping into the expertise of primary teachers more familiar with the program, the junior, intermediate, and senior staff enthusiastically co-mingled with one another and took their lead from the helpful workshops leaders who shared their expertise in all matters related to IB. Setting clear objectives from the start, the workshop leaders presented a number of activities that helped to unpack the complexities and nuances of IB in an enjoyable yet thought-provoking manner. The first day proceeded at a steady pace, and the appetite was whet for more. Fitting given that we ended as the dinner hour approached.

Coffee and Connectedness

As the November wind and rain herald the not-so-distant winter, it makes perfect sense to huddle inside and find warmth through other means. The coffee house offers the perfect venue. My favorite is Coffee Culture. Set inside an old bank building that sits squarely in the center of the main street in the downtown of my hometown, St.Catharines, Ontario, Canada, it is a popular but quiet place to connect and have a coffee. With comfy chairs and couches, sturdy tables and stools, it accommodates both work and relaxation.

This evening as a bright day gives way to a an early darkness, the emphasis is on warmth through coffee and the opportunity to collect thoughts on the day that was. A number of student presentations in a history class were both well done and thought-provoking. The use of technology continues to grow with each passing lesson. A live stream from Toronto was embedded within a news update, smart board technology was used to enhance presentations, backchanelling via TodaysMeet was done in small groups with a follow-up summary session. These measures each enhanced the quality of work and brought about greater engagement. Still, there were frustrations and setbacks, which only served to illustrate the point that all work is a process and requires perseverance, adjustment and tweaking.

A regular observation is that in a 1:1 laptop setting, students are easily lost in their own cyberspace, and like most of us who use technology, can disappear for long spans of time in their own thoughts and interests. Some of that time can be unproductive. I am eager to pursue methods of greater collaboration and accountability that will lead to greater connectedness, sharing and insight.

Come to think of it, the challenge is bit like the coffee house. As I look around the building there are twelve customers, and ten laptops. Many are paired up, but only one dialogue is occurring between people involving actual conversation. I'm not taking the moral high ground because I am one of those individuals with open iPad, lost in my solitary thoughts. Yet, we all search for connectedness, don't we? Why else would I be situated at the coffee house and not at home? Why else would I be blogging?

Indeed, we are social creatures, often looking to connect with the things that interest us, teach us, and inspire us. One of the unique features in this coffee house is that an original vault sits intact. It is a splendid example of sturdiness, craftsmanship, and durability. It is also slightly ajar. I have come to think that this is a good portend. We should all have space for our riches, treasures if you like, but for us to access them and share them, the door needs to be open, however slightly.