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Day 1
Olli-Pekka Heinonen, Director General of the IBO, opened the conference for which the theme is "Education for an Inclusive Future". He reminded us, which will be the theme of the entire conference, of the need for young people to be involved in the important discussions that concern us: diversity, equity, inclusion, and a sustainable future.
(image credit youtube.com)
An IB Alumi, Caoilfhinn McCormack spoke next about her educational journey. After graduating the IB, she had a full paid scholarship to Smith College in the United States. And then, she was a drop out. Later, she started University College Dublin applying using her IB results and is currently one of the only females in the Geology division, working on the National Geothermal Database project. Her message: "Education is rarely linear."
(image credit IBO events)
The keynote speaker was James Nottingham, author of 12 books about teaching and leadership based on research, and creator of www.learningpit.org
James spoke about efficacy and how, to achieve it, one must experience and overcome challenges (i.e. the pit). He reminded us that to step out of one's comfort zone is necessary to grow, and that, when we do that, we will experience a drop in performance because success is not straightforward. The satisfaction of overcoming a challenge eventually far outweighs the option to just do something easy. The key though, for schools, is that students do not get left in the pit, or, avoid the pit altogether. They must go into the pit and be supported so they can get through it and experience the joy of overcoming that challenge. Once you have experienced this, you'll keep wanting more of it.
James also shared eye opening research about the importance of mistakes (Richard Phelps, 2012). A literature review from 1910 until nowadays showed that from 1910 until 1980 teachers taught in a way to ensure students avoided mistakes. Then from around the 80s there became evidence of how we actually learn a great deal from mistakes---it we correct them!
(image credit IBO events)
Day 2
This day started with students who created amazing service projects for the Festival of Hope. I wondered to myself what Hvitfeldtska IB students might come up with as a project if they knew more about it? So I'd like to share 3 projects in particular with you to whet your whistle.
Combili Project. This student project was in Armenia. The students worked to turn biowaste into an urban garden. They wanted to mostly praise the teachers who encouraged them. They said they could not have done it without teachers who had a "you can do it!" attitude. The student even advised that teachers should let students fail if they might, but at least allow them to try.
Flowers for the Future. "Our work has manifested through using Zoom to teach over 350 Afghan girls at a clandestine learning center in Kabul, Afghanistan" Are you interested to join them in their work? Go here: https://www.flowersforthefuture.org/
IBelieve. I want to share Ibelieve with students because it appears to be a valuable resource for students! It is a community for IB students worldwide. Need advice about your EE? How to tackle that IA? You can engage with recent graduates who can advise you. Want inspiration for starting up a project for the Festival of Hope, then check this community out!
The students we heard from were recipients of funding to make their projects a reality. You can take part in the Festival of Hope as well and also apply to be a Fund Awardee. Applications open January 2024.
(image credit IBO)
The keynote speaker was Dr. Sue Roffey (an Honorary Professor at University College London) whose theme was that conversations create culture. She referred to her book "Creating the World We Want to Live In" which was co-written by 6 positive psychologists and an economist. How can each of us flourish in physical and mental health? And how can we work together to create a flourishing world aimed at wellbeing for individuals, relationships, communities, societies, and the planet? They have some ideas and a framework within which a few aspects in particular stuck out to me: agency, safety, positivity, equity, and policies. All of these aspects in the learning environment are crucial for student progress.
Agency: At the start she talked about the parents' role in supporting their child's wellbeing: to what degree do parents fit their expectation to their child versus "shoehorning" their child into their own parental expectations of success? This led to the concept of agency versus control. If one is mostly always controlled by parents, teachers, etc., the learning will be that others are responsible, not yourself. "Dominant voices silence others."
Safety: that is, the assurance of knowing you won't be singled out and that others have your back. This was linked to the notion that there are some people who carry trauma and will possibly not feel safe anywhere and will behave as such. She warned against policies that punish behavior and instead called for pro-social and relational policies since punishment is a short term solution and thus doesn't work towards the long term goal of overall goal of wellbeing.
Positivity: this is shown to enhance learning and anxiety is shown to shut down cognitive pathways. Also, just think about your own experiences: do you not feel more cooperative when you feel valued from receiving positivity from those around you?
Equity: Equity is not to be confused with equality. Equality means "the same". Equity points to an understanding that one size does not fit all but allows for equal opportunity. Dr. Roffey asked us to reflect if our policies are fair and flexible for those students who are different or need extra care.
And finally, in consideration of growing a great school, Dr Roffey asked us to reflect on our Shared Humanity and asked us if we have those conversations in our programs?
(image credit IBO events)
Professional Learning: In this session, I learned about the upcoming changes that IB plans for in professional learning. The IB will be moving away from "one size fits all" workshops to offering a diversified portfolio of products and delivery methods. As part of this they are offering micro-learning modules to allow teachers to build various capabilities and receive micro-credentials that will be self-directed and portable.
I learned teachers can apply to contribute to the IB Exchange and get paid to be a contributor. The goal for IB Exchange is to become all-encompassing so I hope our teachers will consider applying to help the platform grow and share their brilliant practices, resources, and ideas.
Belonging: Head of School at The Inter-Community School in Zurich, Lucy Gowdie, shared the conversations she had at her school with various stakeholders to create an Inclusion (read: Belonging) Policy. She put the concept of inclusion next to that of belonging and postulated that inclusion can be done well but students and parents can still end up feeling like they do not belong. She reminded us why relationships and belonging matter: it is because belongingness is most crucial for mental health and well-being and that in schools, where "learning is the work", the conditions must be set for everyone to feel the stable and lasting sense of belonging.
Association of Swedish IB Schools meeting. We in the DP received the update that the conversation scale from IB points to Swedish points is under review.
Day 3
Small shifts that lead to big gains in student learning. James Nottingham also presented at this session and I wish every educator could hear what he shared. He has looked at research that has identified some of the most powerful practices that influence student learning. One of the biggest differences in effect has to do with wait time. There are 2 different types of wait time. One is the wait time after a teacher asks a question, the other is the wait time after the student has responded. If a teacher waits (more than 2.7 seconds), there are major gains in student engagement and learning (Mary Rowe, 1986). One story he told of his own experience teaching made the the realization about wait time 2 especially vivid. He's asked the students a question. He waits. And a student answers. He waits again and does not respond. Just remains silent. Do you know what happened? The student continued to respond with explanations, examples, reasons, etc. He continues to wait and not say anything. Do you know what happened next? Other students started to pipe up and contribute, some of them trying to re-explain what the first student meant, and so on, until finally one boy at the back of the class who has never spoken up in the class ever before responds with his take on the answer to the question.
He acknowledged that as a teacher and being who he is (someone who tends to have alot to say…) it was difficult for him to learn to wait. His tip was that as a teacher you simply sit down during this process. And just let the students get on with their meaning-making and learning.
By now most everyone knows that another major factor in learning has to do with feedback. Where a normal effect size is about d=.40, feedback for learning can go up to as much as d=1.17 under certain conditions, which is significantly positive. It can also go into the negative zone (A.N. Kluger & A. DeNisi, 1996)! One other thing he mentioned that stuck with me came from Graham Nuthall in 2007, Nuthall discovered during a study that 80% of daily verbal feedback to students came from their peers, and, that it was often wrong. The takeaway in this is the importance of teaching students how to give good feedback.
So, what is feedback? ANY message that helps shape the receivers next response. (i.e. it can even be non-verbal).
What is good feedback? Good feedback has to be:
Advice.
Usings words or phrases like "Add a chart…", "Give an example…", "Suggest an alternative…", "Clarify…", "Correct…"
Well-used.
Feedback given at the end of a task isn't really actually going to be used, is it? Good feedback happens before the work is fully complete so it can be used to further improvement.
This is why intentionally designing learning experiences for mistakes to happen and be learned from is good. This is why teachers may INSIST that you correct your mistakes and re-submit. This is one reason why we INSIST in the IB program that you stick to draft deadlines and show as much of a draft to your teacher as possible: so that you can get feedback that can be used to shape your next iteration of the relevant task or learning.
Based on agreed goals/criteria
In the IB, there are criteria for tasks and grades. When everyone is working with an agree-upon definition of what good work looks like, then true progress can be made towards that goal.
For Progress.
Some quotes from James summarize this idea: "Don't come to school to prove. Come to school to improve," or, "Proving is good, but improving is better". This is why your teachers give you pre-tests and mini-quizzes, in this way you can learn from your mistakes and you can test again and see your progress. This process takes you through the learning pit. It should feel challenging but the goal is for you to get through it and then marvel at the progress you have made over time.
Day 4
There was so much to love about this presentation and Wandile's personal story as he recounts his educational upbringing starting in apartheid South Africa, where the minority ruled over the majority, to Zimbabwe where he was part of the majority, and finally in USA to attend Andrews College in Michigan where he was in the minority. The expectations he had and how they had or had not been fully realized was recounted with great humor! On the topic of expectations, he states with great wisdom
"To be biased is human"
and
"To challenge your biases is to be a good person."
Wandile reminds us that as educators, we have tremendous power, and, that teachers set the tone for what is acceptable or not. This he highlighted perfectly be asking the audience (probably around 1500 people):
Do you remember your favorite teacher? Very many gave a show of hands.
Do you remember a teacher who was mean to you? Everyone gave a show of hands!
He asked us, "what type of influence do you want to have?" Although he was speaking to an audience of educators, it's a great question for everyone in our learning community to reflect upon, decide, and act!
Reflections, and, calls to action:
Reflection: What is the most common reason for subject switch requests? Often I hear a student is surprised to find out what the subject is actually about, or, it's not really what they need or want after all, and very often it is "this is too hard". Implicit in that concern is: Will I get the top grade in this subject? Actually Wandile Mthiyane said this happened to him when he started Physics at Andrews College. (Wandile is an inspiring architect and Obama Leader). He stepped into Physics and said " I am in the wrong place, I don't know anything about Physics". And then he was reminded by the teacher, then "you are in the right place because I am here to teach you!" Why should you be enrolled in a subject you already know alot about, what learning is there in that? That teacher clearly understood about "The Learning Pit" and was ready to help Wandile get through it.
Action: Soon I would like to survey IB22 students about how they think the subject selection process went and how they have felt about the "no switch" policy. I will use the information I get to make improvements for the next subject selection process.
Reflection: I hear from our educators that they frequently use practice tests, pre-tests, post tests, and etc. They know student learning is effected rather substantially by this process. At the same time, I know that student stress can run high in our program. Is the stress from alot of testing? Or is it something else? If you as students understood better that the testing is to help formatively with your learning, would you approach it with a different and more healthy mindset?
Action: I challenge students to carve out time to make corrections on work where teachers have informed you of mistakes or given you specific advice for improvement: even if it was a final unit test but of course especially on any piece of process work! Your learning is guaranteed to improve.
Reflection: How do our different students cope with experiences that call their ability into question? Many students in the IB program are used to doing well and succeeding. It could be that once they start the Diploma Program, they may sometimes feel shaken about their abilities for one reason or another.
When students feel a little out of their depth in a lesson, it could actually be by design for their improved learning. A teaching technique is that your teachers may intentionally put you in a situation where you are actually somewhat unsure about what to do! They give you just enough information to make a start at something with the idea that as you go off to attempt it, you are quite likely to experience errors. This is intentional! Then the teachers take up those mistakes in the lesson to review and learn from.
Action: If you recognize feeling uneasy or unsure about your capabilities, I encourage you to embrace the challenge and do not avoid it, and If you feel like you might be stuck in the "learning pit", please let us know so we can help you through it! Remember that avoiding the learning pit doesn't actually result in any learning (generally speaking of course), so let's work together to get through it!
Reflection: "Are we as used to recognizing progress as we are 'gold', 'silver', or 'bronze' achievements?"
Action: Students, please tell me: What can we do to better acknowledge and celebrate your progress? Do you already see practices in place that do this well?
Reflection: How often do we talk about our shared humanity? I immediately thought of our Kenya Club in which our students have expressed a clear goal to develop as "internationally minded people" and that despite differences cultural, social, and economic conditions, the commonalities are what our students want to identify and highlight. I was proud to remember that goal was student-led and that yes, we in our school do have teachers who support our students with a "you can do it" attitude and then allow the students to flourish in their, what seems like, innate ability to work for a better world if we only just give them a voice and a chance to take action.
Action: DP students, it is not only in CAS where we can talk about our shared humanity. In the IB curriculum, there are plenty of spaces to reflect on and act with caring intent with understanding of our shared humanity. But it is through CAS that we can act local while thinking global. If you are working with a CAS experience that embraces our shared humanity through the Service strand, I would love to highlight it in my next newsletter. Just send me a message!
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