Oh and to top off what was a highly engaging learning experience were the creative puns that students kept cracking! 

I frequently visit the Visible Thinking Routines by Project Zero at www.visiblethinkingpz.org to learn more ways to make thinking visible in my classroom and workshops.

So I was inspired to create another easy to use booklet for students and teachers, like my Book of PYP Essential Elements. You can click on the file below to download my new Tash's Teaching Toolbox of Visible Thinking Routines.

All details are from www.visiblethinkingpz.org and incorporate their basic outline of their routine and the purpose for that routine (with further details such as application and launch can be found on their website).

There are five categories to explore and begin incorporating in your daily practice: 
CORE  UNDERSTANDING  TRUTH  CREATIVITY  FAIRNESS

Once you are using these regularly, you may be inspired to modify  or create a routine to suit your teaching or learning needs.

We then dove straight into modelling using hands on materials. This stage of the inquiry is driven by student choice. The purpose of student choice here is that each student is in control of entering the learning engagement at their own level of knowledge, skill and understanding. This is differentiation. I explain that we are going to explore integers using a range of dice and I suggested a few learning engagement frameworks such as ordering, repetition and comparison but everything else was their choice: ​

Our unit of inquiry for Where We Are In Place And Time required a lot of reading about Australia in the 1800's. And this is where we feared our students would get stuck, remaining in a sea of a sequenced facts.

To Tune In, we had a fantastic excursion/camp to see and experience life back in gold rush and we wanted students to be able to draw on this rich learning and use their reading to construct and understanding of our central idea - How History Can Shape Present Day Society.
​
Throughout Finding Out and Sorting Out students began using the 9 Reading Comprehension Strategies, particularly those of connecting, summarising and inferring to understand the "big ideas" behind the facts in the variety of non-fiction texts used for research the guiding question, "What were the significant people, places and events of the Australian 1800s?". To make sense of the past people, places and events of the Australian 1800s, text-self comparisons were made with their own lives today. When inferences were made from the summary of facts read or viewed, students were asked to reflect even further on the significance of these big ideas or concepts of fairness, rights and equality and what importance does it play in Australian culture and society today.

During Going Further students were challenged to find the "big ideas" within a shared text, Eureka Stockade, a fiction picture book. When sharing their "big ideas" with the whole class they were able to make connections with each other's ideas. Students were able to distill concepts of fairness, migration, rebellion, equality, risk-taking, democracy, revolution, hardship, poverty, rights, change and quality of life. Students began to self-monitor the quality of their Big Ideas and return to having a second think, a deeper think, where they began to distinguish the difference between a thin fact, fat fact and big idea. Asking questions to help them peel back their thinking helped such as "What am I learning from this text? What is the one message the author wants me to know? What do I understand now after reading this text?" And if they moved from a thin fact to a fat fact, helping them reach a big idea often required the question, "What are you learning from this fat fact? Why is this fat fact so important to you?"

To model learning and to bring students from reading to writing, we used the "BIG IDEA - Supporting Facts" graphic organiser and the "Writing Paragraphs using PEEL for Organsiation" poster. We intentionally made the space tight in our "BIG IDEA - Supporting Facts" graphic organiser so that students didn't feel compelled to copy fact after fact from the texts they were reading. We also found that students may construct a Big Idea one of two ways: 1) reading, thinking of the Big Idea and then selecting supporting facts or 2) reading, selecting connected facts and then thinking of the Big Idea. Either process worked well and we supported each student's own preference. We then asked students to select one Big Idea to write about BUT it must be the one they feel the most strongly about. The notes they had taken on their "BIG IDEA - Supporting Facts" graphic organiser easily transferred to the PE of PEEL. And because they had selected the one Big Idea they felt most strongly about, this helped with Evaluation, the second E of PEEL. Finally we asked students to find how their Big Idea Linked (the L of PEEL) to our central idea How History Can Shape Present Day Society.

We were so pleased that we were able to find practical ways in which to support each student through the reading and writing process so that each learner was able to construct their own understanding of significant ideas.

Although I am fortunate to have two walls of windows to create a bright and airy classroom, I am limited will available wall space. I usually staple a set of A4 paper pockets dedicated to each PYP element for students to access at anytime for their learning. 

It is also useful for teachers new to the PYP. It could also be a great little tool for families at home to connect to Transdisciplinary Themes, Concepts or strengthening the connection between home and school through Skills, Attitudes and Action.

Taking a forgettable review to a memorable learning engagement.  I was faced with reviewing what we had learned about grammar but I wanted to avoid “covering” “it” by saying, “Does anyone remember what a ____ is?” As I am trying to reduce teacher talk within my practice, while increasing student learning, posing a question followed by a Think-Pair-Share would suffice. However, I wanted to involve more learning styles as well as provide a variety of learning engagements beyond my usual tool kit of go-to’s.

Guiding Questions
I began the posters by writing a Form: What is it? guiding question for each part of speech to be reviewed.

• What is a noun?
  
• What is an adjective?
  
• What is an article? 
  
• What is a verb?
  
• Name the parts of a sentence. 
  

 
Student Choice and Purposeful Grouping
Students were given the choice of which guiding question they could best respond to. This meant there were two or three students for each poster causing small and purposeful grouping. It was also a social experience with supportive learning partners who had a collective strength and therefore high confidence.

Context Specific Tool Kit
Before embarking on their posters, students were asked to think about what they could use to inform their response. Students suggested: 

• personal knowledge
  
• classroom posters
  
• reference charts
  
• portfolios
  
• dictionaries
  
• teacher
  
• laptops - internet searches
  

Success Criteria
In addition students were asked to provide what they believed the success criteria for the posters needed to be. To my surprise we actually use the words “success criteria” because we use the term and the approach frequently, however, I also framed it with, “What will you need to have on your poster that will answer the question and help everyone else understand what they need to know about this too?” Because I also made this learning engagement time-bound I elaborated with, “In 15 minutes what will everyone else in the class understand from your response to this question?” Students suggested:

• answer - response must be on topic
  
• give example/s
  
• time management / is it complete
  
• clear - not neat because this is “drafting” 
  
• accurate (I added this criteria and asked a Reflection question, “How do we know if your response is accurate? A poster needs to communicate accurate information.” This sprung another set of success criteria of personal knowledge, reference charts and teacher input/feedback.) 
  

It was pleasing to see that students valued their own knowledge as a tool kit and for assessment. They should too as they have worked hard for it.

Previously...
Last year I could say that I loved dancing but didn't know much about how to teach it. 

During our weekly phasal (Year 3 with 7-8 year olds and Year 4 with 8-9 year olds) planning meeting, we discussed that Year 3 could focus on Drama and we could focus on Dance for the purposes of vertical alignment for our whole school POI (program of inquiry) and for the overall balance of The Arts (Music, Drama, Dance and Visual Arts). With weekly Music lessons and Visual Arts being a substantial part of many units, Drama and Dance were often being left behind.

My heart sank a little because I felt more knowledgeable and experienced teaching Drama, and therefore much more comfortable doing so. However, I had also noticed that our students were still wrigglers or movers at this age. I could see that they may thoroughly enjoy a unit heavily focussed on learning through what seemed their natural learning style or mode. Besides that I loath being idle so dancing suited me just fine.

With the arm-wrestle over and decision made, Dance was our focus so it was time for me to learn....A LOT! 

When I dive into research I like to simultaneously synthesise to make practical the meaning I am making from what I am reading. After which I then enjoy open-sharing with others. This allows colleagues, locally or globally, to catapult forward making us all stronger as a team. It also allows for better development or improvement of an idea or resource which, in turn, I love to collect again...and so the cycle continues.

So the resources shared on my post Dare to Dance? were the result of last years' learning. My Year 3 colleague, Nic Monnin, joined me to take sharing further by running an evening workshop with colleagues from our Singapore PYP Network. It was rewarding to share research and practical resources with fellow teachers who faced the same challenges of know-how which I did.

Currently...
This year when we sat down to review and plan our How We Express Ourselves unit of inquiry, our PYP Coordinator, Tim Burch, threw us learning accountability questions. Don't you love it when you are totally pleased with your progress in an area of teaching and learning, and then you face a curve ball from left field that challenges you to step-it-up? It is both totally frustrating and completely rewarding at the same time. Frustrating because I could now see the holes in the unit but rewarding knowing that I would be throwing myself right back into the thick of learning again.

Also Nic had moved into Year 4 this year and as a result was asking many questions of how the unit tied together. This was nagging at my mind, somewhat disturbing me. It is one thing to create something useful but another challenge all together to articulate how you use it so others can understand and independently use to teach. That is precisely what is great about the unit planners, they force you to think through a process and articulate why, how, when/where, what and who. I love to blog for exactly the same reasons. Reflecting makes your thinking clearer and in-turn influences your practice.

I like being disturbed or frustrated. My cello teacher once said, "Frustration is your friend. You know you are about to learn something worthwhile if you are feeling frustrated." I guess that is also a lesson in persevering.

The unit needed more. It needed clear assessment as learning. This meant that I needed to learn more and knew the best way for me to do this was to research and create something useful. I have found that if I keep my students as my target audience, then whatever is made, is not only a great tool in the classroom but one that is just as easily shared and understood by colleagues and parents.

In addition to the Dance Elements and Task Cards from last year, there are now two journals with rubric-continuum assessments, one for creating and one for responding that can cycle into each other:

1. Preparing for Dance Home Task
2. Creating Dance Journal
3. Responding Dance Journal

Targets...
In addition, I plan to recreate the responding to journal, currently particular to Dance, into a Arts Responding Journal. I think the Criticism-Content-Connection-Creative approaches are suitable for each of The Arts.

I am back to feeling good about what has been accomplished, created and shared within this blog post but I am also looking forward to what learning next year will bring. Watch this space - I'll keep you posted!

We are about to begin a unit involving Dance where shape and spacial awareness is key. What better way to prepare students' minds than through Mathematics. That got me thinking to create a series of spacial visualisation challenges that called for students to use the Problem Solving Steps and required me to use of Problem Solving Talk.

The challenges involve constructing a 3-dimensional grid "stage" to create or recreate 3-dimensional shapes. I tried it out on my PYP Coordinator and colleagues first. This gave me practice in being receptive and using questions to focus on process and thinking rather than on results and being directive. Then I presented the first challenge to my class - Space Map A. I found that to use effective types of questions which cause students to think I needed to hold back. I had to think quick to recall, formulate or use questions from the support poster. (See my blog Math IS How We Organise Ourselves.) The mind gymnastics on my part was well worth it. I began to see students thinking for themselves, reflecting, concluding and proving their solutions. I also had to allow for possibilities I hadn't thought of or reasonable but unique interpretations such as negative space seen as positive space. I needed to read facial expressions and body language rapidly to inform my action choices. I also had to insist that students respect the value of the problem solving process and what it provides them, rather than jump straight into Step 3 Act. 

With my "Be More Receptive" hat on, I also noticed for the first time the signs that my students' beliefs about Math were being challenged. For example, one conversation went: 
    "Ms Hutchins but that isn't a 3-D shape!" 
    Instead of stating, "Yes it is." Followed by my explanation as to why. Instead I tried, "What to you believe a 3-D shape is?" 
    To which was replied with a circling hand motion, "A shape that goes all the way around like a cylinder , pyramid or cube." 
   "Ok, does that explanation connect to this situation?" I had shown myself that through questioning students can build on their own knowledge and apply it to unfamiliar contexts creating their own new and accurate knowledge.

The most important point I learned was to distinguish between the two reasons why I may reframe a Math question. Firstly, reframing a question I formulated with good intentions but one that needs clarity is necessary. I try my best but often my questioning is only better with age - at least one use. That is why I like trialling things on colleagues first. Secondly, and the more dangerous pitfall to avoid is, reframing a question that makes the pathway to solving a good question easier or quicker. In doing so, and unbeknownst to my students, this immediately robs them of independently solving worthwhile Math.

The best part was the genuine confusion in their faces turn into a quiet smirk of pride when they got it. Also it was great watching chairs being pushed aside so as to get down and see the actual view at eye-level. I knew they had it when, as if an optical allusion was revealed like a magic trick, I heard, "Wow! Look at it - it really works." 

Last year I found myself running two planners, one for the UOI theme How We Express Ourselves and another for my Math both sharing the central idea: Talents, attitudes and skills help organisations to achieve their goals. The basis of the UOI was for students to experience how they organize themselves by running an art competition based on their collective interest in a type of Visual Art. This worked well but we did have many other opportunities within our other UOIs to include The Arts in a major way. For example you can check out Dare To Dance? 

What was a challenge when reviewing our POI (Program of Inquiry) was the opportunities within the year where Math was the star. So I felt at least I could run a Math unit alongside our main UOI, where the basis would be an idea I found about Inquiry Teapots by Craig Dwyer (@dwyerteacher). You can also check out what inspired Craig at Geometric Teapot Packages. So there we embarked on our first Teapot Inquiry! 

During post-unit reflection on our main UOI and my Math UOI, it did not take long for an A-HA! moment. I realized that Math was a excellent fit within this UOI and should be the main act. Maybe our central idea was truly supportive of transdisciplinary learning as it could be applied to Visual Art or Math and possibly other areas. I enjoyed reading a straight forward explanation on Transdisciplinary Learning from Greenwich Public Schools. 

This year the UOI was a thrill. To live inside Math everyday where students are learning about it and applying it together to solve problems felt like we had successfully achieved a planner and UOI that was true to the transdisciplinary theme and didn't compromise on Math which is often stand-alone.

The transdisciplinary theme says, How We Organize Ourselves is an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

The heart of this UOI is an inquiry into the structure and function of organizations and societal decision-making. This unit focusses on Thinking, Self-Management and Social Skills by learning how to effectively work towards a goal within a group by organising ourselves to solve mathematical problems involving Measurement and Shape and Space. It requires students to develop their Interactions within Physical, Personal and Social Education.

I found a few great resources that helped us understand how to best approach problem solving in Mathematics. K-5 Teaching Resources have created fantastic e-books for Math Journals, Vocabulary and Projects. If you purchase a very affordable downloadable file, the explanation about Math Journals is straight forward and informative.

Another key factor was having students cycle through a problem-solving inquiry process as many times as possible within the UOI. This meant that students would be able to reflect on their skills, concepts, understandings and knowledge while giving them the opportunity to take action by applying what they have learned within the next inquiry cycle. It also meant that differentiation was imbedded as each "problem-solving organisation" or small group would be able to work at their own learning pace and level of understanding. 

It was important for each student to select their group based on what the task or "goal" and the skills that he or she were bringing to the table as well as considering the skills that he or she needed from others. Rather than relying on random groupings or on a friendship basis. This meant that both students and myself had to be consistently aware of their skills state-of-play, through formative assessment, reflection and discussion. It also meant that before diving into a task, an extended moment of pause was needed to consider and apply thinking skills to ascertain what the goal actually was. This would ensure students practice good habits of thinking and avoid assumptions or racing ahead unaware of where they need to go (which was also up to themselves). This experience reaffirmed my love for open-ended Mathematics - its so rich and truly enjoyable!

In addition to the group tasks, I also ran individual Math Journals using the same process to allow for alone-time with Math and mathematical thinking.

For some time now, we have struggled to find a honest way to bring Dance alive into our curriculum. This made for a perfect storm  because I had a class of "movers" and Dance was almost a need. I guess that these types of curriculum "gap" dilemmas make for the best opportunities to dive right in - sink or swim. The upside is that if it isn't being done and hasn't been done then you have a blank canvas to work with too. Initially, my complete lack of Dance knowledge caused me to hesitate, but this gave way to my favourite thing of late - RESEARCH! Off I set with a mission to educate myself about how I would inspire, educate and enlighten my little bunch of dancers in the making. What unfolded was discovering an unbeknown interest in Dance, the best-loved-UOI of all time by students and a synthesis of some really practical resources for both students and teachers to use and learn from. I hope you enjoy them as much as we did making them. This school year, when we refine our UOI planner, I will post that too, but until then, please enjoy these resources and DARE TO DANCE too.