I am fortunate to be working at a school that understands education needs to change in order for students to be prepared for their very different future that lies ahead of them. ISHCMC encourages us to experiment with new ideas in the classroom and push traditional boundaries.
The whole school has been moving towards something I strongly believe in and have been pushing for since I arrived; shifting the focus from knowledge-based curriculums to skills-based teaching and learning.
Last year, my colleagues and I in Grade 3 started experimenting with ways to change our units to be more skills focused and allow students more agency. I wrote about our experience last year. We keep moving forward, learning from our mistakes, and trying out new ideas.
This year we decided to do something a little different, and so far it has been working quite successfully.
We are an IB school and instead of doing 6 consecutive Units of Inquiry, we decided to make 2 of them yearlong. We did a yearlong focus on Who We Are (where students explored all the skill families) and How We Organize Ourselves (focused on digital tools and self-management skills). This took some organization ourselves, as we needed to make sure we planned in advance for students to check back into these units, reflect on their learning, and record their reflections for reporting.
We decided to focus all of our units around “skill families.” We started with Who We Are, which exposed students to all the skill families and they reflected on their areas of strength and growth. We then planned to explicitly teach and assess skills through each the units. In addition, we ordered and structured units so that the skills built on each other. Skills that were explicitly taught during one unit were then used in the following unit, but not explicitly focused on.
- Who We Are – All skill families
- How We Organize Ourselves – Self-Management Skills
- How the World Works – Social Skills
- How We Express Ourselves – Communication Skills
- Where We Are in Place and Time – Research Skills
- Sharing the Planet – Thinking Skills (although this skill overlaps with others)
Finally, we also added what we call “Skillz Studio” to the end of each unit. These are 1 to 2 week slots where students take over their schedule, have significant agency and focus further on the on the particular set of skills they just learned in addition to using and reflecting on their self-management skills.
We just completed our second Skillz Studio after our How We Express Ourselves unit. This unit focused on communication skills and students inquired into the central idea: “Skills and Techniques influence how performers tell a story.” Through the unit, students developed their speaking, non-verbal and presentation skills through reader’s theater performances. At the end of the unit, during Skillz Studio, students had the opportunity to use the communication skills they developed by creating their own presentations. Some chose to work independently, while others chose to work collaboratively. They chose stories to tell, either writing their own or adapting stories already written. They then spent almost 2 weeks managing their own time (self-management skills) to prepare and present their story in their choice and style (communication skills).
There were a wonderful variety of stories and presentation methods, such as stop animation, puppet shows, live movies, dances, mini-musicals, podcasts, etc…
How do you assess this type of learning? Each student chose 3 specific sub-skills, or techniques, that they wanted to develop over studio time. For example, a student who wanted to develop speaking skills might choose to specifically focus on “speaking loudly and clearly” or “using expression, emotion, and exaggeration when performing.” Of course, all of the different techniques were developed with the students. We kept a record of their skills on the wall too, so that we could see who else was working on the same techniques and check back in and make sure they were focused on their goals. We also had daily reflections on Seesaw and on the board to make sure they were on track to complete their projects.
In the end, students presented their work to the community in an exhibition. They received feedback from their parents, other parents, teachers, and their peers. Students talked about the skills they learned and used to create their presentations and the growth they made over the studio time.
Most were incredibly successful in their projects, but others struggled, especially with their self-management skills, needing support to complete their projects. This is all part of the learning though, as often failure and struggle is the best form of learning.
For their final report, students, parents, and teachers created it jointly.
Before Skillz Studio, students reflected on what they were going to do, which skills they were going to focus on and why. After studio time, their parents reflected on the skills their child improved the most in, need to continue developing, and how they have grown. Then, students reflected again after their parents about the skill they improved the most in, the skill they are the best at, and the skill they still need to develop. They also reflected on how they have grown and changed as a performer.
This narrative constituted the written portion of their report. There were also tick boxes for each of the communication and self-management skills. As their teacher, I marked where I thought each student was, based on the Gradual Increase of Independence (developed by @OrenjiButa). I then had meetings with each student to discuss where they thought they were in each skill. Using evidence that I had, and evidence from the students, we negotiated their final marks together.
I absolutely love this style of assessment as it gets to the truth. Instead of just having the teacher be the judge and jury, the assessment comes from students, parents, peers, and teachers.
So far, this style of teaching and assessing skills has been quite successful. The units give students a chance to learn about the specific skills and develop them. Then the studio time at the end gives them a chance to really use the skills and be independent. Our next unit is focused on research skills, and I’m looking forward to it!
Of course, this is still a work in progress and we are still experimenting and exploring how to specifically teach and assess these soft skills and prepare students for Studio 5 and for their futures. Any ideas or thoughts are much appreciated!