Learning in PracticeVolume 3 Number 1 December 2019

The Project Zero classroom – Reporting from Harvard UniversityJoshua Toth Commercial Studies Teacher

About the Author

Joshua Toth is an Economics, Business Studies and Commerce teacher at Barker College where he is teaching for his twelfth year. Prior to his time teaching, Joshua worked as a Rehabilitation Counsellor and worked in both the public and private sectors. After a few years in the allied health industry, he commenced teaching in the Catholic education system in 2003. Since then he has worked at Rosebank College in Five Dock and Waverley College. Joshua has coached Cricket and Rugby at Barker College and has recently taken over as the CCC of Cricket. He became Head of Wade House (in the Middle School) in 2011 for 6 years, then in 2017 become the Co-ordinator for Economics, and in 2020 will change to the Co-ordinator for Business Studies. He has also enjoyed participating in other aspects of the life of the School, having been coach of the 1st XI Cricket side for 6 years, a Boarding Duty Officer and a Connect Group leader for Holt House in the Middle School.

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Learning in Practice2019 Vol. 3 (1)

© Barker Institute 2019

The Project Zero classroom – Reporting from Harvard University

Joshua Toth Commercial Studies Teacher

Abstract

In July 2019, I fortunate to be able to attend the Project Zero Classroom 2019 course at Harvard in Cambridge, Massachusetts, USA. The course ran for five days and included a mix of plenary sessions and mini-courses all tailored for learning, thinking, questioning and creating. ‘Creating Cultures of Thinking’ was a foundation behind the course’s implementation and this led to deeper discussion about increasing student understanding and engagement.

Key Terms

Project Zero

Project Zero is a research centre founded in 1967 that explores topics in education such as deep thinking, understanding, intelligence, creativity and ethics. Through its varied projects, including Agency by Design, Making Learning Visible, Cultures of Learning and Teaching for Understanding, Project Zero shares best practices in education throughout the academic community and beyond.

Thinking Routines

These routines are simple structures, for example, a set of questions or a short sequence of steps that can be used across various grade levels and content. What makes them routines, versus merely strategies, is that they get used repeatedly in the classroom so that they become part of the fabric of classroom’s culture. The routines become the ways in which students go about the process of learning.

Body

Project Zero has now been educating teachers worldwide for over 50 years, played host at the Harvard Graduate School of Education (HGSE) to almost 360 educators from 38 countries around the world. Australia had the second biggest contingent (after the USA) with 42 teachers making the journey.

Project Zero Classroom 2019 focused on aspects like ‘rethinking intelligence’ or being aware that intelligence can be extended, nurtured and fostered through a growth mindset approach and developing thinking routines within the classroom. The ultimate intention of the course was to provide teachers with the tools to deepen student engagement, support them to think critically, as well as making student learning and thinking visible. But what does this look like in the classroom?

Thinking, particularly in classrooms, has been traditionally invisible. Ways to combat this and create deeper student engagement include: the language teachers use in class, incorporation of thinking routines (and making these part of everyday practice), collaborative learning and knowing when it is appropriate (for teachers and students), and a development of natural curiosity to foster deeper understanding.

The mini-courses attended included:

• ‘Establishing Patterns of Thinking in the Classroom’ with Mark Church

• ‘Designing and Assessing Powerful Playful Learning Experiences’ with Ben Mardell

• ‘Understanding and Perspective through Monologues’ with Mary Hall Surface

• ‘Creating a Culture of Thinking right from the Start’ with Ron Ritchhart

• ‘How Thinking Routines Support Classroom Agency by Design’ with Indi McCasey

• ‘Empowering Disenfranchised Learners through a Culture of Thinking’ with Julie Rains

At the end of each day, the course participants would meet in their study groups with their tutor or group leaders. This was designed to be like a homeroom where members could:

• Synthesize/personalise the information introduced earlier in the day;

• Reflect with and learn from other members of the group;

• Ask questions and seek connections between course philosophies and our own work;

• Receive and offer feedback on our inquiry question.

Creating a culture of thinking

One course worth highlighting was ‘Creating a culture of thinking right from the start’ with leading author, Ron Ritchart. Culture is set at the very first part of the day, month and year. There are three things that could be done from the outset to help establish a culture of learning and thinking:

• Set the expectations of the class this year

• Encourage wider reading of related material

• Reflection on their previous year’s work

This can be completed through various teaching strategies such as:

• ‘Give one, get one’: designed for students to share ideas, as well as refine and strengthen their own.

• Creating a safe space for students: this is done by providing consistency as well as giving the students choices and voices.

• Creating some substance with the parents by allowing them to be engaged in their child’s learning.

The Cultural Forces must be present from the outset (“This is how we do things here…”) and the absence of one can jeopardise the whole process. Thinking Routines = providing tools for and patterns of thinking that allow students to be thinkers.

1. Time = Allocating time for thinking to explore topics, as well as formulate a thoughtful response.

2. Modelling = We need to go beyond ‘instructional modelling’. What is needed is ‘dispositional modelling’. Do we demonstrate reflection, do we learn from mistakes, etc.?

3. Environment = The physical environment needs to reflect learning. Furniture, lighting, info on walls.

4. Interactions = The way we interact and then how they interact with other students.

5. Expectations = A step beyond what we want (e.g. class rules). What is more powerful is “What do we want for our students?” You could say “I have this expectation for us to ….”

6. Opportunities = Purposeful activities to improve the classroom experience.

7. Routines & Structures = Scaffolding students’ thinking in the moment as well as providing tools and patterns of thinking that can be used independently.

8. Language = The use of pronouns. Our learning, what are we going to do?

Above: “Understanding Map”: knowledge acquisition is a somewhat passive process, while understanding is an active process. They need to ask questions or answer curiosities about the topic.

The cultural force of

It was this last cultural force that may be particularly applicable to the Barker teaching environment. It may have been its simplicity of application, but also the fact that the author of this paper hadn’t really been paying attention to it in the past. For example, if one were to ask their Middle School classes what the teacher asks them repeatedly at the beginning of the lesson, they may respond with “Where’s your homework?” A simple disposition change to “Are you prepared for today’s lesson?” may garner different results.

Other “eye-opening” uses of language include:

• the use of “Hello and Goodbye” each lesson can radically increase learning and lower disruption within your room.

• WMYST? (What makes you say that?) The Swedish call this the magic question.

• “Talk to me about what you’re doing”. This is all about metacognition. This allows students to reflect and assess their own work.

• “Here’s where we are going with this”. This applies purpose to a task and allow students to see a roadmap of what is to come. If we say that this is the learning intention – it is ‘teacher-speak’ and can shut off.

• “Here’s the thinking we’ll need to do”. Rather than number the resources, you can say that, “You’ll need to build and support the following argument”.

• “Let’s debrief”. It doesn’t happen as often as it should - time seems to be an issue. You can use ‘exit cards’ but make sure you DOCUMENT responses in some way.

• “I’ve noticed” instead of “I liked”. We are close lookers and listeners instead of someone the student needs to please us. Teachers tend to notice and name good behaviour and correctness. Then we wonder why they won’t take risks.

• The use of “We” can show that we’re co-learners.

• The use of “Sorry” is a powerful phrase. It shows that we’re taking responsibility.

• “WOW!” Give your students an opportunity to surprise you. If this doesn’t happen, the lesson was too narrow, or we weren’t paying attention.

• BONUS ONE – just pull back and say nothing!!! WAIT (“Why Am I Talking?”)

(See more details in Appendix One)

With such a great opportunity to learn from the world’s best, mini-courses were selected to include topics that clearly extend beyond Commercial Studies to any subject at Barker as we seek to make learning accessible for all in our growing coeducational environment. Personally, this allowed for development of my own line of inquiry, “How do we encourage students to take risks?”

Making mistakes is an important part of learning and developing a growth mindset. However, not all mistakes are equal.

Above: “The Four types of Mistakes”: Some mistakes are better than others… As educators we want to guide our students to extend themselves.

This is a concept of taking risks and making the right mistakes is something that I tried to implement with my senior classes a few years ago but found students increasingly reluctant to take that first step. It surprised me because of the uptake of technology by students and the ability to correct any false attempts. The realisation came that it had little to do with going back and correcting a response. It was more about being comfortable with making a mistake and how do our peers view us when we have gone out on a limb. I wish this was a problem we just saw in our students because then we could be comforted in the knowledge that we may “grow out of” that disposition. Even in the middle of my teaching career, I am conscious of making that leap in front of my very capable colleagues. Again, this comes down to culture and the environment we create.

Study Group F (with 4 Australians in the group)

References

Allen, D. & Blythe, T. 2018. Protocols in the Classroom. Teachers College Press. New York.

Gardner, H. 2019. Children and Multiple Intelligences. Les Plumes Magazine, July edition. Paris.

Harvard Graduate School of Education. 2016. Cultures of Thinking, available online: http://www.pz.harvard.edu/projects/cultures-of-thinking.

Mindset Works. 2017. Growing lifelong learners. Available online: https://www.mindsetworks.com.

Perkins, D. 2009. Making Learning Whole. Jossey Bass. San Francisco.

Ritchhart, R. 2015. Creating Cultures of Thinking: The 8 Forces we must Master to Truly Transform our Schools. Jossey Bass. San Francisco.

Ritchhart, R. 2011. Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners. Jossey Bass. San Francisco

10 Things to Say to Your Students Everyday

…and Why They Are Important

1. Hello & Goodbye Learning   is   a   social   endeavor.     One   of   the   most   basic   human   needs   we   have   is   to   be   known   and  acknowledged.  As  Rita  Pearson  said   in  her  popular  TED  talk,  “children  won’t   learn  from  people  they  don’t  like.”    When  students  feel  that  their  teacher  knows  and  cares  about  them,  they  are  more  invested  in  their  learning,  they  are  less  likely  to  disrupt  class,  and  they  are  more  likely  to  show  respect.    Saying  “hello”  and  “goodbye”  to  every  student  is  one  small  way  we  can  acknowledge  them  each  day  and  set  a  tone  for  the  day.    

2. What Makes You Say That? The  quesHon,  WMYST?,  asks  students  for  the  reasoning  evidence  behind  their  thought,  opinions  or  ideas.    It  sends  a  message  to  students  that  simply  giving  the  correct  answer  or  guessing  what’s  in  the  teacher’s  head  is  not  the  game  we  are  playing.    When  teachers’  press  students  for  thinking,  students  feel  more  engaged,  challenged,  and  moHvated.    They  also  develop  a  greater  sense  of  iniHaHve  and  feel  like  their  teachers  expect  more  out  of  them.    

3. Talk to me about what you’re doing. When   students   explain   their   acHons   and   plans,   they   have   a   chance   to   review   and   clarify   those   plans   for  themselves.     ONen   they   will   make   adjustments   or   idenHfy   problems   just   through   the   talking   out   of   their  acHons.    This  simple  quesHon  takes  the  metacogniHve  process,  which  is  crucial  to  independent  learning,  and  makes   it  overt,  apparent,  and  visible.    For  us  as   teachers,   students’   responses  provide  valuable   formaHve  assessment  informaHon.  

4. Here’s where we are going with this. When   learners   feeling   a   sense   of   purpose   in   what   they   are   doing,   learning   goes   way   up.     However,  establishing  purpose   is  much  more   than  staHng  a   learning   intenHon  or  objecHve.    Helping   learners   feel  a  sense  of  purpose  is  an  ongoing  endeavor  in  which  we  situate  work  in  a  larger  context  that  has  meaning  and  where   students   feel   like   their   accomplishing   something   that   has   worth   in   their   own   eyes,   not   just   the  teacher’s  eyes.    

5. Here’s the thinking you’ll need to do. When  we  introduce  assignments,  projects,  or  tasks  to  students  we  oNen  lay  out  the  logisHcs  of  the  task.    We  describe  the  product  that  that  will  be  created  and  how  students  will  know  when  they  are  done.  We  might  also  supply  grading  criteria  (in  the  form  of  a  rubric  or  as  success  criteria)  that  let’s  students  know  what  we  are   looking  for   in  their  completed  project.    However,  this  approach  risks  focusing  on  the  work  to  be  done  rather  than  the  learning  we  hope  will  happen.    To  focus  on  the  learning,  we  must  also  share  with  students  what  kinds  of  thinking  they  will  be  asked  to  do  (see  Understanding  Map).    If  we  can’t  idenHfy  the  thinking,  or  help  students  to  idenHfy  it,  we  might  have  a  task  that  limited  in  its  learning  potenHal.  

©  Ron  Ritchhart,  2016  May  be  shared  with  a8ribu:on

Appendix One

6. Let’s debrief. One  of  the  most  neglected  parts  of  lessons  is  the  debrief,  wrap  up,  or  closing  of  the  lesson.    Teachers  run  out  of  Hme  and  so  this  gets  abandoned.     In  BriHsh  schools,   this   is   typically   referred  to  as   the  plenary  or  “the  assembling  together.”    Research  shows  that  learning  gains  in  a  class  are  very  fragile  and  that  when  Hme  is  not   available   to   consolidate   the   learning   through   reflecHon   and   personal   summary,   it   can   easily   be   lost.    Nobel   laureate  Daniel  Kahneman  has   idenHfied   the   importance  of   "good  endings”—what  happens  at   the  end  of  events  tends  to  be  what  we  remember.    Make  sure  you  plan  for  the  extra  5  minutes  at  the  end  for  students  to  consolidate  their  learning.  

7. I’ve noticed… NoHcing  is  a  powerful  form  of  feedback.    Whatever  we  noHce  and  name  we  will  get  more  of  in  the  future,  because  we  are  signaling  this  is  what  we  care  about.  We  are  communicaHng  where  the  group  or  individual  is  at,  and  where  we  want  to  progress  to  in  the  future.    In  contrast,  when  we  say,  “I  liked,”  we  aren’t  really  giving   feedback,   but   are   communicaHng   that   school   is   about   pleasing   us.     Our   noHcing   also   signals   to  students  that  we  have  a  growth  mindset  when  it  comes  to  learning  and  the  development  of  culture.      

8. We Establishing  a  culture  of  thinking  is  about  building  a  community  of  learners.    Using  the  collecHve  pronouns  we,   our,   and   us   sends   a   message   about   community   and   clearly   situates   us   as   teachers   as   a   part   of   the  group.     In   contrast,   using   primarily   the   pronouns   of   I   and   you,   can   create   more   distance   and   emphasize  power  and  control.  

9. I’m sorry. Teachers  make  mistakes.    We  are  human  and  we  have  one  of  the  most  decision-­‐intense  occupaHons.    When  we  admit  our  mistakes  we  aren’t  lessening  our  authority,  as  some  might  think,  but  modeling  our  humanness  and  the  importance  of  admi_ng  and  learning  from  mistakes.    Walking  our  students  through  our  decision-­‐making  process  and  idenHfy  for  them  the  events  that  made  us  reconsider  our  acHons  models  this  process  for  students  and  helps  them  to  take  ownership  of  their  own  learning  and  acHons  as  well.  

10. Wow! One   of   the   quesHons   I   always   ask   teachers   aNer   I   have   observed   a   lesson   is   “What   surprised   you?”     If  nothing  surprised  them,  then  something  has  gone  wrong.    Either  they  haven’t  delved  deeply  enough   into  students’   thinking   to   uncover   the   mysteries   and   uniqueness   of   their   thinking   process,   they   weren’t   really  tuned  into  and  noHced  students’  thinking,  or  they  constructed  a  lesson  that  didn’t  ask  students  to  do  very  much.  

Bonus: Say Nothing. SomeHmes  we  as  teachers  talk  too  much.    However,  it  is  learners  who  need  the  opportunity  to  discuss,  quesHon,  and  play  around  with  ideas.    Therefore,  the  person  doing  the  talking  is  most  likely  the  person  doing  the  learning.  Also,  when  we  are   talking,  we  may  not  be   listening  and  allowing  our   students   to   surprise  us.    Remember   the  acronym  WAIT:    Why  Am  I  Talking?      

©  Ron  Ritchhart,  2016  May  be  shared  with  a8ribu:on

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