10 Specials

Specialists connect with different stakeholders at schools to create magic. Underutilising their potential is a waste of such powerhouses of talent that not just add authenticity to the curriculum but also inspire and encourage students to look at the 'so called' core subjects from a myriad of perspectives. Serving you 10 specials that might encourage you to think differently as a progressive educator. This blog contains some IB specific terminology so please feel free to leave any clarifying questions, comments and suggestions pertaining to anything specific you want to know or read about.

Specials #10

Specialists don't see students as often as homeroom teachers. As a result, timeframes for learning experiences while integrating with a homeroom might seem challenging. There is no reason to fret. Integrated learning experiences can be initiated before a homeroom unit begins, run alongside or even extended further. Timings should not restrict the specialists from integrating meaningfully. (For IB PYP schools please refer to figure CP01: Co-constructed learning experiences in 'The Learning Community' - ePYP FPIP)

Specials #9

Collaboration is key to unlock the potential of individual subjects and their ambassadors. I am not a fan of the title 'single subject teachers.' The image of our new age gated communities instantly comes to my mind, where there is preferential entry and exit, so I prefer using the term 'specialist.' While developing or reviewing school-wide curriculum, specialists share ideas, structure of knowledge and processes that transcend subject boundaries and elevate the capacity of homeroom teachers and administrators to look beyond core disciplines and increase the ability to reflect as a group and incorporate ideas from a broader pool of thought. So invite them in!

Specials #8

A specialists led unit is a reality and not a myth. The central idea as termed in IB or the essential question for an inquiry can be co-constructed by and for a/or multiple specialists subjects. Concepts are extracted from what is worthy of knowing. What is worthy of knowing is not restricted to Maths, Science or Social Studies. This further accentuates the need of Specials#9 to ensure that we have a broad scope of learning.

Specials #7

In no way am I suggesting that specialists should not be true to their discipline or compromise on subject specific skills that are very valuable for our students to learn. I am recommending serving them on a plate with the right spices, garnish and ambience for a student to relish and cherish that experience and leaving them craving for more. Nutritionists recommend eating the whole fruit instead of the juice because the fibre in the fruit also aids digestion. A more wholesome curriculum is what I am talking about. An admirer of Judy Willis's work, this sentence from her - "Providing students with directed opportunities to employ multifaceted manipulation of information promotes strong, transferable memory creation." - accentuates that.

Specials #6

There is a reason why 'Transdisciplinary Themes' have been called so in the IB PYP. They are meant to unleash learning by providing learners different ways to apply what they learn in different contexts and situations. Thus encouraging transferability and a more vivid understanding of concepts. However, 'how we express ourselves' is where most of the Arts and Second Language connections land up. They are not a misfit there but the other themes also provide for ample opportunities. They only have to be sought and thought about creatively and collaboratively.

Specials #5

Every time I come across this one, I feel very overwhelmed as a specialist. I've come across schools and specialists who design or are asked to design subject specific Programmes of Inquiry. Let's do some Math just from teacher perspective. Assuming we have five specialists (we generally have more depending on how many languages you offer, what the PE programme looks like. We have Yoga, Swimming and PE), and let's say they do a minimum of four standalone units per academic year. We are at 20 subject specific central ideas plus four or six homeroom central ideas per grade level per year. Specialists may be teaching five grade levels so we are at 20 + 6 (or 4) x 5 = Is this what we really want? Is it about the breadth or depth? Considering the effort in documentation that goes with it, how is this approach benefiting the teacher and learner? I do not have an optimal solution for this dilemma. We have decided to deploy the conceptual questions approach leading to enduring understanding at our school. Using Jay McTighe's UbD template as our standalone planner, using our scope and sequence documents, reflecting constantly, believing in less is more and digging deep. It's work in progress and will remain for some time to come. Think of other creative ways to ensure optimal return on investment.

Specials #4

The previous one was really long so I am going to have you watch a short video, which has been my inspiration. Watch the video and imagine your specialists as wolves!

Specials #3

My experience in teaching Hindi as an additional language teacher in the MYP has been very crucial in optimising my approach as a specialist in the PYP. Unit design in the MYP requires formulating factual, conceptual and debatable questions instead of the lines of inquiry. They also help foster the inquiry based approach. As a specialist, I have found these very valuable in designing my standalone units. They push me into thinking about the structure of knowledge (facts and principles) and the structure of process (skills and concepts) in my subject and break them down into tasty and digestible chunks. Yes, I am a food lover and these analogies work really well. The subject specific guides of the MYP can be a great source of inspiration for new and experienced PYP specialists!

Specials #2

'Understanding' is such a simple yet such a complex word. We as educators (specialists included) of the 21st century are constantly striving to teach for understanding. Do we really 'understand' what that means? How do I plan for it? What will it look like in the classroom? How will I assess it? Is it even possible to assess it? I am sure these question pop up in your head ever so often. It has taken me a while and I am still in the process of understanding 'understanding.' The command terms in IB, the six facets of understanding by Wiggins and McTighe and Bloom's taxonomy are an excellent starting point in understanding what 'understanding' comprises of and how it can be broken down for different age groups and for different levels of complexity. Here is an excellent visual by a very creative anonymous entity explaining the six facets of understanding. Think about what it means in your specialty!

Due Attribution to the anonymous artist and Jay McTighe for the inspiration.

Specials #1

There is no particular reason why I presented the specials in reverse order but the last one generally sticks. Specialists, please do share your work and exploit the power of your PLN (Personal Learning Network) by connecting with the world. There is a very meaningful Indian proverb that goes 'knowledge grows by spreading it.' Just like your best PD may be down the corridor, they are also just a click away. Get on to Twitter and follow the educators, you wish to learn from. Subscribe to blogs or podcasts you like and take pride in sharing your work with imperfections. Learning is a journey not a race.