Studio 5- Too Much Too Soon?

I want to be a rebel, but I feel like things are getting a little outside of my comfort zone.

(UPDATE: I realise that being out of your comfort zone is probably what being a rebel is all about!)

Don’t get me wrong, I’d bite your hand off to be pushed to innovate as much as Studio 5 has done, but I want to ask a few questions to understand how far we should go.

  • Is the last year of elementary school too late or too soon for the level of student agency that Studio 5 is proposing?
  • Is it too much to offer this level of freedom outside the Exhibition?
  • Can we not still offer voice, choice and agency whilst following a programme which offers a balance of disciplines, ie. by following each Transdisciplinary Theme?
  • Is there not enough space within each Transdisciplinary Theme in the PYP for students to still take control of their learning and direct it around the breadth and depth that each theme offers without students having to create a unit from scratch?

I get it, they should have choice etc, but are we actually doing them a disservice by exposing them to the multitude of subjects that exist? Can we still provide space for student agency even if students are not all planning their learning from scratch?

I’ve been wondering about what agency means and if a ‘choose anything you want to learn about’ limits the possible options students can have access to. Can a student find their passion or talent unless they explore every element of language, art, mathematics, science etc.? When are they ready to decide what they want to learn? How long does it take to expose students to every strand of every discipline?

Of course they’ll develop interests away from school and these should be respected and we should be aware of them, but are we redefining school as a place where learning about the world, even though you didn’t choose that topic, is a considered a opportunity missed?

Should we be asking how student agency can exist in a programme that still offers a spectrum of opportunity to learn from a predetermined list of disciplines, or should students be able to choose to learn anything they want at any time?

I think we should try first of all not to create a system which provides too much structure and predetermined lessons which do little more than provide an opportunity to test comprehension. That’s obviously not helping anyone develop curiosity or maintain what was there to start with.

Let’s provoke, challenge, question and make space for our students to inquire about the world around them, and let’s take the opportunity as their guides to open their eyes to the wonders of the world whilst allowing them to bring who they are to the table, too.

I’m imagining something like this: take the theme How the World Works. We want the children to be scientists, to observe, to question, to experiment, to challenge themselves. What if we provide them with provocations, stimulating images, stories about the universe, information about scientists, about the different strands available to choose for their inquiries and then see where their curiosity leads them. Sometimes you don’t know that you’re fascinated by whale sharks until you discover them. Sometimes you can’t marvel at the power of nature until you see it in action.

My point is to offer them these options at each grade level instead of focusing on one in particular each year; that way they can still develop deep conceptual understanding about how the world works whilst developing knowledge in the area that fascinates them. There’s no need to necessarily teach natural disasters in grade 3 and biodiversity in grade 4, for example.

We can let their curiosity take the lead whilst sparking the fire.

Studio 5 has created something which challenges the preconceptions of the school model and taken it into the stratosphere, but has it also given the students too much freedom of choice too soon? Have the students explored enough to know what they want to do? Has personalised learning gone too far?

I’m just wondering, of course. Any thoughts and opinions would be greatly appreciated.

UPDATE: After sleeping on these thoughts, I have also realised that I’m looking for a way to go as far as possible towards what Studio 5 is offering students, whilst imagining an easy transition model for others to follow towards student agency within the POI that we currently use. I know full well that I need the support of school leaders to make my dream a reality.)

3 thoughts on “Studio 5- Too Much Too Soon?

  1. Is our purpose to expose children to as much as possible? If so, why? Further, we have to be aware the the “stuff” that we have determined to be worthy of exposing children to is extremely narrow when compared to all the “stuff” one could possibly engage with. Even if we give students zero agency, in the name of exposure, we could never come close to introducing children to all that they could possibly learn. I think we can get lost in the idea that engaging children with a liberal, Western education is somehow exposing them to more a more significant variety of learning than one would encounter were they to have the agency to determine their own exposure to knowledge, skills and experiences. Whether in an agentic approach, or in a traditional approach, humans will only deeply learn that which is significant, relevant and engaging to them – the difference is, an agentic approach honours the child as a human being – with rights and the freedom to learn – while a traditional approach runs the risk of falling victim to “teacher knows best” syndrome.

    Liked by 1 person

    • Thanks for your comment, Michael. I agree that it’s impossible to truly expose students to the amount of ‘stuff’ available to learn about in the world. My question has always been about why we need to teach all of the elements that the programme offers. How much is vital for our ‘survival’, and when should student agency regarding what students want to learn begin in schools?
      I’m part of the group that believes deep down in making changes, but I don’t yet have the confidence and knowledge to fully support my beliefs because they contrast so much with my experience.

      Like

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