Creating and reviewing a PPS course: Utilise PPS to help students and teachers transition out of lockdown

In an article for The Guardian on 5th July 2020, Peter Hyman states 'our school systems are broken. Let's grab this chance to remake them'. A laudible call to arms in itself through what has been, and continues to be, the greatest test for our global education systems in generations. However, what is really fascinating are the conclusions he has comes to as a result of British schools operating under lockdown since March; they are many of the conclusions that CP schools have come to as to why the CP works as a framework. As you read this, you may very deservedly be feeling a degree of relief and immense pride at coming through this unprecedented assessment period but teachers do not rest for long. If this article serves a reminder for anything, then it is to keep things moving. And the Personal and Professional Skills core element is not just the place to create or reinvigorate a dynamic course that balances the fixed and the flexible; it is truly a place to care for the diverse needs of students that have been put under immense pressure in 2020 and create a fresh start.

Hyman succinctly recognises the need for a 'new normal' where students can flourish with 'a balance between what we call 'head, heart and hand' - knowledge, wellbeing, problem-solving and creativity'. He also warns against the temptation with so many children missing formal schooling for more than 4 months and experiencing very different home schooling success, to give in to the urge to 'catch up' frenetically in the new school year. I like the intention here but think the reality of the pressures school face soon takes over. Could there be a compromise? Certainly in an IB context, careful and clever utilisation of thinking processes and well timed reflection can enable the student to recognise where there is commonality across their subjects. This is something that is at the heart of the CP framework anyway; however, post lockdown, students are probably at their most receptive to appreciate truly how helpful and reassuring these commonalities are. Furthermore, use PPS not just to identify similarities but actively to utilise and transfer creative, critical and problem-solving thinking processes and inquiry. Suddenly, a mountain range of individual subjects becomes one challenging peak; still an intimidating obstacle but with the sense of being approached with a full support crew and a common purpose.

This might sounds like a lot of work and preparation. Not necessarily if we transfer existing assessment strategies into different contexts and we also listen to what the students feel they need. I have long been a supporter of encouraging students to respond to topics using the multi-modal choices available for the reflective project. This way the student who would not even consider creating a playscript as their Option 2 reflective project outcome, exercises quite an admirable degree of risk-taking as a quick, spontaneous response to a Tuesday afternoon PPS lesson. And likewise for creating a podcast or a film - why not? In addition to this, Hyman's call for 'smarter assessment and intelligent accountability' as well as 'skilful use of technology' to inspire 'flipped learning' is a reminder to the CP teacher to keep pushing the boundaries of how students can respond to tasks. The more the PPS course asks students to respond and reflect imaginatively, autonomously and dynamically for their portfolio, the more this will encourage an imaginative and open-minded approach to their CRS and DP subjects where  summative assessments may not be as varied.

Hyman's final point is the biggest lesson from learning under lockdown; the extent to which 'in-depth curriculum discussions and the ability to spend proper time collaborating' promotes increasing use of imagination. In 2020 I would add collaboration does not just increase the imagination but also empathy, resilience and communicaton skills. Whilst this piece is not about the dispensing of formal examinations as the writer of the Guardian article might be purporting (another blog for another day), it is about realising the true potential of a core element where formal external assessment has been intentionally dismissed and collaboration can take precedence.

Whether you are a CP coordinator starting the course from scratch, reviewing your existing course or new to PPS teaching - the advice is the same: Take advantage of a course that exists to prepare students for the challenging unknown of future contexts, to help them meet the challenging unknown of their school context right now

‘Life is not how high you fly, but about how well you bounce...It’s about how you encourage and propel yourself, letting the fear of failure become a barrier standing in your way’.

These are the words of one headteacher in the UK this week as they introduced themselves to their new staff. What could be more fitting as a response to 2020 than to take this as the mantra behind the PPS course that is already designed to be the place to do just this. Where does Effective Communication play a part?

What might be the questions to ask to shape Effective Communication?
What are my students’ needs? What role does context play here? What does effective communication mean for the educator as well as the student? What does an effective communicator look like in 2020? What is our ultimate goal?

What role does context play in developing effective communication?
A hugely important role – the individual, family, school, community, national and international context play both a fixed and fluctuating role in young people’s lives and influence their identity as a communicator and ability to communicate. The teenage years is the time where young people characteristically shift away from primarily parental influences and gravitate increasingly towards peer company and interaction with other adults such as teachers. And with the disrupted schooling and isolation that 2020 has brought, this natural communicative process has been disrupted. Developing a course that can respond to the fixed and fluctuating needs of students who possibly do not fully realise the impact this year has had on them until they are back in a school environment is a sensitive mood. Build confidence in communication slowly with plenty of small group interactions where students feel safe to express ideas.

What are my students’ needs?
Exploring visible thinking tools that can help students become more confident communicators. For example, when a student has used a thorough decision-making tool and is comfortable with the outcome, they feel vastly more able to communicate their thoughts. Ask students to carry out a ‘forcefield analysis’ and you take a simple pros and cons list to the next level; it is an effective process that helps students employ ethical, reflective and critical thinking in their decision making. However, it is not just for them. A quick forcefield analysis to help you weigh up the forces acting for and against young people becoming an effective communicator can make your PPS course bespoke to your context.

What does effective communication mean for the educator as well as the student?
It should come as no surprise that as part of the attributes of the lifelong learner, what motivates you will be mirrored in your students’ response. Ask yourself what is expected of you as an IB educator in terms of communication? Can you communicate with passion for what the IB is about and place international-mindedness and the learner profile as a priority. In short, do you use communication to impact, influence and inspire?

What does an effective communicator look like in 2020? What will an effective communicator look like in 2030? 2040? These can be the very first questions you ask of students. A short exercise for them to explore what they know and their own needs before branching out into creative thinking. Furthermore, a carefully designed reflection where students audit their strengths as a communicator can be revisited throughout the course as part of their personal development. How far do they see themselves as emotionally intelligent, clear, confident, empathetic, respectful, open-minded, inquisitive and a good listener?

What is the ultimate goal? Ultimately we all want to help young people articulate themselves as confident, considerate, creative and critical communicators who can ‘bounce’, ‘encourage’ and ‘propel’ themselves through life.