For the older children the day also begins at 9:00am and ends at 4:30pm. They start the day with the Morning meeting and then go onto the sessions and projects set by them within this meeting. Their study is self directed and led by interest and desire to learn about that subject. They have lunch at 12:30 with relaxed morning and afternoon breaks. They then come together at the end of the day to reflect on what they have studied and how the day has gone at the end of day meeting.
The children all have individual time tables according to what it is that they are studying at that time. One child may be working on a project about animals, while another about nutrition. Children in this group tend to use more technology to support them in their studies and develop way to explore subjects in a much greater depth then before due to their own interests. They may work in large groups, small teams, on independently depending on the topic, and use a range of means such as projects, portfolios, displays, presentations, and lapbooks to display their work. When children we begin to discuss options for the later years of education with possible exam options and work experience. Each child will have an individual path with regard to this and a meeting with the child, their parents and the Director is held to create an individual plan. Some children will take many exams in traditional subjects, others a few, and some will go onto work experience or to study abroad.
As in the case of the other spaces, a child will be in this space according to their ability, social needs, age, and background on arriving at the school. Children outside of the specified age ranges may be moved according to these factors to which ever group suits their need at any given time.
This means that the learning cycle that begins with Morning Meeting\’s intention sharing comes full circle during Afternoon Meeting (also known as Afternoon Spawn Point in ALCs with Spawn Points and Closing Meeting in ALCs where it\’s the last meeting of the day). This meeting focuses on personal and group reflection. We take this time to ask, \”Did we accomplish what we intended to? If so, how? If not, why not?”
These meetings create a feedback cycle through which learners grow in self-awareness. Documentation tools are regularly used during these meetings, to further support students in self-assessing their progress towards their goals, recognizing patterns in their time-management and decision-making, and deciding what–if anything–they want to change when they approach their intentions the next day.
These are the tools that we use to support the children in their learning:
Set-the-week is the first stand-up meeting of the week, which includes introducing and creating the schedule for any opportunities that week. Trips, games, films screenings, outings, classes, and topics set are discussed here. If resource people are coming in to the school at a particular time to hold a class, it is important that this make it onto the schedule so other more flexible activities can be planned around the special offerings.
These are often exciting meetings! Resource people make special offerings and get commitments from those interested. There are progress checks on regular offerings to decide whether they should continue. Groups working on long-term projects increase their work days or rehearsals as benchmarks and showcases approach. Possibilities become plans, and they get posted on a Weekly Schedule Board (above) where they\’re easily referenced through the week.
This is also the time when we identify projects that are going to take multiple days to accomplish, and set weekly intentions. We might set time aside each day to work toward that goal. This is sometimes referred to as a “weekly sprint.” For example, the students may want to perform a play at the end of the week. At the set-the-week meeting, they might decide that every day at 10am, they will hold rehearsal until lunchtime. Milestones can be set so we can track progress toward the goal, ie. On Tuesday we will do blocking, by Thursday everyone must know their lines. At the end of the week, we assess the progress that was made and document it.
Scrum & Stand up Meeting (Morning Intentions)
The daily stand-up meetings happen in the morning and are conducted, not surprisingly, while participants stand. Standing keeps the energy up at the beginning of the day and gets everyone in the mode to do. In this meeting, each group member states their intentions for the day and makes any requests for support they may need. This simple process takes only about ten minutes, but serves an important purpose of starting each day with intention and accountability. By continually engaging in this practice, students are cultivating highly useful skills in time-management, teamwork, self-awareness and self-assessment.
A scrum is a period of about five to ten minutes before a stand-up meeting in which people do the groundwork for setting the schedule and deciding what they intend to do, so they are ready to announce intentions when stand-up starts. Scrum is the time to make requests of others pertaining to activities for the day. Scrum is usually noisy and seems a bit chaotic as everyone seeks to quickly prepare for the stand-up.
The Offerings Board lists available class offerings, opportunities, and resources. Agile Learning Facilitators (ALFs), resource people in the community, and the children themselves can contribute offerings. A resource person in the community may offer to teach their craft or host a field trip to allow children to experience it. The offerings board is discussed at the weekly set-up meeting.
Pick-up is scheduled at 3:45 after the end of day meeting. Parents are expected to arrive at 3:45 so as to be waiting to greet their children. Families and car-pooling groups often relax on site together, chatting with each other and staff and playing before heading off. Parents and car-pooling adults are responsible for the behaviour of the children in their care, and school rules are followed even when staff are no longer in charge.
Agile Learners use Kanban boards for making their intentions visible and tracking their learning projects. A basic Kanban is divided into Backlog, Ready, Doing, and Done columns and utilizes sticky notes to populate the board with ideas, intentions, work in progress (WIP), and items that have been done. The Backlog consists of things students want to do, explore, or create. On a daily basis, each person’s list of possibilities are evaluated, prioritized, visualized, and eventually pulled into the “Doing” column. The kanban board is a flexible tool that can be adjusted according to what works best for its user.
Two guidelines of Kanban are Visualize Your Work and Limit Your Work In Progress (WIP). When we visualize our work, it creates a path for actually completing what we intend. It helps us to stay focused and creates accountability for ourselves. We limit our work in progress in order to deeply engage in what we are doing. Using the Kanban teaches us how to effectively prioritize and honour our time by making conscious choices about what we are engaging in.
Student Portfolio (Creative/Reflective Blog)
A Creative/Reflection Post is blog-type documentation that students contribute to on a regular basis (weekly or bi-weekly suggested). This fulfils the cycle of learning by creating sharable value. Documentation is a blank slate and allows for words, audio, video, or images; prompts or ideas are available if desired. It can be visible only to the staff, student, and parents, or it can be made public to varying degrees.
The Creative/Reflection Posts serve as our upgrade to the report card. This record becomes a digital portfolio of work that is student-generated. This compendium of interests and accomplishments serves as a feedback loop so students can see what they keep returning to, and recognize patterns in their own learning.
It can serve to provide parents with a sense of security and safety, because colleges and employers will look at an online portfolio. The President of Harvard recently addressed parents on the topic of how to get their children into Ivy League schools: “Encourage children to follow their passions as a way to develop an interesting personality.” The portfolio is an innovative way for our students to demonstrate how interesting they are. They can use this as an offering towards higher education alongside the choice of the formal IGCSE programme.
Some learning goals require extended persistence, such as learning a language or mastering an instrument. Level-ups are a concept that help children identify and reach incremental objectives along the way to achieving a larger goal. Level-ups provide checkpoints along the way as well as visible feedback of having accomplished past objectives.
The child can be supported in designing a motivating level-up scheme to support their longer-term goals. This process helps make the necessary persistence into a kind of game and foster focus. Level-ups are individualized to the student by the student and awarded as they see fit for the goals they identified.
Closing Meeting (Afternoon Reflections)
The feedback loop that begins with Morning Intentions comes full circle at the end of the day with a sit-down meeting. We take this time to ask, “Did we accomplish what we intended to?” If so, how? If not, why not? This is an important bookend to the morning Stand-up meeting, allowing for daily reflection on individual and group productivity. This feedback cycle that provides each learner with the awareness they need to constantly improve. The Afternoon Reflection takes about 20 minutes and gives everyone an opportunity to share what they did that day, gratitude’s, and any other reflections. A listening stick is often utilized.
Change-up meetings are attended by the whole community at a frequency determined by the individual community. They are characterized by the use of the Community Mastery Board to initiate, implement, and evaluate issues or problems that affect the community. Issues (called “awarenesses”) are brought up, solutions are brainstormed, and an action is decided upon (using “sense of the meeting”).
This isn’t a time to flesh out all the reasons why a solution may be a good idea or not, just a quick brainstorm and a decision to try something for a week. It is suggested that any change-up meeting cover only a manageable number of awarenesses – three is a good rule of thumb.
Gameshifting is a tool that allows a community to better facilitate meetings. Part of its purpose is to make the implicit social rules explicit, and thus give permission to change them. It can help the group alter its dynamic so it can function more efficiently to accomplish different sorts of tasks. The fancy word for this is “polymorphism”: taking many forms.
Groups often get stuck in singular patterns: the teacher is in charge, the boss must be pleased, tip toe around the executive secretary, some people talk and others listen. When groups get stuck in those patterns, creativity and the ability to adapt are impaired. While a singular existing pattern might be usable for one type of outcome, it limits the group to that one kind of outcome. Being able to intentionally change the patterns helps groups engage polymorphically: they can take many forms, and achieve many kinds of outcomes.
The Gameshifting process takes the individual cycle of intention, creation, reflection, and applies it to group dynamics. Students learn how groups can rapidly change forms to accomplish different things, and can apply these skills to resolve conflicts and create and explore together.
The Gameshifting Board is a visual aid to assist in Gameshifting. They are adaptable to many different kinds of groups and meetings. A sample whiteboard is divided into categories like Mode, Interaction style, Body arrangement, Body energy, Roles, and Start/End. A good example of what each category might mean is the Start/End section, which says Start: on time, threshold, attendance.
A marker (a small magnet works well) is placed beside the convention we decide to follow, whether the meeting will start on time at 9am, or when we feel we have enough people to start, or when the required attendees show up. If we decide to follow a different convention, we can move the marker.
This helps make intentional culture, makes group dynamics smarter, and helps us alter the dynamics as needed. For example, are we jumping in, or are we raising our hands? The Gameshifting Board both asks and answers that question as we make use of it, and helps us be intentional about the dynamics we are working in.
Community Mastery Board (CMB)
A CMB is a tool by which culture is created. It is divided into 4 columns: Awareness (community-wide problems that need resolution), Implementation (the decided-upon action for each awareness), Practicing (the changes we are currently practicing), and Skilled or Mastery, which means the change has then become the new established norm, and a bit of culture has been created.
Culture Committee (CC)
Culture Committee serves to bolster open communication and intentional culture creation and is comprised of both ALFs and students. Its role is two-fold: to help solve conflicts and to brainstorm ways to improve the culture of the learning community. In engaging in this process, the culture becomes stronger and more cohesive.
Conflict Resolution: When a person finds themselves in a conflict, the first step is to stop, take a breath, and think about how to handle it. Then they can talk through the problem with the other party and/or ask for help in talking with the person. When a problem cannot be solved with these basic steps, a person can fill out a Request to Meet form to be sent to the Culture Committee.
The Culture Committee meets on a regular basis and will talk through the conflict with the requester in order to come up with an action plan. If necessary, the other party may be brought in to the meeting to facilitate the resolution.
Improving the Culture: The “preventative care” of the Culture Committee is to create conditions that minimize conflict, finding the root cause and underlying cultural conditions that need change. The committee might find issues that they think need to be addressed within the community, which they can then bring to the Change-up meeting that is attended by all of the learning community members.
Coaches are non-ALF, non-staff support persons selected by each student for their personal mentorship. This person takes on a life coaching type role, listens and reflects with the child, supports, clarifies goals, helps the child see the longer arc of their learning, and helps provide direction.
Children typically choose a relative or family friend that they are comfortable with and admire. They meet about twice a month for an hour each time, at a time and place that works for the coach and student. The coach fills out a feedback form that goes to the school. It is sometimes mutually beneficial for teens at the school to be coaches for young children.