i4PL Blog

In every classroom, there are moments when learning becomes visible, not as a grade on a test or in Infinite Campus, but in the way a learner talks about their work. A learner explains what they are working on, why it matters, what they’re struggling with and what they plan to do next. These moments feel different. Learning is happening with the learner, not just to them. Across grade levels and content areas, educators want more of these moments, times when learners recognize what is working, where they are still growing, and how their choices influence progress. Creating space for this kind of ownership does not happen by accident though. It depends on intentional structures that make reflection and conversation a regular part of the learning process and classroom culture.

This month we celebrate the Sweet Success Project, a prime example of how the i4PL Honeycomb Model can be used to empower educators as much as it does learners. This artifact highlights the exceptional growth and collaborative work demonstrated by educators in the Maplewood-Richmond Heights School District (Missouri) during their first year in our educator cohort. This group of educators focused on shifting professional learning to promote Educator Agency. By intentionally designing the project around principles like Learner Voice, Choice, and Ownership - and applying them to educators - the district fostered a culture of meaningful, self-directed professional growth.

Ever feel like inquiry-based learning could use a few more signposts or a map? You're not alone. The thrill of learning through open exploration can sometimes feel like navigating a blind journey, leaving both learners and educators wondering about the destination and the best route to get there. Without a clear framework, the very freedom that ignites curiosity in the classroom can inadvertently lead to overwhelm and a sense of being adrift. The truth is, the power of inquiry to cultivate deep understanding and critical thinking is immense. But like any significant journey, it benefits from a well-defined path.

In the spring of 2020, while we were working, teaching and leading from home, I (Ryan) had the opportunity to move into the principal role at Wayzata West Middle School in nearby Wayzata, MN. Like every school across the country, the pandemic forced Wayzata staff out of their comfort zone. In that discomfort though emerged an opportunity to rethink instructional time. West built flexible time into the day and called it MyTime. Given their circumstances at the time West had some MyTime sessions that were in-person and others that were virtual. This change was a great starting point to look for and take on opportunities our current times presented.

South View hosted over 150 educators between two different site visits in 2019-2020. Participants came to see personalized learning in action. They observed South View’s advisory, daily flex time, learning pathways, unit guides, and flexible learning spaces. They also got to hear learners explain how the choices they had in their learning developed self-confidence and a sense of ownership. After visiting classrooms, participants chose from a selection of breakout sessions on the structures South View put into place to personalize the learning. The site visits were energizing, inspiring, and demonstrated how schools could move towards a personalized learning model. Then the pandemic hit in the spring of 2020, and everything changed for education.

My senior year of high school was a big year for me: leadership roles in clubs, AP classes, two internships, and a spring musical. But despite those things, only one stressor truly haunted my mind: where I would go to school the following year. I attended Kettle Moraine School for Arts and Performance (KM Perform) for high school, a competency-based learning environment in Wales, WI, and I wanted a similar experience for college. Naturally, my laundry list of possible colleges included primarily small, private, liberal arts colleges. So it was a shock to all – myself included – when I chose the University of Wisconsin-Madison to continue my education.

Learning is the key to staying professionally fresh, keeping our practice sharp, adjusting to changing conditions, and maintaining our professional confidence. It expands our perspective and feeds our curiosity. Learning can also stimulate new ideas and generate new insights. When we engage in learning that challenges us, we move beyond the limits of our natural talent.

Holman Pirate Academy is housed at Holman Middle School in the Pattonville School District, and is proudly located in suburban St. Ann, MO. Holman is a diverse community: of approximately 640 students, 38% are African American; 37% White; 10% Hispanic; 10% Multi-Racial; and 5% Asian, Native American, and Pacific Islander. Our students speak a variety of languages, practice many religions, and represent unique cultures.