If you read my last post, you know that I tried out provocations last week with great success. With a gentle nudge from a colleague, I realized that this was actually not the first time I had tried out provocations (is a provocation by any other name still a provocation?) so, with a little reflection, I've come up with a few tips and tricks to make provocations go well in your classroom.
Provocations do not need to be complicated or grand. They are not "the big show". They are the nudge that sets your students on the path to wondering, thinking, learning. They are as simple as a great book, an interesting picture, an object out of place, a piece of art, a stick brought in from outside. Anything that sparks your students in to wondering, discussing or acting is a provocation.
Keep it simple.
If you've been cruising Pinterest or Instagram you've seen provocations that are, well, Pinterest-worthy. If you're in to spending several weekends sourcing items and creating elaborate scenes, by all means, be my guest. Want to know a secret though? The prettiest table was the last one my students were drawn to and they actually spent very little time there. I think they instinctively shied away from it because they didn't want to wreck it; they wanted to get messy and creative and that wasn't the place to do it. Keep your tables accessible and kid-friendly and save yourself some time in the process.
One of the greatest things about provocations are what you hear from the kids. The wonder, the awe, the questions, the aha moments - those are what you really want to capture. On your own, this is incredibly difficult. Even with an iPad or phone to record the action, you will have trouble getting to everyone. So enlist some help. Another teacher, your principal, support staff, parents; whomever you can find to help you record what the students are thinking as they experience the provocations. Not only is it fascinating to see what they think, these thoughts will guide your planning for the rest of the unit or allow you to see what your students have learned.
Be open to the experience.
I am pretty open to mess, noise and chaos in my classroom. Many teachers are not. During the provocations I sometimes found it difficult to check my instincts and allow things to continue despite the mess and chaos. Shaving cream and food colouring on the couch? Sure. In your hair? Why not? Dripping across the floor from one end of the classroom to the other? Ummmm....Often it didn't feel like my students were headed in the learning direction I had intended (or any learning direction at all for that matter) but their direction is the the direction that really matters when it comes to provocations. You plan the provocation but you don't get to decide where they take it. If you feel like kiboshing something, step back, wait for a moment and decide if you really need to step in or if you're just trying to control the situation.
Resist the urge to control.
Directly related to the last tip, resist the urge to control. As teachers we spend a lot of time controlling people and situations; this is not the place for that. Let things flow the way that they flow. It might not go the way that you think it will go but you can still learn a lot from it. Appreciate the learning for what it is, not what you wanted it to be.
Check your language.
Language is so very powerful; unintentionally, we can use it to control and guide a situation. A great idea is to ask questions instead of commenting on what is going on; "Tell me about what you're doing/what you see here", "What are you wondering about that?", "Are you curious about anything at this table?", "What made you try that?", "What are you going to do next?"
Start small, grow big.
I was lucky; I had lots of support in the form of people and already created provocation tables. If you don't find yourself in this auspicious situation, consider introducing provocations a little at a time. Start with a book, add in a picture (consider trying this technique from Making Thinking Visible), then move to one table in the back of your room. Allow kids to explore and move through each experience, loop back to one that worked well, then try the next one on for size. When you`re ready, go big (with help, see above).
In the end, the most important thing to remember is that provocations are designed to elicit a response from your students; you can structure the provocation to guide their thinking but you cannot control where they take it. There is beauty in that. There is freedom in that. There is so much to be learned and explored by following your students where they lead. Provocations are a reciprocal learning opportunity between teacher and student; be open to the opportunities and you and your students will reap the rewards.
If you are trying to figure out where to go after introducing a provocation to your classroom, consider having your students record their wonders. This will make their thinking visible to you and allow you to figure out which way to go next. To help you out, I created this simple freebie for them to record their learning on. Click on the picture to download (also available in French - click on the pic and then follow the link in the description).
Good luck, be patient, have fun and enjoy! Let me know how it goes...
I'm Bryn, teacher, mom, book lover, athlete. I am passionate about literacy, collaborative teaching and finding new and innovative ways to engage & motivate all kids. I hope you find something that speaks to you here on my blog and would love to hear from you too!