# data[].attributes.body
Teachers have the ability to choose Professional Development that is engaging for them and their own learning pathway. Teachers have received up to date professional development. (ran out of time)

# data[].attributes.body
Now that differentiation occurs in some classes and not in others, because of that, the gap between the classes which implement differentiation and those that not doing is hugely increasing. A directly involved group of students have used the words "discrimination" toward the teachers who do not make considerations for these EAL/SEN students. But at the same time, the expectation on the teachers are high and for some teachers with a high workload it is overwhelming. The teachers wellbeing have to be prioritised to solve this issue.

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Teachers as facilitators, not shifters.

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The classroom is engaged in discussion, on task or other, students are open to working with varied groups, teachers are leading this, classroom climate supports positive communication, students are smiling, engaged, excited, sharing ideas.

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Using group work, presentations, paired tasks, debates etc.
- Needs scaffolds, frameworks not just for writing but also interacting with others. Modelling of collaboration. Multi-media instructions - time to prepare - EAL

# data[].attributes.body
First of all, learning specialists are involved in unit planning, in the classroom with subject teachers, and engaging with parents/teachers/students, teachers need to show respect to individual learning (less standardization), the classroom climate needs to reflect that there are individual learning styles within the space, we need to respect, promote, accept, and foster of inclusivity and growth. Students are competing with themselves, not others... We have to foster a class climate of safety and inclusivity. Teachers need to get to know students and help build connection. Students need to know they are free to be themselves and welcome to show who they are. Executive functioning skills are recognized, taught, and developed within the individual.

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Students have voice in classroom displays, where they choose and decide on how and what they will showcase. They put their displays up themselves.

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-"Making Good Humans" Taryn BondClegg (https://makinggoodhumans.wordpress.com/): implementing agency in schools  (ie. PIE Day Personalisation, Intervention and Extension) - students choose their schedule and plan their on learning for the day)

-asking students how they learn: for example 1) I learn best when I .... 2) I find it challenging to learn when... 3) I wish my teacher knew...

-options to express themselves and their learning (using native language, sharing prior knowledge, encouraging personal questions, setting time for them to explore personal inquiries)

-ongoing communication with the rest of the school community whether positive or negative (parents, learning support, teaching partners, etc.)

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In my classroom :
Student led discussion
Teacher led discussion
Small groups
Written, Aural and Visual communication
Student led presentations
Teacher/Teacher collaboration
Interdisciplinary collaboration - student & teachers

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Daily formative learning is taking place, in certain subjects it could take longer, daily goals are posted, formatives are shared more frequently with parents, time is taken at the beginning and end of lessons to explain the learning process of the day, purpose of the learning is shared, reflection time of assessment tasks for students to improve, less focus on marks, more focus on comments.

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Divisional meetings and collaboration between teachers and grade levels. Collaboration between PY and SY to learn from each other, particularly grade 5 transitions to grade 6.

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Importance should be focused equally on interactions with others - evidence on collaboration, interaction with other stake holders - ATL social skills and interpersonal skills should have equal place in reporting cycles

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-Mojo videos (class Dojo) are great to help students think about resilience, empathy, growth mindset
-Modelling and 'talking the talk' in class every day - mistakes are okay, praise, reinforcement, referring to our essential agreements and noticing when students are helping others, being kind etc.
-Role playing
-Have a student appreciation day

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Active participants in their learning journey and parents can support this at home by reinforcing expectations and rewarding achievement not just academically but also in ATLs.

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-Group work, projects work
-Peer sharing and reviews (between students who have language difficulty to work with students that share the same national language)
- Digital portfolios (Teachers can start off with giving students ownership and personalise their portfolios), sharing among students

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Empower teachers to be inventive, progressive and provide new forward thinking learning opportunities for students by ensuring all departments have a viable budget to support this process.

Questioning in classrooms should not just be encouraged it should guide planning to ensure teachers are personalising learning for students.

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- Sharing/posting on the board the LO at the beginning of the lessons, including ATLs that they will be working on.
- Going through examples of quality work for students to understand what they should be aiming for and how they will be marked

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Classroom walls are covered with student work, bulletin boards are used for student work (all quality levels), consistent conversations are taking place with students about where and how specific tasks relate to the unit goals and outcomes, relevant pedagogy, students can explain the connections within their learning, students can demonstrate and explain their learning visibly and verbally.

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- Conversations should be happening at home about what the students are learning
- Parents should encourage their kids to communicate with their teachers to seek clarity on tasks and their own progress

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- Emphasising to the parent that the focus is on value-added to each individual student (the aim is to be better than they were yesterday)

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-Multiple learning pathways that fit students' learning abilities (CP etc)
- Flexible learning environment and experience to enhance students' learning.
-Build on students' prior knowledge and expanding their critical thinking. (Connection to real-world situations).
-Professional Development for teachers to support in their classroom (Teaching strategies etc)

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Lesson objectives/outcomes are clearly articulated at the start of each lesson (Common framework to be developed)

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Lesson objectives/outcomes are clearly articulated at the start of each lesson (Common framework to be developed)

# data[].attributes.body
Students set personal targets - ATLs become equal to academic grades in terms of achievement outcomes.
Within a subject a career goal should become influential in terms of students setting personal targets.
InS - multiple product options for food security task.

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Prioritizing student welling being also means that teacher wellbeing needs to be proritized.

# data[].attributes.subject
Prioritizing student welling being also means that teacher wellbeing needs to be proritized.

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Students will explore and identify different learning styles - supported by the teacher.

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Kids determine own objectives - agency, voice

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Teaching and learning diversification.
Incorporation of technology into learning.

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-Understanding their PASS and CAT4 results and what this means for their learning
-Celebrating the learning process
-Explicitly teaching and having discussions about Growth Mindset/The Learning Pit
-Teach strategies for managing disappointment - persevering and resilience

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Growth mindset is set and role modeled by the teacher, teachers are having conversations when they see students doing things that are leading them forward in their learning, students feel safe to ask questions, make mistakes, teachers are aware that the LANGUAGE they use with children is empowering and positive, so that they are BUILDING student's self perception and self esteem, not making them feel critically viewed, negative, and not good enough. We need to teach multiple intelligences. Less emphasis on 'the grade'... do we NEED grades? Don't conflate grade = intelligence...

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Explicitly sharing goal for the year, the quarter, the month, the week, the day - how it all connects. Always linking tree to the forest…

# data[].attributes.headline
Mindfulness in PYP: certified teacher comes into classes to help students understand how/why mindfulness is important to learning. KELSO's choices via counsellors to show how emotions can be managed for stronger learning via 'zones of regulation.' Consider 'brain breaks' with 'GoNoodle' app -- getting students to move around to ensure mindfulness. Showcasing problem solving via low pressure environments.

# data[].attributes.subject
Mindfulness in PYP: certified teacher comes into classes to help students understand how/why mindfulness is important to learning. KELSO's choices via counsellors to show how emotions can be managed for stronger learning via 'zones of regulation.' Consider 'brain breaks' with 'GoNoodle' app -- getting students to move around to ensure mindfulness. Showcasing problem solving via low pressure environments.

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Group work : Students share ideas with each other. Actively ask questions.

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Creation of tasks which respond to the needs of the students

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Creation of tasks which respond to the needs of the students

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Groups are mixed to enable EAL students to engage and move out of a safe bubble. EAL students are also exposed to discussions and explanation of core ideas.
Learning is assessed 'live' in the class. Exit slips, Kahoots, gamification of learning.
Staging summative tasks for authentic, transparent final grades in advance of the reporting cycles etc.

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-Quantifying assessments for DP students
-Transparency of marking of students' assessments
-Rubrics shared to students
-Formative feedback given to students and parents

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Some mother-tongue speaking teacher for the major EAL students (Japanese, Chinese, etc) needs to have time specifically allocated for any supportive learning to enable growth in learning as well as bridging the gap between the language barrier. Also have allocate those teachers for the IB projects (exhibition, PP, EE) with well thought organization so that the students can benefit better

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Weekly assessments (formal/informal, different accessing tools) are noted down to see where the students are.   

# data[].attributes.subject
Weekly assessments (formal/informal, different accessing tools) are noted down to see where the students are.   

# data[].attributes.body
- Ask students to translate key words: UOI, Maths, IB learner profiles, essential agreement, labels in the room (door-pintu)
- bilingual books in the class library, even books in their language
- encourage students to share stories, activities in their home language, invite their parents to conduct an activity in class
- celebrate cultural holidays by reading and discussing about them

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Using google translate to provide home language opportunities is not good enough. There needs to be better processes to help provide translation/support for students to be able to learn in their home languages.

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Encouraging students to have question by having wonder wall, taking action to answer the question with students

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Teachers giving structure to the activity so students stay focused:
- modelling examples
- starting points
- timed group discussions (eg - 30 secs)
- aims of activity made clear
- student roles assigned
- round robin/timed pair share group structure
- names on sticks
- encourage and facilitate involvement of everybody
- balance of student choice and teacher-chosen group

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Flexible learning spaces, rearranging seating, students working with different groups. Students have options of different types of seats. 

# data[].attributes.subject
Flexible learning spaces, rearranging seating, students working with different groups. Students have options of different types of seats. 

# data[].attributes.body
Getting to know students outside of classroom.
Forming authentic relationships between students and teachers
Tell them about some of your personal interests, hobbies and sports (where relevant).
Learn more about the students' interests.

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Differentiated learning  experiences (EAL / SEN).
Multilingual vocabulary lists for students (SEN).
Extensions for students who finish problems early.

# data[].attributes.headline
Encouraging a growth mindset: explaining how/why the tasks students are doing actually matter in the real world; using encouragement to showcase possibilities in the classroom to grow resilience. Showing how the brain is a muscle -- being open minded via the learner profile. 

# data[].attributes.subject
Encouraging a growth mindset: explaining how/why the tasks students are doing actually matter in the real world; using encouragement to showcase possibilities in the classroom to grow resilience. Showing how the brain is a muscle -- being open minded via the learner profile. 

# data[].attributes.body
-Peer sharing and review, exchanging knowledge between peers.
-Sharing of learning experience and prior knowledge with others.
- Identifying and problem-solving
-Critical thinking aspect throughout the process of learning.
-The visibility of feedbacks especially for students' assessments.

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- Setting personal goals and providing self-check tools
- Having an 'Encouragement Jar' for students who are stuck or encounter challenge

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Know your students. Collaboration with other teachers to share student progress for all students not just "flagged" students.

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Consistent expectations

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Flexible options for learning choice of talks to learn and develop the same seats. 

# data[].attributes.subject
Flexible options for learning choice of talks to learn and develop the same seats. 

# data[].attributes.body
Consistent language and action across school

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Letting kids know emotional response is ok but need to set action to achieve next step

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PD with up to date research based information
openness to try new things in the classroom

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-Developing co-constructed criteria and  this is used and displayed throughout the learning process.
-Goals created by students and visible/available for them to regularly reflect on. Reflection time is given.
-Students have access to the lesson content and expectations.
-Students taking ownership by using criteria and examples of quality work.
-Visible learning objectives for each less.on

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Self-assessment with 'student-speak' rubric 

# data[].attributes.subject
Self-assessment with 'student-speak' rubric 

# data[].attributes.body
- They have a clear understanding of what their strengths and areas for improvement are - when they are highlighting the rubric criteria themselves, it becomes an active process rather than a passive process.
- Students are identifying where they have shown evidence of achieving a criteria - they understand how the marking system works.
- Give students TIME to critique their work/formatives - important to self-assess BEFORE they submit.

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Small group discussion activity, rotation based on student needs, student-teacher conference discuss student goals, learning centers, differentiated instructions for different group of ability.

# data[].attributes.body
Students are welcomed to the environment, students have comfortable seating and flexible seating, students have access to the tools to complete the tasks (beyond the technology, so books, paper, marks, materials, pens, construction paper, etc), students are well rested, the teacher is calm and feels supports, the students understand the classroom and learning expectations, respect is fostered, students that their work is supported, tone is set by the teacher, student effort is recognized (not just grades), the community is effectively working together and shows respect, students support one another effortlessly.

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Reflection and goal setting - specific action to take to move on & improve

# data[].attributes.body
Explicit lessons on growth mindset
- how the brain works
- specific language for kids and teachers to use (eg I am having difficulty with this now but I am…, don’t know this YET…)

# data[].attributes.body
Focus on constructive, accessible feedback that is aligned throughout the school.

Go gradeless and make feedback meaningful to enable students to assess their own learning. Over abundance of testing creates a grade focused, stop drop learning process which means that learning ends when they get their grade.

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Students with the given visual learning objectives have better expectations. 

# data[].attributes.subject
Students with the given visual learning objectives have better expectations. 

# data[].attributes.body
Taking time to teach students about themselves, their strengths, interests/passions, and how to reflect on life experiences.

# data[].attributes.body
Attending PDs and workshops, meeting in grade level teams to brainstorm what would work/wouldn't work in the classroom, and applying these practices in the classroom.

# data[].attributes.body
Children talking to each other in small groups
Visible thinking routines
group projects - mixed groups, in a variety of ways
regular peer assessment and feedback
Regular sharing sessions with other classes
Gallery walks
Cross grade learning - buddy reading/writing etc

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Especially for younger students, focus on smaller achievements / shorter processes to show students are learning in-the-moment. Show with work being displayed (visible learning). See also: co-constructed learning criteria. 

# data[].attributes.subject
Especially for younger students, focus on smaller achievements / shorter processes to show students are learning in-the-moment. Show with work being displayed (visible learning). See also: co-constructed learning criteria. 

# data[].attributes.body
PYP: showing learning objectives clearly in the class.

# data[].attributes.body
Providing opportunities for mindfulness

# data[].attributes.headline
Daily/lesson check-ins with all students to ascertain affect for the day

# data[].attributes.subject
Daily/lesson check-ins with all students to ascertain affect for the day

# data[].attributes.body
Having access to a variety of learning resources offered in different languages, for e.g.: books in the library, nursery rhymes and action songs, classroom labels/signs/posters in different languages

# data[].attributes.body
We NEED training, we NEED trained learning professionals who are available to collaborate with the subject teachers.

# data[].attributes.body
Push-in and pull-out support are welcomed by some students and looked at negatively by some.

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Teaching students how to transfer what they have learnt in the classroom to the real-world

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Teaching students how to transfer what they have learnt in the classroom to the real-world

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Project based learning linked to ATL skills would allow more time, collaboration and a focus on goals, processes and outcomes

# data[].attributes.headline
More peer assessment and feedback. A focus on how assessment can be used to make learning fun and engaging. Give feedback success the criteria for the assessment.  

# data[].attributes.subject
More peer assessment and feedback. A focus on how assessment can be used to make learning fun and engaging. Give feedback success the criteria for the assessment.  

# data[].attributes.body
We need more learning support that is intensive and more effective

# data[].attributes.body
-More opportunity for students to shine
(Most improve award, etc) to boost their morale and learning experience.

- Providing support and normalizing struggle as part of learning. (Stories of other failures and have students work through it out).

-More opportunity for students to choose their strongest subjects (SL/HL).

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Giving options for formative assessment tasks. 

# data[].attributes.subject
Giving options for formative assessment tasks. 

# data[].attributes.body
-Ensuring students are aware that assessment helps inform us and them of what they know and next steps
-Teachers using assessment to guide planning and teaching
-Clear documentation

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Terminology: decrease students' stress levels by not placing emphasis on assessments (formative, summative) -- use more useful real-world descriptions. 

# data[].attributes.subject
Terminology: decrease students' stress levels by not placing emphasis on assessments (formative, summative) -- use more useful real-world descriptions. 

# data[].attributes.body
In EYPY classrooms, students are introduced to Mindfulness three times a week. We also engage the school counsellors to assist with socio-emotional lessons (SEL), guiding students through their feelings, thoughts and actions.

# data[].attributes.body
We NEED more learning support and reading support specialists to push in to support this. More teachers needed for this to be successful!

# data[].attributes.body
Use of variety of different assessment tools, e.g., personal whiteboards, targeted questions, individual feedback, random name generator, peer-to-peer assessment, Quizlets/Kahoots, house points as a motivator, reflective learning.

# data[].attributes.body
MAP testing, assessments before and after unit, rubric, goal setting

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Students need to reflect, understand, analyse, synthesise and action their own learning. 

# data[].attributes.subject
Students need to reflect, understand, analyse, synthesise and action their own learning. 

# data[].attributes.body
Different types of assessment depending on the task and the information you want to get
Need to know where they are at to know where they are going.
Immediate oral feedback that they can act on in that moment

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Carefully construct the class configurations. Ensure they are mixed ability groups.

# data[].attributes.headline
Using Rubrics, and Goal Setting for students. 

# data[].attributes.subject
Using Rubrics, and Goal Setting for students. 

# data[].attributes.body
summative assessment are too frequent, formative learning is put into the background (should me in the front), students' asking "is this a summative" and the attitude that if it is not, then it isn't important, students don't know WHY they are learning what they are learning...

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We differentiate and personalize learning engagements and instructions both in weekly planning and day-to-day activities

# data[].attributes.body
-Differentiation for student needs
-Student goal setting
-Allowing and providing opportunities for choice (agency)
-Students aware of their own strengths and weaknesses
-Fostering the importance of the process not just the final product or the grade

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Students understanding the value of formative assessment

# data[].attributes.subject
Students understanding the value of formative assessment

# data[].attributes.body
Formative assessments are more important than summative assessments in learning. Learning from mistakes / experience. It is the process that matters. Discussions / reflections / collaborative feedback

# data[].attributes.body
Teachers and students work together to construct and attain quarterly goals.

# data[].attributes.headline
Immediate Feedback that students can action. What was positive, what can be improved on, what can they do next. 

# data[].attributes.subject
Immediate Feedback that students can action. What was positive, what can be improved on, what can they do next. 

# data[].attributes.body
Learning displays and assessments.

# data[].attributes.headline
Assessment objectives - students should be aware of the bigger picture - sharing unit plans and overviews - displays should reflect the objectives of the unit, as well as good work. Model answers and processes should be displayed. Skill goals are equal to knowledge goals, a practical outcome should also reflect the process as a form of achievement. "showing the working out".

# data[].attributes.subject
Assessment objectives - students should be aware of the bigger picture - sharing unit plans and overviews - displays should reflect the objectives of the unit, as well as good work. Model answers and processes should be displayed. Skill goals are equal to knowledge goals, a practical outcome should also reflect the process as a form of achievement. "showing the working out".

# data[].attributes.body
An opportunity to go gradeless and make the curriculum about the learning and feedback rather than a number.

Provide opportunities for mixed ability projects.

Provide in class support rather than dragging students out of class which highlights them as needing extra help and reduces exposure to the subjects delivered by specialists.

# data[].attributes.headline
Co-construction of criteria and choosing assessment types that matches students' needs, not just curriculum needs. Engaging in conversations for assessment rather than overly-formal.

# data[].attributes.subject
Co-construction of criteria and choosing assessment types that matches students' needs, not just curriculum needs. Engaging in conversations for assessment rather than overly-formal.

# data[].attributes.body
In PY classrooms - teacher conferencing with students to discuss their goals and focus areas.

# data[].attributes.body
- Sometimes students being risk-takers and answering questions even if they are not 100% sure  (compared to students that feel unsure so they don't try).
- Be open-minded to feedback and take it as a learning opportunity rather than as criticism (WWW/EBI).
- We as teachers could ask questions to prompt answers rather than giving them the correct answers.
- We need to present the summative tasks to them in a less intimidating way.

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SMART goals
Clear expectations from the teacher
Clear understanding of success
Individualised checklist during and at the end of tasks to see how they are progressing
Sharing progress - eg MAP progress reports
Where you are where to get to and how to get there