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Parte de nuestro viaje de indagación hacia el PEP incluye un compromiso con la autoevaluación y por este motivo, hacia fines del pasado año escolar, reflexionamos e identificamos algunos desafíos que estábamos enfrentando en nuestro programa de "Early Childhood".
Descubrimos que nuestros espacios físicos estaban condicionando un enfoque de enseñanza - aprendizaje que limitaba la implementación de un enfoque basado en el juego y la indagación, así como otras prácticas que son parte de la filosofía PEP.

Una oportunidad de sintonización importante fue la colaboración con Andrea Muller, educadora de la primera infancia con vasta experiencia en el IB y en el PEP. Con ella pudimos explorar distintos recursos y profundizar en los temas respecto los que nos estábamos preguntando.

Hicimos una lluvia de ideas sobre nuestros conocimientos previos. Sabíamos que la manera en que organizamos nuestra sala de clases, los materiales y las decoraciones tiene un impacto directo en la motivación de los niños por explorar, preguntarse y crear. Conocíamos la importancia del espacio de aprendizaje como el "tercer educador", y estábamos conscientes de que el espacio físico puede promover o dificultar una enseñanza - aprendizaje en sintonía con la misión y visión de nuestro colegio, así como la del PEP.

Continuamos reflexionando sobre nuestros espacios actuales y cómo éstos daban forma a la indagación.

Usamos distintos recursos para motivar nuestras reflexiones, y luego usamos los conceptos clave del PEP para formular las preguntas que nos ayudarían a continuar con nuestra indagación:

¿Por qué son nuestras prácticas de enseñanza - aprendizaje como son, y de qué maneras influyen los espacios físicos en ellas?

¿Qué dice la investigación actual sobre los espacios de aprendizaje y cómo podemos usar esto para reflexionar sobre nuestros espacios?

¿Cuáles son las distintas perspectivas en cuanto al diseño y organización de espacios de aprendizaje para la primera infancia?

¿Qué conexiones existen entre los espacios físicos y las indagaciones de los niños?

¿Cómo son los espacios de aprendizaje que promueve la indagación?

¿Cómo podemos usar el espacio físico y los materiales para motivar a los niños a hacerse preguntas y aprender?

¿De qué manera es el espacio físico responsable del tipo de enseñanza - aprendizaje, y qué podemos hacer nosotros al respecto?

¿Qué cambios debemos hacer a nuestros espacios físicos para que éstos promuevan una enseñanza - aprendizaje acorde a la misión y visión de nuestro colegio, y acorde a la del PEP?

Estas preguntas nos llevaron a la etapa de investigación de nuestra indagación, y realizamos un búsqueda exhaustiva respecto estos temas.

Después de nuestra investigación, llegamos a distintas generalizaciones sobre cómo los espacios físicos afectan la enseñanza - aprendizaje, y sobre cómo deben ser los espacios de aprendizaje para promover la indagación con niños pequeños. Algunas de estas generalizaciones incluyen:

Los niños necesitan espacios donde puedan participar del juego físico activo y también de actividades tranquilas, donde puedan aprender tanto de manera individual como en pequeños grupos y en grupos grandes.

Los materiales deben estar accesible para promover que los niños formulen preguntas e indaguen.

El espacio físico en el que los niños interactúan debe ofrecer un ambiente calmado, donde tanto niños como adultos se sientan bienvenidos, seguros y valorados.

La naturaleza y la estética son componentes importantes del ambiente de aprendizaje y deben considerarse tanto en el interior como en el exterior.

Estas generalizaciones nos llevaron a tomar acción y comenzamos a trabajar con arquitectos, constructores y diseñadores para planificar nuestros nuevos espacios de aprendizaje. Prontamente, comenzaron a caer los muros y comenzamos a crear planos.

En septiembre ya estábamos listos para inaugurar nuestras nuevas secciones de "Nursery" y "Early Childhood".

Comenzó el año escolar y vimos cómo el rediseño de los espacios de aprendizaje realmente ayudaron a dar forma a la enseñanza - aprendizaje. Algunos de los cambios que observamos son:

Las experiencias de aprendizaje se organizan en torno a áreas de aprendizaje o rincones, donde se ofrecen oportunidades, materiales e interacciones que promueven la indagación.

Gracias a la planificación colaborativa, se están diseñando provocaciones para la indagación en torno a la alfabetización y las matemáticas iniciales.

El arte está naciendo en todas partes, como una manera en que los niños comunican y comparten su aprendizaje y comprensión.

Se están usando activamente tanto espacios interiores como exteriores para el descubrimiento y la indagación.

Estamos contentos con los cambios que están sucediendo, pero somos conscientes de que para asegurar cambio consistente en el tiempo debemos mantener un compromiso continuo hacia la reflexión, la autoevaluación y la capacitación. Por estos motivos, varios de nuestros profesores se han apuntado a talleres oficiales del PEP y a otras oportunidades de formación y esperamos que con la planificación y reflexión colaborativa podamos continuar tomando acción.

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Daniela Kemeny ha enseñado en colegios del Mundo del IB tanto en América como Europa, donde también ha sido líder de taller, miembro de delegación visitante y consultora del PEP. Considera que es audaz e indagadora, ya que disfruta aceptando desafíos y desarrollando su propia investigación para explorar y profundizar su filosofía de enseñanza y aprendizaje. Judith Canning es profesora de Infantil y de Primaria, especializada en la enseñanza de phonics y del Inglés como segunda lengua. Tiene también un grado en arquitectura. Judith también cumple el rol de Coordinadora de Infantil en su colegio, donde actualmente pone en práctica su actitud de innovación hacia la educación y es audaz e indagadora al asegurar las buenas prácticas dentro de su colegio. This article shares an inquiry into the way that the physical space influences teaching and learning with young children. It describes what provoked the inquiry, the questions that were asked, the research done and how the action was taken to re-design learning environments to better support child friendly inquiry.
Part of our inquiry journey into the PYP includes a commitment to self-assessment, which is why towards the end of the last school year we reflected and identified some challenges that we were facing in our early childhood programme.

We discovered that our physical learning spaces were conditioning a certain approach to teaching and learning that limited the implementation of a play-based, inquiry approach and other practices within the PYP philosophy.

Collaborating with Andrea Muller, an experienced IB PYP early childhood educator, was an important opportunity for tuning in: we were able to explore different resources and gain insight into the topics we were wondering about.

We brainstormed to uncover our prior knowledge. We knew that the way we set up classrooms, materials and exhibitions has a direct impact on children's motivations to explore, wonder and create. We acknowledged the importance of the environment as the "third teacher" and we were aware that the physical spaces can either promote or hinder teaching and learning in line with our school's mission and vision, and that of the PYP.

We began by reflecting on what our current spaces looked like and in what ways these were shaping inquiry.

We used different resources to push our reflections forward and then used the PYP key concepts to shape the questions that would drive our inquiry:

Why are our teaching and learning practices the way they are and in what ways does the physical space shape them?

What does current research say about learning spaces and how can we use this to reflect on ours?

What are the different perspectives in regards to the organization of physical space in early childhood education?

In what ways does the physical space connect to children's inquiries?

What do effective learning spaces that promote child friendly inquiry look like?

How can we use the physical space and materials to truly provoke children's wondering and learning?

How is the physical space responsible for the type of teaching and learning that goes on? What can we do about this?

What changes do we need to make to our physical space for it to truly promote teaching and learning in accordance to our school's mission and vision, and that of the PYP?

These questions led us to the finding out stage of our inquiry as we began comprehensive research and study of literature around the topic of learning spaces and their role in teaching and learning.

After our research we came up with different generalizations about the way that spaces influence teaching and learning and what spaces need to look like in order to promote child friendly inquiry. Some of these generalizations include:

Children need spaces where they can engage in active physical play as well as quiet and calm activities and where they can learn individually and in small and large groups.

Materials need to be readily available in order to provoke children's wondering and inquiry.

The physical spaces within which children interact must offer a calming and nurturing environment, where children and adults feel welcome, safe and valued.

Nature and aesthetics are important components of the environment and should be considered both indoors and outdoors.

These generalizations helped us take action and we began by working with architects, construction workers and designers to plan our new learning spaces. Soon, walls were being torn down and floor plans were being created.

By September we were ready to inaugurate our new nursery and early childhood learning spaces.

As the school year began, we saw how the re-design of the learning environment truly helped shape the teaching and learning. Some of the changes that took place:

Learning engagements are organized around learning centres, which provide for opportunities, materials and interactions that promote inquiry.

Collaborative planning has resulted in the creation of appropriate emergent literacy and numeracy provocations and inquiries.

Art is sprouting up everywhere as a way in which children communicate and share their learning and understanding.

Outdoor and indoor spaces are being actively used for discovery and inquiry.

We are happy with the changes that have taken place, yet we realize that in order to ensure sustainable change we need an ongoing commitment to reflection, self-evaluation and training. Because of this, we have enrolled many of our teachers in official PYP workshops as well as other training opportunities, and we hope that through our collaborative planning and reflection we can continue to take action.

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Daniela Kemeny has taught in IB World schools both in America and Europe, where she has also been a workshop leader, site visitor and consultant. Considering herself an inquirer and risk taker, she enjoys taking on challenges and conducting her own research to explore and broaden her teaching and learning philosophy. Judith Canning is an Early Years and Primary teacher, specialized in the teaching of phonics and English as a second language. She also holds an architecture degree. Judith has also been appointed the Early Childhood Coordinator at her school, where she is currently using her innovative attitude towards education as well as her risk taker and inquirer attributes to ensure high quality practices within the school.

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How environments can shape inquiry and learning in the early years

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Parte de nuestro viaje de indagación hacia el PEP incluye un compromiso con la autoevaluación y por este motivo, hacia fines del pasado año escolar, reflexionamos e identificamos algunos desafíos que estábamos enfrentando en nuestro programa de "Early Childhood".

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Session 1 - Connect-extend-challenge template

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Identify my own professional learning needs and engage in relevant development...
Select teaching approaches, resources, technologies, learning and assessment activities that are inclusive and effective for diverse students
support student innovation and creativity through a cycle of inquiry-action-reflection

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use technology to extend when, where and how learning takes place so I can incorporate more into my teaching.

identify my own professional learning needs and engage in relevant development experiences so I can grow as a IB teacher.

support student innovation and creativity through a cycle of inquiry-action-reflection so I can provide more learning opportunities for my students

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co-construct and maintain an environment within which students feel safe (physically, culturally, socially, emotionally) to be responsible for their own learning so I can create a fun and engaging classroom where I facilitate learning

use technology to extend when, where and how learning takes place so I can differentiate to all types of learners in my classroom

identify my own professional learning needs and engage in relevant development experiences so I can continue to grow as a professional educator

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To understand the IB mindset and ensure that I am providing the needed support to my teachers and students through learning experiences while using the IB Learner Profiles.

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#1-Identify my own professional learning needs and engage in relevant development experiences so I can understand how to grow my practice in ways that will ultimately best provide enriching experiences and support students as learners. #4Make thoughtful use of resources- time, people, places, spaces, and physical materials- to develop flexible and diverse approaches to learning and teaching so I can support students in their inquiry with efficiency and purpose. #6 Support student innovation and creativity through a cycle of inquiry-action-reflection so I can allow for authentic experiences and interactions for students to develop as global citizens.

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How might we overcome constraints and time limits to allow students to deepen their inquiry and collaboration?

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How might we prove to stakeholders that teachers passion for their students success will always be their top priority.

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How might I give the students the time they need to deepen student inquiry and collaboration through different subject areas to connect with the arts?

Ensure sufficient time for uninterrupted play (in responsive learning spaces) to practise and develop research skills.

Each subject has its place in transdisciplinary learning because transdisciplinarity is as much about the liberal arts, cultural symbolisms and the social and natural sciences (Macdonald 2000). However, subject knowledge is not an end. Rather, it is a means to illuminate larger, more integrative ends (Boyer 1995).

The programme of inquiry fosters students’ development of subject knowledge, skills, conceptual understandings and dispositions while simultaneously communicating to the learning community that transdisciplinary inquiries are creative rather than reproductive (Montuori 2013). Reproductive inquiries focus on topics; creative inquiries focus on themes or enduring understandings. Creative inquiry is a means to investigate the world and ourselves (Augsburg 2014).

The exhibition and its benefits are important reminders of the powerful educational effect when student agency, and the agency of the community, are combined with a transdisciplinary curriculum. The result is the development of internationally minded students who can make a positive difference in their own lives and the lives of others.

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Technology and design of learning spaces

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Technology and design of learning spaces

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How might I balance the standards/ requirements of teaching with giving students extended time to deepen their inquiry?
1. Ensure sufficient time for uninterrupted play (in responsive learning spaces) to
practise and develop research skills. - The learner pg 21
2. Provide sufficient thinking time to respond to questions, and so on. - The learner pg 21
3. A transdisciplinary programme of inquiry leaves room for emergent and unexpected ideas, directions and connections that students might encounter. When this happens, the teaching team might modify the programme of inquiry or develop additional learning engagements outside the programme of inquiry. - Learning and Teaching pg 18
4. The programme of inquiry fosters students’ development of subject knowledge, skills, conceptual
understandings and dispositions while simultaneously communicating to the learning community that
transdisciplinary inquiries are creative rather than reproductive- Learning and Teaching pg 18
5. Technology learning and teaching in the PYP is best supported, strengthened and extended within the transdisciplinary programme of inquiry where students can apply technology in purposeful and authentic contexts. - The Learning Community pg 55

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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9 Unique Ways to use Technology in the Classroom

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9 Unique Ways to use Technology in the Classroom

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Finding creative ways to use technology in the classroom can both make your life easier as a teacher and boost student excitement levels and engagement with lessons. From helping with communication among teachers and students (as well as peer-to-peer), to organizing curriculum calendars and enhancing presentations and lessons with media and visuals, there is no limit to the ways to use technology in the classroom to create an enriched learning environment. Here are just a few examples:

1. Gamified learning

To this day, I give all credit for my skill in typing to time spent playing typing games in the computer lab of my elementary school. Not only were the games incredible, and incredibly engaging programs for teaching students typing skills, they made using a computer fun and exciting for me and set the foundation for all other computer knowledge I've gained since. Learning can and should be fun and using technology for gamified learning in your classroom can be advantageous to achieving that goal. One example of a gamified learning experience is Giant Steps, a digital learning experience designed to help K-12 teachers boost student collaboration and independent practice, from the makers of GoGuardian Teacher and Pear Deck, two of the world's most popular learning platforms.

While learning software can be a great teaching tool, gamified learning can also be as simple as creating a virtual scavenger hunt by coming up with a list of questions for students to search and find the correct answers for and adding students to pairs or groups to encourage collaboration and teamwork.

2. Digital field trips

An increasingly popular, useful, and cost-effective tool for teachers searching for new ways to use technology in the classroom is taking digital field trips. Google Streetview and other similar apps allow you to virtually explore parks, forests, and even national and international landmarks from the comfort of your classroom. Virtually experience the view from the Statue of Liberty or hike through the Grand Canyon to get students excited to learn about a location or subject and extend learning beyond the page.

3. Integrate social media

Because students already spend so much of their time on social media, integrating its use into your classroom is among the most innovative ways to use technology in the classroom by connecting students to curriculum, classroom resources, and one another. Create a Facebook group specifically for your class where you post discussion topics or develop unique classroom Twitter hashtags students can use to discuss lessons or ask questions.

4. Gather student feedback

The true test of any classroom structure and/or curriculum is how well it helps students learn, and getting feedback from students is vital to assessing this, determining what is and isn't working, and addressing problems and confusion as they arise. Use online surveys and polls to perform daily or weekly check-ins with students to get their opinions on lessons and address lingering questions or concerns. Expand on the usage of Twitter hashtags by having students tweet their feedback and questions with a classroom hashtag.

#QTNA (questions that need answers!)

5. Creating digital content

Creating digital content related to the things they are learning is a great way for students to display their individual creative talents as well as showcase learning. As with any other project, the process of creating content is most effective when students are able to express themselves in ways that highlight and accommodate their personal strengths and learning/communication styles. Provide options for students to express themselves through blogs, videos, podcasts, eBooks, flyers, other digital art, or any other means they feel most comfortable. Respecting each student's individuality and needs for creative expression helps them flourish as learners.

6. Using a classroom calendar

Develop a shared online calendar for your classroom through Google Calendar or a similar program for posting important updates. Post assignment due dates and classroom events (such as field trips and guest speakers) in one easily-accessible location for both teachers and students. Go a step further and share the calendar with caregivers to keep them connected and engaged with their child's learning.

7. Review and critique webpages

While we know you can find almost anything on the internet, we also know much of what you may find is not reliable information from reliable sources. I remember being told frequently by teachers and professors, "Wikipedia is not a reliable source" when doing research papers, but can't recall a single instructor who explained why. Empower your students with digital literacy to analyze and discern reliable web pages and sources from unreliable ones by reviewing them together and developing and communicating standards for what makes a good source.

8. Video/multimedia lessons and presentations

Bring presentations to life for students by incorporating visual effects, photos, videos, and music into them. Developing slideshows and digital presentations, playing music or a video for background and context while presenting, or inviting virtual guest speakers to engage with your class via programs designed for conference calls (such as Skype, Google Hangouts, and Facetime) are all fun and creative ways to boost engagement with lessons while teaching the benefits of technology and multimedia use.

9. Online activities for students who finish work early

Set up learning stations to encourage and support students working at their own pace. If a student finishes an assignment early, rather than being stuck waiting for other students to catch up or class to end, students can extend and enhance their learning by visiting a learning station and watching videos, playing learning-based games, or exploring other online activities related to their studies.

Why students benefit from using technology in the classroom

Integrating technology into classrooms allows for more (and more effective) communication between students and teachers, as well as students, peers, and caregivers, all of which are vital to students' academic success. Using technology in your classrooms also creates space for students to have a voice in their learning. Students are empowered to take responsibility of their learning through giving feedback on lessons, participating in projects and learning activities that respect their individuality, and having opportunities and support to learn and understand how to use technology creatively, effectively, and safely.

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Note: This article was originally posted March 11, 2019 and has been updated as of July 10, 2023.

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9 Unique Ways to Use Technology in the Classroom

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Looking for creative, different ways to use technology in the classroom? Explore our list of ideas to keep your students entertained and engaged.

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How might I further my consideration of digital and non digital technology literacies when designing my learning spaces?
The Why— The Learning Community- Technology in the PYP- “Effective design provides space for students to safely learn about technology and through technology”/
ATL and Subskills p. 29 Communication Skills- “ ICT skills using technology to gather, investigate, and communicate information”/ Technology and the design of Learning Spaces- IBO.org “Careful curation and design of learning spaces and technologies within them has a profound impact on the diversity and depth of the experiences and connections made possible within ( the library)
CONSIDERATIONS-3 categories- locating and consuming digital content-creating digital content-communicating digital content (fi.ncsu.edu)/ 5 key considerations- Rehearsal/Navigation/Customization/Interaction/Accessibility (bookwidgets.com) / physical learning environments that students gather in must effectively support technology “intentionally designed” (Learning Spaces - Cindy Weinscheidel Sept 2020)

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In this article you will find some ideas on setting up your teaching space at the beginning of a new school year.
Busy days rearranging furniture and organizing resources characterize the buildup to a new school year. Mix in a pinch of nervous energy and a whole lot of good intention and teachers can spend dozens of hours preparing their physical space for their new class. But in all this bustle and rush, are we missing opportunities to create classrooms that will maximize teaching and learning?

Prior to the first day of the year with students, most teachers rethink teaching spaces to best suit the anticipated needs of learners, their own style of teaching, and the curriculum that they will be delivering. Many educators, even those whom have not read about modern learning environments, seem to intuitively understand the power of the physical learning environment as a third teacher[1]. This is why there can be such a mad dash to decorate walls and doors, and 'put something up' in corridors and on display boards. In contemporary classrooms, the possibility exists for teachers, administrators and students to enhance teaching and learning via a judicious use of space. By carefully considering the opportunities that space grants the users, we can harness the environment to maximize outcomes for students.

When learning spaces are analyzed, certain opportunities, or affordances (Torquato, & Enrnst, 2013), can be identified. When we speak of opportunities in the built environment we are referring to "any environmental feature, or lack thereof, that grants users the ability to change their environment to best meet their needs when engaged in a particular activity" (Nair, Fielding & Lackney 2013, p. 15). This definition is empowering because it emphasizes the importance of change within our environments. Indeed, classrooms should be flexible and adaptive to the needs of our students and the differing demands of the learning and teaching that takes place. Surely static and inflexible learning spaces are as redundant to 21 st century learning as static and inflexible teaching methodology is.

Here are three road-tested suggestions for you to maximize the opportunities that exist in your physical environment:
1) Put your pedagogy at the heart of how you arrange and furnish your space
Although the "prevailing pedagogic approach has swung towards active and collaborative learning" (JISC 2006, p.10), physical spaces in schools, even schools with highly qualified staff and a commitment to progressive teaching methodology, often fail to reflect this. We urge you to think about how you want your students to be working, and look for opportunities to build the types of spaces within your classroom that will enable this. Breakout spaces and small group conferencing spaces within a room are not a new idea, but are frequently overlooked. If classrooms are arranged so that collaboration, communication and small group interaction is implied, teaching methodology will quickly align. For forward-looking educators, arranging a space that facilitates progressive pedagogy can unleash best practice teaching and become a source of daily inspiration and innovation.
2) It's OK to start with a blank canvas
Teachers often feel pressure (whether real or imagined) from administrators and parents to have their teaching spaces 'ready to go from day one'. While this is a fine intention, we urge you to reconsider what "being ready for day one" really should look like. In a Reggio Emilia approach to education we might say that it is our students, the children, who bring the color into the classroom. It is very liberating to start a school year with a minimally decorated teaching space. Instead of labeling kids lockers before the first day, ask them to choose their lockers and invite them to design their own name tags. Instead of buying a brightly colored "Class Rules" poster from a teaching store, build those agreements with your class and allow them to socially construct their own learning community (and create their own rules poster if need be). If you have never had the chance to take a 'less is more' stance, perhaps this might be your year!
3) Visible thinking can happen anywhere
This third point links back to the notion that we need to start with pedagogy and make decisions about furnishings and resources based on what you want to teach and how you want to teach it. If one of your priorities is to get students showing what they know, and giving life to their thinking through reflection and peer discourse then you do need to arrange space with this in mind. Walls need to be approachable for students to pin their questions and thoughts up (display boards need not be reserved for 'finished work' only). Writeable surfaces are everywhere and their potential as collaborative workspaces cannot be overlooked (windows, some desks, and perhaps even the back of your classroom door can become a dry-erase playground).

Take another look at your teaching space. What does it say about the students you teach and how they best learn? Have you put your values on display by seeking opportunities to build a truly modern learning environment? Please feel free to either drop me a line in the comments section below and let us all know how your start of year classroom setup has been for you, or post your class photos on PYP Twitter feed @ibpyp!

References:

Cadwell, L 1997, 'Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education', Teachers College Press

JISC 2006, 'Designing spaces for effective learning: A guide to 21st century learning space design', JISC e-learning programme, retrieved Decemember 16 2014, http://jisc.ac.uk/elearning_innovation.html

Nair P, Fielding R, Lackney, J 2013, 'the language of school design: design patterns for 21 st century schools', Design Share, designshare.com

Torquato, J, and Enrnst, J A 2013, 'Beyond the Walls: Conceptualizing Natural Environments as "Third Educators"', Journal of Early Childhood Teacher Education, vol. 34, number 2, 191-208

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Dylan is currently an elementary school counselor at the Western Academy of Beijing, although prior to counseling he was a homeroom teacher with classroom experience across five grade levels. Dylan is an IB PYP workshop leader and an Apple Distinguished Educator. He is passionate about learning spaces and contributes to a blog on the subject at www.makespace4learning.com. He welcomes feedback, collaboration and further discussion via twitter (@dylan_meikle).

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A new school year: Setting up your teaching space

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In this article you will find some ideas on setting up your teaching space at the beginning of a new school year. Busy days rearranging furniture and organizing resources characterize the buildup to a new school year.

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Programme standards and practices_ Helping schools grow (1)

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Flexible time frames for units of inquiry

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Flexible time frames for units of inquiry

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https://docs.google.com/presentation/d/1qxFCvBOlcaYHMp2Sdz2PHtj5jFPFn3bMPl9qYllI7Wk/copy?usp=sharing