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Hi,

I'm Marina and I would like to welcome you all to our workshop. I'm looking forward to meeting and collaborating with you throughout the workshop. See you soon...

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- Which heading do you feel most strongly connected to, and why?
- Which area do you feel you need to extend your understanding?

- What challenges do you have in relating these three headings to your current context?

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Templates are provided in the folder.
Post the planner that you created with your group here.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Reading material: What is an IB education?

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Reading material: What is an IB education?

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Reading material: Concept driven inquiry learning

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Reading material: Concept driven inquiry learning

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There is a buzz in the room as 11 year olds sit in groups around large sheets of butcher paper, talking animatedly. I like visiting this classroom, seeing how the two teachers collaborate and the children engage in their learning.

Today they are brainstorming the big ideas in Sharing the Planet, one of the transdisciplinary themes in the PYP curriculum framework.

In the build-up to this, students have watched David Attenborough's Wonderful World and made connections with the transdisciplinary theme:

"Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution" (IB Primary Years Programme).

Their ideas include concepts such as environment, sustainability, pollution, responsibility, nature, society, economics, lifestyle, and consequences. I am impressed by the depth of their thinking, their ability to extract the conceptual ideas and the way they make connections with prior learning.

The teachers introduce the idea of biodiversity, a concept to which they have not been exposed before, without explaining it or doing any teaching. The students get the iPads and do their own exploration, in any way they like. They are encouraged to read, look at images, watch videos - the choice is theirs.

Later in the day I go back to ask how the learning unfolded...

"At the moment people are only thinking about what they should do, but not doing it. As this generation, it is our responsibility to take care of the planet for further generations". (Michelle)

"I would like to inquire into all living beings' rights. I want to know why different people/animals are treated differently and what the consequences are". (Zara)

"I want to know how the loss of animals and plants affects the world and our life because if I do not know what difference it makes, I will not know how to change my habits". (Noa)

"I should be aware that a little mistake can make a big difference. I would like to inquire into how we can make the world equal and fair so everyone has a home/habitat". (Zoe)

"I want to know what will happen to the animals if we keep polluting the earth and taking the land because if there are no animals it will affect human life". (Stella)

And this one...

"If we do not share the planet and make a difference, there will not be a future for us to live in..." (Josh)

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The original article can be found in Edna's blog here.

Edna shares her reflections at her personal blog, What Ed Said and she is co-administrator of the collaborative inquiry blog, Inquire Within.

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There is a buzz in the room as 11 year olds sit in groups around large sheets of butcher paper, talking animatedly. I like visiting this classroom, seeing how the two teachers collaborate and the children engage in their learning.

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Wordwall - Create better lessons quicker

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1) I learn from my mistakes and from others a) Risk-taker b) Reflective c) Knowledgeable 2) When you effectively arrange elements and energy in order to meet your goals a) Open-minded b) Knowledgeable c) Balanced 3) When you aren't afraid of doing things that involve danger or risk in order to achieve a goal, you are a... a) Knowledgeable b) Risk taker c) Caring 4) When you seek information by asking questions a) Inquirer b) Risk taker c) Communicator 5) A person who is good at communicating with others a) Communicator b) Caring c) Thinker 6) A person who has a well-developed faculty for thinking a) Balanced b) Thinker c) Open-minded 7) A person who explores ideas in order to be well-informed a) Knowledgeable b) Reflective c) Caring 8) A person who cares for others a) Caring b) Inquirer c) Balanced 9) A person who has high moral principles, such as honesty or integrity a) Reflective b) Principled c) Caring 10) When you are happy to accept new or different ideas a) Inquirer b) Thinker c) Open-minded

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1) I learn from my mistakes and from others 2) When you effectively arrange elements and energy in order to meet your goals

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The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.

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Match the title with the descriptor.

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Wordwall - Create better lessons quicker

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Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human., Where we are in place and time - An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives., How we express ourselves - An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic., How the world works - An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment., How we organize ourselves - An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment., Sharing the planet - An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.,

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Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human..

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Reading material: Developing a transdisciplinary programme

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Reading material: Developing a transdisciplinary programme

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Reading material: A model of transdisciplinary learning

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Reading material: A model of transdisciplinary learning

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Reading material: Characteristics of the PYP framework

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Reading material: Characteristics of the PYP framework

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PD Nano: Learning in a transdisciplinary world

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PD Nano: Learning in a transdisciplinary world

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http://d2sogmhdubry8r.cloudfront.net/PYP+PD+nanos/Final+Eng/Learning+in+a+transdisciplinary+world/index.html#/menu/5d319f2f0b2f6265fec77223

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Reading material: Concept-based teaching and learning (IBO, 2012) 

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Reading material: Concept-based teaching and learning (IBO, 2012) 

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In groups, create a presentation of what concept-driven learning looks like.

Choose a transdisciplinary theme and choose key concepts and determine the related concepts that would fit under the allocated transdisciplinary theme.

Post your presentation link here.

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https://international-baccalaureate.s3-eu-west-1.amazonaws.com/PYP+PD+nanos/Final+En/Strongcentralideas/index.html#/menu/5d319fed0b2f6265fec77277

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1. Connect: How do we go from global issue to central idea?

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Write your central idea here.

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3 things you learned today

2 things you want to learn and know more about

1 question you have after today’s sessions

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Learned about the connection between concept and central idea, the value of multilingualism and how translanguaging can be used. I look forward to learning more about planning.

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- I learned more about the key concepts and how it should reflect in our central idea.
- I learned the importance of international-mindedness and how it reflects on the IB curriculum.
- I enjoyed hearing and learning from everyone.

- As you mentioned about managebac, I would love to learn more and how we can utilise it.

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Reading material: Approaches to learning in the early years

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Reading material: Approaches to learning in the early years

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Reading material: Approaches to learning 

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Reading material: Approaches to learning 

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Additional resources about concept: H. Lynn Erickson

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Additional resources about concept: H. Lynn Erickson

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Reading material: INQUIRY IN A PRIMARY SETTING

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Reading material: INQUIRY IN A PRIMARY SETTING

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Reading material: INQUIRY IN THE EARLY YEARS

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Reading material: INQUIRY IN THE EARLY YEARS

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http://d2sogmhdubry8r.cloudfront.net/PYP+PD+nanos/Final+Eng/Inquiry+happens+everywhere/index.html#/menu/5d18c2cc0b2f6265fec75775

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1. Connect: How and where is inquiry happening?

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https://www.kathmurdoch.com.au/new-page-2-1

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https://www.trevormackenzie.com/sketchnotes

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Create a poster to share the suggestions  that would help the learning community comprehend agency.
Consider the questions below in formulating a poster.

o    What short-term or long-term goals might you have for developing student agency?

o    How will you assess success in this area?

o    Which strategies might you consider for supporting students to take action?

o    Who from your learning community can support you?

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Ø Write 1 thing that you are confident about from today’s sessions

Ø Write 1 thing that you still have questions about from today

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Planning by Mare, Denise, and Malia for kindergarten

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Planning and poster by Mare, Jorgen, and Malia

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From this diagram, discuss: What key messages come through to you? How would explain this diagram to someone else? What questions does it raise?

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•Create a drawing of a design for a new learning space for your classroom. Think about the barriers that you have encountered in your previous learning journey and be mindful of the different needs of the students. Your classroom should represent an inclusive learning space.

•Once you have designed your new learning environment, as a group create a 1-minute elevator pitch to present to your Board of School/Leaders to request funding and development for your new space.

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Reading material: Approaches to teaching

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Reading material: Approaches to teaching

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Select 2 teacher capabilities or practices, based on the IB approaches to teaching, that you would like to focus on developing in your classroom or school after this workshop.

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What visual metaphor would you use to represent the PYP as a holistic, transdisciplinary and coherent learning experience?

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Veronica, Steven and Nina

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.