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Enhanced PYP AtLs Matrix  ICONS ONLY 1 page @OrenjiButa

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We will be using this document to help us with planning

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Strategies that enhance Agency in the classroom

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Strategies that enhance Agency in the classroom

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Establish a respectful welcome culture

- Create shared routines- ask for students input in developing routines such as bathroom signs, transitions etc

- Setting up learning spaces that support students learning and be flexible to adjust

- Make decisions about learning and involve students in this conversations

- Communicate expectations and explain knowledge, conceptual understanding that students are learning and why

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I think students feel comfort in this area when they play the game or read a book.

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Share idea

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the good desk formation for accomodatin of discussion

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Student voices...

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Good formation for discussing

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activity table

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I chose here! Because students can make conservation easily and deepen their understandings.

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STUDENT'S THIKING

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It's impressive that the student's thoughts were remained. Because in my case, usually after finish the class I erase them.

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이 교실에 들어오는 순간부터.

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이 교실에 들어오는 순간부터.

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교실 입구에 붙어 있던 말인데, 아이들 스스로 교실에 들어올 때부터 이러한 마음 가짐을 갖고 들어올 수 있게 한다는 생각이 들었다.
학생 스스로의 내적 동기를 조금이라도 고취시킬 수 있는 방법이 아닐까. 다만 우리 현장에서는 규칙을 지키지 않는 학생에 대해 어떠한 제지도 하기 어렵게 되어 있는데, 이 학교와 IB교육에서는 규칙을 무시하는 학생에 대해 어떻게 대하고 있는지 궁금하다.

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I like various study table. It will be helpful to student's cooperation.

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I could listen to the student's voice by these papers. This teacher try to listen to his/her student's thoughts and feelings about the issue.

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we  have  field experience  to  share for  primary  education. Each of us have experties  acquired in our school and education. we also are  able to  share good personalities.

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We will use this to review transdiscilinary themes and central ideas

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This article talks about Primary Years Programme students inquiring into the p hysical and virtual public spaces. As part of their action, students chose to design the mother tongue space for the library.
The beauty of the Primary Years Programme (PYP) is the empowerment of students during their learning journey and also as a result of their learning. P6 students (8-9 years old) started their academic year by inquiring into the central idea Physical and virtual public spaces provide people with opportunities to make connections and establish a sense of community under the transdisciplinary theme How we organize ourselves.

During the unit of inquiry, students differentiated between physical and virtual spaces and identified the importance, need and purpose for each. They looked at different public spaces in the school and brainstormed several ideas to redesign a space for the learning and teaching community. Some of these ideas included improving the design of the PYP field, the breakout space outside the P6 classrooms and the PYP library.

The students chose to redesign the PYP library by adding a home and family languages section. The teachers and PYP coordinator ensured that students were off to a successful start in their journey by involving experts in the field of architecture and design from our community, and arranging visits to different libraries in the city.

Students visited the Atelier D'Arts & Architecture firm to understand how the idea of a physical space develops from the concept of a virtual space. The architecture firm conducted a design workshop where students were mentored to design the space and shelving for the home and family languages library section. Students came back enriched with knowledge and ideas for their library. The mathematics focus on shape and space for the unit of inquiry enabled them to apply their knowledge to design this section of the library. Students continued to brainstorm additional ideas in the classroom, then worked on a plan and created a second and third draft.

Next, they visited the British Council Library and the Alliance Française to see how the libraries were organized. After their return, students reflected on the overall design, including furniture and arrangement of books in the two libraries, compared them to their PYP library and incorporated a few more ideas into their plan. During the design process, students looked at their peers' plans and gave each other feedback and suggestions for improvement. They were enthusiastic, cooperative and collaborative during the task and used persuasive language to convince others in their groups to include their ideas in the plan. The students' final designs included a description of the space in the library they have chosen for home and family languages section as well as detailed illustrations of furniture with measurements.

For the summative assessment, students presented their final designs, explained why their design was suitable for the PYP students and assessed the other groups using a rubric.

Creativity was evident throughout the unit of inquiry. Some of the ideas for the library included a tree book shelf, a cozy section with stuffed toys, bean bags and synthetic grass carpet, lower book shelves with different flag colours and a colourful caterpillar shelf for different language books.

We have now completed our first unit of inquiry, but action is ongoing and the students are eager to see their virtual designs transformed into reality.

It is great to see students enthusiastically take ownership of their learning.
Syeda Hafsa Quadri is a primary teacher at Stonehill International School, Bangalore, India and have taught in PYP schools for 5 years. She is passionate about inquiry-based teaching and learning and constructivist methodologies that empower students to make a difference in the global world. You can follow her on Twitter

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This article talks about Primary Years Programme students inquiring into the p hysical and virtual public spaces. As part of their action, students chose to design the mother tongue space for the library. The beauty of the Primary Years Programme (PYP) is the empowerment of students during their learning journey and also as a result of their learning.