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👉 Click on the + icon under this section to post your entry.

📸 Share a Picture: Upload a photo of a personal artifact (an object, photo, or item that holds special meaning to you).

🖊️ Tell Us About It: Write a brief explanation of how this artifact connects to who you are and why it is meaningful to you.

✨ Don't Forget: Please include your full name in your post. 😊

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My name is Alain Gholam, and the IB logo is deeply symbolic of my journey as an educator and my personal values. 🌍 For over 13 years, I have been part of the IB world, drawn to its philosophy and practices, particularly within the PYP programme.

The logo represents more than just a framework—it embodies my belief in open-mindedness, thinking outside the box, and embracing different cultures, perspectives, and beliefs. 🌟

What truly resonates with me about the IB is how it nurtures these qualities in both learners and educators, fostering an environment where curiosity, empathy, and global understanding thrive. The program has shaped my character, instilling in me the importance of lifelong learning, compassion, and the ability to adapt to diverse perspectives. 🌏💡

This alignment with my values and beliefs about teaching and learning is why I proudly advocate for the IB. It is more than an educational framework—it is a mindset that inspires individuals to grow into knowledgeable, caring contributors to the world. 💙✨

I hope this workshop inspires you to embrace the journey and discover the transformative power of the IB philosophy. Together, we can continue to make a meaningful impact. 🌱

— Alain Gholam

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Hello, I’m Aya Takkoush, a passionate PYP educator who believes that every learner’s voice deserves to be heard. I design differentiated learning experiences that spark curiosity, honor diverse strengths, and empower students to take ownership of their journey.

For me, teaching is about nurturing the roots of respect, inclusion, and growth so that every child can branch out with agency, creativity, and confidence. I see myself as a facilitator and co-learner, guiding students to set their own goals, ask meaningful questions, and thrive through genuine, hands-on learning.

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My name is Diana Danab. This picture represents how I see myself as educator — as a force that can change the world. Each time I educate someone, I feel I am contributing to making the world a better place. Every learner we inspire becomes part of that positive change, spreading knowledge, kindness, and understanding across the globe.

I am eager to attend this workshop to continue growing as an educator and to learn new ways to make a lasting impact through teaching.

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My name is Jouwanna Habash. Choosing the chess board and pieces to represent how I approach both teaching and learning. Chess teaches patience, strategy, and reflection, which are the same qualities I value in the classroom. It reminds me that every learner, like every piece, has a role and potential. This artifact is meaningful to me because it reflects who I am ( a lifelong learner ) who values thinking, planning, and empowering others to make their next move with confidence.

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I am Amani Awada , an Arabic language teacher who believes that education is a mission before it is a profession, and that every word we speak leaves an impact, and every idea we plant creates an echo. I find in the ladybug a symbol that represents me; a small creature in size, yet great in its influence—beautiful in appearance, yet naturally a protector. It does not harm, but rather shields. This is how I see myself in the field of education: I work quietly, give wholeheartedly, and bring a sense of calm to my students—without noise or show. Just as the ladybug protects plants from harm, I strive to be a source of intellectual and emotional safety for my students. I remove doubt, plant love for the language, and nurture a belief in the power of words.

In my educational journey, I draw inspiration from the IB Learner Profile. I encourage my students to be thinkers, inquirers, communicators, principled, open-minded, caring, balanced, and reflective. I believe these attributes are not just theoretical ideals, but values that can flourish when learners are surrounded by those who believe in them and provide the space for them to grow and evolve. Through my teaching of the Arabic language, I aim to make our language a tool for expression, analysis, and reflection—helping students connect with themselves and the world around them, so they may become lifelong learners.

Just like the ladybug—simple in form yet unwavering in purpose—I strive never to stop fulfilling my vital role in the learning journey.

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My name is Manal Layla.

This picture is more than an image — it’s a feeling.

It reminds me that learning starts with wonder and grows through connection.

In my classroom, questions are louder than answers, laughter fills the gaps between lessons, and tiny hands build big dreams.

Every child I teach adds a new color to my day, a new story to who I am becoming as an educator.

Teaching, for me, isn’t about perfection — it’s about presence.

It’s about noticing the small things that matter most: a spark of curiosity, a proud smile, a brave “I can try again.”

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💫My name is Zeinab Bizri. This photo represents a meaningful part of who I am as an educator. It was taken during a playful inquiry activity in my classroom where curiosity, laughter, and learning naturally come together. The moment reminds me why I love teaching . I value creating a safe and joyful environment .This image reflects my belief that learning starts with relationships  by connecting with my learners, I help them connect with the world around them.💫

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💫My name is Zeinab Bizri. This photo represents a meaningful part of who I am as an educator. It was taken during a playful inquiry activity in my classroom where curiosity, laughter, and learning naturally come together. The moment reminds me why I love teaching . I value creating a safe and joyful environment .This image reflects my belief that learning starts with relationships  by connecting with my learners, I help them connect with the world around them.💫

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Nature connects me because it brings me peace, clarity, and a sense of balance. Being surrounded by trees, sky, and natural sounds helps me feel grounded and calm. It reminds me of the beauty in simplicity and the importance of slowing down. Nature means a lot to me because it helps me recharge, reflect, and feel more connected to the world around me.

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Souad Habbal - Being an Influencer: My Journey as a Teacher

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Souad Habbal - Being an Influencer: My Journey as a Teacher

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My name is Souad Habbal, and I am an additional language teacher. I teach English with love and passion, and I view my profession as both a meaningful journey and a rewarding challenge. The artifact I have chosen to share symbolizes my role as an influencer in education. It reflects my dedication to inspiring students, building their confidence, and helping them develop a genuine love for the English language. This artifact is deeply meaningful to me because it represents who I am as a teacher and the positive impact I aim to make every day.

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I Chose this hobby '' swimming '' because I enjoy swimming and it calms me down, meditative, and provides me a sense of weightlessness and free down.

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My name is Farah Jardali .

Being a balanced educator means integrating both teaching and sports in a way that nourishes both mind and body. As a teacher, it's essential to manage classroom responsibilities, lesson planning, and student interactions with intention, while also dedicating time to physical activity. Engaging in sports not only boosts personal health but also sets an example for students about the importance of staying active and managing stress. A teacher who practices balance in their own life, actively participating in sports, can foster an environment where physical wellness is as valued as academic success.

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Learning and Teaching for Conceptual Understanding 

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Learning and Teaching for Conceptual Understanding 

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Co-construction of Workshop Essential Agreements

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Co-construction of Workshop Essential Agreements

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Thank you for taking the time to complete the pre-workshop survey. I’ve compiled the list of essential agreements based on your phrases and suggestions, and have aligned them with the PYP Learner Profile attributes to ensure that the agreements reflect our shared values and goals. Below are the essential agreements we will use throughout the workshop:

We create a positive and respectful environment, where all participants feel valued and heard, demonstrating caring and open-mindedness.

We collaborate effectively and support each other’s learning, reflecting the attributes of being knowledgeable and inquirers.

We engage in meaningful and thought-provoking conversations, contributing thoughtfully and building on each other’s ideas, embodying the attributes of thinkers and communicators.

We approach challenges with a positive attitude, managing our time wisely and remaining consistent, reflecting the attributes of being principled and risk-takers.

We organize our time effectively and complete required tasks, ensuring balance and thoughtful reflection in our work, demonstrating balanced and reflective qualities.

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Jan Van Den Akker: Curriculum Spider Web

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Jan Van Den Akker: Curriculum Spider Web

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Transdisciplinary Themes (Arabic Version) 

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Transdisciplinary Themes (Arabic Version) 

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

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Learning and Teaching for Conceptual Understanding LA 2025.pptx

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Speaker
Chad HyattExperienced PYP Educator and Workshop Leader

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Examine the Halliday Language Model to support curriculum planning and shares examples of planning for units and learning experiences.

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Abir Abdel Salam Nassar

I am an Arabic language teacher in the Primary Years Programme (PYP). I have been practicing education for seventeen years — not merely as a profession, but as a life project and a human vision.
I believe that education is a mission built on passion, compassion, and justice, and that the role of the teacher goes beyond transmitting knowledge — it is about empowering learners to be active, free, critical thinkers, capable of creating change in a changing world.

A Vision in a Picture: Diversity as the Essence of Learning

In this classroom scene, my vision of education is reflected as a human journey toward understanding, not merely the transfer of information. Here, diverse faces, different abilities, and united hearts in their desire to learn come together to form a portrait that embodies the belief that every learner has the right to learn, and that diversity is not the exception, but the foundation that enriches the educational experience.

The teacher stands at the heart of this circle — not at the center of authority, but at the center of relationships built on trust, care, and empowerment. The teacher does not dictate, but accompanies; does not impose, but guides; believing that true education happens when intellect meets compassion, and knowledge meets dignity.

This image captures my philosophy of teaching, in harmony with the International Baccalaureate (IB) philosophy, which views every learner as a unique being carrying within them the seed of individuality and the potential for transformation. In this space, everyone learns from everyone:
those with linguistic strengths support those with visual thinking skills, and those with rich imagination open new horizons for peers who struggle with reading. Learning, in its essence, is a collaborative, empathetic, evolving act connected to real life.

In my classroom, technology is not reduced to a digital tool — it becomes a shared language of minds, offering learners equal opportunities to express themselves in different ways: through voice recordings, illustrations, or digital storytelling. To me, technology is a bridge to educational equity, not a luxury.

From this perspective, I draw inspiration from the IB Learner Profile attributes, which represent the core of the humanistic educational philosophy of the programme. These attributes are not merely theoretical ideals, but a framework of values, behaviors, and awareness that develops day by day, inside and beyond the classroom.
I strive to nurture in my learners a spirit of inquiry and critical thinking, to train them in effective communication and ethical decision-making, and to open before them windows of cultural openness and emotional balance.
I teach them to be caring, principled, reflective, and courageous — to speak the truth and stand for what is right. These attributes are not an end in themselves, but a means through which we build responsible global citizens who believe that lifelong learning is the path toward human and societal progress.

Thus, the classroom becomes a space where everyone learns to be human before being competent, where differences become fuel for understanding, not reasons for exclusion.
It is a classroom that speaks the spirit of the IB: an education for thinking, responsibility, and global human belonging.

Thank you

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Strategies for Conceptual Understanding 

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Strategies for Conceptual Understanding 

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10 Easy Strategies for Assessing Conceptual Understanding in the IB PYP.

Helping students build conceptual understanding is at the core of how we approach knowledge in the IB PYP. But how do we ensure they're truly grasping big ideas rather than just recalling facts? I've put together 10 simple, effective ways to check for conceptual understanding at different grade levels ( supporting differentiation and diverse learning styles)-whilst encouraging student agency. Plus, you'll find links to several resources that I designed for my class to support their self-assessment and reflective thinking practice.

Look for the and to support deeper thinking across all transdisciplinary IB PYP This or That Exit Slips Reflection Task Cards for Concepts themes. They were such a hit for students and teachers!

For Your Lower Grades Learners

1. Provide a variety of real-world objects and have students sort them into categories based on concepts like change, form, or function. Concept Sorting with Real Objects This is an example of internalisation & classification in action.
For example, sort objects by "natural" vs. "man-made" when exploring How the World Works theme. Ask them to explain their choices using guiding questions that connect with the concepts you are focusing on. For example: Form: What do the natural materials feel like? What do the man-made materials feel like? Connection: How might all of the materials connect?

2. Before reading a book, do a picture walk and ask, "What do you think this book is about?" After reading, revisit the images and connect them to one specified concept or, as the example below for our study with the Picture Walk Concept Connections
Gingerbread Man shows, all of the concepts.

I like to create a community chart, sharing the children's thinking so that we have a record of our on-going thoughts and can refer back to is as the inquiry progresses, reinforcing the changes in their understanding as knowledge is transferred. For example, while exploring 'relationships' in Who We Are, ask, "How do the characters' relationships change?"

Students' feedback brings value to planning.

For Lower Grades

1. quick reflections on conceptual understanding. You can simply give two statements related to a concept and have students choose which aligns with their thinking, then justify their choice. Create simple This or That Concept Exit Slips - these offer structure with an open-ended feel, supporting those lower grades students where necessary.
This or That Exit Slips provide For example, "Rules help us OR Rules limit us" in How We Organize Ourselves. In words or pictures, the children can they show their perspective OR create a simple tally of community results and use that data as a community reflection.

2. Concept maps are a great way for students to show their understanding through representation. Have students create a quick concept map with a partner, connecting their unit of inquiry's concepts to personal experiences, books, or classroom activities. Then, discuss to share their understanding and how it has evolved over time. Concept Mapping with Partner Talk
The concept map above comes from the very talented Dilek & Alona's PYP kindergarten in Ankara, @reggio.inspired.pyp The obvious concept is expertise, explored through the concepts within Who We Are.
5.Math Talk: Concepts Reflection Cards: Concepts-in use is applied when these task cards with specific guiding questions link to the maths concepts we learned about. This supports transfer of knowledge and understanding. The children worked collaboratively in small guided maths groups to share their thoughts to guiding questions that connect the math s with the specified concepts, giving a picture of their conceptual understanding & how it all connects. This strategy could also connect with the Concept Reflection Journals, as listed in strategy 6.

Reflection Task Cards for Conceptual Thinking

1. Use to encourage deeper thinking about the concepts within your unit of inquiry. These cards provide prompts for students to consider connections between their learning and real-world applications. Reflection Task Cards for Concepts For example, when studying causation in How the World Works, ask, "What would happen if gravity didn't exist?"
I created a set for each of the IB PYP transdisciplinary themes, covering many additional concepts within each theme. These were such a powerful tool to implement into our on-going practice of self-assessment and reflection. Take a closer look at each set for each theme here.

2. Have students keep a concept journal where they reflect on key ideas throughout a unit or even within a specific subject. They can use drawings, diagrams, and written reflections to explain their understanding and how it's evolving. Sketch notes and doodles are a great way to make this strategy more diverse and engaging for your reluctant writers. You can use task cards with guiding questions to differentiate and support those learners who need more guidance with reflection. Take a look at the Concept Journals
maths concept task cards that I created to do exactly that with my students. We connected the specified concepts with our maths concepts and then used these cards to reflect on our conceptual understanding, recording reflections in our journals or notebooks.

3. Post images, quotes, or artifacts around the room that relate to your inquiry. Have students walk around, jot down connections, and discuss in small groups how each item relates to your focus concepts - specified or additional. For example, in Gallery Walk with Conceptual Thinking
Where We Are in Place and Time, our focus throughout was on place & time. I wanted to check students' understanding with these concepts before progressing with our next line of inquiry. I created a set of concept discussion mats to spark collaborative discussions a s a community reflection. This allowed both myself and the students to evaluate current understanding before planning our next steps. These were such a success! I have since created a set for every theme. You can take a look at those tools, right here.

4. Challenge students to create real-life scenarios that illustrate your concepts. If exploring responsibility, they could write or act out a short skit showing responsible vs. irresponsible environmental choices. The photo below demonstrates how my grade 3s shared their understanding of the concepts of earths structure; namely the rock cycle, using a "living diagram". Mime Living Diagrams: Student-Created Scenarios
The children had to plan together how best to mime their understanding. Mime removes the crutch of language, requiring students to express their understanding through movement, which deepens their grasp of concepts beyond words. By embodying ideas through gesture and expression, students demonstrate their conceptual understanding in a rigorous, creative, and thought-provoking way.

5. Ask students to create analogies for concepts. Concept Analogies
For example, "Function is like a toolbox because..." or "Change is like a river because..." This encourages them to think beyond surface-level definitions. The photo below shares the key words that my grade 4 felt was the focus of our inquiry before they knew that the central idea was: Arts influence our emotions and behaviour.😉

10. Peer Teaching with Conceptual Questions
Have students design 3-5 questions that assess conceptual understanding and ask a classmate to answer them. This encourages meta-thinking and clarity in their understanding of a concept.

By using these simple strategies, you'll encourage student-led inquiry while ensuring meaningful engagement with big ideas. Try incorporating my and IB PYP This or That Exit Slips Reflection Task Cards for Concepts into your practice for even more structured yet student-centered reflection.

And if you'd like the tools to apply these kind of ideas every month, in addition to instructional coaching with fresh ideas and strategies and, oh yeah, $10 back to spend on anything you choose, join our monthly Essentials for Inquiry members' hub! Unbelievable value!

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10 Easy Strategies for Assessing Conceptual Understanding

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Helping students build conceptual understanding is at the core of how we approach knowledge in the IB PYP. But how do we ensure they're truly grasping big ideas rather than just recalling facts? I've put together 10 simple, effective ways to check for conceptual understanding. Read on for ideas.

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1. Ask "What stuck with you today?"

Find out what made the most impact with one simple question. Sticky notes are fantastic for exit tickets; just have each student post theirs to the board on their way out the door.

2. Lunch questions

In elementary classrooms, there's no need to wait until the end of the day. Try using exit tickets before lunch or recess. Kids too young to write? Have them tell you their answer on their way out the door.

3. Have them "tweet" it

This cute "Twitter" board is sure to appeal to young social media fans. Laminate the cards so they can be reused each day.

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4. Gauge understanding with emojis

Here's another way to help today's kids connect and share their progress. Have them circle an emoji on this free printable and explain why it reflects their understanding.

5. Record a Flip video

Flip (formerly Flipgrid) is a totally free online tool for schools, where kids record video answers to a question posted by their teacher. This is such a cool exit ticket idea for virtual classrooms, though it works in face-to-face classrooms too.

6. Collect exit tickets on a traffic light

Have students post their tickets on a traffic light to indicate whether they're doing fine or struggling a bit. That way, you can focus on those who need more help first.

7. Give them a prompt

Sometimes exit tickets are very specific, but other times you just want to know what students' general reaction was to the class that day. We like this simple option that offers a few prompts to get them started.

8. Use the "Post-It, Prove It" method of exit tickets

Here's an example of a more specific exit question. Try to ask questions that have more than one right answer, so students don't just copy each other's responses.

9. Let them teach others

Kids often surprise us by looking at things in entirely different ways but still getting the correct answers. Their thoughts on a subject may give you ideas for helping other students who need a bit more instruction.

10. Take a poll

Online polls make terrific exit tickets. Poll Everywhere is free to use, and kids can text their answers. Fun!

11. Encourage self-reflection

Valuable as they are to teachers, exit tickets are also important for helping students self-assess. This version lets them reflect on their strengths and areas for improvement.

12. Tell two facts and a fib

We love this interactive ticket idea! Kids write down two facts about today's subject and one fib. They trade with another student to see if they can guess the incorrect fact before turning them in.

13. Try them in any class

Oui, oui, les "billets de sortie" work in French class, or Chemistry, or Art History ... every teacher should try them.

14. Keep an exit ticket journal

Give exit tickets a bit more substance by having students keep them in a journal. This gives them a nice record of learning and can help when it comes time to review for tests or write a paper.

15. Post exit tickets on Padlet

Think of Padlet as an online bulletin board. Teachers post a question or topic, and kids add their answers. See our review of Padlet here, then give it a try.

16. Print exit tickets on sticky notes

Did you know you can easily print on sticky notes? This game changer means you can easily customize exit tickets for any topic.

17. Write a 3, 2, 1 list

The 3, 2, 1 method allows kids to self-assess, but it also lets them indicate a deeper level of interest in the topic at hand.

18. Make it a mini-assessment

You'll have to prep these in advance, but an assessment exit ticket is sort of like a no-stress quiz. Kids simply do their best, without worrying about grades, and you get a better feel for their progress.

19. Fill up a shopping cart

Here's a chance to really see what their takeaways were from a lesson. This will let you see if your learning objectives are coming through as they should.

20. Follow science lab with exit tickets

Hands-on science exploration should be followed up with written observations and conclusions. Use exit tickets to check for understanding.

21. Sum it up with one sentence

Help your students distill what the day's lesson was all about with a one-sentence summary. This requires students to prioritize the most important elements of the activity and reveals whether they are getting the "big picture."

22. Keep it simple

Sometimes you look out at your students and you see a lot of blank stares. When this happens, take a quick moment to use this exit slip. It will help you assess who's on board and who needs further instruction.

23. Change it up

If you always use the same exit tickets after a lesson, your students might go on autopilot. Change up your format by asking students how they're doing in a variety of ways.

24. Match your exit tickets with your teaching philosophy

These colorful prompts were developed to support the Habits of Mind framework. Choose from questions that encourage your students to observe, reflect, and explore what they're learning.

25. Collect answers on Google Forms

Teaching online or looking to save paper? Collect your tickets using Google Forms instead. This is especially useful if you're already using Google Classroom.

26. Take time to analyze exit tickets

Make sure your exit tickets are worth the effort. Spend a little time at the end of each class or day looking over student responses, and make notes about any needs they indicate.

Exit tickets are just one type of formative assessment. Check out our guide to formative assessment.

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26 Exit Ticket Ideas and Examples That Give Immediate Feedback

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Use exit tickets to check student understanding of what they learned and get immediate feedback on that day's lesson.

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Assessing students doesn't have to take all day.

It also doesn't have to be boring.

Some of the most valuable information I have learned from my students comes when I ask them an interesting open-ended question and give them just a few minutes to write down what they've learned on an exit ticket at the end of a lesson.

If you're looking for some fun and engaging ideas to add to your assessment toolkit, I have a few exit ticket ideas I think you'll like.

10 Words or Less

This is one of my favorite ideas for an exit ticket template. And as an added bonus, it doesn't require any prep work for teachers. Have students write a summary of the lesson in 10 words or less. Students love the challenge of only being able to use 10 words and it really forces them to consider each word they are using. You can read through the exit tickets quickly and you'll be able to see which students grasped key vocabulary, takeaways or processes from the lesson.

Draw. Label.Caption

For the exit ticket, you'll have students draw a picture based on what they learned in the lesson. Then, you'll have them label all the important elements of their picture and finally provide a 2-3 sentence caption. This is a great exit ticket idea especially for science or social studies, and it gives you the opportunity to see what details really stuck with your students.

#lessonslearned

This is a student favorite. Have students come up with 3 hashtags they would use if they were going to tag that lesson on social media. This is great for students who like to express themselves creatively and it really helps you see if students got the main idea/point of the lesson. As an added bonus you could have students draw an image they would post on Instagram that connects to their hashtag.

Sentence.Phrase.Word

Have students write a detailed sentence that summarizes the lesson. Have them underline the most important phrase and then have them circle the one word that is more important in that phrase. This allows you to see if students can summarize what they learned and identify the key takeaway from the lesson.

Wise Words

Have students write 1-2 pieces of advice they would give to someone who is just learning this skill or topic for the first time. I love using this one during math because it allows me to see if students have found a strategy that works well for them. This is one of my favorites to have students share out loud. Many times their wise words are something another student needs to hear.

3-2-1

I love using 3-2-1 as an exit ticket one because it gives me so much information but doesn't take much time. At the end of a lesson I will have students write down 3 things they learned. This could be vocabulary terms, strategies, or just new pieces of information. Then they write down 2 questions or wanderings they still have. This helps me identify what I still need to teach on that topic. And then the last thing they write down is 1 thing they still need to practice. This helps me figure out who I might need to follow up with in small group.

Multiple Choice

I will ask students to write a multiple choice question and provide four answer choices that could be used as an assessment for the lesson/unit. Then I will actually pick 4-5 questions to create a formal quiz/assessment to give students. I will give students a bonus point if I pick their question to be included in the quiz. This is one of my favorites. When students have to come up with a question and answer choices it helps me see if they are able to think about how this skill/concept would appear on an end of unit assessment.

Extra! Extra!

Ask students to use what they learned in the lesson to come up with a headline that would appear in the school newspaper. This is another one that appeals to students who are really creative. You could have students vote on the top 2-3 headlines and then as an extension activity to the lesson they could write an article that would connect to one of the top headlines.

In My Teacher's Shoes...

Ask students to respond to the prompt: "If I were teaching this lesson, I would make sure to..." This is a great prompt to use as an exit ticket because it gives me insight into each students learning styles. I'm always surprised at what my students share. Sometime it has to do with how something was taught or the amount of time that was spent on a particular part of the lesson. This one lets me see what the students think is necessary to teach the lesson and gives me ideas on how I can improve my instruction.

Brain Dump

I will set the timer for 1-2 minutes and tell students to write down everything they can remember from the lesson. This is great because I can see what words or phrases students write down, but also the volume of writing students are able to produce in 1-2 minutes tells me a lot about who really understands the new content and who doesn't feel like they have much to write about what they learned during that lesson.

I hope you're excited to try some of these exit ticket ideas in your classroom this week. Which one do you think you'll try first? Whether you're having a class discussion at the end of the lesson or having students quickly jot down their responses on a note card or sticky note, I hope you enjoy adding some new assessment tools into your lessons this week.

If you're interested in getting ready-to-print templates along with 20 more exit ticket ideas, check out my Exit Ticket Sticky Note Templates in my TPT store. I love having these templates printed and sitting on my teacher table so I can quickly grab and use them at the end of any lesson. And, as you can see from the pictures in this blog post, you don't have to use them only on sticky notes. Printing on regular paper works just as well and kids love using the pre-printed templates.

Happy Assessing!

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10 Quick and Easy Exit Ticket Ideas for Upper Elementary

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Assessing students doesn't have to take all day. It also doesn't have to be boring. Some of the most valuable information I have learned from my students comes when I ask them an interesting open-ended question and give them just a few minutes to write down what they've learned on an exit ticket at the end of a lesson.

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The levels in simple terms are:

When students have demonstrated understanding at the 'Relational' level, it is recognised that they have achieved that aspect of understanding/learning.

We also use Solo Taxonomy to develop depth in the teaching of the NZ Key Competencies. See the below stages for how this is developed.

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The...

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Consider the following prompts.

What might success look like for you in developing conceptual understanding in your students? In the school?

What evidence would demonstrate your growth as a PYP teacher/PYP school?

What will require further development throughout the year?

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1.Students asking meaningful questions:

They show curiosity and want to explore why things are the way they are.

2.use asessment and reflection

3.Throughout the year, students will need continued support in deepening their questioning skills and transferring conceptual understanding across different subjects.

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بصفتي معلمة تربية بدنيّة

ساعمل على تطوير الفهم المفاهيمي من خلال إعادة النّظر في التّخطيط مع باقي المعلّمات

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success for me looks like seeing my students make connections , ask questions , and explain ideas in their own words . showing they truly understand the WAY not just the WHAT ( Dalya Nakouzi)

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Souad Habbal

Developing conceptual understanding in my students is when they can transfer knowledge and skills to a new context, make connections, reflect, and apply what they have learned in meaningful ways.

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Evidence of growth would be students thinking deeply, asking questions, and connecting learning. Teachers plan together, focus on concept, and both students and teachers reflect with understanding and purpose.

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Evidence that demonstrates is growth in planning for conceptual understanding and transdisplinary and authentic learning experiences and finally the commitment to lifelong learning

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I've grown in many ways. I now plan my lessons with big ideas and give my students more chances to ask questions and explore. I've learned to step back and let them take the lead in their learning. I am proud of the progress I've made and excited to keep growing.

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Success looks like when learners transfer in a new context.

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- Learners' reflections showing transfer of learning

- Unit plans that reflect deepening conceptual focus

- Teacher regular review of central ideas, provocations and inquiries

Farah Saad

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_More professional development

_Focus more on conceptual understanding

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Through the IB workshop, I have developed a deeper understanding of how to teach through inquiry and focus on conceptual understanding. In my art classroom, learners now explore big ideas, make choices, and reflect on their own learning showing engagement. I collaborate more effectively with colleagues to connect art with transdisciplinary themes and the learner profile.

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التأمل ( أماني عواضة )

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التأمل ( أماني عواضة )

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خلال هذين اليومين اغنيت معرفتي وطورت تفكيري

حول أهمية الاستيعاب المفاهيمي وضرورة جعله اساس في عملية التخطيط والتطبيق ومن هنا سأعمل على صياغة الاسئلة المفتوحة المبنية على اساس مفاهيمي

وساحفز المتعلمين على تطوير مهارتي الربط والتعميم

كما سأعيد النظر في استراتيجيات وادوات التقييم

كي تكون مبنية ومترابطة لقياس الاستيعاب المفاهيمي

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كيف يمكن أن يبدو النجاح في تطوير الفهم المفاهيمي لدى طلّابي وفي المدرسة؟

يظهر النجاح عندما يصبح المتعلّم قادرًا على الانتقال من المعرفة السطحية إلى الفهم العميق، أي عندما يستطيع تطبيق المفهوم في سياقات جديدة، والتعبير عن علاقاته بأفكار وتجارب أخرى.
النجاح يقاس بمدى تمكّن الطالب من الربط، والتحليل، وطرح الأسئلة التي تعكس تفكيره المستقلّ.
على مستوى المدرسة، يتجلّى النجاح حين نلمس أن ثقافة الفهم المفاهيمي أصبحت نهجًا مؤسّسيًا: في التخطيط، وفي التقييم، وفي لغة الحوار بين المعلّمين والمتعلّمين.

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وتاج الجردلي

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وتاج الجردلي

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السؤال رقم ٣

أريد المزيد من ورش العمل.

تعزيز استخدام المهارات.

مراجعة نقاط في poi

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Farah and Hiba

1.      Success for me would mean that learners are not only able to recall facts but are able to think conceptually, make connections across disciplines, and apply their understanding to new situations.
In my classroom, I would see learner : Asking deep, “why” and “how” questions. Taking ownership of their learning journeys through inquiry and exploration.

2. Evidence of my growth as a PYP teacher would be visible in:

Unit planners that show clear central ideas, key concepts, and conceptual connections.

Learning engagements that move beyond surface activities toward deeper inquiry.

Assessment tools that focus on understanding and transfer.

As a school, our growth would be evident through coherent concept progression across grade levels, consistent use of conceptual language, and collaborative reflection on how we nurture global-minded learners.

Zeinab and Manal

3. What will require further development throughout the year?

Throughout the year, I want to continue developing:

The integration of student agency ensuring learners have voice, choice, and ownership in exploring big ideas.

Deeper understanding of how concepts transfer across subject areas and year levels.

Strengthening collaboration and reflection within the teaching team to ensure alignment and shared vision.

Using learner reflections more intentionally to inform teaching and unit refinement.

Zeina

4- To enrich our units and promote deeper conceptual learning, we can:

Begin with engaging provocations that invite curiosity and questioning.

Develop guiding questions that challenge thinking (“Why is this important?” “How are these ideas connected?”).

Encourage learners to use visible thinking routines and concept maps to make understanding explicit.

Tharwat

in a Summary:

The IB workshop strengthened my understanding that conceptual learning is a journey—for both l and teachers. My goal is to foster a classroom culture where learners explore, connect, question, and reflect. As I continue developing as a PYP educator, I aim to design learning experiences that help students not only know but truly understand the world around them.

* We would like to sincerely thank you for the insightful workshop you conducted. Your expertise and thoughtful guidance provided valuable perspectives that will greatly support our teaching practices and enhance our understanding. We truly appreciate the time and effort.

Warm regards,

Group “3”

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Conceptual understanding success is figured when my students transfer this understanding into different contexts, when they formulate Conceptual questions , relate the Conceptual understanding to their lives. In addition when they start figuring out big concepts and think broadly. Lastly when they are able to undergo debates and argue.

Aya Takkoush

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يعدّ التطوير المهني أمراً ضروريّاً وبالنسبة لي  ولتجربتي المتواضعة خلال سنتين ضمن pypاحتاج الى المزيد من الدورات التدريبيّة،لكي أواكب التطور المستمر وأصل الى الهدف المرجوّ .

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يعدّ التطوير المهني أمراً ضروريّاً وبالنسبة لي  ولتجربتي المتواضعة خلال سنتين ضمن pypاحتاج الى المزيد من الدورات التدريبيّة،لكي أواكب التطور المستمر وأصل الى الهدف المرجوّ .

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ولا بد من الاثناء على أنّ هذه الورشة التّدريبيّة تركت بصمة مميزة سترافقني في مسيرتي التّعلميّة.