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https://us02web.zoom.us/j/82685770554?pwd=SHJrUUgwWEJ2TmZDcFlPZlhzQVJzdz09

Meeting ID: 826 8577 0554

Passcode: UWC

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https://ibo-org.zoom.us/j/3822931532?pwd=RHZIdklzNzVHSHpKd25ndTFvSW5YUT09

Meeting ID: 382 293 1532

Passcode: CFA6Z2

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Meeting student diversity in the classroom

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Meeting student diversity in the classroom

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Meeting Student Learning Diversity in the Classroom

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Developing a transdisciplinary programme of inquiry

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Developing a transdisciplinary programme of inquiry

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The impact of the IB PYP on student wellbeing

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The impact of the IB PYP on student wellbeing

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Programme Standards and Practices (English)

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PYP Exhibition: How Can PE Integrate? In the last year of the PYP, students are required to participate in a culmination project, the PYP exhibition. Ideally, as single subject teachers, it is...

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Regular posts to help practitioners reflect on their own physical and health education teaching practice. Be sure to check out the visuals and resources posted in the free store that often align with the blog posts.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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A transdisciplinary programme of inquiry

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A transdisciplinary programme of inquiry

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These resources provide support and understanding about key characteristics of the Primary Year’s Programme (PYP).

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Approaches to Learning Scope and Sequence & Learner Profile 'I Can' Statements(2) (1)

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Do schools put enough emphasis on physical education?

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Do schools put enough emphasis on physical education?

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In the first of a two-part series, we look at how physical activity is vital for children's health, wellbeing and development, and what we can do to encourage it
Children aged 5-17 should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily, recommends the World Health Organization (WHO). Yet, globally 81% of school-going adolescents (aged 11-17) are not active enough.

We are living in a sedentary age where increased levels of automation and digitization are contributing to a generation of inactive children, warns a new report by the Active Healthy Kids Global Alliance.

With children spending around half their waking day at school, it can be argued that educational institutions must take a greater share of responsibility for getting children active.

The benefits of physical education are far-reaching and lifelong. Dr Sumaya Alyusuf, former Middle Years Programme (MYP) Curriculum Manager for physical and health education (PHE) at the IB, says: "Physical education and health are inseparable and are both vital to the development of youth and to healthy lives. Research is replete with evidence to demonstrate that physical education inculcates a positive attitude towards participation in physical activities and impacts academic performance."

Physical activity is not only crucial for the development of muscle and bone strength, a healthy cardiovascular system and coordination, but it has also been associated with psychological benefits, helping control symptoms of anxiety and depression, according to WHO.

Moreover, participation in physical activity can provide opportunities for self-expression, building self-confidence, self-motivation, social interaction and integration. It can have a positive effect on students' executive functioning, cognition and time on task, all-important indicators of a readiness for learning.

Developing the whole child

Physical education is just as important as academic subjects. Anthony De Giorgio, who has taught Primary Years Programme (PYP) personal, social and physical education (PSPE) and MYP PHE, and is a PHE Curriculum Reviewer for the IB, says: "The IB's conception of well-rounded, balanced students who are caring and value learning as a journey with no end cannot be fully realized if we, as educators, do not help them develop their physical, mental and socio-emotional self.

"One reason I believe so much in the IB is because the idea of the holistic development of a student being at the heart of their education. As a physical and health educator, it is very difficult for me to not think about the whole child when I teach."

Within the IB framework, sport or movement-related content is taught not only in terms of physical skill development but also through approaches to learning (ATL) and the IB learner profile. De Giorgio gives the example of the MYP ATL of 'Self-management: Affective skills': "These indicators all relate to students learning to manage their state of mind. Although a broad concept, specific ones such as mindfulness, perseverance and self-motivation can all be both explicitly and implicitly practised and taught through sport, movement and physical activity."

IB learner profile attributes can consistently be reinforced too. Being a communicator is just one example: "Learning to communicate effectively when in a class or a team can provide students with the opportunity to practise a skill that will be essential for them as they transition through their lives. Often communication in a sporting environment is organic, meaning that it is completely authentic and provides students with a chance to navigate through problems with themselves (listening to feedback) or others (delivering feedback)," says De Giorgio.

Physical education across the four IB programmes

Within the PYP, the purpose of PSPE should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to the long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. ¹

Sarah Brown, Curriculum Manager for the PYP at the IB, says: "We believe physical activity should not just take place in PE lessons, by the sports teacher-physical and mental wellbeing is the responsibility of all members of a PYP learning community (students, teachers, leaders, parents) and will weave throughout the PYP's programme of inquiry, anchored through the transdisciplinary themes, with additional learning through focused subject-specific lessons."

In the MYP, students study PHE, which is one of eight equally important subject groups. The minimum requirement for students to be physically active during PHE is 50% of the total teaching time allocated to the subject. (But the recommended requirement is at least 75%). Schools can offer all types of sport from football and basketball through to golf and fencing. Alternative recreational sports such as Ultimate (Frisbee), skateboarding, rock climbing, mountain biking or kayaking also offer ways to get students engaged.

"The aim of PHE is to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. Physical education is a content area with diverse learning goals that facilitate a well-rounded holistic development of students," says Dr Alyusuf.

Sport and exercise are also beneficial for Diploma (DP) and Career-related (CP) Programme students. "Health and wellbeing are probably two of the most important aspects for DP/CP students as they are part of maintaining a balanced (which links to the IB learner profile) lifestyle," says Graeme Anderson, Curriculum Manager for the DP sports, exercise and health science course (SEHS) at the IB.

Chantell Wyten, Curriculum Manager for the CP at the IB, says: "Being active is also more than exercise. The flexibility of the programme model allows CP schools to plan physical activity breaks as part of a daily schedule, ensuring that the message about health is taken outside of a physical education context. Stretching, yoga and other movement during and between classroom activities have proven benefits for student learning and wellbeing. We are seeing an increasing number of CP students take on service learning projects related to community health. It's an encouraging sign about personal ownership of attitudes and behaviours."

Numbers of students who opt to study the SEHS course in the DP and CP continues to grow at over 10% a year. "The course itself looks at the science behind various aspects of sports but students who choose the subject typically have a strong interest in sports, and teachers will incorporate physical activity into their practical schemes of work," explains Anderson. And, of course, there is an 'activity' strand to the DP creativity, activity, service (CAS).

As well as the evidence that students with a healthy lifestyle do better academically, sport also offers an opportunity for teamwork, which can improve student wellbeing and leadership skills. It is helpful in reducing stress too. So schools need to continue to offer sporting opportunities for their 16- to 18-year-olds.

Unique subject

De Giorgio says physical education occupies a special role. "Our subject matter not only is of interest to many of our students, but if delivered in a way that is inclusive and differentiated, it can help the majority of our students find where they can be active for life.

"The uniqueness of our subject to provide daily learning opportunities through social interactions and experiential learning, as well as being a performance oriented course, makes it different to other classes.

"As such, we have to seize this opportunity as educators and help our students develop themselves into global citizens who understand that learning the skills that allow them to take care of the self can also be applied to help others and make the world a better place."

¹Primary Years Programme: Personal, social and physical education scope and sequence, International Baccalaureate

PSPE and PHE teacher Anthony De Giorgio gives his tips on how to encourage students to be physically active at school

1. Provide opportunities for students to explore being active in environments that are conducive for unstructured free play. When students have a chance to make sense of the world through their own lived experiences and interact with their peers through play, it makes for a more meaningful, authentic experience for them. Play should be at the heart of physical activity for children as it helps develop positive connotations towards exercise and lays a foundation for sustained healthy, active living for life.

2. Make movement a part of your daily classroom practice. Getting students up and moving on a regular basis, providing active breaks, engaging in short bursts of activity with your students or conducting walk and talks instead of seated discussion are all ways to improvement the ecology of movement within a school.

3. Flexible classroom environments could include different types of working spaces such as stand-up desks, stability balls for seating, balance boards and stationary exercise devices, which can provide students who feel like they need a break with an outlet to do so.

4. Join in. Students love when they see their teachers engage in play and sport. Modelling healthy behaviours can go a long way and leave lasting impressions on students.

5. Start an intramural club or after-school programme that promotes participation and student engagement. Offer different or non-traditional activities to help expose students to different ways they can be active.

Watch out for part 2 of our series on physical education: How playing Ultimate gets the right results

Related posts:

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Do schools put enough emphasis on physical education?

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In the first of a two-part series, we look at how physical activity is vital for children's health, wellbeing and development, and what we can do to encourage it Children aged 5-17 should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily, recommends the World Health Organization (WHO).

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What does Physical Education in the PYP look like?

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What does Physical Education in the PYP look like?

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A question that often gets asked is when are you teaching the basketball or the soccer unit in Physical Education (PE)? This is a fairly understandable question. Most of us parents, when we were taught PE at school, went through systems where the focus was on sport specific, often team game-dominated, stand-alone units. PE in the PYP however, has a slightly different focus. As with other single subjects, PE is not a special add-on, but it is considered as an integrated part of the holistic program being offered to the students. While in PE we are teaching about physical activities, we are also teaching through physical activities. To put this in context, we can look at some of the recent units of inquiry in PE at ASA.

How is the PE curriculum integrated into the units of inquiry?
KG and G1 students have just finished a PE unit where we integrated with the homeroom unit of inquiry. We used the homeroom central idea "Communities rely on people with different, special skills working together" and applied this to our PE class, with a focus on what working together actually looks like. Students participated in a whole range of fun physical activities that required cooperation in order to complete the tasks. Reflection is an integral part of the PYP and as we finished this unit students reflected on what they now understand by cooperation. Examples included "Working together to do things well", "respecting everybody", "Helping, caring and listening to others" and "To help each other using our different skill sets".
What sorts of activities do students do during a PE lesson?
If you watch a PYP PE lesson, you will often notice that different students are often engaged in different activities. Student agency is an important part of the PYP program and takes many different forms. Students in PE are involved in decision-making and the construction of learning goals. G5 students have recently completed a net games unit, where they were responsible for creating goals for their learning and defining what success would look like for them. Students were helped in this process, by using the same scaffolding that they used in the homeroom for goal setting. The role of the teacher is to then work alongside the students to help them facilitate their learning. For some, this involved them developing tennis skills, while others worked on volleyball or four square.
In what ways are students involved in the PE lesson?
The development of students taking responsibility for the self-direction of their learning has also been an important component of G4 Striking and Fielding unit and the G3 Target Games unit. While traditional PE has often been taught as everyone practicing the same skill first, regardless of their ability level, and then playing a game at the end, for these classes we flipped this. In G4 we started with the game before students inquired into areas that they felt they wanted to improve in to be an effective team player. While some spent time practicing their striking skills, others were working on developing their throwing and catching, before putting this back into the game.

Throughout the year, PYP students will get to experience a balanced PE curriculum that will include learning experiences that include games, individual activities, movement composition, adventure challenge and activities that help develop their understanding of health related fitness, as we help students try to lead an active healthy lifestyle.

Ben Wiggins

Physical Education Teacher

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Elementary | What does Physical Education in the PYP look like? : American School of Antananarivo