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IB World School video series: Thinking skills in the PYP

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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THINKING SKILLS:
We agree to create new ideas by respecting all perspectives and reflecting on the process.

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Social: The golden rule: treat others how you want to be treated. Always use kind words with one another.
Self-management: Being on task, routines, and adhearing to the teachers instructions.

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Research: We will utilize the international baccalaureate website/given resources to help us find tools that will further our learning. We ask if we need more assistance.

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Tonia/Tracey: Communication-Actively listen and respect the speakers' opinion. Show respect by actively engaging with the speaker.Speak clearly and logically to express ideas. Give/receive feedback.

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Tonia/Tracey: Communication-Actively listen and respect the speakers' opinion. Show respect by actively engaging with the speaker.Speak clearly and logically to express ideas. Give/receive feedback.

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Consider:

How do the ideas and information presented CONNECT to what you already knew?

What new ideas did you read about that EXTENDED or pushed your thinking in new directions?

What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

Post your Connect Extend Challenge below and add wonders on our KWHLAQ.

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Read the PYP’s description of concepts in PYP: From principles into practice/Concepts/Concepts and conceptual understanding/A concept-driven curriculum. Begin to jot down suggestions about ‘what makes a concept a concept?’  Make notes and share responses to the following questions:

Is there an aspect of the PYP description of concepts that stands out as something that you have already seen evidence of in your learning and teaching experience?

What do you see as being the connections and differences between key concepts and related concepts as they are described in the readings?

Post your thoughts below. Add any questions you may have to our KWHLAQ.

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I can't believe that it's been over three years since I created PYP PE with Andy. My original intention in making the website was to help with job recruiting as I realized that I had no way of really showcasing my instructional in PE. I felt as though I was doing good work, but with no real means of showing potential schools my style of instruction. It wasn't long before I was interviewed at my present school , g International School and ultimately accepted a position teaching PE there. Working at NIS has been a highly rewarding experience for me professionally and an equally wonderful place for my boys to go to school.

Although I had found a new job and my website proved to be useful in this pursuit, I began to get a few emails from PE teachers around the world letting me know that they found use in what I had been documenting on PYP PE with Andy. This motivated me to continue to document, with regularity, my instructional practice in teaching and assessment. It didn't take me long to realize what an amazing experience blogging can be in terms of deepening my own understanding about the vision that I have for PE. Maintaining my website has challenged me to think deeply about what good teaching means.

With over 100,000 visits to my website, I know that I am on the right track and that people find value in my work. This in itself is very rewarding to me, but more importantly, I have been able to connect with so many great teachers around the globe and for that I am eternally grateful.

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I can't believe that it's been over three years since I created PYP PE with Andy. My original intention in making the website was to help with job recruiting as I realized that I had no way of really...

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When it comes to color, we all know they can evoke powerful emotions and convey subtle messages. Whether it's the calming effect of blue or the energy of red, colors play a significant role in our daily lives. And what better way to introduce this concept to our students than through vibrant color theory posters that incorporate art history (available here) ! Let's explore the meanings associated with different colors. Remember, this is where creativity and imagination can run wild! Red: The color of passion and energy. Red can symbolize love, strength, and excitement. It's like a sizzling fire that grabs our attention Blue: A serene and calming hue. Blue represents tranquility, trust, and stability. Think of it as the color of a peaceful ocean or a clear summer sky Yellow: The color of sunshine and happiness. Yellow is associated with optimism, joy, and creativity. It's like a burst of golden rays on a bright day Green: A color that brings nature to mind. Green sym

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Princess Artypants: Choice Based Visual Arts in the PYP

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life and lessons from PYP art room on a paradise island

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How do the ideas and information presented CONNECT to what you already knew?

Students do not actively engage unless the content relates to their lives. While I’m reading it I keep thinking about the 4th Industrial Revolution and all the changes that will take place in the world as our students complete their formal education and "go out" in to the real world. Some of the jobs and tasks they will perform have not even been invented right now.

What new ideas did you read about that EXTENDED or pushed your thinking in new directions?

Students need multiple opportunities to develop skills and apply the knowledge to real world situations - I don’t know if this is truly a new idea, however, I realize that the multiple and in different ways is so so important! With this new focus on learning for understanding we will have to develop new strategies to assess or reflect on this type of learning. Another area that has extended my thinking is in the arena of "students reflecting on their own work" -- We spend a great deal of time analyzing data and making decisions about what we think they need - I believe in the past I have not sought the input from the individual students about their learning and future learning.

What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

Still challenging to use the resources we have in the building to develop conceptually-based learning activities to address the themes in the 6 Transdisciplinary Themes

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JOT DOWNS:

Concepts are a large group of related ideas or things - incorporating a large quantity of items or ideas. For example “Living Things” is a huge group that includes a large number of ‘things’ and by its nature excludes other ‘things.’

Is there an aspect of the PYP description of concepts that stands out as something that you have already seen evidence of in your learning and teaching experience?

I have seen students connect their learning from one concept to another.  One example is when students start to see the connection between addition and subtraction -- ex, addition is used to place items into one group and as the inverse subtraction is used to take items away from a group. In science students begin to experience the importance of systems and how the parts or a system work together, including how a system would change if a certain part was not working or was taken out of the system.

What do you see as being the connections and differences between key concepts and related concepts as they are described in the readings?

Key concepts are the concepts in their most abstract form. The related concepts can be more subject specific, however they remain a subset of the key concepts. For example - the idea of CONNECTION is a concept that can relate to relationships and how we are connected to other people and can also be used to show the connection between multiplication and division - multiplication being the operation we use to put groups together and division being the operation we use to place a large group into smaller groups

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Connect: What I have known for a long time is that as educators we need to present information that is meaningful and relevant for students. Having students memorize concepts will not help them in today's society. Students need to know why they are learning what they are learning and how will it transfer outside of school. 

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Connect: What I have known for a long time is that as educators we need to present information that is meaningful and relevant for students. Having students memorize concepts will not help them in today's society. Students need to know why they are learning what they are learning and how will it transfer outside of school. 

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Extended: It's important to give students the opportunity to come up with their own questions and ideas so they can be successful. Learning by design poses six facets that will guide educators to asses and find out if students are actually learning and applying their new knowledge.
Challenging: Learning a new language takes time and I think it will be more challenging for them to transfer abilities in a whole new language.

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Hatcher: How do the ideas and information presented CONNECT to what you already knew? Play is important for early learners.I agree that students learn best through physical and mental activities, this allows them to make connections and build comprehension. Wiggins and McTighe  extended my thinking about "how we know when a student really understands."The different types of evidence of understanding, six facets was detailed clearly.  The challenge comes in the lesson planning, allowing students to be agents of their own learning while also making sure they are meeting core standards to be successful on standardized test.  

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Hatcher: How do the ideas and information presented CONNECT to what you already knew? Play is important for early learners.I agree that students learn best through physical and mental activities, this allows them to make connections and build comprehension. Wiggins and McTighe  extended my thinking about "how we know when a student really understands."The different types of evidence of understanding, six facets was detailed clearly.  The challenge comes in the lesson planning, allowing students to be agents of their own learning while also making sure they are meeting core standards to be successful on standardized test.  

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Hatcher: What makes a concept a concept? A concept covers a wide scope of subjects/areas. Concepts are general notions that occur in the mind, in speech, or in thought.Concepts are usually represented by one or two words.During the Sharing the Plant transdisciplinary theme, through discussions, drawings, and writing I saw students building understanding across and between subjects.Key concepts are described as  being more broad, whereas related concepts are more narrowly focused.Related concepts allow for more detailed exploration of the key concept.

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Hatcher: What makes a concept a concept? A concept covers a wide scope of subjects/areas. Concepts are general notions that occur in the mind, in speech, or in thought.Concepts are usually represented by one or two words.During the Sharing the Plant transdisciplinary theme, through discussions, drawings, and writing I saw students building understanding across and between subjects.Key concepts are described as  being more broad, whereas related concepts are more narrowly focused.Related concepts allow for more detailed exploration of the key concept.

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Consider:

How do the ideas and information presented CONNECT to what you already knew?

The world is always changing, the way kids learn is changing as well. We need to offer more choices for students to be actively engaged in their learning.

What new ideas did you read about that EXTENDED or pushed your thinking in new directions?

The new ideas I read about were students needing to assess themselves and be more actively engaged in their learning.

What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

I am still being challenged on how to teach the concepts in the physical education classroom.

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Elizabeth: In my teaching there always tends to be a "big idea". I want students to think in an abstract way and know that there are many ways to think about a particular subject. 

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Elizabeth: In my teaching there always tends to be a "big idea". I want students to think in an abstract way and know that there are many ways to think about a particular subject. 

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I think that concepts and key concepts go together to create and facilitate learning for all students. We have the "big idea" and then we have the key concepts that help us identify the learning process.

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Take notes using the visible thinking routine, the 4 Cs:

Connections: What connections do you draw between the text and your own experience? (personal or professional)

Challenge: What ideas, positions, or assumptions do you want to challenge or argue with in the text?

Concepts: What important concepts or ideas do you think are worth holding on to from the text?

Changes: What changes in attitudes, thinking, or action suggested in the text, are of interest to you?

Post your thoughts below.

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Is there an aspect of the PYP description of concepts that stands out as something that you have already seen evidence of in your learning and teaching experience?

Our students make connections to the learner profile in their everyday life.

What do you see as being the connections and differences between key concepts and related concepts as they are described in the readings?

Concepts are huge ideas and related help you focus more. A basketball team is a huge idea while each individual player is the related concept. Relationships on a team are the bigger concepts while individual relationships are the related concepts.

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How do the ideas and information presented CONNECT to what you already knew? In the article it more so reinforced why their has been a lack of push for understanding in education and more so forced understanding in short periods of times. Meaning students have to go deeper into a topic than never before in a a short time period and are expected to understand and move to the next.

What new ideas did you read about that EXTENDED or pushed your thinking in new directions? None of the ideas were new to me because I've worked through a variety of curriculums during my years in teaching. However, it just reminded me to make sure that what is being taught cn be transferred across subjects and used in everyday life.

What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?  The challenging part is reaching all studnts at all levels in the short time we are given per topic.

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Is there an aspect of the PYP description of concepts that stands out as something that you have already seen evidence of in your learning and teaching experience?

Our students make connections to the learner profile in their everyday life.

What do you see as being the connections and differences between key concepts and related concepts as they are described in the readings?

Concepts are huge ideas and related help you focus more. A basketball team is a huge idea while each individual player is the related concept. Relationships on a team are the bigger concepts while individual relationships are the related concepts.

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Connect: Students wont truly find a big interest or liking to what they are learning unless there is a connection within their learning. Its important to strive to make these real world connections with them. In my room, we focus on units that focus on things around them (for instance, trees, cloths, ect).

Extended: Everyone needs multiple attempts or interactions in different formats to really help make the worldy connection.

Challenging: I really need to work on the key concepts and making sure they make connections with those questions. I want them to be wordly thinkers and this is a helpful step for them.

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Elizabeth- Tonia- George-Connect: Tap into students background knowledge in order for them to make connections. Opportunities to transfer to knowledge from one subject to the next. 

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Elizabeth- Tonia- George-Connect: Tap into students background knowledge in order for them to make connections. Opportunities to transfer to knowledge from one subject to the next. 

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Challenge: Teaching multiple classes poses different challenges.
Concept: Mapping in order to have a plan and main ideas.

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Challenges: Teaching skills as well in primary. We have a lot of pressure on us in primary to teach basic skills, as well as content.

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•In groups, decide on a collaborative space (e.g. Padlet, MindMeister, Google docs, Scribblar, etc. [virtual] or on paper [reality]) to work together and later present your work.

•Read the assigned theme descriptor and, in your collaborative space, make a note of what is unique to each theme. Note the key concepts and related concepts from the subject areas that are clearly evident and others that might be deduced or implied. Add any other concepts that you feel are relevant.

•Be prepared to comment on what you notice about key and related concepts supporting the theme.

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As a group, post the form Concepts to POI.  Include:
* Transdisciplinary Theme
* Descriptor (Why you placed it where you did,)
* Central Idea
* Lines of Inquiry

Individually add a comment that includes:
* Approaches to Learning that support developing understandings
* At least one inquiry experience with formative assessment

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What makes a concept a concept?
A subject that promotes meaningful and interpersonal learning amongst the students. A concept should be a BIG idea (almost like an overview) on a topic that allows you to break apart into different sub catagories.

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https://docs.google.com/document/d/1VAv96C6qbFnqwRth13NC24R4cPB39rYlrzq8eCMU6tI/edit?usp=sharing

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group <2> concepts_to_poi_updated 2020 (2)

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* Approaches to Learning that support developing understandings

Self-management skills - each student could develop strategies which they would use whenever they get in a conflict inorder to decrease the severity of the conflict.

Keep a journal of situations and conflicts in my classroom - reflecting back on the best ways to solve these issues. Also journal about thoughts and feelings right after a conflict - using this to later go back and reflect on alternate ways to solve the conflict.

* At least one inquiry experience with formative assessment

Have students study the United Nations and the different strategies (especially the committees) that the organization uses to resolve conflicts around the world.

Have students develop a committee to respond to a common conflict in their classroom.

Students could create a visual to promote conflict resolution - maybe including at least 3 identified strategies that work for them.

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Is there an aspect of the PYP description of concepts that stands out as something that you have already seen evidence of in your learning and teaching experience?

The description that I've seen evidence of in numerous units is Form. Workng with 1st grade they are very curious since most things they are learning about for the first time. So how understanding how things work and what changes it could potentially go through is explored in multiple units. for example share the planet, we talked about garbage and recycling then students had a a argument about where water comes from. So we begin looking at the water cycle and discovering how it gets cleaned for us to drink and shower.

What do you see as being the connections and differences between key concepts and related concepts as they are described in the readings?

The connection between key concepts and related concepts is that they both describe the same thing. Concepts are the main idea or broad topic that is the basis of a unit. The key concepts breaks the concept down into specific topics that explore the 5 w's. The key concept is the outline while the concept is the overall theme.

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Hatcher   *Approaches to Learning that support developing understandings: Thinking Skills-Students show understanding by using skills and knowledge in multiple contexts. Students are able to reflect on their learning experiences.Communication Skills-Students show understanding by explaining concepts, principles, and processes in their own words.    *At least one inquiry experience with formative assessment: Discussion & Questioning-Students use a graphic organizer to brainstorm ways they can help their community with the Food Desert problem. Next, develop a plan (how, when,where). Last,implement the plan. Students complete learning logs throughout the brainstorming and planning phase.Teacher is there as a facilitator at the start and then an observer through the planning and implementation.

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Hatcher   *Approaches to Learning that support developing understandings: Thinking Skills-Students show understanding by using skills and knowledge in multiple contexts. Students are able to reflect on their learning experiences.Communication Skills-Students show understanding by explaining concepts, principles, and processes in their own words.    *At least one inquiry experience with formative assessment: Discussion & Questioning-Students use a graphic organizer to brainstorm ways they can help their community with the Food Desert problem. Next, develop a plan (how, when,where). Last,implement the plan. Students complete learning logs throughout the brainstorming and planning phase.Teacher is there as a facilitator at the start and then an observer through the planning and implementation.