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Seesaw is the best interactive learning platform for PreK-5. Lift student learning and family engagement to new heights with multimodal learning tools, ...

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Museum Trek to madangad in sahyadri - Active living - interaction

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Museum- Active living, Identity

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Museum- Interaction

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Boats and boating--Equipment and supplies

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1. Engage: What’s collaborative planning and reflection like?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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

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Piano stairs  - TheFunTheory.com - Rolighetsteorin.se

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Hello everyone,
My name is Jeroen an I'm from The Haque in the Netherlands. I'm working for 23 years as a PE teacher and have also worked a day in the week as a classroom teacher. In the past I've also teached on the classroom teachers education to give lessons about PE in the kindergarden.
Now I'm also working for Gymspiration. A site that produces inspiration for the PE-lesson. I made a lot of ideas with pictures and videos, written a kinderkarden PE-course and am working on a yearplan to give other teachers a solid base.
Our school is just starting in the IB. We became an official IB school last year and the PE program is starting to get a nice shape. Still collaborating a lot and get in touch with other teachers to get the program better and now by joining this course :)

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Programme standards and practices realized

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Programme standards and practices realized

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Collaboratively designing a programme of inquiry- page 8-9

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Collaboratively designing a programme of inquiry- page 8-9

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This model was created by Terry Borton as a group facilitation technique in the 1970s before it was popularised as a reflective tool for clinical healthcare practitioners in the 1980s. Since then, it remains a simple and effective reflective, learning, and communication technique.

The What? So What? Now What? approach involves asking 'what' happened by describing the facts of an event; 'so what' by analysing, sense-making, and drawing insights from the event; and 'now what' by applying your lessons for effective next steps.
REFLECTION BASICS.
Educator John Dewey captured it best when he noted "We do not learn from experience... we learn from reflecting on experience." Reflection involves thinking about our past experiences to identify lessons that will inform our future actions. A simple reflective practice has been shown to boost performance, for example, a research project with call centre workers showed that 15 minutes of daily reflection led to 23% performance improvement, similar results have been demonstrated in more complex work, especially in the health sector (see Origins and Resources for links).

The What? So What? Now What? method has proved to be a popular reflection choice because it's simple to remember and apply. It can be used in group sessions, for project retrospectives, as part of training interventions, coaching and mentoring conversations, and even as a communication or storytelling framework to structure reports and presentations.
EXAMPLE QUESTIONS.
Let's break down the three 'whats' and consider possible questions you might ask in each stage.

Present:
analyse and sense-make

How did you feel when it happened?

What might have been behind your response?

Was this event part of a broader pattern?

What caused this event?

Why might have other people acted the way they did?

What other insights or hypotheses might be drawn from the experience and data?

Future:
effective next steps

What lessons can you take forward in similar and other contexts?

How might you prevent negative outcomes or problems in a similar situation?

What would you do differently if a similar situation arose?

How might you better prepare and resource yourself for a similar situation?

How might you test out your understanding or hypotheses through tests or experiments?

LAUNCH YOUR REFLECTION HABIT.
After you read this summary, be sure and go back and read about Habit Loops. Embedding a habit of reflection will improve your effectiveness, learning, and productivity, so consider which cues you can use to trigger your reflection routine.

For example, you might initiate a 10m reflection routine when you have a coffee, when you turn off your computer, or even when you board the train to go to the office. The point is to incorporate these 'what' questions into your routine. Beyond personal application, you can also consider how to embed reflection into your team and collaborative work by scheduling retrospectives and project reflections using the same questions.
IN YOUR LATTICEWORK.
This approach will work best when you apply First Principles in the 'What?' section to challenge and let go of assumptions as you focus on the facts. Try digging deeper to understand the So What by applying the and/or the Fishbone Diagram to dig into the root cause.

It's one of the methods you can use to explore Double Loop Learning, particularly if you use 'So What?' questions to challenge your existing mental models. It also has close links to other reflective and learning techniques including Black Box Thinking, the and ultimately the Scientific Method.

Beyond reflection and learning, also consider using this approach as a simple storytelling and communication technique, complementing models such as the Hero's Journey, the Rule of Three, Minto's Pyramid and SCQA, and Aristotle's Rhetoric. The approach also has links to Spotify's DIBB Framework, which is the company's data-driven approach to communication and decision making.

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This model was created by Terry Borton as a group facilitation technique in the 1970s before it was popularised as a reflective tool for clinical healthcare practitioners in the 1980s. Since then, it remains a simple and effective reflective, learning, and communication technique. The What? So What? Now What?

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Chimamanda Ngozi Adichie: The danger of a single story |

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Chimamanda Ngozi Adichie: The danger of a single story |

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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Daniel Goleman Introduces Emotional Intelligence | Big Think

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Hello everyone,
My name is Prashant I am from Mumbai, India, I am working as a whole school PE teacher for last 4 years. I believe I have alway been a learner who love to explore topics with different views. Looking forward for interesting learning sessions which I can implement in my regular practice. :-)

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The PYP Planner- Make a copy before editing

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The PYP Planner- Make a copy before editing

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https://us02web.zoom.us/j/89216183299?pwd=cUdaRWpnS2hpWVM1WXlZam1WN3NRUT09

Meeting ID: 892 1618 3299

Passcode: 000522

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1. Connect: How and where is inquiry happening?

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Hi there,
My name is Paul and I'm originally from Liverpool, UK. I've taught in England, Oman and in Montenegro (where I have been for the past 5 years).
Previously, I have been a PYP homeroom teacher for over a decade,  having taught in both IB and UK systems. I am now Head of PE and lead PE teacher for our school. I am also ATL Skills Coordinator and Middle Leader for our school (Nursery-Year 13) with various responsibilities (too many to list here!), PYP Exhibition coordinator. Most recently, I have transitioned away from PYP homeroom and am now the Head of Sport & PE for our school (PYP, MYP & DP), teaching in all 3 IB programmes. This is a role that I previously held before my years as a homeroom primary school teacher back in the UK.
I have recently designed and built our whole school PE programme (EYFS - DP) and am looking to use this course to provide my team with more information that can be put into practice. :-)

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PYP-Cat 3-The role of physical education

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Dear Participants, Hope you're having a good start to the academic year! I am Shikha Ahuja, and I will be your workshop leader for the upcoming ' PYP-Cat 3-The role of physical education ' workshop scheduled for the 22nd -24th of September 2023.

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Differentiated Thinking tools and strategies

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Differentiated Thinking tools and strategies

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Rubric Sample -Adaptations SOLO Taxonomy

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Rubric Sample -Adaptations SOLO Taxonomy

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SOLO Taxonomy, Learning  Intentions, Effective Strategies,  Success Criteria, Self Assessment. 

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SOLO Taxonomy, Learning  Intentions, Effective Strategies,  Success Criteria, Self Assessment. 

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Summary of Programme Standards & Practices realised

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Summary of Programme Standards & Practices realised

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The approaches to learning are vital skills that focus on what students need to learn and also provide students with the opportunity to explore how to learn. I wanted to share how I am making the ATL's implicit in the curriculum and explicit in my teaching environment. These practices came about from attending IB workshops, reading other blogs, and in-school discussions with admin and other teachers. Going into each unit I wanted students to understand what the ATL's being explored were, be able to build mastery, and reflect on their experiences, all while staying active and immersed in our PYP physical education and health curriculum outcomes.

Printed out ATL display in the office to make it easy to reference the skills and create activities where they can be utilized.

Are mapped out at the beginning of the year with general ideas on how they will be implemented in mind, but can be edited as more detailed daily lesson planning is started.

My PE partner and I aimed to use one ATL from each skill category.

At the beginning of the unit, I have the 5 ATLs printed colorfully on a poster created with Canva. Easy to introduce and refer to throughout the lesson.

A few times in the unit, students post-it note how they used a specific skill in a lesson, with a main guiding question to help them understand the ATL skill in our PSPE context.

By the end of the unit, students will have answered the guiding ATL questions that have students reflecting on experiences in our PE lessons.

I like to keep 2 units worth of ATL activities on the wall throughout the year for student-led conferences, teacher-parent conferences or should there be future connections in other units going forward.

ATL Self-Reflection Questions

A final reflection at the end of the unit. Students can choose to answer one question (G3/4) or two questions (G5/6) to demonstrate their understanding of how they applied these ATL skills.

It gives me an idea of what skills students are more confident talking about and which skills students may still be unsure of.

Mentioned in the previous section, students will have already explicitly reflected on these 5 ATL skills at an earlier point in the unit.

While I do not directly assess the ATL skills, they will help students thrive on the summative assessment, with the ATL's helping guide the rubric creation process.

Students who have built mastery of the unit's ATL skills will have the opportunity to demonstrate this throughout the summative assessment.

This post was originally written when I was teaching PYP for 2x50 minute lessons each week. Since that time I have changed schools and am teaching 1x50 minutes each week. (The other PE lesson is swimming)

I still believe mapping out what ATL skills in the POI I want to focus on is important and ensures all 5 are a priority throughout the year. However I do not always focus on 5, with less time I found to explicitly teach and discuss these ATL skills, 2 is usually how many I plan into each unit.

Exit ticket questions either on post-its or on the whiteboard are still effective at getting students engaged for a short period of time and demonstrating their understanding.

Linking the 2 ATL skills into my rubric continues to ensure they are a priority for both myself in the planning stage, and students understand they will lead to greater success in our lessons.

While the way I present the ATL skills physically may have changed like my environment, I still find the strategies listed in this post effective for making the ATL skills explicit in my teaching.

How do you make sure ATL's are visible and embedded in your lessons? Let me know any questions, concerns or feedback on twitter @tannernickel

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Making ATL's Visible in PYP PE | Tanner Nickel

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Ensuring the ATL skills are present in my PYP PE curriculum and environment.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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PSP Approaches to Assessment (0404) Page 9

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PSP Approaches to Assessment (0404) Page 9

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1. Engage: What’s collaborative planning and reflection like?

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PYP Early years series: Documenting learning (ep. 3) | SharingPYP Blog

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In the final episode of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, two early years educators who have worked in local and global contexts, to explore some of the opportunities and tensions for educators around the…