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Let's stay connected to continue collaboration in the PYP world. If you would like to stay connected, add your email here. #staycurious

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Toddle Introduction to the PYP for families

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Copy of Introducing PYP to your families _ A plug-and-play workshop

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Toddle Introduction to Inquiry for families

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Copy of Introducing inquiry to families - a ready-to-use workshop

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Many ways to facilitate teacher BUY IN.
It's important because my school has been authorized since 2006 and we have had a lot of turn over in that time.
Now I can use some of these ideas with my team to build that IB capacity with the staff.
I still wonder who'll stopped the rain?

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It is important to think about questions that families may have regarding IB policies.  

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It is important to think about questions that families may have regarding IB policies.  

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Today I learned a strategy that promotes asking meaningful questions.

It is important because we want to encourage students to being inquirers.

Now I can provide my teachers with additional strategies that supports IB.

I still wonder what are the “look fors” during an authorization visit.

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*Today I learned… More strategies that I can implement when empowering staff.

* It is important because… I want to meet the needs of everyone.
*Now I can… Differentiate PD
*I still wonder…. How to create a shared district vision.

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For Inclusion, a student using SEL skills to assist in self-regulation to be successful in class.  

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For Inclusion, a student using SEL skills to assist in self-regulation to be successful in class.  

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We focus on all aspects of language development.

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Develop global minded learners with inquiries.

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John F. Peeler IB Candidate School - IB at Home

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Hembd_Beran NORTH WOODS PBIS virtual learning matrix

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NW Schoolwide IB Peace Plan Matrix_ 5-6-19

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N = What do you need to know more about?
How to develop and operationalize a strategy to implement the PYP.

E = What excites you?
Inquiry and learner agency.
Going back and start planning the implementation of the PYP.

W = What worries you?
Time and reluctance to change.

S = What steps will you take
moving forward with the
PYP at your school?
Plan a strategy, build a PYP team.

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Inquirer newsletter

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Synthesize the key messages into a communication to share with the school learning community

(Eg:  tri-fold leaflet, a post on the school website, an email, communication to parents, a slideshow presentation etc.)

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UOI Learning Experience Planning (template)

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3rd Grade Fossil UOI Learning Experience FLIBS November 2022

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Developing Learning Experiences -2nd Grade Literacy 

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Developing Learning Experiences -2nd Grade Literacy 

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2nd Grade A River Ran Wild UOI Learning Experience

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Your task is to create a model lesson for your staff using the elements of the PYP.

Math lesson

Must use the manipulatives

Use the graphic organizer to include all of the elements of the PYP.

Use the resource books and/or Making Thinking Visible Routines on the table for ideas.  https://pz.harvard.edu/thinking-routines#CoreThinkingRoutineshttps://pz.harvard.edu/thinking-routines#CoreThinkingRoutines

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

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The International Baccalaureate (IB) is a global leader in international education-developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today's challenges with optimism and an open mind.

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Teacher Support Materials (TSM)

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N= I would like to know more about examples that support the younger grade levels with student initiated inquiries.
W= I think that the classrooms are not always evident of cultural awareness.
S= I would like to develop a tool box that supports the teachers at my site with strategies that incorporate the IB philosophy.

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N-I need to see more of the strategies etc in action from practicing teachers.
E-Excited to take back what I've learned to share with my building
W-I am worried that my building team may not be as excited, may not fully buy into implementing new strategies, or may feel overwhelmed
S- Focus on small obtainable actions and continuously build upon them

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Megan Peterson
N = building capacity in my building for differentiated PD

E= The PLC we have created here and staying connected with my table group.

W = Keeping the energy when I get back o school.

S = Focusing on small meaningful "bites" of developing PYP with new staff.

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N = more time to talk about action strategies

E = collaboration with table group

W = going back and not being able to share the learning and translate into practice

S = collaborate with leadership team to share learning from the session and prioritize next steps and implementation school wide

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N= how do systems collaborate and communicate to promote cohesive leadership among PYP in their district?

E= building connections across the country with like-minded leaders

W= the "aftermath" of a great workshop. There is a high of excitement followed by overwhelming feelings of "how can I actually implement or actualize what I've learned"

S= debrief with my leadership team to parse the learning and create a timeline for implementation

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N: Will there be time to collaborate with school teams to discuss leading an IB School within our individual contexts?

E: Application to strategies that I plan to take back to the school and use in my own practices.

W: That the "What Now." of this workshop will be lost after the workshop.

S: Work with principals to collaborate as a team of IB Principals to lead our schools in a way that meets county requirements and also aligns to the IB Mission.

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https://docs.google.com/document/d/1QFFBT183eStrwzwmdG8xHuRbKI2p4MvVzn_S4768TH8/edit

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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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Planning for student agency and action is key to recognizing when it is happening authentically in the classroom.  Make a plan for how to present this to your staff.

Using the Action Ideas Posters, create a list of potential student and actions for you to look for as when you visit classrooms

How will the learning community record and recognize that action in your school?

Create a document, bulletin board, slides, checklist, or whatever you can think of support student agency and action in your school. Post your ideas and documents on the Padlet.

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Literature review for leadership intelligences (2) (2)

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Our workshop has been organized based on these principles.

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If you manage educational programs, a knowledge of learning science can help you understand how program design makes a difference in how learners process, retain, and apply information. You'll know if a program is designed to provide the engaging and effective learning experience you and your customers expect.

In our Learning Science Made Easy series, we've covered:

* Gagne's Nine Events of Instruction
* Bloom's Taxonomy
* ADDIE
* Retrieval Practice

Merrill's Principles of Instruction (MPI) is the most straightforward, simplest instructional design model we've examined so far, yet it packs a lot of power because Merrill believed effective learning experiences are rooted in problem-solving. Educational programs designed according to his principles deliver value because learners know how to apply what they've learned.

Introducing Merrill's Principles of Instruction

In his study of instructional design theories and models, educational researcher David Merrill identified and focused on these five principles: problem-centric, activation, demonstration, application, and integration.

Problem/task-focused

Merrill said, "Truly effective learning experiences are rooted in problem-solving." Problem-solving learning experiences are a practical use of a learner's time and money. Many instructional designers believe problem-centered programs are a more ethical design choice because they're of more value to the learner. Learners relate to the subject because it's a relevant problem that captures their interest and engages their curiosity.

Activation

First, activate the learner's existing knowledge on the topic or their memory of an experience related to the topic. Relate new information to that existing knowledge or memory. Help them make connections and build new knowledge upon what they already know.

If they have no relevant prior experience or knowledge, help them get a basic understanding before introducing more complex ideas.

Demonstration

Merrill said, "Educators must show vs. tell." At this phase, learners are watching, not yet doing. The learner must observe the process and see how it works in real life. Depending on the topic, you can use videos, real-life demonstrations, infographics, and/or role playing to:

* Demonstrate new information, such as steps and procedures.
* Show a process in a real or simulated situation.
* Point out conditions, risks, possibilities, and consequences.
* Show scenarios of progressing complexity.

Demonstrate new information in different ways. One example isn't enough. You need to show them different contexts and perspectives.

Application

Merrill believed answering multiple-choice, short-answer, or matching questions which rely only on a learners' memory isn't sufficient for the application aspect of learning. He believed learners should actually do what they're learning in the context of a real-world problem.

Help learners apply new knowledge and learn from any mistakes. Provide guidance at the start, if needed, and then gradually reduce support.

Retrieval practice is an example of the application principle: activities such as exercises, quizzes, role playing, reflection, and discussion that provide opportunities for the learner to retrieve and apply new knowledge. Merrill recommended exercises that allow the learner to apply new knowledge in different scenarios.

* Work through problem cases and receive feedback from their instructor, peers, or quiz answers and explainers.
* Perform the steps of a procedure or process.
* Recognize correct and incorrect steps.
* Predict the consequence of a process.
* Diagnose an unexpected consequence.

Integration

Finally, the learner must transfer and integrate the new knowledge into their life. Help the learner define how they will apply their new knowledge at work. Give them opportunities to:

* Reflect on the new knowledge and discuss or write about how they will use it at work.
* Try out the new practice/skill at work and report back.
* Collaborate with peers on a task or solve a problem together using what they've learned.
* Teach someone else what they've learned.
* Do a presentation, such as a lunch-and-learn, on what they've learned.

Integration is the true test of a course or educational program's effectiveness.

How Merrill's Principles of Instruction (MPI) aligns with other instructional design models

Instructional designers work with the models and principles that best fit the needs and goals of the program. Bloom's Taxonomy describes the cognitive processes involved in learning-remembering, understanding, applying, analyzing, evaluating, and creating-rather than the learning process itself. Instructional designers use Bloom's Taxonomy to create effective learning objectives for a program.

They might use ADDIE to guide the creation of a course and MPI to design the learning experience, specifically the activities that contribute to the learning process.

Many experts believe Merrill's principles most closely align with Gagne's 9 Events of Instruction, which describe the conditions needed for learning. However, Merrill's principles specifically focus on solving problems, whereas Gagne's model doesn't mention any specific objective.

* Merrill's activation phase aligns with Gagne's first three events-grab the learner's attention, explain the objective, and stimulate recall of prior learning.
* Demonstration relates to Gagne's fourth and fifth events-present the content and provide learning guidance.
* Application aligns with Gagne's sixth, seventh, and eight events-give learners the opportunity to practice, provide timely and specific feedback, and assess performance.
* Integration relates to the ninth event-enhance retention and transfer.

Merrill's Principles of Instruction make sense. If you've participated in a course, workshop, or conference session led by an experienced, dynamic adult educator, you've probably experienced Merrill's principles in action. The instructor related new information to existing knowledge, demonstrated it in a variety of ways, gave you time to learn by doing, and helped you figure out how to apply your new knowledge back in the office. Bonus points if they held you accountable by following up!

Volunteer subject matter experts, session presenters, and instructors may not all be adult learning experts-only in a perfect world-but you can share Merrill's Principles of Instruction with them as guidance for their program design and delivery.

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Learning Science Made Easy: Merrill's Principles of Instruction

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If you manage educational programs, a knowledge of learning science can help you understand how program design makes a difference in how learners process, retain, and apply information. You'll know if a program is designed to provide the engaging and effective learning experience you and your customers expect.

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My name is Lisa Stewart, and I will be co-presenting with Katie. I am so excited to be learning with you all. I have 30+ years in education, 20 of which have been as an IB educator. I have led numerous workshops, (face-to-face, virtual, and online.) I have also visited schools all across the country, once on Hawaii, 3 times in the Caribbean, and even to Perm, Russia. I have taught grades 2-6, gifted and talented education, and was an IB coordinator. I have retired twice now and continue to find myself back in the classroom. I'm honored to be a part of your IB journey.

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My name is Katie Poulsen, and I am from Colorado Springs, Colorado. I am an elementary/secondary educator with over 15 years experience teaching in the International Baccalaureate Primary Years Programme.  I have a Bachelor's of Science in Elementary Education K-8 with a minor in Early Childhood Education from Montana State University-Bozeman and a Master’s of Arts in Educational Administration from Argosy University-Denver.  I am an IB PYP workshop leader, site visitor, and consultant.  I was the Director of the Pikes Peak Coalition for Elementary STEM Education (eleSTEMary) for 10 years.  I have taught PreK- 5, Educational Technology/STEM K-5,  served as the Gifted and Talented facilitator, and most recently taught 6th grade science.  I recently resigned from full time teaching to pursue full time consulting and IBEN assignments.

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Please complete this quick anonymous survey.

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Please complete this quick anonymous survey.

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Thank you for your help.

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I am going to STOP…
I am ready to CONSIDER…
I am ready to TRY...

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Today I learned…

It is important because…

Now I can…

I still wonder….

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N = What do you need to know more about?

E = What excites you?

W = What worries you?

S = What steps will you take
moving forward with the
PYP at your school?

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Discovery: What are the key messages, ideas, thoughts, learning experiences that you are taking away with you from this workshop?

Dream: What might the next steps in your school journey as an IB World School look like?

Design: Turn your dream into reality and create steps towards that action plan.

Destiny: In reality, which of those actions might bring about your dream?

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Indicators of highly developed practices

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Indicators of highly developed practices

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Add your favorite collaboration activities in the comments.

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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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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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Building Public Understanding for Student-Centered Learning: A Toolkit for Change Agents

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Building Public Understanding for Student-Centered Learning: A Toolkit for Change Agents

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Protocols are structured processes and guidelines to promote meaningful, efficient communication, problem solving, and learning. Protocols give time for active listening and reflection, and ensure that all voices in the group are heard and honored. Using protocols appropriately in meetings with colleagues, students, parents, and others helps you build the skills and the culture necessary for productive collaborative work.

Although protocols are not needed for some meetings (such as those for disseminating information or updating participants without inviting feedback), once a group becomes accustomed to using protocols, they're more likely to collaborate more efficiently and effectively even when protocols are not being used.

Like guardrails along a highway, NSRF protocols, under the leadership of a trained coach, provide guidance and a safe place for honest and useful feedback. They also ensure that the group involved arrives at the proposed destination rather than being pulled off-track.

NSRF has a vast array of protocols and activities to help participants:

Address complex dilemmas with fresh perspectives

Improve their work quickly with thought-provoking questions

Share and learn from successes

Introduce ideas, topics, or programs

Expand thinking, find essential messages, discover other perspectives

Interpret data

Observe classrooms and environments to improve teaching, coaching, learning, or other work

Brainstorm and improve projects, plans, or materials at any stage of progress

Look at student work with specific objectives and needs in mind to improve outcomes

Our Protocols A-Z List is free and provides access to our original protocols, alphabetized by their given titles and downloadable as PDF files.

Our most updated and complex protocols are exclusive to Annual Members and trained Critical Friends Group® Coach Members. NSRF is a small non-profit office, and your paid memberships help to support our office which works to support YOU as an educator!

Our paid members have access to newly constructed, extended, searchable Protocols Libraries! Members' and Coaches' Protocol Libraries have detailed search filters that allow searches by categories such as "Planning & Brainstorming" and "Working with Data." You can also preview brief summaries of purpose per protocol or activity. These libraries also contain activities, downloadable cards, documents, and applicable articles. You can view our protocols and activities as interactive web site pages through the Linked Title, or you can download them as PDF files. We hope to gather even more materials for you in the days to come!

To view these exclusive, extended libraries, be sure to log in with your username and password and to purchase your membership through our Store. Find the library links under "Protocols" in the top main menu. These are BIG libraries, so you might give them a few seconds to upload. We have a lot to offer, especially to our trained CFG Coaches!

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“A pedagogical leader keeps the organization focused on the teaching and learning process among the children, staff, and families.” - Margue Carter

“…Pedagogical leaders challenge others to see themselves as researchers in the teaching and learning process. In turn,
this practice builds a culture of reflective teaching that helps us to sort through the complexities of our work.” - Anne Marie
Coughlin and Lorrie Baird, Pedagogical Leadership, 2013

Reflect on the following descriptions of pedagogical leadership and discuss.

Identify key concepts that emerge.

Create your own group definition of pedagogical leadership.

Explore opportunities and challenges.

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Design a marketing piece to recruit new staff.

Create interview activities including questions to use during your recruitment of new staff.

Add to comments.