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Module 2 provided a deeper insight into the PYP's key components: transdisciplinary learning, a concept-driven curriculum, and approaches to learning (ATL).

This approach transcends traditional subject boundaries, connecting learning to real-world contexts. The PYP framework effectively integrates subjects, helping students see the relevance of their education across disciplines.

Concepts are important for critical thinking in the PYP. They allow students to engage with big ideas and apply their understanding in new contexts, moving beyond rote memorization to deeper comprehension.

ATL skills are vital for guiding students through their inquiries. These skills, embedded in authentic learning experiences, prepare students to think critically, research effectively, and manage their learning.

In summary, Module 2 highlighted how these elements work together to create a cohesive, meaningful learning experience that prepares students to think critically and solve problems in various contexts.

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Reflection of Module 3: Action, Inquiry and Collaboration

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Reflection of Module 3: Action, Inquiry and Collaboration

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Reflecting on Module 3 as a school librarian, I've deepened my understanding of PYP principles and practices. My understanding is evolving as I see how student agency can be nurtured through active involvement and choice in their learning journey. The inquiry process has become clearer as a vehicle for teaching, emphasizing student responsibility and engagement.

Applying Learning

I can apply these concepts by creating inquiry-based projects in the library, allowing students to explore topics that interest them. Encouraging decision-making and providing diverse resources can empower students, fostering a sense of ownership.

Supporting Agency

The workshop highlighted the importance of nurturing agency by offering opportunities for students to act on their learning. This might involve book clubs, research projects, or community initiatives.

Inquiry as Pedagogy

I'm using inquiry to encourage students to take charge of their learning by guiding them in exploring questions, finding resources, and reflecting on their findings. This approach helps them develop critical thinking and problem-solving skills.

Promoting Agency

By offering choices in reading materials and encouraging student-led projects, I'm promoting student agency. This empowers them to pursue their interests and take responsibility for their learning paths.

Encouraging Action

I motivate students to act on their learning by connecting their interests to real-world issues, inspiring them to make a difference in their communities through library programs and events.

Collaborative Planning

In collaborative planning, I can bring ideas that emphasize flexibility and student-centered approaches. Sharing successful strategies for fostering agency and inquiry can enhance our planning sessions and benefit the entire educational team.

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My Reflection on PYP Teacher Capabilities as a School Librarian

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My Reflection on PYP Teacher Capabilities as a School Librarian

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Capabilities I’m Focusing On:

1. Connecting various subjects and skills to create a cohesive learning experience.

2. Supporting students as they explore their own interests and inquiries.

3. Encouraging students to reflect on their learning and take action based on their reflections.

What Success Looks Like:

1. Connecting Concepts and Skills: For me, success means curating resources and designing library activities that weave together different subjects. For instance, a library project that integrates themes from art, music, and literature can help students see the links between these areas. I plan to continue learning by exploring interdisciplinary resource planning, attending professional development sessions, and collaborating with teachers to enhance my library’s offerings.

2. Supporting Student Inquiry: I see success here as creating an environment where students feel inspired to ask questions and dive into their interests. This might involve setting up inquiry-based research projects or creating engaging displays that spark curiosity. I’ll keep growing in this area by learning more about inquiry-based learning, working with colleagues to develop these projects, and adjusting my approach based on student feedback and what I observe in the library.

3. Encouraging Reflection and Action: This looks like students regularly thinking about what they’re discovering and making plans to use that knowledge. It could be through library-based reflection activities, such as journals or project presentations. To improve in this area, I’ll explore new reflection techniques, incorporate feedback from students, and experiment with different ways to help students reflect and act on their learning.

How the Workshop Helped with Agency:

The workshop emphasized the importance of giving students more control over their learning, which resonates with my role as a librarian. I’ve learned how to design library spaces and activities that empower students to take charge of their own inquiries and learning processes, enhancing their independence and enthusiasm.

How My Understanding of PYP Is Evolving:

My understanding of PYP principles is definitely growing. I’m getting a better grasp of how to integrate various subjects and support student-led inquiries through library resources and activities. The workshop has underscored the importance of creating connections and encouraging reflective learning, which I’m excited to apply in my library.

Putting This Learning into Practice:

I plan to use what I’ve learned by designing library activities and resources that blend different subjects, support student-driven projects, and include opportunities for reflection. I’ll keep refining my approach based on what works best and gathering feedback from students and teachers to ensure my library supports their learning effectively.

Signs of Growth:

I’ll know I’m making progress if:

The library activities and resources effectively integrate multiple subjects.

Students are actively engaged in their inquiries and using library resources creatively.

There’s evidence of regular and meaningful student reflection leading to actionable insights.

I receive positive feedback from students and teachers about how the library supports their learning.

By focusing on these areas, I’ll be able to see how I’m evolving as a PYP educator and librarian, helping students engage with and reflect on their learning in meaningful ways.

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Reflection on Making the PYP Happen: Module 1: Local and global contexts

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Reflection on Making the PYP Happen: Module 1: Local and global contexts

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Reflecting on Making the PYP Happen: Module 1: Local and global contexts, I feel that I’ve taken significant steps in my PYP learning journey. By examining my own attributes through the lens of the PYP learner profile, I’ve gained a clearer understanding of how international-mindedness can be nurtured within my educational setting. Exploring the digital resources on international-mindedness and the learner profiles has provided me with practical insights into how these concepts can be more deeply embedded in my teaching practices.

This Module 1, has been an eye-opener, providing insights into the PYP’s philosophy and practices, and highlighting how local and global contexts play a crucial role in shaping student learning. Regardless of my prior knowledge, this module has offered a valuable opportunity to deepen my understanding of the PYP and its emphasis on fostering globally-minded learners. This module emphasized the importance of connecting students to the world beyond their immediate environment, helping them recognize and appreciate human commonalities across cultures and societies.

In conclusion, Module 1 of the PYP has reinforced the importance of the learner profile in developing global citizens. By focusing on international-mindedness, language learning, and engagement with global issues, I am working to equip my students with the knowledge, skills, and attitudes they need to thrive in an interconnected world. The learner profile serves as a guiding framework for this mission, helping to shape students into compassionate, reflective, and responsible members of the global community.

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Reflection on Learning engagement 2: Developing global citizens through the learner profile 

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Reflection on Learning engagement 2: Developing global citizens through the learner profile 

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Completing this learning engagement has deepened my understanding of the learner profile, particularly in how it serves as a foundational element in developing global citizens. The challenge of communicating its importance to parents and students is a common issue, and reflecting on Toni's concerns allowed me to consider practical strategies to address these challenges in my own school community. In synthesizing key messages for the school learning community, I realized the importance of framing the learner profile attributes in a way that resonates with the values and priorities of the community.

I’ve created a tri-fold leaflet in which I tried to synthesize the key messages of developing global citizens through the IB learner profile emphasizing the importance of it, and responding to Toni's situation. I tried to make it informative for parents who are encouraged to stay involved and see the positive impact of the IB Learner Profile by attending information sessions and observing classroom activities. Emphasizing how the learner profile complements academic success by fostering critical life skills could help parents understand its value. This task also highlighted the need for clear and engaging communication strategies when introducing new educational concepts.

In conclusion, this learning engagement has not only enhanced my understanding of the learner profile but also equipped me with practical strategies to communicate its importance effectively within my school community.

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Learning engagement 2 Developing global citizens through the learner profile

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Reflections on Learning engagement 1: Transdisciplinary learning programme of inquiry (Part A) 

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Reflections on Learning engagement 1: Transdisciplinary learning programme of inquiry (Part A) 

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Transdisciplinary learning in the library (Part A)

As a school librarian, I support transdisciplinary learning by providing resources and creating a collaborative space for students to explore ideas across disciplines. The library is central to the Programme of Inquiry, where students engage in research and connect concepts from different subjects.

I see transdisciplinary learning in action when students use a variety of resources to explore complex questions. Moving forward, I plan to focus more on digital literacy and critical evaluation skills, collaborating with teachers to enhance these areas. Together, we can ensure the library continues to inspire curiosity and deepen understanding.

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Transdisciplinary learning in the library (Part 1)

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Reflection on Learning engagement 3: Embedding international-mindedness (Part 1)

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Reflection on Learning engagement 3: Embedding international-mindedness (Part 1)

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Responding to Toni’s challenge provided a valuable opportunity for me to think critically about how to foster international-mindedness in a setting with limited diversity. I realized that collaboration with other teachers is a key strategy, as it allows for a more integrated and impactful approach. By working together, we can create interdisciplinary projects that help students see global connections in various subjects, making international-mindedness a natural part of their learning experience.

My advice to Toni also reinforced the importance of using the IB Learner Profiles as a guiding framework. Encouraging curiosity, respect, and fairness through these attributes aligns perfectly with the goals of international-mindedness. By integrating activities such as reading multicultural books, connecting globally through technology, and celebrating cultural diversity, I can create an environment where students not only learn about the world but also develop a genuine appreciation for different perspectives.

Suggesting global projects and cultural exchanges highlighted the potential for practical, hands-on learning experiences. These activities can build students’ confidence and help them understand global issues from multiple viewpoints, making their learning more meaningful and relevant.

Finally, reflecting on this challenge reminded me of the importance of modeling open-mindedness. As an educator, my enthusiasm for learning about different cultures can inspire students to do the same. This reflection has deepened my commitment to creating a classroom environment where international-mindedness is nurtured, not just as a concept, but as a lived experience that prepares students to be active, empathetic global citizens.

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Learning engagement 3 (Part 1) - Persona challenge

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Reflection on Learning engagement 3: Plan for Embedding International-Mindedness in the School Library (Part 2)

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Reflection on Learning engagement 3: Plan for Embedding International-Mindedness in the School Library (Part 2)

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Reflecting on my plan to embed international-mindedness in the school library as part of Learning Engagement 3, I realize that my role as a Resource Specialist/Librarian positions me uniquely to influence the cultural and global awareness of students. This plan emphasizes both short-term and long-term strategies that foster an appreciation for diversity and global perspectives, essential components of international-mindedness.

Through this exercise, my understanding of PYP principles, particularly around international-mindedness, has deepened. The importance of integrating global perspectives into everyday learning and ensuring that students see the library as a gateway to the wider world became more apparent. This experience reinforced the idea that the library can serve as a cultural hub where students not only access information but also engage with diverse cultures and ideas.

I can apply the learning from this workshop by actively curating resources and organizing events that reflect global themes, thereby embedding international-mindedness into the fabric of the school culture. By implementing both immediate actions like creating a multicultural book section and organizing international-themed reading events, alongside long-term goals like annual international book fairs and curriculum integration, I can create a sustained impact.

The plan is designed to support student agency by encouraging them to explore and appreciate global cultures independently. By offering diverse resources and interactive events, students are empowered to take ownership of their learning journey. The inclusion of digital resources also provides different learning styles and allows students to engage with international content in ways that are most meaningful to them.

This plan, therefore, not only aligns with PYP principles but also provides a clear pathway for fostering international-mindedness in students, making the library a cornerstone of global education in our school.

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Learning engagement 3 (Part 2)_ Plan for Embedding InternationalMindedness in the School Library

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Reflection on Learning engagement 4: The role of language

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Reflection on Learning engagement 4: The role of language

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Considering my plan to incorporate international-mindedness into the school library, I realize how vital language is in fostering global awareness and supporting transdisciplinary learning.

Language opens doors to different cultures and perspectives. By creating a multicultural book section and introducing global digital resources, I aim to expose students to diverse narratives and languages, fostering empathy and respect for other cultures. This helps students connect with the global community and develop a broader worldview.

My plan uses language to connect various disciplines, allowing students to explore global themes across subjects. For instance, reading about a culture can lead to discussions in social studies, art, and science, creating a holistic understanding of the world. International-themed reading events further support this by integrating cultural activities with learning.

The chart outlines strategies like creating a multicultural book section and organizing an annual international book fair, which embed language and global awareness into the curriculum. Collaborating with teachers ensures that language and international-mindedness are woven throughout students' learning experiences.

By providing multilingual resources and encouraging global projects, the plan empowers students to explore and express themselves in diverse ways. This fosters confidence and helps them become internationally-minded learners.

Language is a powerful tool in promoting international-mindedness and transdisciplinary learning. My plan grasps this by providing diverse resources and opportunities for cultural exchange, ensuring that students develop a deep, global understanding.

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Connect, Extend, Challenge Thinking Routine

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Reflections on Learning engagement 1: Transdisciplinary learning programme of inquiry (Part B) 

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Reflections on Learning engagement 1: Transdisciplinary learning programme of inquiry (Part B) 

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In explaining transdisciplinary learning to parents, I emphasized how the library plays a crucial role in creating connected and meaningful learning experiences. By integrating subjects like science, history, and art, the library becomes a hub for exploration, where students engage in projects that spark curiosity and creativity. My collaboration with teachers ensures that the library aligns with classroom activities, making learning both exciting and relevant for students. Ultimately, our goal is to nurture a love for inquiry, helping students see the interconnectedness of knowledge and become engaged, curious learners.

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Explaining Transdisciplinary Learning in the Library

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Reflection on Learning engagement 3: Approaches to learning 

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Reflection on Learning engagement 3: Approaches to learning 

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The ladder diagram illustrates Hussain's current challenges and his desired growth as a newly qualified teacher. The visual structure allows him to see where he stands and where he aims to go in balancing inquiry with curriculum demands, developing inquiry skills, and promoting lifelong learning.

The diagram highlights how professional development, collaborative planning, mentorship, and access to resources serve as forces that support his growth. These elements are crucial in helping Hussain gain confidence in teaching research and inquiry, achieving conceptual understanding, and creating an environment that fosters lifelong learning.

On the other hand, the forces that prevent change, such as time constraints, lack of experience, standardized testing pressure, and resource limitations, are identified. Recognizing these obstacles is vital as it enables Hussain to seek targeted support and strategies to overcome them.

The ladder framework provides a structured approach for Hussain to navigate his teaching journey. It helps him focus on areas for development, guiding him toward achieving a balanced and effective inquiry-based teaching practice.

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Reflection collaborative work on 
Learning engagement 2: Concept driven curriculum 

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Reflection collaborative work on 
Learning engagement 2: Concept driven curriculum 

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This collaborative assignment on Andrea's inquiry about integrating transdisciplinary conceptual learning has been insightful and productive. We recognized the importance of working closely with single-subject teachers to ensure young learners experience a cohesive and meaningful learning journey.

Through our discussions, we identified key concepts like responsibility, perspective, and identity that could be woven into various subjects. The goal was to create a unified approach where each subject reinforces and expands upon these concepts, making learning more interconnected and relevant for the students.

We realized that effective planning and communication are crucial for this collaboration. By sharing our ideas and understanding of the central idea, "Our identity: a cultural & social journey," we could align our learning engagements across different subjects. This approach not only strengthens the transdisciplinary lens but also enriches the students' understanding of themselves and their world.

This collaborative effort has emphasized the importance of ongoing dialogue between classroom and single-subject teachers. It ensures that our teaching is concept-driven and supports the holistic development of our students.

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_Learning engagement 2_ Concept driven curriculum 

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Reflection on Learning engagement 1: Agentic learners take action

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Reflection on Learning engagement 1: Agentic learners take action

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Reflecting on the suggestions I provided to Mario, I focused on helping students connect with the world through music and dance. I emphasized the importance of making learning relevant by integrating local and global issues, which can enhance student engagement.

By exploring cultural connections, students can appreciate diverse traditions, broadening their understanding and empathy. Thematic performances allow them to creatively express their views on complex issues. Collaborative projects, both local and global, teach the value of teamwork and show students the impact of collective action.

I also suggested digital storytelling as a modern way to raise awareness, and emphasized reflection to help students think critically about their learning and take meaningful action. My advice is aimed at helping Mario foster engaged, thoughtful learners through the arts.

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Reflection on Learning engagement 1 Agentic learners take action

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Reflection on Learning engagement 1: Agentic learners take action (Poster)

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Reflection on Learning engagement 1: Agentic learners take action (Poster)

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Reflecting on my poster, "Empowering Students Through Music and Dance," I see that I've created a clear roadmap for fostering student agency in creative subjects. I’ve focused on igniting passion by exploring local and global traditions, which helps build a strong foundation for student engagement.

I emphasized setting both short-term and long-term goals, like inspiring creativity and cultivating global citizens through collaborative projects. For measuring success, I’ve highlighted the importance of student engagement, reflective thinking, and the impact of their work.

The strategies I’ve included—like connecting cultures, collaborating globally, and empowering students to tell their stories—offer practical ways to support students in taking meaningful action. I believe this poster provides valuable guidance for helping students become active, thoughtful learners through music and dance.

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Empowering Students Through Music and Dance Poster

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Reflection of Learning engagement 2: Inquiry process blog

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Reflection of Learning engagement 2: Inquiry process blog

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Reflecting on my suggestions for Toni, I focused on helping her show the value of student-led inquiry for all students, including those in learning support. I suggested she organize professional development sessions to demonstrate how inquiry-based learning can be effectively scaffolded to meet diverse needs.

I emphasized the importance of sharing success stories to illustrate how inquiry projects can be adapted for students requiring extra support. By highlighting the role of teachers as guides who enhance the learning process, I aimed to reassure her colleagues that inquiry doesn’t diminish their influence but rather enhances it.

I also recommended setting up a collaborative framework where teachers and learning support staff can plan and teach together. This teamwork, along with gradually increasing student autonomy, can help her colleagues see how inquiry benefits all students, fostering a more personalized and engaging learning experience.

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Learning engagement 2 Inquiry process blog

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Reflection of Learning engagement 2: Inquiry process 

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Reflection of Learning engagement 2: Inquiry process 

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Reflecting on my Compass Point Organizer, I’ve identified both challenges and opportunities in implementing student-led inquiry. I’m concerned about guiding students who may struggle with the freedom of inquiry, but I’m committed to learning more about scaffolding and assessment to support their growth.

I’m excited about empowering students to take ownership of their learning, and I’ve outlined strategies to start with structured projects, gradually increasing their autonomy. My organizer shows a balanced approach, combining caution with optimism, and a clear plan to support all students in inquiry-based learning.

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Reflection on Learning engagement 3: Part A Planning process and the role of the planner 

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Reflection on Learning engagement 3: Part A Planning process and the role of the planner 

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Reflecting on my thoughts about the PYP planning process, I appreciate how the "example planner template" aligns with the IB’s focus on transdisciplinary learning and inquiry-based teaching. The planner supports student agency by incorporating their questions and interests, making it a flexible tool for deepening inquiry in the library setting.

However, balancing structured guidance with room for student-led inquiry and ensuring team alignment are challenges I recognize. Collaboration, reflection, and flexibility are key to overcoming these challenges, ensuring that our planning remains student-centered and adaptable.

My conclusion is that the IB planner as a valuable tool for fostering collaboration, promoting student agency, and integrating assessment into the learning process.

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Reflection on Learning engagement 3 Part A Planning process and the role of the planner.DOCX

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Reflection on Learning engagement 3: Part B Planning process and the role of the planner

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Reflection on Learning engagement 3: Part B Planning process and the role of the planner

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Reflecting on the mind map I created for Mario's planner, I see the key elements for integrating the elementary and early years curriculum. By involving students through choice boards, reflection sessions, and collaborative projects, I foster their ownership and engagement.

Focusing on thematic connections, inquiry-based activities, and creative expression helps me ensure learning is meaningful. These strategies capture student interest and promote deeper inquiry.

Using differentiation with tiered activities, flexible grouping, and ongoing assessment allows me to support diverse needs, making learning accessible to all.

I emphasize sustaining differentiation through reflective practice, professional development, and a resource bank to ensure continuous improvement. This approach keeps the planner dynamic and responsive. This mind map guides me in creating a student-centered learning environment.

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Reflection on Learning engagement 1: Learning environments and spaces

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Reflection on Learning engagement 1: Learning environments and spaces

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Reflecting on my learning assignment for "Learning Environments and Spaces", I found that designing a space that fosters creativity and exploration is deeply fulfilling. By integrating flexible zones for art, music, and dance, I aimed to create an environment that encourages children to take risks, express themselves, and engage in meaningful play. The emphasis on accessibility, modular furniture, and inclusive design ensures that the space is adaptable to various needs, promoting independence and collaboration.

This exercise reinforced my belief in the importance of thoughtfully crafted environments that support holistic learning and the development of a child's imagination.

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Reflection on Learning engagement 2: What is a PYP education?

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Reflection on Learning engagement 2: What is a PYP education?

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Reflecting on my assignment "Learning Engagement 2: What is a PYP Education?" as shown in the mind map, I appreciate how effectively it captures the PYP’s holistic and interconnected approach to education.

The central focus on International-mindedness highlights the program’s commitment to fostering global awareness and cultural understanding, essential for developing compassionate and active learners.

The Learner Profile emphasizes the PYP’s goal of nurturing balanced, reflective, and principled individuals, essential life skills that go beyond academics. Transdisciplinary Learning and the associated themes, such as “Who We Are” and “How the World Works,” illustrate how the PYP connects learning across subjects, encouraging inquiry-based exploration.

The Approaches to Learning highlight crucial skills like research, communication, and self-management, preparing students for both academic and real-world success. The focus on Learning Environment and Collaborative Planning underscores the importance of creating supportive, student-centered spaces that promote agency and interaction.

This mind map has deepened my understanding of the PYP framework, showing how its interconnected elements contribute to a holistic, transdisciplinary, and student-focused education. It reaffirms the PYP’s role in preparing students not only for academic success but also for thriving in an increasingly interconnected world.