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Write a reflection identifying one of the types of action that you see happening more often in your school, as well as one that perhaps doesn’t happen as often. Consider why you think this is the case and what might be the next steps in encouraging different types of action. 

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Write a reflection identifying one of the types of action that you see happening more often in your school, as well as one that perhaps doesn’t happen as often. Consider why you think this is the case and what might be the next steps in encouraging different types of action. 

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Explore sample exhibition timelines found in our Canvas resources.                 

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Explore sample exhibition timelines found in our Canvas resources.                 

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A type of action that happens in our school is participation, especially during teacher guided inquiry. During exhibition the past two years, lifestyle choices were also explored by the students.
Advocacy and social justice are two types of action that I believe would be wonderful for our learners to understand. Thinking of all the units we teach, these two would fit in so authentically and allow the students to dig into issues happening in our community.
I think that students can learn about this from the teachers at first. For example, we are studying injustice and I can model a lesson on fairness. Then encourage the students to find examples of unfair/fair and how perspective determines your understanding of fairness.
The biggest next step is the teachers understanding that action is not a huge project and can happen naturally in all of our units. Through modeling and understanding I know our students can learn about the power of action and the connection to student agency.

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One type of action I see happening more often at my school would be participation. One type of action that I would love to see more of would be taking action with social justice. I think it would be powerful to leverage the participation of our students and give them agency and voice to research current injustices, so that they have a larger worldview. With this worldview, I believe it would also impact advocacy, because they would begin to advocate for positive change amongst different communities.
In order to see more types of action seen across our campus, it must start with me as the teacher. Based on our units, it would be paramount that I include opportunities for students to inquire about injustices/inequities, but also give them time to research for themselves. With this research, passion will spark, and our job as educators is to let the light flicker into a flame and never let it go out. In essence, to see increased action take place, it’s important that we first set a spark in the students' brains and then let the students have the agency to research more and take action on different ideas and passions. Once they have a knowledge bank, they can use their voice in limitless, powerful ways.

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I would say our students are strong in lifestyle choices and participation.  Their understanding of the learner profile and their reflection on self-improvement give a firm foundation for this action.  They join or create clubs based upon new perspectives and make sure that their actions match their beliefs.

I think we need to work on social entrepreneurship. Our students will make signs, change their own actions, and start clubs, but when it comes to a sustainable change and leading the community we fall short. This could be supported through partnerships that I have fallen short in finding. Opening students eyes to what is happening for positive change in the community could definitely help inspire them to work outside of the school to create a larger change.

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One of the more visible types of action at our school is a change in attitude and considerations for action in the future. The change of attitude is the starting point for much greater change. For instances, students can start clubs based on what they feel is important. Often times, the momentum fizzles out and the action does not follow through. This type of action is the least risky and doesn’t necessarily require an individual to place themselves, their time or resources at stake.  The types of actions I have not seen much of at our school are actions that embrace greater changes in a student’s life (lifestyle, roles in the community, communicating ideas to a wider audience).

This can partially be attributed to the recent changes we have all had to make because of the pandemic. However, there has been an increasing willingness to venture back into our communities and connect with people, whereas pandemic health and safety protocols, unfortunately, dictated much of what our students could and could not do. To a greater extent, perhaps one of the major factors behind the disconnect between talk and action is that our school culture has also shifted. It speaks to the need to have on-going discussions about what the Learner Profile traits are and what agency looks like in our classrooms - at the level where teachers and admin can design their curriculum, and more importantly at the level where students are able to find and create opportunities for themselves to exemplify these traits.

While many students have, in casual conversation and in guided class discussions, articulated a desire to make an impact, the next steps we can take to encourage taking action would be to make ourselves (mentors) available if they need help, offering resources and connecting students to appropriate individuals/organizations towards which their action can impact. Additionally, I think that having the parent community become knowledgeable about what action looks like can also support this shift. It can be helpful for parents to understand the different forms of action so they can recognize when their child is exploring possibilities outside of the classroom.

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As this is my second year in the United States and in this school, I have observed that students know how to put into practice the type of action called "participation". I was very impressed by some of the actions put in place by last year's students, which helped in exemplifying the action in the exhibition.

However, on a day-to-day basis I observe that students could carry out small actions related to their lifestyle choices, for example, when it comes to recycling or in the school cafeteria. I think the first step to this is for the teachers themselves to get involved and get the action going. For example, not throwing away a lot of food in the cafeteria, recycling in class.... Also, it would be interesting to encourage the participation of families and the community.

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This is my first year in the school and in the PYP methodology. So far, I have been able to see that in the different grades of the school, participation is carried out very well because I see that the students have a great sense of community and work to improve it.
On the other hand, I think that one of the aspects that could be promoted is lifestyle choice. I think it is very important for the students to acquire a certain sensitivity when it comes to recycling and to be more aware of the consumption of electricity and water. To put this into practice, students could create a recycling plan for the school's classrooms. Another option would be for them to analyze the consumption of electricity at home and/or at school and the possible consequences of these savings. To do this, it would be of great importance to involve both families and the educational community so that they see us as a model to follow.

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I think students at our school are great at participating; they can take responsibility for their personal learning and actions. They also generally like being involved in class and in school.

Our students are beginning to show small amounts of advocacy; students have been more vocal about wanting to share their ideas about recess or lunch with the administrators at the school.

I would love to see more action in the areas of social justice and entrepreneurship. I think that for this to happen, we must allow the students to reflect more on their action. We need to be exploring more perspectives and ethical consequences during our reflections.

I think that it would also be very beneficial for us, as a school, to be more active in connecting with community partners to support our initiatives. We need to do our best to build and to maintain these relationships.

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I think that the students at my school at great at taking action and taking responsibility for actions.

I think there is a lot of action in our school in terms of getting our school involved. For example, students love helping out other grades and sharing knowledge with other grades in the school. Students also participate in many school groups such as junior leadership, senior leadership, and social justice club. Students also often have new ideas outside of the clubs.

As a school I think there could be more actions in terms of entrepreneurship and raising money for local/ global causes. There could also be more action in terms of creating awareness around the community outside of the school. I think one of the reasons that action in this context is less is due to the fact that the school has certain policies in place such as not raising money at school or needing permission to put certain things associated with the school into the public. These policies result in the staff sometimes saying no to students initiated action which I think deters the students a bit in wanting to take action.

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Currently the type of action we see most often in our school setting is teacher-guided action where teachers lead students down a path that they (the teacher) feels is an appropriate action based on the learning. Some of this is because we, as teachers are new to action. Some of the reasoning is that the students, too, are new to action. My hope is that as we continue to become better PYP practitioners both teachers and students will become more comfortable with less teacher support and more student initiative. Further, I believe that participation and lifestyle choices are the two forms of action we see occurring most in my school. For example, after a unit that centered around water last year, our fifth-grade students took action to reduce the amount of bottled water they were purchasing/using. Many of our younger students are taking action by participating more in discussions and learning engagements. I would really like to see students take on something bigger such as advocating for something they believe in or volunteering to support needs in their community. As a PYP candidate school we are balancing a lot of new learning right now and as we reflect on our units, our student learning, and our actions, I hope that teachers begin to see other directions that action can be taken. Further, as we continue to develop our student agency and voices, I hope that students begin to feel more comfortable and confident in taking the lead on actions that are important to them and connected to their learning.

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Being very new to my current school I would have to say that I have seen a few isolated cases of students taking active action to change something for the better (a signed petition for a change in the dress code). I also know that our school participated at Oakland-Pride, which I believe was mostly student-led (but I could be wrong).

In my fourth-grade class we have discussed the importance of our actions mainly when discussing collective and individual actions that decide to do every day to help build a positive learning environment (and which actions do not lead to this.) This has definitely been teacher-led, though. Maybe I have not seen more examples of action because it has not really come up spontaneously in class.  Speaking to my student’s third grade teacher or to my students themselves about the actions they have taken in the past might be a good way to introduce this and start a conversation about action with them on a bigger scale.

In my previous school we worked with the DP and students were engaged in all sorts of actions as part of CAS and the links were clearly established between what we were seeing in the classrooms and what students chose to dedicate their time to for CAS hours. I feel this knowledge is something I need to keep in mind now that I am teaching the PYP.

Some next steps would be to have this discussion with my students. As we dive into our second unit, perhaps we could give some examples of some possible actions that could be taken as a class or in smaller groups, but the idea would be to elicit this from them and work with them to make it possible. Creating change is what leads you to believe that change is in fact possible. We have all experienced this first hand. Perhaps a way to do this is to begin with changes at the classroom/school level. These changes would hopefully empower students to see that they can make a difference and perhaps then they would be willing to take on bigger challenges.

I see the circle on page 9 as a step-by step guide - initially it would be teacher -guided. Then it would be teacher-initiated, then student-initiated and hopefully we can arrive at student-initiated and led.

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This is my first year back at my school after a 5-year hiatus, and it is hard for me to define exactly what types of action the students are currently engaging in. So far, I have seen that there is still a prevalence of teacher guided instruction, and therefore most of the actions are also teacher led. I have seen a few cases of Teacher-initiated shared action (with students), but in most cases, there is still a lot of teacher control.

I have been present in many classroom discussions and learning activities where students demonstrate their commitment to learning. Therefore, I could assume that most of the actions taking place at the school are participatory. If this is the case, I would love to see us promote other types of action, such as advocacy and social justice.

I look forward to working directly with our fifth-grade students in order to support their actions and also in order to understand better where we are at as a school. Hopefully, once I engage with their learning more actively (so far, I have worked mostly with teachers outside the classroom), I will get to see other types of action that are less obviously visible.

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I think participation and lifestyle choices are both types of action that occur most often, however, I sometimes wonder if these types of action are not recognized and celebrated in the same way that social entrepreneurship and advocacy. I think some teachers and students view action as only the large scale fundraisers or food drives and miss the everyday ways students (and adults!) put their learning into action.
I think that following up on our conversation from today, social justice is a really interesting form of action to lean into especially when focusing on the SDGs. Our current unit of inquiry is under the theme HWOO. The central idea is "When faced with injustice, humans can unite to pursue change." I am excited to focus on this form of action with my students as we are looking at ways people unite around justice.

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A type of action that students last year were to present in other classes. For example they would go into the kindergarten class and teach them about underwater life, or the grade 3s and do an activity with them about mental health. A big one for many students was to create posters to inform the school. Although this was a great idea, it was definitely something that many students did when they couldn't figure out how to make a meaningful action, and i had to start directing them away from it. I wish students would send more emails to companies telling them what action they want to see

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I would really like the voice of my fifth-grade team when deciding the timeline for exhibition. They know their students best and would be able to share some good insight around how long they think they need for the process. Some things I am wondering:

How many hours should students plan to meet with their mentor each week?

Our 5th grade is departmentalized - what does exhibition look like in each classroom?

Do students each follow 1 LOI for the unit? Or do all students inquire into all 3 LOIs?

Is the journal a requirement of exhibition? A best practice? A personal preference? I keep seeing it brought up.

We need to practice goal-setting and monitoring of learning with students. This is new to teachers and students and will take some time.

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After creating the timeline, I'm thinking about how to best support students who might fall behind. I recall a group last year who did not get their action done till very late.

I'm also thinking about how much time/hours out of the week we actually dedicate to writing and researching.

The reflection is a big part of CAS in the DP, and also in the personal project at the end of MYP. I'm looking forward to reading about how students are progressing week by week.

One of the areas I'm struggling to see clearly is where all of this writing/reflecting/ brainstorming will be recorded for the students. What physical or virtual tools and apps should we be using and keeping as a record of their journey?

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I anticipate that my greatest tensions will be around giving students a structure and a clear idea of the process while at the same time creating space and time for agency. I want to get to know them better and understand their strengths and areas of improvement so I can find a balance with the individuals and groups in terms of guidance and independence.

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I struggle with letting go of control. I want to set students up with all the tools they needs like graphic organizers, websites, ideas, etc, however don't want the students to loose the ownership. The exhibition feels like high stakes and the pressure is on to ensure it goes well.