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I embed the learner profile through parent conferences, recognizing students for positive attributes, and using the learner profile attributes to guide behavior management systems in place at my school. I would like to think of more authentic ways to teach and embed the learner profile attributes into instruction within the classroom.

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I consider that all students come from different backgrounds teach games and activities that are non-traditional so all students have a fair start. Teaching these will expand upon their learner profile and open their minds on how to stay healthy for a lifetime.

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Currently, I have not been doing a great job of implementing the learning profile into my teaching.  However, I will begin to look at upcoming lessons and see how attributes from the profile can link to what is already in place.  I will also work to utilize more IB language into daily talk within my classroom.  Moving forward I have a better plan/idea for upcoming years in an IB school.

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Currently, we focus on one attribute each month. I read children's books that demonstrate each attribute,  facilitate discussions, and I take the opportunity to highlight when students are engaging in these actions. I give these students EXCEL tickets, which allows them to pick awards at our student store. At the end of each month students also write a reflection and draw a picture to describe in their own words each attribute.

In the future, I would like to use Crystal's idea about giving parents the opportunity to tell us which attributes their child possesses and which they could improve on.

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I am developing international mindedness in my students by discussing and modeling how to be open minded. We discuss and compare other cultures without judgement. I would like to help student create meaningful discussions that helps them reflect on the learner profile.

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By teaching games and activities that are international like handball, badminton, golf, pickleball etc. Each unit has specific terms and vocab that the students learn and apply to the game. It promotes academic language and broadens their vocabulary.

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Currently I am developing international mindedness through play. Introducing items in dramatic play that encourage thought: international food items, traditional clothing of other culture, dolls. I also play music from other cultures, read stories and have photos from around the world.

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Promoting International Mindedness
Exposing students to stories from diverse cultures and perspectives and analyzing similarities and differences. Providing opportunities to learn about other cultures through literacy, virtual field trips, and engaging in different activities such as games or trying new foods.

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-I develop international mindedness in students through exposure to various literature.
-We engage with global issues through connections to community, exhibition, and real world problem solving.
-Based on this session, I would like to add more knowledge surrounding how to teach transdisciplinary learning while ensuring students have solid language skills.

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To develop international mindfulness I can read different versions of the same book around the world. Students can analyze their similarities and differences. Students can find similarities with characters from different cultures. Students can create projects to retell the stories.

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The key elements provide opportunities for instruction across multiple disciplines. The themes are broad enough to allow for autonomy while giving a road map for teachers to make connections and provide relevance to students.

At my school, we apply transdisciplinary learning through connectivity. For example, a social studies lesson about historical figures may be coupled with reading a text about the figure, writing a biography (literacy), creating a timeline of the person's life (math), and even creating a diagram of their home.

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In a preschool classroom we are constantly looking for previous experience/exposure of students.  In doing this we are able to make connections for ourselves and then they make connections with each other.  These connections are what drive our learning.  Then we grow these experiences/exposures to be taught/learned through transdisciplinary units of study.  In doing this, we are growing the whole child and encouraging them to look outside of themselves
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I'm learning to connect ideas across the board and integrate different subjects into each lesson that I do. Having lessons relate to real life and base them on common themes within our school.

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Key concepts help drive student inquiries because they can be interconnected. It's important to refer back and revisit them to deepen understanding.

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Related concepts will drive the learning in my future units of inquiry by helping me look at things on a broader spectrum. Then I will be able to encompass many ideas and look at the bigger picture.

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I think spending more time studying the units and talking with my colleagues could help me develop a stronger awareness of the related concepts.

I feel I will be better prepared in facilitating discussions and coordinating learning activities around the related concepts.

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I will use concepts to coach teachers on how to connect standards on a broader scale. For example, instead of learning solely about rules and laws, focusing on systems and order can help students see a bigger picture.

Key and related concepts give relevance to the learning and help students to not only acquire knowledge, but be able to transfer it across disciplines.

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Using concepts like challenge and control really help students understand the value of being accurate and how it benefits their team in scoring or succeeding in the activity. Concepts like safety and fair play help with sportsmanship and class. These will drive my units further than just playing a game but relating it to the real world.

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Teaching about the stated key and related concepts is something that I now view as crucial for critical thinking. To reach related concepts I will strive to ask open ended questions that allows students  to create a deeper understanding. Moving forward, I will focus on big ideas and not just facts.

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The approaches to learning allow students to hone in on skills that will help them to be well rounded individuals that positively contribute to society. When utilizing these skills, students are able to problem solve, think deeply, and make meaningful connections.

As an administrator, I would like to highlight these skills more within my staff and embed learning and implementing these skills schoolwide.

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The approaches to learning will help students  understand the skill required to be successful in their classes. These skills are life skills that they will need to practice going forward with their education and career.

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The approaches to learning will help my students more throughout life, than in the moment. It will build strong workers that can think, create, solve and be responsible.

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The skills of thinking, researching, communicating, socializing and managing themselves make students well rounded learners. As a teacher I want to provide students with opportunities to practice them. This will help them to be successful not only in school but as members of society.

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Approaches to learning helps students develop skills that are utilized in various aspects of their lives. Some students are already naturally doing some of these on their own but can still benefit from guidance and practice. It is important as educators we provide students with many opportunities to practice and strengthen these skills and ultimately help them reach their potential as a life-long learner.

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Looking forward, I will be using inquiry to help lead my learners to discover, create and drive their educational desire.  I will provide opportunities where they can grow their knowledge on a larger scale and scaffold, support those that are in different places with their learning.
I feel that I need to let go of some pieces, and encourage my students to pick up the slack. In doing this, we will both grow and create a fun environment for discovery.

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I usually open up the unit with videos and demonstrations of the equipment to get kids excited about the material. At the start of each class I will have helpers come up to demonstrate the skill that we are focused on that day so they are able to help me and the class with explaining and observing what the moves are. This promotes active learning and motivation going into the lesson.

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My teachers are using inquiry to create classroom environments that are student focused. Inquiry allows for discussion, exploration, and collaboration amongst students to develop their own deep understandings.

Moving forward, I would like more knowledge on how to balance inquiry with teaching foundational skills needed to effectively communicate and make connections across disciplines.

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Currently, I feel I do well when starting an IB unit about asking them what they wonder, what they already know etc... However, I feel I can be more intentional in providing them ongoing learning opportunities to dive deeper into inquiry. I feel I do well with direct instruction and can do better with providing more student centered educational opportunities.

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Using inquiry as an approach to teaching enables students to become responsible for their own learning. Students become part in the decision making and are active participants. Students are given the opportunity to collaborate and become creative. This can mean that they are genuinely learning about things that interests them. My hope is to help my students see the bigger picture to allow them to have a deeper depth of understanding.

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How are you promoting agency by encouraging student voice and choice? (Choice boards, inquiry and open ended research)

How are you encouraging your students to take action in response to their learning? (Researching community issues and allowing opportunities to be change agents)

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I am promoting agency by creating goals using student input and having everyone try to achieve those goals. I try to teach students leadership skills so they can take action and handle situations in their own lives and also be able to help others. This connects with what I already promote.

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I promote agency when I give student choice. Students are part of the decision making when deciding what we want to research. I promote collaboration and ask open ended questions. Students discuss openly without feeling judged by others. Each unit students work and present their projects to their peers.

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In preschool I am promoting agency regularly through choice of centers, facilitating student lead discovery/learning through play and creating a safe environment. I have more work to make my classroom more IB based, but I do have several basic pieces already in place. It is going to be a process, but I am up to the challenge.

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I promote agency by providing students with the opportunity to pick topics for projects and demonstrate their understanding in various ways.

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I would just make my central ideas more specific and have it hit more of the checklist that we viewed earlier.

Any ideas that I would bring would be based around getting outside and planning activities that mesh with other core subjects so students will have a broader spectrum of learning.

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Changes that I would need to make to current units:
- look at wording and make it child friendly
- make it a broad umbrella statement
- change "we" to "humans"
New ideas to bring back:
- have actual planning time that is longer than 1hr of disjointed time
- update the planner we are utilizing
- use the checklist to tweak/update units
So many ideas and thoughts continue to swirl through my head as I learn more about IB

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As I looked into central ideas I realized that I have to make sure that they are broad enough. It has to be worded so that students are able to critically think. Mainly, it has to be relevant to my students. I would like to share the checklist during the collaborating process at school.

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Looking at our current unit, I believe we should make the language more student friendly and hone in on specific skills/practices/understandings that we would like students to explore.

I would like to bring more collaboration amongst general education, special education, and specialist teachers at my school.

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I believe creating spaces that reflect your population of students is key in celebrating diversity and promoting student agency. Colorful spaces, displaying student work, flexible seating, reading corners, and guided work stations create an environment where students feel motivated to learn and feel valued as well.

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I understand the goal of IB much more than I started. I have realized that it focuses much more on the overall picture and really causes students to use critical thinking. I will definitely try to use these tools in PE and continue to collaborate with classroom teachers and my pyp coordinator to make the best possible lessons for the students.

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Wow!  I have learned so much from when we first started.  I am understanding the importance of thinking BIGGER with my teaching and pushing for my student lead learning.  The importance of of being open and teaching the whole child beyond the Indiana State Foundations (EC Standards).

I need to take a closer look at our current units, make some edits and use the checklist to better utilize IB in my classroom. I would also like to go to my admin and request a more focused learning time to help better understand and implement units.

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I feel this training has provided me with a clearer understanding of how IB is organized and how to utilize the different aspects of inquiry based learning. Currently, I am working on two goals related to IB. Better prepare myself for the last two units and improve on the opportunities I provide for students when reflecting on the learner profile. Especially this school year, many students have had difficulty with carrying out the work habits and mindset it takes to support their personal and academic development. Thank you for all the great info and guidance

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My understanding of PYP principles and practices has greatly evolved. I feel I have a better understanding of the principles.  I am excited about returning to work and incorporating what I learned into my teaching. I can see how I can highly improve and modify my lessons. Making my students become invested into what they are learning is something I will work on.