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Students selected three words from a list of twenty five adjectives, to describe how hey feel in school/class. (3K)

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1) Some suggestions to promote a culture of thinking amongst teachers (we are doing quite a few of them) -
-Teachers need to be exposed to experiences and activities that encourage the development of the applied skills - problem solving, communication, adaptability, etc
- Opportunities for self-directed learning
-Sharing of best practices
- An environment to question what's going around
- Pushing teachers beyond their comfort zones, especially with taking up responsibilities, teaching grades, etc
-Analysing case studies of learning, students, schools
-Using thinking routines for our tasks

2) Ways to make the culture of thinking more visible in our school-
-Displaying our analysis of case studies and seeking feedback and suggestions
-Holding debates on real-life issues
-Helping in certain decision-making school situations
-Starting projects to help different areas of the school, e.g. garbage segregation, weekend activities for dorm students
-Walking into each other's classes to observe and learn (JS and SS)
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I used the Gallop Youth Survey.

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“For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers.”

If we support and empower the adults in the school to continually grow, innovate, question, take risks, reflect, examine, inquire and learn from and with one another, then teachers will create those same conditions for the students in their classrooms.

1. How do we do this?
2. How can we make this practice better and visible?

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Today, I visited 5 different classes. Art, Hindi, Telugu, Gr 4 English, Gr 1 Empathy.
Each class had it's own set of tasks and activities.
Students in all classes were engaged, they were interested in what they were doing.
There was conversation happening between peers and also the teacher.
The teacher was questioning them to help them think and explain their thoughts.

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1. I personally have always looked at the 'Why' (Simon Sinek), as a teacher and pedagogical leader, before planning or defining a task/engagement. Thus, when we reflect deeply the 'why' of something we want students to engage in and find it significant, engaging, challenging and relevant, we will be able to achieve this new enculturation! At the same time, I think it is also important we reflect on 'how' we expect students to engage in the task... what will their response be, will it engage them, what real-life and prior knowledge connections are we building in?

2. Using VTRs is a great support to articulate students' thinking. It allows for it to be visible and also is a tool that can reveal how much thinking was required of the learner. It can provide great feedback to the teacher who has planned the engagement.

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Reflecting on chapter 1... discuss and post

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Reflecting on chapter 1... discuss and post

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Questions to consider as you read chap 1

P16: What do you want the children you teach to be like, as adults?

P18: In addition to the IBLP, what other attributes can you add, to develop a 21st century learner’s profile?

P20-21: How do you define culture in one sentence?

P22: ‘The old story’ - what aspects of this story do you see in your classroom?

p24-25; What is your current story?

P31: What's the new story we need to create for the future?

P 33; Whats the role of questioning and split screen?

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It was nice to know how students feel in the classroom and/or in school.

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What is the message the school's learning story to new teachers? Here are some views from our new band of recruits!

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Promote Agency, reflection, sharing best practices, Reading circles, PD sessions, Dr Long's newsletters, and collaboration.

'Thinking board' for teachers like the Solve it! board.

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1. Our values are clearly defined by vision and mission of the school though there are differences in practices. Consistency of practices across the school ?
2. Current story - time is a challenge; too wide and not deep enough. Range of student  needs is too extreme: students are at two different ends of the continuum. There is a need to come up with solutions

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1. We want the children to be agile and adaptable as adults who are reflective, resourceful and reciprocative.
2. In addition to IBLP, we look forward to develop the dispositions over the period of time.
3. Culture is a group of people enact by living a story into a reality.
Example: the way we believe and live the academy's vision and mission.
4. Speed and Linking talking to being not done with work, considering time as a challenge.

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We talked a lot about the challenge of wanting to teach students to have the attributes discussed in the book and within the PYP, but that there seems to be a constraint when it comes to college and job entry exams.

One suggestion to make schools "cultures of thinking for teachers" that we all agreed upon was that we need to share who we are to our students and colleagues. With more sharing about our personal lives and thinking in general, better connections are made to each other. We also discussed sharing and collaboration between grade levels, particularly between PYP and MYP.

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We discussed the tangible culture of the AKA - welcoming, inclusive, humility, committed to learning. We talked about how the AK strands and ATLs being the threads that weave the 3 programmes together. In addition to the LP attributes we also chose resilience, agility, adaptability and problem solving as qualities we need to develop in our students. Many of us to connect our education to the 'old stories'. we also agreed that split screen strategy must be adopted by all classes for continuity.
developing questioning skills were discussed, and G1 shared the 'art of questioning' techniques they use.

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They need to be problem solvers. The teachers should use the language and practices of learner profile attributes in MYP and DP.
We should aspire for our students to become better human beings. Students are connected, and every newcomer is embraced at AKA Hyderabad.

Intellectual character- Six broad characters- Ms Latha said we could add resilience to the learner profile attributes. Another option is Problem-solver. Adaptability and agility are also essential traits for us to nurture in our kids.

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Keep Bloom's taxonomy in the mind

for framing questions?

Encourage students to ask; why do you think k... questions

Generate questions and sort them into think and thick questions.

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I am using the VTR Connect extend challenge to share my learning walk experience (4 classes 5-7 min) My focus of the learning walk was on 'Instructions and expectations'
Connect: Students work independantly or are able to help their peers if they have understood the instructions properly.
Extend: Through LW, I witnessed that the instructions were also given in writing and even orally explained. This way, the students who needed more support in instructions were addressed.
Challenge: Inspite of catering to differentiated instructions, a couple of students in each class needed one on one.

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Activity- Learning Walk

All learners were engaged either independently, in groups, or as a whole class. They were excited and curious about learning, shared ideas, and asked questions to explore concepts.

The essential agreements were being followed as students raised their hands and waited for their turn to speak.

Instructions were delivered and explained to the whole class. Differentiated learners or students who were struggling with a task were given individual attention.

The teachers were also encouraging students to think about their questions, analyze their answers and reflect on their work before reaching a conclusion or giving out the correct answers.

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Learning Walk Reflection

It was quite intriguing to watch different classes involved in different engagements. Some of the classrooms had great discussions where the art of questioning was encouraged to a large extent. It was truly amazing to watch students taking ownership of their learnings by sharing their insights, feelings and knowledge.

The teachers were supportive to encourage students to stay focused on the purpose of learning and differentiated planned tasks were too visible in most of the classrooms.

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I visited Grades 2, 4 and 5.

- Students were working independently and asking  questions to clarify doubts
- Teachers were pressing students to think deeply by asking questions like 'why' and 'how' in two classes.
- Students were asked to self-correct by referring to the book (in one class).
- Students were engaged and responding to one another.

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Today i visited 3 classes and in my observation, all students are engage and working independently.Teachers are encouraging the students to reflect on their work and essential agreement are being followed.