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What did I think before about action? What do I know now about action?

(Please share your thought by adding comment to this post)

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Action-Please read page 1-6 "Action" and "Taking Action" part

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请阅读第1-5页

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Z:\I-Share\1. NEW TEACHER SHARE\Grade 5\2022-2023\7. UOI\Unit 5 Exhibition\8. Actions

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Recognition that action may not always be visible or immediately impactful.

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What is your take-away? How would you apply it to the students? (Please leave your thought by adding comment to this post)

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Group 1: Aish Mireya Robert Linda

Group 2: Imaks John Victor Nicole

Group 3: Wendy Joe Dan Kevin

Group 4: Julie Christine Kathryn Tina

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What do I know about action? Share one example of the action my students did from previous learning.

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After reading the IB document on Action, my understanding is that Action in the context of the PYP is a fundamental aspect of student agency and international-mindedness. It is characterized by being student-initiated, encompassing both individual and collective initiatives that are authentic, meaningful, and mindful. Action can manifest in various forms such as participation, advocacy, social justice, social entrepreneurship, or lifestyle choices.

Students engage in action to demonstrate their connection to agency, the learner profile, and international-mindedness. By taking tangible actions, students develop a sense of responsibility associated with global citizenship and collaboration for common goals. Through these actions, students not only recognize the interconnectedness of issues but also cultivate responsible behaviors towards the social and physical environments within and beyond their immediate community.

Furthermore, Action acts as a bridge that connects learning to real-life issues and opportunities. It serves as a platform for students to showcase their understanding of various perspectives, develop a sense of belonging to local and global communities, and contribute positively to societal and environmental well-being. Through action, students evolve into proactive agents of change, fostering a deep sense of empathy, responsibility, and engagement with the world around them.

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Parental Support and Involvement: Involving parents and guardians in student actions can be crucial for success. However, varying levels of parental involvement and support may pose challenges in coordinating and sustaining student-led initiatives outside of school hours.

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Teachers providing mentorship, setting clear expectations, and offering constructive feedback can help students navigate challenges and stay focused on their goals. Also, implementing tools for reflection and self-assessment allows students to critically evaluate their progress, identify areas for improvement, and celebrate achievements. Reflection helps students understand the impact of their actions and promotes continuous learning.

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Action Taken: Students formed a fitness club. The club convenes once a week during break time, where members engage in exercises together to promote physical well-being.

Key Initiatives:

1. Club Formation: Students established a fitness club to encourage regular exercise habits among peers, emphasizing the benefits of physical activity for overall health.

2. Weekly Meetings: The club meets weekly during break time, providing a dedicated space for students to participate in guided exercises and promote a healthy lifestyle.

3. Role Assignments: Each club member was assigned specific roles and responsibilities to ensure smooth operation and active participation within the fitness club.

4. Sign-Up Sheet: A sign-up sheet was created to track attendance and encourage commitment. Students were incentivized to attend regularly, with prizes awarded to those who showed consistent attendance beyond a single session.

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Taking Action Options 5B 2023 (co-constructed with students)

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Taking Action Options 5B 2023 (co-constructed with students)

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My understanding of action is that it is student agency. This agency consists of many different elements, levels and categories. These elements include participation levels and types of action, such as advocacy, social justice, social entrepreneurship or lifestyle choices to make some positive impact. These actions are just not stand-alone entities, they are to help students make connections with the environment, community, people and personal experiences. Action can also be a change in attitude or self-awareness of one’s self and the world around them.

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Action does not have a specific time when the learning occurs. It can happen at any point or given situation. Even if something is as minute in a shifting of attitude or thinking.

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The fact that action can be defined in many ways with varying degrees of effort, authenticity and partnership. With the use of AI and other outside entities, it can be a grey area of how some students will see themselves, not fulling having ownership of their action or gaining a full understanding of what has occurred.

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The concept of action can be a grey area where it cannot be fully defined or agreed upon. Parental involvement or taking action outside of the natural learning environment can also lead into murky areas of authenticity.

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To provide and guide students to true agency and authenticity. To create a classroom environment with clear goals, discourse and inquiry. From this, students can gain a better sense of self reflection and awareness of how their action(s) create personal and real-world connections.

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In general terms, Action refers to the process of doing something in response to or in order to achieve something. Based on their learning, students have raised awareness in the school by giving TED talks at grade assemblies, presenting their learning in other classes and putting up posters to inform others.

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After reading the IB Action document, I think that action is students connecting their learning to real-life. It is an important aspect of PYP that promotes student agency as it is student-initiated. It is meaningful and can be demonstrated through advocacy, participation, social justice, social entrepreneurship and lifestyle choices. It can be individual or collective and can happen at any time. Action promotes international-mindedness and allows students to grow as global citizens. When linked with the learner profile attributes, action becomes more meaningful and enables students to reflect on it.

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How to move away from ‘Action as an expectation’ to ‘Action that is voluntary and demonstrates student agency’

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Actions refer that students do something to raise awareness or improve some situations.

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There are different types of actions in PYPX. For example, students engage in activities that aim to make a positive difference in their community or beyond based on their newfound knowledge and understanding. Students share their learning and insights with others to raise awareness about important issues and inspire action among peers, teachers, parents, and the broader community.Students become advocates for change by speaking up, writing letters, creating presentations, or engaging in other forms of communication to promote awareness and action on key issues.

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Concerns about whether the chosen actions will have a meaningful impact on the targeted issue or community.

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Teachers can support students' actions by providing guidance, encouragement, and resources throughout the process.

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Actions emphasize the importance of applying knowledge and skills gained through inquiry to real-world contexts, fostering responsible citizenship, empathy, and a sense of agency among students.

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Students working on Online Shopping organized a competition in school

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Students working on Online Shopping organized a competition in school

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Help students set goals for their actions to ensure clarity and focus.

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After reading the IB PYP Action document, my understanding of action is about students' reflection and real-world application.Students are encouraged to think deeply about their actions, the effects of those actions, and the consequences for themselves and others. This reflective process helps students to develop a better understanding of the world around them and to make more informed decisions in the future.Besides, action involves students taking what they have learned in the classroom and using it to make a positive impact on their communities, environments, and beyond. This practical application helps to make learning more relevant and engaging for students.

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Actions might appear in the form of impression left on students, or small things that go unnoticed because they are part of the daily life of the learning community.

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Healthy Food group presented their learning in a G2 class.

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P4C group designed and taught a P4C lesson in class. They also ran the Test your Thinking Moves for the whole school during lunch breaks.

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Stray Cats group built a house and kept food and water for stray cats in one of the group member's compound. They also went to different grade assemblies and asked to donate cat food, for which they kept a box near Ms Phoebe's office. The collected items were donated to the stray cats park in Pudong.

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Action is related to how the inquiry that the students partook in had an impact on their learning/thinking/behaviours. This then leads to an action that the students would like to take in order to demonstrate their new found knowledge and understanding.

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After reading the document I found it interesting that action can/should be built on prior knowledge and that actions are best when they are long lasting and not just a single event. I found that after reading this document, I`ll have more suggestions for my students with regards to the types of action they could take.

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My concerns around action are how do we try to support the students where they can be as creative as possible with their action, without stifling that creation by a singular exhibition day? What can we do as a school to better facilitate varying forms of action?

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I learned about varying forms of action and how it is better if action leads to a long lasting effect. rather than a single event.

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What can we do as a school to better support varying forms of action? Can we potentially bring in experts as a school as a form of primary knowledge, based on some SDG`s?

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I believe that the earlier we emphasize the steps to TAKING ACTION in our school (grade 3 and grade 4) the better grasp of the concept the students will have of it by the time they reach grade 5.

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Last year, 5G had a group who collected stationary as a form of donation to give to underprivledged schools. We also had a group who donated clothes to the less fortunate.

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Environmental sustainability 1 week Challenge

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Environmental sustainability 1 week Challenge

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In Unit 4 each student set up a challenge where they tried to be sustainable for a week and track their actions or progress.

Taking action is reflecting personally or as a community on inquiry/ new knowledge gained in a way that creates a positive impact, brings a changes in different areas in the world.

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Action is essential part of agency.

Agency can be short/long term and ongoing.

Agency is personal or collective.

Agency is base for their community inquiries in MYP.

Reflection.

Often it feels like our students’ actions are more teacher-led, rather than it’s obvious to them that this is what is expected from them.

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Learned about different forms of taking action and ways how to move forward from teacher-led action ideas.

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Empathy. Way of expression. Home support 

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Empathy. Way of expression. Home support 

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1. How to get to the point where students would naturally care about an issuer/topic to be interested in taking action?

2. How do we ensure students can differentiate between action and way of expression?

3. As action could happen anywhere, it is important students receive enough support from the learning community. How do we involve the learning community, particularly parents/guardians, in supporting action taking?

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Action is about making difference to one himself or on others. It can be small or big, however meaningful to students themselves. The actions are expected to be initiated by students.

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Action is authentic, meaningful, mindful, and student-initiated. It can be demonstrated in various forms, including participation, advocacy, social justice, social entrepreneurship, or lifestyle choice. Action is supported by learning community. Teachers and other members of the learning community can support student action throughout the inquiry process.

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Action involves applying what is learned and provides students with a chance to contribute or serve in some way. Action that students have taken in the past included organizing a beach clean up event, organizing a rummage sale to collect funds for a children’s orphanage, collecting dog and cat food for animal shelters, posting infographic posters around the school and presenting their learning to grade assemblies and/or different classes.

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Action signifies the tangible results of learning, inspiring individuals to embody responsible conduct and actively strive towards effecting positive transformations in society. It entails the practical application of acquired knowledge, skills, and attitudes to address authentic challenges and foster a world that is more equitable, sustainable, and enriched.

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I discovered diverse types of action and recognized the importance of creating lasting impacts through sustained efforts.

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I am concerned about whether the actions proposed by students will effectively address the identified issue or problem, and whether they will lead to meaningful outcomes. In addition, if students' actions will lead to sustainable change over time, or whether they are more likely to result in short-term or temporary improvements.

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I agree with Kevin whole heartedly, introducing the process of taking action to students at an earlier stage, will result in a deeper understanding of the concept by the time they reach grade 5. This will help facilitate the PYPx process.

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In 2023, the Racism and Gender Equality group shared their newfound learning with classes in G3 and G4.

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In order to help the students develop a sense of agency and ownership over their actions, I need to be able to foster opportunities for authentic engagement in action by connecting learning to students' interests, passions, and real-life experiences. In addition, I need to be able to provide differentiated support to meet the diverse needs and abilities of students as they engage in taking action.

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In the PYP, action is a key component that goes beyond mere understanding and into application. During the Exhibition, students are encouraged to take action based on their inquiries and findings. This action could be individual or collective, ranging from raising awareness about an issue to implementing solutions in their community.

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One new aspect I've learned about action is the emphasis on sustainability and global citizenship. Students are encouraged to consider the impact of their actions not only locally but also globally. This involves understanding interconnectedness and considering long-term consequences.

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One worry I have about action in the PYP Exhibition is ensuring that it goes beyond superficial gestures. Sometimes, students may engage in taking actions without fully grasping the significance or sustainability of their efforts. As a teacher, it's important to guide them in meaningful and impactful action that addresses real needs and issues.

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While the PYP provides a framework for action, there's always room to deepen my understanding of how to scaffold and support students in taking meaningful action. I would like to explore more strategies for empowering students to identify issues, develop action plans, and evaluate the effectiveness of their actions.