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Record any new learning that has particularly inspired you.

Record anything that has concerned you.

​Record any burning questions you may have.

Send a note of appreciation to someone you worked with today!

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Transdisciplinary theme with the specific descriptor

Central idea

Related Concepts

Subject Areas

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POI

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Connection- They both talk about what learners need in the future; They both discuss learner agency.

Challenge- Seeing transdisciplinary in action; Not everybody is receptive to it.

Concepts-. It is time to shift the focus of our students from "more hours for learning" to "quality learning time".

Change- Challenging us to have conversations around learner agency with teachers, sharing resources, starting our PDP

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Both programs were transdisciplinary, however the PYP is more wholistic.

A challenge is the OECD is not user friendly and is very technical and had no agency.

The concepts in IB are more students centered and meaningful to students even though the OECD concepts are relevant to today.

Lynette and A'Qilah

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Inspired: Action Cycle in relation to homework

Concerns: Time, always time haha

Questions: How does an ESE or Gifted teacher integrate better into the planners.

Appreciation: James and Laurie are great partners with so much to share.

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Connection

-Learners can make real-world connections to content.

Concepts

-Interconnecting knowledge, emotion, and innovation of creativity, teacher agency

-challenging, significant, engaging, relevant

Challenge

-release the control and allow student agency

Change

-Foster creativity and an open-minded outlook to education.

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New learning- More about what agency looks like

Concerns- understanding transdisciplinary

Burning questions- If a teacher wants to co-create LOIs and Central Ideas with her students, how do we fill out that section of the POI?; In Exhibition, do all students have to have the same descriptor if it is within a unit in the POI?

I appreciate Deep for being a wonderful thought partner and diving into the PYP with an open mind!

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OWN 1 ES Transdisciplinary Progam of Inquiry Timeline (May 2022)

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2023-2024 Published Unit of Inquiry Sequence and Curriculum Maps

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Define curriculum

Connecting state standards and testing to IB

Taking the transdisciplinary and seeing it in action

Dara, you are an inquirer and great with collaboration.

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Jaime, Michael, Vanessa, Chantal, Uyen, & Kristina

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Jaime, Michael, Vanessa, Chantal, Uyen, & Kristina

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Connection: What students need for the future is to be able to think in a transdisciplinary way. They need to take agency to identify problems and solve them.

Challenge: We want to challenge the perception that inquiry-based approach is not rigorous or challenging. Also, that it can happen quickly; instead, it is a process.

Concepts: Analogies of stew, salad, and cake; the importance of transfer; student agency and engagement

Change: How do we change the mindset of all stakeholders to the "new" way of thinking?

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Inspired: Having an understanding that IB is a mindset and a way to shift learning.

Concerns: There will be challenges to implement, but having a plan will help with students being able to be in charge of their own agency.

Appreciation: Students knowing the purpose behind what they are learning

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https://docs.google.com/spreadsheets/d/1irXVBO1eZBiqWPsNylBwZ8ZkpAFSjJ4i9pVzCRdOKbM/edit?usp=sharing

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• inspired by (new learning): Promoting student agency by changing the thought processes around ‘the WHY’: (1) homework ➡️ choosing action (2) “I can” statements ➡️ “I can… so that I…”

• the only concern that I noticed was the terminology of ‘critical abilities’ and not ‘critical thinking’. Sometimes ‘abilities’ can have a fixed connotation and not so much of a skill development.

• appreciations go to Laurie & Jamie: who consistently held thought provoking, well intended and progressive conversation. Thank you, both - it was great to work with you today.

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Inspired: To give my students more agency in the classroom.

Concerns: Meeting curriculum expectations and state standards. Restructuring the set up of the school.

Questions: Can we model incorporating a curriculum and standards into IB?

Appreciation: My group for the conversation!

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Connections - What knowledge, skills, attitudes and values will today's students will need the transdisciplinary learning to thrive and shape their world? Both articles share this vision.

Challenge - Parent agency -- it's not always there and available.

Concepts we liked - Co agency page 4 Under Learner agency.

Flexibility

Change - How do we shift mindsets of all stakeholders if they are not invested? Time is always a challenge.

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Shout out to my table! ( middle in the back) Such Engagement conversations !

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Tamika - I appreciated the culturally rich conversations had at my brain table.

Dr. Lametria - I experienced that being present is powerful, meaningful, and asset focused.

Dr. Brandy - I enjoyed deepening my practice related to IB approaches to teaching and learning, explicating caregiver agency, and integrating culturally sustaining practices.

Bonus: There is great power in interdistrict processing for the growth of the whole.

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New Learning: Love the concept of pushing ourselves to ask students when they will use learning again.

Kristina & Uyen - you both were so great with my team today. You helped us learn and unpack these complex concepts.

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Day One Reflections

-New learning: the importance of student agency in the PYP, pushing teachers and students to think about "why" they are learning what they are learning, thinking about these four things: significant, relevant, challenging, engaging

-Concerns: How do we make our program more like a "cake"? I feel like it is more like a stew currently.

-Questions: How do we incorporate action and agency in the early years?

-Shout-out: Chantal, great job being a risk taker and sharing about our drawing! :)

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Today was an amazing opportunity to meet wonderful people from all around the country and beyond. The ideas and brainstorming we were able to do was very valuable. I enjoyed diving into IB at a deeper level. My questions is: Can you recommend reading materials or videos to support the implementation of this in my classroom and support my team?

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Inspired/Appreciation:

I am always inspired by conversations on how we facilitate agency. Specifically, I am inspired about something my teammate, Jaime shared: Instead of asking who got the answer correct, I ask who got the answer wrong. This allows them to explain where their thinking was "off" and why they got it wrong. This supports the idea that making mistakes are an integral part of learning and has students using higher order thinking skills! I also loved the idea shared by Robin: Homework = Taking Action. If the teacher is doing their job well, students should be inspired to go home and want to continue their learning. The next day then involves asking how they took action yesterday at home.

Concerns: None at this time

Questions: I'm anxious for tomorrow to get to HOW to best tie in state content standards!! :-)

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I wanted to share my enthusiasm for the IB conference and the incredible individuals I had the pleasure of meeting. The experience was truly enriching, and connecting with like-minded professionals who share a passion for the IB program was a highlight.

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I was inspired by how to work together and collaborate on designing curriculum where everyone works together to incorporate student agency-voice-choice in their learning.

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-I remember to always co-construct the learning with the students

-I am concerned about implementing and planning student agency with other grade levels. It may be challenging to teachers who do not necessarily want to relinquish their control yet or see the importance of it.

-I am curious about the History and Geography vs. the PYP Social Studies scope and sequence.

- I appreciate to everyone I spoke with in small groups about their ideas. Thank you!

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Shout out to our wonderful team: Vanessa, Jamie, Kristina, Uyen, and Chantal! The experience of learning alongside these remarkable individuals further enriched my knowledge of a key component of what it means to be an educator - relying on your wider teacher community :) .. Furthermore, I am excited to implement many of the resources and new strategies revolving around ATLs, projects, student voice, autonomy and ownership within my classroom and across the 5th grade.

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I was particularly excited about the possibility of incorporating "Creative Thursday" where students take ownership over their leaning by planning their day. I would like to incorporate this in my own class by providing students the opportunity to facilitate part of the class to promote their learning styles and interests. I am also curious to know how we can promote parent agency in the school and tapping into their expertise beyond volunteering. I appreciate everyone in our table for being collaborate and being supportive! We'll miss Ms. Brandy who joined us today but will be heading out tomorrow!! Michigan we are coming :)

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IB encourages scholars to take explore topics ask questions and develop a deep understanding of their concepts. Supports critical thinking skills needed in a changing world.

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IB World School Information / IB World School (rcboe.org)

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Copeland Elementary is authorized to offer the Primary Years Program (PYP). IB World Schools share a common philosophy-a commitment to high quality, challenging, international education that Copeland Elementary believes is important for our students.*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org

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IB World School Information / IB World School

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Copeland Elementary is authorized to offer the Primary Years Program (PYP). IB World Schools share a common philosophy-a commitment to high quality, challenging, international education that Copeland Elementary believes is important for our students.

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What do you see?  What do think?  What do you wonder?

The video with mom and daughter. Then creating the logo that showed agency and self efficacy.

After discussing ways in which parents can be involved -- I wonder about my school community and ways to get parent community interested in deeper thinking about the PYP.

I appreciate my table mates A'qilah, Lynette, and Imam! So nice collaborating and chatting with you all today! :)

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Connections- Coherence, authenticity, engagement, collaborative, IB/ MICIP evaluation alignment

Challenges - Caregiver/family agency

Concepts - Choice, voice, integration of standards,

Change - Family/parent agency, increase in scholar-to-scholar feedback

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We are a candidate school and in an early stages of creating our POI. The idea to involve students to co-construct is both exciting and scary :)

I learned a lot from Monica, Leanette and A'qilah. I enjoyed discussing, sharing, collaborating with them. The readings

Thank you

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I liked the idea of student agency and the classroom board where students can identify a problem, ideas, and questions and that these can be addressed in a classroom meeting where all stakeholders get to contribute to the solutions.

I do not have any real concerns as the concerns fall outside of my control.

I appreciate my teammates- A'Qilah, Monica and Imam are willing to collaborate and share their ideas and perspectives. I also appreciate our presenter Robin who is making our workshop fun and engaging.

Looking forward tomorrow

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Inspired by the rich conversations at the table and in the room - hearing from other educators and connecting on incredible ideas of what transdisciplinary learning might look like in the classroom.

Question: I am wondering if there are videos or case studies for us to really dive into what a true transdisciplinary classroom looks like - physical environment and in planning.

A note of appreciation to Lynette, Monica and Zimmadia for being wonderful communicators and open-minded. We had some really inspiring dialogues around the table.

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Transdisciplinary Theme: Who We Are

Relevant Descriptor: Human relationships including families, friends, communities, and cultures

Central Idea: Exploring beliefs and values can help us thrive as a global community

Concept: Change, Community, Form, Responsibility, Perspective

Subject Area(s): Social Studies, PSPE

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Theme: Sharing the Planet

Descriptor:

1. ﻿﻿Rights and responsibilities in the struggle to share finite resources with other people and with other living things;

2. Equal access to equal opportunities;

Central Idea:

People impact the environment based on the choices they make.

Related Concepts:

Habitat, Society, Equity and Inclusion, Communication, Safety

Subject Areas:

Science, Social Studies, PSPE,

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Theme: How the World Works

Descriptor: The interaction between the natural world (physical and biological) and human societies.

Central Idea: Sustainable practices can impact systems in the natural and physical world.

Related Concepts: Systems, Survival, Biodiversity, Service, Inclusion, Growth

Subject Areas: Science, Social Studies, PSPE

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Theme: How the world works

Descriptor: the interaction between the natural world (physical and biological) and human societies.

Central Idea: Growth can occur in a community with biodiversity and inclusion.

Related Concepts: Biodiversity, growth, inclusion and community

Subject Areas: Science, Social studies and PSPE.

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What is the best way to collaboratively design units of inquiry or lessons with students?

What should summative tasks assess?

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Learning the process for developing a central idea and lines of inquiry was powerful for me today.

The requirements for being a CONCEPT really helped me with distinguishing between concepts and topics. The Structure of Knowledge visual solidified my understanding.,

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Take-aways: Use concepts to POI document for unit planning. I also liked the circle activity where we first contributed our ideas and then came to a group consensus.

Questions: I am worried about alignment in our POI. What if all of our "Who We Are" central ideas sounds alike? Also, how do we incorporate students into the unit planning process? How do you assess the central idea?

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One of the things that really struck out to me was how concepts are key to transdisciplinary learning - how concept-based planning of the POI/UOI is more meaningful than structuring the POI based on the themes.

Appreciate the leadership team for rich conversations!

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We worked in a way that refreshed Lynette's learning while bringing Natalie into a more comfortable space working on development of a Unit plan. The strategies taught to develop/brainstorm concepts in a ladder style provided great scaffolding to lead to the question stage of Key Concepts. For Natalie, there is a better understanding of the initial stage of creating a new Unit.

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With the changes in the District surrounding our facilities plan, I am concerned with the possibility of IB being lost in the process.

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-Having proper planning to incorporate proper implementation with Key Concepts

-The Central Idea was impactful and truly understood how to unit plan with an IB lens.

-IB is a process and teachers grow to help students build agency.

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Gaining insights from Ms. Clifton, Yosef, and Waffa at our table was truly enlightening. Their guidance during moments of overwhelm provided clarity, and they supported my ideas with encouragement, free from any judgment.

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Know the process for developing a central idea and lines of inquiry.

What did students learn from the unit.

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Ideas: Start with the concepts to create a central idea.

Concerns: Central ideas are challenging to generate. It would be great to have a cheat sheet haha

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Involving students in the process by collecting their ideas and incorporating their suggestions throughout the UOI.

Also thinking about their individual needs and interests.

Summatives should assess students personal growth and inquiry that reflects their learning experience

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I was particularly appreciative of the process of creating, with the provided and allocated time, a central idea and inquiry lines. Collaborating with the remarkable team with whom I worked was enriching.

Shout out to - Chantal, Uyen, and James.

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I benefited greatly from the collaborative group work and exchange of information related to my chosen topic. I would like to express my gratitude to my fellow group members.

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I am profoundly thankful for the individuals who were part of the "Special Team". Their support and assistance were incredibly valuable.

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A concept is universal and it is everywhere! No matter where or when.

This idea made me think about how teachers are thinking about concepts.

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I used to think that Specials had to follow the central idea and teach the lines of inquiry but today I learned that they can focus on the Key Concepts and the ATL.

We are a candidate school and learning how to plan a unit of inquiry. I want to learn how to implement a unit. What does it look like when its in our classroom? What does transdiciplianary learning looks like in a classroom (lesson plans and videos)

Thank you