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Using Interactive Reading and Writing To Support IB ATL

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These make learning intentional. Use them!

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If you could start the school year with all students knowing ONE concept or idea, what would it be?

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If you could start the school year with all students knowing ONE concept or idea, what would it be?

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If you're not prepared to be wrong, you will never create anything original.

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If you're not prepared to be wrong, you will never create anything original.

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Why create a plan for the first 20 days?

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Why create a plan for the first 20 days?

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https://alisonyang.com/

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αℓιѕση уαηg IB Educator, Learner, Workshop Leader, Conference Presenter, Educational Graphic Designer, Content Creator, Solopreneur Favorite Resources Project Zero's Thinking Routine Toolbox Making Care Common Adaptive School Resources Shifting Schools Resources Facing History & Our Histories

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Truck stuck under a bridge story - all the experts had suggestions on how to solve the problem from their angle while an 8 year old solved the problem by thinking outside the box

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Truck stuck under a bridge story - all the experts had suggestions on how to solve the problem from their angle while an 8 year old solved the problem by thinking outside the box

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Lenny Dutton
https://www.excitededucator.com/

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While I am no longer in the classroom, (I am full time at the IB now), I do still get random inspiration and excitement about different ideas for lesson activities or units. The following idea comes directly from my online Christmas shopping, as I am scrambling to buy some last minute gifts for family and friends!
I have done packaging design for students as a full unit, where they focus on packaging that shows their products are healthy, ethical and tasty, but for this activity, I would just have students design FUN or BEAUTIFUL packaging. This could be a chance for students to bring in their skills as an artist, (I do a lot of digital design, using Adobe Illustrator, so this would be ideal!)

Statement of Inquiry: The products we buy can send signals about who we are.

Key concept: Communication
"Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common "language" (which may be written, spoken or nonverbal)." - There's also a design specific definition, but the general definition is perfect.

Related concept: Markets and trends
Markets can be considered as sectors and segments comprised of groups of individuals with similar needs. Trends involve short- and long-term patterns of consumer behaviour.

Global context: Identities and relationships - Identity formation.
Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Brief: You have design packaging for chocolate that makes people want to buy it as a gift. This means the packaging should increase the value or the chocolate, so that buyers would pay more for the item.
Students should consider what sort of messages the chocolate buyer wants to send about themselves an dwhat they think about the person they are buying the chocolate for. Are they classy? fun? an art lover? sophisticated?
​
Inspiration:
Le Chocolat des Francais, a chocolate company started by art-school graduates.
Maison Boissier, a french chocolate and candy shop, opened in 1827.
There are of course lots of other companies that can be used as inspiration - I am just sharing these two as these are the ones I have been eyeing up for Christmas gifts, and the ones that make me think of doing this activity!

Possible activities:

Show students different chocolate bars - from cheap to expensive. Who do they think buys them? why? Are they for special occasions or everyday consumption? What might you guess about the person who buys them? what do you thnk the quality of the chocolate might be?

Price guess - get students to guess the prices of different chocolate bars. A good way to do this would be to give them manipulatives and ask them to put them in order from cheapest to most expensive

Chocolate tasting. Give students a few square of chocolate to taste, without showing the packaging. Can they still guess the cheapest to the most expensive? Does it align with what they thought when they saw the packaing?

Secret Santa - give students the name of one of their classmates secretly. They have to pick out a chocolate they wold gift that studnet and justify their answers. This can be done with a selection of chocolates you have available, or students can do some research online to find the perfect chocolate.

Different clients - Give students (either individuals or groups) a different client, for example, a young adult, buying chocolate for their best friend, or an older person buying chocolate for their grandchild. Have students create their rough designs, then show them to the class. They can either do this talking about the client, OR they can have the other students guess who they were designing for.

If you are time-short, you could even just do this a one-off lesson, with some chocolate tasting, where students never even get to the activities where they start designing packaging - I think it could be just as intersting and fun for them to discuss existing chocolate bar designs. Equally, this could kick off a much longer unit on packaging design.

I hope this gave some inspiration to readers. You can't buy me chocolate, but feel free to buy me a coffee! Let me know what activities you like to do before the winter vacation! Happy holidays everyone!

As I have been both a design teacher and a school librarian, this Oxfam resource sings to my heart! Planning Research for Influencing Diagram is not necessarily designed for school students, but can be super useful! This shifts the idea of researching as a way of simply gathering facts and anaysing their validity, to actually analysing their usefulness, and then using them! It also helps students see that different types of information and useful for different purposes and audiences.

As a design teacher I had this resource laminated in my classroom, (along with a few other helpful resources that students could take to their desks while working). This was used when creating a research plan, when delivering their design brief, and even in the analysis of their product, (too often this is a personal analysis, but I would often ask them to write their analysis as if they were delivering it to their client!).

In design students are often creating for a user and client. Sometimes these are the same people, but often they are not. For example: designing affordable food, with a low carbon footprint for a school canteen. Here the students and teachers are the users, but the school is the client. The information you provide the teachers and students could include 'human face to the story', 'killer facts-easy to remember', 'clear impact...' but the school might also want to know about things like cost.

This resource can be used for any project where their is an audience (for example, any assessment created with GRASPS). It can also be used outside of the classroom - for example, if you want to start a new iniative or create change in your school, students would present the information to their peers, students of different ages, parents, teachers and leadership in very different ways! I also wonder if educators can use it when sharing factual information - this makes me think of the start of year presentations all about student exam results... perhaps an infographic in the school newsletter, facts and figures for the board, but individual student success stories in the faculty meeting.

I didn't use this for service learning, but on reflection, this would also be a great tool for students sharing the impact of their projects!

This is the part of the graphic I find most useful! I wonder if it would be worth making a graphic for design students, where they consider the different types of information they would make for different types of users and clients? or perhaps a graphic for influencing change in schools, where it says the different types of information for parents, students, teachers, the board, etc?

What are you go-to resources you use over and over? What are the resources not made for educational purposes, that you have hijacked? Let me know - I am always looking for things to add to my toolkit!

If this was helpful, consider buying me a coffee.

During the two weeks my brother is staying with me, I will get him to collect up any scrap paper, including his own notes, receipts, tickets, flyers etc. I have just been given a badge maker, so will will make some 'memory buttons' using some of the paper.

One of my favourite illustrators Rob Hodgson posted his experiments with paper-making, so of course we will do this too! I bought a magic frame and mesh, but you can also make this yourself. We have a basic hand-blender. We will add lots of water, so my cheap blender doesn't die! You can add as much water as you want when making paper, as you then drain and dry.

I really like Rob Hodgson's monster experiments. I will show this to my brother and see what he wants to make with the paper, but will give him some ideas of bunting, seed paper and postcards. What else could we make?

Part of the purpose of this is to not be wasteful and to recycle. I will tell him about this challenge (and the button making) at the start of his visit, so he can be thoughtful when collecting different materials. This could be a good end-of-year task in school - students could even use paper from torn-down displays!

On my Instagram feed I have recently seen a few people printing with Lego. This could also be a good end of year activity or a cool way for a school's First Lego League to design a logo for their team!This could also be an activity for making greeting cards to sell. I can also imagine secondary school students doing this with primary school students!

This is another activity I will get my 17 year old brother to do when visiting, with the added challenge of making a print with my two year old son!
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Challenge: Create a poster by printing with Lego
Consider: You can use any Lego brick (as long as you clean them after). Consider how the different types of brick will leave different marks! You can print more than one layer too - consider how different layers, with different colours could create an impact!
Note: All the Lego bricks will need to be at the same height!

I've bought some Lego Dots, but we have a lot of Lego and Duplo in the house to use too! A lot of people print with the Dots, because they are all the same height and smooth. However, I have also seen cool prints done with different bricks too.

Although this can be an activity with super young children, there are many adults using Lego for printing, and some very cool examples can be found online.
​Here are the examples I will show my brother:

Thank you to everyone who has ' bought me a coffee'. Hosting this site costs money, and the coffee purchases have helped off set that a little! Much appreciated <3

My 17 year old brother is staying with me for two weeks and I have a lot of activities for us to do. I am going to get him to do some printing with flowers/plants. I might get him to do this after a neighbourhood walk or I might get him to do it when flowers in our house start to look a bit droopy... I am unsure yet! I will likely get him to do this as a postcard to send home to the family! This could be a fun activity to do with students. Would also be interesting to develop further, with students learning about natural dyes, as well as thinking about how this is a way of preserving memory (for example, if you did this with a wedding bouquet).

The information my brother will receive:
Challenge: Use flowers and other plants to print
What: This is often called Flower Pounding Printing. Gather flowers and leaves and press them into fabric or paper. You can then add to the image, by painting, drawing or sewing
Inspiration: ​

If I was still teaching I would definitly be doing a few different units where we explore the use of AI (including debating it's ethics)! My 17 year old brother is going to be be staying with me and will be doing various video game challenges (likely some tutorials and mini exercises using Unity, Unreal Engine or Blender). However, I will also get him to explore how AI can be used to help with brainstorming and for creating basic assets, incluidng characters. There are actual lots of AI tools that can create proper assets, that you can use in your game design, but for this exercise, I will just be using Dall-E to create basic character visuals. (I might get him starter with Craiyon....the results are less cool, but I want him to play about with it to see the potential - his starter exercise might be using Craiyon to create a basic icon or logo).

Before my brother gets started I will get him to do some brainstorming to start developing his character ideas. I have saved lots of character design sheets on Pinterest (made for DnD) that can help him get started too:

Tommy will be generating a range of characters, then adjusting the prompt to improve the visuals. I'll get him to annotate and describe changes he would make. I may also have him use the AI generated art in Procreate or Illustrator, where he can develop the image further.

What: How: Examples: The following are some examples I created. I looked at examples on Here is the information I will give my brother:
Challenge: Create a video game character using AI
Dall-E
Here are examples of Dall-E generated images and their prompts. Use these to help you write your own prompts. Here and here ​are some styles you might want to add to your prompt. PromptHero, then adapted them. In my scenario, I am exploring character design for a video game featuring a teenager girl skateboarder!

Although I am designing these short challenges to be short activities my brother does while he is staying with us, either to start or end the day, I think this one will lead to a big discussion. We will likely talk about authenticity, craft, originality, bias in the data sets that feed AI, the impact on creative industries and the good and bad potential of AI!

This could be a fun end of year activity. Students could even develop characters based on themselves, another class mate, the IB learner profile, a historical figure or someone else notable or important to them. You could also have all students see how they can use AI to create visuals for the same person (for example, if you are studying a text, get them all to generate visuals of the characters)!

As mentioned in my previous post, my 17 year old brother is coming to stay with me for two weeks. He is doing graphic design for my husband's company, but I also have daily challenges for him! I'll post some of these, as you might want to use them for short end-of-year activities or develop them into something further.

Another challenge I have for my brother is to design a 'vintage, hip-hop inspired t-shirt'.
I am going to have him make one saying 'Uncle Tommy' or 'Big Boss Benny'. (or maybe 'Nephew Benny') My brother is Tommy, so it will be photos of him, my two year old son is Benny, so it will be made with photos of him.

There t-shirts are quite popular again, as the 90s seems to be popular.... either with actual hip-hop artists, or made ironically with different people (I stumbled upon many while looking at Pedro Pascal stuff on Etsy). These were also popular in the 90s with sports stars and you can find many examples with Michael Jordan.

I imagine my brother will make his while mostly following an online tutorial, so it doesn't leave too much creativity, but is really to help him develop his Photoshop skills. If a teacher wanted to turn this into a unit, this could be a good starter activity, then students could research another style of tshirt for their own design (possibly on the theme of fandoms?... I could see it connecting well to identies and relationships or personal and cultural expression).

If I was doing this with my students, either at the start of a unit, or for an end-of-year activity, I might start off the lesson by showing this time lapse:

The first photo I am showing him is of this Outkast t-shirt (I did live in Atlanta), and these are the tutorials I have picked out for him. He only needs to use one, but if he watches the first one, and it doesn't make sense or he doesn't like how the information is delivered, he can move onto the next one:
Tutorials:

and some more inspiration:

If my brother makes one with his face on, I will get it printed onto a t-shirt for my son Benny. If he makes one with Benny, I will print it for him and my other brother. We have bought some cheap transfer paper, but might get it printed by someone else, depending on how to the transfer paper comes out!

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A blog my Lenny Dutton, IB MYP Design Teacher and Personal Project Coordinator.

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AGENTIC LEARNERS
Learning engagement
Choice learning
Setting up conditions
activated into the learning
psychological trust
Bill Co (UICU) -

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Wakelet | The All In One Content Platform

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Wakelet allows you to bookmark, organize, collaborate and present on content all in one platform. Harness your content to build remarkable things.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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C21 Canada and the CEO Academy provides a national forum for education leaders to share ideas and build capacity for system-wide transformation. The organization brings together executive leaders of school districts and knowledge-sector businesses who share the belief that 21 st century competencies and innovations in learning must be scaled on an urgent basis. The Spiral Playbook: Leading with an inquiring mindset in school systems and schools points the way forward. It describes a sustainable approach to professional inquiry that aims to transform how educators learn and lead - with teams and across networks.

Order your copies of the Spiral Playbook. View the Spiral Playbook, the Quick Reference Guide or download a Slide Presentation.

Follow @C21Playbook on Twitter and #SOI to post a comment or question.

Download and view the

Download and view the Spiral Playbook Quick Reference Guide

Fewer than 10 Copies

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C21 Canada and the CEO Academy provides a national forum for education leaders to share ideas and build capacity for system-wide transformation. The organization brings together executive leaders of school districts and knowledge-sector businesses who share the belief that 21st century competencies and innovations in learning must be scaled on an urgent basis.

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Inquiry - don't choose Google-able questions

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Inquiry - don't choose Google-able questions

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Reflection
Deeper Thinking
Assessment

1st Day of school: Start collecting items for student binders. Ex. Taking a picture of a student writing her name. The picture goes to the parents. " I notice what you are doing and what you know. I value that and want to share that with your parents." The teacher observes photo to see how the student is holding the pencil. Artifact goes into the student's binder.

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Questions
Misconceptions
Key Understandings
Connections

What the teacher hangs on the walls pairs with what the teacher notices about the learning of students. Admin or any school visitor can see the themes on the wall and it is a record of what the students are learning.

Ask students what they would like to hang on the wall and what they want to put in their binders. Ask them why.

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CASEL - Collaborative for Academic Social and Emotional Learning

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CASEL - Collaborative for Academic Social and Emotional Learning

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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self-awareness
self-management
responsible decisions making
relationship skills
social awareness

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Shark Tank presentation - Leah and Hope 

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See Euna for presentation handout to scan here

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See Euna for presentation handout to scan here

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There is a difference between feeling uncomfortable versus feeling unsafe. Feeling uncomfortable is a part of learning. Feeling unsafe prevents learning. Analogy: uncomfortable leads to bruises and unsafe leads to scars.

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Rushing and Pointing - thanking those who push our thinking is rushing and pointing as a discussion norm

Examples: Thank someone who
asks a questions
helps find a reference
shares their experience
gives an example

Affirm at every opportunity to create community

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Matthew Kay's Discussion Protocol

Listen actively
Listen patiently
Filter your voice

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Facing History and Ourselves

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"I believe in the power of Facing History."

-Durias D., Facing History Alum

"I went to a Facing History workshop and it opened my eyes."

-Tareeq R., Educator

Facing History & Ourselves
uses lessons of history
to challenge teachers
and their students
to stand up to bigotry and hate.

Facing History & Ourselves is more than our name. It is an active and continuous process that calls on each of us to connect the choices of the past to those we face today. To build a more just and equitable future, we must face our history in all its complexity, Are you ready to face history with us?

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Facing History has thousands of research-based resources and professional learning events to support Social Studies and English Language Arts education.

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And hopefully, they will always remember what happened to us and make sure that it won't happen again.

Sonia Weitz, Holocaust survivor and poet

Sign up to download the PDF version of our textbook, Holocaust and Human Behavior.

Facing History students are 94% more likely than their peers to report that their class motivated them to learn.

92% of Facing History teachers agree that Facing History helps their students stand up for what they believe even when others disagree.

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Facing History & Ourselves uses lessons of history to challenge teachers and their students to stand up to bigotry and hate.

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Tate Henderson Aldrich

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Tate Aldrich -- The Context/License/Privilege Protocol

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Co-create the norms with the students
Revisit them frequently
Make changes as necessary - remains a work in progress

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Clark / Whitter will use the 2014 Programme Standards for authorization

Review the "bridging support" that was launched in April 2022: 2014 to 2020 crosswalk document

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Contact consultant and set up a communication plan

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Contact consultant and set up a communication plan

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Two reports from Consultant - access thru Dashboard Reports

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Two reports from Consultant - access thru Dashboard Reports

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Authorization is school-readiness based

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-Time tables / student schedules (all grade levels)
-Three (3) report card samples
-POI - should have been taught completely using support planners
-Three (3) unit planners that have been taught and reflected upon - per grade level

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Planificación para el desarrollo de los programas

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Use online book sources (like EPIC) to create book bundles about a topic. Control the level, but include a variety of levels.

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Look at your state English language assessments (WIDA/ACCESS) to see what each level requires to identify the goals of using the text.

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Have students identify up to 6 words in the text they do not know. Students use the text to help draw a picture definition or use words from the text to help define it. If students get stuck, the teacher steps in to help them and provide additional examples.

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Determine one word for grammar, like "is", "are", and "can". The students can either find a sentence using the word in the book or create their own sentence with the word to describe what it is about. For example, if the word is "is" and the book is about oceans, the students can write "The ocean is a large body of water."

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Students go through the book and write down questions that focus on grammar. The questions should have is or are in it. Provide students with question words (what, why, where, when, how, who).

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Use the vocabulary words to make connections. Students get with a group and put their vocabulary sheets in the circle. Students make a connection between two words from any sheets. Then, students describe the connection WITHOUT saying the two words by either drawing, acting, give a clue, or use another creative story.

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The usage of inquiry in the literacy classroom can sometimes be minimal. Guided inquiry can allow for student agency.

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Have students discuss why they chose what they did.

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The Visible Thinking Routine allows us to inquire.

Give students a set of two pictures from a book with no context and no words. Have students discuss the following questions:

What do you think is happening in this set of pictures?
What puzzles you about the images you see?
What do you want to explore in relationship to these pictures?
What concepts do you think the pictures portray? Key and related?

After discussion, what are the big ideas?
From a teacher lens, how can the big ideas lead to central ideas in a PYP unit of inquiry and how are these ideas authentically transdisciplinary?

Then, students choose 3 key concepts that go with the picture.

With partners, the students create a story of what they think is happening in the picture. What is happening in the beginning, the middle, and the end? Students can write or just discuss. Share out.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters.

Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice. It was originally developed at Lemshaga Akademi in Sweden as part of the Innovating with Intelligence project, and focused on developing students' thinking dispositions in such areas as truth-seeking, understanding, fairness, and imagination. It has since expanded its focus to include an emphasis on thinking through art and the role of cultural forces and has informed the development of other Project Zero Visible Thinking initiatives, including Artful Thinking, and Cultures of Thinking.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice.

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Participant's Responses
DLs, ELs,
Cite text evidence
-If students have the answer correct, they know where to look
-Do they even look
-Recall questions are less useful, student can look facts and quotes up
Fewer unnecessary mistakes in names, definitions, supporting quotes, etc.

USE MORE APPLICATION questions: understanding studied content, problem-solving, analysis, synthesis (HOTS). Thinking takes time.  You cannot ask too many questions

What are E-assessments? The facts are given and application is graded.

Where to use OBE? Not at all, formative in-class tests and quizzes, in-class assessment for grades

Which of the following reference aids do you feel would fit into your current classroom practice?
Dictionary or resources booklet
Course book or text

Summary or prepared notes
1-page student created cheat sheet - super summary sheet

Current research as to whether hand written v. typed responses on IB exams. Typed papers have less text to score, handwritten test are poorly organized (mixed research)

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Commissioned Inflexion to perform
Guidelines
-Open book exams have been around for at least 80 years
-The literature is fractured + research is unsystematic
-Mostly one teacher and one group, sometimes comparing two groups
THERE IS NOT SYSTEMATIC RESEARCH ON IT

Compare CBEs (closed book exams) with OBEs (open book exams)
-Use same test/exam for closed and open book (pre/post opposite control group) - the group that did closed book exam t(pre)hen take an open book exam (post)
-long term retention
-student stress levels (self report)

What does the literature not say?
-When you should use OBE
-What kind of resources to use/when
-How to write good OBE questions
-What food student notes look like
_How to teach students to make good notes
-How using OBE could change your teaching
-What schools need for different OBE

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See pics

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Encourage students to create student-generated guidebooks for the IB exams

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Encourage students to create student-generated guidebooks for the IB exams

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Use student-generated guidebooks for a grade/assessment (hmmm!)

Grade the "crypt sheets" - who created the crypt sheet?

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Unspoken
One Little Bag

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2. Schools, IBEN and IB Staff Support OBE

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2. Schools, IBEN and IB Staff Support OBE

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see pic

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3. Use OBE when it is best, logical choice, not beacuse you can

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3. Use OBE when it is best, logical choice, not beacuse you can

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-Designt the assessment with learning outcomes of OBE in mind
-Give enough time so that students can use the reference aid and complete the test
-Practice with using the ference aid during class and in formative tasks
-Be clear that skillsuse of refence aid is important for a good result

(see pic)

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3. Use OBE to assess higher order thinking skills

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3. Use OBE to assess higher order thinking skills

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-Focus on questions that assess application, analysis, evaluation, interpretations, argumentation, synthesis of (factual) knowledge

(see conference notes)

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4. Think about which reference aid to use and how it is used

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4. Think about which reference aid to use and how it is used

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see pic

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5. Content coverage in OBE might not be possible

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5. Content coverage in OBE might not be possible

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-Open book questions require thinking and so often take longer to answer: limit the number of Qs
-Assess course content and

(see pic)

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see pic

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(see pic)

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These connect to curriculum and assessment.

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Encourage teachers to learn MYP approaches to bring it back to PYP

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Encourage teachers to learn MYP approaches to bring it back to PYP

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- How will our PYP students be assessed in MYP?
- Introduce MYP philosophy and assessments earlier
- MYP articulation is very important