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It sits at the centre of everything you do. it is what you are facilitating your students to become.

Creating the culture - modelling/embedding.

The Learner profile drives the learning.

Ayanna, Lara, Tracy

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A Broad, Balanced, Conceptual, and Connected Curriculum

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A Broad, Balanced, Conceptual, and Connected Curriculum

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We have to help teachers shift from teaching topics to teaching concepts. In this way, teachers will be able to see themes between and among disciplines rather than teach isolated subject areas.

Karin & Wei Fang

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There is a delicate balance between teachers who robots, who are too creative and who enjoy their summers off too much. There is a need for consistency with a blend of authenticity that the IB framework helps provide.

Stephanie & Tamara

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4)The puzzle for approaches to teaching and learning...

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4)The puzzle for approaches to teaching and learning...

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How do you get teachers to authentically role-model the approaches to learning we seek in our students?

Stephanie & Tamara

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How do you link these atributes with your learning outcomes in terms of character?

e.g. Communicators - facilitate a class to develop this attribute, how do you measure or know they are successful with this attribute

Embedding ten attributes authentically

As PYP co-ordinators how do we ensure the learner profile is being developed and built on each year and the kura is successful.

Ayanna, Lara, Tracy

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Part of our role is to make sure this is not just a superficial element to instruction, but that it holds a central role and depth to all that we do.

Examples of superficial element would be talking about how different cultures use light to celebrate, or displaying international flags in the classroom.

In all of our choices, we need to follow with an action within international mindedness. In addition, we need to make sure that we create teams that are multi-lingual and multi-cultural.

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The best approach is for leaders and coordinators to observe schools that do a great job and see what they're doing.

We need to review our current practices and assess the areas that need tweaking to align while encouraging teachers to be open- minded and becoming risk takers

Tamara & Stephanie

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A Broad, Balanced, Conceptual, and Connected Curriculum

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A Broad, Balanced, Conceptual, and Connected Curriculum

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How do we support teachers to shift their practice from teaching topics to teaching concepts? How do teachers begin to teach transdisciplinary subject matter rather than teaching subjects in isolation? How do we help teachers rethink the way they assess their students?

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Valuing and giving time.

Giving teacher voice and input.

Opportunities to share.

Ayanna, Lara, Tracy

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A Broad, Balanced, Conceptual, and Connected Curriculum

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A Broad, Balanced, Conceptual, and Connected Curriculum

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Teachers will need time to work together collaboratively with teachers of other disciplines.

Teachers will need to look at different forms of assessment - in particular, standards-based assessment - and assessment tools.

The leaders of IB will need to become well-versed in what concept-based teaching means and looks like.

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How do we create something with depth, not just paying lip service to the ideas?

Explore ways in which int-mnds enhances our lives and those of our students/community.

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Include broader school community in identifying benefits of int-mds