# data[].attributes.body
Think about your learning environment and answer the following compass point questions.

N - What is something your learning environment 'N'eeds?
E - What is something that 'E'xcites you about your learning environment?
S - What is a 'S'trength of your learning environment?
W - What is one thing that 'W'orries you about your learning environment?

# data[].attributes.body
N - Some sort of sound proofing so the kids can concentrate because it is incredibly loud in there all day long
E - The kids have made the room "their own" and feel comfortable and safe there which is essential
S - The size of the room allows for multiple areas that the kids can work in
W - That it is going to flood

# data[].attributes.body
N - More resources are needed, especially as we grow into a larger school and implement the higher grades. We need a library, science and computer labs, etc.

E - The space; the classrooms are large and the outside play areas are spacious and fun for the students.

S - Everyone is making effort to decorate the space with anchor charts and student work. It creates a feeling of shared ownership, care, and celebration.

W - The space as a whole doesn't fit all our needs, especially as we grow. We do not have lab facilities, a fully functioning gymnasium with required equipment, etc.

# data[].attributes.body
Look at your section. List any of the PSP that would be supported by the learning environment.

# data[].attributes.body
A1 (modifications in progress)
A2
A3 (teachers - yes; stakeholders - commitment yes, understanding growing)
A5 (beyond in progress)
A6
A7 (French - yes)
A8
A9

# data[].attributes.body
B1.1
B1.2
B1.3
B1.4 (release time and resources are needed for PYPC)
B1.5
B1.6

# data[].attributes.body
B2.1
B2.2
B2. 5
B2. 6
B2. 7
B2. 11
B2. 12

# data[].attributes.body
C1: 2-9 (Think: Use of Toddle as virtual learning environment)

# data[].attributes.body
2
3
5
6
7
8
10
11

# data[].attributes.body
1A,B,C
2A
4
5
6
8
9
10
11
12

# data[].attributes.body
- 1: a & c
- 3
- 4
- 5
- 6
- 7 (I think)
- 8
- In progress: 2 and 9
- 1:B Assessment addresses all the elements of the programme.. depends on the grade level?

# data[].attributes.body
Read through this blog post with a partner about what the IB says about learning environments. Create a headline for learning environments and post below 👇

# data[].attributes.attachment_link.readable_text
"If the school community is an ecosystem, the learning environment is the key part to check its health. "

The International Baccalaureate's (IB) Programme standards and practices defines two types of environments.

1. School environments indirectly support learning. School environments include physical and virtual facilities, human and fiscal resources, and the organizational structure and operations of the school.

2. Learning environments directly support learning. Learning environments should include safe spaces that foster well-being and intellectual development, thoughtful learning support and a school environment that supports the learning that takes place.

If the school community is an ecosystem, the learning environment is the key part to check its health. The learner, the learning environment and the school environment are interdependent, but the learning environment is the most obvious expression of how the school environment is utilized and transformed to facilitate learning and teaching.

As learning is at the heart of every school in the wider IB ecosystem, learning environments are expected to be considered first in strategic planning and resourcing.

Learning environments consist of:

people, that is learners and teachers

spaces, both physical and digital

resources, that is the content, supplies and infrastructure needed to keep the environment healthy

policies, that is the rules and agreements of the school community that support learning and teaching

"Engaging learning environments inspire the imagination and creativity of learners, and encourage the process of inquiry, action and reflection."

The best evidence of successful learning environments in schools in the IB ecosystem comes from learners.

Engaging learning environments inspire the imagination and creativity of learners and encourage the process of inquiry, action and reflection. These environments provide opportunities for emerging inquiries; students may take their learning in new and unexpected directions, developing and demonstrating the attributes of the IB learner profile.

To explore how to use learning environments within the wide IB ecosystem for strategic planning and resourcing within daily practices, please attend one of our new webinars in Developing as a lifelong learner: Inquiry into an IB education series. Find out more details about each individual webinar, including dates and times here.

# data[].attributes.attachment_link.title
What are learning environments? The school community as an ecosystem

# data[].attributes.attachment_link.description
"If the school community is an ecosystem, the learning environment is the key part to check its health. " The International Baccalaureate's (IB) Programme standards and practices defines two types of environments. School environments indirectly support learning. School environments include physical and virtual facilities, human and fiscal resources, and the organizational structure and operations of the school.

# data[].attributes.body
Context: School as a learning environment:
N - Storage to clear spaces and make sure that the hallways and shared spaces are clean and welcoming for students and staff.  [There are LOTS of other things we need, but I feel like storage is a feasible option that we can work with ... can't quite replace the plumbing just yet.]
E - Being in an old school means that there are features that support what we are doing. The natural light is really wonderful!
S - We have a large outdoor space! We could have been put in an office building or church basement that has no outdoor play area, but we were gifted with lots of outdoor space for kids to have the freedom to play.
W - The sustainability of being in a small space and an old building. Time is being spent on facilities issues that means other things take the ol' backseat!

# data[].attributes.body
N- More classrooms and more storage
E- We are in an old school. Hearing teachers, parents and other community members say that they came to this school and how all the upgrades look great. Also, how big classrooms are for teachers to have different learning areas. Example: reading corner, cozy corner, etc"
s-
W- the lack of soundproofing between walls and ceilings. No proper music room, auditorium, or cafeteria

# data[].attributes.body
Write down 3 things that we are doing well to promote community and well-being, 2 things that we can do more of, 1 thing we can do next week.

# data[].attributes.body
What are the Parts essential to your learning space now?
Who are the People who should be involved in creating your learning space?
What are some Complications you have in setting it up?

# data[].attributes.body
N - Needs more books that support my units and Math
E - Excited about the size of the space
S - Lots of different spaces
W - The heat

# data[].attributes.headline
Write one that that you will do next week to enhance your learning environment?

# data[].attributes.subject
Write one that that you will do next week to enhance your learning environment?

# data[].attributes.headline
Don’t let the landlord fool you: learning environments - the essential foundation of inquiry-based learning

# data[].attributes.subject
Don’t let the landlord fool you: learning environments - the essential foundation of inquiry-based learning

# data[].attributes.body
3:
- Student end-of-day tasks
- Making a classroom agreement together (teachers and students)
- Providing students with images and examples on the classroom walls on how to express themselves.
2:
- Have assemblies as a school
- Have an area in our school showing our students helping in our community (Food bank, PAW, etc)
1
- Clean the hallway

# data[].attributes.body
Doing now
1. Allow students to display and think about how they are feeling throughout the day
2. Have spaces for students to work together or independently
3.

Could do more of
1. Have a space for students to display information about their identifies/cultures i.e. 'who they are' all year round
2. Student choice of where things go

Next week
1 - Curate and organize materials better for our new unit

# data[].attributes.body
3 - displaying student work, sectioned spaces in classrooms for varying purposes, celebrating students' achievement and cultures
2 - more visible evidence of celebrating students' cultures, find more time for students in ALL classes to interact (i.e., reading buddies, assemblies, helping hands...)
1 - more student input into the organization of the classroom

# data[].attributes.body
3 things that we are doing well:
- celebrating student work
- having tools on the wall/in our spaces for students to use
- showcasing collaborative work (teacher/student collab. and student/student collab.)

2 things that we can do more of
- authentically/meaningfully incorporating students' culture into our spaces
- exploring what seating options we could have to support independent learning

1 thing we can do next week
- CLEAN THE HALL

# data[].attributes.body
3 - Tools in the class to help students unpack their emotions, Having students teach words in their native language to the rest of the class (helps to create an inclusive community), Daily check in to begin the day (allows the kids to share about their lives and helps foster a sense that the class is a safe place to be themselves and share about themselves)
2 - Create more connections between the classes (before and after school there is some sense of connection but during the day, the kids can feel disconnected from each other). Display more of the work being done
1 - Try to keep the class more organized

# data[].attributes.body
What are the Parts essential to your learning space now?
- manipulatives, seating options, space for collaboration, student access to materials

Who are the People who should be involved in creating your learning space?
- collab with Elizabeth + students

What are some Complications you have in setting it up?
- At this time, I don't see any complications. Though I worry I am taking over Elizabeth's space sometimes!

# data[].attributes.body
Parts - seating, tables, storage spaces, furniture, stationary, student work and ideas to display
People - Students, teachers (me and Elizabeth)
Complexities - not enough storage at the moment (more is coming.
Time in takes to order resources
Lack of bulletin board (things fall off the wall easily)

# data[].attributes.body
Parts - seating, resources, cozy corner
People - teachers (all those involved in the space), students
Complications - weird wall space when trying to display student work/anchor charts; need for bulletin boards

# data[].attributes.body
Parts - The variety of working areas (the tent allows for either independent work away from the group or small group collaboration but in a more "fun" area, the tables or carpet area can be used both independently or collaboratively, the business table is great for collaborative work that has a lot of "things" happening)
People - Anyone using the space but mostly myself and students
Complications - Lack of plugs makes it so that certain things must go in certain places which can limit things

# data[].attributes.body
I am thinking from the viewpoint of a student.

I think the learning environment at Eastgate is nice and fun on the inside - sometimes boring outside.

A question I have is are we getting more stuff to play with outside.

# data[].attributes.body
I am thinking from the viewpoint of a current parent.

I think the learning environment at Eastgate matches the welcoming nature of the teachers because I see my child's learning on the wall.

A question is there anything I can help with to improve the spaces at Eastgate?

# data[].attributes.body
I am thinking from the viewpoint of...

I think the learning environment at Eastgate...

A question I have is...

# data[].attributes.body
I am thinking from the viewpoint of a student

I think the learning environment at Eastgate is welcoming and friendly. Everyone seems really nice and the classes are fun but recess is kind of boring because there is nothing to do

A question I have is if there will be any play equipment to use for recess like I used to have at my other school?

# data[].attributes.body
I am thinking from the viewpoint of prospective parents.

I think the learning environment at Eastgate seems welcoming and engaging. Students seem to be given more agency with their learning/problem-solving and understanding their feelings (themselves and how to manage them with their peers/teachers).

A question I have is how Eastgate manages a grade 3 student's learning and feelings compared to a grade 5 student in the same class.

# data[].attributes.body
I am thinking from the viewpoint of a middle years' student.

I think the learning environment at Eastgate is very positive and collaborative. The buddy system is a great way to create support amongst peers. The school itself is very proud of celebrating the diversity of the students' cultural backgrounds. Everyone feels welcome and represented at the school.

A question I have is how can I be more involved with sports and extracurricular activities to further enhance my school experience?

# data[].attributes.body
• I am thinking of the learning spaces from the viewpoint of ... [parents, students, prospective parents, board members, visiting teachers, other]
• I think the learning environments at Eastgate... Be an actor—take on the character of your viewpoint
• A question I have from this viewpoint is ... ask a question from this viewpoint

# data[].attributes.body
I am thinking of the learning spaces from the viewpoint of a prospective parent.

I think the learning environment at Eastgate include large classrooms with lots of natural light, wide open spaces outside for play, but there are not many different or differentiated spaces for learning.

I would like to know how teachers differentiate the spaces available to provide different learning engagements and learning opportunities.