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IB Teaching and Learning Resources- Ella Daigle

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PYP Example: Translanguaging (Teacher support materials on the Programme Resource Center)

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PYP Example: Translanguaging (Teacher support materials on the Programme Resource Center)

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1. This document provides a thorough explanation to help educators understand what translanguaging is and provides questions to support planning and strategies that can be used in learning and teaching.

2. I plan to use this resource to support my future multilingual learners through translanguaging strategies. I will use it to learn how to incorporate ways to integrate translanguaging strategies into my planning and help students to draw on known languages, naturally and flexibly

3. International Baccalaureate Organization. (2018). PYP: Translanguaging. Teacher Support Materials. https://resources.ibo.org/pyp/works/pyp_11162-51667

4. This resource connects to the following aspects of the IB programme: a) International Mindedness - The IB document, What is an IB Education states, "IB education further enhances the development of international-mindedness through multilingualism. All IB programmes require students to study, or study in, more than one language. This is because we believe that communicating in more than one language helps students to appreciate that his or her own language, culture and world view are just one of many. In this way, it provides excellent opportunities to develop intercultural understanding and respect. b) IB. Learner Profile - Translanguaging practices develop students' capacities to embody IB Learner Profile attributes more deeply and authentically (for example., Knowledgeable: Translanguaging allows students to access, engage with, and transfer knowledge across different languages, enriching their understanding and expanding their knowledge base).

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DP Example: Scaffolding the Language B Internal Assessment (Instructional Materials on IB Exchange)

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DP Example: Scaffolding the Language B Internal Assessment (Instructional Materials on IB Exchange)

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https://ibexchange.ibo.org/product-detail?productId=67003c95cc0c1eb7a62a9263&productType=IM

1. These are videos and planning documents and videos that helps educators to support for internal assessments and how to scaffold instruction to prepare for exams.

2. I plan to use this resource to better plan for and understand how to prepare for my Language B French classes in a way that supports all learners and prepares them for the IB assessments.

3. International Baccalaureate Organization. (2024). Scaffolding the Language B Internal Assessment. IB Exchange. https://ibexchange.ibo.org/product-detail?productId=67003c95cc0c1eb7a62a9263&productType=IM

4. This resource connects to the following aspects of the IB programme: a) Internal Assessment - it gives students a chance to engage in in-depth investigations and demonstrate skills and knowledge that may not be fully captured in the external exam; b) ATLs - Internal assessments are an opportunity to assess students on skills like research, investigation, analysis, and communication; c) Partnerships -the resources gives practical strategies for teachers to guide students through the internal assessment process by providing feedback and support.

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Whitney Teaching and Learning Resource Review

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Whitney Teaching and Learning Resource Review

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Here is my Teaching and Learning Resource Review

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IB Teaching and Learning Resources Review  (1)

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Meeting Student Learning Diversity in the Classroom

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Meeting Student Learning Diversity in the Classroom

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1. This document provides educators guidance to address the diverse student learning needs in the classroom by going beyond diagnostic labels and focusing on removing barriers to learning. It’s a tool to helps educators create inclusive learning environments that support all students by highlighting different strategies, further resources, and UDL teaching approaches.

2. I plan to use this resource in the classroom to help me cultivate an inclusive learning space that effectively supports the diverse needs of my students. The document suggests several ways to implement UDL strategies to support various students in navigate the learning barriers they experience. By using this document and the approaches it suggests, I’ll be able to best guide students towards their unique definition of success.

3. International Baccalaureate Organization. (2019). Meeting student learning diversity in the classroom. https://resources.ibo.org/ib/works/edu_11162-412405?lang=en

4. This resource supports the IB philosophy by promoting inclusive practices that align with the program's commitment to fostering international-mindedness and equity in education. It guides educators to address diverse learning needs and remove barriers, emphasizing the importance of creating accessible, responsive learning environments. The resource’s focus on varied learning strategies and inclusivity aids in developing ATL skills, particularly self-management and social skills. Furthermore, it aligns with IB Learner Profile attributes, such as helping students become caring, knowledgeable, and balanced learners, by encouraging educators to recognize and nurture individual strengths. Students benefit most in environments where they feel understood and respected, fostering both independence and interpersonal growth. This commitment to inclusion aligns with the IB’s mission to cultivate a compassionate, understanding, and globally aware student body, especially within the PYP.

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1. This is an IB resource on implementing inquiry-based learning within the PYP. It outlines a clear framework for planning, guiding, and supporting inquiry activities, with a strong focus on fostering student agency, integrating transdisciplinary learning, and developing essential skills. The guide balances student-led exploration with moments of explicit teaching that help students build specific skills and deepen their conceptual understanding, creating a well-rounded, inquiry-driven learning environment.

2. I plan to focus on the sections “Designing an Inquiry” and “Explicit Teaching” to help create a balanced approach in my teaching. The "Designing an Inquiry" guidelines offer ways to set up engaging, open-ended inquiries with the right level of scaffolding to support student needs. Meanwhile, the "Explicit Teaching" section emphasizes identifying key moments when direct instruction can anchor student understanding, ensuring that inquiry is paired with clear teaching to make the learning experience more meaningful.

3. International Baccalaureate Organization. (2024). Inquiry in the PYP. Learning and teaching. https://resources.ibo.org/pyp/works/pyp_11162-51465?lang=en&root=1.6.2.6.5.3

4. This resource closely aligns with the IB’s core philosophy, especially in cultivating attributes in the Learner Profile, such as helping students become “inquirers” who embrace curiosity and a passion for lifelong learning. The IB’s commitment to research-driven and concept-based inquiry is reinforced by evidence in the document as it discusses the effectiveness of inquiry in enhancing student engagement and understanding. Additionally, this resource details how learning is a collaborative process of constructing meaning and valuing and celebrating diverse perspectives. It characterizes the inquiry process as asking (inquiry), thinking (reflection), and doing (action), ultimately serving as the foundation of IB’s educational approach in the PYP.

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IB Teaching and Learning Resource Review

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Teaching and Learning Resource Review ED5802 KaleF

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Teaching and Learning Resource Review ED5802 KaleF