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1. Reflect
2. Add to KWL

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How am I embedding the learner profile and international-mindedness into learning and teaching?

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Have you ever seen this "picture of practice" on the Visible Thinking webpage: Concept Keys Strategies ?

I remember the first time I saw this Kindergarten teacher demonstrate how she explicitly used concept-based learning in her classroom, I was really in awe and secretly jealous-mostly because her students could articulate ideas in English since my students could barely respond to "hello". It provoked me and posed a challenge; and like a piece of dirt that got into my oyster shell, by Jove, I was going to make something beautiful out of this irritation!

So began the drive in me to pull off explicitly teaching the key concepts that drive the PYP. As an Early Years teacher, it's easy to use "play-based learning" as my shield to avoid teacher directed lessons, having a morning meeting/circle time to have teacher-directed lessons. So I decided that I would do a math-literacy integration instead that would develop using the key concepts in our unit. It would be a pseudo stand alone unit and I wanted to scaffold the big understandings, introducing the key concepts in a systematic way.

So I decided to explore this connection as a part of our Where We Are in Place in Time unit which was actually focused on Transportation : Different types of transportation help people move from place to place. The lines of inquiry were as follows:

Different forms of transportation (form)

How transportation has changed over time (change)

Where you live affects the transportation you use (connection)

I focused on shapes as a part of looking at the first line of inquiry (shapes found in different parts of transportation), using those same concepts as the lens in which we could think about shapes. As I thought about it, I couldn't resist coming up with another Central Idea that I would use to assess their understanding: People can find shapes everywhere and we can become more aware of them in our environment.

As a teacher whose 3-5 year olds are in the pre-emergent English stage, my first thought was about the key vocabulary that they would need to describe shapes, not to mention finding shapes in their environment. Of course the names of shapes are obvious key words, but I also wanted them to know words like line, corner, curved, round, straight, short, long. I had several morning meetings, dedicated to developing their conceptual understandings.

During this time I brought the 3 key concepts for our unit: Form, Change and Connection. I talked about how the Key Concepts unlock our thinking and I "opened" everyone's brain before we began lessons. The kids loved it! Also, to encourage their language skills, I had sentences starters to help articulate ideas, such as "This is a...." or "I see a..." and "I think that.." I also had the negation of those phrases so there could be some debate, such as "This is not a ....". I used a "marble jar" to encourage them speaking English (since the go to language in my classroom is Mandarin); I would drop a marble in the big jar every time they used those phrases in their speaking. It was very effective and I found that several students made growth, initiating more conversations in English during playtime and requiring less prompting from me to speak in English.

Sorry, I digress...

We probably spent a week easily on just the key concept Form so I could introduce and develop their language skills. The children were always hunting around looking for these shapes, eager to point them out and intentionally creating them.

The following weeks we looked at how shapes can change. For example if you "stretch" a square, it becomes a rectangle. I used wooden blocks and popsicle sticks to demonstrate these ideas. During circle time we played "Guess the Change" game, in which I would make a shape and then have them close their eyes while I changed it; students then had to tell me how it changed.

Then I introduced the key concept of Connection. First I used literature to inspire them to think about the connection between shapes and letters. Books like Alphabet City byJohnson and The Turn-Around Upside Down Alphabet Book by Lisa Campbell Earnst were fun favorites of the kids. Later in the week I brought out blocks and popsickle sticks and asked the kids to show me what they know about shapes to make letters. Before I knew it, they were making connections with the key concept of connection and expressing what they knew about letters: "This big B, two circles. Little b, one circle."

Since play=inquiry in the Early Years, I created many opportunities that allowed them to think about what they learned and show me that they were thinking about the shapes within letters and how we can form them. Some were spontaneous and some were "suggestions". I also worked diligently on engaging them in questioning ("what if I ....") and encouraging them to express their ideas in complete sentences.

After 2 weeks of this, I introduced a T-chart and Venn Diagram (curved vs. straight lines was my example) activity in which the students sorted the letters based on shapes. It was an assessment, but they didn't know that. However, because I offered these as a choice rather than an obligation, only some students wanted to do it at first. I used all sorts of materials to inspire them to do the sorting activity and then I did games like "hide and seek letters" to "hide" these letters inside the charts. Oh my goodness, what I wouldn't do for concrete data! I wish I had pics of this but I was too busy playing with the students to snap any of them.

Well, this was really my first attempt to test if I could go deeper with teaching young students conceptual understandings in a systematic way. I think the kids got a lot out of it and I definitely noticed that more acts of inquiry arose, particularly experimenting with how to draw lines. I'm still in the midst of assessing and reflecting on my approaches to teaching and learning.

What about you- How have you taught the Key Concepts to young learners? Please share in the comments below.

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Concept Based Learning in the Early Years - Judy Imamudeen

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Have you ever seen this "picture of practice" on the Visible Thinking webpage: Concept Keys Strategies ?

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1. Read paged 15-28 in the document above
2. Create an analogy with a sentence (use the google doc for your analogy below, make a copy, and post to her to our Padlet)
3. Reflect of the questions included here

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How International Is Your School-Make a copy

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-Read from The Learner document
pages 22-24 (located in the IB Documents tab)

Task: Learner Profile Challenge in the Next Column

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1. Rewrite a learner profile description that highlights and aligns with your age level or particular area. (Examples are provided below)

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1. Rewrite a learner profile description that highlights and aligns with your age level or particular area. (Examples are provided below)

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2. Add your own photo, sketch, music, etc. that extends the understanding and together make a poster for your classroom

Directions:
- click plus
- put your name in the title
-add your work in the text box

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Group 1: 1-3
Group 2: 4-6
Group 3: 7-8
Group 4: 9-10

As a group choose 1 word, 1 phrase, and 1 sentence which best represents your section

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By inquiring into the PYP framework, we will examine how voice, choice and ownership are recognized and developed by members of the IB learning community.                        You will be supported in your understanding of learning and teaching in a transdisciplinary, concept-driven curriculum and how to design this in your own school context.                     This workshop invites you to explore your own teaching practices and reflect on how you can develop capabilities as a PYP teacher.   

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By inquiring into the PYP framework, we will examine how voice, choice and ownership are recognized and developed by members of the IB learning community.                        You will be supported in your understanding of learning and teaching in a transdisciplinary, concept-driven curriculum and how to design this in your own school context.                     This workshop invites you to explore your own teaching practices and reflect on how you can develop capabilities as a PYP teacher.   

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1. Situating learning in local and global contexts supports students' understanding of human commonalities.            2. Transdisciplinary learning design deepens students' understanding of complex ideas.                                          3. Collaborative relationships support learning and teaching. 4. Diverse ways of knowing, doing and thinking are supported by well-designed learning environments.                    

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1. Situating learning in local and global contexts supports students' understanding of human commonalities.            2. Transdisciplinary learning design deepens students' understanding of complex ideas.                                          3. Collaborative relationships support learning and teaching. 4. Diverse ways of knowing, doing and thinking are supported by well-designed learning environments.                    

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Extension Activity: Watch one of these videos and think about how it is connected to international mindedness. 2. Reflect and share an idea(s) about how you will promote international-mindedness in your learning community. Make certain to add your name in the title

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Extension Activity: Watch one of these videos and think about how it is connected to international mindedness. 2. Reflect and share an idea(s) about how you will promote international-mindedness in your learning community. Make certain to add your name in the title

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The Empty Pot by Demi:
https://www.youtube.com/watch?v=a9K-sAKdk2Y

A Tale of Two Beasts
https://www.youtube.com/watch?v=cutROw_NJvE&t=63s

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https://www.pypresources.com/the-learner/learner-profile

https://www.toddleapp.com/learning-library/2020/04/08/learner-profile-booklist-early-years-collection/

https://join.ibo.org/IBLearnerProfileQuiz?fbclid=IwAR3ikdLdH5LvAoGKYz3XPiibNYTYsfjTBeKO3BiJeYMIwntbflkijmSF_Yo

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Post your group's name and one word, phrase, and sentence that stood out to you.

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1) I will integrate transdisciplinary and disciplinary concepts, knowledge and skills in a way that supports a coherent learning experience for students.                                       2) I will situate learning in global contexts (that is, through the transdisciplinary themes) that support students’ understanding of human commonalities.                           3) I will support students to initiate and engage in their own inquiries.                              4) I will promote student reflection and action in response to their learning.        5) I will establish, engage and maintain collaborative relationships which support the well-being of the learning community.                                    

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1) I will integrate transdisciplinary and disciplinary concepts, knowledge and skills in a way that supports a coherent learning experience for students.                                       2) I will situate learning in global contexts (that is, through the transdisciplinary themes) that support students’ understanding of human commonalities.                           3) I will support students to initiate and engage in their own inquiries.                              4) I will promote student reflection and action in response to their learning.        5) I will establish, engage and maintain collaborative relationships which support the well-being of the learning community.                                    

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6) 1.I will select teaching approaches, resources, technologies, learning experiences and assessments that are inclusive and effective for diverse students.

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#4 Its been great in my reality working with two cultures. That's the way I motivate the children saying that they can do amazing things in different ways of knowing and doing.

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Please add a PYP planner you have worked on to this padlet below.
You are also welcome to add curriculum documents here.

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https://www.toddleapp.com/learning-library/2020/04/08/learner-profile-booklist-early-years-collection/

https://blogs.ibo.org/sharingpyp/category/language-and-learning/

https://www.youtube.com/watch?v=tyaEQEmt5ls

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Sesión 1 - Poster del perfil de la comunidad IB

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Open-Minded
People with an open mind listen and accept others' points of view, try new things, accept different people that do different things.

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As a Spanish teacher it is important to have an understanding of the profiles in both languages.

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Please copy the following document and upload it to here

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Please copy the following document and upload it to here

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Word: Community
Phrase: A journey rather than an endpoint.
Sentence: Our goal should be to provide learning opportunities and experiences for students to develop their global awareness an intercultural understanding to respect every community they are a part of.

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Word: Inclusion
Phrase: Inclusion of language and culture is essential.
Sentence:An international minded culture includes and values different languages, cherishes professional development and is embedded in the school's mission.

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Day 1 Agenda: IBA Virtual Workshop -Escola Americana de Campinas

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- Helps Me/Hinders Me
- See Think Wonder
- Word-Phrase-Sentence
- Connect-Extend-Challenge

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Summary of Transdisciplinary Learning Transdisciplinary learning is the exploration of a relevant concept, issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences. Best practices in a

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Being a Risk-Taker as an English Language Learner

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Think for yourselves!
-What are the facts and evidence?
-Where do they come from?
-Why are they relevant?
-How can you use them?

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As a Brazilian director at EAC I think that we should to emphasise "listen and accept other's point of view". I think this is an important attribute we need to reinforce in ourselves, in our community  and with our students.

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Click on it to see the correct slide with the clipart :)

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Challenge Conquistadors (Risk Taker PYP Learner Profile)

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Our learning community supports and nurtures in developing and demonstrating the attributes of the learner profile and work through differences also.  So, I am a PLL teacher and I want to engage my students in a third language to understand the key concepts and provide meaningful learning experiences and to help them to be an inquiring learner.

So, the learner profile description that highlights and aligns with our class is the open-minded:
- We appreciate our own cultures and personal histories.
-We  appreciate values and traditions of  each other.
- We respect different  points of view.
- we are willing to grow from the experience.

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The main objective of the IB in which students must develop and demonstrate an international mindset, the challenge in the Brazilian studies program is to align and integrate content in an interdisciplinary way, encouraging collaborative, autonomous work, research, valuing the baggage that each student brings from their experiences.

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I'm PRINCIPLED when ... (Alejandra Vázquez)

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I'm PRINCIPLED when ... (Alejandra Vázquez)

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For Grade 2 students.

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I am a communicator when....

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I read "The Empty Pot", which was a story I already knew but not by this title. It gives students a chance to to see the Chinese culture with a different perspective.
I'll promote international minded-ness by including diverse cultural resources.

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We understand that people are different and how being empathetic and respectful make a difference in an individual's life. We show with our words and actions that we are kind and commited to make a positive change in the community we are part of.

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The tale of two beasts is a story told from different perspectives which connects to international mindedness because our background culture influences our behavior and knowing that helps us be more understanding of the other.

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Word: Diversity
Phrase: Extra curricular activities can lead to international mindedness.
Sentence: Engaging the community (students, families and educators) in a variety of on and off campus activities can lead to meaningful connections that will allow students to stablish stronger relationships based on respect and equity.

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Word: Empathy.

Phrase: Honouring differences.

Sentence: International mindedness is actively engaged in relationship building; it intentionally honours others through understanding that other people, with their differences, can also be right.

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We use "The Empty Pot" in G2 as the master text for one of our units of inquiry. Throughout the process, students are invited to share tales from their own countries, or from their parents' countries. Not all share their culture, but some do and the conversations are truly interesting. We have had some parents reading to the children their own childhood stories, and the outcomes have been very positive in terms of reflections and interconnection among students.

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https://player.vimeo.com/video/128539582?app_id=122963&autoplay=1

https://www.aislusaka.org/uploads/8/2/7/1/82714866/a_visual_learning_guide_to_the_pyp.pdf

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Transdisciplinary teaching and learning is like a chemical molecule. Each theme is an atom in its base form. Once it gets together with other atoms, it turns into a more stable form called molecule. The atom has the possibility to go back to its base form, knowing that it works better in a group.

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Transdisciplinary teaching and learning is like alchemy: you start with the essential elements and end up with something as precious as gold- empowering students to transcend the confines of the subject areas and be able to connect to what is real in the world.

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Links:
https://blogs.ibo.org/sharingpyp/2018/05/08/inquiry-in-mathematics/

https://www.ibo.org/contentassets/60d1e68eafc7437faf033f8d9f5c6d6d/saturday-inquiry-strategies-support-mathematics-pyp-mary-hillberry.pdf

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Video to Show Parents about moving away from grades

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Video to Show Parents about moving away from grades

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The Primary Years Programme (PYP) offers a transdisciplinary, inquiry-based and student-centered education with responsible action at its core, enabling students to learn between, across and beyond traditional subject boundaries.

The framework serves as the curriculum organizer and offers an in-depth guide to achieve authentic conceptual inquiry-based learning that is engaging, significant, challenging and relevant for PYP students.

Through the programme of inquiry and by reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile. Informed by constructivist and social-constructivist learning theories, the emphasis on collaborative inquiry and integrative learning honours the curiosity, voice, and contribution of the students,

The pillars of the PYP curriculum framework

The transdisciplinary model extends across all three pillars of the PYP curriculum framework- the learner, learning and teaching, and the learning community.

The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?)

Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?)

The learning community: emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)

VIDEO: Glenn Davis, PYP Principal and Coordinator describes the process moving away from a textbook-based curriculum to an open-ended learning experience

Agency, self-efficacy and action

Agency and self-efficacy are fundamental to learning in the PYP. Throughout the programme, the learner is an agent for their own and others' learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, build a sense of community and awareness for the opinions, values and needs of others.

Action, the core of student agency, is integral to the PYP learning process and to the programme's overarching outcome of international mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally-minded and to appreciate the benefits of working with others for a shared purpose.

VIDEO: PYP learners take ownership of their learning

Implementing the PYP in schools

The whole school benefits from using the PYP curriculum framework to organize their curriculum and community. In addition, the Programme Standards and Practice (PSP) framework supports schools with implementing and developing the PYP.

The PSP helps develop the environment, culture, policies and processes that support effective practice and exemplify the IB mission.
Read more about the PSP (PDF, 2.2 MB)

What is an IB education?

This document explains the ideals that underpin all IB programmes, communicating what lies at the heart of an IB education.

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The Primary Years Programme curriculum framework has three pillars: the learner, learning and teaching, and the learning community.

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Transdisciplinary learning is like a painting. Different colors, strokes, and techniques come together to create a picture of something new. Each person can view the painting and understand it through their own unique perspective.

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Transdisciplinary learning is like a puzzle. Each piece is different and offers new information. When the pieces are connected, a complex and beautiful image is revealed.

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Transdisciplinary learning is like music. There are different beats and rhythms as well as different instruments playing different notes, yet all of the elements together create something beautiful. Each element is just as important as the next and the combination of the elements can be interpreted differently and also changed each time to create something new, just like with units of inquiry.

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Transdisciplinary learning is certainly a mix of disciplines, point of views, histories, languages  and cultures and the result is the shift from thinking about each subject area.

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Transdisciplinary teaching and learning is like the ocean. You can see it just like a huge amount of water, but if you look at it closer, you’ll notice that a big amount of living and non-living things are there, interacting with each other for a final purpose. They contribute with what they are and what they have, just as we as individuals contribute in teaching and learning to make it more meaningful and complete.

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Transdisciplinary teaching and learning is like having a balanced lifestyle because you need to constantly assess your different needs in order to address them as well as integrate your choices to achieve a better you.

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https://docs.google.com/document/d/1kgN9cZDug5t0BYAhtx72DSrGKDwbe4yZC4JiBklRVLI/edit?usp=sharing