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Download the template and begin to record ideas for further inquiry, reflection, and action. What do you want to take on action on this year to make inquiry come alive in your classroom?

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https://fivemooreminutes.com/about/

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How do you
engage
students who
are reluctant
to make
choices?

What is the best
way to introduce
students to agency?
Do you have to
officially "introduce"
it or do you just let it
happen?

How do you handle
students that have a
hard time knowing
what they want and
are used to being
told.

What do you do
with students who
struggle with
expression or in
making choices?

What is the
best way to
provide
support for
reluctant
learners.

How can you
support a student
who struggles with
motivation to
establish agency?

What are
techniques to get
parents on board
with supporting
student agency?

Allowing or
facilitating students
to self-select the
working group
according to their
ability-Voice, Choice
and Ownership.

What are
some creative
ways to
encourage all
students to
take agency?

Is there a time and
place for student
agency or should it
be happening all the
time?

How to do encourage
agency in students
without disrupting
the classroom
expectations/agreeme
nts?

How can we partner
with parents to help
them understand
that our students
are able to establish
agency?

What strategies can
be helpful to build
an "agency mindset
and culture" at the
start of the year?

I understand agency
is important, but until
students are
comfortable/confiden
t, is it wrong to offer
choices?

How can we prepare
the parents so they
know what agency
skills their child
needs to have at
Westlake Academy?

In the unit planner,
under 'design and
implement' we
collaborate on how
we support student
agency and their
ability to co-construct
learning. In this
sense, we are
approaching it as
action (since the
action box is under
the planning section).
Is this correct?

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Local and Global Inquirers - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Add your initial reflections on the questions listed below. 

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Add your initial reflections on the questions listed below. 

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Add a symbol that best represents you as a learner and/or as a teacher.
Be prepared to share your symbol with the group.

Workshop initial reflections:

•What are your key expectations of this workshop?

•How familiar are you with the focus/understandings of this workshop?

•How comfortable are you with contributing/participating/collaborating?

•How would you describe yourself as a learner?

•What is you understanding of inquiry?

•What is you understanding of the connection between learner agency and action?

•What is your understanding of the connection between inquiry and international-mindedness?

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1. Key expectations - learn as much or more from teacher experts as I share in the workshop.
2. Extremely familiar with the workshop key ideas.
3. I promise not to talk TOO much. :)
4. I like to listen and usually don't like to be first to speak. I need to hear things several times to really get it.
5. Students need to have agency -voice, choice and ownership in order to take authentic action.
6. Inquirers are curious-and want to expand on their understanding of international mindedness around the world.
Symbol:

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Choose Two of these to work on during the workshop. 

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Choose Two of these to work on during the workshop. 

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Self-select two of these now:

●I can reflect on and apply my own inquiry experience to the design of inquiry-based learning and teaching in the classroom

●I can critically engage with professional literature and experiences to reflect on and refine learning and teaching

●I can identify appropriate contexts and examples for learning that have meaning and relevance to individuals and groups of students

●I can support students to initiate and engage in their own inquiries

●I can promote student reflection and action in response to their learning

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Let’s get to know each other and take responsibility for our own learning by creating 2 personalized success criteria for this workshop.

•Read: The learner profile-the IB mission statement in action. (refer to PYP: From principles into practice/The learner/The learner profile)

•Consider: your current PYP understandings around the IB learner profile. What connections did you make to what you already know?

As an inquirer through this workshop, create two success criteria implementing your new understandings of the way that the learner profile can be personalised and catered to help you develop the attributes!

Remember, you will be self-assessing the development of these as you work through the workshop. Your guides have created their first one to share with you.

Before you go ahead and create these, see what our guides have created as one of their success criteria.

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Connect - Extend - Challenge Local and Global Inquirers 

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For each visual, reflect on the image using the 4 C's Thinking Routine.
For more information, check out Trevor Mackenzie's website.
https://www.trevormackenzie.com/

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That single question put educator Trevor MacKenzie and a struggling student on an unintended and life-changing journey of inquiry, discovery and meaningful learning. It was a journey that completely reshaped the way MacKenzie leads his classroom.

With the belief that all students deserve a chance to dig into their wonders and curiosities, MacKenzie proposes a scaffolded approach to student-centred learning by identifying the Types of Student Inquiry: Structured, Controlled, Guided and Free Inquiry. Each type requires students take progressively more control over their own learning. This inquiry-based learning model equips students to become lifelong learners by nurturing wonder, curiosity and agency in the classroom.

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Trevor MacKenzie is an award winning English teacher, instructional coach (focusing on inquiry and technology), and graduate student from Victoria, BC, Canada who believes that it is a magical time to be an educator.

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Sharing  Agency PD: Session 3 Self-Efficacy through Action 

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Overview of workshop local and global inquirers.PNG

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1. To learn more about the IB program and how to use it in the classroom
2. I'm familiar with my grade level unit of inquiries, learner profiles, and ATLs!
3. Very comfortable with collaborating with others, teamwork makes the dreamwork!
4. I love to listen and soak in as much as I can and when I am ready, I love to dive in and ask questions to broaden my learning! As a kindergarten teacher I put my heart into absolutely everything I do and try to make learning as fun as possible!
5. Inquirers ask questions and research

Symbol:

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Symbol:

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1. Expectations- leave with a better understanding of IB and how to use it more fluently in my classroom as well as within my household.
2. I am somewhat familiar with what this workshop in-tells.  More so familiar with kindergarten grade level.
3. I am comfortable with participation/collaboration.
4. I am very much a  hands on learner.
5. As a kinder teacher, I use a very hands on approach being that we are the youngest of the school and I know play is the basis of inquiry.
6. I want to learn and become more confident in the collaboration between agency and action.
7.

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1.) I expect to learn more about IB
2.) I am not very familiar. Last year was my 1st year in an IB school. I am the dyslexia therapist, so I don't teach with ATL's.
3.) I am comfortable participating/collaborating especially if it's something I am familiar with.
4.) I am a visual learner and a very in depth thinker that is a perfectionist.
5.) From my experience, inquiry is the posing of a question, or thought, and going through a process to find the answer, or provide a solution.
6.) Students need to have the choice, and or ownership to display their knowledge, or communicate their thinking.
7.) Being aware of cultures and open-minded when going through the inquiry process to develop an understanding of our diverse world.

Symbol:

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Collaborative

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Lakshmi

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1. Key Expectations: refresh my understanding of inquiry by feeling the "struggle" as students do.
2. I feel overall familiar with the concepts although needing a refresher.
3. I am very comfortable contributing and participating.
4.

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1.) Expectations: Be stronger in my understanding of and ability to support inquiry in my classroom.

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Kick start the transition from summer brain to school brain.

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Doing/practice/watching experts

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•What are your key expectations of this workshop? Use the knowledge and experience that I have to dive deeper and create a stronger understanding of IB

•How familiar are you with the focus/understandings of this workshop? Somewhat - excited to feel more confident

•How comfortable are you with contributing/participating/collaborating? Happy to jump in!

•How would you describe yourself as a learner? Flexible and willing to learn/grow

•What is you understanding of inquiry? Learning through questions and experiences

•What is you understanding of the connection between learner agency and action? HUGE connection...feeling as though you have the agency in your learning creates more action/initiative

•What is your understanding of the connection between inquiry and international-mindedness? Asking more questions and learning through inquiry creates a want to go outside of our four walls/city/state/country and be curious about the world around us

Symbol:

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Life-long learner who is always reflecting and growing.
Asking questions, researching, asking more questions, doing more research (primary and secondary), making connections locally and globally, taking actions and the cycle starts again. Used inquiry cycles.
Students' interests are part of the inquiry process.
Inquiry connects with the world.

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-Action can be the most powerful demonstration of learner agency.
-As inquirers, we are uncovering understandings that are not bound to time, place, and location- which leads to IM.  We also develop IM through actualizing the IBLP.
-As a learner, I like to be involved in "doing"- I am very visual and oral. However, I sometimes need thinking time to reread and reflect to solidified understandings.

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1. To gain a better understanding of IB.

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1. To gain a better understanding of IB.

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2. I am a beginner.
3. I love to collaborate with others.
4. I an eager to learn and try new approaches.

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Exploring a range of Thinking Pathways allows teachers and students to move beyond surface learning that focuses on the memorisation of knowledge and facts, to more deep and reflective learning that is focused on developing understanding through more

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Ok Primary Teachers

Learning and Teaching/Inquiry

Read: Emily, Carolyn, Allison, Sam, Harmony, Diane, Alison

1.Designing an inquiry

2.Considerations for inquiry learning

3.What does inquiry learning look like?

4.Time for inquiry

5.Collaborative practice

6.Explicit teaching

7.Resources

8.The PYP planning process and planners

OK Early Years educators

The Learner/The early years

Read: Christina, Ayn, Shelly, Jessica, Rod, Elizabeth, Lakshmi

1.Laying the foundation

2.Early learning and development

3.The role of the teacher

4.Learning in the early years

5.Central features

6.Play

7.Relationships

8.Learning spaces

9.Symbolic exploration and expression

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Excites-

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N - I need to learn more about incorporating play into the inside learning and how to balance that with other requirements
S - I fully believe in creating a purposeful learning space that encourages learning and makes students feel safe and welcome. I want to push myself to continue creating a space that fits every need of the students in my class as opposed to what I think "organization" should look/feel like
E - Children are natural inquirers from birth. I think it's pretty cool that we have the opportunity to foster that and develop it into something deeper.
W - Finding the balance for the need/time to play and the need to meet the standards required to us by the state of Texas

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N-I need to know what "play" looks like in the school setting? How can it be intentional and assessed? How do you show that student's are acquiring the standards through play?
E- It is exciting to read how important unstructured play is to the developmental of children at an early age.
S- I love play and think it's important, but it seem as though standards are so rigorous and foundational skills are so vital that there is no time for play. The sad part is that it is assumed children have had these play opportunities before entering school and there is not enough time in the school day to provide much of those opportunities.
W- While play is important, how do you balance that with teaching those early foundational skills and assessing them in the those early primary years?

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N- How to move from fixed time frames to open ended time frames and flexible process of inquiry
S- Helping learners make meaningful connections to prior knowledge and experience is fundamental to successful inquiry based learning. At first, reflections should be modeled and guided with prompt for students to write meaningful reflections.
E- Connecting passion with intention to build student agency
W-Time to allow for authentic open inquiry

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N- I need to know how to successfully incorporate more play with a rigorous schedule.
E- Play based learning absolutely excites me. Being a hands on learner myself, I know how important it can be to jump in, dig in, and learn through doing.
S- I am a firm believer in play based inquiry. I love to see how students interact and problem solve with one another. One of my favorite "centers" in a past class of mine was the home center that we would change throughout the year into a wood working shop(yes it was loud), a restaurant, and of course the home/kitchen center.
W- What worries me a bit about this would be the time to fully incorporate this into our daily schedule. I also worry about how some students don't play very well together and having enough eyes to keep everyone engaged in play while communicating well with their friends.

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N- Need to work on supporting student inquiry in a variety of ways. The community can provide support for student inquiry.
E-* Successful inquires generally lead to responsible student action; actions can lead to further inquiry.
*Explicit teaching occurs "just in time" not "just in case"
S-  Reminded of the strategies for inquiry. Great ideas for inquiry outside of research, where we often get stuck. (Play, problem based learning, collaboration, experimentation, and explicit teaching)
W- Time for Inquiry: What is enough time? How do you allocate enough time, but not too much? When do you support students who are stuck or struggling to get started without taking their ownership?

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Take some action yourself by considering how you could inspire and support your students to choose to take action and align this with Learner Profile attributes to strengthen the core of the PYP.

1. Read: Connecting action and the learner profile

(PIP/The learner/Action)

Look closely at the tables and examples of how Action is planned for and questions to consider.

2. Watch the Nano PD’s related to action and agency.

Action in the early years

Agency

After reading, watching and discussing the information on action, complete the task below:

Work with grade level teams.

Using the same format, choose 1 or 2 units of inquiry that you facilitate and plan for the action (remember: don’t plan the action, plan FOR the action!)

The table ’Examples of types of action’ (pages 30-31) in the ‘Collective Action’ section will be of great help to your planning as will the examples on pages 32-37.

Write out your plan using the same format used in the PIP on pages 34-36. Include the Central Idea, the learner profile attribute that they might need to demonstrate and the actions that might be demonstrated.

Post your examples on the Padlet in this thread.

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1. Connect: How is action taking place in a PYP classroom?

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Student Agency in learning communities and Action in the early years and beyond

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W-Through social interactions, children form their perception of themselves and others in the world

N

S- “Supporting children cognitively, socially, emotionally and physically requires that all members of the learning community value these early years in their own right, as a time in which play is the primary driver for inquiry”; Not all children have this support before kindergarten.  Do we as a school offer resources to our community who have young children at home?

I agree that “Who we are” (learning about identity, relationships, well-being and community) and “How we express ourselves” (discovery, creativity, and expressing feelings and ideas) are foundational to students’ Social and Emotional Learning and self confidence

We need to remember that play is central at this age to children’s development, in a non-threatening environment, at their own pace.

E- Through social interactions, children form their perception of themselves and others in the world

Central Features: planning uninterrupted time for play • building strong relationships with students and their families • creating and maintaining responsive spaces for play • offering many opportunities for symbolic exploration and expression

Social Skills- Feelings Buddies, Learner Profile Traits, Kelso's Choices

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Need to know: Need to find out about student interests and what they understand prior, during, after a UOI.

Excited: It will be great to continuously collaborate with students and teachers to design an inquiry! I hope to continue to facilitate agency in the planners by encouraging voice, choice and ownership regularly and helping build confidence. I’m also excited to collaborate and plan for inquiry through a wide range of strategies with students and teachers. Excited about a timetable that has "open-ended time frames and a flexible process" for inquiry.

Worrisome: "Explicit teaching is sometimes needed and adds richness to learning. Students can make connections between new knowledge during explicit teaching and prior knowledge." I am concerned that I might need a little help navigating the tools and discovering what best practices suit my students’  differentiated learning goals. I look forward to ongoing collaboration with colleagues and students as I continue to grow in my understanding of inquiry.

Stance/opinion, Suggestion, Next Steps: Reflections in a journal about growth in the Learner Profile, ATLs, "concepts and questions to construct new understandings", etc. can help guide next step goals for students. Assessment is ongoing. Having a growth mindset is an integral part of the school culture and climate.

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W- How to have enough time for sustained inquiry
E- I am excited to engage in a collaborative process and to engage in the planning process.
N- I need to gain a deeper understanding of how authentic contexts for learning can be created across all disciplines.
S- I agree that positive relationships are foundational to building self-efficacy, agency, and successful inquiry.

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N- How to provide support for teachers as they work to facilitate students progress through inquiry (guided, open, and structured)
S- Providing opportunities for students to make real world connections, and to make connections based on prior knowledge that will lead to more in depth inquiry. Students will be motivated to action.
E - I am excited to collaborate with teachers to promote agency and inquiry.
W - Having time for inquiry and allowing students to move through the process authentically.

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Worry- Will our master schedule promote time for sustained inquiry?

Need- Understand how the planner is not merely a means for documentation and reflection, but it is a tool that advises teachers on how to collaboratively design the inquiry

Steps/Suggestions- Ensure we are stewards of our resources by maintaining and properly storing materials in the classroom, library, and in ManageBac.

Excites- I am excited to get back to our “normal” collaboration routines, both horizontally and vertically.

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•What are your key expectations of this workshop? To gain a deeper understanding of IB.

•How familiar are you with the focus/understandings of this workshop? My familiarity with IB was built during my student teaching.

•How comfortable are you with contributing/participating/collaborating? I am eager to learn as much as I can.

•How would you describe yourself as a learner? Always looking for personal development.

•What is you understanding of inquiry? Connecting experiences and questions.

•What is you understanding of the connection between learner agency and action? It takes agency to get to responsible student led action.

•What is your understanding of the connection between inquiry and international-mindedness? Inquiry allows one to confront big and challenging ideas. It promotes flexibility and openness allowing for a willingness to accept differences.

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N- Need help finding more time to collaborate, keeping it as a priority all year, and regardless of how "busy" I am.
E- I am excited to see so many colleagues with a strong desire to build their understanding of inquiry. I'm excited about building "The Spirit  of Inquiry" together in the PYP.
S- My next step is to move students to be more active "partners" in the learning process and away from being "recipients of teaching".
W- I am worried that time constraints will always be an issue with maintaining collaboration &  sustained inquiry.

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Need to know: How can we incorporate play based learning that is specific to our UOI?
Excites: I am so excited to watch them discover, explore, collaborate, and make connections to others  through play based learning! I love that play based learning is a hands on approach and am overjoyed to watch them learn and grow from one another again this year with more resources and tools. I am excited to demonstrate agency (using my voice, making good choices, and taking ownership) as their teacher to build a classroom culture that incorporates all learner profile traits. I look forward to guiding my students so that they feel comfortable and at ease when asking open ended questions and discovering new ideas, thoughts, feelings, etc.
Stance, Next Steps, Suggestions: I believe all children learn through play based learning, discovery, and exploration with the right foundation which is why the learner profile traits are so incredibly wonderful! I also feel that creating a space for them that they feel like is their own is so incredibly valuable to what kind of learner they choose to be. Need to reflect on my students learning throughout each UOI, what worked well and vise versa and make sure to document those findings in Managebac. Work closely with my students to co-construct inquires and reflect on those findings together.
Worrisome: I worry there is not enough time to incorporate as much play based learning, but I believe it's possible. My mindset is to start small then build from there!

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N - I need to learn how to incorporate play into the unit of inquiry in a way that brings greater meaning to the concepts we are learning in the classroom.
S - I believe that creating a space that appeals to all of my students likes and interests is important to being a facilitator and navigator. This will help build relationship and grow the students’ desire to become lifelong learners.

E – I am excited to bring play (engaging learning) spaces back to the classroom. This will allow students to extend their thinking and build relationships in the classroom.
W – I worry that there is not enough time to everything well and when compromises have to be made, play will get put to the side too quickly. They have to learn to read and count.

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Helps students take ownership of their learning.

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Central Idea: Health requires a balance of many different factors.

Learner Profile: Balanced, Principled

Action
Lifestyle choices: We want to see student initiated change in eating habits. For example, making grocery shopping list, shopping for lunch foods, and packing own lunch that includes healthy choice.

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Central Idea: Ideas, Hopes, and Values are reflected through choice of heroes
Learner Profile: Principled, Open-Minded, Reflective

Action:
Lifestyle- We anticipate students will reflect on themselves and who they want to be and continue to look for people who inspire them as their ideas, hopes, and values develop and change. (Open-Minded, Reflective)
Personal-We anticipate students will develop self-awareness and justify how their personal ideas, hopes, and values connect to that of their heroes. (Reflective)

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Central Idea: Functions of patterns are universal
Learner Profile: Communication, Reflective
Action:
Participation- We hope students will make connections to patterns they see in their cultures and communicate in their own words and across subject areas. (Communication, Reflective)

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Central Idea: Who We Are

Learner Profiles:
Caring & Principled

Participation: Students can use agency to create a representation of their facts/favorites then use those them to find similarities and differences amongst themselves and within the community and world.

Social justice/entrepreneurship:  Students can use agency to recognize their wants and need by comparing their community to others globally.

Advocacy: Students can collectively collaborate with their classmates to innovate positive changes within the community.

Lifestyle Choices:  Students can listen and actively participate in a tug a war activity using sentence stems (example: Leaving lights is a good thing)

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HWEO
CI: Persuasion Influences Opinion

LOI:
Perspective and bias in the media
Responsible consumption and use of the media
How words, sounds, and images impact our choices

LP:
Communicator, Open-Minded, Reflective

Plan for Action:
Participation/Lifestyle/Advocacy:
We hope the students will become informed consumers as they analyze media and advertisements.

Social Justice:
Students will apply their persuasive skills as they identify areas around them that they perceive to be unfair and use their voices to take action for change.

Advocacy/Lifestyle:
Students will use the three pillars of persuasion in their writing and presentations throughout fifth grade and respectfully reflect on their own perspectives while keeping a growth mindset.

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1. Read PYP: Principles into practice:

Learning and Teaching:

Language in the PYP, the language learner, The Language learning community

2. Read PYP: Principles into practice:

Learning and Teaching:

Language learning and teaching
3. Padlet TSM: Student Language Agreements

4. Padlet/TSM: Translanguaging

5. Padlet/TSM: Multiliteracies

Note down ideas and strategies of how you could promote language in your setting to reflect the heritage, languages and cultures of members of your learning community. You could consider these concepts to focus your thinking:

Learning environment, learning engagements, relationships, role of administrators, role of the learning community, classroom and school language agreements, Language policy, resources, support programs, use of technology, planning.

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Trevor Mackenzie visuals
Using Key concepts for questions
Project Zero visual thinking routines
See, think, wonder,
4 C's
Connect, extend, challenge
tug of war
carousel
gallery walk
linear scale reflections
Inquiry Illuminated- Field Journals
Jigsaw reading
Multiliteracies - using for choice in learning

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Here are a number of statements that may or may not apply to you. There are no right or wrong answers, so just answer honestly, considering how you compare to most people. At the end, you'll get a score that reflects how passionate and persevering you see yourself to be.

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Want to know how gritty you are? Find out by using the Grit Scale.