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サンプルの中心的アイデアを分析して、それらが重要で、関連性があり、魅力的で、やりがいがあるかどうかを判断して下さい。　Look at the sample central ideas and using the check list see if any need to be revised.

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ようこそ！
お会いできるのを楽しみにしています。この投稿に簡単な自己紹介を添えて返信してください。Googleのアンケートにご協力ください。
よろしく、お願い致します。
ファティマ

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グループで意見を共有した後、グループの共通点を何点か　こちらに記入して下さい。

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Session 0 LE 4 Beliefs and Values　信念と価値観  Think - Pair - Share 

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Session 0 LE 4 Beliefs and Values　信念と価値観  Think - Pair - Share 

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リンクをクリックし、アンケートにお答えください。

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国債バカロレア（IB)の教育とは？What is an IB Education?

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国債バカロレア（IB)の教育とは？What is an IB Education?

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IB 英語ー日本語 用語集

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IB 英語ー日本語 用語集

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IB の用語集

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PYP bilingual glossary English - Japanese

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アジア太平洋地域のIBプログラムの影響に関する主な研究結果

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アジア太平洋地域のIBプログラムの影響に関する主な研究結果

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下記の質問をもとに振り返って下さい。

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下記の質問をもとに振り返って下さい。

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私は幼児期の生徒にどのように国際視野を発達させていますか？

生徒達は言語を発達させるどのような機会がありますか？

幼児期の生徒にローカルおよびグローバルな問題に取り組むように促すにはどうすればよいですか？

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下記の質問をもとに振り返って下さい。私はどのようにしてラーナープロファイルを学習と指導に取り入れているであろう？ Share how you incorporate the Learner Profile in your current teaching, and what you plan to do in the future.

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下記の質問をもとに振り返って下さい。私はどのようにしてラーナープロファイルを学習と指導に取り入れているであろう？ Share how you incorporate the Learner Profile in your current teaching, and what you plan to do in the future.

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幼児にとって教科の枠をこえた学習とは・・・

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幼児にとって教科の枠をこえた学習とは・・・

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幼児にとって教科の枠をこえた学習とはなにかについて、4名1グループで意見を出し合い、定義を考えてください。

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幼児期における教科の枠をこえた学習と教育を促進するPYPの枠組みの主要な要素について、どのようなことを学んでいますか？　教科の枠をこえることについて学んだことを、学校でどのように活かしますか？

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幼児期における教科の枠をこえた学習と教育を促進するPYPの枠組みの主要な要素について、どのようなことを学んでいますか？　教科の枠をこえることについて学んだことを、学校でどのように活かしますか？

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Concept-driven learning　概念主導の学習 学習と指導のテキスト　pp 64-68

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Concept-driven learning　概念主導の学習 学習と指導のテキスト　pp 64-68

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グループとして、幼児教育における概念主導の学習とはどのようなものか、意見を共有して下さい。

A concept-driven curriculum　概念に基づくカリキュラム p64

Concepts　概念 p64-65

Key concepts　重要概念 p 65

Related concepts　関連した概念 p66-67

From concepts to conceptual understandings　概念から概念的理解へ p.68

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生徒が学習において意味やつながりを感じられるようにするために概念をどのように使っていますか/これから使いますか？How are you / how will you using concepts to help students make meanings and connections in their learning?

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生徒が学習において意味やつながりを感じられるようにするために概念をどのように使っていますか/これから使いますか？How are you / how will you using concepts to help students make meanings and connections in their learning?

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ATLカテゴリーグループで、教師としてど

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ATLカテゴリーグループで、教師としてどのように幼児期の学習者のスキルやサブスキルの発達を援助できるか、また生徒はどのようにスキルやサブスキルを身につけるかを議論して下さい。そして、幼児期のスキル開発をどのように評価しますか？

グループの考えを、Google Slideに書き込み共有して下さい。

In your ATL category group, discuss how as a teacher can develop the skill and sub skills in your early learners? How do students develop the skill and subskills? How would you assess their skill development?

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幼児期の生徒が効果的に自分自身を管理し、考え、研究し、コミュニケーションや社会性を発達させるための開発スキルを学ぶためのアプローチはどのようなのがありますか？

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幼児期の生徒が効果的に自分自身を管理し、考え、研究し、コミュニケーションや社会性を発達させるための開発スキルを学ぶためのアプローチはどのようなのがありますか？

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After you read the texts, work in pairs, select one of the personas and suggest a sustainable resolution for them. OR think of your own experience/setting and address a concern you have.  Share your idea on a Google Document and post it on the Padlet Session 6 LE1テキストを読んだ後、2人１組になってシナリオを1人選び、そのシナリオに対する持続可能な解決策を提案する。または、自分自身の経験や状況を思い浮かべ、抱えている悩みを解決する。Googleドキュメントでアイデアを共有し、PadletのSession 6 LE1に投稿して下さい。

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After you read the texts, work in pairs, select one of the personas and suggest a sustainable resolution for them. OR think of your own experience/setting and address a concern you have.  Share your idea on a Google Document and post it on the Padlet Session 6 LE1テキストを読んだ後、2人１組になってシナリオを1人選び、そのシナリオに対する持続可能な解決策を提案する。または、自分自身の経験や状況を思い浮かべ、抱えている悩みを解決する。Googleドキュメントでアイデアを共有し、PadletのSession 6 LE1に投稿して下さい。

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幼児期の生徒が自分自身の学習に責任を持ち、積極的に関わることを促す教育的アプローチとして、「探究心」をどのように活用していますか？ How are you using inquiry as a pedagogical approach that encourages early learners to be responsible for and actively involved in their own learning?

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幼児期の生徒が自分自身の学習に責任を持ち、積極的に関わることを促す教育的アプローチとして、「探究心」をどのように活用していますか？ How are you using inquiry as a pedagogical approach that encourages early learners to be responsible for and actively involved in their own learning?

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今日のワークショップで楽しかったこと。今日のワークショップで学んだこと 明日、もっと学びたいこと。 明日、もっとやってみたいこと。

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今日のワークショップで楽しかったこと。今日のワークショップで学んだこと 明日、もっと学びたいこと。 明日、もっとやってみたいこと。

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What I enjoyed in today's workshop. What I learned in today's workshop. What I would like to learn more about tomorrow.  What I would like to do more of tomorrow.

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２日目の前に、以下のテキストのページを読んでおいて下さい。　                                                                                             学習者のテキスト「学習者のエージェンシー」p1-5, 「行動」p 34-33    学習と指導 「幼児期における評価」p104*session５と同じ

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２日目の前に、以下のテキストのページを読んでおいて下さい。　                                                                                             学習者のテキスト「学習者のエージェンシー」p1-5, 「行動」p 34-33    学習と指導 「幼児期における評価」p104*session５と同じ

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After you read the texts, complete the Plus Minus Interesting (PMI) chart on Google Slides to reflect on the reading. テキストを読んだら、Google Slides の Plus Minus Interesting (PMI) チャートに記入し、振り返ってみてください。下記のリンクにクリックして下さい。

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After you read the texts, complete the Plus Minus Interesting (PMI) chart on Google Slides to reflect on the reading. テキストを読んだら、Google Slides の Plus Minus Interesting (PMI) チャートに記入し、振り返ってみてください。下記のリンクにクリックして下さい。

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学校法人鳥沢幼稚園　MTPYPHEY 2 day Workshop agenda (3)

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PYP の学習空間について　I used to think... Now I think... 以前は...今はこう思う...

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PYP の学習空間について　I used to think... Now I think... 以前は...今はこう思う...

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A routine for reflecting on how and why our thinking has changed.

私たちの思考がどのように、そしてなぜ変化したのかを振り返る。

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自分の環境で追求したい学習空間の探究について考える。Think about a learning environment space you would like to explore.

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自分の環境で追求したい学習空間の探究について考える。Think about a learning environment space you would like to explore.

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4人以下のグループに分かれ、自分の環境で追求したい学習空間の探究について考える。新しい学習環境を設計したら、グループとしてエレベーターピッチを作成し、理事会に新しいスペースのための資金調達と開発を要請します。　作成した設計図をここにポストして下さい。

Once you have designed your new learning environment, as a group create an elevator pitch to present to your Board of Governors to request funding and development for your new space.

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IBの指導のアプローチ<

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IBの指導のアプローチに基づいて、このワークショップ後にあなたの教室や学校で重点的に伸ばしたい教師の能力または実践を2つ選んでください。Select 2 teacher capabilities or practices, based on the IB approaches to teaching, that you would like to focus on developing in your classroom or school after this workshop.

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Post 3 things you ‘got’ from the workshop and 3 ‘wants’ you have now.

ワークショップパドレットセッション10 LE 4.で

ワークショップで得たものを3つ、そして今「欲しいもの・やりたい事」を3つ投稿してください。

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あなたの学校では、どのような新しいアイデアを共同計画のプロセスに持ち込むことができますか？What new ideas could you bring to the collaborative planning process at your school?

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あなたの学校では、どのような新しいアイデアを共同計画のプロセスに持ち込むことができますか？What new ideas could you bring to the collaborative planning process at your school?

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How is my understanding of PYP principles and practices evolving? PYPの理念と実践に対する私の理解は、どのように進化しているのか？

In what ways can I apply learning from this workshop in my own learning and teaching? このワークショップで学んだことを、自分の学習や指導にどのように生かすことができるか？

How is agency supported and nurtured through this workshop? このワークショップを通じて、エージェンシーはどのようにサポートされ、育まれるのでしょうか？

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Group 1 A :pp 13-14国際的な視野の定義国際的な視野を育むGroup 2 B: pp14-18国際的な視野の成長を促す学校及び学習コミュニティーの役割国際的な視野を育む文化を作る 教職員研修の提供、言語の学習に備える PYP の枠組みに国際的な視野を組み込む、 多様な文化の理解を課外活動にも広げる
Group 3 C: pp 18-20 多様性を称える学校コミュニティーと関わり、関係性を構築する国際的な視野に向けて:児童の役割

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MTPYPHEY:Session 2 LE 2.3 - 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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MTPYPHEY Session 2 LE 5 Role of Language and Play - Google Jamboard

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MTPYPHEY Session 2 LE 5 Role of Language and Play

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保護者に送るフライヤー、ポスターのデザインや手紙の作成。

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保護者に送るフライヤー、ポスターのデザインや手紙の作成。

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グループで言語と読書への想いを奨励することの重要性と、遊びがいかに学習をサポートするかについて、保護者と共有できるフライヤー、ポスターのデザインや手紙の作成をして下さい。フライヤー、ポスターのデザイン、もしくは手紙の作成は手書き、もしくはGoogle Slide, Canva , Google Doc で 共有して下さい。

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幼児期の学生にとって教科の枠をこえた学習とは何か？

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幼児期の学生にとって教科の枠をこえた学習とは何か？

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幼児期の学生にとって教科の枠をこえた学習とは何かについて、定義を考えてください。定義を共有してください。

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・子どもの興味関心が大切
・IBの指導方法を学びたい

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①子どもの創造性を大切にする。
思いやり・協力。
②IBとはなにか。
IBの指導方法

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教育　助け合い共に育ち合う
学習　自分から学ぼうとする意欲を育むための声かけや援助

IBの理解を深める

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シナリオの学習者像の振り分けが楽しかった。

各チーム色んな考えがあり勉強になった。

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変化のあるこれからの社会をいきる力

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主体的に取り組めるように問いかける。

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元に変化のあるこれからの社会を生きる力を学ぶサポートをしていきたいと思う

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読み聞かせがとても大事なのは、安心した環境の中で耳から聞いた言葉が、言語の習得になる。

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絵本の読み聞かせや子どもとゆったりした時間を大切にしていくなかで言語の習得につながっていく。

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読み聞かせや対話を繰り返してください。
一緒に楽しんでください。

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・外国人講師を招いている
・外国語の歌を歌ったり、絵本を見る。
・ハロウィンなど外国の行事を取り入れる
・運動会の国旗
・オリンピック
・ニュース

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英語や中国語に触れる機会をもつ。
絵本の読み聞かせや紙しばい。
ハロウィンやクリスマスなどの国際文化を理解する
外国の話を聞かせたり、ニュースなどを取り入れる。

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・外国の絵本、歌にふれる
・外国人教師との会話、カリキュラム

・絵本の読み聞かせ
・手遊び、歌

・地域の活動（お祭り、ゴミ拾い）に参加する

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幼児教育は全ての教科をこえた学習だと思う。

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定義＊体験学習＊
（実例）
・野菜作りのための苗の買い出しや、図書館で関連する本を借りる
・消防署、警察署を見学し、自分が守られていることを知り、ごっこ遊びに反映する

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大月探検プロジェクト（羊の観察・地域の言い伝え）
子どもとの会話や表現
視野を広げるために細かい計画を立てていく。
途中ですが。。。

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①自分たちの住んでいる町を探検する
②桃太郎の伝説を知った
③町から県へ。県から日本へ。そして、世界へと繋げていく
④子どもたちと共に意見を出し合い。次のスッテプへとつなげる

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園外保育
・散歩
・ボランティア
・お買い物
・消防署・警察署見学

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園外での経験や体験をもとに他者と共有し探求する

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・引き続き教科の枠を超えた保育を取り入れていきたい。

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地域に愛される幼稚園になりたい！！

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昨年度に引き続き。園外の活動を取り入れた体験をしていきたい。

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事実にとどまらず、広く深い学習
例：野菜作り
・野菜の栄養素
・数量
・季節感
・責任

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視野を広げる。
原因を追究、探求していく。
ディスカッションをして、色々な特徴や機能を知る。
実際に経験や体験をして学ぶ。

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視野を広げていく色々な機能や特徴を知る。
園外での体験をして学ぶ。（羊・じゃがいも）

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アクティブラーニング

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問いかけ、疑問を持ちどうやって答えを導くかを考えられるように視野を広げてあげる

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子どもたちのからの発信を受け、子ども達の好奇心を高める。
一つの項目において導入から変化と多くの概念を取り入れていく。

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・みんなで意見を出し合い、楽しく話し合うことが出来た。
・みんなで共感することが出来て、IBの理念に少し近づいた気がするので、明日はもっと学べるようにしたい。
・先生の優しい雰囲気のおかげで、楽しく学ぶことが出来た。
サンキュー

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みんなで意見を共有・共感できたこと。
現在幼稚園で行っていることの多くはPYPのフレームワークとほぼ一致していることを知って嬉しく思った。

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先生たちの名前を使った学習者像の振り分けが楽しかったです！
他のグループの内容が見られて勉強になった。

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This article is based on an example of listening to learning within a pre-kindergarten classroom and how teachers tuning into student voices helped to shape the direction of our inquiry into the transdisciplinary theme of 'How we express ourselves'.
Within our school in Suzhou, China, our pre-kindergarten learners shine brightly as leaders in their quest for understanding and experts in their play. As a co-teaching partnership, my colleague Anna and I understand that often our job is to listen to learning and to take our cues from what we hear.

As we began our inquiry into the central idea that "imagination extends our ability to think, create and express ourselves", Anna and I were supervising outside morning play and talking about how to get started. What provocations might we set up? What stories might we share? As we were talking, a most extraordinary thing was taking place, not five feet from us. One of our students had bent down in concentration, another had joined, and another, until a little group huddled closely, and the buzz of their excitement was reaching us. As I approached, one of our students exclaimed: "Look! Look what we found! It is a blanket from a fairy!" The "blanket" was a golden sweet wrapper, cradled carefully in the hands of a 4-year-old child. As I examined this treasure, our students began to add to the fabric of the tale. "There must be a fairy house nearby! Where could it be?", said one learner. "I hope the fairy is not cold without her blanket!", add another one. Little voices erupted around Anna and I, brimming with excitement and ready to seek out magic.

In The learner in the enhanced PYP communication, it is said that "agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn" (IB, 2017). Student agency is supported when teachers marry the interests, talents and skills of the children to the inquiry. Samuellson (2008) notes that play, initiated by children, is often separate to learning, initiated by the adults around them. Within the early learning framework of the PYP, there is a strong case to be made for teachers leveraging students' play and making it the foundation of inquiry, enhancing the status of play and celebrating the competency of children.

Immediately, we realized that the provocation we were seeking had come straight from the perspective and imagination of our learners. Immediately we sought books about fairies from the school library. Supporting our line of inquiry, which was to bring stories we read, share and know to life, we became consumers of fairy mythology. Designing clothes and homes, making beds and blankets, we gave life to our theory of fairies in our playground through shared belief. We naturally began to explore our second line of inquiry, imaginative use of everyday materials, as we played and built.

That evening, I painted a small fairy door and hung it on one of the trees. The next day at play, a shriek of excitement told Anna and I that it had been found. We began to sketch fairies, talk about who might live behind the door, and whether we could only see it now because the fairies knew we believed in them. When the fairies sent us a letter with ingredients for a magical potion, we mixed the ingredients and began to wonder if a small fairy school existed behind the door, where making potions and flying lessons were taught. Students talked, played, drew, sculpted and danced their ideas of what magic might exist around us. We effortlessly explored our final line of inquiry, which was different ways to express ideas.

It may be said that often times, we unpack our central ideas through looking at the words on a page or through a conversation without context. Had Anna and I ignored the voices beside us that fateful day in the playground, we could have had a very different inquiry. Our lesson that day was that the possibilities for magic and wonder that exist when we listen, trust and follow the leads of our students is simply phenomenal.
References:
Pramling Samuelsson, I. & Asplund Carlsson, M. 2008. "The Playing Learning Child: Towards a Pedagogy of Early Childhood". Scandinavian Journal of Educational Research. Vol. 52, issue 6.

Primary Years Programme. The Learner in the enhanced PYP. December 2017. http://blogs.ibo.org/sharingpyp/files/2017/12/2017-December-The-Learner.pdf
Niamh Price is from Ireland and has been teaching for ten years. She has been a pre-kindergarten teacher at Suzhou-Singapore International School in Suzhou, China for 6 years. Prior to this, Niamh enjoyed 4 years of teaching and working with children and families in different areas of Dublin, Ireland. Niamh holds a Masters degree in Drama in Education, with a research specialization in play and creativity in the early years classroom. She believes in the importance of establishing relationships with every student who crosses the threshold of her classroom and is committed to finding out not just what each child can do, but who they are. Creating environments that invite beauty, curiosity and collaboration is an essential feature of her practice.

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Listening to learning: Agency in the early years

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This article is based on an example of listening to learning within a pre-kindergarten classroom and how teachers tuning into student voices helped to shape the direction of our inquiry into the transdisciplinary theme of 'How we express ourselves'.

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This article illustrates the importance of listening to students' voices and the powerful learning that can happen when allowing them take the lead. Planning for inquiry
As we made our way through the first year of our Primary Years Programme (PYP) journey, teachers at Summerhill International School shifted their focus from planning a unit of inquiry with their teams to a collaborative process that included the learners' voices in the planner.
Listening to the students' voices
Our five-year-old class was exploring the central idea, Members of a community can cooperate to achieve their common goals under the transdisciplinary theme How we organize ourselves. During circle time, the students discovered that their teacher had gotten engaged during the break and were excited to hear about her wedding plans. Upon hearing that their teacher had not yet had the time to plan for her wedding, one learner said, "It's ok; we can help you plan". Everyone was very excited about that idea and the Wedding Project was born.
Letting students lead

One way of thinking of learner agency is when learners have the 'power to act'. When learners move from being passive recipients to being much more active in the learning process, and actively involved in the decisions about the learning, then they have greater agency.
~ Derek Wenmoth, CORE Education 10 Trends

The students started by thinking about what they needed to plan for the wedding. As they started to share their ideas, they decided that they needed some way to record and remember their thoughts. They recorded their ideas on cards and stuck them on the wall. A system to organize all the ideas and everyone's roles and responsibilities soon emerged as the students were readying to put their ideas into action. After a group discussion, the students decided to organize their ideas into categories and delegate who would be doing what.

As they got started, they began to take on roles within their wedding plan. The students negotiated their responsibilities with their friends, managed their own materials, and then chose a space to store their on-going project. They also used the calendar to manage their own time by counting how many days were left until the wedding party.
Putting it all together
After all of the wedding preparations for the bride, the students turned their attention to the ceremony and celebration events. They had decided that since they would not be able to attend the actual wedding, they would have a class wedding party with their teacher. This launched a new query into how people celebrate their weddings. The children took on roles as wedding planners by planning and organizing the schedule of events, the guest list, what to wear, and how to set up and decorate the room. They even found a way to make sure that the groom was present at the wedding!
What we learned
Throughout this unit, we witnessed the power of learner agency when we involve students in the planning process. Both students and teachers learned a great deal during this inquiry. With reflective dialogue the teachers realized the power of following the students' lead and how empowering this is when students have ownership over the direction of the inquiry, and are truly invested in what is going on. As teachers became more comfortable with the capacity of young learners to steer the inquiry, the depth and quality of the inquiry rose substantially.

At the beginning of our PYP journey, we tried to plan for student-led inquiry by filling in all the boxes in the planner without leaving room for the learners' voices in the planning. As a school that is new to the IB Primary Years Programme, we felt comfort in knowing that the unit was planned for and in a sense, "completed" before we began the learning. Now we have shifted our thinking to a having a planner that starts off with just a few good provocations and an inviting environment. This means that there is space for children's ideas in the planner. Student-led inquiry can only happen when we listen to and honor the children's ideas and take the time to plan the unit together.

Reference:

Wenmoth, D. (2014) "Ten trends 2014: Agency ". Edtalks. http://edtalks.org/#/video/ten-trends-2014-agency
Jenny Yan is the PYP Coordinator at Summerhill International School, and IB candidate school. She has been a PYP educator for seven years and is passionate about supporting the development of critical and creative thinking in learners.

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Supporting learner agency in the early years

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This article illustrates the importance of listening to students' voices and the powerful learning that can happen when allowing them take the lead. Planning for inquiry As we made our way through the first year of our Primary Years Programme (PYP) journey, teachers at Summerhill International School shifted their focus from planning a unit of inquiry with their teams to a collaborative process that included the learners' voices in the planner.

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Agentic learning in kindergarten | SharingPYP Blog

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PYP Blog `Exploring Living Things Through Inquiry`

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PYP Blog `Exploring Living Things Through Inquiry`

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This article showcases the concept of living things through the process of inquiry. It also reflects the constructivist approach where a child constructs knowledge through experiences gained by exploring the environment.
Play-based learning is always supported by inquiry. The entire process is led by the child, which is only possible when given space and time to explore, experiment, assess and ask the questions to augment knowledge.

My students were inquiring into a unit with the central idea: Living things have requirements in order to grow, change and stay healthy. We began the unit with a provocation corner with various seeds like kidney beans, chickpea, wheat and sunflower. The students soon questioned: "How will this small seed become a plant?", "How many days will it take to become one?", "We eat kidney beans, will they grow in our stomachs too?".

While playing in the garden, a group of students approached me with a ladybug which was still and had turned orange. The children were anxious as to why it had turned orange. "I think it is dead!" said one child.

For deeper understanding we invited parents to come to school to speak about caring for pets at home. Some parents also shared how they had lost their pets to sickness and age. Students soon theorized that all living things need care and why the ladybug may have died.

My students continued to stay fascinated with living things. For one of our mathematics engagements, students peeled pea pods and while peeling a child found a small green caterpillar, which triggered excitement and curiosity. Students spoke excitedly: "Hey, it is a caterpillar!", "It is a living thing, see it is moving!", "Is pea its food?".

The students decided to keep the caterpillar in a jar. We covered it with net to provide air and added some peas because they insisted that peas might be its favourite food as they had found the caterpillar in a pea pod. Slowly they found that the caterpillar had formed a cocoon around itself and thought it had died. This sparked a new question: "Why did it die when we gave it food and air to breathe?".

In order to help my students answer their question we read The Hungry Caterpillar by Eric Carle which helped them understand the life cycle of a caterpillar. To make a personal connection, I asked parents to send a set of 2 photos; one current and another from the time of birth. At first students were given photos from the time of birth, which only a few of them could recognize. When seeing their current photos, they were astonished that they had changed so much. They began to understand that they have a life cycle too, just like the caterpillar.

By just giving time and space, we can see students inquiring, questioning and struggling to reach understanding. This will not only strengthen their confidence, but also deepen their thinking and assessment skills. What my students learned from this inquiry will never be forgotten and will support them in applying these understanding in the future.

Reference:

Carle, E. (1969). The Very Hungry Caterpillar. United States. World Publishing Company.
Jessica Manglani is a PYP teacher at Pathways World School, Noida, India. She has over 3 years of experience as an educator, teaching Business Management to under graduates. Her desire to contribute at the foundation level landed me in primary teaching. Inquiry, experiment, instigate, curiosity words with different meaning and method to take on differently with age group of different levels, has expanded my thinking process and exposed me to new methods of teaching.

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This article showcases the concept of living things through the process of inquiry. It also reflects the constructivist approach where a child constructs knowledge through experiences gained by exploring the environment. Play-based learning is always supported by inquiry.

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自分の興味のあることを、自分で選び、先生たちも子どもたちがワクワクするような声かけをして、「もっと学びたい！！」という気持ちを育てる。

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グループA(ひろみ、きみこ、みかこ、あい)

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グループA(ひろみ、きみこ、みかこ、あい)

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・遊びを見守る
・いろいろなことを経験させる
・環境を整えてあげる

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グループB（YEN　かおり　安子　絵理）

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グループB（YEN　かおり　安子　絵理）

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普段の遊びの中で子どもが考えて次につながるように耳を傾け、自ら遊びを発展できるようにサポートする。

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あなたがエージェンシーとアクションについて持っている懸念に対処する方法について提案、戦略、アイデアを出して下さい。あなたの学校の 学習コミュニティがエージェンシーを理解するのに役立つ提案を考える。Come up with suggestions, strategies or ideas on how to address concerns you may have about agency and action.The idea is to implement  suggestions in your setting that would help the learning community comprehend agency.

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あなたがエージェンシーとアクションについて持っている懸念に対処する方法について提案、戦略、アイデアを出して下さい。あなたの学校の 学習コミュニティがエージェンシーを理解するのに役立つ提案を考える。Come up with suggestions, strategies or ideas on how to address concerns you may have about agency and action.The idea is to implement  suggestions in your setting that would help the learning community comprehend agency.

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1. 学生の主体性（エージェンシー）を育むために、どのような短期的または長期的な目標がありそうですか？

2. この分野での成功はどのように評価しますか?

3. 生徒が行動を起こすのを支援するために、どのような戦略を検討しますか?

4. 学び合う者のコミュニティーのどなたがあなたをサポートしてくれますか？

5. 学校外で行われる主体性や行動について、どのように情報を引き出せる

6. What short-term or long-term goals might you have for developing student agency?

7. How will you measure success in this area?

8. Which strategies might you consider for supporting students to take action?

9. Who from your learning community can support you?

10. How can you elicit information about agency and action that takes place outside of school?

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③言葉がけ、環境を整える、十分な時間、話し合い

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クエスチョン１：導入　探求　体験
クエスチョン２：表現として評価
クエスチョン３：　保育者が環境を整える事。材料の提供

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３、声掛けと話し合い、環境作り

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Collaborative Planning Process - Japanese

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Collaborative Planning Process - Japanese

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Collaborative Planning Process - English

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Collaborative Planning Process - English

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・グループワーク、ディスカッションを通して理解が深まってきました。

・実際に子どもたちと一緒に取り組んでみたいです！

・自己効力感が高まってきました！！

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・すぐに答えを出すのではなく、待つことや見守ることの大切さを学んだ。

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やってみたい事
ビオトーブ
段ボール遊び

子どもの考えを大切にし、沢山の体験をすることにより、保育者も共に成長していきたい。

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以前は仕上がった作品を掲示することが、普通だと思っていたが、今は作品の途中経過（未完成）の物を掲示するのもよい事だと気づいた。

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時間にとらわれてしまうこともあり、遊びの継続が難しいこともあった。
探求を深めるために、まとまった時間を用意することが大切。
学習体験の幅を広げるため、屋内・外の環境を整え柔軟性のある学習空間のサポートをしていく。（コーナー遊び）

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・以前は、単発的な活動だったけど、今は一つの活動に時間をかけ、子どもが自発的に考え行動することを大切にしたい。
普段取り組んでいるアクティブラーニングとIBのワークショップを通して気が付いた。

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資金を募る！！
遊びが続くような環境作り。

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子ども主体の空間の整備。
コーナーを上手く利用する。

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・広いお部屋の中で、遊び込める空間づくり

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PYPの理念と実践に対する私の理解はどのように進化しているか？このワークショップで学んだことを、どのような形で自分の学習や指導に生かすことができるか？このワークショップを通して、エージェンシーはどのようにサポートされ、育まれたのか？How is my understanding of PYP principles and practices evolving? In what ways can I apply learning from this workshop in my own learning and teaching?How is agency supported and nurtured through this workshop? 

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PYPの理念と実践に対する私の理解はどのように進化しているか？このワークショップで学んだことを、どのような形で自分の学習や指導に生かすことができるか？このワークショップを通して、エージェンシーはどのようにサポートされ、育まれたのか？How is my understanding of PYP principles and practices evolving? In what ways can I apply learning from this workshop in my own learning and teaching?How is agency supported and nurtured through this workshop? 