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Hi! I am Jaya . I am a Grade I Homeroom Teacher with 11 years of experience across IB PYP, Reggio Emilia, IEYC, and CBSE in Early Years Education. I create engaging, play-based learning experiences where children explore, express, and build confidence. My approach involves being a child in the classroom—learning alongside students and fostering curiosity. I contribute by bringing best practices from multiple curricula to create dynamic, developmentally appropriate learning environments.

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I am Sneha Jain, a dedicated and experienced teacher with 7 years in the education industry, including 5 years of teaching experience, primarily at Turtles School. I joined this organization 6 months ago. My passion for educating and strong commitment to fostering student growth and success drive me every day. I am skilled in creating engaging and interactive lessons that cater to diverse learning styles. I possess excellent communication and interpersonal skills, with a proven ability to build positive relationships with students, parents, and colleagues. I am also committed to ongoing professional development to stay updated with the latest teaching methodologies and educational resources.

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I am Kashish Jain a passionate Educator and Learning Facilitator, with over eight years of experience in the education sector, I have had the privilege of nurturing young minds at the Jayshree Periwal Group of Schools for six years and Alpine Convent School, Gurgaon, for nearly two years. My journey as an educator is driven by the unwavering belief that learning should never be compromised, a passion that led me to freelance during the COVID-19 pandemic, ensuring that students continued to grow despite the challenges.

I firmly believe that education extends beyond textbooks—it is about fostering curiosity, creativity, and confidence in children. My teaching approach encourages exploration, critical thinking, and a love for learning in a nurturing and engaging environment. By integrating innovative methods and hands-on activities, I strive to make learning meaningful and enjoyable for every child.

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I am Ruchi Pandey, an experienced Early Childhood Educator with a passion for inquiry-based learning and holistic child development. Currently, I work as a KG2 Homeroom teacher at The Kulish School, Jaipur. Before this, I served as the Head of Early Childhood Education at Raghav Global School, Noida, where I played a key role in curriculum planning, teacher training, and organizing engaging learning experiences for young learners.
I have conducted Jolly Phonics workshops for teachers, helping them enhance early literacy skills in children. My teaching approach is deeply rooted in hands-on, play-based, and experiential learning, ensuring that children develop foundational skills in an engaging manner. I have organized various school events, including literacy fests, interschool competitions, and cultural celebrations. I believe in fostering strong parent-teacher partnerships and have introduced initiatives like structured storybook circulation to encourage reading habits among young learners.

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I am Dr. Brij Mohan Upreti, a dedicated plant biologist with over six years of teaching experience, including ten months as an International Baccalaureate (IB) educator, and five years of research expertise. My academic contributions include 36 research papers published in UGC, Scopus, and NAAS-indexed journals, along with 8 book chapters, 2 authored books, and 4 edited volumes.

As a Fellow of the Bose Science Society and a recipient of multiple awards, I have guided M.Sc. dissertations and hold a patent for my innovative research. I also serve as a reviewer and section editor for esteemed journals, demonstrating my commitment to scientific excellence. During my tenure as a research fellow in a UGC-funded project, I conducted extensive phytochemical and genomic studies on Ginkgo biloba, a rare and significant plant species.

I am an active member of four national scientific societies and serve on the IUCN Commission (WCPA/CEESP/CEM/CCC), contributing to global conservation efforts. With a passion for advancing biology through research, innovation, and education, I strive to foster collaboration and knowledge-sharing on an international scale.

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An experienced academician and technology expert with 9 years of experience in engineering institutions and 2 years as a Manager at CollegeDekho. Holding a postgraduate degree in VLSI, he possesses deep expertise in electronic projects and technological advancements. His proficiency spans circuit design, embedded systems, and semiconductor technology. He also has published 15 research papers & edited 5 books as chief editor and he was received ₹1 lakh grant from AICTE under the Student Club initiative. I am having 6 month experience in school education as STEM teacher.

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With over 13 years of experience in the field of education, I am a dedicated and passionate teacher committed to fostering a dynamic and engaging learning environment and  continuously strive to bring innovative teaching strategies into the classroom.

I hold a Master’s degree in Education and have successfully completed the Cambridge International Course for Teachers and Trainers. My teaching journey includes a decade at The Winchester School, Dubai (part of GEMS Education), followed by two years at Jayshree Periwal Global School (JPGS), Jaipur.

Currently working as PYP3 facilitator and I am passionate about integrating technology in our day to day curriculum.

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Hi my name is Nitin Kumar, and i am a passionate and dedicated Physical Education Educator with over 10 years of experience in athlete development, curriculum design, and performance assessment. With a proven track record of leading students to win 500+ medals at national and international levels, I bring a wealth of knowledge and expertise in sports coaching, biomechanics, sports science, and strategic coaching. I am a 3rd DAN Black Belt in Taekwondo and certified by the IOC, WADA, and Athlete 365 in Sports Coaching, Injury Prevention, Anti-Doping Compliance, First Aid, and CPR.

In my first year as a PYP PE Educator, I am committed to applying my extensive experience in developing structured lesson plans, skill progression models, and data-driven evaluations to enhance student learning in physical education. I aim to foster not only physical skills but also personal growth, focusing on each student's unique development journey. My goal is to create a safe, supportive, and engaging environment where every child can experience the joy of movement, build confidence, and develop a lifelong appreciation for physical activity.

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https://blogs.ibo.org/sharingpyp/?s=Developing+approaches+to+learning+(ATL)&submit=Search

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For example: "What do you think inspired the writer to come up with such designs? (perspective)

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Please post your photograph(s) below. In the comment section, type a question and classify your question into one of the seven key concepts.

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Please post your photograph(s) below. In the comment section, type a question and classify your question into one of the seven key concepts.

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1. Connect: How do we go from global issue to central idea?

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Preparing for the new PYP Subject Guidance

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Preparing for the new PYP Subject Guidance

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You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.

Using Six Thinking Hats®, you and your team will learn how to use a disciplined process which will...

Maximize productive collaboration and minimize counterproductive interaction/behavior

Consider issues, problems, decisions, and opportunities systematically

Use Parallel Thinking as a group or team to generate more, better ideas and solutions

Make meetings much shorter and more productive

Reduce conflict among team members or meeting participants

Stimulate innovation by generating more and better ideas quickly

Create dynamic, results oriented meetings that make people want to participate

Go beyond the obvious to discover effective alternate solutions

Spot opportunities where others see only problems

Think clearly and objectively

View problems from new and unusual angles

Make thorough evaluations

See all sides of a situation

Keep egos and "turf protection" in check

Achieve significant and meaningful results in a less time

Significant Applications for the Parallel Thinking Process of Six Thinking Hats

Leadership Development

Team Productivity, Alignment and Communication

Creative and innovative thinking

Meeting leadership and decision making

Product and Process Improvement, and Project Management

Critical, Analytical Thinking and Problem-Solving

Organizational Change/Performance

Wherever High Performance Thinking and Action is needed

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You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.

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Learn what a visual metaphor is and how they are used. Review the definition, their effectiveness, and examples of visual metaphors in art and advertising.

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What Is a Venn Diagram?

A Venn diagram is an illustration that uses circles to show the relationships among things or finite groups of things. Circles that overlap have a commonality while circles that do not overlap do not share those traits.

Venn diagrams help to visually represent the similarities and differences between two concepts. They have long been recognized for their usefulness as educational tools. Since the mid-20th century, Venn diagrams have been used as part of the introductory logic curriculum and in elementary-level educational plans around the world.

Key Takeaways

Understanding Venn Diagrams

Venn diagrams are useful for illustrating how different concepts or factors intersect with one another. They can show, at a glance, how things are similar or different and where and how they overlap. Often, the center of a Venn diagram (the intersection of two or more circles) represents some nexus or main idea that can be decomposed into the various other circles, with labels on the outer portions more general and distinct ideas than those toward the center.

The overlapping areas can also be used to show where two otherwise disparate contexts share commonalities. For instance, in the example diagram below we see that while the urban and rural contexts are distinct with their own set of acivities, they also do share sporting events.

Venn Diagram Components

While there are many ways to organize a Venn diagram, they most often consist of overlapping circles. Each circle by itself represents a set, which may include ideas, concepts, numbers, or objects.

When circles overlap or intersect, those sub-sets that are shared are known as a union or intersection. Areas that don't overlap show differences between sets, and a complement set refers to everything not shared by a particular set or sub-set.

The History and Origin of Venn Diagrams

The English logician John Venn popularized the diagram in the 1880s. He called them Eulerian circles after the Swiss mathematician Leonard Euler, who created similar diagrams in the 1700s.

The term Venn diagram did not appear until 1918 when Clarence Lewis, an American academic philosopher and the eventual founder of conceptual pragmatism, referred to the circular depiction as the Venn diagram in his book A Survey of Symbolic Logic.

Venn studied and taught logic and probability theory at Cambridge University, where he developed his method of using diagrams to illustrate the branch of mathematics known as set theory. He published a precedent-setting work, The Logic of Chance, which explained the frequency theory of probability. In it, he argued that probability, contrary to popular assumption, should be established based on the regularity with which something is predicted to occur. In another book, Symbolic Logic, Vennbuilt on and developed mathematician George Boole's theories on algebra. This work helped him develop the Venn diagram.

Applications for Venn Diagrams

Venn diagrams are used to depict how items relate to each other against an overall backdrop, universe, data set, or environment. A Venn diagram could be used, for example, to compare two companies within the same industry by illustrating the products both companies offer (where circles overlap) and the products that are exclusive to each company (outer circles).

Venn diagrams are, at a basic level, simple pictorial representations of the relationship that exists between two sets of things. However, they can be much more complex. Still, the streamlined purpose of the Venn diagram to illustrate concepts and groups has led to their popularized use in many fields, including statistics, linguistics, logic, education, computer science, and business.

Examples of Venn Diagrams

A Venn diagram could be drawn to illustrate fruits that come in red or orange colors. Below, we can see that there are orange fruits (circle B) such as persimmons and tangerines while apples and cherries (circle A) come in red colors. Peppers and tomatoes come in both red and orange colors, as represented by the overlapping area of the two circles.

You might also draw a Venn diagram to help decide which of two cars to purchase. The Venn diagram shows the features that are exclusive to each car and the features that both cars have.

Below, we see that Car A is a sedan that's powered by gasoline and gets 20 miles per gallon, while Car B is a hybrid, gets 40 miles-per-gallon for mileage, and is a hatchback.

The shaded region where the two circles overlap shows the features that both cars have in common, which include a radio, four doors, Bluetooth capability, and airbags.

The Venn diagram graphically conveys the similarities and differences between the two cars to help decide which to purchase.

What Is a Venn Diagram in Math?

A Venn diagram in math is used in logic theory and set theory to show various sets or data and their relationship with each other.

How Do You Read a Venn Diagram?

A Venn diagram is read by observing all of the circles that make up the entire diagram. Each circle is its own item or data set. The portions of the circles that overlap indicate the areas that are in common amongst the different items whereas the parts that do not overlap indicate unique traits among the item or data set represented by the circle.

Why Are They Called Venn Diagrams?

They are called Venn diagrams because the diagram was developed by John Venn, an English logician.

What Is the Middle of a Venn Diagram Called?

The middle of a Venn diagram where two or more sets overlap is known as the intersection.

Does a Venn Diagram Always Use 2 or 3 Circles?

While often employing a pair or triplet of circles, Venn diagram can use any number of circles (or any other shape) to show the differences and intersections of different sets.

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What Is a Venn Diagram? Components, Examples, and Applications

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A Venn diagram is an illustration that uses circles to show the commonalities and differences between things or groups of things.

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Clock Partners Instructional Strategy - Tales from Outside the Classroom

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Clock partners is a valuable classroom engagement strategy that helps you create differentiated partnerships quickly and easily.

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Hi everyone!

My name is Corita Silapan, but please feel free to call me Corita.

I am currently based in Jakarta, Indonesia, and I’ve had the privilege of living in this beautiful country for almost 21 years.

Before being introduced to the PYP, I was a preschool teacher at a Montessori school and later taught primary students at a Singapore school. My journey with the PYP began in 2007, and for the past 18 years, I have been fully immersed in this educational framework. I also serve as a face-to-face workshop leader, a member of site visit teams, and have facilitated online workshops since 2013. Working with talented educators like you from across the world is something I truly enjoy.

Outside of my professional life, I am a devoted mother to two wonderful daughters and cherish spending quality time with my family, especially on weekends, with my husband and kids.

I’m excited about facilitating this workshop, as it provides a unique opportunity to learn alongside incredible educators. I’m really looking forward to embarking on this learning journey with all of you.

I can’t wait to meet you on April 4!

Warm regards,
Corita

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Kindly post your name, current school role, your story as an educator, your expertise, professional passions and the general contributions you can make to your team.

If you are a new PYP teacher, please reflect on your understanding so far - how this school experience differs from others you may have had.

Engage by writing a post, uploading photos or drawings or adding a video.

Looking forward to meeting you all here (initially :-)).

Best Regards,
Corita

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(Please make a copy) Use this to help you think about possible resources to design learning environment.

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(Please make a copy) Use this to help think about your surrounding resources to design a learning space.

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https://blogs.ibo.org/blog/2015/12/19/a-room-with-a-view-to-learning/

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Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

In addition to good lighting, air quality, temperature and sound, researchers found that outdoor space can stimulate a range of different developmental areas: as well as encouraging social skills including empathy, it may positively affect cognitive and physical development.

Student input is important, too. The study identified a sense of ownership as one of the top three influencing factors of classroom design. When students feel ownership of the classroom, through displays of their work, this can lead to greater participation and involvement in the learning process.

Colourful environments have significant effects on learning and wellbeing, according to the study. Plain surroundings tend to under-stimulate students, which can lead to restlessness and difficulty concentrating. Over-use of very bright colours, however, can also negatively impact learning, so it's important to strike a balance in terms of visual complexity.

Goodbye, rows of desks!

Three years ago, a professional development conference inspired Adam Turner, a PYP teacher at Prairie Waters Elementary School, Canada, to transform his classroom. Where previously students sat at rows of desks, they now sit in groups at large tables, or on a carpeted area with cushions and two comfortable chairs, depending on discussions. "Our discussions are much more enriching," says Turner. "More often, students don't sit at their desks."

Meanwhile, Ben Toettcher, Director of educational company Skola Group, based the classroom design of Newland College, UK, on a Harkness-inspired round-table set-up. Desks with seating for 14 MYP students are arranged in an ellipse - or oval shape - with a console in the middle, similar to a boardroom. Teachers can switch between direct instruction, using the console, and whole class discussions.

"The main feedback we get from students is that they feel they are heard," says Toettcher. "Since we opened the school at the start of September this year, certain students have become visibly more confident. Parents are especially happy that, with this set-up, it is impossible for their children to feel lost in a class and disengaged."

Asking the students

Harnoop Bhogal, PYP Coordinator, and Olivia Shilvock, PYP teacher, both at the International School of Siena in Italy, have asked their grade 5 class to redesign their classroom for a unit on identity and learning styles.

To see how they learn best for different activities, the room has been sectioned into different zones, including a daylight area; a comfortable seating area with clipboards; a personal display space where the students can add objects throughout the unit; a music station with headphones; and a mathematics area, which is sometimes split to include a science area.

"The students have shown a very sensible approach to the new space," says Shilvock. "I did think that they would all want to sit on the cushions and fight over the headphones but they are already showing different preferences and making suggestions. Some went straight for the mathematics area and started to 'play' with the items there, some went straight to the light area and said they loved it, some went for the music. It was a lovely reaction."

But careful consideration has to be given to the display of certain objects. A study led by the University of Washington discovered that symbolic objects can reinforce gender stereotypes and can cause diversity and inclusivity difficulties. For example, researchers suggested that prominently displaying pictures of past US presidents - who are uniformly white and male - represented a negative stereotype for females and minorities.

Resisting change

Although change is exciting, it isn't always easy.

There is an adjustment period at the beginning of each year, says Turner. Not having a designated storage spot at their desk or a set seat each day is a shock for many new students.

But, as they become accustomed to their environment, students question how they learn best. "Most students gain a better understanding of when is a good time to sit in groups and work or when they need to focus on their own and find a quiet spot," says Turner. "We reflect on which subjects and learning times are best in big groups at a table, and which are best in their own individual realm."

Flexibility must be a key design requirement within school builds, according to the University of Salford study. Classrooms with clear breakout zones were found to have a positive impact on learning. But separate zones, away from the classroom, appear to be ineffective.

Turner rearranges his classroom depending on the lesson. "The large tables allow students to work in groups with ample room, as well as act as good 'staging areas' for sharing work. If we need a large space to convene for class discussions and activities, the tables are easy to move," he explains.

"When students recently shared their mid-unit assessment, we made a 'circle' of the tables - presenters on the inside, observers around the outside."

Teachers no longer feel they are tied to a one-size-fits-all classroom. For many, the traditional row of tables facing a chalkboard is no longer fit for purpose. As well as looking creative, comfy seats on a colourful carpet might be the beginning of a more collaborative way of working.
Tell us how you've changed your classroom and how this has impacted your students' learning: email editor@ibo.org

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Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

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ATLs - graphic overview (orenjibuta on X)

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ATLs - graphic overview (orenjibuta on X)

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PYP: From principles into practice: Collaboration

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PYP: From principles into practice: Collaboration

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Please post your headlines on collaboration here.

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Collaborative planning process for learning and teaching

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Collaborative planning process for learning and teaching

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Day 2 reflection: I used to think but now I think...

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Day 2 reflection: I used to think but now I think...

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Think #2: What is your new definition of transciplinary learning?

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Think #2: What is your new definition of transciplinary learning?

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Think #1 (Provocation for Transdisciplinary learning)

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Think #1 (Provocation for Transdisciplinary learning)

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What is your initial definition of transdisciplinary learning?

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Please note your attendance in the Google Sheet here!

N.B. If not noted, the IB will be unable to issue your certificate.

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David Bridger (Year 6 LET Teacher at RCHK)

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David Bridger (Year 6 LET Teacher at RCHK)

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Hi, I’m David. I am originally from Devon in the South West of the UK. I have been teaching for about fifteen years. I have worked across the Primary age-range in mainstream primary schools and in special needs schools. I taught in Bangkok, Thailand for two years before moving to Hong Kong in 2022. I worked at Jockey Club Sarah Roe School as a class teacher before starting my current role as the Learning Enhancement Teacher in Year 6 at Renaissance College. This is my first year teaching the PYP so I am really excited to learn more about the IB system.

In my free time I love to travel and to read. I also enjoy running and watersports such as swimming, sailing and surfing. I am looking forward to meeting and working with everyone!

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These are the conceptual understandings for our workshop.

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Post your questions or wishes here.

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Use printout or any notetaking method.