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E Excited about sharing my learning with coworkers. Creating new provocations for my students.
W Changes next year and having to start over. Worried I'm still not doing enough.
N To take time to revise my units and think about the big picture. Catch up on what I missed while being on leave this year.
S spend time reading more resources my IB.

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My understanding of concept-driven learning will help me phrase my questions and model my thinking. It will also help me with developing more open-ended provocations in my classroom.

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I really enjoyed this workshop and got a lot out of it!  Thanks for such an organized and insightful few days.  Hoping to see the beach during a future in-person FLIBS workshop.

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E:  Excited about tweaking my lessons & units to include all the great things I learned in this workshop.
W:  I am worried about the possible lack of cooperation at my school.
N:  I need to learn more about assessment and how to rewrite my IB rubrics.
S:  I feel motivated to continue learning about the aspects of IB that I feel less sure about.

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E: I am excited to share some of the new concepts that I took away from this experience with my colleagues.
W: I am a bit worried about the re-working of our school wide POI next year.
N: I want to continue learning about the concept based learning and true implementation of interdisciplinary curriculum.
S: I will plan to attend more IB professional development opportunities and collaborate more with the single subject teachers in coming up with more integrated lessons.

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Thank you so much for a wonderful and engaging workshop experience. I learned a lot about concept driven units. I hope to meet you in person one day.

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E: Cannot wait to finalize summer plans with my Coordinator.  I have some great direction now.
W: Keeping my teachers motivated to hit the ground running next year.
N: You town and cost of living:)
S: I am definitely going to push for the majority of my teachers to take this course. Thank you for clearing up so much for me. This was an amazing group to work with this weekend.

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Thanks again Lucy! I learned a lot and appreciate all you did. Good luck! :)

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E: Bringing my deeper understanding of concept-based learning back to the classroom and to my units as I revise them.
W: Not getting overwhelmed and knowing it's okay to do a little at a time.
N: How to have my assessments be more inquiry based.
S: I will keep learning, growing, and collaborating as my teaching shifts to more concept-based instruction!

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E. To rewrite my unit with a broader central idea.
W. I am worried about having the mind space to actually rewrite a unit.
N.  Assessments
S. Having more collaboration with specialists

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E: Using concepts to revise my central ideas.
W: I like to bite off more than I can chew but we go slowly revising units...I'm worried about using units I don't love!
N: Student assessment collaboration
S: I love the idea of giving the concepts to the students and see what central idea grows from them.

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After Sunday and Monday, I have a better understanding of concept-driven learning. I will be making some changes to my units this summer and in my classroom this fall.

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As I focus on my PYP units over the summer, I will have a much better grasp of how to write units that are not too specific and that connect to other subjects.

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My understanding of concept-driven learning will encourage my students to brainstorm and make connections without being limited by focusing only on subject specific facts and knowledge.

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I feel a lot more confident about my understanding and practice of concept-driven learners and my role of facilitating exploration and open ended questioning that isn't limited to just one discipline.

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I am wondering if there are visual thinking routines that can be done in Pre-K. I'd love more early years resources.
Lie- I speak Spanish
Truths- I have 2 dogs and I can tap dance.

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Truth-I ran a (half!) marathon
Truth-I like to fly (I used to be petrified of flying, but have gotten better over the years)
Lie-I was born in a different country (I was born in Michigan-my mother was born in a different country though-Liberia)

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I did help a cow when her calf was breech.
I bartended in Manhattan in the 90's. I am sure half of you were not born then:)
I was not born in Italy.

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My PYP Coordinator and I spent our few free moments today discussing how to structure our summer planning around concepts. I could not be more excited. Thank you everyone for sharing. You are all so talented, and I have learned so much from you all.

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I think everyone already heard mine, but just in case not, my lie was about my cat. She is the one and only Stevie Nicks!

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I will use what we discussed today as I rewrite one of our units with my grade level partner. I will also take my new ideas back to my students tomorrow and try to encourage their inquiry in a more conceptually-based way!

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Our discussions around concepts today really made me think about how I can better phrase my questions to my students in a way that will guide their inquiry and thinking towards concepts and ideas versus content.

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Here is my 2 truths and a lie.
I did grow up on a small farm.
I have driven and can drive a race car.
The lie was that I have been sky diving.

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I am ready and excited to rewrite my unit!  Thankful for the support given today looking at key concepts and related concepts.

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Concepts need to be broad to open up the door for true inquiry and student led learning.

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I had some really great conversations with both people I know, and people I don't (new friends) today! Our discussion around concepts and related concepts gave me so many new ideas and a better understanding of how these are interconnected, and their importance.

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My understanding of concept-driven learning impacts my learners because I am a guide for my students as they go through their journey of learning.

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I have deepened my understanding of concept driven learning. This workshop has really made me reflecting on how to pose questions to promote inquiry and self-regulated learners.

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Connection: Connecting what we've learned during PD to the classroom is so important to teaching.

Challenge: It can be challenging to both teach the concepts and still feel confident that the kids get all the content knowledge in - it requires quite a bit of faith in the students' continuation of their learning!

Concepts: Actively teaching the concepts, as opposed to having them hover around int he background, is so important when teaching IB.

Changes: One has to be willing to make changes in order to improve their teaching, which means not defaulting to the same type of assignment over and over. This can be kind of scary, but also important!

I chose this picture because teaching is something that we're always seeking to build up, build out, take apart, and reconstruct. Otherwise, it's no fun!

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Thanks for giving me the opportunity to talk to other teachers who understand. I feel a little more equipped to tackle this PYP.

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Connection: Collaboration! My team tries to collaborate as much as possible when planning units.

Challenge: In the early learner years, how can concept-based learning NOT include specific instruction to the knowledge? The early learners require more guidance to knowledge and learning while building the necessary skills to develop concept-learning.

Concept: Prioritizing wonderings of students rather than knowledge acquisition to teach how to think independently than giving answers.

Change: What's challenging is changing my thinking of learning from the facts-based to concept-based as a whole. I think I struggle to plan units as wholly conceptual and tend to add facts-based too heavily in areas of learning.

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I plan to look back at my units and analyze our concepts and themes. Many of our concepts are too specific and do not support the concept-driven learning and should be revised.

My lie is I've never been out of Florida (I've definitely been out of FL!)

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I can better plan for my students to guide and facilitate their learning towards inquiry and connections of "how do you know" "why is that" instead of "what do you know" questions and understanding of content.

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In my understanding of concept-driven learners, I view concept learning as more heavily based on questioning, reasoning and that inquiry within a range of subjects that can be applied in a multitude of units and knowledge.

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How can we start to really reach out to school leaders to make them understand that this is a process,? .

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How can we help our district and school realize that the IB model needs its own grading system? I also know that this way of IB needs it own way of completing lesson plans.

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I have begun to look at the first unit I have written. I have been looking at some of the misconceptions that I had in the plan. I will begin to change many parts of the unit.

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My concept of driven learning has now changed how I begin to look at what I am developing for my students. I understand how a concept will easily go across most disciplines to gain a deeper understanding.

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I have a better understanding of concept driven learning. My concept before this workshop was built more on skills than concepts.

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I wish there was some direct instruction on HOW to do concept based teaching. I feel competent practicing VTRs and reading the P2P but want actual knowledge from YOU or IB on how to lead with concepts!

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Connection: In my own education, so many things were about learning facts for a test.

Challenge: I find it challenging to balance meeting standards and being sure students understand content for tests and grades. I think it's a balance I can challenge myself to find.

Concepts: Concept based learning doesn't have to come from just me! This is super transdisciplinary and I should collaborate with our specialists.

Changes: Our lines of inquiry need to be changed to be more concept based.

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Connection: When reflecting on the traditional teaching model of memorizing facts, I can recall so many points in my own education where I was tested on facts that became meaningless after the exam. When I became an educator, I quickly realized that my students retained much more information and had a higher level of engagement when I taught the big picture of ideas rather than focus on fact memorization.

Challenge: Teachers are constantly balancing many roles and tasks in the classroom. My challenge is to find a way to inspire teachers to respond spontaneously to events that occur in the classroom that can promote agency.

Concepts:
"Written in a neutral voice, the central idea is defined
as a statement that concisely expresses understandings and connections of the chosen concepts." We need to examine our central ideas in all of our units for neutrality.

Changes:
"identifying authentic opportunities for thinking and responding like historians, athletes, artists,
scientists, and so on, within a unit of inquiry" Students have a natural inclination towards these areas, allowing them to explore the same learning as others, but through different lenses will further engage students in topics that may not have otherwise been engaging to them.

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Connection: Reflecting upon my instruction in regards to having the key concepts readily present throughout my teaching so that my students are not just memorizing facts but thinking beyond the facts stated in the lesson.
Challenge:
Finding different ways to instruct using concept-based learning as well as incorporating accommodations and modifications that that individual students may have into a lesson so that all students needs are met.
Concepts:
Having concepts be broad and allowing students to be allowed to answer questions related to them in an open-ended way provide students an opportunity to  express their thoughts without having to adhere to a specific format.
Changes:
One of my goals is to look at some of the ways that I instruct my students in regards to conceptual learning and see how I can have more opportunities and tools for students to have a wider scope of concepts.

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Connections: Every year I have least one student that asks why they have to learn xyz and how it will help them in the future. Now, teaching with concepts and backing away from specific skill achievement will create lifelong learners.
Challenge: Not so much a challenge, but more of a wondering how to create an understanding of how to meet the needs of our state/district while also giving our students the best IB experience.
Concepts: The difference between facts and concepts and making connections to concepts across subject areas
Changes: All of this is a big change from what I've been taught to do, but I'm excited to make these changes to do what's best for kids!

I chose this photo to represent the concept being the mountain while the filters represent the different perspectives gained through subject areas and experiences.

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Connections:  As an art teacher, I connect to the work of balancing concept-specific knowledge/
skills with larger conceptual ideas.  Sometimes I struggle with this balance.  There is often a tension between content-specific mandates/ testing from school districts and the IB approach to teaching conceptual understandings.
Challenge:  I don’t have any challenges to the text.  The only response I have is that creating a seamless integration of subjects is a challenge in itself and can only be achieved with a lot of collaboration, buy in, and hard work.  The text makes it sound easier to achieve than it truly is.
Concepts: Range of perspectives, big ideas, facts are not the end goal, breadth, depth & understanding, conceptual understandings are the aim of a unit, engagement with global challenges & opportunities.
Changes:  Illuminating larger, more integrative ends, facilitating students’ understandings, exploring questions from multiple subjects when possible, central ideas that are transferable to many different contexts for every unit, working with other teachers in the building to integrate subjects.

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Connection:  Through this IB journey, I have been challenged to support a shift from fact-based to concept based thinking in a school/district that is curriculum dependent.

Challenge:   While there are many ways that IB frees us from the constraints of traditional skill-based instruction, we are still expected to demonstrate accountability under that traditional umbrella. I would challenge the text to provide practical examples of how to connect the concept-based thinking directly with the standards that we are bound by.

Concepts:  I understand that concepts are open-ended! Inquiry will flow naturally when concepts are made a central focus.

Changes: I am pondering ways to redesign my support so that I can help my teachers to make more connections with concepts instead of their curriculum directions.

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I will be revising all of my units this year and rewriting one. I plan on taking my knowledge of concept-learning from this course and apply it to my new unit.

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Connections: Concepts are important in culturally diverse classrooms. The more broad and universal a concept is, the more likely all students will be able to connect with each other, share their experiences, thoughts and perspectives.

Challenge: I don’t disagree with the text, however I struggle with how I’m going to teach both state standards and concepts. Both are necessary, but fitting it all together is challenging.

Concepts: The central idea should be abstract enough to transfer across subjects and allow all students to connect their prior knowledge in some way. .

Changes: I will be going back and looking at my central ideas and rethinking how they can be more conceptual. Possibly my lines of inquiry as well.

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Connections:  I connect with this because I think and learn in concepts!  I don’t think I realized it fully or could articulate it clearly until this workshop.

Challenges:  Not in the article per se but I will need to challenge myself and others to fully embrace this in the classroom and not lean on content/curriculum so much.  More dismantling of content/curriculum and piecing it together in different ways that may not be linear in nature.

Concepts: Central ideas need to be general enough to allow for conceptual work to happen. The disciplines all intertwine and make something stronger together.

Changes:  I need to redo MANY central ideas to allow for more conceptual learning to happen and happen in a meaningful way.

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Connections: I connected with the juxtaposition between concept-based and fact-based learning. I had been struggling to really understand what this meant, but seeing the differences in the two laid out in simple terms REALLY helped me to connect and understand what concept based learning truly is (and is not).

Challenge: I didn't necessary find a challenge I wanted to argue with or disagreed with in the text. However, I think a challenge in general for me with concept-based learning is finding the time to do it (well!) and balancing that with a multitude of state and district mandated requirements.

Concepts: All the concrete ideas (concept maps, observation cards, bus stops, etc.) given at the end of the Concepts document are going to be incredibly helpful and I love having tangible ideas I can hold on to and use.

Changes: Just the need to overall/generally change my teaching from fact-based to much more concept-based- this is my new big goal!

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Connection: Concepts lead to deeper disciplinary and trans-disciplinary understanding.
Challenges: State mandated curriculum vs concept based learning.
Concepts: Concept-based learning moves beyond facts and leads to breadth and depth of understanding.
Changes: The trans-disciplinary principle offer students a broad, balanced, conceptual
and connected learning experience. It consists of units of inquiry that span across,
between and beyond subjects at each year level.

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Connection: Everything is interconnected
Challenges: Recognizing patterns in a central idea.
Concepts: Big broad central idea.  And inclusion of specialists.
Changes: Thinking about a central idea being written in a neutral tone.

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I love that you have been modeling agency by giving us choice in so many of the activities.

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Connections: It takes time as an educator to grasp how to turn topics into concepts. It can sometimes feel like organized chaos.

Challenges: Converting prescribed or mandated curriculums to having a concept-driven focus/lens.

Concepts:  The central idea should be broad to promote inquiry, critical thinking, and be able to transfer to different contexts.

Changes:Getting single subject teachers to not just do activities related to students UOI, but to be sure those lessons/activities are teaching or furthering student ATLs and concept understandings.

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My grade level partner and I are rewriting one of our units soon, and I am excited to bring back a lot of what I've learned today to those discussions!

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I understand now that concepts are broad, sometimes abstract, organizing ideas that build understanding (like a bridge) across and beyond subjects. I will frame my thinking accordingly as I try to make my teaching more concept-based versus specific content/standards directed.

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The readings today definitely deepened my understanding of what concept driven learning is. Lots of good stuff in that folder that I'm excited to go back and read again/more thoroughly!

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After listening to some conversations today, I wonder how the IB model coexists with the traditional educational model where teachers teach different subject areas as oppose to truly immersing into the interdisciplinary model?

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I came up with more tangible ways to have to visual thinking routines.

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I feel as though this training has evolved from 5 years ago. I am wondering if they all have changed. If so, has assessment changed?

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I look forward to sharing the different tools with my teachers in a staff meeting. Every staff meeting I implement some new strategy for them.

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Taking this workshop before I write PYP art units over the summer is really good timing. In the past, my school coordinator asked the single subject teachers at my school to write only MYP art units. This summer I will write PYP art units and include the knowledge I am gaining in this workshop.

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My PYP Coordinator and I discuss the areas in which the teachers need support. Only a few continue to struggle. The students makes connections all day long because of their understanding of concepts.

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During teachers collaboration meetings, I observe the discussions on how to take the state standards and look for underlying concepts. My teachers have a solid understanding, but I am planning to send a few to this training.

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My understanding of concept-driven learning is increasing as I move forward in this workshop. My students will gain from the knowledge I am gaining here. As I write PYP art units over the summer, my better understanding of concept-driven learning will benefit my students this coming fall.

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I think that I am getting valuable information from this workshop and am gaining a better understanding of concept-driven instruction/learning. I have included it more often in my MYP art classes and am looking forward to including it more often in my PYP classes.

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Reflecting on Day 1, I can't wait to sit down with my co-teacher and discuss how to revise some things in our plans and practice.  Also, even with a state testing week I want to try Menti!

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I would like to take the concepts that I am learning in this workshop and apply them to my ongoing planning with my team and teaching. I will definitely be using the strategy building bridges with 3-2-1 activity and the connect, extend, challenge strategy that we used using flipgrid.

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I am realizing that I need to model more thinking strategies when working with my teachers to help make with the shift to IB and concept-driven learning. I am especially excited to use more of the protocol activities.

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Currently, my coaching practice is focused primarily on understanding our standards and implementing strategies for engagement and inclusion.  I am still working out my role along side our IB Coordinator to effectively support teachers with planning for concept-driven learning.

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I have a better understanding of the importance of guiding learners through the process of thinking and making connections. Thinking about the principles of assessment and role assessment plays in the learning process especially resonates with me. As we move forward this weekend, I am looking to build on my menu of practical application strategies to share with the teachers I support.

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Working with multiple grades, I feel that I have a decent grasp on concept driven learning but would like to strengthen my understanding-having the resources from this workshop and listening to others I know will help me engage my students in their learning.

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1.) What is some advice that you would offer to staff at a school that just applied for candidacy?
2.) Which aspects can be done immediately (before starting the new year) and what has to be developed over time?
3.) We mentioned rubrics as a way to assess, but facilitation grids came to mind as well when thinking about teams planning with the end in mind. Have you seen this work before?

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This IB adventure is just starting for our school, but this training has already given me so many new perspectives and ideas that I can share! I will definitely be taking back awesome engagement strategies and ways to collaborate to make this work happen.

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After day one, I'm realizing more and more the importance of a strong culture around concept driven learning that is needed to make such great work happen.

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Concluding day 1, I feel excited for our school to take this journey into doing what's best for students as we wait for approval to be a candidate school!

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I know that some of the tools/knowledge I've been given today will help me implement more concept-driven learning strategies in my classroom with positive impacts to my young learners!

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Reflecting on Day 1, I plan to focus on how to teach for understanding and engage my students in true meaning-making (as well as research these concepts more in order to fully understand and embrace them).

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After Day 1, I feel that I understand the idea of concept-driven learning and learners a little bit better than I did yesterday. I'm looking forward to learning even more tomorrow.

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In the old IB curriculum center teachers uploaded sample documents (although not vetting, quality varied).  Will the newer MyIB be offering something like that?  

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In the old IB curriculum center teachers uploaded sample documents (although not vetting, quality varied).  Will the newer MyIB be offering something like that?  

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(Models, concrete examples of POI, planners, lesson design, etc)

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Is there a place to find these different routines / structures listed?

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After Day 1, I am excited to implement concept maps in my classroom. Another suggested idea I plan to use is the Kagan Structures. Also, menti - so fun!

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I will use my learning from this workshop to help build my toolkit of knowledge and grow as a teacher. I will also use the tools learned to help collaborate with my team as we've had many changes made for teacher teams for the upcoming school year. This will help us become prepared as a unified team!

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How can I teach the understanding of concept-driven learning if I myself don't know it? I want to build my skills so I can help make stronger my students' skills in this learning approach so we can think critically and diversely.

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As it is my first year at an IB school, I have a lot to learn and absorb. I am excited to learn more and apply new concepts in the classroom.

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As an 5th grade teacher whose grade level partner needed a BIG change in life so she is moving to Florida (sob) I will work to embed my learning in the coming year's plans and as we rework unit plans together as a school. I will also share my learning and experiences with my students and adjust our final weeks of learning together to reflect my new understandings as best as I can.

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I believe my students benefit from my ability to help them tease apart ideas and "reassemble" them and also from the connections we make between concepts. They will benefit much more as I become more able to plan and reflect our learning in the IB planners and through specific IB focused concepts.

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I feel fairly strong in the idea of concept driven learning having been in an inquiry focused school before my current school.  I am currently shifting my understanding and focus to the IB ideas of concept driven learning.

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I will take this learning back to my IB coordinator and admin/teacher teams to plan and collaborate our school's next steps in becoming a PYP school.

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I know from my reading and research throughout my school's time applying for to be candidate school that concept-driven learning is essential to making meaningful connections to our students lives. I'm excited to also gain through experience and these trainings.

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I am just now diving deeper into my understanding. I'm looking forward to learning so much more!

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As an MYP & PYP art teacher, the learning I take away from this workshop will help me to better collaborate with classroom teachers. It will also help me to write better PYP art units which I plan to do over the summer.

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My understanding of concept-driven leaning helps my students to connect the dots between their different classes. It allows them to think holistically.

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I feel good about my understanding of concept-driven learning. I think I can definitely learn more and be more consistent with my concept-driven approach to teaching.

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I plan to take the ideas that I learn in this workshop and apply them with my team during our planning sessions as well as my daily practice. I also plan to broaden my understanding of the concept driven learning in order to have a better understanding of the IB.

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My understanding of concept driven learning impacts my students in several ways. My understanding of the concepts will impact their understanding and implementation of the concepts. When we plan a new unit of inquiry our understanding of the concept driven learning will impact our planning which will ultimately impact our student learning.

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I feel more confident about my understanding of the concepts - driven learning than I did a year ago, but I am still learning how to fully understand and implement them in my daily practice.

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I still have lots of learning to do! We were recently authorized, and I have been on maternity leave this year, so I am feeling a little IB “rusty”. There is so much to cover when writing and teaching units, and last year I focused more on ATL skills and student agency. I hope to have a better understanding of concept-driven learning going into next year.

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I would like to take away ideas and concepts learned during this workshop and be able to apply to my current teaching as well as future planning in the upcoming school year.