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PYP Early years series: Documenting learning (ep. 3) | SharingPYP Blog

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In the final episode of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, two early years educators who have worked in local and global contexts, to explore some of the opportunities and tensions for educators around the…

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1. Engage: What’s collaborative planning and reflection like?

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I have made some PYP Graphics to share:

The most significant and distinctive feature of the IB Primary Years Programme are the six transdisciplinary themes
These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and
effectively allow students to "step up" beyond the confines of learning within subject areas.

Inquiry into the nature of the self;
beliefs and values; person, physical, mental, social and spiritual health;
human relationships including families, friends, communities, and cultures;
rights and responsibilities;
what it means to be human
Where we are in place and time
Inquiry into orientation in place and time; personal histories;
homes and journeys;
the discoveries, explorations, and migrations of humankind;
the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives
How we express ourselves
Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values;
the ways in which we reflect on, extend and enjoy our creativity;
our appreciation of the aesthetic
How the world works
Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies;
how humans use their understanding of scientific principles;
the impact of scientific and technological advances on society and on the environment.
How we organize ourselves
Inquiry into the interconnectedness of human-made systems and communities; |
the structure and function of organizations;
societal decision-making;
economic activities and their impact on humankind and the environment
Sharing the planet
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things;
communities and the relationship within and between them;
access to equal opportunities;
peace and conflict resolution.

Feel free to download full-size posters here:

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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transdisciplinary themes posters - Educationist

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I have made some PYP Graphics to share: The most significant and distinctive feature of the IB Primary Years Programme are the six transdisciplinary themes

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Grade 3 Curriculum Map SY 23-24 (Updated Units of Inquiry) (1)

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1. Connect: How and where is inquiry happening?

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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PYP-Cat 3-The role of physical education

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Dear Participants, Hope you're having a good day! I am Shikha Ahuja, and I will be your workshop leader for the upcoming PYP-Cat 3-The role of physical education ' workshop scheduled for the 7-9 June 2024. I request you to please fill out this survey form to facilitate a better delivery of this workshop.

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Supporting Agency through planning and assessment 

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Supporting Agency through planning and assessment 

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Learners in an Assessment capable culture 

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Learners in an Assessment capable culture 

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PSP Approaches to Assessment (0404) Page 9 

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PSP Approaches to Assessment (0404) Page 9 

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Collaboratively designing a programme of inquiry - page 3 

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Collaboratively designing a programme of inquiry - page 3 

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This model was created by Terry Borton as a group facilitation technique in the 1970s before it was popularised as a reflective tool for clinical healthcare practitioners in the 1980s. Since then, it remains a simple and effective reflective, learning, and communication technique.

The What? So What? Now What? approach involves asking 'what' happened by describing the facts of an event; 'so what' by analysing, sense-making, and drawing insights from the event; and 'now what' by applying your lessons for effective next steps.
REFLECTION BASICS.
Educator John Dewey captured it best when he noted "We do not learn from experience... we learn from reflecting on experience." Reflection involves thinking about our past experiences to identify lessons that will inform our future actions. A simple reflective practice has been shown to boost performance, for example, a research project with call centre workers showed that 15 minutes of daily reflection led to 23% performance improvement, similar results have been demonstrated in more complex work, especially in the health sector (see Origins and Resources for links).

The What? So What? Now What? method has proved to be a popular reflection choice because it's simple to remember and apply. It can be used in group sessions, for project retrospectives, as part of training interventions, coaching and mentoring conversations, and even as a communication or storytelling framework to structure reports and presentations.
EXAMPLE QUESTIONS.
Let's break down the three 'whats' and consider possible questions you might ask in each stage.

Present:
analyse and sense-make

How did you feel when it happened?

What might have been behind your response?

Was this event part of a broader pattern?

What caused this event?

Why might have other people acted the way they did?

What other insights or hypotheses might be drawn from the experience and data?

Future:
effective next steps

What lessons can you take forward in similar and other contexts?

How might you prevent negative outcomes or problems in a similar situation?

What would you do differently if a similar situation arose?

How might you better prepare and resource yourself for a similar situation?

How might you test out your understanding or hypotheses through tests or experiments?

LAUNCH YOUR REFLECTION HABIT.
After you read this summary, be sure and go back and read about Habit Loops. Embedding a habit of reflection will improve your effectiveness, learning, and productivity, so consider which cues you can use to trigger your reflection routine.

For example, you might initiate a 10m reflection routine when you have a coffee, when you turn off your computer, or even when you board the train to go to the office. The point is to incorporate these 'what' questions into your routine. Beyond personal application, you can also consider how to embed reflection into your team and collaborative work by scheduling retrospectives and project reflections using the same questions.
IN YOUR LATTICEWORK.
This approach will work best when you apply First Principles in the 'What?' section to challenge and let go of assumptions as you focus on the facts. Try digging deeper to understand the So What by applying the and/or the Fishbone Diagram to dig into the root cause.

It's one of the methods you can use to explore Double Loop Learning, particularly if you use 'So What?' questions to challenge your existing mental models. It also has close links to other reflective and learning techniques including Black Box Thinking, the and ultimately the Scientific Method.

Beyond reflection and learning, also consider using this approach as a simple storytelling and communication technique, complementing models such as the Hero's Journey, the Rule of Three, Minto's Pyramid and SCQA, and Aristotle's Rhetoric. The approach also has links to Spotify's DIBB Framework, which is the company's data-driven approach to communication and decision making.

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This model was created by Terry Borton as a group facilitation technique in the 1970s before it was popularised as a reflective tool for clinical healthcare practitioners in the 1980s. Since then, it remains a simple and effective reflective, learning, and communication technique. The What? So What? Now What?

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Piano stairs  - TheFunTheory.com - Rolighetsteorin.se

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​Developing approaches to learning in the process of inquiry

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​Developing approaches to learning in the process of inquiry

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​Developing approaches to learning in the process of inquiry

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​Developing approaches to learning in the process of inquiry | SharingPYP Blog

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Programme Standards & Practices Realized 

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Programme Standards & Practices Realized 

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

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Transdisciplinary Programme of Inquiry: pages 13-17 Role of Subjects

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Transdisciplinary Programme of Inquiry: pages 13-17 Role of Subjects

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A new curriculum and a new way of thinking

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A new curriculum and a new way of thinking

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I am an experienced teacher who has always taught using the British National Curriculum. Last year I started working at SEK International School Qatar, an IB World School offering the PYP, as a grade 1 teacher.

Teaching the IB was like starting back at school. I was undoing some of what I know as a teacher and retraining my thinking. It was strange and daunting to follow along with the PYP terminology and concepts; to make the lessons inquiry-based and student-led; and to follow students' lines of interest instead of the teacher leading the teaching.

My first big hurdle was the flexibility we had with the PYP framework. The PYP is less prescriptive than what I am used to. I had to adapt my way of thinking and be more prepared with my lessons to follow the inquiry that the children wanted to follow.

I spent most of my first year learning how the PYP terminologies fit together: transdisciplinary themes, the learner profile, the essential elements, and the key concepts. Some weeks the pieces fit together and others I had to re-evaluate to make them fit back together. Eventually the terminology started to become part of my lesson and, in my class, we started to embrace the IB world.

The demands of the IB is placed as much on the teacher as it is on the students. My first year was filled with questions, mistakes and misinterpretations; however, collaboration - being one of the main focuses of the IB - helped me answer these questions, correct my mistakes and gain better understanding of the IB. I found my colleagues and the PYP coordinator were always happy to talk to me, to help with my questions, share ideas, their thoughts and opening my mind to this new way of thinking.

I remember well the first lesson where the children showed that they are inquirers and were able to relate what they were doing to the key concepts and attitudes. They were inquiring in books about their new unit of inquiry and producing a lot of questions they wanted answering. Each question they made they were able to relate to the key concepts. This was my 'eureka' moment!

My daughter who attends the school is also becoming familiar with the PYP. I really enjoy observing her playing with her toys telling them what each of the learner profile attributes were and how they can be principled, caring, etc. This demonstrated to me that young children can also become IB learners and fully involve themselves into the IB world.

I now fully embrace teaching using the IB and am starting to immerse myself into the PYP philosophy. I use the terminology of the key concepts and attitudes freely and with ease in my teaching. I look forward to teaching and seeing where the students' inquiry leads to.

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Sarah Whitehead is a PYP grade 1 teacher at SEK International School in Qatar. She has taught PYP for a year. She enjoys being a risk-taker and trying new things in her classroom. Sarah is originally from England and has found working around the world and now in an IB environments a challenge but rewarding.

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A new curriculum and a new way of thinking

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I am an experienced teacher who has always taught using the British National Curriculum. Last year I started working at SEK International School Qatar, an IB World School offering the PYP, as a grade 1 teacher. Teaching the IB was like starting back at school.

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The approaches to learning are vital skills that focus on what students need to learn and also provide students with the opportunity to explore how to learn. I wanted to share how I am making the ATL's implicit in the curriculum and explicit in my teaching environment. These practices came about from attending IB workshops, reading other blogs, and in-school discussions with admin and other teachers. Going into each unit I wanted students to understand what the ATL's being explored were, be able to build mastery, and reflect on their experiences, all while staying active and immersed in our PYP physical education and health curriculum outcomes.

Printed out ATL display in the office to make it easy to reference the skills and create activities where they can be utilized.

Are mapped out at the beginning of the year with general ideas on how they will be implemented in mind, but can be edited as more detailed daily lesson planning is started.

My PE partner and I aimed to use one ATL from each skill category.

At the beginning of the unit, I have the 5 ATLs printed colorfully on a poster created with Canva. Easy to introduce and refer to throughout the lesson.

A few times in the unit, students post-it note how they used a specific skill in a lesson, with a main guiding question to help them understand the ATL skill in our PSPE context.

By the end of the unit, students will have answered the guiding ATL questions that have students reflecting on experiences in our PE lessons.

I like to keep 2 units worth of ATL activities on the wall throughout the year for student-led conferences, teacher-parent conferences or should there be future connections in other units going forward.

ATL Self-Reflection Questions

A final reflection at the end of the unit. Students can choose to answer one question (G3/4) or two questions (G5/6) to demonstrate their understanding of how they applied these ATL skills.

It gives me an idea of what skills students are more confident talking about and which skills students may still be unsure of.

Mentioned in the previous section, students will have already explicitly reflected on these 5 ATL skills at an earlier point in the unit.

While I do not directly assess the ATL skills, they will help students thrive on the summative assessment, with the ATL's helping guide the rubric creation process.

Students who have built mastery of the unit's ATL skills will have the opportunity to demonstrate this throughout the summative assessment.

This post was originally written when I was teaching PYP for 2x50 minute lessons each week. Since that time I have changed schools and am teaching 1x50 minutes each week. (The other PE lesson is swimming)

I still believe mapping out what ATL skills in the POI I want to focus on is important and ensures all 5 are a priority throughout the year. However I do not always focus on 5, with less time I found to explicitly teach and discuss these ATL skills, 2 is usually how many I plan into each unit.

Exit ticket questions either on post-its or on the whiteboard are still effective at getting students engaged for a short period of time and demonstrating their understanding.

Linking the 2 ATL skills into my rubric continues to ensure they are a priority for both myself in the planning stage, and students understand they will lead to greater success in our lessons.

While the way I present the ATL skills physically may have changed like my environment, I still find the strategies listed in this post effective for making the ATL skills explicit in my teaching.

How do you make sure ATL's are visible and embedded in your lessons? Let me know any questions, concerns or feedback on twitter @tannernickel

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Making ATL's Visible in PYP PE | Tanner Nickel

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Ensuring the ATL skills are present in my PYP PE curriculum and environment.

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Summary of Programme Standards & Practices

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Summary of Programme Standards & Practices

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SOLO Taxonomy, Learning  Intentions, Effective Strategies, Success Criteria, Self Assessment

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SOLO Taxonomy, Learning  Intentions, Effective Strategies, Success Criteria, Self Assessment

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Rubric Sample -Adaptations SOLO Taxonomy

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Rubric Sample -Adaptations SOLO Taxonomy

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Differentiated Thinking Tools & Strategies

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Differentiated Thinking Tools & Strategies

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SOLO Taxonomy &Assessing Student Thinking

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SOLO Taxonomy &Assessing Student Thinking