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PYP online workshops require participants to be actively involved for the duration of the entire 4-week workshop, in a collaborative learning community with other participants, as the workshop group moves through each workshop module together. This requires each participant to access the workshop environment several times per week to maintain an active presence in the whole group/small group discussions and learning activities taking place.

On average, an IB online workshop participant should expect to spend at least 4-6 hours per week engaged with the workshop content – both online and offline - as they apply in their own practice and reflect on what they are learning.

We will be meeting on a weekly basis to debrief about your learning during the workshop, and to help plan next steps to apply this learning.

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*** Please note, a certificate may not be awarded if the above requirements are not fulfilled. If you are unsure at any time whether you are meeting the requirements, please contact your workshop facilitator.

1) Attendance:

Begin the activities in your workshop within three days of the starting date and introduce yourself to your facilitator and fellow participants.

Spend at least four hours per week completing your workshop learning engagements and activities.

Log in regularly during your workshop. You are required to access your workshop at the beginning, middle, and end of each week/module and participate in a timely manner.

Communicate directly with your workshop facilitator in the event that unexpected circumstances prevent you from participating for more than three consecutive days, or if you are experiencing a situation that is impacting your ability to successfully complete the workshop.

2) Collaboration and involvement

Complete all required activities and/or learning engagements in your workshop

Be collaborative and pro-active as a learner by:

responding to feedback and questions from your facilitator and fellow participants

providing constructive peer-to-peer feedback in the spirit of sharing knowledge and experience

posting a minimum of two messages for each activity/learning engagement (forum, wiki, glossaries, etc.); these contributions should relate to each activity and add value to the collective discussion on a specific topic.

using appropriate language and being polite

If you are collaborating with peers from your own school, maintain an individual presence by posting as an individual and not as a group.

3)  Academic honesty

Acknowledge resources (text, images, audio, video) and ideas of colleagues, other persons and sources, even if you have paraphrased or summarized.

For more information and guidelines you may refer to IB publications on academic honesty within the 'support areas' section of the Programme Resource Centre (PRC), to which you have access during your workshop.

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You will receive an email inviting you to complete the end-of-workshop evaluation survey.

Your workshop facilitator will inform you of your eligibility for a certificate of completion. If you have been awarded a certificate, instructions for downloading your certificate will be emailed to you within three weeks of the end of the workshop.

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Jue Wang  (preklaoshi@gmail.com)

Nicoline Kerkhoven-DeWitt  (nicolinekd@gmail.com)

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What does learning look like in the PYP early years?Learning in the early years Move away fromMove towardsPredetermined time structures and routinesPedagogy that centres around instructional processes for students and is teacher-ledRepeated large-group experiences as the basis for all learningLiteracy and numeracy experiences that develop set skills through memorization and worksheetsDevelopment of self-regulation supported through praise and punishmentUnits of inquiry comprising pre-determined learning engagements on concepts that are precursors to later learningLearning spaces that promote dependence on others: where materials are stored, controlled and accessed by teachers for studentLearning spaces where play is timetabled at specific times for specific purposesLearning spaces where learning experiences are restricted and timetabledLearning spaces where students are asked to engage with particular learning tasks at particular timesAssessment that measures pre-determined sets of skills against developmental norms for grouping/ ranking purposesFlexible timeframes and routines that are responsive to the needs of the studentsPlay that is co-constructed between students and teachersWhole-group experiences at pertinent learning momentsLiteracy and numeracy experiences that develop a wide range of playful, inquiry-based explorations into symbolic and representational learningDevelopment of self-regulation through play, modelling behaviours, language, group games, and music and movementUnits of inquiry that are iterative and flexible, centring on concepts of significance in the lives of young studentsLearning spaces that promote high levels of independence, offering students opportunities to access materials and manage learningLearning spaces where play and choice are central features of everyday learningFlexible learning spaces that provide for many different learning experiences at all timesLearning spaces where students have sustained time to select their learning experiences based on interests and social connectionsAssessment that monitors and documents students’ learning against individual developmental milestones and celebrates achievements at times that are pertinent to individuals

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What does learning look like in the PYP early years?Learning in the early years Move away fromMove towardsPredetermined time structures and routinesPedagogy that centres around instructional processes for students and is teacher-ledRepeated large-group experiences as the basis for all learningLiteracy and numeracy experiences that develop set skills through memorization and worksheetsDevelopment of self-regulation supported through praise and punishmentUnits of inquiry comprising pre-determined learning engagements on concepts that are precursors to later learningLearning spaces that promote dependence on others: where materials are stored, controlled and accessed by teachers for studentLearning spaces where play is timetabled at specific times for specific purposesLearning spaces where learning experiences are restricted and timetabledLearning spaces where students are asked to engage with particular learning tasks at particular timesAssessment that measures pre-determined sets of skills against developmental norms for grouping/ ranking purposesFlexible timeframes and routines that are responsive to the needs of the studentsPlay that is co-constructed between students and teachersWhole-group experiences at pertinent learning momentsLiteracy and numeracy experiences that develop a wide range of playful, inquiry-based explorations into symbolic and representational learningDevelopment of self-regulation through play, modelling behaviours, language, group games, and music and movementUnits of inquiry that are iterative and flexible, centring on concepts of significance in the lives of young studentsLearning spaces that promote high levels of independence, offering students opportunities to access materials and manage learningLearning spaces where play and choice are central features of everyday learningFlexible learning spaces that provide for many different learning experiences at all timesLearning spaces where students have sustained time to select their learning experiences based on interests and social connectionsAssessment that monitors and documents students’ learning against individual developmental milestones and celebrates achievements at times that are pertinent to individuals

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The above chart on Page 11 in the The Learner.pdf, really helps me reflect on where my school is on a whole with creating and implementing the PYP curriculum.  I still think it would be good for me to see this in action in a live classroom.  Since joining PYP, I have not had the opportunity to observe anyone with experience in PYP.  

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The above chart on Page 11 in the The Learner.pdf, really helps me reflect on where my school is on a whole with creating and implementing the PYP curriculum.  I still think it would be good for me to see this in action in a live classroom.  Since joining PYP, I have not had the opportunity to observe anyone with experience in PYP.  

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The portrait may also include students’ perspectives and preferences,

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The portrait may also include students’ perspectives and preferences,

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In the language learner: I am struck with the idea of language portrait and thinking about the students preference, how this is influenced by home. I think about how a child that grows up in the multilingual home might still only prefer one language or might only engage in that preferred language.

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When I was teaching 3rd grade before in a non-PYP school but in a very constructivist environment/philosophy we did a similar project. Our students took part in a cross curricular unit where they paired off in groups to create a healthy smoothie product to sell. We brainstormed products and the class voted on smoothies. They learned about currencies, making change during mathematics, during language arts, they wrote their own recipes. Each family donated 1 euro and each group had a budget. With pre-map reading work. We took a field to the market in downtown Barcelona, where each group with their chaperone had to find the products and purchase their ingredients. The next day, the children used their recipes to measure and blend their smoothies for their booth. They created signs and thought of ways to get others to want to buy their smoothie. The students had prepared play money for the 2nd graders to shop and purchase the smoothies from the students. It was an amazing unit that was truly transdisciplinary.

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How do you choose which planner?
How can a planner be weekly or biweekly containing all of the learning experiences?

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I was really attracted to the plan and hope we can use it in the future. I think it would give some clarity of decisions and help with some of the very gray areas.

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I struggled with the idea of what is transdisciplinary vs. Interdisciplinary. Cross curricular makes sense, but I see now how if you can pick out the subjects then it is not transdisciplinary. It is interesting how studying what is NOT something brings understanding of what IS?

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Choosing Capabilities

·              List which of the PYP teacher capabilities you have selected.

·              Consider what success in these areas might look like, and what approaches you could use to continue learning post-workshop

·              Consider what evidence would demonstrate your growth as a PYP educator.

I have chosen the following capabilities:

·              I will support early years students to initiate and engage in their own inquiries.

Successes: Following the children and have them voice wonderings.

Evidence: Using more avenues of documentation.  Video, photographs and

·              I will establish, engage and maintain collaborative relationships that support the well-being of the learning community.

Successes: Reflecting on documentation together

Evidence: Showing collaborative planning that is not completely equal.

·              I will select teaching approaches, resources, technologies, learning experiences and assessments that are inclusive and effective for early years students.

Successes: Using differentiation to create experiences for the students.

Evidence:  Documenting and creating learning stories for each student

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Choosing Capabilities

·              List which of the PYP teacher capabilities you have selected.

·              Consider what success in these areas might look like, and what approaches you could use to continue learning post-workshop

·              Consider what evidence would demonstrate your growth as a PYP educator.

I have chosen the following capabilities:

·              I will support early years students to initiate and engage in their own inquiries.

Successes: Following the children and have them voice wonderings.

Evidence: Using more avenues of documentation.  Video, photographs and

·              I will establish, engage and maintain collaborative relationships that support the well-being of the learning community.

Successes: Reflecting on documentation together

Evidence: Showing collaborative planning that is not completely equal.

·              I will select teaching approaches, resources, technologies, learning experiences and assessments that are inclusive and effective for early years students.

Successes: Using differentiation to create experiences for the students.

Evidence:  Documenting and creating learning stories for each student