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https://www.youtube.com/watch?v=3l_dy8wzZuE

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Sonya Terborg

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Earlier this year in April, I was asked by the IBO to create a planner for the PYP. Under the new PYP Enhancements, schools are able to create their own planners. The IB have created a planning document to guide this process - kind of a 'cheat sheet' to ensure your planning is balanced and reflective of the PYP elements. After being asked to do this, I tapped into one of the most valuable resource a school has: its people. Within a very short space of time, I had our principal, math coach, literacy coach, 2 second grade teachers, and a 4th grade teacher ready to help. We met, standing up around a white board table with markers in hand, and we talked. And we listened. At the end of it, I would take our ideas and try and synthesise them into a visual planning tool that both reflected our beliefs about learning and the PYP ethos on learning and planning for learning. And then we'd do it all over again. And again. And again. Until we came up with version six or seven which was submitted to the IB.

The big ideas from this planner:

it is about each individual student

we need to take time to provoke and wonder

we use our observations and conversations to guide next steps

our role is to gently prod and guide kids to their zone of "I don't quite know what I am doing but I know you'll help me learn"

The document is on the PYP Communities page and can be downloaded by schools. I created it on Pages - which I know is not everyone's cup of tea, but it is my tool of choice for projects like these. I still "own" the document and can share it and schools can choose to use it as it is or as a starting point for their own planning journey.

Recently, at the Learning2 Conference in Tokyo, Ben Sheridan shared an L2 Talk titled, "Together We Are Better". And I couldn't agree more with that sentiment.

What could have been a lone endeavor on my part became a collaborative undertaking. I learned a lot about listening, about digging into the intentions behind people's words, about respecting ideas and asking questions to make sure I was understanding what others were trying to say. I am really proud of the work we have done. Is it the best planner ever? Almost 🙂 What it is though, is a reminder to me that we can harness the power within our schools to create great things when we work together.

Last night I recorded a Webinar with Sarah from the IB on the Planning Process. It will be released soon and contains a wealth of information for you if you are planning on embarking on your own planning odyssey. From my perspective, the freedom to do this is a welcome change to the PYP and the learning about learning that occurs as a result is priceless. Give it a go and then share your ideas. I would love to work on Version 67 of this planner we have drafted....but first, Christmas holidays in New Zealand 🙂

A mom, educator, designer, creator. I care about kindness, representation, equality, and making a positive contribution. I began teaching in 1997 in New Zealand and have since taught from G1 through G10 in 4 continents. View all posts by Sonya terBorg

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No need to ask me to send you a copy! Click here and you will Download the pages version of the planner for editing! Earlier this year in April, I was asked by the IBO to create a planner for the P...

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Posted by Cristina Milos on Twitter and Facebook (Part 1)

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New planner page 1 - Cristina Milos.docx

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Posted on MyIB - Programme Communities - PYP discussions by Chris Kitching.
Owner: Lisa Verkerk (ISA)

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Shared by Kirsten Dee.

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Posted by Cristina Milos on Twitter and Facebook (Decision Making Bubbles

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Differentiated Thinking Tools and Strategies

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Differentiated Thinking Tools and Strategies (Public)

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PYP Webinar: Getting practical with planning

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International School of Azerbaijan (Early Years Planner)
Posted on FB

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The link you followed may have expired, or the page may only be visible to an audience you’re not in.

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International School of Azerbaijan
Posted on FB

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PYP Planner on Atlas

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How to develop a PYP unit plan - Reflecting and Planning

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View the interactive image by Christianne Cowie

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EY Math Planner Template

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https://www.youtube.com/watch?v=kRWrYUzzdjo

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https://www.youtube.com/watch?v=QmeRCzEBPg4

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Collaborative Planning Process

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Your Exhibition HK 2020 (padlet.com)

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Read this... My 14 year old brother wrote this... Crazyyyy pic.twitter.com/RzvhJU1LUN
- Derek Nichols (@DerekNichols0) February 26, 2014

Writing poetry is a tough ask. That this poem was written by a 14-year old makes it worth sitting up and taking note of. And that it can be read backwards makes this incredible.

This poem by a US teenager which was posted on Twitter by his older brother. Derek Nichols, from North Carolina wrote on Twitter: "Read this... My 14 year old brother wrote this...Crazyyyy," and then tweeted a picture of the poem written out on a sheet of paper. In a month, over 150,000 likes and almost an equal number of retweets on twitter - this 25-line verse has a completely different meaning from the top-to-bottom version when read in reverse.

Here's the transcript of the poem:

Our Generation

Our generation will be known for nothing.
Never will anybody say,
We were the peak of mankind.
That is wrong, the truth is
Our generation was a failure.
Thinking that
We actually succeeded
Is a waste. And we know
Living only for money and power
Is the way to go.
Being loving, respectful, and kind
Is a dumb thing to do.
Forgetting about that time,
Will not be easy, but we will try.
Changing our world for the better
Is something we never did.
Giving up
Was how we handled our problems.
Working hard
Was a joke.
We knew that
People thought we couldn't come back
That might be true,
Unless we turn things around

(And now read this bottom to top)

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Incredible! A poem that can be read backwards, written by 14-year-old

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Read this... My 14 year old brother wrote this... Crazyyyy pic.twitter.com/RzvhJU1LUN - Derek Nichols (@DerekNichols0) February 26, 2014 Writing poetry is a tough ask. That this poem was written by a 14-year old makes it worth sitting up and taking note of. And that it can be read backwards makes this incredible.

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Great book for IB Library

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Get Active & Save Lives with UNICEF Kid Power Ups! Active students make better learners. Research has shown that short activity breaks in the classroom can improve students' performance, focus and behavior.* Averaging five minutes in length, each Kid Power Up track will get students moving in a fun way, powering up their minds ...

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Growing, working, teaching: changing turf into edible gardens in South Los Angeles

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Kids Go Global - Explore, Act, Inspire.

Kids Go Global is a place for Elementary, Junior and Senior High schools to explore Global Issues and then work alone or with NGOs to take action locally and internationally. It also supports students acting out the issues using theatre and provides opportunities to share student work and projects. It is a partnership between schools, NGOs and Trickster Theatre.

Donate©2018 Kids Go Global - A Trickster Theatre project.

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Kids Go Global is a place for Elementary, Junior and Senior High schools to explore Global Issues and then work alone or with NGOs to take action locally and internationally. It also supports students acting out the issues using theatre and provides opportunities to share student work and projects.

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Corporations Want to Control Your Food

Over the past two decades, several huge corporations have shifted their focus as chemical corporations to rebrand themselves as "agriculture" companies, in support of the genetically modified crops they developed that are "hard-wired" for their chemicals.

Not only does this create incredible profits for them in the form of intellectual property seed patents, corporate-controlled agriculture contracts, and chemical sales, but it has caused a massive increase in the use of agricultural pesticides, resulting in some of the highest rates of cancer and disease rates in their own nation.

Rachel Parent Wants to Tell the World

Nearly four years ago, when she decided to focus her school speech on the topic of genetically modified foods, Rachel Parent had no idea that she was on the path to becoming Canada's leading activist and voice for the labeling of GMOs.

As her awareness about GMOs and resulting passion grew, she founded the non-profit organization "Kids Right to Know" with the goal of raising awareness among youth and their families, and began participating in school presentations, labelling demonstrations, and awareness marches.

Since then, she's been invited numerous times to present her message on national television, has participated in discussion panels with the likes of Jane Goodall, Vandana Shiva, and Jeffrey Smith, debated GMOs with prominent media celebrities including Kevin O'Leary of the Lang and O'Leary Show, given a GMO talk at TEDx Toronto, and had the honour of meeting with the Health Minister of Canada and key Health Canada scientists to discuss GMO labelling and food safety in Canada.

Now the Corporations are Fighting Back

Rachel and other GMO activists like her have caused a ripple in the confidence of the huge corporations that are invested in the control of agriculture and genetic engineering. In response, they have initiated a massive misinformation marketing campaign to shift the public's knowledge and perceptions. Their tactics have included:

Rebranding themselves: each of these former chemical corporations are now calling themselves "sustainable agriculture" companies;

Distributing new pro-GMO activity books and coloring books to school children;

Peppering the landscape with outdoor ads that appear to represent "American Farmers;"

Hiring Front Groups to spin positive press throughout the media including sponsored media interviews with paid "experts;" and

Smearing the reputation of any scientist whose research shows biotech crops in a negative light.

Their false message of "feeding the world" is causing no end of confusion among the public.

To prevent your right to know what's in your food. "Business as usual" will ensure their profit margins and keep their multi-national shareholders happy.

Help Make a Difference: become a Friend of Kids Right to Know

In order for the truth to be heard, in order for one young woman's voice to rise above the millions of dollars these corporations are spending to muddy the facts, we are reaching out to you with our first-ever fundraising request.

By making a donation to Kids Right to Know, you can have a direct impact on GMO awareness by helping us develop truthful educational materials and videos, larger awareness events, and broader media outreach.

Benefits of Supporting Kids Right to Know

To help children (and their families) learn about GMOs.

To help children and youth change their eating habits.

To encourage school cafeterias to embrace healthier food.

To help children, youth, and their families live healthier lives.

To teach children and youth to think for themselves.

To help children and youth feel empowered to effect change.

To help children and youth develop compassion for the environment.

To further the GMO Labeling effort in Canada.

To further GMO awareness around the world.

To make a profound difference for our collective future.

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Corporations Want to Control Your Food Over the past two decades, several huge corporations have shifted their focus as chemical corporations to rebrand themselves as "agriculture" companies, in support of the genetically modified crops they developed that are "hard-wired" for their chemicals. Not only does this create incredible profits for them in the form of ...

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In 2015, world leaders agreed to 17 Global Goals (officially known as the Sustainable Development Goals or SDGs). It's now five years on, and we have more work than ever to do. These goals have the power to create a better world by 2030, by ending poverty, fighting inequality and addressing the urgency of climate change.

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Enchanted Learning- Resource for a variety of engaging strategies/activities

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Enchanted Learning- Resource for a variety of engaging strategies/activities

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http://www.enchantedlearning.com/Home.html

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https://ibwebliography.ibo.org/Resource?pid=pyp

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How might we help ourselves to guide students to improve agency?

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How might we help ourselves to guide students to improve agency?

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Super helpful organization of the ATL

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Great resource that merges Kath Murdoch's Phases of Inquiry with appropriate thinking strategies from Making Thinking Visible.

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Ideas for different types of rubrics

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Whether you're new to rubrics, or you just don't know their formal names, it may be time for a primer on rubric terminology.
So let's talk about rubrics for a few minutes. What we're going to do here is describe two frequently used kinds of rubrics, holistic and analytic, plus a less common one called the single-point rubric (my favorite, for the record). For each one, we'll look at an example and explore its pros and cons.

Off we go!

A holistic rubric is the most general kind. It lists three to five levels of performance, along with a broad description of the characteristics that define each level. The levels can be labeled with numbers (such as 1 through 4), letters (such as A through F) or words (such as Beginning through Exemplary). What each level is called isn't what makes the rubric holistic - it's the way the characteristics are all lumped together.

Suppose you're an unusually demanding person. You want your loved ones to know what you expect if they should ever make you breakfast in bed. So you give them this holistic rubric:

When your breakfast is done, you simply gather your loved ones and say, "I'm sorry my darlings, but that breakfast was just a 2. Try harder next time."

The main advantage of a holistic rubric is that it's easy on the teacher - in the short run, anyway. Creating a holistic rubric takes less time than the others, and grading with one is faster, too. You just look over an assignment and give one holistic score to the whole thing.

The main disadvantage of a holistic rubric is that it doesn't provide targeted feedback to students, which means they're unlikely to learn much from the assignment. Although many holistic rubrics list specific characteristics for each level, the teacher gives only one score, without breaking it down into separate qualities. This often leads the student to approach the teacher and ask, "Why did you give me a 2?" If the teacher is the explaining kind, he will spend a few minutes breaking down the score. If not, he'll say something like, "Read the rubric." Then the student has to guess which factors had the biggest influence on her score. For a student who really tries hard, it can be heartbreaking to have no idea what she's doing wrong.

Holistic rubrics are most useful in cases when there's no time (or need, though that's hard to imagine) for specific feedback. You see them in standardized testing - the essay portion of the SAT is scored with a 0-6 holistic rubric. When hundreds of thousands of essays have to be graded quickly, and by total strangers who have no time to provide feedback, a holistic rubric comes in handy.

An analytic rubric breaks down the characteristics of an assignment into parts, allowing the scorer to itemize and define exactly what aspects are strong, and which ones need improvement.

So for the breakfast in bed example, an analytic rubric would look like this:

In this case, you'd give your loved ones a separate score for each category. They might get a 3 on Presentation, but a 2 on Food and just a 1 on Comfort. To make feedback even more targeted, you could also highlight specific phrases in the rubric, like, "the recipient is crowded during the meal" to indicate exactly what went wrong.

This is where we see the main advantage of the analytic rubric: It gives students a clearer picture of why they got the score they got. It is also good for the teacher, because it gives her the ability to justify a score on paper, without having to explain everything in a later conversation.

Analytic rubrics have two significant disadvantages, however: (1) Creating them takes a lot of time. Writing up descriptors of satisfactory work - completing the "3" column in this rubric, for example - is enough of a challenge on its own. But to have to define all the ways the work could go wrong, and all the ways it could exceed expectations, is a big, big task. And once all that work is done, (2) students won't necessarily read the whole thing. Facing a 36-cell table crammed with 8-point font is enough to send most students straight into a nap. And that means they won't clearly understand what's expected of them.

Still, analytic rubrics are useful when you want to cover all your bases, and you're willing to put in the time to really get clear on exactly what every level of performance looks like.

A single-point rubric is a lot like an analytic rubric, because it breaks down the components of an assignment into different criteria. What makes it different is that it only describes the criteria for proficiency; it does not attempt to list all the ways a student could fall short, nor does it specify how a student could exceed expectations.

A single-point rubric for breakfast in bed would look like this:

Notice that the language in the "Criteria" column is exactly the same as the "3" column in the analytic rubric. When your loved ones receive this rubric, it will include your written comments on one or both sides of each category, telling them exactly how they fell short ("runny eggs," for example) and how they excelled ("vase of flowers"). Just like with the analytic rubric, if a target was simply met, you can just highlight the appropriate phrase in the center column.

If you've never used a single-point rubric, it's worth a try. In 2010, Jarene Fluckiger studied a collection of teacher action research studies on the use of single-point rubrics. She found that student achievement increased with the use of these rubrics, especially when students helped create them and used them to self-assess their work.

The single-point rubric has several advantages: (1) It contains far less language than the analytic rubric, which means students are more likely to read it and it will take less time to create, while still providing rich detail about what's expected. (2) Areas of concern and excellence are open-ended. When using full analytic rubrics, I often find that students do things that are not described on the rubric, but still depart from expectations. Because I can't find the right language to highlight, I find myself hand-writing justifications for a score in whatever space I can find. This is frustrating, time-consuming and messy. With a single-point rubric, there's no attempt to predict all the ways a student might go wrong. Similarly, the undefined "Advanced" column places no limits on how students might stretch themselves. "If the highest level is already prescribed then creativity may be limited to that pre-determined level," says Fluckiger. "Students may surprise us if we leave quality open-ended."

The main disadvantage of single-point rubrics is that using them requires more writing on the teacher's part. If a student has fallen short in many areas, completing that left-hand column will take more time than simply highlighting a pre-written analytic rubric.

Need Ready-Made Rubrics?

My Rubric Pack gives you four different designs in Microsoft Word and Google Docs formats. It also comes with video tutorials to show you how to customize them for any need, plus a Teacher's Manual to help you understand the pros and cons of each style. Check it out here:

Sources:

Fluckiger, J. (2010). Single point rubric: A tool for responsible student self-assessment. Teacher Education Faculty Publications. Paper 5. Retrieved April 25, 2014 from http://digitalcommons.unomaha.edu/tedfacpub/5.

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved April 30, 2014 from http://PAREonline.net/getvn.asp?v=7&n=25.
Know Your Terms is my effort to build a user-friendly knowledge base of terms every educator should know. New items will be added on an ongoing basis. If you heard some term at a PD and didn't want to admit you didn't know what it meant, send it to me via the contact form and I'll research it for you.

Keep in touch.
Join the Cult of Pedagogy mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

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Know Your Terms: Holistic, Analytic, and Single-Point Rubrics

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Whether you're new to rubrics, or you've used them for years without knowing their formal names, it may be time for a primer on rubric terminology.

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https://www.educationdive.com/news/how-can-educators-best-promote-student-agency/508050/

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The education world is abuzz with talk of "agency". In International Baccalaureate (IB) circles this has come to the front of our collective consciousness through the Enhanced Primary Years Programme (PYP) launch in October, which rethinks curriculum from the point of view of the learner. The seeds of this movement started long ago and for many educators has been the basis of their practice, particularly in the early years. For Reggio-inspired practitioners the image of the child has always been the driving force to make decisions about the what, how and why of learning.

So, how might we approach the concept of agency without it being another buzz word? How might it be a way to inspire more impactful learning and teaching?

First let's take a step back and consider what is it we are actually on about when with say agency.

Take a moment to contribute your thoughts and help grow the answer.

Proxy agency - knowing who has the power to do things you don't feel you can achieve

Collective agency - acting together to achieve more than is possible alone

Personal agency - influencing something you have the capacity to control

Bandura took the stance that agency doesn't look and feel the same in all situations. He described three types of agency;

When reading this for the first time, my mind was instantly drawn to Hart's action ladder and Shier's pathway to participation. Hart's ladder in particular has long been a tool to help educators see the influence they have on learners and how action is not just the product of learning, it is learning. Evidence of the three models of agency are reflected the higher up the ladder you progress.
Agency brings the notion of identity and action together not for a better future but a better today.
But agency isn't action. Not to debate if one is superior, it is sufficient to acknowledge there is an intense relationship between the two and they are stronger together.

Fluidity between the models of agency assist to break down assumptions and challenge the traditional models of hierarchy in schools. The power dynamic when we truly drink the agency Kool Aid means not only a shift in the image of the learner but also seeing teacher as co-learner.

Initiative - the ability to self regulate and have drive

Interdependence - see that agency is not about us in isolation. We are connected to others and there are consequences to our decisions.

Awareness of impact - it's not sufficient to just take the blinkers off, we have to act on the responsibility to the collective connectedness.

For agency to live there are some conditions that will help it thrive:

But how do we live this in schools? A day immersing in complexity theory with NoTosh, to dig into current beliefs around voice, choice and agency, helped a group of educators to move from passive thinking to dynamic activity. The insights, assumptions and willingness to be open and honest, led educators from across the K-12 continuum to explore their personal beliefs and current school practices. The mix of "excites and scares" about change kept energy high and driven by the "big why" of the group.

The result: a stream of "How Might We..." questions and ideas generated to take back to school to implement a new level of agency.

Some key take aways from the day referred to teacher, learner, parent, administration; but in essence are transferable:
So How Might We increase agency in schools?

1. First and foremost, focus on the needs of learners and learning. The diversity of needs will be met when we stop fearing the unknown and perceived uncontrollable. The image of the learner as capable of self management allows for self direction appropriate to age and stage. Early learning is our best guide and shouldn't be underestimated.

2. Provide a sustainable learning environment where collaboration and social interaction leads to productive, engaging communities of learners. Building a community nurtures the identity of the individual and the collective. This creates a culture of welcome, inclusion and belonging that reflects and respects diversity within the community.

3. Approach learning through investigation and inquiry into authentic projects that are problem based. Key to this is focusing on being a Problem Finder not Solver. Creating solutions is important no doubt, but first let's learn how to find the wicked problems most likely to have the greatest impact. Going through the motions to get to the next tri-fold exhibition is not the goal.

4. Address the physical space so it is able to continually meet changing needs overtime. Learning spaces that embrace the natural environment both in building design and use of outdoor space are emerging across sectors and age groups. Working smarter to create multipurpose and reconfigurable spaces that are also aesthetically pleasing saves money over time although requires an initial investment. Being sustainable from a stance or energy, materials scratches the surface but standing the test of time in sustainable use is more important.

When and how do we see examples of this?

Buy-in happens when we are persuaded by our peers.

Cultural change is slow but fuelled by peer to peer sharing of success.

Fear is reduced when resourced and planned for.

Curriculum can be addressed without being teacher-centred.

If you seek voice, actually use it. Flurries of surveys mean nothing and no one feels heard.

Failures along the way are to be expected- F.A.I.L. "First Attempt In Learning."

Control the controllable - adapt - create a better learning environment together.

Class organisation and management - move from teacher centric to learner centric. Whose voices are loudest and heard with the schedule, rules/essential agreements? Do learners just need to fit into what the adults have already predetermined?

Curriculum design - topic, concept, skills to be developed, assessment, learning engagements reflecting learning styles and needs. How can learners drive the what, how and why so they really own the learning?

Individual Education Plans - How can an IEP be a tool for learners? Who designs it? Who has access? Who reflects on it?

Space design - who sets up the room at the start of the year? How much ownership of the space do your learners have? When new furniture is purchased, who decides?

Resourcing - Human: have you ever considered having learners on a hiring panel? Involved in professional development or professional growth planning? Material: some schools are BYOD but who chooses what, when and how for technology? Who orders the stationary and other materials available in the school?

Community engagement - Teachers now days know they are not the keepers of knowledge but who chooses how and when the community is engaged in school life?

Decision making - When NoTosh works with a school on Values and Strategy, Curriculum, Building redesign, the work usually reserved for the adults in the building and School Board, we include students in the design team. Not just for the photo opportunity, but so they are included start to finish in organisational change.

If we mean learners having agency, actually include them in the decision making. Every element of a school is up for negotiation:

As educators we have often want to look to what others have done before we try. We must strip back our fear of failure to model the type of thinking and learning we are seeking from our learners. Let's move from passive thinking to dynamic activity. Our learners are the leaders of education today. Why wait for tomorrow? To play with Reinhold Niebuhr's words;
(personally or collectively),
May we have the courage to change what must be altered

Serenity to accept what cannot be changed

(but know who can do it for us as a proxy), and
How will you change the world today?
Insight to know the difference.

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The education world is abuzz with talk of "agency". In International Baccalaureate (IB) circles this has come to the front of our collective consciousness through the Enhanced Primary Years Programme...

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Creating Citizens for the World—Early Educators Speak Out

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SeeThink Me We Thinking Routine

https://pz.harvard.edu/resources/see-think-me-we

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http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

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https://www.youtube.com/watch?v=LnBgEmiM10o

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Health Tracker

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Check out great eats from fellow community members. Full nutrition info included!

© 2010-2020 Fooducate LTD. All rights reserved by Fooducate and its data providers.
All marks, brands and names belong to the respective companies and manufacturers and are used solely to identify the companies and products.

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Lose weight & improve your health with a real food diet | Fooducate

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Track what you eat and your activities to see your progress and achieve your goals Browse Fooducate's extensive database to find the healthiest cereal, yogurt or snack for you Harness the power of Fooducate's community to healthify your diet Quick and easy reads to empower you on your diet journey.

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The Celebrate Film | Celebrate What's Right With the World - Changing the world one celebration at a time.

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"Celebrate What's Right with the World" is a film I made to help folks approach life with confidence, grace and celebration.

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The issue or issues I am trying to solve with my project, is global warming. Global warming is an issue that effects us all daily, and a few ways that we can put a stop to it is, stop burning fossil fuels, which will stop the worsening of global warming, then planting trees which will help revamp the environment and get rid of access greenhouse gases and replace it with oxygen.

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Girls Charity & Non-Profit Organization - Because I am a Girl - Plan International Canada

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The "Because I am a Girl" movement from Plan Canada advances equality for girls around the world. Get involved & donate, sponsor a girl, buy a Gift of Hope or join us on social media.

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Kids are Heroes - Kids are making a difference in this world!

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By sharing the humanitarian efforts of kids who are actively making an impact in their communities, we empower children to effect positive change in the world, among their peers, and within themselves.

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L'expédition autour du monde contre la pollution plastique | Plastic Odyssey

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3 ans d'expédition, plus de 30 escales principales, 40 000 milles nautiques pour réduire la pollution plastique ! Découvrez le projet fou de Plastic Odyssey.

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The Great Pacific Garbage Patch is a collection of marine debris in the North Pacific Ocean. Marine debris is litter that ends up in the ocean, seas, and other large bodies of water.

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A massive mound of plastic in the Pacific Ocean becomes a country with its own passport, flag and "Debris" currency, in this design proposal intended to raise awareness about ocean pollution.

The Trash Isles imagines the Great Pacific Garbage Patch - a pile of primarily plastic waste floating in the northern part of the Pacific Ocean - as an official country recognised by the United Nations.

Advertising creatives Michael Hughes and Dal Evans De Almeida, known as Dal and Mike, launched the proposal to force world leaders to address the scale of the ocean trash, which they say has accumulated to the size of France.

"We knew that, even though the trash patch covers an area the size of a country, it is easy for world leaders to ignore it - the saying 'out of sight out of mind' could not be more applicable than with this issue," Hughes told Dezeen.

"We wanted to come up with a way to ensure world leaders can't ignore it anymore, a way to stick it under their noses, literally," he added.

Dal and Mike are teaming up with social media news company LADbible and non-profit organisation The Plastic Oceans Foundation on the project.

They submitted an application to the United Nations earlier this year, coinciding with World's Ocean Day, to make the project a reality. They have now also launched an online petition through LADbible to support the application, and hoping to gain one billon signatures.

To add further gravitas to their proposal, Dal and Mike enlisted London-based designer Mario Kerkstra to create a passport, money and stamps for the country, which are all made from recycled materials.

"Working with Mario as a designer, we originated the idea to create everything an official country needs, so with him we designed a passport, money, stamps and a flag," Hughes explained.

Kerkstra worked with illustrator Jürgen Willbarth at Illustration Web to create a blue passport with a bespoke coat of arms. Emblazoned with the slogan The Ocean Needs Us, it features a sea lion and a turtle, holding a shield bearing an image of a whale diving into the ocean.

Kerkstra also designed bank notes for the Trash Isle's Debris currency, which Tony Wilson at Jelly London Kitchen has illustrated with images of the ocean devastated by waste.

One side of the 100 Debris note shows a seagull with its head through a plastic six-pack rings, while the other side presents a while diving into water with plastic bottles and bags floating on top.

The 50 Debris note depicts a sea lion tangled in a web of rubbish, while an octopus swims alongside floating waste on the 20 Debris note.

Blue stamps costing 0.30 Debris are also included in the Trash Isles paraphernalia. They depict birds, fish and other wildlife within a web of rubbish.

Dal and Mike hope that recognising the waste as its own country will encourage other world nations to clean it up, under the policy of The UN's Environmental Charter.

So far the the petition has attracted over 100,000 signatories - who are told that they can call themselves citizens of Trash Isle, known as Trash Islanders.

Former US Vice President Al Gore, actress Judy Dench, Olympic athlete Mo Farah and actor Ross Kemp have already signed up, and LADbible are posting promotional movies of some of these famous citizens.

"We're doing this to raise awareness of the massive issue affecting our planet and engage our audience to do something about it, whilst having a little bit of fun too," said LADbible's Stephen Mai, who is leading the campaign.

Ocean plastic is a huge concern for environmentalists, but has also attracted the interest of designers, who have developed a range of ideas to mitigate the problem and raise awareness.

Among the most well-known is Adidas' longstanding collaboration with Parley for the Oceans. Products in the series include trainers made from recycled plastic and of swimwear made from upcycled fishing nets and debris.

An Australian duo created a floating rubbish bin that filters litter from marinas, while Dutch engineering student Boyan Slat has developed a floating barrier to slowly push floating plastic to shore.

The Ocean Cleanup will begin extracting plastic from the Pacific in 2018

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Ad creatives prose turning growing pile of ocean trash into country

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A massive mound of plastic in the Pacific Ocean becomes a country with its own passport, flag and "Debris" currency, in this design proposal intended to raise awareness about ocean pollution. The Trash Isles imagines the Great Pacific Garbage Patch - a pile of primarily plastic waste floating in the northern part of the Pacific Ocean - as an official country recognised by the United Nations.

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Get Active & Save Lives with UNICEF Kid Power Ups! Active students make better learners. Research has shown that short activity breaks in the classroom can improve students' performance, focus and behavior.* Averaging five minutes in length, each Kid Power Up track will get students moving in a fun way, powering up their minds ...

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Growing, working, teaching: changing turf into edible gardens in South Los Angeles

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Kids Go Global - Explore, Act, Inspire.

Kids Go Global is a place for Elementary, Junior and Senior High schools to explore Global Issues and then work alone or with NGOs to take action locally and internationally. It also supports students acting out the issues using theatre and provides opportunities to share student work and projects. It is a partnership between schools, NGOs and Trickster Theatre.

Donate©2018 Kids Go Global - A Trickster Theatre project.

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Kids Go Global is a place for Elementary, Junior and Senior High schools to explore Global Issues and then work alone or with NGOs to take action locally and internationally. It also supports students acting out the issues using theatre and provides opportunities to share student work and projects.

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Corporations Want to Control Your Food

Over the past two decades, several huge corporations have shifted their focus as chemical corporations to rebrand themselves as "agriculture" companies, in support of the genetically modified crops they developed that are "hard-wired" for their chemicals.

Not only does this create incredible profits for them in the form of intellectual property seed patents, corporate-controlled agriculture contracts, and chemical sales, but it has caused a massive increase in the use of agricultural pesticides, resulting in some of the highest rates of cancer and disease rates in their own nation.

Rachel Parent Wants to Tell the World

Nearly four years ago, when she decided to focus her school speech on the topic of genetically modified foods, Rachel Parent had no idea that she was on the path to becoming Canada's leading activist and voice for the labeling of GMOs.

As her awareness about GMOs and resulting passion grew, she founded the non-profit organization "Kids Right to Know" with the goal of raising awareness among youth and their families, and began participating in school presentations, labelling demonstrations, and awareness marches.

Since then, she's been invited numerous times to present her message on national television, has participated in discussion panels with the likes of Jane Goodall, Vandana Shiva, and Jeffrey Smith, debated GMOs with prominent media celebrities including Kevin O'Leary of the Lang and O'Leary Show, given a GMO talk at TEDx Toronto, and had the honour of meeting with the Health Minister of Canada and key Health Canada scientists to discuss GMO labelling and food safety in Canada.

Now the Corporations are Fighting Back

Rachel and other GMO activists like her have caused a ripple in the confidence of the huge corporations that are invested in the control of agriculture and genetic engineering. In response, they have initiated a massive misinformation marketing campaign to shift the public's knowledge and perceptions. Their tactics have included:

Rebranding themselves: each of these former chemical corporations are now calling themselves "sustainable agriculture" companies;

Distributing new pro-GMO activity books and coloring books to school children;

Peppering the landscape with outdoor ads that appear to represent "American Farmers;"

Hiring Front Groups to spin positive press throughout the media including sponsored media interviews with paid "experts;" and

Smearing the reputation of any scientist whose research shows biotech crops in a negative light.

Their false message of "feeding the world" is causing no end of confusion among the public.

To prevent your right to know what's in your food. "Business as usual" will ensure their profit margins and keep their multi-national shareholders happy.

Help Make a Difference: become a Friend of Kids Right to Know

In order for the truth to be heard, in order for one young woman's voice to rise above the millions of dollars these corporations are spending to muddy the facts, we are reaching out to you with our first-ever fundraising request.

By making a donation to Kids Right to Know, you can have a direct impact on GMO awareness by helping us develop truthful educational materials and videos, larger awareness events, and broader media outreach.

Benefits of Supporting Kids Right to Know

To help children (and their families) learn about GMOs.

To help children and youth change their eating habits.

To encourage school cafeterias to embrace healthier food.

To help children, youth, and their families live healthier lives.

To teach children and youth to think for themselves.

To help children and youth feel empowered to effect change.

To help children and youth develop compassion for the environment.

To further the GMO Labeling effort in Canada.

To further GMO awareness around the world.

To make a profound difference for our collective future.

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Corporations Want to Control Your Food Over the past two decades, several huge corporations have shifted their focus as chemical corporations to rebrand themselves as "agriculture" companies, in support of the genetically modified crops they developed that are "hard-wired" for their chemicals. Not only does this create incredible profits for them in the form of ...

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In 2015, world leaders agreed to 17 Global Goals (officially known as the Sustainable Development Goals or SDGs). It's now five years on, and we have more work than ever to do. These goals have the power to create a better world by 2030, by ending poverty, fighting inequality and addressing the urgency of climate change.

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https://www.youtube.com/watch?v=XOLOLrUBRBY

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National Geographic Channel - IF. Live curious.

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Credits: Creative Director: Patrizio Marini Copywriter: Federico Russo Art Director: Claudia Ganapini Production Company: Mercurio Cinematografica s.r.l.

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Chimamanda Ngozi Adichie: The danger of a single story

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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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After the seas have disappeared, a courageous pilot fights against vicious sky pirates for control of the last remaining source of water: the clouds. http://www.oceanmaker.com

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Great Pacific Garbage Patch - Ocean Pollution Awareness

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Official Film Trailer: JANE | National Geographic

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Twelve-year-old Solli Raphael has become the youngest known winner of the Australian Poetry Slam. Turn your sound on for this one. 🔊

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Jessica Ortner Chats with Congressman Tim Ryan on Mindfulness - The Tapping Solution

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Uploaded by The Tapping Solution on 2014-11-13.

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Interviews of our kids from Kids Are Heroes Day

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united nations high commission for refugees (organization)

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Cate Blanchett performs the rhythmic poem 'What They Took With Them' alongside fellow actors Keira Knightley, Juliet Stevenson, Peter Capaldi, Stanley Tucci, Chiwetel Ejiofor, Kit Harington, Douglas Booth, Jesse Eisenberg and Neil Gaiman. The poem was written by Jenifer Toksvig and was inspired by stories and first-hand testimonies from refugees forced to flee their homes and items they took with them.

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Sarah Kay: If I should have a daughter ...

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"If I should have a daughter, instead of Mom, she's gonna call me Point B ... " began spoken word poet Sarah Kay, in a talk that inspired two standing ovations at TED2011. She tells the story of her metamorphosis -- from a wide-eyed teenager soaking in verse at New York's Bowery Poetry Club to a teacher connecting kids with the power of self-expression through Project V.O.I.C.E.

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Grit: The Power of Passion and Perseverance | Angela Lee Duckworth | TED

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The puzzle of motivation | Dan Pink | TED

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Will a hi-tech cloth that reveals a secret message give people enough motivation to wipe off their work out machines?

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What happens when the whole world votes? | Simon Anholt | TEDxFrankfurt

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For more information on Simon Anholt, please visit our website www.tedxfrankfurt.de "The only remaining superpower is international public opinion," says Simon Anholt, an independent policy advisor who has helped more than 50 countries engage more productively with the rest of the world.

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Author Paul Fleischman "Seedfolks" Interview (raw and uncut)

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My philosophy for a happy life | Sam Berns | TEDxMidAtlantic

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What I Learned While Making a Movie About Happiness: Roko Belic at TEDxClaremontColleges

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https://bit.ly/3eD6sax

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Principles of assessments in distance learning

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Principles of assessments in distance learning

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https://www.youtube.com/watch?v=wFtqOq77zEU&feature=share&fbclid=IwAR3wsfhwmGsaM1IsA7qN_9Z3gz_dGMm77bWldFqUMo8GXzjx90N1RnMbLGA

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KG Readers

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Gr1Readers

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Gr2 Readers

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Gr3 Readers

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Gr4 Readers

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https://www.pypresources.com/home

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Rethinking Learner profile attributes for online leadership

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Rethinking Learner profile attributes for online leadership

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https://www.youtube.com/watch?v=1haVp6yPZlg

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https://www.edutopia.org/blog/film-festival-learning-spaces-classroom-makeovers

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https://ibeducatorvoices.wordpress.com/2018/08/19/student-agency-resources/

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https://www.edutopia.org/practice/wildwood-inquiry-based-learning-developing-student-driven-questions

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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https://www.ibo.org/professional-development/free-learning/pyp-pd-learning-resources/?utm_content=buffer16d5a&utm_medium=social&utm_source=twitter.com&utm_campaign=IBlnt

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Project Zero's Visible Thinking Routines

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Project Zero's Visible Thinking Routines

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https://pz.harvard.edu/thinking-routines

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Creativity at Home - with young children