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During this time of great change, the IB has created a series of webinars to revisit the key underlying principles of an IB education.

Developing as a lifelong learner: inquiry into an IB education

This series will provide IB educators with an opportunity to engage in cross-programme conversations about ways to bring the IB mission to life through approaches to teaching and learning, valuing the world as a broadest context for learning. They also explore how to use learning environments within the wide IB ecosystem for strategic planning and resourcing within daily practices. Each webinar in the series will consist of a two-hour meeting structured in two parts:

Part 1: A cross-programme webinar with a general introduction to the topic, a featured interview with an expert in the field, which will result in practical, hands-on ideas that develop each underlying principle within IB schools.

Part 2: An exchange that encourages IB educators to share ideas and resources while developing communities of practices that could be self-sustaining beyond the webinar.

Webinar #1: Investigating inquiry

Students' own curiosity provides the most effective provocation for learning that is engaging, relevant, challenging and significant. This webinar invites participants to explore the powerful role of inquiry, action and reflection to structure both synchronous and non-synchronous learning, and teaching strategies that place student agency at the center. In this webinar, participants will:

Investigate the powerful role of inquiry, action and reflection as a structure for both synchronous and non-synchronous learning

Explore teaching strategies that place student agency at the center

Reflect on how students' own curiosity provides an effective provocation for learning

Share practical ideas to support an inquiry-based approach

Save the links below to the webinars you'd like to join. The links will be live at the date and time of the webinar.
Webinar #2: Living and learning globally

International-mindedness is a key part of the mission of an IB Education. The IB invites us to engage with diverse beliefs, values and experiences within and across cultures. The focus of an IB education is on active learning and providing opportunities for global engagement and meaningful action with a diverse range of communities. In this webinar, participants will:

Explore international-mindedness as an integral part of the IB mission

Inquire into how to engage with diverse beliefs, values and experiences within and across cultures

Reflect on how to promote active learning that provides opportunities for global engagement

Share practical ideas to support meaningful action within a diverse range of communities

Save the links below to the webinars you'd like to join. The links will be live at the date and time of the webinar.
Webinar #3: Beyond the disciplines

Across all IB programmes, students access broad and balanced academic learning experiences which allow them to access conceptual, factual and procedural knowledge within and across subject areas. By engaging in authentic opportunities, students are able to integrate learning and add coherence to their curriculum. For students to continue to develop as lifelong learners, they need to make meaningful connections between academic disciplines and beyond, in order to better understand the world around them. In this webinar, participants will:

Explore how IB programmes allow students to access a broad, balanced and coherent curriculum within and across subject groups

Inquire into how students are able to integrate learning within authentic contexts

Reflect on how students develop as lifelong learners

Share practical ideas about how connections between disciplines can foster student understanding of the world around them.

Save the links below to the webinars you'd like to join. The links will be live at the date and time of the webinar.
Webinar #4: Approaches to learning

All IB programmes develop the approaches to learning (ATL) skill categories of communication, social, self-management, research and thinking to promote learning as an active and dynamic process. These interrelated skills seek to empower students of all ages to become self-regulated learners who can ask relevant questions, set meaningful goals and put effective strategies to use in order to achieve their goals. In this webinar series, participants will:

Explore how IB programmes use approaches to learning (ATL) skills that promote learning as an active process.

Investigate how these interrelated skills empower students to become self-regulated learners

Reflect on the central role of metacognition

Share practical ideas about how students can develop effective strategies to achieve their goals.

Save the links below to the webinars you'd like to join. The links will be live at the date and time of the webinar.

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Free online PD courses to help your school's transition to the 2020 Programme standards and practices (PSP); providing an overview of the PSP, implementation of the PSP in your school and how to use the PSP in your programme development planning.

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Summer break has always been a perfect time to reflect. This personal reflection on agency is the result of the data gathered through the collaborative reflection done with our school community. In this article, I will share about the ways we reinforce voice, choice and ownership at our school.

Hearing students' voices and enabling them feel that the school is a place that belongs to them is really important for us. We have an active student council that is formed with representatives from each class. The students get their friends' suggestions, share them in the regular meetings and after negotiating the suggestions, decisions are made together and implemented at school. The interesting thing about the student council has been that most of the time the students' suggestions match with our plans about learning and teaching. For example, in the past years the students have asked for increasing the use of the learning environments beyond their classrooms, extending the use of technology and these were areas that we had already planned to keep developing each year.

We feel that knowing the students and their goals is essential. Thus, we ask the students to set their goals for the year and share them in the form of a three-way conference. As the students share both academic and personal goals, this helps them see that their choices are important for us and we are there to support them not only for their academic goals but also for their personal goals (hobbies, interests). During goal setting meetings they share how we can support them as they take action and reflect on their goals throughout the year. We also have portfolio presentations twice each academic year and as the students choose the pieces of work or performance that they want to present, this allows them to organize what and how they want to present.

Individualizing learning is a stance that we feel increases agency. By differentiating instruction according to the students' needs, interests and learning profile, the students receive the message that we appreciate who they are as learners. When we started to differentiate instruction, our first step was to create an atmosphere where the students felt comfortable about performing-being different. "Let's Learn Together" project (started 7 years ago) has made a huge positive impact in achieving this. The students think about the areas that they are good at and the areas that they need to further develop. They fill out the charts in their classrooms (see the images below), sharing about the areas that they can support their friends, and the areas they would like to receive support in return. They then organize the times and places that they will come together and learn from each other. This voluntary project has helped the students feel good about what they can do.

As a result, we learned that many of our students wanted to start interest clubs at school. We see students working on origami, led by a student in one corner of the library, others practicing and sharing techniques about the hula hoop in a corner in the garden, and others writing a scenario together. We offer free time activities that the students select according to their interests, such as drama, chess and dance. These clubs that the students organize themselves, based on genuine choices and interests, give us ideas about we can offer each year.

The language of instruction in our school is Turkish and all our students speak Turkish as their home and family language. However, some of our students come from bi-cultural backgrounds and to enhance their sense of belonging, we ensure that these languages are represented in our school; with books in the library and sometimes with parents joining our classes.

At the end of each year, we give the students an end-of-year feedback form. We ask them questions about how they feel themselves at school, what they enjoy doing, what they want to do more at school, what supports their learning, what they do while learning something new, what their favourite unit of inquiry was, and a unit that they would plan if they had the chance. The data we gather from the students is invaluable as this helps us see their suggestions for school, and the way they perceive learning and teaching. We analyze and consider their feedback. These feedback forms have been very effective in hearing students' voices and help us understand how well we have achieved our mission.

I think the real impact of agency is student-initiated action and each year we see that the students are taking their learning further by taking responsible action. During the PYP exhibition, students form groups and select a global issue that they want to learn more about and take local action. As this is a process that the students lead, we see that the students own their work and use their full potential.

Next year, we are planning to offer "I Time" - an hour that the students inquire into a topic or skill that they are passionate about. We also plan to have student representatives in some of our collaborative planning meetings. We will keep improving and deepening our practices to ensure that the students' voice and choices are heard within our learning community.
Ceni Alpanda is the PYP Coordinator of ISTEK Baris Schools in Istanbul, Turkey and Coordinator of ISTEK Schools' PYP Coordinators. She is an IBEN member; with the roles of workshop leader, school visit team leader, consultant and reader. She is passionate about PYP and feels privileged to be a part of a large network of PYP educators that helps her learn and grow every day. You can follow her on Twitter @CeniAlpanda.

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Summer break has always been a perfect time to reflect. This personal reflection on agency is the result of the data gathered through the collaborative reflection done with our school community. In this article, I will share about the ways we reinforce voice, choice and ownership at our school.

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Getting students’ feedback to feed-forward | SharingPYP Blog

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PYP Gerekliliklerini Bu Süreçte Yerine Getirme ile ilgili sorular ve yanıtları

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PYP Gerekliliklerini Bu Süreçte Yerine Getirme ile ilgili sorular ve yanıtları

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Dünyadan Eğitimcilerin İyi Örneklerini Paylaştıkları Blog

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Dünyadan Eğitimcilerin İyi Örneklerini Paylaştıkları Blog

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The International Baccalaureate (IB) is a global leader in international education-developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today's challenges with optimism and an open mind.

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Coordinator Resources - https://resources.ibo.org/pyp/works/pyp_11162-58138?   - This collection of resources was developed in collaboration with PYP coordinators and provides practical examples and experiences to support implementation (new resources will be added in December)

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Ücretsiz kısa mesleki gelişim kaynakları

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Ücretsiz kısa mesleki gelişim kaynakları

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Free Nano PD - https://ibo.org/professional-development/free-learning/pyp-pd-learning-resources/  - These are self-paced nano PD sessions that schools can use for their own inquires to support professional learning.

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The PYP playlist

The PYP playlist contains a wide range of e-learning resources and structured lessions for student learning, to help everyone in your learning community develop a deeper understanding of the PYP.

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Learn more about Primary Years Programme (PYP) curriculum with these professional development (PD) interactive nanos and learning resources.

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PYP Playlist https://ibo.org/professional-development/free-learning/pyp-playlist/  - resources and ideas to support new PYP practitioners and parents

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IB Webliography - https://ibwebliography.ibo.org/Resource?pid=pyp  - hosts PYP resources for a selection programme features and philosophy across subjects and languages

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IB Webliography content has moved to the PD Digital Channel, now in pilot. Learn more about this resource being developed for IB educators at Discover the PD Digital Channel - International Baccalaureate® (ibo.org).

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Farklı konularda bilgilendirici ses kayıtları

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Farklı konularda bilgilendirici ses kayıtları

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IB Podcasts - https://www.ibo.org/news/podcasts/  - Experiences from educators, IB staff and graduates from around the world on a variety of programme topics

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Listen to educators and graduates from all over the world as they share their inspiring experiences building a better world through education.

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Leadership resources and podcast - webinars

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Explore online resources the IB has created for educators, students and parents to effectively manage remote learning and teaching through the pandemic.

We continue to monitor the situation for members of the IB community impacted by COVID-19 (coronavirus). We understand that the situation for many is very difficult at present and wish to offer our empathy and support during this time.

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Explore online resources the IB has created for educators, students and parents to effectively manage remote learning and teaching through the pandemic. We continue to monitor the situation for members of the IB community impacted by COVID-19 (coronavirus). We understand that the situation for many is very difficult at present and wish to offer our empathy and support during this time.

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https://ibo.org/covid-19-support

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The COVID-19 pandemic is transforming continues to transform education in unprecedented ways. As we respond to the extraordinary challenges ahead, supporting the learning and well-being of students and future generations continues to has been at the forefront of our mission as we have responded to extraordinary challenges.

The IB is committed to supporting our community during these difficult circumstances with information, resources and options delivered with fairness and compassion. This new COVID-19 microsite is a reflection of our commitment to providing updated information, including links to COVID-19 (coronavirus) FAQ's, guidance and resources to help students, schools, teachers and IB families.

We have every confidence we will come together and emerge from this crisis as a stronger IB World Community. We thank you for your cooperation, support and guidance.

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The COVID-19 pandemic is transforming continues to transform education in unprecedented ways. As we respond to the extraordinary challenges ahead, supporting the learning and well-being of students and future generations continues to has been at the forefront of our mission as we have responded to extraordinary challenges.

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Uzaktan gerçekleşecek olan ziyaretlere yönelik bilgilendirme

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Uzaktan gerçekleşecek olan ziyaretlere yönelik bilgilendirme

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Remote Visit Webcast - https://vimeo.com/417532800 For those planning virtual consultancy or verification visits, to be used with the remote visit guide for candidate schools.

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Remote visit webcast – Further school and IBEN support (PYP and MYP)

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Authorization Support Nanos -  https://ibo.org/professional-development/free-learning/pyp-pd-learning-resources/  (scroll down to Authorization Support Nanos). These address the authorization process from the start of candidacy to the verification visit and report.

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The PYP playlist

The PYP playlist contains a wide range of e-learning resources and structured lessions for student learning, to help everyone in your learning community develop a deeper understanding of the PYP.

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Learn more about Primary Years Programme (PYP) curriculum with these professional development (PD) interactive nanos and learning resources.