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PYP Specials -Challenges : Time is such a challenge, having only a 45 min session in a language mixed groups

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It could be difficult for the students to identify all of their feelings.

A barrier could be the age of the students

and the target language.

The teacher could be a barrier for controlling all the activities

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One challenge is that, as the students take their action to local or national levels, how can they incorporate their target languages.

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Give students time to investigate and explore about past vs. present - then present them with - how can we share what we learned?

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-young students (need guidance to take action)

-they have to choose between different options (unit 3: art forms) and then create + share in front of others

-language can be a barrier for some students

-some students need to gain more confidence to share in front of others

-materials and resources

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To help them identify their feelings by giving them a lot of research like books, and videos and explaining the concepts with examples.

We could supplement the target language with more visuals, pictograms and pictures.

Also using simple vocabulary to explain the feelings.

As a teacher to be more flexible, patient and facilitator and opened minded

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PYP Specials - Possible break through: Differentiated learning- for Special groups at various levels/ages (leaning experience on Mondays and Fridays 7-8 weeks behind due to PD/Conferences)

Another challenge- KIMAK K1-3 various level of physicality and attention span

Next challenge -KIMAK PE space is limited

Another - Teachings of Specials classes have been limited due to tardy arrival from different classes, students' absence for various language fields trips at different times, rehearsals & performances of Celebration of Cultures, Assembly, MAP tests, primary & middle shadowing, etc.

Another - Some teachers have taken away arts supplies, books from the Libraries, musical instruments music classroom, PE materials, without asking.

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students have more choice of take agency

more student agency

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-discover the many different forms of art and develop a linking and an interest about one of them

-understand and express their feelings through their art

-more activities to support their understanding of these art forms > students will discover what they are good at

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Providing their ideas or asking questions about their feelings.

Giving them real-life scenarios about how to handle their feelings, like fighting in recess or not want to hold hands with their friends.

Help them to identify their feelings and see how can handle it them

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PYP Specials - KIMAK creative and team building games, developing Assembly, using during lunch or recess time in cross language like Primary Assembly playing aesthetic movements & physical games

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Making actions taken by students bilingual to have a greater amount of impact.

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more group discussion or big groups to discuss

enraouge students to make up questions to their parents or grandparents to think about taking action

let students record their answers

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Bringing in guest speakers, watching videos and reading articles that are relevant and recent for students to connect with and be inspired by.

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balancing out content and time towards more student-centered choice

for Design, the amount of time with students during the year can create barriers for more student-centered choice/agency

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-give students the opportunity to try

-field trip (in-person and virtual > music and watching videos) to expose students to art, giving them exposure to different kinds of art (paintings, theater, dance, sculpture...)

-parents coming to present art (example: cartoon designer, animation)

-invite special teachers (playing piano...)

-combining activities: listen to music and draw/paint the feelings

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MYP Specials

Challenge - Encouraging students to participate who do not feel comfortable with learning a new skill that they have not experienced before.

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MYP I&S/Language Team

Timing, resources, and connecting to target languages.

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go to old residents stgo to school neighbor hood to involve into the taking action

involving Arts teacher to art show about past and present

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focusing on smaller moments within our lessons, rather than big moments of action/agency

raising awareness on student-driven interests and passions via the students

more opportunities for students to work with other grade levels

seeing/understanding that there is a continuum of choice/agency and not just a simple dichotomy of "teacher-centered" vs "student-centered" options

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During this unit students can take action by doing something nice for other children like:

draw a picture

write a letter

Give them a hug

Once the kids understand that their behaviors can impact others, they could choose to create or do something special for their peers and or family.

They could have agency by brainstorming together what they can do ( realistic action) like:

Sign a song for another class

Make some chocolate strawberries to K3 to pay them back for the activity they did with us.

Cook something for another grade.

Create something for their family.

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Some show or role play for past and present

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Modeling that it is okay to "fail" or make a mistake when learning a new skill or technique. Assessing, the effort and the process with their learning is important.

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fashion show about past and present

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Global investigation of issues that can be narrowed down to local issues in Denver.

Guest speaker opportunities from local organizations.

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-invite a ballet dancer in the classroom

-create masks

-dancing to the music

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show and share with old stuff from home , let students choose what topic they felt interested

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Guest speakers from organizations that are taking action on local issues.

Investigating influential teenagers who have taken their ideas and made a difference in the world.

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Middle School Students can "take action" by showing how to do the skill with PYP students. They can also "take action" by helping their peers practice and learn the skill or technique in the Middle School class.

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Highlighting more of what teachers and students are doing in school and outside of school

More intra-school projects and activities (older kids teaching younger kids, collaboration projects, younger students sharing what they're learning with older students, etc.)

First graders to show other grades the new playground and how their input was used

Dragon House based activities

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We could do a better job of keeping strong examples from the 8th grade community project to display for upcoming students.

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Microbit - SDG Project (Sustainable Development Goals)

And other stuff etc to be spoken of later to be circled back

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Student agency in note-taking and connecting the notes to their learning/studying.

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invite neighbors of our school to come to our classroom and introduce the past of our school neighborhood

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We discussed creating structures in class to reinforce the connection between notes and learning-- printed notes to stick in notebook, use of notes on a quiz, point rewards for having notes, etc.

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Upcoming midterm--we need to encourage note use in preparing for the midterm. Can give extra points for having good notes.

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G5: How can we give students choice and using their questions to guide the learning (questions first, not last)? Using students questions and curiosity to guide the learning.

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G5: Provide intentional resources (articles, videos, etc) to spark

Create a question board for the grade level for students to post their questions (open ended/closed): Can they answer these questions throughout the unit?

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Foster an environment of asking questions that you cannot just Google