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New research explores the roles of principals and coordinators in schools offering the IB Primary Years Programme (PYP).
A recent study conducted by researchers at The University of Nottingham explored the links between school leadership and the implementation of the PYP. Using staff surveys and in-depth interviews, the researchers conducted case studies in six schools in five different European countries (Austria, England, Germany, Italy, The Netherlands) and Sweden.

At each school, teachers and school leaders (such as principals and PYP coordinators) completed a questionnaire examining their attitudes toward the implementation of the PYP within their school. In general, the responses showed very positive views of the PYP and its implementation. Principals were seen as "guardians" of the school culture and had the role of developing a vision for the school and a strategy for achieving the goals of the PYP. As one principal explained, "a curriculum is only part of the PYP. It is a mindset, a culture. It's the whole package. Although [the PYP coordinator] will look at the curriculum and make sure that the teachers are ticking the boxes [...] my job is the bigger vision about the school being an international-minded, inquiry-minded place." Regarding leadership roles, the school principal was seen as being responsible for the overarching strategic elements of leadership while the PYP coordinator was perceived by staff as being more directly involved in the work of teachers and PYP implementation.

Responses also suggested that principals and PYP coordinators generally demonstrated the qualities of the learner profile. Respondents felt that PYP coordinators, in particular, were willing to listen to others and were enthusiastic about their own learning. One teacher interviewed said of the school's PYP coordinator, "she coordinates all our planning and does a lot of coordination of the pre-assessments and keeps us all on track. She coordinates all the information from our pre-and post-assessments. She is on hand if you want help with conceptual learning [...]. She is very supportive of us, and if you need help or support, she is always there."

This level of support is a challenge to achieve, however. In all but one of the schools, PYP coordinators were classroom teachers as well as part-time school leaders. These multiple roles were sometimes overwhelming, providing little time for responsibilities such as the professional development of teachers new to the programme. Furthermore, PYP coordinators were often not members of the senior leadership team responsible for making key strategic decisions for the school, despite coordinators' significant role in planning and implementing the PYP.

Based on the study, the researchers identified several implications for school practice:

The kind of structures and cultures established by the principal are likely to have either positive or negative effects on the quality, effectiveness, and practices of the PYP coordinator.

Schools in which principals have had personal experience with teaching the PYP are more likely to model PYP values and practices.

PYP implementation is likely to be improved when the PYP coordinator is part of the core senior leadership team and is provided with appropriate "time to lead" the induction and continuing professional development of PYP teachers.

Want to learn more? Read the research summary or full report.

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New research explores the roles of principals and coordinators in schools offering the IB Primary Years Programme (PYP). A recent study conducted by researchers at The University of Nottingham explored the links between school leadership and the implementation of the PYP.

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Learning Community - International Mindedness

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Learning Community - International Mindedness

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10 ways to promote international-mindedness

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10 ways to promote international-mindedness

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10 ways to promote international-mindedness | IB Community Blog

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Students in today’s international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themse…

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This post is an excerpt from a post entitled " Don't lock me into 8 key concepts" by Shannon O'Dwyer. The full post explains concepts in a nutshell and why concept-driven teaching is both easy and hard. This excerpt provides an insight into how teachers can make it happen. Concepts in a Nutshell
Concepts are over-arching mental constructs that students need to make sense of the content we teach. Conceptual understanding enables students to apply facts and skills to the world around them. By starting with concepts, we create a curriculum that's worthy of our students' time and effort. The concepts that drive the PYP are timeless (factual examples change, but not the core understanding), universal (so students can apply understandings across cultures, situations and disciplines) and abstract (so students engage in higher order thinking to grapple with central ideas).

By helping students achieve conceptual understanding, we ensure that they can take facts and skills, and do something with them beyond this moment, this lesson and this classroom. I have seen plenty of students who can accurately convert between metres & centimetres but are unable to choose an appropriate length of skipping rope for a 3-person playground game. These students had mastered a mathematical skill in isolation, but not yet developed a conceptual understanding of length.
Why concept-driven teaching is hard
It's just so messy. Concept-driven learning is an iterative process of constantly pulling apart ideas, putting them back together, re-applying them to different situations, finding ways to correct misconceptions and enabling each child to make meaning in their own way. It would be a lot easier to say, "Here's what you need to know, practise that, now you get a sticker." The problem is that you'd have to add, "Good luck applying that to your life". Factual knowledge is easy to teach because it is simple, procedural and locked in situ. But unless your students intend to live forever in their 4th Grade classroom, that knowledge is utterly useless to them.
"How can I make it happen?"
Questions
Use teacher and student questions as a springboard for deep, conceptual dialogue. Sort, unpack and challenge students' questions. Discuss open vs. closed questions, abstract vs. concrete questions, fat vs. thin questions (ie 1 answer or many). Keep asking probing questions (such as How do you know..?/reflection) to prevent shallow understanding.

Problematic Knowledge
Design resources and situations that are problematic. Perhaps the facts do not add up, or there are pieces of information missing. This challenges students to search for connections, inferences and transference to make sense of the inquiry. Anything that is non-linear, with multiple solutions and multiple interpretations helps our students build the flexibility of thinking to grapple with complexity, change and abstraction.

Inquire
Every day! Make sure you devote enough time for students to actuallydo the learning and construct the understanding. They need ample time for wondering, trying, tinkering, playing, researching and coming to conclusions. Don't step away. Be a participant who says, "Why did you...?", "What would happen if...?"

IntegrateWork with single-subject teachers to develop integrated thinking. Students should take their understandings from class to class, exploring concepts through different content and perspectives (eg symphony orchestras and bus timetables both build an understanding of systems). Try to keep concepts at the core of your planning meetings, to avoid creating shallow, thematic units. Avoid throwing together "linked activities". If the students are studying Ancient Greece, don't immediately say, "Let's make pots!". Perhaps the most important concept is "legacies" and students investigate the influence of the golden ratio on both Art and Mathematics. While studying natural disasters, let students make paper mache volcanoes at home. In class, explore the concept of "impact" on geography, individual lives and communities. How do artists help communities remember and heal after a natural disaster?"

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To read the full post, visit Shannon's blog here.

Shannon is a PYP educator, whose passions include curriculum design, literacy and ESOL practices, enrichment and technology integration. Shannon loves working in PYP classrooms, where each day is filled with the questions, problems and discoveries of young minds. She blogs at shannonodwyer.com and tweets @S_ODwyer.

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This post is an excerpt from a post entitled " Don't lock me into 8 key concepts" by Shannon O'Dwyer. The full post explains concepts in a nutshell and why concept-driven teaching is both easy and hard. This excerpt provides an insight into how teachers can make it happen.

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Making the approaches to learning happen

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This article explores one school's journey to ensure the approaches to learning, an element of the PYP, are planned for in order to strengthen the transdisciplinary nature of their programme. A few years back I shared a post on the PYP transdisciplinary skills, including reflective questions on the role of these skills in your school's programme.

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How a culture of student leadership can foster learner agency

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How a culture of student leadership can foster learner agency

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This article explores how Primary Years Programme (PYP) students took ownership of the Model United Nations (MUN) experience with their 'How we organize ourselves' unit. Inspired and empowered by the senior students and seeing their leadership in the MUN events, PYP students planned and hosted their first ever inter school MUN.
An exciting idea germinated in the PYP classroom through the discussions emerging from inquiries into the unit How we organize ourselves. Student leaders, who were actively engaged in participating in and hosting Model United Nations (MUN) conferences, gave birth to the first ever Primary Singapore International School (SIS) MUN at our school.

'MUN-ing' has been a part of our school character strengthening through the IDEALS* of Internationalism, Democracy, Leadership and Service, and the attributes of the IB learner profile. For their unit of inquiry with the central idea People create organizations to solve problems and support human endeavor, our grade 6 students had been taking part in our school MUNs as observers and conducting intra-class Mock MUN sessions over the last two years. They enjoyed their learning engagements thoroughly and though it was never a requirement or a norm, they decided to take this experience one notch higher and plan and implement an innovative event. Even though this would be their first experience with a primary MUN, they took on the challenge to be the organizer and host, and invited their peers from grade 5 to become the actual delegates. Thus, the culture of student leadership that was already a part of the school ethos enabled learners to take charge of their own learning and make important decisions about the same.

The primary SISMUN was planned as an inter-school conference. With the guidance of the senior school students and adult mentors, the students planned it modestly, keeping the spirit of the PYP at the core of the issues. The pedagogical leadership team helped them choose committees to ensure that the issues were from local (Lok Sabha) to regional (South Asian Association for Regional Cooperation) to global (UNICEF and UNHCR). Similarly, the issues would find resonance in their learning from the themes of Who we are (child labour), Sharing the planet and Where we are in place and time (migration due to war), How we organize ourselves (common currency) and How we express ourselves (arts education), thereby blending and synthesizing components of the PYP curriculum.

The Primary SISMUN was held in April 2017 with participation from 4 other primary IB World Schools from Mumbai and Pune. The conviction of the students, backed by the willingness of the pedagogical leadership team, inspired other schools from the network and beyond to participate in this event.

Our grade 6 students put on an impressive opening ceremony and more importantly displayed confidence and conviction as members of the Organizing Committee. We had a Skype interaction with a young CEO from India, selected as one of the top 50 youth initiative based solutions for sustainability by the UN for his startup company, Tyrelessly. Our delegates from grade 5 adeptly debated, discussed and resolved issues with professional ease and maturity. This also resulted in some exciting press coverage.

We were delighted to see our PYP students' achievement in terms of thinking and communication skills, confidence and enthusiasm and being open-minded and courageous, and we hope that they continue to apply their knowledge, conceptual understandings, skills, attitudes and attributes to take meaningful action that will make a difference to the world we live in. Above all, this experience created a domino effect of inspiration and agency in the school community, during the PYP exhibition, and in the planning of the coming year's edition of the Primary SISMUN.

In its mission statement, the IB aims to "develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect." The Primary SIS Model United Nations became an effective platform for students to put this mission into practice.

*Internationalism, Democracy, Environment, Adventure, Leadership and Service
Abhimanyu Das Gupta has been an IB practitioner since the last 13 years and has had extensive experience in the PYP at the Pathways School, Aravali, as a home room teacher, grade level coordinator, PYP coordinator and as the Primary School Coordinator. He has been heading the primary division at the Singapore International School, Mumbai since 2014 , inspiring his colleagues to promote learner agency and thereby, empower students. His passion for teaching and learning is evident in the practices he inspires in the learning community. He strives to promote inquiry-based learning for the students and by the students. You can follow him on Twitter

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How a culture of student leadership can foster learner agency

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This article explores how Primary Years Programme (PYP) students took ownership of the Model United Nations (MUN) experience with their 'How we organize ourselves' unit. Inspired and empowered by the senior students and seeing their leadership in the MUN events, PYP students planned and hosted their first ever inter school MUN.

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Listening to learning: Agency in the early years

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Listening to learning: Agency in the early years

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This article is based on an example of listening to learning within a pre-kindergarten classroom and how teachers tuning into student voices helped to shape the direction of our inquiry into the transdisciplinary theme of 'How we express ourselves'.
Within our school in Suzhou, China, our pre-kindergarten learners shine brightly as leaders in their quest for understanding and experts in their play. As a co-teaching partnership, my colleague Anna and I understand that often our job is to listen to learning and to take our cues from what we hear.

As we began our inquiry into the central idea that "imagination extends our ability to think, create and express ourselves", Anna and I were supervising outside morning play and talking about how to get started. What provocations might we set up? What stories might we share? As we were talking, a most extraordinary thing was taking place, not five feet from us. One of our students had bent down in concentration, another had joined, and another, until a little group huddled closely, and the buzz of their excitement was reaching us. As I approached, one of our students exclaimed: "Look! Look what we found! It is a blanket from a fairy!" The "blanket" was a golden sweet wrapper, cradled carefully in the hands of a 4-year-old child. As I examined this treasure, our students began to add to the fabric of the tale. "There must be a fairy house nearby! Where could it be?", said one learner. "I hope the fairy is not cold without her blanket!", add another one. Little voices erupted around Anna and I, brimming with excitement and ready to seek out magic.

In The learner in the enhanced PYP communication, it is said that "agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn" (IB, 2017). Student agency is supported when teachers marry the interests, talents and skills of the children to the inquiry. Samuellson (2008) notes that play, initiated by children, is often separate to learning, initiated by the adults around them. Within the early learning framework of the PYP, there is a strong case to be made for teachers leveraging students' play and making it the foundation of inquiry, enhancing the status of play and celebrating the competency of children.

Immediately, we realized that the provocation we were seeking had come straight from the perspective and imagination of our learners. Immediately we sought books about fairies from the school library. Supporting our line of inquiry, which was to bring stories we read, share and know to life, we became consumers of fairy mythology. Designing clothes and homes, making beds and blankets, we gave life to our theory of fairies in our playground through shared belief. We naturally began to explore our second line of inquiry, imaginative use of everyday materials, as we played and built.

That evening, I painted a small fairy door and hung it on one of the trees. The next day at play, a shriek of excitement told Anna and I that it had been found. We began to sketch fairies, talk about who might live behind the door, and whether we could only see it now because the fairies knew we believed in them. When the fairies sent us a letter with ingredients for a magical potion, we mixed the ingredients and began to wonder if a small fairy school existed behind the door, where making potions and flying lessons were taught. Students talked, played, drew, sculpted and danced their ideas of what magic might exist around us. We effortlessly explored our final line of inquiry, which was different ways to express ideas.

It may be said that often times, we unpack our central ideas through looking at the words on a page or through a conversation without context. Had Anna and I ignored the voices beside us that fateful day in the playground, we could have had a very different inquiry. Our lesson that day was that the possibilities for magic and wonder that exist when we listen, trust and follow the leads of our students is simply phenomenal.
References:
Pramling Samuelsson, I. & Asplund Carlsson, M. 2008. "The Playing Learning Child: Towards a Pedagogy of Early Childhood". Scandinavian Journal of Educational Research. Vol. 52, issue 6.

Primary Years Programme. The Learner in the enhanced PYP. December 2017. http://blogs.ibo.org/sharingpyp/files/2017/12/2017-December-The-Learner.pdf
Niamh Price is from Ireland and has been teaching for ten years. She has been a pre-kindergarten teacher at Suzhou-Singapore International School in Suzhou, China for 6 years. Prior to this, Niamh enjoyed 4 years of teaching and working with children and families in different areas of Dublin, Ireland. Niamh holds a Masters degree in Drama in Education, with a research specialization in play and creativity in the early years classroom. She believes in the importance of establishing relationships with every student who crosses the threshold of her classroom and is committed to finding out not just what each child can do, but who they are. Creating environments that invite beauty, curiosity and collaboration is an essential feature of her practice.

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Listening to learning: Agency in the early years

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This article is based on an example of listening to learning within a pre-kindergarten classroom and how teachers tuning into student voices helped to shape the direction of our inquiry into the transdisciplinary theme of 'How we express ourselves'.

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Supporting learner agency in the early years

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Supporting learner agency in the early years

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This article illustrates the importance of listening to students' voices and the powerful learning that can happen when allowing them take the lead. Planning for inquiry
As we made our way through the first year of our Primary Years Programme (PYP) journey, teachers at Summerhill International School shifted their focus from planning a unit of inquiry with their teams to a collaborative process that included the learners' voices in the planner.
Listening to the students' voices
Our five-year-old class was exploring the central idea, Members of a community can cooperate to achieve their common goals under the transdisciplinary theme How we organize ourselves. During circle time, the students discovered that their teacher had gotten engaged during the break and were excited to hear about her wedding plans. Upon hearing that their teacher had not yet had the time to plan for her wedding, one learner said, "It's ok; we can help you plan". Everyone was very excited about that idea and the Wedding Project was born.
Letting students lead

One way of thinking of learner agency is when learners have the 'power to act'. When learners move from being passive recipients to being much more active in the learning process, and actively involved in the decisions about the learning, then they have greater agency.
~ Derek Wenmoth, CORE Education 10 Trends

The students started by thinking about what they needed to plan for the wedding. As they started to share their ideas, they decided that they needed some way to record and remember their thoughts. They recorded their ideas on cards and stuck them on the wall. A system to organize all the ideas and everyone's roles and responsibilities soon emerged as the students were readying to put their ideas into action. After a group discussion, the students decided to organize their ideas into categories and delegate who would be doing what.

As they got started, they began to take on roles within their wedding plan. The students negotiated their responsibilities with their friends, managed their own materials, and then chose a space to store their on-going project. They also used the calendar to manage their own time by counting how many days were left until the wedding party.
Putting it all together
After all of the wedding preparations for the bride, the students turned their attention to the ceremony and celebration events. They had decided that since they would not be able to attend the actual wedding, they would have a class wedding party with their teacher. This launched a new query into how people celebrate their weddings. The children took on roles as wedding planners by planning and organizing the schedule of events, the guest list, what to wear, and how to set up and decorate the room. They even found a way to make sure that the groom was present at the wedding!
What we learned
Throughout this unit, we witnessed the power of learner agency when we involve students in the planning process. Both students and teachers learned a great deal during this inquiry. With reflective dialogue the teachers realized the power of following the students' lead and how empowering this is when students have ownership over the direction of the inquiry, and are truly invested in what is going on. As teachers became more comfortable with the capacity of young learners to steer the inquiry, the depth and quality of the inquiry rose substantially.

At the beginning of our PYP journey, we tried to plan for student-led inquiry by filling in all the boxes in the planner without leaving room for the learners' voices in the planning. As a school that is new to the IB Primary Years Programme, we felt comfort in knowing that the unit was planned for and in a sense, "completed" before we began the learning. Now we have shifted our thinking to a having a planner that starts off with just a few good provocations and an inviting environment. This means that there is space for children's ideas in the planner. Student-led inquiry can only happen when we listen to and honor the children's ideas and take the time to plan the unit together.

Reference:

Wenmoth, D. (2014) "Ten trends 2014: Agency ". Edtalks. http://edtalks.org/#/video/ten-trends-2014-agency
Jenny Yan is the PYP Coordinator at Summerhill International School, and IB candidate school. She has been a PYP educator for seven years and is passionate about supporting the development of critical and creative thinking in learners.

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Supporting learner agency in the early years

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This article illustrates the importance of listening to students' voices and the powerful learning that can happen when allowing them take the lead. Planning for inquiry As we made our way through the first year of our Primary Years Programme (PYP) journey, teachers at Summerhill International School shifted their focus from planning a unit of inquiry with their teams to a collaborative process that included the learners' voices in the planner.

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Agentic learning in kindergarten | SharingPYP Blog

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sharing responsibility for learning, health and well-being (pg 6-9)

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sharing responsibility for learning, health and well-being (pg 6-9)

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In the second article in the series discussing inclusion, IB World speaks to teachers about how their policies are creating engaging learning experiences for all students

"Inclusive, good-quality education is a foundation for dynamic and equitable societies," said South African social activist Desmond Tutu. IB World Schools across the globe agree and are leaning on their student-centered inclusion policies to enable supportive learning environments. Recognizing the diverse range of gifts and talents of all students can develop confident learners who are motivated to succeed.

Inclusion can look different in every school, as we discussed in the first article. But one thing that all schools have in common is that their support extends far beyond learning difficulties. It encompasses all students who may struggle with their studies; be it learning differences and disabilities, language development, neurodiversity, mental health disorders, issues around gender and sexuality, as well as difficult family situations.

Supporting all students

Dwight School, in New York, US, has extensively used the IB's candidates with assessment access requirements' document to design authentic assessment environments for all students.

"For example, if a student receives laptop accommodations for their IB Diploma Programme (DP) exams, we allow students to use the laptop in their courses so they are always experiencing an authentic assessment environment," says Matthew Gonzales, Director of Curriculum and Instruction and DP Coordinator.

The school began its inclusion journey around 25 years ago when it introduced the Quest Program. It is designed to support a wide range of students - including students with cognitive impairments. "The level and degree of support varies based on the individual needs of each student. As the Quest department grew, the philosophy of inclusion spread through the Dwight School," says Gonzales.

Quest teachers work closely with classroom teachers and emphasize the importance of affirming identity and building self-esteem as the building block of good teaching practice.

Dwight School has a multifaceted approach to whole-school inclusion. Starting with the admissions process, Josh Kigel, Director of Quest, works with the admissions team to implement plans to support all members of the student body. All students complete a diagnostic exam prior to entry to determine appropriate course placements.

"The exam is tense, but contains questions that are designed to ascertain what students know and understand in a particular subject area. Students complete diagnostic assessments in language and literature, language acquisition and mathematics," says Gonzales.

Evolving inclusion policies

Chadwick International, in South Korea, has worked to be an inclusive environment since it was founded seven years ago. With changes to the local community - including a more diverse population requiring international schooling - students who would not typically meet rigorous enrollment requirements drove a process of defining Chadwick's inclusion policy, as well as teaching and learning practices.

"As more diverse students were admitted, our inclusion policy and accompanying practices had to reflect our enrolment policy - that all students can be successful learners," says Caroline Rennie, Director of Studies.

This coincided with the implementation of the DP and the Middle Years Programme (MYP).. We were able to understand from the beginning how we would use these frameworks to develop our unique experiential learning experience.

The school provides pathways for language fluency and mathematics, as well as different pathways to graduation. It uses responses to intervention (RTI) to gauge student need and psycho-educational testing.

All students with specific learning disabilities have their own best coping mechanisms, and the IB recognizes that the same accommodations will not be appropriate for all students.

"We have a young man with a reading disorder whose mother tongue is Korean. He finds audio recordings very difficult, as it is a new accent to unpack and understand in a stressful, time-sensitive situation. Being able to designate audio, a reader or a quiet place for him to read aloud to himself shows how forward thinking the IB is about inclusion."

"A student who struggles with processing speed can seem ill-prepared for the rigor and pressure of the full DP," she adds. "However, knowing that accommodations include time for thinking and speaking in oral assessments, allowing a prompter, reader and scribe for tests, and flexibility specific to his needs, this student is off to a solid start on his journey to the full DP."

Support teachers work with groups of students to provide one-on-one support, and teachers to collaboratively plan units that support scaffolding, accommodations and modifications, and mother tongue learning.

"Our school administrators are active in acquiring new knowledge for where student neurodiversity overlaps with the disciplinary sphere. Slowly, the culture is changing toward acceptance of difference and the reliability of support.

"Schools often overlook the need an effective librarian for continual development of resources at multiple reading levels, in different styles and many languages," says Jodi Kittle, Learning Support Specialist at Chadwick International.

Eliminating the stigma

Alvin Dunn IB World Elementary School in California has just finished its first full year of using inclusionary school practices in grades TK-6, and it's been "amazing", says Renee Hasan, Elementary Learning Center Teacher. Previously, some grade levels had slowly been implementing inclusionary practices into their daily routines.

The school has a range of student populations ranging from students with mild to moderate and moderate to severe disabilities, preschool reverse mainstreaming, and second-language learners.

Our greatest celebration this year has been putting our students with mild to moderate disabilities onto general education rosters. This has helped foster more inclusive school practices throughout our entire school.

Special education and general education teachers worked collaboratively to create a variety of co-teaching strategies and developed lessons that are universally designed for all students to access. Students received their grade level academic instruction from teachers with support from an education specialist or instructional aide.

"This model of instruction has also been integral in eliminating the stigma of special education versus general education students among students and teachers. Now, many of our students identify as having two teachers while our staff see everyone in their class as 'our' students rather than 'those' students," adds Hasan.

"All of our students, regardless of ability, have accelerated academically, behaviorally, and social/emotionally. In the primary grades, we have been able to provide early intervention to such the extent that our numbers of students requiring response to intervention has decreased.

"This in turn has lowered the amount of students that are identified with a disability. Students are also learning skills like self-advocacy and building stronger communication skills among their peers.

"I am so proud to be at a school that celebrates students abilities," says Hasan.

Commitment to teacher support

A whole-school approach is necessary for an effective inclusion policy, but for it to be successful in its delivery teachers must feel supported, too.

On-going professional development and the swapping an sharing of information is important, says Gonzales: "The Quest Department uses the Meeting student learning diversity in the classroom document as a resource to share with classroom teachers who may not have a formal background in SEN (special educational needs)."

"Professional development experiences must be ongoing - there must be a commitment to providing training and support to faculty," adds Kigel. "Whenever possible, school communities should create time in teachers' schedules to allow for research, planning and reflection."

Useful learning resources The following IB documents have been produced to support schools and can be found on the programme resource centre:

Learning diversity and inclusion in IB programmes (2016)

The guide to inclusive education: a resource for whole school development (2015)

Candidates with assessment access requirements - (Middle Years Programme) (2015)

Meeting student learning diversity in the classroom (2013)

Candidates with assessment access requirements (2009)

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In the second article in the series discussing inclusion, IB World speaks to teachers about how their policies are creating engaging learning experiences for all students "Inclusive, good-quality education is a foundation for dynamic and equitable societies," said South African social activist Desmond Tutu.

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Stop, start, continue: Conceptual understanding meets applied problem solving

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Stop, start, continue: Conceptual understanding meets applied problem solving

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I recently became the Chief Academic Officer for the IB after more than two decades of working in and leading IB schools. In IB World Schools, we endeavour to create internationally-minded young people who, recognizing our common humanity and shared guardianship of the planet, help make a better and more peaceful world.

Just prior to taking this position, I led the intense experiential living and learning of a United World College (UWC). I was part of an intimate and remotely-located community of 160 students on the Vancouver Island, who lived in residence with faculty and their families, for two intensive pre-university years of transformational learning. Together, we pursued the UWC mission of making education a force to unite people, nations, and cultures for a sustainable future.

Every year we built a community that modeled what all of us wished for in the wider world. We created a working campus where everyone had a job. All of these jobs were non-trivial, adult roles. If any role were not fulfilled, the well-being of the campus and the community would suffer. On many days, when we concluded our activities and jobs, we met in a circle and asked ourselves:

What should we stop doing?

What should we start doing?

What should we continue doing?

As simple as these sound, they provided us a safe, predictable set of questions that became habits of mind, a way to pause and reflect before engaging in something else. Our aim was to get better at what we were doing.

Humanity cannot wait for students to graduate-whether or not they are in IB schools-and get started on doing things that contribute to a better world. We need to give students in every school, at every age, real agency and authentic opportunities to make a difference in this volatile, unpredictable, complex, and ambiguous world. With this in mind, we cannot be satisfied only with students learning about the world and developing deep conceptual understanding of multiple disciplines. We need young people building an ever-expanding portfolio of skills and experiences of things that they have done, created, and contributed to - things that matter to them, to others, and to the world we share.

How might we help to make that happen? I propose three things that teachers need to stop doing, three things to start doing, and three things to continue doing. And I invite your ideas on expanding this list.

What Should We Stop Doing?
Stop teaching as if we have the answers.
Nothing could more powerfully demonstrate an inquiry-based approach to learning, becoming, and doing than to design ways of engaging students with questions to which we do not know the answers ourselves. In this way, students may contribute to both their own understanding and also to ours.
Stop rushing.
We need to slow down the race to cover content. We need to get more creative about ways to focus on key conceptual understandings, and about designing ways to demonstrate evidence of applying these conceptual understandings. Deep learning takes time.
Stop talking.
Even with the most experiential, project-based approach, it would be good to figure out how much time any one person spends talking compared to listening. Is there much silence after a question is posed by any member of a group of learners? In a classroom setting, what would happen if we reduced teacher talk by 50 percent and increased the pause time between question and response by 50 percent?

What Should We Start Doing?
Start looking for problems to solve, actions to take, and beauty to create.
If we were to do something that really mattered to ourselves, our classrooms, our schools, and our community, the potential for impact would be at once local and global. Start finding ways to engage students in understanding real-world problems, and then support them in solving those problems. Every student should experience the joy that comes with being a unique and positive force in the world.
Start teaching with new discoveries about the brain in mind.
There is emerging evidence that where there is no emotion, there is no learning. Let's bring a full spectrum of positive emotions to teaching and learning. A good place to start is by sharing your passion, personal mission, and the questions and problems that are important to you. Bring all this to your students. And have them bring theirs to you.
Start seeking out authentic, high-stakes audiences for student work.
We often ask students to spend many hours solving problems or creating things that are never shared beyond the teacher or the classroom. Partner with businesses, organizations, and your larger community to showcase innovative work produced by your students.

What Should We Continue Doing?
Continue with your professional development, and model the growth mindset in action.
If we ourselves can't develop and model the 21st-century skills of collaboration, communication, and critical and creative thinking, how can we prepare students to master them? Regularly try new things in the classroom, and ask students for their feedback. Demonstrate that education is a lifelong process.
Continue to place our work with students in global contexts.
We share a common humanity, and that's worth finding ways to be mindful of our interdependence. Foster the sense of connection that comes from seeing oneself as a part of a larger global community.
Continue believing in the potential of every student.
Each student can make a positive difference, and each should understand the importance of investing in his or her own well-being along with the well-being of others. We cannot develop ourselves or contribute to the development of others if we live stressed, unbalanced lives. Introducing and modeling habits of mindfulness and doing what it takes to maintain well-being are critical for our very survival.

We'd love to hear your thoughts on what we as educators should stop, start, and continue doing in the classroom. Please share in the comments section below.
David Hawley joined the IB as the Chief Academic Officer in January 2015.

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Stop, start, continue: Conceptual understanding meets applied problem solving

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I recently became the Chief Academic Officer for the IB after more than two decades of working in and leading IB schools. In IB World Schools, we endeavour to create internationally-minded young people who, recognizing our common humanity and shared guardianship of the planet, help make a better and more peaceful world.

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Your school has gone through authorization and received an official report. What's next? This article explores how one school has used the authorization report to create a clear and actionable 3-year timeline that is shared and reviewed with the learning community.
As PYP practitioners we are constantly striving to grow and learn. For schools, the process of accreditation and evaluation presents itself as an opportunity to receive precise feedback on where we have come from and the directions we should take moving forward. So, after submitting paperwork, welcoming the visitation team and receiving our formal report...what's next?

I began working at American Pacific International School the year after their evaluation visit. Within my first month, I received our formal report that outlined the strengths and areas of need the visitors saw. Using the provided template, I moved forward with making our 5-year action plan, but after completing it I was still at a loss. How could I share all this information with my school community in a way that was clear and concise? I wanted an action plan that could be shared with the entire learning community without overwhelming them. After attending the Role of the Coordinator training, my workshop facilitator gave me the advice to create a personal three-year plan, but I still struggled with a format that would communicate the IB Programme standards and practices that would be accessible to my entire school community.

I decided to create my own method for how to sort, simplify and present our yearly goals to my team. As a PYP teacher and learner, I am very visual and learn best through hands-on experiences. I began by cutting apart our action plan and separating the standards that needed to be addressed. I did my best to physically group standards with a similar theme and gave each group a heading.

I then divided these groups among my three-year timeline trying to put similar goals together (see image below).

I used the headings to create concept-based yearly goals which are expressed similarly to a central idea. Our three-year timeline goals became:

2017-2018: The APIS community and leadership will work to collaboratively align our programme of inquiry with grade level curriculum standards, and we will plan for and support integrated transdisciplinary learning.

2018-2019: The APIS community and leadership will work to ensure that learning and teaching utilizes resources to promote differentiated, constructivist and inquiry-based instruction.

2019-2020: The APIS community will work to design assessments that support understanding of the PYP essential elements, grade level curriculum standards and individual student needs.

By having our yearly goals structured as a central idea, I have found planning professional development to be far easier and more goal-oriented. We can unpack the big concepts and focus our attention on specific actions we can take to improve.

I began by sharing the 2017-2018 goal with my staff and asking them to highlight the areas that were confusing or where they would like more development. They also wrote goal statements including one way they could personally help the school meet the goal and one way administration could support them. As a community, we are now familiar with the expectations of the IB and feel a sense of ownership about working towards meeting our goal, and we review which standards are addressed during our weekly professional development.

We also check in regularly on our progress towards meeting the goal and brainstorm action steps, including future professional development sessions, which would be helpful. Our action plan is now a living, breathing part of our school community. Students and parents see goals posted on the walls, teachers are active participants in reaching the standards and administrators are held responsible for providing the support we need moving forward.
Cynthia Blackburn is a PYP coordinator currently working at American Pacific International School in Chiang Mai, Thailand. She has worked with the Primary Years Programme for five years in various teaching and leadership roles. She is passionate about helping her school to be knowledgeable about the PYP and aligned with Programme standards and practices. You can follow her on Twitter @MsCindyPYP.

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Your school has gone through authorization and received an official report. What's next? This article explores how one school has used the authorization report to create a clear and actionable 3-year timeline that is shared and reviewed with the learning community. As PYP practitioners we are constantly striving to grow and learn.

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Exhibition planner with question prompts

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Exhibition planner with question prompts

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Making the PYP Happen: Transdisciplinary Learning

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Making the PYP Happen: Transdisciplinary Learning

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Making the PYP Happen: Transdisciplinary Learning

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PYP learners Take ownership of their learning

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PYP learners Take ownership of their learning

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PYP learners Take ownership of their learning

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Designing Learning Environment for early years

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Designing Learning Environment for early years

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Designing learning environment in primary setting

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Designing learning environment in primary setting

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creating a culture of collaborative planning

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creating a culture of collaborative planning

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inquiry cycle with key concepts (guiding questions)

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inquiry cycle with key concepts (guiding questions)

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PYP students as leaders of learning
Returning as a teacher to the elementary homeroom this year, I wanted to take the opportunity to fully explore the latest themes in PYP education.

The notion of learner agency(1), that students can and should be the drivers of their learning(2), was something that seemed familiar, but in practice would provide me with a year of growth and challenge.

As an early years educator I hold an image of the child(3) that views students as capable, competent and intrinsically-driven inquirers. Encouraged by the PYP's focus on learner agency and action, and eager to apply my philosophy in my new classroom, I was raring to get the school year underway.

Genius hour: My "Brilliant First Flop"(4)

I opened the year by communicating that 'kids are the boss' in our learning environment. Our initial class meetings delved into what being the boss would mean in practice.

The conversations went well and at this stage I was feeling rather pleased. The class agreed that starting a genius hour(5) would be a terrific application of our co-constructed essential agreements.

We were all excited, but our enthusiasm quickly began to wane. Students would arrive at school with burning questions on the tip of their tongues, or a passion for a project that they were desperate to work on. And yet, these flashes of inspiration rarely coincided with our scheduled genius hour.

Of course, we would commit to return to these individual projects either later in the day or week, but it was clear to see that our genius hour had become a non-starter. It seemed like just another part of the schedule that the teacher valued and the students "did". Some students were keen, others benignly obliging, but the thrill was gone(6).
Transdisciplinary learning and the tyranny of the schedule
As I reflected about the lack of spontaneity, and the unresponsiveness of our genius hour sessions, my attention turned to my weekly schedule.

In my previous school's authorization report, an area for attention related to expanding faculty awareness of the transdisciplinary nature of the PYP. I still recall reading the IB's report and cringing in uncomfortable self-recognition.

Yes, I had been guilty of displaying on my whiteboard a daily schedule which I dutifully updated for the students. You might know the type. It was splendidly laminated, enhanced with magnetic backs and had colors corresponding to different subject areas: mathematics, English, unit of inquiry. I thought it was helpful and certainly students have the right to know what to expect from their day.

Yet, by dividing the day into fragmented blocks of time, I was not just reducing learner agency, but also expressing to my students that their learning was unconnected. By boxing curriculum, I was boxing student thinking and their understanding of the world.

I now firmly believe that if you really want to position your students as the owners of their learning, then focusing on who owns the schedule? has to become a priority. Schedules are a balance of many factors and an interplay of the many priorities within schools. Whether school schedules are flexible or rigid depends upon the pedagogical approach taken by teachers and administrators(7).

The classroom schedule had positioned us as disciplinary learners.

I responded by seeking simplicity and flattening the schedule. We established that there would be times when adults would guide or lead learning and times when students would take on this role for themselves and their peers. It was that simple. This was what 'being the boss' would really mean for our class. Educators and students can step in and out of the lead role within a culture of learning.

As the educator, I remained accountable for ensuring we made connections to all the outcomes required by the curriculum and reporting process. At the same time I increased my expectations that my students would also be accountable for approaching their learning as reflective, balanced and enthusiastic students(8).

During our (now student named) Personal Project Learning Time, students could select from a range of learning activities, keeping a balance of their individual learning targets in mind. During any single session, students can work on a variety of tasks, covering all areas of the curriculum. At times, students would add their own learning activities to the menu. This suggests we had started to transition from a learner-centered to a learner-driven model(9). See below several practical tips for implementation.

My next step would be to engage with other adults and classes in the learning community(10) as I have discovered that working in isolation installs a glass ceiling above our heads.

At last, after a year of experimentation and a gradual release of control, the class community is basking in the glow of a more holistic, student-directed learning environment.

As the lead learner in the room, it is highly inspiring to say the least.

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References:

(1) Students take the lead, via SharingPYP blog
(2)Personalization vs. Differentiation vs. Individualization Chart V3.
(3)Your Image of the Child: Where Teaching Begins by Loris Malaguzzi
(4) Rosie Revere, Engineer by Andrea Beaty
(5) Drive: The Surprising Truth About What Motivates Us by Daniel Pink
(6)The Thrill Is Gone by B.B. King
(7)The Case for Time, by Nathaniel Atherton
(8)Six Ways the Teacher's Role is Changing, by John Darcy
(9)The Personalized Learning Look Fors by Kettle Moraine School District
(10)Young Students Benefit from Self-Directed Learning Days by Western Academy of Beijing

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Dylan Meikle is an elementary counselor at United Nations International School Hanoi and is an experienced homeroom teacher in the PYP. He is a member of the IBEN and an Apple Distinguished Educator. Dylan is passionate about learning environments and contributes to a blog on the subject at www.makespace4learning.com. He welcomes feedback, collaboration and further discussion via Twitter @dylan_meikle.

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PYP students as leaders of learning Returning as a teacher to the elementary homeroom this year, I wanted to take the opportunity to fully explore the latest themes in PYP education. The notion of learner agency(1), that students can and should be the drivers of their learning(2), was something that seemed familiar, but in practice would provide me with a year of growth and challenge.

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There is a buzz in the room as 11 year olds sit in groups around large sheets of butcher paper, talking animatedly. I like visiting this classroom, seeing how the two teachers collaborate and the children engage in their learning.

Today they are brainstorming the big ideas in Sharing the Planet, one of the transdisciplinary themes in the PYP curriculum framework.

In the build-up to this, students have watched David Attenborough's Wonderful World and made connections with the transdisciplinary theme:

"Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution" (IB Primary Years Programme).

Their ideas include concepts such as environment, sustainability, pollution, responsibility, nature, society, economics, lifestyle, and consequences. I am impressed by the depth of their thinking, their ability to extract the conceptual ideas and the way they make connections with prior learning.

The teachers introduce the idea of biodiversity, a concept to which they have not been exposed before, without explaining it or doing any teaching. The students get the iPads and do their own exploration, in any way they like. They are encouraged to read, look at images, watch videos - the choice is theirs.

Later in the day I go back to ask how the learning unfolded...

"At the moment people are only thinking about what they should do, but not doing it. As this generation, it is our responsibility to take care of the planet for further generations". (Michelle)

"I would like to inquire into all living beings' rights. I want to know why different people/animals are treated differently and what the consequences are". (Zara)

"I want to know how the loss of animals and plants affects the world and our life because if I do not know what difference it makes, I will not know how to change my habits". (Noa)

"I should be aware that a little mistake can make a big difference. I would like to inquire into how we can make the world equal and fair so everyone has a home/habitat". (Zoe)

"I want to know what will happen to the animals if we keep polluting the earth and taking the land because if there are no animals it will affect human life". (Stella)

And this one...

"If we do not share the planet and make a difference, there will not be a future for us to live in..." (Josh)

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The original article can be found in Edna's blog here.

Edna shares her reflections at her personal blog, What Ed Said and she is co-administrator of the collaborative inquiry blog, Inquire Within.

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There is a buzz in the room as 11 year olds sit in groups around large sheets of butcher paper, talking animatedly. I like visiting this classroom, seeing how the two teachers collaborate and the children engage in their learning.

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concept based teaching and learning (Lynn Erickson)

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concept based teaching and learning (Lynn Erickson)

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개념 기반 탐구학습의 실천

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개념 기반 탐구학습의 실천

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중심아이디어 쓸때 주의해야 할점

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중심아이디어 쓸때 주의해야 할점

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The author of this article provides some pointers to aid the process including focussing on the word choices and arrangement when w riting a strong central idea.

A unit of inquiry is only as strong as its central idea. We have to be able to answer the question "At the end of the unit what do we want the children to understand, know and do?"

Writing a good central idea is not easy. There should be a balance between openness for the generation of inquiry and be specific enough to ensure the construction of knowledge, skills and conceptual understanding. After many years of evaluating units of inquiry, my colleagues and I have identified some patterns in central ideas that make for strong or weak units of inquiry and constructed some guidance to evaluate central ideas when writing them.

Some common pitfalls to avoid are:

Central ideas that are a rewording of the transdisciplinary theme, for example 'Societies use systems to organize themselves' - the central idea should reflect the transdisciplinary theme not simply be a rewording of it. The central idea needs to refine the statements from the transdisciplinary theme to enable in-depth inquiry. For example, 'Businesses are organizations that provide goods or services to meet the needs of customers' has a number of concepts from the heart of the disciplines, is specific in the type of social system but is broad in that there are many types of businesses.

Central ideas that contain phrases like 'for different reasons' or 'takes various forms'. These avoid the focus that is essential for depth. Almost everything that happens, happens for different reasons and we need to explore some specific reasons. Compare 'Different forms of transport have different uses' - that includes only one significant concept to 'Transportation systems enable people and societies to connect'.

Central ideas that describe teaching strategies or tools. 'By exploring the interdependence of social systems and analysing the evidence we can better understand society' - for example, describes teaching and learning strategies, there is no enduring understanding from the heart of the disciplines (Wiggins and McTighe). 'Scientific thinking' although a concept from science, is general and is better developed through the process of learning to prove or disprove ideas from the scientific fields in a scientific way. 'Energy is transformed, stored and used in industrial and domestic applications,' has clear concepts from scientific field which can be investigated by a process of scientific thinking.

We found that focusing on very specific word choices and sentence structure is a useful device.

Central ideas that contain concepts from the heart of the disciplines to drive the inquiry ensure building of globally transferable, significant knowledge. In the PYP these are the 'related concepts' for example 'migration, stories, force, light, simple machines' as described in Making the PYP happen (2009), in the subject area annexes.

The writing of a single, concise sentence benefits from the use of a well-known acronym from word level English teaching - CVC (Consonant Vowel Consonant). We modified this to stand for 'Concept Verb Concept' when thinking about the structure of the central idea. This structure helps focus on efficient and powerful word choices.

Verbs that describe relationships between concepts, or processes one performs on another, give clear direction for 'unpacking': impact, shaped, depend, work together, grow, change, communicate' are examples of powerful verbs that denote a clear relationship or process. Verbs that are subjective in nature such as 'appreciate, value, enjoy' can be avoided as they are judgmental. Children are engaged by potentially interesting content but they can only know this if they understand the sentence. Complex ideas do not have to be dressed in complex language. Mystery generally does not promote the engagement that is a precursor for appropriate, challenging and critical thinking.

' The properties of materials determine their function' - has globally significant science concepts, a verb that describes the relationship between them, is concise and can be unpacked using the key concept questions. There is breadth in the multitude of materials and objects made from them that exist in the world and the potential for exploration, comparison and investigation by the scientific method promotes scientific thinking.

The collaboration of multiple perspectives in writing central ideas can lead to excellent outcomes but I believe that some systematic evaluation a little akin to the scientific method may be helpful to consider.
Louise Knight has worked with the PYP in schools in Norway, Nigeria, Iraq (including as PYP Coordinator and Language Support) and Indonesia with grades 1 to 5. She is passionately interested in language and literacy, particularly Functional Linguistics and she finds it useful to look at some of the issues around the use of language in texts, in this case the central idea as a text form, through the Functional Linguistics lens.
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How a focus on word choices can enhance the quality of the central idea

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The author of this article provides some pointers to aid the process including focussing on the word choices and arrangement when w riting a strong central idea. A unit of inquiry is only as strong as its central idea.

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The purpose of a central idea | SharingPYP Blog

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These resources provide support and understanding about key characteristics of the Primary Year’s Programme (PYP).

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graduate school of education ibec program

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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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국가 지속가능발전 포털 | 국가 지속가능발전목표 (K-SDGs) 종합 정보 시스템

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국가 지속가능발전 포털입니다. 빈곤, 성평등, 생태계 등 지구적 문제를 해결하는 UN-SDGs(Sustainable Development Goals)와 한국형 K-SDGs 정보와 지속가능발전과 관련한 교육자료와 정책보고서를 제공합니다.

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Learners tend to learn more effectively when they are clear about the purpose of learning. Knowing where you are headed does not mean that the tasks needs to have every single detail mapped out for you, but it does require a clarity of the purpose of learning.

There is a multitude of research out there that confirms the value of sharing quality learning intentions with learners that clearly articulates what the teacher wants the students to know, understand and be able to do as a result of the learning.

The intentions we have for students' learning should be clear. They should never be a secret or guess what's in the teacher's head. Kath Murdoch in her book The Power of Inquiry states that instead of documenting an intention as an inevitability - 'We will learn...' an inquiry teacher may pose the intention in the form of a question - 'How might we...' This then allows the learning intention to become transferable.

One effective strategy for sharing learning intentions, with learning assets as the focus, is to use Guy Claxton's split screen teaching approach. Creating a split screen learning intention reminds us all that we are continually focusing on learning to learn while we are learning about a concept or exploring a question. This highlights for all parties that learning is indeed layered and complex. For example:

Or use a triple split screen that identifies the content, skills and dispositions central to the learning task. For example:

However, I believe that we often miss a crucial element when we give students learning intentions and success criteria - THINKING! Where is the thinking we want students to use?? (see blog post)
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We need to explain the type of thinking students are required to use during a learning task as well as highlight what a sound example of what this thinking looks like in order to be successful. This also means students need explicit guidance and practice in knowing how to think in different ways and be able to apply this to a variety of everyday situations. ​

Read about the importance of Learning Intentions from AITSL below:

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Learners tend to learn more effectively when they are clear about their purpose.

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중심 아이디어 작성하는데 도움이 되는 동사

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중심 아이디어 작성하는데 도움이 되는 동사

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POI 리뷰 체크리스트

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POI 리뷰 체크리스트

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초학문적 탐구 프로그램 개발

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초학문적 탐구 프로그램 개발