# data[].attributes.body
2 Helpful aspects of the workshop/or positive learning experiences
1 wish

# data[].attributes.headline
Talk to your group about your question and be ready to communicate  your understanding verbally with the whole group 

# data[].attributes.subject
Talk to your group about your question and be ready to communicate  your understanding verbally with the whole group 

# data[].attributes.body
Room 1
How can the learner profile be included in learning and teaching throughout the school and community?
Room 2
What does internationally minded mean and how does this connect with your learners?
Room 3
How can we promote student agency in our learning environments?
Room 4
What is inquiry and how does that connect to student learning?
Room 5
What are some inquiry/ teaching strategies to promote student learning?

# data[].attributes.headline
1) I will integrate transdisciplinary and disciplinary concepts, knowledge and skills in a way that supports a coherent learning experience for students.                                       2) I will situate learning in global contexts (that is, through the transdisciplinary themes) that support students’ understanding of human commonalities.                           3) I will support students to initiate and engage in their own inquiries.                              4) I will promote student reflection and action in response to their learning.        5) I will establish, engage and maintain collaborative relationships which support the well-being of the learning community.                                    

# data[].attributes.subject
1) I will integrate transdisciplinary and disciplinary concepts, knowledge and skills in a way that supports a coherent learning experience for students.                                       2) I will situate learning in global contexts (that is, through the transdisciplinary themes) that support students’ understanding of human commonalities.                           3) I will support students to initiate and engage in their own inquiries.                              4) I will promote student reflection and action in response to their learning.        5) I will establish, engage and maintain collaborative relationships which support the well-being of the learning community.                                    

# data[].attributes.body
6) 1.I will select teaching approaches, resources, technologies, learning experiences and assessments that are inclusive and effective for diverse students.

# data[].attributes.body
https://docs.google.com/document/d/1wD0q7Dlx0to-zOZREyULtjUfMlNCwdB0UuEYOMWzgiI/edit#

# data[].attributes.body
https://www.ibo.org/globalassets/publications/become-an-ib-school/ibpyp_en.pdf

https://player.vimeo.com/video/128539582?app_id=122963&autoplay=1

# data[].attributes.body
https://player.vimeo.com/video/253809448

https://www.youtube.com/watch?v=azmRt3JAKYA

https://www.youtube.com/watch?v=pV8i6l6HyG4

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

# data[].attributes.body
https://www.youtube.com/watch?v=BYBJQ5rIFjA

# data[].attributes.body
https://www.youtube.com/watch?v=UmVE3GiwlEc

https://www.youtube.com/watch?v=jdXH53EorFo

# data[].attributes.headline
Review the article and reflect on the prompts

# data[].attributes.subject
Review the article and reflect on the prompts

# data[].attributes.body
https://docs.google.com/document/d/1Y-_v1IWEj3FgWweXqFdCZ0rrWtMkm2zIvcrwqQhGO78/edit?usp=sharing

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
8:15-9:45
15 min break

# data[].attributes.body
10:00-11:30

Lunch 11:30-12:30

# data[].attributes.headline
Session 7 - Approaches to Learning/Learning Environments

# data[].attributes.subject
Session 7 - Approaches to Learning/Learning Environments

# data[].attributes.body
12:30-2:00

15 minute break

# data[].attributes.body
2:15-3:15 (+30 minutes)

# data[].attributes.body
- Helps Me/Hinders Me
- Compass Points
- See Think Wonder
- Connect-Extend-Challenge
- I used to think....and now I think

# data[].attributes.body
Mr. Thomas
Transdiciplinary is like bag of trailmix all components stay unique but together make a whole

# data[].attributes.attachment_link.title
Trail Mix Photos and Premium High Res Pictures - Getty Images

# data[].attributes.attachment_link.description
Find the perfect Trail Mix stock photos and editorial news pictures from Getty Images. Select from premium Trail Mix of the highest quality.

# data[].attributes.body
I used to think it was difficult to connect what students are learning in their classes with what I have to cover in Spanish, but now I know it's gradual and that it's possible through many key points and concepts.

# data[].attributes.body
helpful tips for time management to teach transdisciplinary subjects in a short time period for a pull out service (Resource Room)
-teaching approaches to learning
- supplementing student work
-goals they have set with you and main classroom teacher

# data[].attributes.headline
Will there be an actual FLES curriculum in the near future?

# data[].attributes.subject
Will there be an actual FLES curriculum in the near future?

# data[].attributes.body
- Units will be developed collaboratively
-Will be hiring more FLES teachers

# data[].attributes.body
Transdisciplinary teaching and learning is like a melting pot because all ideas and concepts are welcomed and belong.

# data[].attributes.body
Nadine DeTrano
Transdisciplinary learning is like a bouquet of flowers. They stay unique when together in a vase but together they make a whole arrangement.

# data[].attributes.body
Transdiciplinary learning is like abstract art. Each person sees the colors, shapes, swirls etc. but every individual internalizes the piece of art unique to their own life, experiences and history.

# data[].attributes.body
TL is like an umbrella which covers many aspects of learning across the curriculum.

# data[].attributes.body
Transdisciplinary teaching and learning is like baking a cake. The ingredients are all different and start off separate, but when mixed together, the ingredients depend on each other to create something great!

# data[].attributes.headline
Transdisciplinary learning in my classroom is real talk, authentic learning. How does the concept we are learning relates to life, present and future. The conversation is relaxed and informal.

# data[].attributes.subject
Transdisciplinary learning in my classroom is real talk, authentic learning. How does the concept we are learning relates to life, present and future. The conversation is relaxed and informal.

# data[].attributes.body
Transdisciplinary learning is like the exploration of a relevant concept, issue or problems that integrates various perspectives on multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences.

# data[].attributes.body
Transdisciplinary learning is like a melting pot of cultures. Different components but all come together to create one great thing.

# data[].attributes.body
Transdisciplinary teaching and learning is like a health drink because all of the fruits and vegetables are mixed up into one instead of eating each one separately.

# data[].attributes.body
Transdisciplinary Learning is like an Octopus, all components leads to the Central idea.

# data[].attributes.body
Key Concept: Connection
Key Question: How is it linked to other things?
Question: How to naturally connect ELA and math without it feeling forced?

# data[].attributes.body
Transdisciplinary learning is like a puzzle of different context coming together.

# data[].attributes.body
As I was reading and watching the video it reminded me of years ago when we taught with the Whole Language approach and the use of thematic units.

# data[].attributes.body
Transdisciplinary learning is thinking outside the box as students experience a deeper learning.

# data[].attributes.body
Transdiciplinary learning is like baking a cake! All the ingredients come together to create something new!

# data[].attributes.body
How do we connect more with parents?
- increase in parent engagement with virtual connections
- fireside chats with principals, one school has weekly meetings

# data[].attributes.body
Mr. Thomas

I used to think about one subject at a time now I think there blending them all together

# data[].attributes.headline
Nadine DeTrano used to do Whole Language and this is similar to that.

# data[].attributes.subject
Nadine DeTrano used to do Whole Language and this is similar to that.

# data[].attributes.headline
I used to think that topics and concepts were basically the same and now I think that there is a difference.  For example, Dinosaurs is a topic.  A concept that could be studied in relation to dinosaurs is evolution and change.

# data[].attributes.subject
I used to think that topics and concepts were basically the same and now I think that there is a difference.  For example, Dinosaurs is a topic.  A concept that could be studied in relation to dinosaurs is evolution and change.

# data[].attributes.body
Mariam Trice

# data[].attributes.body
I used to think that subjects should be taught separately and individually.

Now I think subjects should be taught together through transdisciplinary teaching and learning.

# data[].attributes.body
I use to think that I had to ask students questions to elicit a specific response and now I think it is important to allow students to generate their own questions and ideas. My role is to show is to show them the picture but do
not tell them what to see.

# data[].attributes.headline
I used to think the teacher needed to be the center of learning.  Now I think it is important to have the students become more active learners and facilitators. 

# data[].attributes.subject
I used to think the teacher needed to be the center of learning.  Now I think it is important to have the students become more active learners and facilitators. 

# data[].attributes.body
I used to think IB was a program. Now I know it is a framework which allows students to be global thinkers. Key words: open-minded and transdisciplinary learning.

# data[].attributes.body
I used to think silence had to be filled by repeating the question or asking the question in a different way, Now I think silence means every student is having enough time to think.

# data[].attributes.body
I used to think that teachers would deliver and instruct the lesson.
Now, I know that students can take ownership of their own learning while teachers become the facilitator.

# data[].attributes.body
Social: Role-playing-different dialogues/scenarios; taking turns
Communication: small groups: participating; being good listeners; jigsaw reading
Self-Management: Time keeper: in a group
Thinking:  Interpreting data through graphs, visuals(Graphic Organizers), scaffolding of content
Research: Projects

# data[].attributes.headline
Task:  Brainstorm 1 teaching strategies to support each of the 5 ATLs (please copy the ATL and paste it with your strategies- click the + sign and add your strategies for each ATL)

# data[].attributes.subject
Task:  Brainstorm 1 teaching strategies to support each of the 5 ATLs (please copy the ATL and paste it with your strategies- click the + sign and add your strategies for each ATL)

# data[].attributes.body
Social
Communication
Self-Management
Thinking
Research

# data[].attributes.body
Social: Students will use social media networks appropriately to build
and develop relationships

Communication: Students will use appropriate forms of writing for different
purposes and audiences.

Self Management: Students will understand and use sensory learning
preferences (learning styles)

Thinking: Students will Think, Pair, and Share. Gather and organize relevant information to
formulate an argument

Research:  Students will locate, organize, analyze, evaluate, synthesize and
ethically use information from a variety of resources
and media (including digital social
media and online networks)

# data[].attributes.body
Research
1 strategy

# data[].attributes.body
I used to think that content based learning was essential for student mastery. Now I know that students can learn through inquiry based instruction using a transdisciplinary approach about many different topics.

# data[].attributes.body
https://learn.toddleapp.com/wp-content/uploads/2020/12/Your-Go-to-List-of-PYP-Related-Concepts.pdf

# data[].attributes.body
Social : Think pair share, centers
Communication: Discussions in groups,
Self Management: Study skills
Thinking: Solving word problems
Research: Projects, Power points

# data[].attributes.body
Social: structured play
Communication: prompting students to communicate using full sentences when asking questions and making eye contact.
Self-Management: self-monitoring checklist
Thinking: think pair share
Research: KWL chart for before, during and after researching a topic

# data[].attributes.body
1. Social - turn and talk or think-pair-share and Peer Mediation (Ex. Negotiation & De-escalation Strategies and Caucusing)

2. Communication - turn and talk  or think-pair-share and presentation (ex. PowerPoint Presentation)

3. Self-Management - Assign a student as the timekeeper.

4. Thinking - claim, support, challenge and question

5. Research -  claim, support, challenge and question

# data[].attributes.body
Social- Create learning/play centers where the children choose the center they want to be in and when they want to leave and try a different center.

Communication- Group discussion where the students can share personal stories. Listening to one another.

Self Management- Having the ability to recognize what the student needs to be successful at a certain moment in time.
Thinking- Reflecting on a lesson or activity. Rating it and explaining how they came to that rating.
Research-Using graphic organizers and graphs to display and compare information.

# data[].attributes.body
Social: book club discussions in small groups
Communication: Working collaboratively to create a brochure on new immigrants to our community.
Self-Management: Following the necessary steps and using time management to create a speech
Thinking: Analyzing a poem and sharing their interpretation of the figurative language.
Research: Research the historical time period in Bud, Not Buddy make connections to the pandemic.

# data[].attributes.body
Social- Social stories
Communication- Listening
Self-Management- Staying focused
Thinking- Visuals
Research- Formulating questions

# data[].attributes.body
Social: Conversation Monopoly - social skills game to encourage/teach students to have appropriate conversations, respond to one another, make eye contact, etc.
Communication: For ESL students, Speaking activities (NYSESLAT) students see a picture and respond verbally to a prompt
Self-Management: checklists for students to self-monitor
Thinking: brainstorming, creating questions/wonderings based on looking at a picture that has no writing/caption
Research: Students choose a topic of interest and research (examples: students all choose an animal, research habitat, food, adaptations for living in its environment, etc.)

# data[].attributes.body
Social
C

# data[].attributes.body
Social: Working in groups.
Communication: debates
Self-Management:
Thinking: Activating prior knowledge
Research:

# data[].attributes.body
1.       Social – Students interview for classroom jobs

2.       Communication – analyze a scene from a popular movie to exam social cues, dialogue, and body language

3.       Self- Management – allocating time to tasks, creating a system where students can self -regulate and let you know they need a brain break

4.       Thinking – Use and model prompts to enforce metacognition “How did my mindset affect how I approached this task?”

5.       Research – have students create a PSA for the morning announcements

# data[].attributes.body
Social-Share, Group work,
Communication-Presentation
Self-Management-Checklist for monitoring behavior
Thinking - Prior Knowledge
Research-Search engines

# data[].attributes.body
Example I've done
Social: structured play of bingo with spanish vocabulary words regarding Spanish greetings and farewells (IB theme: who we are)
Communication: prompting students to communicate and identify the word in Spanish that teacher called out in english
Self-Management: individualized bingo boards way of keep track
Thinking: creating sentences with the words
Research: students research the different ways to greet and farewell in Spanish and how it varies from one Spanish speaking to country to another

# data[].attributes.body
Nadine DeTrano:
Getting to know other teachers from the different district schools.
Another positive aspects was getting tp here other's ideas on how they use IB in the classroom.
My wish would be to stay in the Middle School.

# data[].attributes.body
2- Teacher Collaboration
1 wish- More Continuity

# data[].attributes.body
1.       Social – have students draft essential agreement for conflict resolution

2.       Communication – create pen pals across grade levels and with staff

3.       Self- Management – students can identify strengths and weaknesses about their learning (grow and glow)

4.       Thinking – teacher for the day, students re teach a topic to a small group

5.       Research – students create a classroom newsletter for parents

# data[].attributes.body
Videos were helpful for exemplar work
Opportunities to reflect on ideas with colleagues was helpful
One wish I have is to have a FLES curriculum

# data[].attributes.body
1.Communication
Listening
2.Research
Presenting their project
3.Social
Turn and talk
4.Thinking
analyzing information
5. Self management
using timer

# data[].attributes.body
Being able to work and listen to other teachers across the district was helpful.

All the resources on the padlet are very helpful as well.

I wish there was an area of PYP designated for the clinicians.

# data[].attributes.body
I would like to become more of a facilitator.  To have students take ownership of their own learning.