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Is anyone currently using Toddle within their school(s)?

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PYP Transition Guide to the Enhanced PYP

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PYP Transition Guide to the Enhanced PYP

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Standards & Practices Crosswalk / Evidence Needed PYP SPECIFIC

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Standards & Practices Crosswalk / Evidence Needed PYP SPECIFIC

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https://docs.google.com/spreadsheets/d/1NZNBY9YxQO9Plz9XhBS4yofazaD8iq3jG27d4arHR2E/edit?usp=sharing

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Lucy Calkins and Colleagues Units of Study

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Culturally Responsive Curriculum Scorecard - EJ-ROC

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The Culturally Responsive Curriculum Scorecard was designed to help parents, teachers, students, and community members determine the extent to which their schools’ English Language Arts curricula are culturally responsive.

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Culturally Responsive Leading and Learning: Addressing Equity Through Student and Family Voice

REL Pacific
Samantha Holquist & Tameka Porter
June 3, 2020
As part of a collaboration between REL Mid-Atlantic and REL Pacific, this is part two of three blogs examining equity and culturally responsive practices in light of COVID-19. The first blog post provided an overview of using culturally responsive practices in online learning.
As racial, ethnic, and socioeconomic diversity within schools and classrooms has expanded, teachers and leaders have begun to recognize the unique backgrounds and experiences of culturally diverse students through culturally responsive leading and learning. Culturally responsive practices consist of using cultural knowledge, learning styles, and prior educational and personal experiences to make learning effective, relevant, and equitable for all students. With the COVID-19 pandemic upending the conventional school environment, teachers and leaders have an opportunity to explore culturally responsive ways to support students and their families with the transition from the in-person classroom to the online learning experience by providing spaces for families and students to exercise their voice. By acknowledging the unique student and family voices within schools and districts, teachers and leaders have an opportunity to help families adapt to the current academic landscape while addressing and closing equity disparities.

Learning About Student Voice and Family Voice

Student voice and family voice can be defined as the ways in which students and/or their families have opportunities to indirectly or directly participate in and influence education decisions that will shape students' learning. In an in-person or virtual classroom setting, student voice and family voice practices can range from teachers soliciting feedback on lessons to co-creating lessons with students and/or families. When using student and/or family voice strategies, it is important for teachers to foster a safe, open environment where all students and families can:

understand the purpose of sharing their voice.

authentically share their voice.

feel that their voice is being heard and will lead to action.

have multiple and different opportunities to share their voice.

By supporting students and/or families in sharing their voice instead of assuming their needs and then blaming them when challenges arise, teachers can gain a deeper understanding and appreciation of their students' different cultural, economic, and geographic circumstances and, ultimately, better serve their students.
Building and Sustaining Collaborative Relationships with Students and Families

Building and sustaining collaborative relationships with students and families is essential not only for understanding students' and families' experiences, but also for meeting students' learning needs and desires. How administrators and teachers build these relationships will depend on the specific context and cultures of students and families served by the school. To build and sustain collaborative relationships during COVID-19, administrators and teachers can strive to foster a virtual school culture that is responsive to students' and families' cultures to their current experiences and needs. The following strategies can support administrators and teachers in building a culturally responsive virtual school culture.

Meet with students and families via phone, video, or instant messaging to check-in on how they are experiencing COVID-19 and identify students' learning needs. Ask students and families about how they are doing and discuss how students are adapting to virtual learning. Ask families to share potential strategies that they are using to support their students' learning during COVID-19. Consistently communicate with students (at least once a week) and families (at least once a month) during virtual schooling.

For more information about these strategies and others to support administrators and teachers in building a culturally responsive virtual school culture through student voice and family voice, check out REL Pacific's recent infographic entitled "Including Voice in Education Addressing Equity Through Student and Family Voice in Classroom Learning."

Exploring Social Justice and Community Issues

Exacerbated by COVID-19, families and students on the margins of learning are facing obstacles such as food and housing insecurity, limited access to technology, and the stress of becoming comfortable with unfamiliar learning platforms that may make it difficult for meaningful and engaging online learning to occur. One way to raise awareness about the challenges that students and families are facing is through delving into these issues through culturally responsive social justice projects and activities.

A common misconception is that social justice and culturally responsive learning are synonymous with race-based teaching practices that encourage educators to teach the "black way" or the "Hispanic way." Culturally responsive learning that includes social justice and community issues connects history, science, economics, and culture and focuses on how inequality can shape society and education experiences. The following strategies can support teachers and leaders as they explore and respond to social justice and community issues compounded by COVID-19.

Create opportunities for students and families to build awareness of their peers' lives. Ask students and families to share their experiences with the class. An exercise like an "I Am From" poem enables students and families to learn interesting details about each other, like fond memories and family stories, that push beyond surface observations.

Building relationships with families and students enables teachers and leaders to better understand their circumstances, so that they can provide equitable supports and services to students and their families to support successful remote learning. Recognizing and acknowledging that education access and opportunity may differ depending on personal and cultural circumstances is a crucial component of creating and sustaining culturally responsive and equitable learning practices and policies that ensure that all students have pathways to high-quality education resources and opportunities.

Providing families and students with education choices and ways to communicate their needs is a sustainable culturally responsive teaching and learning practice-during the COVID-19 pandemic and beyond-that sets up expectations for success rather than assuming students are incapable of doing the work or learning the material. By building relationships with students and parents as individuals rather than as members of a particular racial or cultural group, teachers and administrators can apply student and family backgrounds and experiences to develop curricula that support academic achievement for all children.

Additional Resources

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Footnotes:

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind; american samoa; the commonwealth of the northern mariana islands; the federated states of micronesia (chuuk

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and yap); guam; hawaii; the republic of the marshall islands; and the republic of palau

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Culturally Responsive Leading and Learning: Addressing Equity Through Student and Family Voice

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REL Pacific is dedicated to promoting IES' goals to ensure the rigor and relevance of research studies and projects along with the widespread dissemination of research findings.

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Culture, what is it and what kinds of cultures are there? One definition of culture reads, "Broadly, culture is a collection of information (or meanings) that is (a) nongenetically transmitted between individuals, (b) more or less shared within a population of individuals, and (c) maintained across some generations over a period of time." (1)

So what kinds of cultures might exist within a classroom? Culture is often thought of in terms of ethic or national groups, but we can also look at cultures, within or beyond ethic groups, in terms of race, gender, sexuality, abilities, or class. These are only a few ways to look at culture, there are many more. A person may belong to many cultures and so these ways of looking at culture will naturally intersect. It is important too to examine "invisible" cultures within a classroom. For example, what is the culture of academia? What cultures make "the higher education classroom what it is today? What ethic groups, classes, sexualities, and abilities have been privileged in the creation and maintenance of higher education, and how can we make these assumptions more apparent?

What does it mean to "respond and include culture in our curriculum?" Another way to look at this is how do we become culturally responsive teachers? Geneva Gay states:

"Culturally responsive teaching can be defined as using cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them. It teaches to and through the strengths of these students. Culturally responsive teaching is the behavioral expression of knowledge, beliefs, and values that recognize the importance of racial and cultural diversity in learning. It is contingent on a set of racial and cultural competencies amply summarized by Teel and Obidah (2008) (2). They include

Seeing cultural differences as assets

Creating caring learning communities where cultural different individuals and heritages are valued

Using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students

Challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression

Being change agents for social justice and academic equity

Mediating power imbalances in classrooms based on race, culture, ethnicity, and class

And accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students form all ethnic groups. (3)

Researchers have found that culturally responsive classrooms motivate students to learn. "The essentials of this motivational framework are that it 1), respect diversity; 2) engages the motivation of a abroad range of students; 3) create a safe, inclusive, and respectful learning environment; 4) derives teaching practices form across disciplines and cultures; and 5) promotes equitable learning." (4)

(1) Kashima, Yoshihisa. "Culture." In Encyclopedia of Group Processes & Intergroup Relations, edited by John M. Levine and Michael A. Hogg, 177-181. Thousand Oaks, CA: SAGE Publications, Inc., 2010. doi: 10.4135/9781412972017.n55.

(2) Teel, Karen Manheim., and Obidah, Jennifer E. Building Racial and Cultural Competence in the Classroom : Strategies from Urban Educators. New York, NY: Teachers College Press, 2008.

(3) Gay, Geneva. Culturally Responsive Teaching : Theory, Research, and Practice. 2nd ed. Multicultural Education Series (New York, N.Y.). New York: Teachers College, 2010

(4) Wlodkowski, Raymond J., and Ginsberg, Margery B. Diversity and Motivation : Culturally Responsive Teaching. 1st ed. Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass Publishers, 1995.

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LibGuides: Culturally Responsive & Inclusive Curriculum Resources: What is Culturally Responsive Curriculum?

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Culture, what is it and what kinds of cultures are there? One definition of culture reads, "Broadly, culture is a collection of information (or meanings) that is (a) nongenetically transmitted between individuals, (b) more or less shared within a population of individuals, and (c) maintained across some generations over a period of time."

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IBWS Senior Manager - Michael Clifton - You can book online!

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You can now book and manage appointments using our booking page.

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More than 100 carefully selected lists of multicultural and social justice books for children, young adults, and educators. When you find a book at this site, please purchase it here. Our titles are linked to Bookshop. A portion of your book purchase helps sustain our work. New Releases Activism and Organizing Africa Afro-Latinx American Indians Arabs […]

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UOI Planner Subject Specific (Specialists and Stand Alone Units)

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UOI Planner Subject Specific (Specialists and Stand Alone Units)

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Coherent curriculum 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s). (0401-01)

PYP 2: The school commits to the PYP as the framework for planning, teaching, and learning across the curriculum. (0401-01-0512)    This is the practice you must consider with specialist teachers.  To what extent, (and what is your evidence) do specialists use the PYP framework for planning?

PYP 3: The school ensures that all subjects are represented within the programme of inquiry at each year or grade level. (0401-01-0513) This is a standard that supports specialists involvement in the POI.  What is the evidence that ALL 6 PYP subjects are represented in each year of the POI?

Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s). (0401-02)

PYP 1: Teachers use the PYP planner template(s) or otherwise document the way that they use the PYP planning process to collaboratively design, plan and deliver the programme. (0401-02-0111) How are specialists documenting the ways they use the PYP planning process with their own curriculum?

PYP 2: The school demonstrates a commitment to transdisciplinary learning by ensuring that the programme of inquiry is collaboratively designed, planned and facilitated between the classroom teacher and specialist teachers to deliver the subjects included in each unit of inquiry. (0401-02-0112) What evidence do you have that sufficient collaboration exists between classroom teachers and specialists to ensure coherent and organized learning and teaching within and across subject areas?

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Coordinator Share Padlet for Role of the Coordinator Workshop

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Coordinator Share Padlet for Role of the Coordinator Workshop

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This is a Padlet which has a collection of posts from coordinators across the world. The resources and ideas are shared and not vetted by anyone from the IB.

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For personal action plans, grade level action plans etc.

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_IB Action Plan Standards & Practices Template

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H.Lynn Erickson

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H Lynn Erickson: Stirring the Head Heart and Soul

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Making the Enhanced PYP Simple - Free to Download here. 
https://t.co/jWJWyDADew
#SharingPYP #IBPYP #edchat #studentagency #enhancedPYP

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Children's Stories on Global Goals and The PYP Learner Profile

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Making the Enhanced PYP Simple - Free to Download here. 
https://t.co/jWJWyDADew
#SharingPYP #IBPYP #edchat #studentagency #enhancedPYP https://t.co/Nx628xjkB4

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Making the Enhanced PYP Simple - Free to Download here. https://t.co/jWJWyDADew#SharingPYP #IBPYP #edchat #studentagency #enhancedPYP pic.twitter.com/Nx628xjkB4
— Chris Gadbury (@chrisgadbury) November 19, 2018

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Making the Enhanced PYP Simple - Free to Download here. 
https://t.co/jWJWyDADew
#SharingPYP #IBPYP #edchat #studentagency #enhancedPYP https://t.co/Nx628xjkB4

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Children's Stories on Global Goals and The PYP Learner Profile

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Making the Enhanced PYP Simple - Free to Download here. 
https://t.co/jWJWyDADew
#SharingPYP #IBPYP #edchat #studentagency #enhancedPYP https://t.co/Nx628xjkB4

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Making the Enhanced PYP Simple - Free to Download here. 
https://t.co/jWJWyDADew
#SharingPYP #IBPYP #edchat #studentagency #enhancedPYP

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Children's Stories on Global Goals and The PYP Learner Profile

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These are a great way to move from a local context to a global context. The goals support ACTION!

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December 2022 - You are accessing an archived version of our website. This website is no longer maintained or updated. The Sustainable Development Knowledge Platform has been migrated here: https://sdgs.un.org/

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SDGs .:. Sustainable Development Knowledge Platform

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December 2022 - You are accessing an archived version of our website. This website is no longer maintained or updated. The Sustainable Development Knowledge Platform has been migrated here: https://sdgs.un.org/

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This form was customized tot he POI. Specialists met with the coordinator to discuss upcoming units. They recorded possible ways they could naturally connect through their areas. THe next month they brought the form (or they filled it out on google docs) and we reviewed what happened and planned for the next month of planners.

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IB Coordinators world wide contribute to this