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I will make an effective planner following the MPYPH along with the real life application.

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I will make an effective planner following the MPYPH along with the real life application.

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I will stop correcting the student's writing instant as per your instruction.
I will continue my exploring into MYIB to upscale myself as well as my students.
I will try my best to build the students with the mindset of  IB learner profile.
I will try to ensure the collaboration meeting happening among the PYP teachers twice in a week.

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1. I will START - Always connect my planner with my MTPH.2. I will  STOP -  being a traditional teacher. 3. I will CONTINUE - My inquiry cycle4. I will TRY - to make the writing process better for my students.

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1. I will START - Always connect my planner with my MTPH.2. I will  STOP -  being a traditional teacher. 3. I will CONTINUE - My inquiry cycle4. I will TRY - to make the writing process better for my students.

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I will start to update the POI and work on the unit planner with students to make some changes where required.I will stop using red ink for correction and address only one area when correcting. I will continue to correct students for their pronunciation and correct use of language. I will try to update my documents on manage bac and google drive. 

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I will start to update the POI and work on the unit planner with students to make some changes where required.I will stop using red ink for correction and address only one area when correcting. I will continue to correct students for their pronunciation and correct use of language. I will try to update my documents on manage bac and google drive. 

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1. I will START ...
2. I will  STOP ...
3. I will CONTINUE ...
4. I will TRY ...

Using the above prompts please share your personal action plan.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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To get me started on this post, I asked Zach the question, "If I don't teach my students how to use the internet safely, who will?." His answer was what I had expected, "Hopefully their parents?" Although talks with my students have revealed that many parents are doing a fantastic job of teaching their children how to use the internet safely, many parents aren't. It might be a mixture of parents lacking in technology skills themselves and not really knowing what potential dangers are out there, because they aren't interested in using the same media as their children.

I remember going to whole school assemblies as an elementary school student and watching a police officer drop a watermelon twice. Once with a helmet on and once without. Although my parents wouldn't dream of letting me ride my bike without a helmet, I learned that day that some of my friends' parents were much more relaxed. The picture below is from an awesome looking science fair that tested out which helmets worked the best!

Watching the watermelon split open not only potentially saved lives by giving new information to many kids, but highlighted and legitimized the information nagging parents gave to others. I think it's time we do the same for students with technology.

Technology will be (if it isn't already) a huge influence in the lives of all of our students. Common Sense Media found that eight to twelve year olds spent an average of over four and a half hours and thirteen to eighteen year olds spent and average of over six and a half hours on screen media every day. This excludes time spent at school or doing homework.

That is an incredible amount of time. What exactly are they doing? A mixture of watching TV shows, movies, and online videos, playing video games, computer games, and mobile (tablet or phone) games, using social media and browsing the Internet.

So, how many parents are talking to their kids about internet safety and how closely are these kids being monitored during all this time? Here's where the data is really interesting. Although most parents are working to monitor their children's media use, many aren't.

"Over half (53 percent) of teens and 72 percent of tweens say their parents have talked with them about how much time they can spend with media. But even more young people (66 percent of teens and 84 percent of tweens) say their parents have spoken with them about the content of the media they use. Most young people say their parents know "a lot" or at least "some" about the types of media content they use (e.g., which shows they watch or games they play), but 25 percent of teens who go online say their parents know only "a little" or "nothing" about what they do or say online, and 30 percent say the same about the social media they use. "
- Executives Summary Census from Common Sense Media
This is scary. 34% of teens and 16% of tweens surveyed aren't spoken to about the content of the media they use. We need to do something about that.

Where should we start? I feel like I'm running a free add for Common Sense Media, but they are a really good resource. They have tools to start conversations with your kids for families, information for teachers on how to meaningfully connect with families, edtech reviews, loads of research and even a full scope and sequences for digital citizenship that teachers can use for different age groups starting at kindergarten.

I've started teaching using the digital citizen lesson plans with my class and they have brought up some great conversations already. We were talking about how we never talk to strangers online and a few of my seven year olds told stories about strangers messaging them while they played online games.

Do you agree teachers need to take on the responsibility of teaching internet safety? Have you done this in your class? Do you have any other good resources? Please comment below.

-Stephanie @SGroshell

International Teaching in Motion View all posts by educationrickshaw

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Internet Safety: If You Don't Teach it, Who Will?

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To get me started on this post, I asked Zach the question, "If I don't teach my students how to use the internet safely, who will?." His answer was what I had expected, "Hopefully their parents?" Although talks with my students have revealed that many parents are doing a fantastic job of teaching their children...

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Imagine the world in 2030, fully inclusive of persons with disabilities

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals (SDGs). Building on the principle of "leaving no one behind", the new Agenda emphasizes a holistic approach to achieving sustainable development for all.

The SDGs also explicitly include disability and persons with disabilities 11 times. Disability is referenced in multiple parts of the SDGs, specifically in the parts related to education, growth and employment, inequality, accessibility of human settlements, as well as data collection and the monitoring of the SDGs.

Although, the word "disability" is not cited directly in all goals, the goals are indeed relevant to ensure the inclusion and development of persons with disabilities.

The 2030 Agenda for Sustainable Development holds a deep promise for persons with disabilities everywhere.

The year 2016 marks the first year of the implementation of the SDGs. At this critical point, #Envision2030 will work to promote the mainstreaming of disability and the implementation of the SDGs throughout its 15-year lifespan with objectives to:

Raise awareness of the 2030 Agenda and the achievement of the SDGs for persons with disabilities;

Promote an active dialogue among stakeholders on the SDGs with a view to create a better world for persons with disabilities; and

Establish an ongoing live web resource on each SDG and disability.

The campaign invites all interested parties in sharing their vision of the world in 2030 to be inclusive of persons with disabilities.

Please forward your comments, suggestions, references and/or new information on the SDGs and persons with disabilities to enable@un.org or follow us @UN_Enable and @UNDESASocial on Facebook and anduse hashtag #Envision2030 to join the global conversation and help create a world in 2030 that is fully inclusive of persons with disabilities.

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#Envision2030: 17 Goals to transform the World for Persons with Disabilities

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Imagine the world in 2030, fully inclusive of persons with disabilities In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals (SDGs).

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Preparing our children for their future

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Don&#x27;t get left on the shelf ... brush up on your collaboration, communication and problem-solving skills Image: REUTERS/Eric Gaillard

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Ten 21st-century Skills Every Student Needs

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Skills required in the 21st-century for students are quite different from the past. Check out 10 skills that a student should have in the 21st-century.

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Developing approaches to learning.

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements!
As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme. However, moving from theory to practice is not always an easy journey. The PYP stresses achieving a balance between acquisition of essential knowledge and skills, development of conceptual understandings, demonstrations of positive attitudes, and taking of responsible action. Making this a realty in a classroom and making it meaningful for learners will bring the outcomes of the programme to fruition.

The IB approaches to learning are unarguably the most important to acquire not only in the units of inquiry, but also for any learning and teaching that occurs within the classroom and in life outside the school. The five categories and their respective sub-skills encompass what is needed for a learner in the 21st century. In this dynamic, fast evolving world we need people who are not just knowledgeable but are critical thinkers and problem solvers.

Year after year I work with a new set of learners, each of them unique in their own way. This year I am working with learners who are highly energetic, curious and incredibly open-minded. We often engage in reflection sessions during which we discuss how we are learning in classroom, what is going well and what is not. Learners come up with sincere reflections including that we often fall short at displaying our skills.

Learners reflected that if they could work consciously towards displaying all the sub-skills, they would resolve most of the problems they face in and out of the classroom. In tandem with this thought process we as a class managed to develop a means to help assess our commitment to display these skills in classroom - The skills wheel.

This assessment model is based on Carol Dweck's theory of Growth Mindset and the idea of "NOT YET" (Dweck, 2014).

Learners set up a skills goal for a period of 2 weeks. We display all the sub-skills of that category in an accessible area so that students know what they will be assessed on. After the observation period, the class meets up to discuss how they displayed each sub-skill. Learners provide each other feedback and those learners who have consistently made efforts to display the particular skill will be placed in the pink circle and those learners who have "not reached there yet" will be placed in the yellow part. Gradually, learners who try to work on their goal areas will be moved to the pink area too.

I have experienced a positive change in learners' thinking and learning behaviour in the classroom while utilizing this tool. Learners evidently show more ownership to their actions as they are a part of this solution. It also encouraged learners to show commitment to their choice and be more open minded to feedback.

Although small, I feel this model acted as an effective means for me to make approaches to learning categories and sub-skills more meaningful for my learners. It gave our learners the opportunity to choose to act; to reflect and decide the course of their actions. That, I believe, is responsible action.

References:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

-
Rachana Kothapally is a PYP facilitator at Silver Oaks School Bangalore, India. She has been an IB practitioner for 5 years and is passionate about developing critical thinking and problem-solving abilities of learners.

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements! As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme.

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Making the approaches to learning 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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1. it was time bound
2. engaging activities
ability to bring around loi with purpose and direction to have enhanced clarity between assessed and taught curriculum

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1. Update Wonderings and Worries wall.
2. Check if your symbol has moved since after lunch
3. 2 Stars and a Wish

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PYP Music Teacher
" Music is prayer
Music is power
Music is freedom "

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Inquiry learning – journeys through the thinking processes - Kath Murdoch

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Inquiry learning – journeys through the thinking processes - Kath Murdoch

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Evolution of education for International Mindedness - Ian Hill (former deputy director if the IBO) - extract

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Evolution of education for International Mindedness - Ian Hill (former deputy director if the IBO) - extract

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The IB currently defines international mindedness as ‘an openness to and curiosity about the world and people of other cultures, and a striving towards a profound level of understanding of the

complexity and diversity of human interactions. The IB describes attributes of international

mindedness in its learner profile’ (IB internal document 2009). The IB learner profile (International

Baccalaureate Organization, 2009) states: ‘The aim of IB programmes is to develop internationally

minded people who, recognizing their common humanity and shared guardianship of the planet,

help to create a better and more peaceful world.’ As described by the learner profile, IB learners

strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

The principal ingredients of international mindedness which have changed over time relate to

the following elements.

• Interdependence of global issues: in earlier times when interactions around the world for

most of the populations were very restricted or non-existent the global issues of today were

mostly unknown, unidentified or undiscovered – deforestation, fisheries depletion, fresh

water shortage, preserving natural energy, the ozone layer, international terrorism, world

economy and world commerce, international crime (particularly the drug trade), famine,

human rights abuses, protection of intellectual property and the internet, women’s rights,

and so on.

• Elitism: until the 1980s access to international education was restricted mostly to private,

international, fee-paying schools. In 2012, 57 per cent of all IB schools are state (public).

More state education systems are including an international perspective in their programmes

as Carber (2009: 100) notes: ‘public schools in many [US] states and countries are taking a

keen interest in nurturing globally minded students’. The democratization of international

education is taking place.

• International school = education for international mindedness: defining international edu-

cation has moved from associating it with the nature of the institutions which teach it to the

process of education taking place inside those institutions, whatever the type. The IB, for example, has changed from being a programme for international schools to an international programme for all schools (Halicioglu 2008; Visser 2010).

• Academic rigour: for the IB the introduction of the MYP and PYP opened up international

education for all abilities. The IB Career-related Certificate (IBCC), offered from 2012,

provides an alternative internationally minded track for students at the end of secondary

schooling; it consists of two IB diploma subjects, approaches to learning (life-long learning,

thinking critically and ethically), language development (other than first language), com-

munity service, reflective project (analyse, critically discuss an issue based on their voca-

tional studies).

• Access for speakers of languages other than English: the vast majority of international

schools teach in English; IB is currently providing all international education programmes

in English, French, Spanish, and MYP/PYP in one or more of Chinese, Russian, Turkish,

Arabic, Indonesian, with a strategic plan to increase these languages of instruction over

time. The evolution of the concept of international-mindedness benefits, of course, from

different linguistic perspectives.

• From students only, to the whole school community: the IB Learner Profile, for example,

applies to teachers, school administrators, parents and others; one school had magnets

made of the 10 learning outcomes for families to put on their refrigerator doors with an

encouragement to discuss the attributes, one at a time, over evening meals. Thompson

(1998 p286) speaks of the importance of ‘interstitial learning’ (learning outside the formal

curriculum) whereby all members of a school should exhibit behaviours in line with

international-mindedness.

• Adaptability: in comparison with earlier times when innovation was much slower (but sig-

nificant), flexibility to changes across the world which affect local populations in so many

ways is now an essential competence.

There is research still to be done on the evolution of international mindedness from non-West-

ern cultural perspectives. The chapter by Professor Zhou Nanzhao (1996) in the ‘Delors Report’

shows that Eastern cultures traditionally have a heightened respect for nature (and by extension

sustainable development), for spirituality rather than material possessions, and for the group rather

than the individual. Such observations would inform the interpretation of international-mindedness

in those cultural contexts. There has, however, been merging of Eastern and Western traditional

values during the last 20 years or so, as evidenced by the growing Western notion of social respon-

sibility for commercial companies.

I offer, to conclude, a definition which I have developed as a result of discussions and feedback

at conference sessions and with individuals over several years: education for international minded-

ness is the study of issues which have application beyond national borders and to which competen-

cies such as critical thinking and collaboration are applied in order to shape attitudes leading to

action which will be conducive to intercultural understanding, peaceful co-existence and global

sustainable development for the future of the human race.

An international model of world-class... (PDF Download Available). Available from: https://www.researchgate.net/publication/257641223_An_international_model_of_world-class_education_The_International_Baccalaureate [accessed Apr 28 2018].

An international model of world-class... (PDF Download Available). Available from: https://www.researchgate.net/publication/257641223_An_international_model_of_world-class_education_The_International_Baccalaureate [accessed Apr 28 2018].

An international model of world-class... (PDF Download Available). Available from: https://www.researchgate.net/publication/257641223_An_international_model_of_world-class_education_The_International_Baccalaureate [accessed Apr 28 2018].

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PE

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“. . . And I Turned Out Just Fine!”

By Alfie Kohn

If you’re going to question people’s thinking, it’s helpful to give them a couple of options: a gentle challenge in case they’re easily unsettled and a more pointed challenge for those who don’t mind really digging into their assumptions. Consider, for example, an announcement that a school’s test scores rose last year. The moderate response to this would be: “So what?” (That result isn’t meaningful because there are plenty of ways to raise scores without improving learning.) The radical response is: “Uh-oh.” (That result may actually be bad news because training students to take tests more successfully often comes at the expense of high-quality teaching.)

Today I’d like to explore two comparable ways of responding to a claim that’s commonly — and somewhat defensively — offered when evidence is brought to bear against mainstream approaches to education or parenting: “Well, I [experienced the practices you’re challenging] and I turned out fine!” Sometimes the practices in question comprise traditional schooling — tests, grades, homework, competition, an emphasis on memorizing facts and practicing skills, a teacher- rather than student-centered classroom, and so on. At other times the issue is an approach to discipline (at school or at home) that relies on punishments or rewards to elicit obedience.

The point of insisting “I turned out fine,” of course, is to deflect the original critique. There’s no need to grapple with the possibility that Old School methods are damaging if you can just assert (based on an n of 1) that there’s no reason to rethink the use of worksheets or behavior charts or spankings: They were used on me and, well, look at how successful I am!

Perhaps our initial response should be to ask what constitutes success. On what basis, exactly, does the speaker believe that he or she was unharmed and therefore that there’s nothing to worry about? If “I turned out fine” (after a dozen or more years of textbooks, quizzes, contests, and report cards) means “I make a lot of money and live in a big house,” it’s worth making that explicit so we can address whether we really want to use wealth as the primary yardstick for evaluating a life. Alternatively, if “I turned out fine” after being bribed or threatened to do what I was told means “I’ve yet to be institutionalized,” then we might ask whether the bar for success has been set a bit low.

So. Once we’re clear on the meaning of “okay” or “fine” or “successful,” we can answer the claim itself in two ways. The moderate response is to take the speaker’s word for it that he or she has indeed turned out as well as advertised. But is this true because of or in spite of having been subjected to grades and tests, or punishments and rewards, or whatever? My guess, based on the available research, is that the happy outcome occurred in spite of those practices.[1] If I’m right, and if our goal is to maximize the chance that our own children or students are able to flourish, it would seem to make sense to choose another path. After all, some people smoke three packs of cigarettes a day and live into their nineties. But that’s because they beat the odds – and we want better odds for our kids.

The radical response, on the other hand, is to call the happy ending into question. (Even radicals can be diplomatic, though. I recommend expanding the scope to inquire into how well “we” turned out rather than mercilessly dissecting the life of this particular person.) Thus, if traditional education was successful, we would expect to find a population capable of thinking critically about the claims offered by its leaders and by corporate marketers. We might also expect most people to read widely and deeply for pleasure, to get a kick out of playing with words, numbers, and ideas. Is that what we find?

As for the effects of traditional discipline, with its emphasis on positive reinforcement for compliance (and punitive “consequences” for noncompliance), well, let’s consider how well most people have turned out, psychologically speaking. Are we perhaps less sure of ourselves than we would like to be, or too full of ourselves? Are we habitually mistrustful or misused in relationships? Given to depression or defensiveness? Pop psych books and TV talk shows are too simplistic in connecting such characteristics to the way we were treated as children, but it would be equally simplistic to deny that there is any connection, to insist that we’re just fine and therefore that whatever our parents and teachers did to us must have worked. How many people, to cite just one specific example, fail to derive satisfaction and pride from their own accomplishments until someone vested with greater authority praises them? That’s precisely the distressing legacy we would expect of an individual who, as a child, was controlled with expressions of contingent approval (“Good job!”).

In short, whether you choose a moderate or radical rejoinder, a self-satisfied declaration that anything we experienced as kids must have succeeded is a lot less persuasive than it may seem at first hearing. We can’t so easily escape our obligation to carefully examine the impact of pervasive parenting and education practices.

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Exhibition, Design, Action!

My grade five learners are coming to the end of their self-chosen design projects.At the moment they are choosing how they want to reflect on their learning and what questions they want to be asked.

I am adding a question to their list:

How will this project inform your thinking for your work in the PYP Exhibition?

We have had a few false starts.

We have had a few failures.

We have had a few who have not used their time to best effect.

None of this matters, in my opinion, as long as this knowledge feeds forward into their next project. If they take what they learned, what worked, what didn’t, and they move forward in their learning.

So, to that end, we will be starting a new design project in a week or so in which they think about their Exhibition and think about what they are wanting to achieve. To that end, I saw a graphic on Twitter that was co-created by IB PYP teachers as a culmination of ideas from Twitter. I have recreated this graphic with some pictures to share with my learners. I want to support them in figuring out their purpose within the Exhibition and designing and creating something that moves them closer toward achieving that purpose.

I like the idea of thinking about purpose and then creating and designing according to that purpose. Whilst doing this, I will be working with our IT Coach to look at how best to visually engage our audience by tapping into the work of Keri-Lee Beasley and her Design Secrets Revealed book on iTunes. This book provides a wealth of information about graphic design and effectively engaging your audience through the principles of design. It is a MUST for any teacher undertaking #pypx who can’t bear another presentation in rainbow colored Comic Sans font with ALL the transitions

If you are a single subject/specialist/integrator, how are you connecting with your learners undertaking the PYP Exhibition?

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Lynn Erickson

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SUROVI JAHAN, ASSISTANT PYP COORDINATOR AND HOMEROOM TEACHER OF GRADE 2, PLEDGE HARBOUR INTERNATIONAL SCHOOL, GAZIPUR, BANGLADESH. 

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SUROVI JAHAN, ASSISTANT PYP COORDINATOR AND HOMEROOM TEACHER OF GRADE 2, PLEDGE HARBOUR INTERNATIONAL SCHOOL, GAZIPUR, BANGLADESH. 

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'FAITH AND PRAYER BOTH ARE INVISIBLE BUT THEY MAKE IMPOSSIBLE THINGS POSSIBLE'' ''THE PRACTICE OF IB LEARNER PROFILE IS THE TOOL TO GROW AS A GOOD HUMAN''.
LOOKING FORWARD TO BE MORE KNOWLEDGEABLE IN IB, PYP THROUGH A FRUITFUL WORKSHOP.

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Homeroom Teacher Grade 4
"Whatever happens, happens for good." "Hakuna Matata."

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PYP Homeroom Teacher (KG - 3)
"The biggest advantage of walking on the path of honesty is that there is no crowd....
Enjoy the peaceful journey of life with almost no traffic ...! "

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PYP Bengali Teacher and Homeroom Teacher of KG-2
''Nobody can go back and start a new beginning, but anyone can start today and make a new ending''

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PYP Homeroom Teacher ( Grade-3)
"Be the change that you wish to see in others."

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PYP ESL Teacher

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Principal
Pledge Harbor International
People are to be valued and respected
Everyone has their place in your life
Thank them they shape you
Make you strong, as they walk along
Perspectives are personal
Let not your vision be thwarted

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Babita Sidhu Home Room Teacher for Grade 5 

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Babita Sidhu Home Room Teacher for Grade 5 

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"Communication --the human connection--is the key to personal and career success! " Paul J. Meyer

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Azamal Imam khan ICT Teacher & Managebac Coordinator

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Azamal Imam khan ICT Teacher & Managebac Coordinator

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"The roots of education are bitter, but the fruit is sweet"-Aristotle

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Athletic Coach and PYP PE Teacher. Pledge Harbor International School.

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Welcome to our workshop's back channel. We will use this platform to post ideas, understandings or questions as the workshop moves along during the sessions. Let's collaborate mindfully!

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PYP Homeroom facilitator
Grade-1
Pledge Harbor International School