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http://www.makinglearningvisibleresources.org/

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HGSE Offers New Program on Making Learning Visible

In this era of globalization, our ability to learn and function as part of diverse groups is essential to our capacity to survive and thrive. Yet almost all assessment and most aspects of instruction in schools still focus on promoting individual performance and achievement. In this course, you will investigate the power of the group as a learning environment, and documentation as a way to shape, extend, and make visible how and what we learn.

The work of the schools in Reggio Emilia, Italy, has drawn international attention to children's capacities as individual and group learners. Based on a collaboration between Project Zero at Harvard, Reggio educators, and over 100 U.S. educators, the Making Learning Visible (MLV) framework extends key ingredients of the Reggio approach to primary and secondary schools and learners of all ages. Documenting children's and adults' learning challenges our assumptions about children's capabilities and what thinking and learning look like.

In this course, you will examine rich examples of individual and group learning in a variety of classrooms. Aided by extensive online and text-based resources, you will learn what the MLV framework is, why and when it is useful, and how to apply it in your own setting to benefit students, teachers, and your school community as a whole.

A progressive, research-based approach for making learning visible
Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classrooms are committed to five key principles: that learning is purposeful, social, emotional, empowering, and representational. The book includes visual essays, key practices, classroom and examples.

Show how to make learning happen in relation to others, spark emotional connections, give students power over their learning, and express ideas in multiple ways

Illustrate Reggio-inspired principles and approaches via quotes, photos, student and teacher reflections, and examples of student work

Offer a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom

Visible Learners asks that teachers look beyond surface-level to understand who students are, what they come to know, and how they come to know it.

Welcome to the Making Learning Visible Resources Weebly! This site provides resources and tools to support learning in groups in the classroom and the staffroom. Most of the tools you will find here are intended for teachers, professional development designers and coaches, and administrators, though some are also designed to help families support student learning. Many also include ways to involve students more directly in teaching and learning decisions. Almost all of the tools emphasize greater intentionality combined with careful looking and listening. Making learning visible is not a recipe; it will take time to discover and adapt the tools and resources for your own setting. We hope you will find this site useful and enjoy exploring it. The site includes five kinds of tools and resources:

Supporting Learning in Groups in the Classroom Documenting Individual and Group Learning includes resources for understanding, creating, and sharing documentation with students and colleagues. Some tools will help you think through the purpose of your documentation; others provide guidelines for gathering or sharing documentation via video, computer, photographs, or powerpoint.

Making Learning Visible beyond the Classroom provides tools and templates for creating bulletin boards, documentation panels, visual essays, and schoolwide exhibitions that make learning and learners visible, with examples from preschool-high school.
Engaging Families in Supporting Student Learning offers resources to inform families about visible learning, involve families in supporting their children's learning, and communicate with families about learning. Tools range from a refrigerator reminder to guidelines for parents interested in forming their own study group.

Supporting Learning in Groups in the Staffroom

Documenting Individual and Group Learning

Engaging Families in Supporting Student Learning

Making Learning Visible Beyond the Classroom

Supporting Learning in Groups in the Classroom includes practical tools with suggestions for creating learning groups at the beginning of the school year, forming study groups in classrooms, and promoting a culture of dialogue. provides tools for forming adult study groups, hands-on activities for adults to explore learning groups and documentation for themselves, and conversation structures for discussing and reflecting on student learning.

Supporting Learning in Groups in the Staffroom provides tools for forming adult study groups, hands-on activities for adults to explore learning groups and documentation for themselves, and conversation structures for discussing and reflecting on student learning.

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HGSE Offers New Program on Making Learning Visible In this era of globalization, our ability to learn and function as part of diverse groups is essential to our capacity to survive and thrive. Yet almost all assessment and most aspects of instruction in schools still focus on promoting individual performance and achievement.

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https://cmha.ca/find-info/mental-health/check-in-on-your-mental-health/work-life-balance-quiz/#.VaP-c19VhXs

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Think with - Can connect with the idea that we probably could have more streamlined practice across our school. We have so many good ideas, but could be streamlined into some more continuity across the year groups.

Think about - Agency can only happen in the classroom if the children have the tool kit to do it (e.g. ATLs)

Think beyond - Would love to continue TAG in my own classroom context and continue to refine it. More split screen teaching too!

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Click on the link and find your group’s slide to begin working.

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https://makomindfulness.com/quiz/

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Hi! I'm Amanda, and I am a former educator turned stress management consultant who helps teachers and professionals learn better self-care strategies & create psychological safety in their workplaces.

After years of working in education, I saw the need for more emphasis on teachers taking care of themselves, and consideration for sharing these practices with the students they serve.

I am a certified yoga instructor, compassion fatigue trainer, mindfulness trainer, and psychological safety facilitator and use these various knowledge fields to develop resources that have proven to be effective in classrooms - and now, I want to get them into your hands too so that you can start to see the effectiveness and power of self-care and mindfulness efforts, too!

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HEY FELLOW EDUCATORS are you still skipping right past taking care of yourself to save & serve everyone else? AS [...]

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REFLECT on one thought, idea or strategy that you learned from the workshop that you would like to implement in the next month.

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Once you are able to put your action plans into action, please update everyone through a comment under this post.

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IB Programme standards and practices 2020

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The 5 Approaches to Learning(click the link for examples)

1. Thinking

2. Communication

3. Research

4. Social

5. Self-management

In your classroom, post the skill that you are trying to reinforce. Remind students throughout the unit by modeling and teaching how the skills should be done.

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The 5 Approaches to Learning(click the link for examples) Thinking Communication Research Social Self-management In your classroom, post the skill that you are trying to reinforce. Remind students throughout the unit by modeling and teaching how the skills should be done.

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Alternative note-taking practices like mind-mapping and sketchnoting prompt students to organize their thoughts visually, boosting comprehension and retention.

kategisme/Twenty20; AJ_Watt/iStock; sydneyskye/Twenty20;

Unlike conventional note-taking, which can "border on the edge of transcription," allowing students to try more visual, interpretive methods of processing materials helps them "identify connections between topics and themes," writes Nimah Gobir for KQED.

One technique known as sketchnoting-simple, hand-drawn renderings of things like facts, dates, or abstract concepts-allows students to respond to complex new ideas by engaging multiple parts of the brain simultaneously to deepen learning and retention, says Gobir. Instead of passively writing down everything a speaker is saying, the practice pushes students to actively process and make sense of what they're learning.

"Sketchnoting doesn't just lead to gains in keeping students' attention, it's a useful way for learners to organize and retain information," she writes. "They're actively listening and creating a visual representation of what they're learning while continuing to stay engaged in class."

Findings from a 2018 study back that up: Students who were asked to draw what they'd learned were nearly twice as likely to remember information than students who wrote the same information down. Drawing wins out because it allows information to be processed in multiple ways, explained Edutopia's research editor Youki Terada: "When we draw, we encode the memory in a very rich way, layering together the visual memory of the image, the kinesthetic memory of our hand drawing the image, and the semantic memory that is invoked when we engage in meaning-making."

Here are some ways to introduce visual note-taking to your students:

Rethink Your Paper: Note-taking doesn't need to happen between the lines and within the margins of a sheet of notebook paper. The "more rigid structure of lines and lines of text" can bind the minds of some students, while the freedom to reimagine the space can free them, writes Gobir. Encourage students to play with spacing, vary text sizes, and add symbols anywhere on the page "to create a hierarchy of information that might be harder to capture in linear text."

Start With a Little Practice: Not all students will welcome the idea of sketchnoting and other visual note-taking methods at first, so encourage them to start off just scribbling. Artist and educator Todd Berman has students "scribble for the duration of a song," Gobir explains, which gets the creative juices flowing and creates a comfortable setting for the introduction of the concept. Berman then invites students to share what they've created with the class.

Develop a Symbolic Language: Educator Wendi Pillars has students "identify 10 key words or concepts" from the current learning materials and begin developing a visual library of shorthand-like an icon or character-to represent them, shares Gobir. Get students' input for the library too, recommends Pillars, so "you have a co-created visual vocabulary that everybody can refer to when they take their own notes." In time, students will develop their own vocabularies and visual note-taking styles independently.

Keep It Low-Fidelity: Communicate to your students that they don't have to be accomplished artists to use visual note-taking techniques: The process isn't about ensuring that the sketches and drawings look good, but that students find a way to tease out the relationships between topics and concepts. "It's giving them permission to say, 'You know what? Here's the key concept. Here's the key information," explains Pillars, who says she emphasizes to students that there is no right or wrong way to take visual notes.

Skip the Grading: Sketchnoting, diagrams, freehand drawing, mind-mapping, and similar techniques are vehicles to get student thoughts down on paper-not practices meant to demonstrate their mastery of subject material. Educator Sarah Schroeder suggests focusing on grading what is "construct relevant," or "avoiding measuring what is irrelevant or can't be measured," like creativity. Attaching a grade to visual note-taking might inhibit the student as they struggle to make sense of complex material, make them feel self-conscious, or simply be so subjective as to be meaningless-so provide feedback rather than a grade.

Join In: Modeling visual note-taking techniques for your students can be a great way to inspire them to try something new. Pillars uses her whiteboard and paper to show students how she visualizes her thoughts. "As we take the notes together, I will ask students, 'How would you represent it?'" she shared with Gobir. "And they'll shout out ideas like, 'You could draw this or this!' And sometimes I tell them 'I can't draw that! You want to come on up here and show [the class]?'"

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How-and Why-to Introduce Visual Note-Taking to Your Students

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Visual note-taking allows information to be processed by the brain in three different ways.

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In late 2006, note-taking had become a burden. I had become a great verbatim note-taker, but I hated my process of note-taking. I took overly-detailed notes in large, lined notebooks, with pencil, so I could erase any mistakes. I was like a court reporter, trying to capture every detail - but I wasn't comprehending and always felt I was missing something.

In early 2007, I decided to experiment with a new approach. I attended a design conference and limited my tools to a small pocket-sized Moleskine notebook and a gel pen. The noteook was too small to write everything I had in the large book and the pen made me stop can consider what went on the page, since I couldn't erase mistakes.

These limitations led me to less writing and more being in the moment to listen, analyze and capture the big ideas I was hearing, seeing and thinking about. I had more time for lettering and drawing, so I called this visual note-taking process sketchnotes because it was a mix of sketches and notes, together.

I was having fun taking notes, and realized there must be others out there who would benefit from my new idea, so I began testing it, sharing it and teaching it.

In 2011, I was given the opportunity to create a new book to teach people sketchnoting with Peachpit.com, so we really pushed the boundaries on that book. It was designed to teach sketchnoting as a sketchnote, with lots of samples from other people from around the world, in addition to my own story and teaching.

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Sketchnotes are rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes, and lines.

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At Exeter, Harkness is not a pedagogy. It’s a way of life. It begins in the classroom and extends beyond it, to field, stage and common room.

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Sharing resources - communication and social skills

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Sharing resources - communication and social skills

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Shared resources - communication and social skills

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https://www.pypteachingtools.com/steps-strategies-for-developing-research-skills-in-the-ib-pyp/

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https://www.commonsense.org/education/lesson-plans/curate-a-gallery%233

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http://www.pz.harvard.edu/thinking-routines

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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https://positivepsychology.com/mindfulness-for-kids/

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18 Mindfulness Games, Worksheets and Activities for Kids

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Mindfulness for kids is best instilled early, to develop mindful adults.

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https://ideas.classdojo.com/b/growth-mindset

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ClassDojo and Stanford's PERTS Research Center teamed up to create the the first season of The Mojo Show. The five-episode video series (along with a few incredible activities) highlight the power of having a growth mindset, and how any student can learn this skill!

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ClassDojo and Stanford's PERTS Research Center teamed up to create the the first season of The Mojo Show. The five-episode video series (along with a few incredible activities) highlight the power of having a growth mindset, and how any student can learn this skill!

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https://www.youtube.com/watch?v=iomSVyp8srk

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Building Self-Management Skills Using a Problem-Solving Chart

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https://www.funkidslive.com/quiz/take-this-quiz-and-get-a-mindful-monsters-activity/

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Fun Kids - the UK's children's radio station

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Take this quiz and get a Mindful Monsters activity! - Fun Kids - the UK’s children’s radio station

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https://www.managebac.com/blog/ib-approaches-to-learning-fostering-self-management-in-pyp-classrooms

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During the past year, teaching ATL Skills has taken on a special meaning in the virtual learning environment. The pandemic forces teachers to think deeper on how students learn. The pandemic also leads teachers to realize that learning to learn is a process, in which they must invest time and energy in their teaching practices to help young people become aware of the learning strategies that work best for them, those that do not work for them and those that can be improved.

The IB ATL Skills Framework offers more than a hundred choices of actions that students could take to better succeed academically and in their life, and this is spread over a broad spectrum of skills combining basic ones with more complex ones. I can say, at a high level, that all ATL skills are equally important and useful as long as they meet the needs of the young people sitting in front of you.

But what are your students' most important needs in terms of skill development? How do you map these skills and how do you make sure to introduce them explicitly? In addition, how do you support your teachers in that process? These are basic questions that your school should address before embarking on an ATL skilled-based programme. It may sound obvious, but many tend to skip these much-needed preparatory steps while the success of their implementation depends on it.

For the purposes of this blog, I suggest we dive right into the teaching of a Self-Management Skill through Sensory Awareness.

Purpose
This strategy encourages students to develop and improve their self-management skills as they learn how to notice their own thinking and emotions, and use that awareness to stay focused and concentrated when they need to.

Instructions
Explain that in this activity, everyone will have a chance to pay attention to how they notice their sensory awareness.

1. Ask students to take a moment to pause, sit quietly, as you want them to scan all their senses one at a time, to experience every sense.

2. Ask them the following questions: notice some things you see around you, some things you can hear, smell, taste in your mouth, feel on your skin, some things you notice about your emotions right now. Take a short pause between each question.

3. Get some students to share their sensory awareness to the rest of the class.

4. After a few students have volunteered to share, ask them if they are normally aware of all these things around them. Why is this not so? Explain that our brain gets a lot of information at every second through each of our senses, but we only pay attention to some of it.

5. Find a moment to practice this exercise every day to help students self-regulate their sensations in their body and be aware of the ones that need to be fixed when they become a distraction.

6. For a more accurate self-assessment:

1. Invite students to regularly judge their learning skill proficiency by using self-assessment cards co-constructed by the class - with two to three rubrics per card and some visual to support associations between pieces of information. Have one card for each stage of a skill development (1-Novice, 2-Learner, 3-Practitioner and 4-Expert).

2. Scatter four squares on the floor - one for each stage - and have students march in the square that most represents their skill level of proficiency.

3. Point out that if buddies chose to go to the same square, they probably have something in common. Have them share those things.

4. Ask self-reflection questions: What actions would you like to continue/start/stop doing to improve your sensory awareness? Why is it important to notice your own thinking? Etc.

Supplemental activity for Early Years

Adaptations for a virtual learning environment

Extension

Overall, which of your senses would be your best ally in bringing you back to a state of concentration? Which one would be the most challenging?

Based on feedback received by teachers, this specific skill is generally described as easy to teach and many consider themselves to be at the Expert level when it comes to teaching it. Practising and improving this specific skill on a daily basis can be very helpful in sharpening students' focus and concentration - their self-talk - to increase their awareness of others and to better connect with the world around them.

Author Bio:

Bianca Duceppe is an internationally recognized consultant and workshop leader. She has been working in the field of education for over 25 years.

Bianca is the former Relationship Manager for the French IB schools. Since 2017, she has been a partner with Lance King, the designer of the ATL Skills Framework for the IB, and has delivered his workshops in French and English to schools around the world. She was the first one to create a workshop on ATL Skills specifically dedicated for PYP schools. Specialized and passionate about the PYP, Bianca is one of the founders of LALATAT and will author the resources for the PYP Portal which will be released during the 2021-2022 school year.

In January 2021, she launched a project so dear to her heart, the LALATAT monthly Meetups, to allow educators from around the world to meet and plan ATL Skills collaboratively. You can find more information at https://lalatat.com/

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IB Approaches to Learning: Fostering Self-Management in PYP Classrooms - ManageBac

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The IB Approaches to Learning are skills and attitudes that allow students to develop as self-regulated learners, able to set and meet learning goals, generate motivation, self-interrogate, show perseverance, be resilient and reflect on their achievements. In this blog, you will find strategies for teaching the Self-Management Skill through Sensory Awareness in a PYP and EY classroom.

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https://drive.google.com/drive/folders/1w21FnUaqQmmqf0UBuba7DLdjliqYrzRH

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ATL - Approaches to Learning - The Art of Learning

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changing the world - one child at a time

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IB Approaches to Learning (ATL) TOOLKIT 

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https://www.seisen.com/connect-link/news/setagaya/~board/ib-pyp-at-seisen/post/solo-and-vocabulary-lists-updated-for-grade-1-to-6

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Link to the Elementary Programme of Inquiry.

Below you will find links to the updated SOLO Taxonomy and Vocabulary Lists for Grades 1 - 6. It is important to note that in alignment with the Enhanced PYP, students may develop the SOLO taxonomy by co-constructing this with their teachers. This is to provide students with agency - choice, voice and ownership throughout the process of their learning. Therefore the SOLO co-constructed by students may look slightly different this one. This learning progression and vocabulary list is developed so you can support your daughter's learning at home. These can also be found on each individual Grade Level Blog and hard copies are located near the Cafeteria Display. Please feel free to come and take one.
How can I use the SOLO at home?
You will now see a row underneath the possible assessment criteria titled 'Possible questions to discuss'. These are teacher guided questions that help to direct the unit of inquiry. You may wish to use these questions to begin a conversation with your chid about their unit of inquiry at home.
How can I use the Vocabulary Lists at home?
The Vocabulary Lists are a guide for the possible vocabulary that may be explored throughout the unit of inquiry. It is encouraged that you explain and explore the words within this list with your child in their mother tongue. Perhaps you may talk about the concept of some of the words in English and also in your home language in order to deepen their understanding of them.

GRADE 1

Grade 1's year long unit of inquiry is How we express ourselves - Celebrations. They are exploring the central idea Celebrations and traditions can express shared beliefs and values. This involves investigating and exploringreasons why people celebrate and key features of celebrations.
HWEO - Celebrations: SOLO Taxonomy HWEO - Celebrations: Vocabulary List
Grade 1 have recently begun their unit of inquiry Sharing the planet - Living Things. They are exploring the central idea Living things adapt to their habitats to survive. This involves investigating and exploringways living things are suited to their habitats, ways living things interact in their habitats and how people can interact with habitats in a safe and responsible way.
STP - Living Things: SOLO Taxonomy STP - Living Things: Vocabulary List
GRADE 2

Grade 2's year long unit of inquiry is How we express ourselves - Artists' Journey. They are exploring the central idea Artists interpret and respond to the world around them. This involves investigating and exploringhow art conveys a message, the choices artists make to convey messages and the stages of the creative process.
HWEO - Artists' Journey: SOLO Taxonomy HWEO - Artists' Journey: Vocabulary List
Grade 2 have recently begun their unit of inquiry How the world works - Forces & Motion. They are exploring the central idea People apply their understanding of forces and energy to simple, compound and complex machines. This involves investigating and exploringdifferent types of forces, how machines function and the impact of machines on our world.
HTWW - Forces & Motion: SOLO Taxonomy HTWW - Forces & Motion: Vocabulary List
GRADE 3

Grade 3's year long unit of inquiry is Sharing the planet - Plants. They are exploring the central idea Plant diversity can affect the wellbeing of people and other living things. This involves investigating and exploringthe conditions plants need to grow, the interrelationship between plants and other living things and the importance of plant diversity.
STP - Plants: SOLO Taxonomy STP - Plants: Vocabulary List
Grade 3 have recently begun their unit of inquiry How we organise ourselves - The Marketplace They are exploring the central idea Marketplaces depend on the ability to produce goods and supply services that can be exchanged. This involves investigating and exploringthe role of supply and demand, the distribution of goods and services and responsible production and consumption.
HWOO - The Marketplace: SOLO Taxonomy HWOO - The Marketplace: Vocabulary List
GRADE 4

Grade 4 have recently begun their unit of inquiry How the world works - Weather Systems. They are exploring the central idea Understanding climate and weather patterns informs decision making. This involves investigating and exploringthe relationship between weather and climate, measuring and predicting weather and the impact of and response to extreme weather events.
HTWW - Weather Systems: SOLO Taxonomy HTWW - Weather Systems: Vocabulary List
GRADE 5

Grade 5's year long unit of inquiry is How we express ourselves - . They are exploring the central idea People can create or manipulate messages to target specific audiences. This involves investigating and exploringhow the elements of messages can be used to influence target audiences, the power and impact of media and critical evaluation of messages presented through media.
HWEO - Media: SOLO Taxonomy HWEO - Media: Vocabulary List
Grade 5 will soon begin their unit of inquiry Sharing the planet - Peace & Conflict. They are exploring the central idea Reaching a resolution to conflict can be influenced by the actions and reactions of all involved. This involves investigating and exploringcauses of conflict and strategies used to resolve conflict and their consequences.
STP - Peace & Conflict: SOLO Taxonomy STP - Peace & Conflict: Vocabulary List
GRADE 6

Grade 6's year long unit of inquiry is Who we are - International Mindedness. They are exploring the central idea Understanding the beliefs and values of different cultures can promote international mindedness. This involves investigating and exploringwhat constitutes culture, the varying beliefs of different people and how they develop and promoting international mindedness.
WWA - International Mindedness: SOLO Taxonomy WWA - International Mindedness: Vocabulary List
Grade 6 have recently begun their unit of inquiry How we express ourselves - People we admire. They are exploring the central idea People we admire can influence our actions, values and relationships. This involves investigating and exploringthe characteristics/traits of people we admire, how individuals develop character traits to empower others and how my actions and choices affect myself and others.
HWEO - People we admire: SOLO Taxonomy HWEO - People we admire: Vocabulary List
If you have any experience or expertise with the content of these units of inquiry, we would love to hear from you! Please contact our PYP Coordinator (ssmyth@seisen.com) or your daughter's homeroom teacher.

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SOLO and Vocabulary Lists Updated for Grade 1 to 6

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An update of the new SOLO Taxonomy for current and year long units of inquiry and vocabulary lists to support your child at home.

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Today has given me a further impetus to know and apply the same language that is being used in the classroom so that I can be a stronger part of the village that teaches ATL skills.

There is also a renewed focus for me this year to ensure that the library is a consistent part of the teaching the skills explicitly and implicitly.

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https://docs.google.com/document/d/1MDlpMYRVDgj2hwJS-e_d10Ym9VzBLT65-RIV7uRA2rs/edit?usp=sharing

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If you have questions you'd like for us to address, please add them to this post as a COMMENT.

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ATL-based summative task sheet template (Patrick)

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ATL-based summative task sheet template (Patrick)

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Summative task planner (Patrick's ATL template).docx

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https://www.mindfulteachers.org/blog/burnout-quiz

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by Catharine Hannay, founder of MindfulTeachers.org

Are you just having a bad day, or is it time to quit your job? Or are you in serious need of some R&R (if only you could find the time)? Answering these ten questions should point you in the right direction... or confirm what you already suspect.

This isn't really about getting a particular score but about noticing the pattern of your answers. If you can't choose between two answers, pick both. If you can't relate to a certain question, skip it.

Some of these questions are specifically for teachers, but you can easily adapt them to suit your own situation: for example, instead of "your students" you can think about your clients, patients, customers or parishioners.

1. Complete this sentence: In my free time...

2. How do you feel after a really tough day?

3. How do you feel about your students (or the group you serve)?

4. What kind of relationship do you have with your colleagues?

5. Do you feel like your work has a positive impact?

6. How do you feel about the subject you teach (or the main focus of your job)?

7. How did you feel when you accepted your current job?

8. How did you feel after work last Friday?

9. You get into an argument with one of your students (or clients): What's your reaction?

10. Overall, which word best describes your current job?

If your answers are...

Mostly A's: You have the occasional bad day like anyone, but basically you're in a job that really suits you, and you seem to have a lot of positive energy.

Mostly B's: You're committed to your work, but it's taking a lot out of you. Even if it feels like you have no time for yourself, you need to figure out some ways to recharge.

Mostly C's: You've got a lot to offer, but you don't seem to be in the right niche. Could you apply to a different school? Change the level or subject you teach? Go into (or get out of) administration? Change careers completely? (You might be inspired by the Interviews--there are a lot of different ways to serve the world.)

Mostly D's: You should seriously consider quitting, retiring, or taking a leave of absence. This doesn't make you a bad person, or even necessarily a bad teacher. It's just time to move on, as soon as you can responsibly do so: Make sure you can pay for basic expenses, and try not to leave anyone in the lurch. In the meantime, some of the Mindfulness Activities might help you handle the challenges of your job. Hang in there!

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How Burnt Out Are You? (quiz) - Mindful Teachers

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by Catharine Hannay, founder of MindfulTeachers.org Are you just having a bad day, or is it time to quit your job? Or are you in serious need of some R&R (if only you could find the time)? Answering these ten questions should point you in the right direction...

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https://docs.google.com/presentation/d/1JlW6g6NoGi11htUCk88hz_Gbaw-QzzVOB554xb60L18/edit?usp=sharing

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Collaborative ATL PLanning - The Peak School

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https://www.seisen.com/connect-link/news/setagaya/~board/ib-pyp-at-seisen/post/kindergarten-unit-of-inquiry-play-solo-taxonomy-sentence-starters-for-play

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How We Express Ourselves: PLAY!
Many classes have been delving into this year long focus and exploring the prior knowledge that students have with the concept of play:

Kindergarten are exploring the central idea Through play we communicate and use our creativity to explore and discover.

This involves investigating and exploring:

Below you will find links to the updated SOLO Taxonomy and Vocabulary Lists for this unit of inquiry.
How We Express Ourselves - PLAY: SOLO & Word Vocabulary/Sentence Starters How can I use the SOLO at home?
On the SOLO you will see two sections, one with inquiry questions to guide students learning through the different stages as they move from a shallow understanding of the lines of inquiry to a more deeper understanding. The possible assessment criteria are learning outcomes - learning outcomes are statements that describe the knowledge or skills we aim for students to acquire as a result of their engagement with the unit of inquiry. Inquiry is the leading pedagogy within the Primary Years Programme. Students are at different developmental stages and therefore may reach different levels of proficiency with knowledge and skills. Additionally you will see "possible questions to discuss". These are teacher guided questions that help to direct the unit of inquiry. You may wish to use these questions to begin a conversation with your chid about their unit of inquiry at home.
How can I use the Vocabulary Lists/Sentence Starters at home? (These are on Page 2 after the SOLO)
The Vocabulary Lists are a guide for the possible vocabulary that may be explored throughout the unit of inquiry. It is encouraged that you explain and explore the words within this list with your child in their mother tongue. Perhaps you may talk about the concept of some of the words in English and also in your home language in order to deepen their understanding of them.

For this unit, instead of using specific words, we have placed a focus on sentence starters as a way of inviting people to play or asking to play. You may wish to model these sentence starters when your child has a play date, or encourage your child to use them when they have the opportunity.
Additionally, if you see your child taking action as a result of their learning at school, we would LOVE to hear about it! As action is often taken outside of the learning environment, we often don't know about these opportunities that you as parents are witness to, even a short email telling us about something your child did or said at home as a result of their learning helps us know how the PYP is supporting the development of life long learners that take action! Please contact our PYP Coordinator (ssmyth@seisen.com) or your daughter's homeroom teacher.

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Kindergarten Unit of Inquiry - PLAY! (SOLO taxonomy & sentence starters for play)

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This year students Kindergarten will be partaking in a year long inquiry exploring PLAY!

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I really connected with the children learning skills explicitly then using them implicitly to help them recognise that the ATLs are transferable.

Think About
The children start to build a tool kit that becomes more complex as they progress through school. Think this will really help them know who they are as learners and develop more agency with their learning.

Think Beyond
Inspired to think of all the ways I can use this now with my new class. Loved the TAG concept to give and receive feedback and aid reflection and would love to give that a go.

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List of visible thinking routines from shared drive

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List of visible thinking routines from shared drive

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At Peak School we aim to become effective communicators, confident critical thinkers and enthusiastic life-long learners. In partnership with our community, we strive to have integrity and be socially responsible global citizens.

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Draft Post for Your Column

Title: Research Skills – Natalya & Judy

1. Two Ways to Authentically Use/Develop Research Skills in the Classroom

Guided Web Quests & Source Evaluation: Students investigate a real-world problem and use a structured framework (like the CRAAP test) to judge source reliability. They must explicitly justify why a source is credible before using it.

The "I Wonder" Research Journal: Students maintain a ongoing digital or physical log during units of inquiry. They formulate their own secondary research questions, track their search terms, and document how their thinking evolves as they gather data.

2. Why Explicit Teaching of Skills is Critical to Student Success

Prevents Assumption Gaps: We cannot assume students inherently know how to filter information, keyword search, or cite sources. Explicitly breaking down these steps turns overwhelming tasks into manageable actions.

Builds Lifelong Media Literacy: In an era of AI and information overload, explicit training teaches students how to fact-check, identify bias, and look at data critically. This shifts them from passive consumers to ethical creators of knowledge.

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Draft Post for Your Column

Name: Natalya (Inclusion Group)

Multi-Tiered Systems of Support (MTSS): The policy must outline clear, tiered intervention strategies for academic, behavioral, and social-emotional needs, ensuring all students receive differentiated learning pathways without needing an official external diagnosis first.

Removal of Learning Barriers through UDL: It should mandate the integration of Universal Design for Learning (UDL) principles across all curricula, ensuring that teaching methods, assessment formats, and classroom environments are inherently flexible and accessible to diverse learners.

Collaborative Student-Centered Planning: The policy must establish a formalized process for creating and reviewing Individual Education Plans (IEPs). This process must actively involve learning support specialists, classroom teachers, parents, and the students themselves to guarantee shared accountability.