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

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ABOUT THE ARTIST ELLIE LIM This was one of the last pieces I made in my IB Art journey, and it was painted during a time of high tension as the IBDP was reaching its culmination. Amongst the craze of papers to submit and exams to study for, quiet moments of simple 'mundanities' became what grounded and focused me. They helped me see the forest from the trees, and also just take a moment to breathe and appreciate the simple beauties in life. I wanted to bring a calming quality to the piece through the use of vibrant yet soft colours. The compositional choice to have a collection of small squares aims to mimic the various flashes of life occurring all around us - from the serenity of passing clouds to the flickering of a flame. This piece acts as a reminder to take a pause, step back and appreciate the 'little things' in life.

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IB WORKSHOPS AND RESOURCES 2023-2024 Catalogue Page-C2

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Menu ABOUT THE ARTIST ELLIE LIM This was one of the last pieces I made in my IB Art journey, and it was painted during a time of high tension as the IBDP was reaching its culmination. Amongst the craze of papers to submit and exams to study for, quiet moments of simple 'mundanities' became what grounded and focused me.

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Develop the 10 learner profile attributes

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Develop the 10 learner profile attributes

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The IB Learner Profiles define a broad range of skills and abilities on top of academic success for learners at different stages of their education, including academic programmes for Primary Years Program (PYP), Middle Years Programme (MYP), Diploma Programme, Career-related Programme.

The learner profile helps schools to understand their students' needs, strengths and weaknesses in order to provide them with an appropriate holistic learning environment. It also provides a framework for assessing student progress throughout their International Baccalaureate programme.

What are the components of the IB learner profile and how do they relate to each other? The learner profile comprises three key components:

A set of personal characteristics that describe the learner's personality. These include self-awareness, motivation, resilience, curiosity, creativity, independence, responsibility, adaptability, perseverance and social awareness.

The learner's cognitive abilities, which include reading comprehension, critical thinking, problem-solving, logical reasoning, verbal communication skills and visualisation.

The learners' knowledge, skills and conceptual understanding across a range of disciplines, which include the ability to apply concepts, analyse information, synthesise ideas, decide, work independently, communicate effectively and reflect upon what has been learned.

An IB learner profile shows a commitment to support all the school community members to respect themselves, respect people around them and give respect to the rest of the world. IB programmes are dedicated to students' personal development for the IB learner profile.

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The IB learner profile intends to develop students who are:

Knowledgeable: They explore issues, ideas and concepts, that have global and local significance.They learn concepts and gain an in-depth understanding of different fields by engaging in activities that help them understand these concepts. They are informed about the world around them.

Knowledgeable students read books on topics being taught at school. They ask questions and make connections between the known and unknown. Parents and teachers can instil knowledgeable behaviour in the children in the following ways.

1. By applying, acquiring and sharing knowledge;

2. By looking at unique perspectives;

3. By asking questions to deepen understanding;

4. By considering each factor involved;

5. By considering failure a part of learning;

6. By encouraging students to listen to the news, read newspapers and become familiar with current events.

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Students as Inquirers

Inquirers: These students develop their innate curiosity. They learn research skills and demonstrate independence in learning. Their love for learning will be fostered throughout their lives.

Inquirers do not perceive themselves as experts, they like being a learner. In most cases, when children question parents or teachers, they immediately provide an answer. The better way is to say something like 'Good question! How could we learn about it?' And inquire together.

A child's curiosity, creativity and thinking skills are improved when children use a variety of resources and carry out small, simple activities and experiments to investigate any topic, from making a circuit to seeing how it is impossible to create a circle with only straight sticks. The main objective of improving skills of inquiry in children is to develop them into independent and lifelong learners.

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Advancing Curriculum Learning and Communication Skills

Communicators: They express and understand information and ideas creatively and confidently in a range of modes of communication skills and in more than one language. They work willingly and effectively in collaboration with others.

Learners who are active communicators, can convey their ideas through drama, dance and music. Communication is key to expressing oneself, and communicators can often talk in more than one language.

Having good listening skills is an important characteristic of effective communicators. Active listening enables students to express empathy and gain new insights, perspectives and ideas. Teachers and parents can develop students who are communicators by:

Talking about children's daily activities;

Exploring other modes of communication along with speaking;

Actively listening to the children when they talk;

Talking about children's books and reading together.

Talking about the TV shows and videos and watching them together.

Asking questions to explain what a child is saying.

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Developing Curriculum Learning alongside Communication Skills

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Promoting active learners and thinkers

Thinkers: They think critically and creatively when approaching problems, and they're able to identify complex issues and make responsible actions.

Parents and teachers can build creative thinking skills in a child by encouraging him/her to solve problems independently. To develop critical thinking skills, parents and teachers may ask open-ended questions and discuss real-life problems with the children. It is also suggested to ask a child questions when they are working on a problem.

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Developing open-minded students

Open-minded: They appreciate and respect others' cultural backgrounds and traditions, and are open to others' views and perspectives. They're open to new ideas and willing to learn from their experiences.

Open-minded students understand that everyone is different. They listen to many possibilities and consider the points of view of others before finalising a decision. They celebrate people's uniqueness and individual differences. Parents and teachers may:

Encourage students to try new ways, new foods, new activities and new games.

Expose children to different festivals, traditions and celebrations and present children in a non-judgmental manner.

Motivate children to listen to others when others speak.

Introduce literature about different cultures. It must be ensured that the literature is appropriate and appropriately reflects the culture.

Introduce learners to other global issues, countries, and cultures.

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Building positive school cultures with principled learners

Principled: They take responsibility for their acts and the learning outcomes that accompany them. They exhibit honesty and integrity, with an emphasis on a strong sense of fairness and justice for the rights of people, community, and group.

An extraordinary feature of principles is that, unlike procedures and concepts ,principles are discovered, not invented. Principles are the only type of content that depicts "truth" in any substantial way. Facts are mostly either false or true, and they are details, not generalities. As compared to principles, facts are trivial. A procedure may either create the desired goal (or output) or not. But procedures lack the details of how things work, and procedures can be changed and still create the desired goals. In most cases, there are more than one different procedures to achieve the same goal.

On the other hand, principles give us an understanding of the surrounding world, within us, and among us; an awareness of how things work and why they occur specifically. Hence, principles are considered among the most important type of content to include in teaching. It is helpful for teachers to learn how to implement the principles in unfamiliar situations.

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Encouraging reflective learners

Reflective: They show thoughtful consideration for their experience and classroom efforts. They know themselves well enough to understand their weaknesses and strengths and use them to improve their own skills and knowledge.

Reflective students have 3 essential characteristics. They:

Reflective students know what they are not good at and what they're good at. They try to make necessary changes where ever they can. They perceive their weaknesses and strengths constructively. Parents and teachers can help students to become reflective learners by:

Encouraging students to maintain a journal;

Asking learners to record a 1-second video every day;

Make students spend some time reviewing their class progress reports.

Reviewing the goals that learners could set for the next term.

Making a list of particular actions that students can take to accomplish these goals.

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Embracing emotional learning

Balanced: They understand how important is balance of emotions, physicality and intellect is for their and others well-being.

Balanced students know the significance of physical, intellectual, and emotional balance to gain well-being for themselves and others around them.

They learned how to understand and assess where they're at with teaching others and helping them improve their own outcomes.

These students achieve healthy school-life balance by exercising and eating a balanced range of foods. They know the importance of maintaining a balance between the mental and physical features of their bodies. They spend time engaging in many different activities.

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Fostering caring learning environments

Caring: These students show respect, compassion and empathy towards the feelings and needs of others. They are dedicated to being in service and bring about a positive change in the world and it others' lives.

Across different grade levels and throughout the school year, these students show their caring behaviour in many of their transdisciplinary units. Care can be integrated into the students' inquiries in various areas such as housing, garbage, money, migration, health and more. Teachers and parents can play their role in making children more caring by:

Modelling the caring behaviour they would want to see in the children.

Being an active listener, using kind words, and helping others.

Encouraging students to read books that demonstrate kindness and caring behaviour.

Helping students to reduce, reuse and recycle.

Emphasizing social skills such as sharing with siblings saying thank you and please, and understanding when others may be having a difficult time.

Brainstorming ways children can get involved in the welfare of the community such asdonating clothes, food, or toys and sending cards to the residents of a nursing home.

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Encourage intellectual risk taking with the thinking framework

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Encouraging intellectual risk-taking

Risk-takers: They show the courage to deal with uncertainty and unfamiliar situations and have an independent spirit to explore innovative strategies, new ideas and roles. They are articulate and brave in defending their beliefs.

Young children are natural risk-takers. They are curious. They love to discover and want to explore how the world works. As they grow older, they may quickly stop themselves from taking a risk because they understand that there is a likelihood that they might fail. According to the rules of risk taking, the more the children avoid taking risks, the more difficult it will become for them to accept any challenges in the future.

Teachers and parents need to provide children with opportunities to be risk-takers. The goal should be to make children feel confident and comfortable while trying something new, even if they have to face failure in the end. In real life, most students reveal that when they take a risk, they are successful.

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Monitoring Learner Profiles

Creating accurate assessments of the wider development of children is always going to be a difficult task. We created the learning skills profile that helps schools understand the development of the wider capabilities of their students. The framework enables classroom teachers to acknowledge when children have advanced their learning skills. Each of the competencies can be regarded as both an outcome and a mechanism for creating lifelong learners.

These badges have been used to communicate with parents when children have made progress in any given area. The simple statements enable school communities to discuss the outcomes of children with greater confidence. Classroom tasks are filled with assessment opportunities for these essential skills, we use the term 'learning to become...'. In terms of how they are incorporated into daily school life, we follow the simple formula.

We are learning about: [e.g. Healthy eating]

We are learning to become: [e.g. Critical thinkers and excellent communicators]

Many schools around the world have already carefully embedded IB Learner profile into everyday practice. If your school is considering how to take the first step look at how the schools have incorporated the profile:

International School of Texas

IB World School

Xi'an High-Tech International School

Beijing BISS International School

Seisen International School

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Getting started with the Learner IB Profile

The main aim of the IB programme is to develop globally minded 21st century students who acknowledge their shared guardianship of our planet Earth and common humanity, helping them to become responsible citizens.

The IB Learner Profiles define the above human capacities and skills on top of academic success for learners who study at an international level.

An IB Learner profile is dedicated to supporting all the school community members to respect themselves, respect others around them and give careful consideration to the rest of the world.

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IB Learner Profile school guide provides the foundation for getting started with the IB Learner Profile, helping teachers to understand and use the principles of the profile in their classrooms.

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IB PYP Learner Profile Booklist - Early Years Collection

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This ultimate list of picture books curated by Maggie Hos-McGrane is aimed at fostering the IB PYP Learner Profile Attributes in our young learners!

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新版单元计划书（Chinese）-小学

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新版单元计划书（Chinese）-小学

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This exciting new resource helps us learn more about the IB and communicate its components to others.

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The PYP Playlist is an introduction for parents and teachers who are new to the Primary Years Programme (PYP). It contains a wide range of e-learning resources to help develop a deeper understanding of the PYP, and become more active in supporting student learning.

Based on the principles of professional development (PD) in the PYP, the PYP Playlist is a range of structured lessons ranging from three minutes to an hour, designed for you to dip in-and out-at a time convenient to you! Supporting resources are downloadable for you to share on your website and across your learning community.

Select your area of interest and you will be guided through the rest.

Learn more about the PYP

Book your place on one of our new and updated face to face, in school, or online workshops here.

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The PYP Playlist is an introduction for parents and teachers who are new to the Primary Years Programme (PYP). It contains a wide range of e-learning resources to help develop a deeper understanding of the PYP, and become more active in supporting student learning.

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Supporting Children’s Agentic Identities through the Approaches to Learning

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Supporting Children’s Agentic Identities through the Approaches to Learning

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This piece draws from experiences in an early childhood PYP context in Switzer l and . Reflections are shared on ways the Approaches to Learning have the potential to be powerful tools for supporting children's agentic identities with a particular focus on environments, experts and teacher talk.

"Maybe if I get the idea of something. Maybe I get it in a book or maybe I tell [my sister] I'm going to be the one who knows it. Who found it out." - D., aged 4

These reflections by three- and four-year-olds are ideas that have been thoughtfully cultivated as part of in-depth inquiries and a classroom culture that actively seeks to nurture a sense of agency. We educators have found that thinking deeply about the Approaches to Learning as tools for sup porting children's identities as scientists, makers, artists, and in the example above, RESEARCHERS has framed how we plan for explorations connected to inquiries.

The young children's reflections on what it means to be a researcher make clear that they are quite capable of developing a strikingly self-actualized sense of themselves . Without hesitation, they identify THEMSELVES as the researchers-citizens of our community who are highly capable as active participants in meaning-making with strong images and identities as learners.

Many children in our school community are developing English as an additional language, so we educators also bring in other ways for children to share thinking and tell us about who they are as learners. A confident scientific drawing, ease with using materials to represent ideas-these traces of learning give us lots of information about agency, identity and learning.

But getting back to those articulately shared ideas about what it means to be a researcher...  As teachers, we have been considering how lines of inquiry and connected proposals to support learning outcomes might be optimized through the lens of the Approaches to l earning (ATLs). Playing with the idea of developing the skills of Researcher (or Thinker/Communicator, etc.) as central to planning, we have identified three areas which have had a significant impact, including: Learning Environments , Experts and Language (Teacher Talk).

"Children are natural scientists, and an open-ended outdoor setting inherently promotes a sense of wonder and a space ripe for questioning, inquiring and theory-building."

Learning Environments

For an inquiry into ways of how ' exploring and caring for the natural environment leads to discovery ' (Sharing the Planet), much of the "fieldwork" happens in outdoor environments. Dedicated time learning outdoors in the forest, pond and garden provides inspiration for observing, questioning and collecting data. Children are natural scientists, and an open-ended outdoor setting inherently promotes a sense of wonder and a space ripe for questioning, inquiring and theory-building. The outdoors is the ultimate space for developing research skills, but there are others. Classrooms, for instance, have endless potential to support identity and agency. More on that from my far more knowledgeable former colleagues and me he r e.

Experts: A Different Approach

Opportunities to connect with members of the wider community have been important components of many of our inquiries. A visiting musician, an engineer and a professional dancer are just some examples of experts we have hosted. These visits often promote a meaningful exchange of dialogue, sharing of skills and connection. As a team, we have thought a lot about how to optimize these visits. Instead of the traditional invitation to come in and share expertise, we wondered how we might rethink these experiences with a view to reframe the relationship between the children and visiting experts.

Recently, we were fortunate to have a scientist visit as part of a science focused inquiry. Before the visit, we shared that " Dr. O" was interested in hearing about the children's work/projects/research and that a professional scientist might have interesting ideas to share back with us. The children were extremely motivated to share an ongoing color mixing project. Dr. O was able to make connections to his work by sharing, among other things, about how his research also takes place in a lab much like our classroom. Of course, this took some preparation and "frontloading" for our guest but he was grateful to have the teachers provide direction and shared how impressed he was with the children's work and how it made a lot of sense for him to connect to their work and not the other way around. Our aim was to actively cultivate the children's identities as Researchers/ Scientists by valuing their work in real time as opposed to something precluding the work they might someday aspire to - a sh ift in the role of expert toward a dialogue between researchers.

"In thinking about words we use to describe children, we asked ourselves as teachers how this strong image of children as learners might inform the way we speak to children and each other in our classroom communities."

Language (Teacher Talk)

PYP teachers do lots of thinking about how to support the development of the Learner Profile. In my context, some of us have spent dedicated time developing a shared understanding of young children as capable, curious and motivated to be active participants in their learning. In thinking about words we use to describe children, we asked ourselves as teachers how this strong image of children as learners might inform the way we speak to children and each other in our classroom communities. Circling back to those self-actualized young children/researchers at the beginning of this post, we see that their words are weighted heavily with a sense of agency. They spontaneously employed action verbs like investigating , discovering , finding out . They identified themselves as the researchers . They knew what "tools" they required. As teachers, we hope that our conscious use of empowering language contributed to the childrens '  metacognition-their ideas about themselves-as learners.

For most educators, the day-to-day planning for teaching/learning is a practical, often creative, but usually time-consuming labo u r of love. The time we set aside to consider the impact our choices have on children's agentic identities for lifelong learning is also time to appreciate the beautiful work of early childhood education.

Andrea Mills  currently works as both a Primary Teacher and Atelierista /Arts Specialist at The Inter-Community, Zurich. She is from the US, and has a range of international school experiences. Passionate about play based learning, she is also a trained Forest School Leader and is inspired by the educational projects of Reggio Emilia.

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Supporting Children's Agentic Identities through the Approaches to Learning

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This piece draws from experiences in an early childhood PYP context in Switzer l and . Reflections are shared on ways the Approaches to Learning have the potential to be powerful tools for supporting children's agentic identities with a particular focus on environments, experts and teacher talk. "Maybe if I get the idea of something.

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项目标准与实施细则2020

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项目标准与实施细则2020

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Supporting learner agency in the early years

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Supporting learner agency in the early years

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

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

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

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

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

Reference:

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

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Supporting learner agency in the early years

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

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Supporting learner agency in the early years _ SharingPYP Blog zh

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What is the current state of play?

How is play perceived or valued at your school?

How does play support learner agency?

What’s the connection between play, relationships, learning spaces, and symbolic exploration and expression?

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1. Connect: What does PYP play-based learning look like?

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Listening to learning: Agency in the early years

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Listening to learning: Agency in the early years

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

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

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

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

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

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

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

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Listening to learning: Agency in the early years

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

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1. Engage: What’s collaborative planning and reflection like?

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