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Skill:

Resilience

Activity:

Pyramid cup stack

Students will have a card marked with three trails.

After each trial students will record how many games they won and lost.

After all three trails we will discuss how their wins and loss compared to their beginning trails.

Lesson:

We will discuss how they had to keep playing, after each trial and not give up and how each time they got a little bit better and improved their skills.

This is called resilience and perseverance and when we work hard and keep trying even when lose. Do not get up.

We will do this again as a class using another game.

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Reduced Inequality within and among different countries.

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Reduced Inequality within and among different countries.

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Students will understand recent causes of inequality between countries. (Communication - read critically and for comprehension)

Students will be able to communicate factual information and social impact of women, children and the environment. (Communication - use of variety of media to communicate with a range of audiences)

IB Learner Profile - Communicators (express their understandings confidently and creatively); Caring (students are passionate about making a difference in the world)

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Copy of SWD Over a Year - How to Start and Sustain the Method

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Kate Fagan (Author) Format: Kindle Edition

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What Made Maddy Run: The Secret Struggles and Tragic Death of an All-American Teen

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What Made Maddy Run: The Secret Struggles and Tragic Death of an All-American Teen eBook : Fagan, Kate: Amazon.ca: Kindle Store

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Dr Matthew J Murthy Turning Insight into Action Superintendent that puts SEL first

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Dr Matthew J Murthy Turning Insight into Action Superintendent that puts SEL first

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drmatthewmurphy.com

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5 Keys to Social and Emotional Learning Success

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5 Keys to Social and Emotional Learning Success

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5 Keys to Social and Emotional Learning Success

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David Perkins challenges traditional views of intelligence and argues that being "smart" is less about having knowledge and more about using thinking strategies, dispositions, and habits of mind effectively.

If being smart is more about how we think than what we know, what would it mean to design learning where skills like critical thinking, reflection, and collaboration are treated as the curriculum and not just supports for it?

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David Perkins - What Does It Mean To Be Smart?

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Using Athletics to Teach Social and Emotional Skills

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Using Athletics to Teach Social and Emotional Skills

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Using Athletics to Teach Social and Emotional Skills

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SEL Relationship skills - MYP Collaboration skills 

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SEL Relationship skills - MYP Collaboration skills 

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SEL Relationship skills - MYP Collaboration skills

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CASEL - MYP ATL Self-Management Skill Indicators

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CASEL - MYP ATL Self-Management Skill Indicators

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CASEL - MYP ATL Self-management skill indicators.docx

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Getting started with the Spider Web Discussion Strategy

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Supporting feedback, authentic assessment, and deeper level thinking, this creates space to listen to your students, allow them to drive con

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Tokyo International School Teaching Thinking Skills

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Interdisciplinary teaching & learning in the MYP

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Interdisciplinary teaching & learning in the MYP

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for use from September 2021/January

2022

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Approaches to learning - Remote Component (PYP).pptx

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6  MYP unit planning  Approaches to learning, content

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The 3,2,1 Reflection is an adaptation of the thinking routine 3,2,1 Bridge and is a useful scaffold to support students as they become self-regulated learners. This routine asks learners to think about:

What they know now as a result of the learning

Any questions or puzzles they still have about the area of study

What still challenges them about the learning that they feel they haven't grasped yet

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The 3,2,1 Reflection is an adaptation of the thinking routine 3,2,1 Bridge and is a useful scaffold to support students as they become self-regulated learners.

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Diploma Programme - From principles into practice

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Diploma Programme - From principles into practice

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Please choose if you mainly support the DP program.

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Please choose if you mainly support the MYP program.

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Approaches to learning - Remote Component (MYP).pptx

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6  MYP unit planning  Approaches to learning, content

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All DP teachers should engage in explicit planning. The IB does not prescribe a particular format for how this planning should be undertaken. However, the process of planning may be supported by using one of the three template DP unit planners developed for DP teachers.

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6  MYP unit planning  Approaches to learning, content

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Programme Standards and Practices Document

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Programme Standards and Practices Document

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19. IB Programme standards and practices updated 2020.pdf

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Copy of 1. Programme standards and practices_ Helping schools grow.mp4

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Research skills: Increasing Complexity Chart

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Research skills: Increasing Complexity Chart

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Research skills: Increasing complexity chart

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Copy of 11. Explicit vs implicit template

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Carol Dweck - A Study on Praise and Mindsets

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Carol Dweck - A Study on Praise and Mindsets

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Carol Dweck - A Study on Praise and Mindsets

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ATL: The Big Picture - overview of designing an ATL skills programme by Lance G King

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ATL: The Big Picture - overview of designing an ATL skills programme by Lance G King

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ATL: The Big Picture - overview of designing an ATL skills programme by Lance G King

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Meeting student learning diversity in the classroom

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Meeting student learning diversity in the classroom

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Learning diversity and inclusion in IB programmes

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Learning diversity and inclusion in IB programmes

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 Appendices - Interdisciplinary teaching and learning in the MYP (Pages 14-23)

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 Appendices - Interdisciplinary teaching and learning in the MYP (Pages 14-23)

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Further Guidance for Developing ATL in the MYP

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Further Guidance for Developing ATL in the MYP

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Diploma Programme - From principles into practice

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Diploma Programme - From principles into practice

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Five mind shifts in approaches to teaching, and approaches to learning

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Five mind shifts in approaches to teaching, and approaches to learning

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Approaches to learning, inquiry and service teacher support material

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Approaches to learning, inquiry and service teacher support material

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Diploma Programme Approaches to teaching and learning website

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Diploma Programme Approaches to teaching and learning website

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Self-Management Skills (Language B German Lesson)

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Self-Management Skills (Language B German Lesson)

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Communication Skills (Language A Literature Lesson)

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Communication Skills (Language A Literature Lesson)

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Subscription websites for IB teachers & their classes

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How do we help students learn?

If the individual IB subject guides inform us about what to teach and learn the Approaches to Teaching and Learning Guide describes how to.

This page is designed to help you understand the nature of the IB approaches to teaching and learning, focus on some of the details and think about how it can be used. There is a web section linked to the IB approaches to teaching and learning documents on the OCC. I do recommend that you visit and have a read.

The following pages (on approaches to learning and approaches to teaching) have been designed in the form of workshops you can use with staff.

Professional inquiry

What are the written and unwritten rules of my school's ATL culture? Why is it useful to consider this perspective?

What does the IB consider to be effective teaching and learning?

What are the essential elements of an IB approach?

How can the IB approaches to teaching and learning be reviewed, evaluated and improved?

Skills - they are so important

Aims

Read the following aims of approaches to teaching and learning. Which is/are the most powerful? Which challenge you the most?

empower teachers as teachers of learners as well as teachers of content

empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking

promote both the aims of individual subjects (making them more than course aspirations) and linking previously isolated knowledge (concurrency of learning)

encouraged students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, to help them not only obtain university admission through better grades but also prepare them for success during tertiary education and beyond

enhance further the coherence and relevance of the students' Diploma Programme experience

allow schools to identify the distinctive nature of an IB Diploma Programme education, with its blend of idealism and practicality.

(Quoted in Extended Essay Guide 2017, IB, p19)

What are IB approaches to teaching and learning?

"ATL can often provide the common ground between national programmes, IB and a range of qualifications." (Sara Woodcock, IBEN workshop leader)
"An IB education places particular emphasis on "learning how to learn" and on developing attitudes towards learning which students will retain throughout their lives. The opportunity for "learning by doing" rather than "learning by receiving" is an integral element. This begins in the Primary Years Programme where students are actively involved in inquiry and continues through to the Diploma Programme where, for example, students practise the arts rather than learn about them, where mathematical investigation is a key part of this subject and where during philosophy classes, students practice philosophical reasoning." (Seefried, M., The IB, educating hearts and minds to meet the challenges of today's world, IBO, 2008)
"What is of paramount importance in the pre-university stage is not what is learned but learning how to learn.... What matters is not the absorption and regurgitation either of fact or pre-digested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise." ( Alec Peterson; Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap

The Approaches to Teaching and Learning Guide describes what the IB believes is effective teaching and learning. I think it is a really clear guide and an excellent pedagogical think piece that provides a clearly articulated rationale for its approach to both teaching and learning. It is not intended as a box ticking exercise. Instead in the hands of teachers it could be a very helpful stimulus for discussion about the art of teaching and learning.

If you look at the Diploma Programme model Approaches to Teaching and Learning are drawn right around the Learner Profile. This illustrates the IB belief that if you teach explicitly through approaches to teaching and learning you can help students develop the attributes of the Learner Profile.These approaches also inform the new subject guides.

Approaches to teaching focus on the pedagogical principles that underpin the Diploma Programme (as well as all other IB programmes) and provides strategies for use in the classroom.

Approaches to learning are all about the skills that students should develop. These skills provide a solid foundation for effective learning.They help students take responsibility for their own learning. Consider the time that is spent explicitly teaching the skills and students intentionally practicing and reflecting on them. There are five approaches to learning.

Resources

The IB have designed a good range of resources to support teachers. They can be found on the Online Curriculum Centre.

Selected Pages

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If the individual IB subject guides inform us about what to teach and learn the Approaches to Teaching and Learning Guide describes how to.This page is designed to help you understand the nature of the IB approaches to teaching and learning, focus on some of the details and think about how it can be used.

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Providing feedback that moves learning forward

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Providing feedback that moves learning forward

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Providing feedback that moves learning forward