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I look forward to collaborating with you as you continue your journey as a PYP educator! This Padlet will serve as your resource center, as well as a place to share everyone’s thoughts, ideas, and work. I would love to learn about you prior to our meeting in person. Tell me about your experience as a teacher, including PYP experience. Please share your concerns, wonderings and hopes regarding the programme. Simply click on the plus sign and type away!

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For your final project you will utilize your new learnings about the Primary Years Programme to develop or revise units of inquiry planners that reflect your understanding of conceptually based central ideas and lines of inquiry, the inquiry-based nature of engagements to support student-initiated inquiry that leads to student action, and the purposeful teaching and use of approaches to learning and the learner profile attributes within the unit of inquiry.
You will upload a planner to the assignment page of the IB Moodle. You should have received a link to that Moodle from IB.

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A class of 6-7 year olds in the United States inquires into the central idea, "A community is impacted by the involvement of its members" under the transdisciplinary theme of How We Organize Ourselves.

A class of 7-8 years olds in Germany inquires into the central idea, "The properties of construction materials influence the design of buildings and structures" under the transdisciplinary theme of How the World Works.

Signs and Symbols

A class of 5-6 year olds in Australia inquires into the central idea, "signs and symbols can be used to communicate a message" under the transdisciplinary theme of How We Express Ourselves.

Language and Race/Ethnicity

A Theory of Knowledge class in the United States explores language as a way of knowing by reflecting on the question, "How does the language we use shape the way we think and understand race and ethnicity? Does language construct reality or describe reality?"

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All for One and One for All A class of 6-7 year olds in the United States inquires into the central idea, “A community is impacted by the involvement of its...

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Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

In addition to good lighting, air quality, temperature and sound, researchers found that outdoor space can stimulate a range of different developmental areas: as well as encouraging social skills including empathy, it may positively affect cognitive and physical development.

Student input is important, too. The study identified a sense of ownership as one of the top three influencing factors of classroom design. When students feel ownership of the classroom, through displays of their work, this can lead to greater participation and involvement in the learning process.

Colourful environments have significant effects on learning and wellbeing, according to the study. Plain surroundings tend to under-stimulate students, which can lead to restlessness and difficulty concentrating. Over-use of very bright colours, however, can also negatively impact learning, so it's important to strike a balance in terms of visual complexity.

Goodbye, rows of desks!

Three years ago, a professional development conference inspired Adam Turner, a PYP teacher at Prairie Waters Elementary School, Canada, to transform his classroom. Where previously students sat at rows of desks, they now sit in groups at large tables, or on a carpeted area with cushions and two comfortable chairs, depending on discussions. "Our discussions are much more enriching," says Turner. "More often, students don't sit at their desks."

Meanwhile, Ben Toettcher, Director of educational company Skola Group, based the classroom design of Newland College, UK, on a Harkness-inspired round-table set-up. Desks with seating for 14 MYP students are arranged in an ellipse - or oval shape - with a console in the middle, similar to a boardroom. Teachers can switch between direct instruction, using the console, and whole class discussions.

"The main feedback we get from students is that they feel they are heard," says Toettcher. "Since we opened the school at the start of September this year, certain students have become visibly more confident. Parents are especially happy that, with this set-up, it is impossible for their children to feel lost in a class and disengaged."

Asking the students

Harnoop Bhogal, PYP Coordinator, and Olivia Shilvock, PYP teacher, both at the International School of Siena in Italy, have asked their grade 5 class to redesign their classroom for a unit on identity and learning styles.

To see how they learn best for different activities, the room has been sectioned into different zones, including a daylight area; a comfortable seating area with clipboards; a personal display space where the students can add objects throughout the unit; a music station with headphones; and a mathematics area, which is sometimes split to include a science area.

"The students have shown a very sensible approach to the new space," says Shilvock. "I did think that they would all want to sit on the cushions and fight over the headphones but they are already showing different preferences and making suggestions. Some went straight for the mathematics area and started to 'play' with the items there, some went straight to the light area and said they loved it, some went for the music. It was a lovely reaction."

But careful consideration has to be given to the display of certain objects. A study led by the University of Washington discovered that symbolic objects can reinforce gender stereotypes and can cause diversity and inclusivity difficulties. For example, researchers suggested that prominently displaying pictures of past US presidents - who are uniformly white and male - represented a negative stereotype for females and minorities.

Resisting change

Although change is exciting, it isn't always easy.

There is an adjustment period at the beginning of each year, says Turner. Not having a designated storage spot at their desk or a set seat each day is a shock for many new students.

But, as they become accustomed to their environment, students question how they learn best. "Most students gain a better understanding of when is a good time to sit in groups and work or when they need to focus on their own and find a quiet spot," says Turner. "We reflect on which subjects and learning times are best in big groups at a table, and which are best in their own individual realm."

Flexibility must be a key design requirement within school builds, according to the University of Salford study. Classrooms with clear breakout zones were found to have a positive impact on learning. But separate zones, away from the classroom, appear to be ineffective.

Turner rearranges his classroom depending on the lesson. "The large tables allow students to work in groups with ample room, as well as act as good 'staging areas' for sharing work. If we need a large space to convene for class discussions and activities, the tables are easy to move," he explains.

"When students recently shared their mid-unit assessment, we made a 'circle' of the tables - presenters on the inside, observers around the outside."

Teachers no longer feel they are tied to a one-size-fits-all classroom. For many, the traditional row of tables facing a chalkboard is no longer fit for purpose. As well as looking creative, comfy seats on a colourful carpet might be the beginning of a more collaborative way of working.
Tell us how you've changed your classroom and how this has impacted your students' learning: email editor@ibo.org

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Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

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Frank is a third grade student who an english language learner(Spanish). Frank wants to please adults. Frank is shy often reluctant to share his thoughts, make new friends or participate in lessons and activities. Frank made one friend in the class, who like himself is a special education student. Frank enjoyed helping this friend with his work.
Frank's Plan:
Frank will be given table captain, that will require he will repeat directions/task to the table. Additionally, he will assign students jobs to be completed by the group.

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a retired teacher who taught grades Kindergarten through fourth during her career. She also developed a math intervention program for grades K-5 and was a math interventionist for four years. Colleen has been an IBEN educator for about 14 years. Her concern as a workshop leader and candidacy school consultant is she be knowledgeable regarding the PYP, including the recent enhancements to the programme so that she can support educators as they embrace the PYP.

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Developing approaches to learning - Sharing PYP Blog

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Developing approaches to learning - Sharing PYP Blog

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Logan is in the 2nd grade and is placed in a general education classroom. He has an amazing imagination, is determined and has a love of creative opportunities. He is a joyful boy that loves to laugh, smile and play. He is receiving ESE supports for OHI, EBD and LI. There are concerns for his academic skill and ability within the classroom setting, which is impacted by his behavior and diagnosis of ADHD. He currently has a FBA/BIP due to concerns for elopement. He is currently placed on a modified day, with a 1:1 support individual. His home life is stressed by history of maternal addiction, incarceration, recent eviction, lack of transportation and limited familial supports/resources. DCF is currently involved with the families case, however does not have grounds to remove the student from the mother's care. The child has only attended half of the school year.

PLAN:
- Classroom Job: Materials Manager
- Variety of Roles & Responsibilities in Group Learning
- Caboose with Classroom IA for Transitions & Movement Around Campus
- Build Upon Connection & Classroom Relationships to Engage Learning

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a second grade teacher who has taught grade K, 1 and 2. I will be starting my first year of teaching third grade next year. I have been in education for 3 years, so I am still relatively new to it. I have enjoyed my first year teaching in an IB candidacy school, including doing more student-led projects and activities. I have had wonderful experiences with integrating more IB friendly routines and structures within my classroom. I wonder what year 2 of being an iB candidacy school will look like. I am hoping to get more training and insight into the PYP. I am feeling eager and excited to learn!

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Ben Dover is a 3rd grade student who enjoys Pokemon and Science. He has an especially great interest in insects, bordering on passionate. His interest in insects keeps him from focusing on other subjects. Ben Dover lives with his grandmother and kindergarten sister. Grandmother reports that his behavior at home is very good, and he is an excellent big brother.
- teach Ben self management skills to become more balanced in his learning
- first/then, visual checklist
- when followed he will be allowed to share his knowledge
- teach social skills, being aware of others around him
- teach opened mindedness to other friends' interests
- teach research skills to learn more about his interests
- provide computer

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the Richey School Social Worker. I have been a part of the Richey family for 7 years and am looking forward to continuing my journey here for many years to come. Due to the fact that I am not directly in a classroom setting, I am intrigued and eager to learn more about IB and the PYP process and how we can integrate this learning into our other school-wide systems and approaches, such as Conscious Discipline and Family Engagement. I feel fortunate that we will be able to do this work as a whole and with so many educational experts around the table (our incredible staff)!

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WP is a sweet boy that is lacking attention at home.  Mom and dad are separated, he lives with Grandma and mom is in and out of the home.  Mom has another child with a different father and the little brother gets more attention from the new man.  WP has academic, speech and language, & occupational needs.  WP receives tiered interventions at school and emotional support.  He can't sit still and he will constantly fly things with his hand around the classroom while running. He is making progress with the supports he is receiving.

The teacher will intentionally ask explicit questions based on existing knowledge and provide public positive reinforcement to the student.

The teacher will find ways to connect topics of interest to the learning, in this case Nascar.

When there are behavioral issues, the teacher will use reflective practice such as the "time machine" to provide opportunities to reflect and develop social skills.

The teacher will encourage appropriate behavior using physical cues.

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one of the speech language pathologists at Richey. This is my 4th year working as an SLP, however, this is my first year in a school setting. I am looking forward to learn more about IB and how to incorporate it into language therapy.

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Cultural iceberg

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An overview of the PYP

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Let your students be the boss - Sharing PYP Blog

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Let your students be the boss - Sharing PYP Blog

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Developing a Programme of inquiry Teacher Support Material

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Developing a Programme of inquiry Teacher Support Material

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Part of the student support team! This is my 12th year with the district and my first year at RES. I am looking forward to learning more about IB so that I am able to communicate with our learners about it.

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An exploration of sound/symbol relationship

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An exploration of sound/symbol relationship

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excited to learn more about PYP and all things IB so that I am better equipped to support our teachers and IB schools with science education and curriculum! I am just finishing my first year in Pasco as a Learning Design Specialist for K-12 Sciences. Prior to this, I served as a science teacher and then as a school-based instructional coach in a project-based learning environment.

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Cultural iceberg

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https://s3-eu-west-1.amazonaws.com/international-baccalaureate/PYP+Playlist/index.html#/menu/5c5d69f2ec43cb21c923380a