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우리학교 IB기초학교 계획입니다.

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우리학교 IB기초학교 계획입니다.

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교육과정평가원 세미나 자료입니다.

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교육과정평가원 세미나 자료입니다.

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한국 초등 사회 교과과정과 PYP의 연계 2016 기준

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한국 초등 사회 교과과정과 PYP의 연계 2016 기준

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‘How a culture of student leadership can foster learner agency’

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‘How a culture of student leadership can foster learner agency’

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Sharing PYP blog post

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This article explores how Primary Years Programme (PYP) students took ownership of the Model United Nations (MUN) experience with their 'How we organize ourselves' unit. Inspired and empowered by the senior students and seeing their leadership in the MUN events, PYP students planned and hosted their first ever inter school MUN.
An exciting idea germinated in the PYP classroom through the discussions emerging from inquiries into the unit How we organize ourselves. Student leaders, who were actively engaged in participating in and hosting Model United Nations (MUN) conferences, gave birth to the first ever Primary Singapore International School (SIS) MUN at our school.

'MUN-ing' has been a part of our school character strengthening through the IDEALS* of Internationalism, Democracy, Leadership and Service, and the attributes of the IB learner profile. For their unit of inquiry with the central idea People create organizations to solve problems and support human endeavor, our grade 6 students had been taking part in our school MUNs as observers and conducting intra-class Mock MUN sessions over the last two years. They enjoyed their learning engagements thoroughly and though it was never a requirement or a norm, they decided to take this experience one notch higher and plan and implement an innovative event. Even though this would be their first experience with a primary MUN, they took on the challenge to be the organizer and host, and invited their peers from grade 5 to become the actual delegates. Thus, the culture of student leadership that was already a part of the school ethos enabled learners to take charge of their own learning and make important decisions about the same.

The primary SISMUN was planned as an inter-school conference. With the guidance of the senior school students and adult mentors, the students planned it modestly, keeping the spirit of the PYP at the core of the issues. The pedagogical leadership team helped them choose committees to ensure that the issues were from local (Lok Sabha) to regional (South Asian Association for Regional Cooperation) to global (UNICEF and UNHCR). Similarly, the issues would find resonance in their learning from the themes of Who we are (child labour), Sharing the planet and Where we are in place and time (migration due to war), How we organize ourselves (common currency) and How we express ourselves (arts education), thereby blending and synthesizing components of the PYP curriculum.

The Primary SISMUN was held in April 2017 with participation from 4 other primary IB World Schools from Mumbai and Pune. The conviction of the students, backed by the willingness of the pedagogical leadership team, inspired other schools from the network and beyond to participate in this event.

Our grade 6 students put on an impressive opening ceremony and more importantly displayed confidence and conviction as members of the Organizing Committee. We had a Skype interaction with a young CEO from India, selected as one of the top 50 youth initiative based solutions for sustainability by the UN for his startup company, Tyrelessly. Our delegates from grade 5 adeptly debated, discussed and resolved issues with professional ease and maturity. This also resulted in some exciting press coverage.

We were delighted to see our PYP students' achievement in terms of thinking and communication skills, confidence and enthusiasm and being open-minded and courageous, and we hope that they continue to apply their knowledge, conceptual understandings, skills, attitudes and attributes to take meaningful action that will make a difference to the world we live in. Above all, this experience created a domino effect of inspiration and agency in the school community, during the PYP exhibition, and in the planning of the coming year's edition of the Primary SISMUN.

In its mission statement, the IB aims to "develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect." The Primary SIS Model United Nations became an effective platform for students to put this mission into practice.

*Internationalism, Democracy, Environment, Adventure, Leadership and Service
Abhimanyu Das Gupta has been an IB practitioner since the last 13 years and has had extensive experience in the PYP at the Pathways School, Aravali, as a home room teacher, grade level coordinator, PYP coordinator and as the Primary School Coordinator. He has been heading the primary division at the Singapore International School, Mumbai since 2014 , inspiring his colleagues to promote learner agency and thereby, empower students. His passion for teaching and learning is evident in the practices he inspires in the learning community. He strives to promote inquiry-based learning for the students and by the students. You can follow him on Twitter

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How a culture of student leadership can foster learner agency

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This article explores how Primary Years Programme (PYP) students took ownership of the Model United Nations (MUN) experience with their 'How we organize ourselves' unit. Inspired and empowered by the senior students and seeing their leadership in the MUN events, PYP students planned and hosted their first ever inter school MUN.

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Where are the rules: Essential Agreement Article 에 관한 아티클

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Where are the rules: Essential Agreement Article 에 관한 아티클

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학생 탐구 중심 수업과 질문 연속체

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학생 탐구 중심 수업과 질문 연속체

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늘 좋은 질문은 존재하지 않는다. 학습 목표와 관련지어
체계적으로 구성하고 학생들이 지속적으로 탐구할 수 있도록 마련된
질문 연속체로 일관성 있고 조화로운 교수학습을 경험하자.

수준 높은 질문이 항상 높은 학업 성취를 보장하지는 않는다. 목표 질문을 잘 조직된 순서에 따라 의도적으로 사용했을 때라야만 학생의 선행 지식을 끌어내고, 새로운 정보의 발견을 촉진하며, 학생의 학습을 심화하고 확장할 수 있다. 사고력 교육과 교수법 분야의 세계적 학자인 로버트 마르자노는 『학생 탐구 중심 수업과 질문 연속체』에서 세부 사항 질문, 범주 질문, 정교화 질문, 증거 질문의 네 단계로 구성되는 질문 연속체(Questioning Sequences) 모델을 제시한다. 이 질문 모델은 교사에게 가치 있는 평가 자료를 제공함과 동시에, 학생의 학습을 강화하고, 호기심을 불러일으키며, 궁극적으로는 학업 성취를 향상시키는 질문 사용법을 보여준다.
질문 연속체 모델은 1단계로 학생이 더 깊고 복잡한 질문에 대답하는 데 필요한 사실적 정보의 기반을 형성할 수 있도록 세부 사항 질문을 활용한다. 범주 질문 단계에서 학생은 해당 범주에 속하는 예들의 목록을 도출해서 해당 범주의 중요한 특성을 확인한다. 정교화 질문 단계에서는 이 목록을 이용해 주장과 결론을 생성한다. 마지막으로 증거 질문 단계에서는 자신의 주장을 뒷받침해주는 증거를 찾아내고 추론상의 오개념이나 오류를 제외하기 위해 자신의 결론을 수정하면서 논증과 평가에 참여한다. 이 질문 모델을 사용하는 교사는 자신의 수업에서 일관성 있고, 논리적이며, 목적 주도적인 질문 경험을 창출할 수 있을 것이다. 학생은 반 친구와 협력하고, 관점과 피드백을 서로 공유하면서 자신의 학습에 대한 책임감을 갖게 된다.

이 책은 다음 몇 가지 점에서 특히 주목할 만하다. 첫째, 질문에 대한 우리의 편견을 과감하게 깬다. 대부분의 사람들은 수준 높은 질문이 좋은 질문이며, 고등 수준의 질문을 해야 학생의 사고력이 계발되고 학업 성취도 높아진다고 생각한다. 그러나 늘 좋은 질문은 존재하지 않으며, 수준 높은 질문을 산발적으로 '던진다고' 해서 학생의 사고력이 계발되거나 학업 성취가 높아지리라 기대할 수 없다.
둘째, 학생이 지식을 탐구하고 구성하는 과정을 실질적으로 지도할 수 있게 한다. 그동안 교사가 의욕과 지향을 갖고 있어도 수업에서 어떻게 학생으로 하여금 지식을 탐구하고 구성하게 할 것인지에 대해 구체적이고도 실질적인 지도 방안을 충분히 알지 못하였다. 이 책은 '질문 연속체'라는 체계적 질문 틀을 제시하여 학생이 구체적 사실로부터 일반적인 속성을 도출하여 지식을 생성하며, 증거를 들어 구성한 지식을 지지하고, 예외와 같은 한계도 인지하게 하는 유연한 지식 구성의 모델을 제공한다.
셋째, 성취기준을 질문 중심으로 실행하는 수업 모델을 구체적으로 보여준다. 성취기준을 내용 요소로 나누어 단원(또는 차시) 학습 목표로 설정하고, 설정된 목표를 한 차시 또는 그 이상 차시에서 질문 중심으로 실행하는 방법을 제시하여 교사의 막연함이나 걱정을 덜어준다. 특히 부록에 영어, 수학, 과학의 성취기준에 질문 연속체를 적용한 사례가 실려 있는데, 이는 질문 중심의 교육과정을 실행하는 데 실제적인 도움을 준다.
넷째, 교사가 질문 중심 수업을 하는 데 꼭 필요한 지도 내용과 방법을 구체적으로 제시한다. 학생이 답을 찾기 위해 다양한 자료(언어적 텍스트, 비언어적 텍스트, 전자 텍스트)를 어떻게 이해하고 활용할 수 있는지, 학생이 더 나은 답을 찾기 위해 토론을 할 때 어떻게 듣고 말하고 논증해야 하는지 구체적인 자료와 실제 수업 사례를 들어 설명하고 있어 교사에게 실질적인 도움을 줄 수 있다.

『학생 탐구 중심 수업과 질문 연속체』는 수업에서의 질문에 대한 연구와 이론을 검토하는, 간략하지만 포괄적인 장으로 시작한다. 마음이 급한 독자는 1장을 건너뛰고 학교에서 적용할 수 있는 기법을 제시하는 장으로 바로 넘어가고 싶겠지만, 저자는 연구와 이론을 살펴볼 것을 강력하게 권한다. 현존하는 가장 신뢰할 수 있는 연구와 이론을 기반으로 해서 가장 유용한 전략을 제공해 왔던 저자이기 때문에 그의 권유는 신뢰할 만하다.
2장에서는 각각의 단계를 설명하고 이에 대한 예를 제시하며, 수업에서 즉각적으로 질문 연속체를 실행할 수 있는 구체적이고 명확한 지침을 제공한다. 3장에서는 질문 연속체의 네 단계에서 제시되는 각각의 질문에 답하기 위해 모든 유형의 텍스트에서 정보를 찾아내는 법을 어떻게 학생에게 가르칠 것인가를 설명한다. 질문에 답하기 위해 학생은 두 가지 가능한 자료, 즉 자신이 이미 알고 있는 지식이나 외부 자료 중 하나로부터 정보를 가져와야 한다. 외부 자료로는 전통적인 인쇄 텍스트, 그래픽 텍스트, 멀티미디어 텍스트, 전자 텍스트, 인터넷 텍스트 등이 있다. 4장에서는 질문에 답하기 위해 학생이 개별적으로 반응하거나 모둠으로 반응할 때 교사가 사용할 수 있는 다양한 반응 기법에 초점을 맞추었다. 학생들이 모둠을 이뤄 활동할 때 모둠의 상호작용을 촉진하기 위해 교사가 사용 할 수 있는 다양한 기법에 대해서도 다룬다. 마지막으로 5장에서는 한 차시의 수업 또는 여러 차시의 수업에서 활용할 수 있는 질문 연속체를 계획하는 방법에 대해 상세한 지침을 제공한다. 또한 부록에서는 유치원부터 고등학교까지 12학년 동안 사용할 질문 연속체의 예들을 제공하고 있다. 예시한 질문들은 읽기, 쓰기, 수학, 과학 등 다양한 내용 영역을 다루고 있다.

독자는 이 책을 수업에서 효과적으로 질문하는 법을 깊이 이해하기 위한 자율학습 텍스트로 사용할 수 있다. 각 장의 마지막에는 내용에 대한 이해 여부를 확인하는 질문들이 있는데, 이 질문에 대한 자신의 답과 부록에 제시된 답과 비교하면서 자신의 이해 여부를 철저히 검토할 수 있다. 또한 질문 주제를 심도 있게 공부하려는 교사들은 그룹을 구성하여 이 책을 활용할 수도 있다. 이 책은 학생들의 깊은 이해와 교실의 탐구 문화 정착에 필요한 새로운 교수학습법을 소개하는 사회평론아카데미의 '미래교육 디자인' 시리즈의 두 번째 책이다.

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로버트 j. 마르자노|줄리아 a. 심스|정혜승|정선영

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로버트 J. 마르자노|줄리아 A. 심스|정혜승|정선영

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학생 탐구 중심 수업과 질문 연속체 - 예스24

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늘 좋은 질문은 존재하지 않는다. 학습 목표와 관련지어 체계적으로 구성하고 학생들이 지속적으로 탐구할 수 있도록 마련된 질문 연속체로 일관성 있고 조화로운 교수학습을 경험하자.『학생 탐구 중심 수업과 질문 연속체』는 수업에서의 질문에 대한 연구와 이론을 검토하...

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TCIS 신광미 선생님의 PYP 운영 자료입니다.

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대구시교육청 IB. 기초학교 서부권역자율협의체 온라인연수(박소영 장학사)

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PYP: from Principles into Practice/ Collaboration 

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PYP: from Principles into Practice/ Collaboration 

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대구시교육청 기초학교 운영에 대한 안내입니다.

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대구시교육청 기초학교 운영에 대한 안내입니다.

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주체적 학습자를 위한 체크리스트

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Sharing PYP blog post

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After a presentation on student agency at the South Asia International Baccalaureate Schools Association (SAIBSA) meeting at Neev Academy, a chord was struck within me instantaneously. My four-year-old kindergarten students were going to inquire into transportation under the theme How we organize ourselves soour teaching team collaborated on the idea of creating an unstructured play-based learning environment to facilitate the students' understanding of the need for transportation and how transportation makes our life easy.

The classroom provocation was set with sand and toys before the students entered. The students were free to play and explore with different toy vehicles in the classroom with sand on the table and floor.

This activity led to many questions and suggestions. "This place is not good to play because it is not smooth, the wheels are getting hard, etc."

The need for a good road for the vehicles to run smoothly was pointed out when the students first tried moving their toy cars on sand. They analyzed and came to the conclusion that the wheels could not roll on sand as they were getting stuck and that was why the vehicles were not able to move forward. It was a valuable experience to document these four-year-olds discussing alternatives and solutions to the problem at hand. As a result, the beginning of a road was created by the students the next day.

Crossing a road to get to the other side became the next challenge. Children interacted and found various means to get the vehicles across mountains by building bridges using play dough and blocks. They painted a zebra crossing their customized road to help an imaginary old aunty get to her apartment.

Very soon toy policemen emerged in the scenario, standing by a traffic light created by the students in order to direct traffic.

Action
A few days later the students received special permission to paint a zebra crossing in front of the school building for older students to cross the road. They were making a difference in the community they are a part of.

During this unit, the students inquired into the various modes of transportation and understood that people move from place to place through different means. By creating necessity they soon were able to categorize the various modes of transportation according to the medium they operated in, such as road, water or air.

As the students inquired further into various modes of transport, they participated in a real life experience of a bus journey: a mock bus trip on campus with different bus stops along the way, where they got a hands-on experience of buying tickets, counting money and the safety rules to be followed in a moving bus. The students decided on the bus route and stops where they would like to embark.

Similarly, a mock airport scenario was created in the class with pilots, stewardess, security and passengers. Students were excited to experience how to buy airline tickets, print boarding passes, check in baggage and go to the security point. Our in-flight experience included an in-flight menu and a movie. The students carefully paid attention to the safety measures and became aware of the required documents and etiquette of traveling by air.

This play-based method gave the students an opportunity to explore a variety of possibilities, take into consideration others' viewpoints and their own experiences to come to a conclusion about the need of various transportation based on the given situation. This is truly learning through play: agentic learning at its best!
After 6 years of teaching in various schools across the Southern part of the nation, Sangeetha Rajeev is currently in her 3rd year as an early years facilitator at Trivandrum International school, India. Her passion for teaching is not only limited to the classroom and the given resources but extends to the involvement and integration of play and unstructured learning to facilitate student initiated inquiry. With her firm believe in the need to change with time in our means of facilitating education, Sangeetha aims to bring in student-led teaching to the Primary Education System.
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After a presentation on student agency at the South Asia International Baccalaureate Schools Association (SAIBSA) meeting at Neev Academy, a chord was struck within me instantaneously. My four-year-old kindergarten students were going to inquire into transportation under the theme How we organize ourselves soour teaching team collaborated on the idea of creating an unstructured play-based learning environment to facilitate the students' understanding of the need for transportation and how transportation makes our life easy.

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Read section 'Sharing responsibility for learning, health and well-being'

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Revised IB Programme standards and practices

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Revised IB Programme standards and practices

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Sharing PYP blog

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A concept-driven learning | SharingPYP Blog

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Checklist for auditing multilingual culture in the school 

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Checklist for auditing multilingual culture in the school 

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두개 이상의 언어 사용 전략

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IB Community blog post

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New research explores the roles of principals and coordinators in schools offering the IB Primary Years Programme (PYP).
A recent study conducted by researchers at The University of Nottingham explored the links between school leadership and the implementation of the PYP. Using staff surveys and in-depth interviews, the researchers conducted case studies in six schools in five different European countries (Austria, England, Germany, Italy, The Netherlands) and Sweden.

At each school, teachers and school leaders (such as principals and PYP coordinators) completed a questionnaire examining their attitudes toward the implementation of the PYP within their school. In general, the responses showed very positive views of the PYP and its implementation. Principals were seen as "guardians" of the school culture and had the role of developing a vision for the school and a strategy for achieving the goals of the PYP. As one principal explained, "a curriculum is only part of the PYP. It is a mindset, a culture. It's the whole package. Although [the PYP coordinator] will look at the curriculum and make sure that the teachers are ticking the boxes [...] my job is the bigger vision about the school being an international-minded, inquiry-minded place." Regarding leadership roles, the school principal was seen as being responsible for the overarching strategic elements of leadership while the PYP coordinator was perceived by staff as being more directly involved in the work of teachers and PYP implementation.

Responses also suggested that principals and PYP coordinators generally demonstrated the qualities of the learner profile. Respondents felt that PYP coordinators, in particular, were willing to listen to others and were enthusiastic about their own learning. One teacher interviewed said of the school's PYP coordinator, "she coordinates all our planning and does a lot of coordination of the pre-assessments and keeps us all on track. She coordinates all the information from our pre-and post-assessments. She is on hand if you want help with conceptual learning [...]. She is very supportive of us, and if you need help or support, she is always there."

This level of support is a challenge to achieve, however. In all but one of the schools, PYP coordinators were classroom teachers as well as part-time school leaders. These multiple roles were sometimes overwhelming, providing little time for responsibilities such as the professional development of teachers new to the programme. Furthermore, PYP coordinators were often not members of the senior leadership team responsible for making key strategic decisions for the school, despite coordinators' significant role in planning and implementing the PYP.

Based on the study, the researchers identified several implications for school practice:

The kind of structures and cultures established by the principal are likely to have either positive or negative effects on the quality, effectiveness, and practices of the PYP coordinator.

Schools in which principals have had personal experience with teaching the PYP are more likely to model PYP values and practices.

PYP implementation is likely to be improved when the PYP coordinator is part of the core senior leadership team and is provided with appropriate "time to lead" the induction and continuing professional development of PYP teachers.

Want to learn more? Read the research summary or full report.

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New research explores the roles of principals and coordinators in schools offering the IB Primary Years Programme (PYP). A recent study conducted by researchers at The University of Nottingham explored the links between school leadership and the implementation of the PYP.

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한국 교육의 새 지평을 추구하는 교육 주체들의 모임으로서 협력학습, 협력연구를 지향한다. 진보 교육의 철학적 이론적 토대를 탐구하는 과정에서 2007년 비고츠키를 알게 되었고 2011년 『생각과 말』의 한국어 출판을 계기로 모임을 만들었다. '실천연구모임'은 이론과 실천의 이분법을 극복하고자 한다. 진보 교육의 철학적 이론적 토대로서 비고츠키 교육학을 재조명하고 한국 사회에 알리는 일과 함께 비고츠키 교육학의 개...

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한국 교육의 새 지평을 여는 비고츠키 교육학 입문서

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진보교육연구소 비고츠키교육학실천연구모임 저

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진보교육연구소 비고츠키교육학실천연구모임 저

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관계의 교육학, 비고츠키 - 예스24

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'핫'하지만 '어렵다'는비고츠키 교육학의 정수를 현장 교사들이 풀어 쓰다비고츠키 교육학은 분명한 교육적 명분으로 전복의 힘을 발휘한다. 특히 경쟁 만능의 비인간적 교육 현실이 심화되면서 이를 극복하고자 하는 사람들에게 '발달과 협력'을 강조하는 비고츠키 교육학...

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​The 3 2 1 Bridge routine asks learners to:

uncover initial thoughts, ideas, questions and understandings about a topic before and after instructional learning has occurred.

connect these to new thinking after some exposure and research. This helps students to recognise and name their own learning and development

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​The 3 2 1 Bridge routine asks learners to: uncover initial thoughts, ideas, questions and understandings about a topic before and after instructional learning has occurred. connect these to...

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7월 8일 (수) 오후 2시에 박소영 장학사가 IB와 관련한 연수를 영상 촬영하러 학교에 내방합니다. 관련하여 질문이 있으시면 이곳에 댓글을 남겨주세요.

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7월 8일 (수) 오후 2시에 박소영 장학사가 IB와 관련한 연수를 영상 촬영하러 학교에 내방합니다. 관련하여 질문이 있으시면 이곳에 댓글을 남겨주세요.

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Social Studies Scope and Sequence

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IB기초학교 선정 가정통신문입니다. 

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IB기초학교 선정 가정통신문입니다.

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How would you promote the sub-skills for your category in any unit of inquiry?

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How would you promote the sub-skills for your category in any unit of inquiry?

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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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Sharing PYP blog post

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Supporting learner agency in the early years | SharingPYP Blog

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IB Community blog post

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In the second article in the series discussing inclusion, IB World speaks to teachers about how their policies are creating engaging learning experiences for all students

"Inclusive, good-quality education is a foundation for dynamic and equitable societies," said South African social activist Desmond Tutu. IB World Schools across the globe agree and are leaning on their student-centered inclusion policies to enable supportive learning environments. Recognizing the diverse range of gifts and talents of all students can develop confident learners who are motivated to succeed.

Inclusion can look different in every school, as we discussed in the first article. But one thing that all schools have in common is that their support extends far beyond learning difficulties. It encompasses all students who may struggle with their studies; be it learning differences and disabilities, language development, neurodiversity, mental health disorders, issues around gender and sexuality, as well as difficult family situations.

Supporting all students

Dwight School, in New York, US, has extensively used the IB's candidates with assessment access requirements' document to design authentic assessment environments for all students.

"For example, if a student receives laptop accommodations for their IB Diploma Programme (DP) exams, we allow students to use the laptop in their courses so they are always experiencing an authentic assessment environment," says Matthew Gonzales, Director of Curriculum and Instruction and DP Coordinator.

The school began its inclusion journey around 25 years ago when it introduced the Quest Program. It is designed to support a wide range of students - including students with cognitive impairments. "The level and degree of support varies based on the individual needs of each student. As the Quest department grew, the philosophy of inclusion spread through the Dwight School," says Gonzales.

Quest teachers work closely with classroom teachers and emphasize the importance of affirming identity and building self-esteem as the building block of good teaching practice.

Dwight School has a multifaceted approach to whole-school inclusion. Starting with the admissions process, Josh Kigel, Director of Quest, works with the admissions team to implement plans to support all members of the student body. All students complete a diagnostic exam prior to entry to determine appropriate course placements.

"The exam is tense, but contains questions that are designed to ascertain what students know and understand in a particular subject area. Students complete diagnostic assessments in language and literature, language acquisition and mathematics," says Gonzales.

Evolving inclusion policies

Chadwick International, in South Korea, has worked to be an inclusive environment since it was founded seven years ago. With changes to the local community - including a more diverse population requiring international schooling - students who would not typically meet rigorous enrollment requirements drove a process of defining Chadwick's inclusion policy, as well as teaching and learning practices.

"As more diverse students were admitted, our inclusion policy and accompanying practices had to reflect our enrolment policy - that all students can be successful learners," says Caroline Rennie, Director of Studies.

This coincided with the implementation of the DP and the Middle Years Programme (MYP).. We were able to understand from the beginning how we would use these frameworks to develop our unique experiential learning experience.

The school provides pathways for language fluency and mathematics, as well as different pathways to graduation. It uses responses to intervention (RTI) to gauge student need and psycho-educational testing.

All students with specific learning disabilities have their own best coping mechanisms, and the IB recognizes that the same accommodations will not be appropriate for all students.

"We have a young man with a reading disorder whose mother tongue is Korean. He finds audio recordings very difficult, as it is a new accent to unpack and understand in a stressful, time-sensitive situation. Being able to designate audio, a reader or a quiet place for him to read aloud to himself shows how forward thinking the IB is about inclusion."

"A student who struggles with processing speed can seem ill-prepared for the rigor and pressure of the full DP," she adds. "However, knowing that accommodations include time for thinking and speaking in oral assessments, allowing a prompter, reader and scribe for tests, and flexibility specific to his needs, this student is off to a solid start on his journey to the full DP."

Support teachers work with groups of students to provide one-on-one support, and teachers to collaboratively plan units that support scaffolding, accommodations and modifications, and mother tongue learning.

"Our school administrators are active in acquiring new knowledge for where student neurodiversity overlaps with the disciplinary sphere. Slowly, the culture is changing toward acceptance of difference and the reliability of support.

"Schools often overlook the need an effective librarian for continual development of resources at multiple reading levels, in different styles and many languages," says Jodi Kittle, Learning Support Specialist at Chadwick International.

Eliminating the stigma

Alvin Dunn IB World Elementary School in California has just finished its first full year of using inclusionary school practices in grades TK-6, and it's been "amazing", says Renee Hasan, Elementary Learning Center Teacher. Previously, some grade levels had slowly been implementing inclusionary practices into their daily routines.

The school has a range of student populations ranging from students with mild to moderate and moderate to severe disabilities, preschool reverse mainstreaming, and second-language learners.

Our greatest celebration this year has been putting our students with mild to moderate disabilities onto general education rosters. This has helped foster more inclusive school practices throughout our entire school.

Special education and general education teachers worked collaboratively to create a variety of co-teaching strategies and developed lessons that are universally designed for all students to access. Students received their grade level academic instruction from teachers with support from an education specialist or instructional aide.

"This model of instruction has also been integral in eliminating the stigma of special education versus general education students among students and teachers. Now, many of our students identify as having two teachers while our staff see everyone in their class as 'our' students rather than 'those' students," adds Hasan.

"All of our students, regardless of ability, have accelerated academically, behaviorally, and social/emotionally. In the primary grades, we have been able to provide early intervention to such the extent that our numbers of students requiring response to intervention has decreased.

"This in turn has lowered the amount of students that are identified with a disability. Students are also learning skills like self-advocacy and building stronger communication skills among their peers.

"I am so proud to be at a school that celebrates students abilities," says Hasan.

Commitment to teacher support

A whole-school approach is necessary for an effective inclusion policy, but for it to be successful in its delivery teachers must feel supported, too.

On-going professional development and the swapping an sharing of information is important, says Gonzales: "The Quest Department uses the Meeting student learning diversity in the classroom document as a resource to share with classroom teachers who may not have a formal background in SEN (special educational needs)."

"Professional development experiences must be ongoing - there must be a commitment to providing training and support to faculty," adds Kigel. "Whenever possible, school communities should create time in teachers' schedules to allow for research, planning and reflection."

Useful learning resources The following IB documents have been produced to support schools and can be found on the programme resource centre:

Learning diversity and inclusion in IB programmes (2016)

The guide to inclusive education: a resource for whole school development (2015)

Candidates with assessment access requirements - (Middle Years Programme) (2015)

Meeting student learning diversity in the classroom (2013)

Candidates with assessment access requirements (2009)

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In the second article in the series discussing inclusion, IB World speaks to teachers about how their policies are creating engaging learning experiences for all students "Inclusive, good-quality education is a foundation for dynamic and equitable societies," said South African social activist Desmond Tutu.

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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7월 독서토의토론 주제는 내가 구상한 개념중심 학습 단원입니다. 공유하며 이야기 해 보도록 하겠습니다. 7.20 (월)

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7월 독서토의토론 주제는 내가 구상한 개념중심 학습 단원입니다. 공유하며 이야기 해 보도록 하겠습니다. 7.20 (월)

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뉴저지, 페닝톤에 있는 비영리 목적의 교육 조직인 학습, 평가 그리고 학교 구조를 위한 연구회(CLASS)의 회장이다. CLASS는 학교, 지역, 주 교육부의 다양한 개혁 이슈에 대해 상담하고, 국제적 회의와 워크숍을 조직하며, 비디오, 소프트웨어를 개발하고, 평가와 교육과정의 변화에 대한 자료를 인쇄하여 배부한다. 하버드 대학교와 아나폴리스의 세인트 존 칼리지에서 각각 교육학 박사학위와 문학 학사학위를 받... 뉴저지, 페닝톤에 있는 비영리 목적의 교육 조직인 학습, 평가 그리고 학교 구조를 위한 연구회(CLASS)의 회장이다. CLASS는 학교, 지역, 주 교육부의 다양한 개혁 이슈에 대해 상담하고, 국제적 회의와 워크숍을 조직하며, 비디오, 소프트웨어를 개발하고, 평가와 교육과정의 변화에 대한 자료를 인쇄하여 배부한다.

하버드 대학교와 아나폴리스의 세인트 존 칼리지에서 각각 교육학 박사학위와 문학 학사학위를 받았다. 테드 시저의 핵심적인 학교 연합, 국제 바칼로레아 프로그램 등 25년 동안 전 세계의 영향력 있는 교육을 주도해왔으며, 평가 개혁에 관한 연구로도 널리 알려져 있다.

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학생에게 이해의 문 열어주기

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essential questions: opening doors to student understanding

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제이 맥타이|그랜트 위긴스|정혜승|이원미

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제이 맥타이|그랜트 위긴스|정혜승|이원미

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이 책은 핵심 질문에 독자가 제기할 만한 7가지 질문을 먼저 설정하여 그에 대한 명확하고 구체적인 답을 제시하는 방식으로 구성되어 있다. 무엇이 핵심 질문을 만드는가? 왜 핵심 질문을 사용하는가? 어떻게 핵심 질문을 설계하는가? 어떻게 핵심 질문을 활용하는가?...

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학생 주도성 및 미래교육과 역량 연구

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학생 주도성 및 미래교육과 역량 연구 자료

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TBC다큐 학교 미래를 보다 입니다.

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TBC다큐 학교 미래를 보다 입니다.

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What sub-skills can you identify?

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Listening to learner agency in the early years

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Listening to learner agency in the early years

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Sharing PYP blog post

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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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Stop, start, continue: conceptual understanding meets applied problem solving

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Stop, start, continue: conceptual understanding meets applied problem solving

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IB Community blog post

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I recently became the Chief Academic Officer for the IB after more than two decades of working in and leading IB schools. In IB World Schools, we endeavour to create internationally-minded young people who, recognizing our common humanity and shared guardianship of the planet, help make a better and more peaceful world.

Just prior to taking this position, I led the intense experiential living and learning of a United World College (UWC). I was part of an intimate and remotely-located community of 160 students on the Vancouver Island, who lived in residence with faculty and their families, for two intensive pre-university years of transformational learning. Together, we pursued the UWC mission of making education a force to unite people, nations, and cultures for a sustainable future.

Every year we built a community that modeled what all of us wished for in the wider world. We created a working campus where everyone had a job. All of these jobs were non-trivial, adult roles. If any role were not fulfilled, the well-being of the campus and the community would suffer. On many days, when we concluded our activities and jobs, we met in a circle and asked ourselves:

What should we stop doing?

What should we start doing?

What should we continue doing?

As simple as these sound, they provided us a safe, predictable set of questions that became habits of mind, a way to pause and reflect before engaging in something else. Our aim was to get better at what we were doing.

Humanity cannot wait for students to graduate-whether or not they are in IB schools-and get started on doing things that contribute to a better world. We need to give students in every school, at every age, real agency and authentic opportunities to make a difference in this volatile, unpredictable, complex, and ambiguous world. With this in mind, we cannot be satisfied only with students learning about the world and developing deep conceptual understanding of multiple disciplines. We need young people building an ever-expanding portfolio of skills and experiences of things that they have done, created, and contributed to - things that matter to them, to others, and to the world we share.

How might we help to make that happen? I propose three things that teachers need to stop doing, three things to start doing, and three things to continue doing. And I invite your ideas on expanding this list.

What Should We Stop Doing?
Stop teaching as if we have the answers.
Nothing could more powerfully demonstrate an inquiry-based approach to learning, becoming, and doing than to design ways of engaging students with questions to which we do not know the answers ourselves. In this way, students may contribute to both their own understanding and also to ours.
Stop rushing.
We need to slow down the race to cover content. We need to get more creative about ways to focus on key conceptual understandings, and about designing ways to demonstrate evidence of applying these conceptual understandings. Deep learning takes time.
Stop talking.
Even with the most experiential, project-based approach, it would be good to figure out how much time any one person spends talking compared to listening. Is there much silence after a question is posed by any member of a group of learners? In a classroom setting, what would happen if we reduced teacher talk by 50 percent and increased the pause time between question and response by 50 percent?

What Should We Start Doing?
Start looking for problems to solve, actions to take, and beauty to create.
If we were to do something that really mattered to ourselves, our classrooms, our schools, and our community, the potential for impact would be at once local and global. Start finding ways to engage students in understanding real-world problems, and then support them in solving those problems. Every student should experience the joy that comes with being a unique and positive force in the world.
Start teaching with new discoveries about the brain in mind.
There is emerging evidence that where there is no emotion, there is no learning. Let's bring a full spectrum of positive emotions to teaching and learning. A good place to start is by sharing your passion, personal mission, and the questions and problems that are important to you. Bring all this to your students. And have them bring theirs to you.
Start seeking out authentic, high-stakes audiences for student work.
We often ask students to spend many hours solving problems or creating things that are never shared beyond the teacher or the classroom. Partner with businesses, organizations, and your larger community to showcase innovative work produced by your students.

What Should We Continue Doing?
Continue with your professional development, and model the growth mindset in action.
If we ourselves can't develop and model the 21st-century skills of collaboration, communication, and critical and creative thinking, how can we prepare students to master them? Regularly try new things in the classroom, and ask students for their feedback. Demonstrate that education is a lifelong process.
Continue to place our work with students in global contexts.
We share a common humanity, and that's worth finding ways to be mindful of our interdependence. Foster the sense of connection that comes from seeing oneself as a part of a larger global community.
Continue believing in the potential of every student.
Each student can make a positive difference, and each should understand the importance of investing in his or her own well-being along with the well-being of others. We cannot develop ourselves or contribute to the development of others if we live stressed, unbalanced lives. Introducing and modeling habits of mindfulness and doing what it takes to maintain well-being are critical for our very survival.

We'd love to hear your thoughts on what we as educators should stop, start, and continue doing in the classroom. Please share in the comments section below.
David Hawley joined the IB as the Chief Academic Officer in January 2015.

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Stop, start, continue: Conceptual understanding meets applied problem solving

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I recently became the Chief Academic Officer for the IB after more than two decades of working in and leading IB schools. In IB World Schools, we endeavour to create internationally-minded young people who, recognizing our common humanity and shared guardianship of the planet, help make a better and more peaceful world.

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6월 독서토의토론의 주제는

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6월 독서토의토론의 주제는

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1. 지식의 구조(사실적 지식과 개념적 지식과의 관계)
2. 교과간 융합의 가능성입니다.

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학생중심으로 수업을 바꿔라.

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학생중심으로 수업을 바꿔라.

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핵심은 수업 혁신,
개별 맞춤형 학습으로 수업의 패러다임을 바꾼다!
《학생 중심으로 수업을 바꿔라》는 우리와는 다른 세상에서 살아갈 아이들의 미래를 위한 교육 대안으로서 개인별 맞춤형 학습을 제시하는 교사 교육서다. 개별 맞춤형 학습은 학생 스스로 선택하고, 결정하고, 성취하는 힘을 키우는 자기주도 학습이자 통합교육의 모델이다. 학생들이 스스로 자신의 길을 개척하고 도전하고 성장할 수 있도록 학습자에 맞게 특화된 교육으로, 학습을 개별화한다는 말은 학습자를 교육과정의 중심에 둔다는 뜻이다. 따라서 학생이 학습 목표 설정, 수업 설계, 평가 등 학습 활동 전 과정에 교사와 동등한 결정권을 가지고 참여한다. 교육과정을 정하는 순간부터 학생들은 자기 '목소리'를 내고, 교사와 다른 학생들과 함께 결정하고 실행하면서 '공동 창조'하고, 그 과정에서 타인과의 관계를 통해 '사회적 구성'을 체험하며, 그 과정에서 학습자로서 자기 자신을 인식하는 '자기 발견'의 기회를 통해 스스로 자신의 길을 찾고 현명한 결정을 내리는 연습을 한다.

개별 학습자의 자율권이 커진 만큼 개별 맞춤형 학습에서는 교사와 학생의 역할이 달라질 수밖에 없다. 예전에는 학생들에게 지식을 잘 전달하는 것이 교사의 역할이었다면 이제는 학생 개개인의 역량과 필요에 따라 축적된 사고를 융합하고, 사고를 보다 창의적으로 확장할 수 있도록, 삶의 문제들을 해결할 수 있도록 도와주는 안내자가 된다.

교육 전문 컨설턴트인 저자들은 개인별 맞춤형 학습의 개념, 교사 주도의 수업에서 학생이 중심이 되는 수업으로 전환하는 과정에서 판단의 기준이 되는 4가지 특성, 학생들이 어려운 문제를 해결해 가면서 능력과 지혜를 키우는 방법으로 16가지 마음습관, 개별 맞춤형 학습 환경을 조성하기 위한 7가지 핵심 요소에 대해 설명한다. 학습 경험을 개별화한다는 것이 어떤 의미인지, 교사와 학생의 역할에는 어떤 변화가 필요한지, 개별 맞춤형 학습 모델은 기존의 개별화 교육이나 차별화 교육과는 어떻게 다르고 어떤 방식으로 평가하고 학습 과정을 검증하는지, 실제 교육 현장에서 어떻게 실현되는지 등 다양한 실제 사례와 구체적인 방법을 통해 단계적으로 제시한다.

16가지 마음습관을 접목해 '지식'이 아닌 '역량'을 키운다
모든 지식이 인터넷에 공유되는 시대에 교육은 '많이 아는 인재'가 아닌 '뭔가 스스로 선택하고 해낼 수 있는 인재', 즉 아이의 역량을 키우는 데 맞추어 이루어져야 한다. 이 책에서는 학생들이 문제 상황에 직면했을 때 어려움을 헤쳐 나가는 데 도움이 되는 내적 성향을 '마음습관'이라고 한다. 학생들은 마음습관을 통해 어려운 문제를 해결하는 데 적극적으로 참여함으로써 자신들의 능력과 지혜를 키운다. 개별 맞춤형 학습에서는 마음습관을 중요하게 다룸으로써 교실 수업을 통해 학생들이 삶의 중요한 가치들을 경험하고, 자기 자신을 더 깊이 이해함으로써 급변하는 세상에서 스스로 길을 찾고 현명한 결정을 내릴 수 있도록 돕는다.

저자는 개별 맞춤형 수업을 실시할 때 보다 효과적인 소통, 창조적인 사고, 상호협력을 위해 16가지 마음습관을 제시한다. 16가지 마음습관에는 '끈기 있게 매달리기, 이해하고 공감하는 마음으로 듣기, 내 생각에 대해 생각하기(메타 인지), 질문하고 문제 제기하기, 정확하고 명료하게 생각하고 대화하기, 충동 조절하기, 유연하게 사고하기, 정확성과 정밀성 기하기, 과거의 지식을 새로운 상황에 적용하기, 모든 감각을 동원해서 자료를 수집하기, 창조하고 상상하고 혁신하기, 위험 부담이 있는 모험하기, 상호의존적으로 사고하기, 경탄하는 마음으로 받아들이기, 유머 찾기, 지속적인 배움에 열린 마음을 갖기'가 있다.

좋은 가르침이란, 정해진 학습 목표를 가르치는 게 아니라 아이들이 주도적으로 각자 학습할 방법을 스스로 계획해 내고 스스로 과제를 해결해 나갈 수 있도록 도와주는 것이다. 개별 맞춤형 학습은 수업 혁신을 통해 미래교육을 준비하는 교사들에게, 누구도 소외되지 않는 교실, 삶과 교육이 분리되지 않는 교실에서 적극적으로 소통하고 협력하며 학생들 스스로 자신의 길을 개척할 수 있도록 도와주고자 하는 교사들에게 많은 영감을 불어넣어줄 것이다.

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베나 칼릭|앨리슨 츠무다|신동숙

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베나 칼릭|앨리슨 츠무다|신동숙

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학생 중심으로 수업을 바꿔라 - 예스24

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4차 산업혁명시대, 학교 수업은 어떻게 달라져야 하는가?세상은 빠르게 변하고 있고, 스마트 기술의 발달로 클릭 몇 번이면 거의 모든 지식에 닿을 수 있는 세상이다. 미래 인재를 키우는 교사들의 가장 중요한 임무는 학생들이 세상을 잘 살아갈 수 있도록 지적, 사...

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IB 관심(후보)학교 문해력 강화 연수 자료입니다 .

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IB 관심(후보)학교 문해력 강화 연수 자료입니다 .

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Making the approaches to learning happen

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Making the approaches to learning happen

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Sharing PYP blog

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Making the approaches to learning happen

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This article explores one school's journey to ensure the approaches to learning, an element of the PYP, are planned for in order to strengthen the transdisciplinary nature of their programme. A few years back I shared a post on the PYP transdisciplinary skills, including reflective questions on the role of these skills in your school's programme.

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Discover the PD Digital Channel - International Baccalaureate® (ibo.org).

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학생탐구중심수업과 질문연속체
요약본입니다.

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우리학교 IB기초학교 운영 세부계획입

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우리학교 IB기초학교 운영 세부계획입니다.

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Before we run off and start writing learning intentions about 'collaboration' and 'sharing' to weave with into our units, perhaps we should first look to nature. No one explicitly taught me to collaborate at school, yet somehow I learned to work with others. As David Gearly points out (thanks Cristina Milos), students don't need us to explicitly teach all of these learning to learn skills. Some of them we acquire perfectly well and efficiently on our own through our social interactions.

​In the documentary Lost Adventures of Childhood there's a great study (see 31.55). Researchers placed props such as pieces of silk and cardboard boxes in the playground. Children had to 'think with' these provocations and create their own play. They had to organize themselves, make decisions, manage themselves and ... you guessed it... socialize!

Perhaps the trickiest of all of these skill sets to teach are the thinking skills. Can we really separate analysis from synthesis? How the heck do you teach dialectic thought? Most important how do primary students access these tricky terms? ​These sets of skills seem to have been influenced by Bloom's Taxonomy. In the book Making Thinking Visible, the authors explain that Bloom's taxonomy isn't a practical way to categorize thinking. They describe more user friendly categories that provides a context:

5. Considering different viewpoints and perspectives

Not only would this be more tangible and user friendly way of categorizing thinking skills, if IB did decided to go this way, we would have a ready made, free, set of thinking routines (endorsed by Harvard University),to help us teach thinking AtLs!

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How might we teach the Approaches to Learning?

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Original post 25/2/2017 Learning to Learn The IB Primary Years Programme highlights five sets of transdisciplinary 'learning to learn' skills known now as the Approaches to Learning skills (AtLs). They are: research skills, communication skills, self management skills, social skills and thinking skills.

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Sharing PYP blog post

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Your school has gone through authorization and received an official report. What's next? This article explores how one school has used the authorization report to create a clear and actionable 3-year timeline that is shared and reviewed with the learning community.
As PYP practitioners we are constantly striving to grow and learn. For schools, the process of accreditation and evaluation presents itself as an opportunity to receive precise feedback on where we have come from and the directions we should take moving forward. So, after submitting paperwork, welcoming the visitation team and receiving our formal report...what's next?

I began working at American Pacific International School the year after their evaluation visit. Within my first month, I received our formal report that outlined the strengths and areas of need the visitors saw. Using the provided template, I moved forward with making our 5-year action plan, but after completing it I was still at a loss. How could I share all this information with my school community in a way that was clear and concise? I wanted an action plan that could be shared with the entire learning community without overwhelming them. After attending the Role of the Coordinator training, my workshop facilitator gave me the advice to create a personal three-year plan, but I still struggled with a format that would communicate the IB Programme standards and practices that would be accessible to my entire school community.

I decided to create my own method for how to sort, simplify and present our yearly goals to my team. As a PYP teacher and learner, I am very visual and learn best through hands-on experiences. I began by cutting apart our action plan and separating the standards that needed to be addressed. I did my best to physically group standards with a similar theme and gave each group a heading.

I then divided these groups among my three-year timeline trying to put similar goals together (see image below).

I used the headings to create concept-based yearly goals which are expressed similarly to a central idea. Our three-year timeline goals became:

2017-2018: The APIS community and leadership will work to collaboratively align our programme of inquiry with grade level curriculum standards, and we will plan for and support integrated transdisciplinary learning.

2018-2019: The APIS community and leadership will work to ensure that learning and teaching utilizes resources to promote differentiated, constructivist and inquiry-based instruction.

2019-2020: The APIS community will work to design assessments that support understanding of the PYP essential elements, grade level curriculum standards and individual student needs.

By having our yearly goals structured as a central idea, I have found planning professional development to be far easier and more goal-oriented. We can unpack the big concepts and focus our attention on specific actions we can take to improve.

I began by sharing the 2017-2018 goal with my staff and asking them to highlight the areas that were confusing or where they would like more development. They also wrote goal statements including one way they could personally help the school meet the goal and one way administration could support them. As a community, we are now familiar with the expectations of the IB and feel a sense of ownership about working towards meeting our goal, and we review which standards are addressed during our weekly professional development.

We also check in regularly on our progress towards meeting the goal and brainstorm action steps, including future professional development sessions, which would be helpful. Our action plan is now a living, breathing part of our school community. Students and parents see goals posted on the walls, teachers are active participants in reaching the standards and administrators are held responsible for providing the support we need moving forward.
Cynthia Blackburn is a PYP coordinator currently working at American Pacific International School in Chiang Mai, Thailand. She has worked with the Primary Years Programme for five years in various teaching and leadership roles. She is passionate about helping her school to be knowledgeable about the PYP and aligned with Programme standards and practices. You can follow her on Twitter @MsCindyPYP.

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Your school has gone through authorization and received an official report. What's next? This article explores how one school has used the authorization report to create a clear and actionable 3-year timeline that is shared and reviewed with the learning community. As PYP practitioners we are constantly striving to grow and learn.

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Learner Profile in Action

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This article depicts the mindfulness journey a preschool class took to develop and learn effectively as part of an inclusive and balanced Primary Years Programme (PYP) learning community.
As an experienced early years teacher, every new academic year fills me with a mixture of nostalgia for the years that have passed and nervous excitement for the experiences that lay ahead. The academic year of 2016/17 was no different, only this time the opportunity to grow as an educator came in the form of a complex challenge many long-serving teachers have encountered along their careers-a classroom community with a significant number of students with in-depth social and emotional needs.

Though at the time I had doubts over my capacities to attend to the needs of these students-whilst simultaneously ensuring equal opportunities for all students to develop and thrive within our programme of inquiry-the culture of my school, which is deeply rooted in the IB principles, allowed me to take leadership and experiment, applying methods that resulted in a transformational school year for all stakeholders.

It was through mindfulness practices that students learned to assimilate the IB learner profile attributes and independently began to take action over their behavioural choices within social groups.

Initially, I introduced students to the concept of mindfulness by using supportive literature and together we co-constructed the following strategies in our quest to become more self-regulated, self-directed and mindful of our own and others' needs, wants and wishes.

Adopting the Environment as the Third Teacher (Brunton and Thornton, 2014) has always been part of the teaching philosophy at our school's Early Learning Center, as we are inspired by a Reggio Emilia approach to learning in the early years.

With input from students, we altered the layout of our classroom spaces to provide a natural flow between busy and quiet spaces. Subsequently, we created a "mindful corner" that contained visual cues about emotions, literature on feelings, sensory cushions and props to help ease anxiety spells, and a listening station where nature sounds and children's meditations could be played to help transport students to a world of calm whenever emotional meltdowns occurred.

We revisited our classroom agreements and used the IB learner profile attributes of "caring", "communicators" and "balanced" to develop new essential agreements that aligned with the codes of behaviour we were striving for as a community of learners.

We integrated a "mindful minute" into our morning routines. Before diving into the hustle and bustle of learning, students and teachers gathered to practice fun, engaging and original breathing techniques. We welcomed every new school day by setting up individual and whole group intentions using the IB learner profile attributes as a guide.

Students would choose intentions such as:

"Today I will be a good communicator by listening during story time."

"I want everyone to be caring by taking turns when a friend asks for a toy."

We built in "mindful moments" throughout the day to check in on how we were feeling, particularly during transition times. We would take time to consciously connect with our breathing before moving on to the next stage of our learning experiences.

Students could also choose to take part in weekly afternoon mindfulness sessions, where-within small or large groups-we would develop and sustain students' social and emotional skills. Using media, games and stories, we inquired into essential questions, such as:

Do we express ourselves differently depending on how we are feeling?

How can we be good friends?

How can we show kindness?

What can we do to promote our physical and emotional well-being?

Over the course of the school year, each of these practices instigated students to take individual and collective action, both at school and at home (as reported by parents), and in subsequent school years as well (as reported by some of my year one colleagues).

Below, there are samples of students' self-initiated action represented through symbolic language. These samples illustrate the agency students exercised as part of their social and emotional learning processes.

The combination of the IB learner profile attributes, our essential agreements and mindfulness not only influenced students' actions by strengthening their self-management, communication and social skills, but also successfully transformed our ability to regard, relate and learn authentically from one another in our classroom.

It is essential to consider that mindfulness practices do not just help to build on learners' emotional intelligence from a younger age. They fundamentally shape students' developing brains as they learn to exercise and grow their "mindful muscles" (pre-frontal cortex), which has been proven to assist humans to self-regulate and act from a place of choice and tolerance, rather than a place of reactivity (Young, 2018; Rechtschaffen, 2016; Kabat-Zinn, 2013; Kempson, 2012).

As part of the PYP enhancements, schools may now adopt mindfulness as a sub-skill to be developed within their programme of inquiry, thus demonstrating the IB's commitment to developing students who can lead lives that are balanced and healthier, both physically and mentally.

Below are a few tips, should you wish to begin to integrate mindfulness into your learning community.

Encourage learners to "name to tame" their emotions (Siegel and Payne Bryson, 2011). Remember that all emotions are just that-emotions-and labels of "good" or "bad" should be avoided.

Use role-play to create wonder-filled short stories that will foster students' curiosity and take them to imaginary worlds where they can actively engage their senses.

Co-construct learning experiences with your students that are developmentally appropriate, as these will boost their dispositions for learning and contribute to mastery of vital life skills such as empathy and open-mindedness.

References:

Brunton, L. and Thornton, P. 2014. Understanding the Reggio approach. 3rd ed. Oxon: Routledge.

Kabat-Zinn, J. 2013. Mindfulness in Education. Available at: https://www.youtube.com/watch?time_continue=77&v=Qm-qnkclUyE [Accessed December 2016]

Kempson, R. 2012. A mixed methods investigation of how secondary school pupils perceive the impact of studying mindfulness in school and the barriers to its successful implementation. Doctorate. Cardiff University.

Rechtschaffen, D. 2016. The Mindful Education Workbook: Lessons for teaching mindfulness to students. New York: Norton & Company.

Siegel, D. and Payne Bryson, T. 2011. The Whole-Brain Child: Revolutionary Strategies To Nurture Your Child's Developing Mind. New York: Delacorte Press.

Young, G. 2018. Finding a place of calm. Children in Scotland, pp. 28-30.
Catarina Peterson is a PYP Early Years Teacher at Luanda International School in Angola. She is also the author of Golden Sparkles: An Introduction to Mindfulness, a book inspired by her students' experiences of mindfulness. Catarina holds a Masters of Education in Early Years and the IB Advanced Certificate of Teaching and Learning Research, and is presently an Ed.D researcher with Bath University. She has trained in the Mindful Schools Curriculum and is an alumna of the Greater Good Science Centre at the University of Berkeley, California. You can follow her on Twitter @CatRPeterson or subscribe to her blog.

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The IB learner profile in action: A mindful journey of pre-schoolers

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This article depicts the mindfulness journey a preschool class took to develop and learn effectively as part of an inclusive and balanced Primary Years Programme (PYP) learning community. As an experienced early years teacher, every new academic year fills me with a mixture of nostalgia for the years that have passed and nervous excitement for the experiences that lay ahead.

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관찰할 것을 많이 준비하기

관찰후 탐구를 이끌어갈 범주화 된 발문

탐구에 필요한 학생수준의 자료

탐구학습을 위한 기술

*What do you need to
이론을 정립하도록 교과에 대한 내용적 지식과 공부가 필요할 것 같습니다.

학습자가 다룰 수 있는 자료를 가공해서 준비할 수 있는 경험과 노력이 필요할 것 같습니다.

ATL에 대해서는 나또한 부족한 부분이 많습니다. 전체보다 학습자의 수준에서라도 교사가 먼저 익히고 경험해 보아야 할 것입니다.

*What resources will you need?
원자료에서 학습자 수준으로 다룰 수 있도록 1차 가공된 자료 (비조작적 자료)
동학년군, 교장교감선생님, 실무원 선생님들과의 협업

*What support do you need?
자원의 결집과 충적이 필요할 것 같다. 이미 우리가 잘 해오고 있지만 IBO 뿐 아니라 2015개정 교육과정이라는 같은 내용을 다루고 있는 한국 교사들이 함께 그런 자료들을 협업하여 누적해 나가는 과정이 필요할 것 같습니다.

*How will you know when you have achieved this?
부지런함. 탐구학습을 위해 교사가 먼저 탐구적인 사람이 되어야 할 것 같습니다. 주변을 대상을 현상을 탐구적인 시각으로 바라볼 줄 알아야 한다고 생각합니다.

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개념기반 교육과정 및 수업 요약한 내용입니다. 

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개념기반 교육과정 및 수업 요약한 내용입니다. 

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4단계 IB PYP 교육과정 재구성과 평가

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ATL 을 한번에 볼수 있는 포스터. 각 설명은 학생들이 하는 행동을 나타낸다

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PSP standard C3 4. teaching and learning builds on what students knows and can do
현재 우리 학교 선생님들은 ib 교육과정에 대해 잘 모르고 큰 부담을 갖고 있습니다. 무엇보다 국가교육과정을 맵핑하여 학생의 수준에 맞는 uoi를 어떻게 구성해야 할지 난감해 합니다. 나 역시 잘 모르는 것은 다르지 않지만, 시간날 때 마다 고민해서수석교사로서 먼저 학생의 수준에 맞는 uoi를 구성하여 수업을 공개함으로써 다른 분들에게 예시가 되려고 합니다. 그 후에 선생님들과 내가 한 수업을 나누고, 긍정적인, 혹은 부정적인 피드백을 통해 수업을 수정하고 다시 공개하며 방향을 잡아가겠습니다. 협의회 후 선생님들의 소감 쪽지를 받아보면 그분들에게 어떤 도움을 주었는지 알게될 것 같습니다.

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개념기반 단원설계 요약

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개념기반 단원설계 요약

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IB수업과 평가의 특징

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IB수업과 평가의 특징