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What does action look like with the year level that you teach and how do you document it? How might you support and develop it further?

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What does action look like with the year level that you teach and how do you document it? How might you support and develop it further?

# data[].attributes.body
What does action look like with the year level that you teach and how do you document it? How might you support and develop it further?

# data[].attributes.body
What does action look like with the year level that you teach and how do you document it? How might you support and develop it further?

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What does action look like with the year level that you teach and how do you document it? How might you support and develop it further?

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The action happens in the form of projects. The teacher always allows the students to design their presentation about a topic previously studied. For example, one of Y4 groups created a collective book to donate. This can be a form of document their work. On the Higienópolis campus, students had to go to the science lab and observe some cells. They would register what they saw and what they thought would happen in a worksheet. Also, in Y3 (Villa lobos) they created a math board game, which can be also used as a document. On the other Y3s (Higi) they had to interview some people, and the teacher used videos and photos as form of document.

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MYP goes between Service and Action on Wednesdays and Summatives.

Holocaust Museum in ELA class. They were reading The Book Thief, which talks about the Holocaust as well, and, as assessment, they were supposed to research the Holocaust deeper and put up a Holocaust museum to the community (PYP basically).

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Students are guided by the teachers in acting. Students take ownership by choosing and creating new things. For example: Students created a house for a ladybug or when they choose the color or tool they will use for an activity.

We believe that with our age group we are always guiding them to be active by teaching autonomy, creativity and empathy so they can become active in the future.

We support and give feedback so students can autonomy and a voice inside the classroom. By creating procedures and agreements we create an active and independent environment.

We take notes and pictures to keep record.

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To develop this we can bring up relevant points in the routine. We induce discussions with students creating this critical sense and creating this urge for act. F.i when students had made a mess with paint but after the teacher instigated a discussion about the cleaning staff, they were active and willing to help the cleaning staff so they would not be overwhelmed.

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Whenever they act spontaneously when it comes to interacting among themselves, such as: problem solving, assisting peers, making agreements, respecting procedures and rules, or pointing out for peers, and with the environment: they help each other carrying things, their backpacks, they take care of injured friends, whenever they find an lost object they check with an adult if whether they trash it or place on lost and found.

Normally, it takes modeling from their own backgrounds (their families and traditions or after a discussion/lessons)

Documenting: Taking photos, creating posters with drawings, videos, craft models, displaying their work around the school and the classroom.

Supporting and developing: To give them the tools and guidance (modeling or inquiring them), praising their attitudes, this way, building their self confidence to keep improving.

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We see them taking actions when students put into practice what we’ve studied and learned throughout the units. Examples:
K4 was discussing trash issues and made a research of how much paper we used during one week. Later they reduced use and waste of paper during their routine.
K5 was studying Tools and Machines and they had to create a tool to solve a problem they had in the classroom regarding to the height of their brushing kits.

We document it by asking them to register their actions/work/research, taking pictures, and notes of what they said to add to reports and big books.

We should stimulate and give more strategies so students can keep doing it, inside and outside school walls, independently and autonomously. Praise them and use positive reinforcement, focusing on the learner profiles they are developing.

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They have freedom to take action by themselves and to choose how they are going to perform.

Two great examples of that happened during the study of literary genres.

In Y5 at Villa Lobos, the children were studying comic books (HQs) as a genre and two students decided to come up with a comic book of their own. It was a story about a superhero that was colored and several pages long. Then, they displayed it in the Reading Corner for the other students to read. It was so beautifully made, I felt like publishing it.

The other example happened in Higienópolis. The children were studying the Science Fiction genre and one student decided to create a trilogy with a timeline, complex characters, a vast and diverse universe. It is still a work-in-progress, but it is coming together nicely.

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Action:
- When a student spontaneously asks to read a book shows that he/she is taking action.
- When the student uses English independently.
Documenting:
- We write quick comments after every lesson.