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Dear teachers and colleagues, please give your reflection of our class/course, thank you!

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Dear students, in this garden, you can give any reflection about the class and raise any question you want. Let's share our creative ideas and make the world a better place!

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Dear students, in this garden, you can give any reflection about the class and raise any question you want. Let's share our creative ideas and make the world a better place!

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Dear parents, please give your kind feedback/suggestions to our course, to further improve the quality of our courses, thank you!

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This is our Unit of Inquiry Planner for your reference!

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This is our Unit of Inquiry Planner for your reference!

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If you have any personal questions, please reach out to me  xqxu808@gmail.com  directly. THANKS!

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If you have any personal questions, please reach out to me  xqxu808@gmail.com  directly. THANKS!

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Please also visit https://ibo.org/ for more information

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Data informed PLC & Creating Personal Learning Networks (PLN)

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Data informed PLC & Creating Personal Learning Networks (PLN)

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Through the inquiry cycle, PLCs firstly launch inquiry process(INQUIRE) and teachers collect data (TAKE ACTION) from students through collaboration. Then the PLCs interpret the data and change ideas in the class. Finally, PLCs analyze and discuss new data and help teachers and students to reflect (REFLECT) what they have learned and discovered. In the whole inquire cycle, the PLCs increase collaboration and bonding among teachers and students.

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To foster this collaboration in your future IB school, IB schools need to provide places, platforms and opportunities for teachers and students to work together.
In addition, IB school should encourage to make every team member's contribution measurable, so everyone can clearly see who did what, and each member is held accountable for his or her actions.
Last but not least, the school could establish a competitive atmosphere that promotes cooperation among team members in order to encourage peers to tap their potential.

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Relational Trust & Creating a Trusting Environment

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Relational Trust & Creating a Trusting Environment

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-Relational trust serves as a pre-condition and outcome of social interaction.
-Relational trust is critical to the functioning of a professional learning community, especially for school communities.
-As in IB education environment, our behaviour should be built to foster collaboration and develop mutual trust in the school communities.

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Process of Reflection can support an Inquiry-based Classroom Culture

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Process of Reflection can support an Inquiry-based Classroom Culture

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The goal of an inquiry-based classroom culture is to have students reflect on their own learning and how they can succeed and gain new knowledge and skills.
The process of reflection can facilitate the inquiry not only from students but also from teachers. The reflection also sets goals for the inquiry-based classroom and guide the whole teaching process.
Besides, by using inquiry-based technique, students have more opportunity to reflect on their own learning and thus gain a deeper understanding of the concepts

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A community of learners in a school setting is a group of people who support each other in their collective and individual learning.  It consists of educators, administrators, students, and families. The members of the community share values and beliefs and actively engage in learning from one another.
By observing and participating in the community, children can learn about themselves, their world, and how to develop positive, constructive relationships with other people. Each member of the community respects and is accountable to others to behave in a way that is conducive to learning and well-being.

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Working with people with "other" world views to build relational trust

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Assessment for learning, as learning and of learning

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Assessment for learning, as learning and of learning

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Using assessment for learning, as learning and of learning--a formative feedback process.

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① Backwards by Design：starts with the end in mind and requires teachers to think like an 'assessor'. Stage 1 requires teachers to identify the desired learning goals. In stage 2, teachers determine the acceptable evidence and in stage 3 teachers create learning experiences and instruction that align with stage 1 and 2.

② Forward by Design：the PYP defines it as providing opportunities for students to share additional learning that was not explicitly planned for during the development of the UoI. Therefore, PYP teachers should approach assessment by encompassing both planned (UbD) and unplanned learning (FbD).

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1.(Pre) Assessment Tools:See, Think, Wonder (images to make a direct connection with the final performance task
2.GRASPS
3.Concept maps：Encourage students to use concept maps to show connections and relationships between the CI(Central Idea) and LOI)
4.Four C's(Connections, Challenges, Concepts, Changes) visible thinking routine：4 C’s are used to guide students to make connections, ask questions, identify key concepts, and contemplate changes/consider the application of what they’ve learned.
5.Student Reflection
6.Teacher Feedback

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PYP exhibition can take a variety of forms to make the learning process more vividly, such as exhibition journals, dioramas, songs, poems, dramatic performances, etc. In such self-assessment experience, students can obtain constructive feedback and gain the abilities of self-learning and assessment, in order to progress in the learning journey.

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PYP Exhibition is a platform to display learning achievements to the peers, mentors and students themselves. The  exhibition is to explore, document and share their understanding of an issue.  Designed by students with collaboration, PYP exhibition can fulfill students' achievement through participation and engagement. Students can assess their own learning and give feedback to others in the exhibition. PYP exhibition also provides students a learning community, which can supports students in their development of all elements of the PYP, and encourages and actively supports the well-being of students.

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Multiple Learning Technologies & Play-based Learning you can discover!

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Multiple Learning Technologies & Play-based Learning you can discover!

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Learning community are encouraged to actively choose and use multiple technologies in the PYP classroom. It can also develop technology literacy and raise curiosity of children in the class.

The role of the teacher in implementing play-based learning is significant in early years learning. One role of the teacher is to help students to develop an understanding of the specific skills and knowledge which children need to develop. For example, by the process of playing, students would gradually develop skills of problem-solving, questioning, redirecting undesired behaviors, etc. In addition, teachers must also teach play skills to children who have difficulty in interacting with peers.

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The purpose of assessment is to inform learning and teaching. the learning for my student became more effective and the teaching seemed to be more  targeted. I believe it was the positive effects which assessment brought to learning and teaching.
① PYP focusses on four dimensions of assessment: monitoring, documenting, measuring and reporting. （PYP place more of an emphasis on monitoring learning）

② Effective Assessment in the PYP can inform learning and teaching.

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                                                 ↑↑↑                            Reflective practice support the cultivation of the Learner Profile             

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                                                 ↑↑↑                            Reflective practice support the cultivation of the Learner Profile             

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① Reflective practice align with and support the cultivation of the reflective thinkers (which is one of IB Learner Profile attributes) from different aspects. It involves reflecting on students’ learning and IB educators' teaching. For example, in the role of the teacher, moment by-moment teacher actions, reactions and interactions with children are both key to their cognitive development.

② Both of teachers and students are encouraged to reflect on the nature of their action. For example, teachers and students should reflect on what the attributes look like and how they are developed through different subjects.

③ When to become a risk-taker, a open-minded person or to be a caring individual, students should reflect on their behavior and measures to assess them to judge whether they fulfill their goals for development.

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In the PYP, transdisciplinary learning refers to learning that is not confined within the boundaries of traditional subjects but is supported and enriched by them. Transdisciplinary learning in the PYP conveys learning that has relevance between, across and beyond subjects and transcends borders that confine them to connect to what is real in the world.

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                            International Mindedness

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                            International Mindedness

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International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members.

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As PYP practitioners, we are aimed to embed the attributes of the Learner Profile into all the learning process. The learner profile attributes and the approaches to learning (ATL) provide the foundational skills and dispositions for the development of international-mindedness.

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The five categories of Approaches to Learning (ATL), which were formerly known as “transdisciplinary skills” in the Primary Years Programme (PYP), are Communication skills, Social skills, Self-management skills, Research skills, and Thinking skills. Actually, the ATL are interrelated approaches and they are relevant from 3 to 19 years of age.

The ATL explored within PYP are leveraging various sub-skills, such as critical-thinking skills, information-literacy skills, exchanging-information skills, organization skills, and collaboration skills, to make students become self-regulated learners.

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Some Thinking Toolkit You May Use in IB Learning

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Some Thinking Toolkit You May Use in IB Learning

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① Connect, Extend, Challenge;
② 4 Corner Strategy
(describe which landform best represents your understanding of...)
③ Traffic Light Reflection (etc.)

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IB Mission: The IB aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.

① IB program is a continuous education system designed for students aged 3-19, from kindergarten to high school, which is child-centered by nurturing all along with the growth of children.
② For all the students, whether ordinary students or students with special educational needs, the IB education promote the overall development of students and personality.
③ IB educational philosophy goes beyond the disciplines, in order to develop children's international vision, scientific and technological literacy, and humanistic care, and help each child become a comprehensive personality.

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What is Our PYP (Science) Classroom Like

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What is Our PYP (Science) Classroom Like

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Development of Self-efficacy and Student Agency in the PYP classroom is significant in providing a beneficial PYP Learning Environment!

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Concept map-- Inquiry Based Learning.JPG