# data[].attributes.body
As an instructional coach, I want to be able to collaborate with both my teachers and admin team to continue the work they have done as the only IB elementary school in our district.

# data[].attributes.body
I feel my area of strength as a person are my interpersonal social skills, though I need to develop my intrapersonal social skills.

As a teacher, I feel I effectively help my students develop their communication & thinking skills. This is through explicit conversation, direction, sharing and activities in the classroom/school.

# data[].attributes.body
Social Skills
-As a teacher and in general I love developing positive relationships with others
-I try to be very supportive to my friends and co-workers. I also seek having that same support.
-I find teaching SEL to be extremely important, especially after covid.

# data[].attributes.body
I feel one of my strengths is having students develop and use their social skills. I help them develop positive relationships with one another and give many opportunities to collaborate with different people.

# data[].attributes.body
I feel my area of strength is in my interpersonal skills. I feel I thrive in listening and respecting others and resolving conflict. I feel that is why I was moved into this new position because of my ability to listen, relate, hold space, and communicate.

# data[].attributes.body
I think my area of strength as a teacher is developing social skills with my students . I incorporate many activities and discussions to build community and work to develop positive relationships with each student. I believe my students feel safe to take risks, learn from mistakes, and collaborate with each other on different tasks.

# data[].attributes.body
The ATLs support concept-driven learning as they are used to highlight each student's learning style and abilities.
As for myself, I have great social skills and thinking skills. I possess qualities of the other skills but social skills are where my top attributes lie.

# data[].attributes.body
I believe my social skills are my strength. I have great interpersonal skills, and am able to build solid foundations for my relationships. I am supportive, am able to manage setbacks and have great collaboration skils.

# data[].attributes.body
question 2:

Teaching students SEL and how to communicate with others will then help them approach learning socially. For example, you could teach them how to consider other's opinion respectfully and then share theirs. One way I am thinking is how to do a think-pair-share. Also, basic skills like being kind to others to encourage being caring.

# data[].attributes.body
(Q2) I feel like ATL skills provide students with the foundations they need to be able to even approach understanding certain concepts. Once they have been explicitly taught the skills they can then apply them to their learning practie.

# data[].attributes.body
I could use these ideas to help students unlock a new love for learning. As we all have different learning styles and interests, I could maybe tailor my classroom to fit the needs of my students. There could be a section of the classroom designated for each ATL, where students could find items related to what were studying accompanied by a subskill.

# data[].attributes.body
Q2: I think that teaching the ATL's explicitly sets learners up for success in concept driven learning. It allows them to find and build connections within what they are learning and be able to apply their skills. Teaching them the ATL's explicitly creates a foundation to build on when learning new concepts.

# data[].attributes.body
I think at my school we must explicitly teach our students social skills in order for them to develop those. I think those hold the key for setting students up for success to fully engage in all other ares.

# data[].attributes.headline
Mary-Beth: ATLs supporting concept driven learning

# data[].attributes.subject
Mary-Beth: ATLs supporting concept driven learning

# data[].attributes.body
In my next UOI, students will be looking at policies that shape identity. We will be looking at people in Canada: immigrants, Indigenous, and everyone in between. This is a great opportunity for students to explore, stretch, develop, pull-apart and reassemble their creative Thinking in considering new perspectives. The ATL is: Thinking, the concept driven factor is the ability for student to make meaning that makes sense to them.

# data[].attributes.body
How might explicit teaching of ATL be linked to the development of concept-driven learners?

Concepts can be explicitly taught with the ATLs in mind. I am thinking of various concepts and how they could be taught  through the lens of of an ATL. This is new for me so definitely something I want to investigate and try to incorporate into my program. ATLs are so important and set the foundation for learning and success in the classroom!

# data[].attributes.body
I think my next step is to meet with my teams and find out what the hesitation is with Lucy Calkins and in a bigger sense Workshop Model. I want to be able to blend the two. Even with my limited training from what I see so far....workshop model fits in well with IB and concept driven learning.

# data[].attributes.body
My new understanding of concept-driven learning can help me to give my students more agency of their learning. Instead of presenting them with facts, I can allow the students to form their own ideas of a concept and then facilitate their learning.

# data[].attributes.body
I feel like I have a better understanding of the role of concepts in the POI. I won't be as confused in our meetings and discussions about what we are teaching. This will have a direct impact on the learners in my classroom as we will be able to have better conversations and unpack the ideas more.

Actions I will take include talking more explicitly about the concepts and using them to guide learning.

# data[].attributes.body
Using concepts helps my students make connections between subject areas. This shows them how all things are related and how to see the "big picture." It is accessible to them on all levels.
I will continue to use them explicitly and also allow students to formulate ideas and concepts on their own.

# data[].attributes.body
1. How is my understanding of concept-driven learning impacting my learners?
Concept driven learning is allowing me to make my instruction transdisciplinary. As a math and science teacher, I am able to connect big ideas and themes in my disciplines to disciplines in ELA and Social Studies. It helps students to understand the interconnectedness of information as well as help to develop their own ability to think critically and find connections where others may not see connections.

2.What actions will I take in response to my learning?
I will continue to practice concept driven learning and help to facilitate higher level thinking and connections in a global landscape.

# data[].attributes.body
-Showing students that they can drive their learning and that their learning can be more open ended will result in helping them have a deeper understanding of concepts. It will also make them all drive their learning and see that they can do it, especially when there is not one set answer. By doing this they will begin to see how their learning connects to other subjects and in their lives.

I will make sure to give my students more agency when starting units to decide what they are curious about.

I will also continue to work with specialist to help see how they can connect to what we are learning.

# data[].attributes.body
Q1: I think the more I learn about concepts and move to try to shift my current curriculum from fact driven to concepts, my students are able to shift their understanding from a narrow perspective, to a whole world perspective.

Q2: As I continue to learn about concepts, I'll continue to find ways to make it fit with our curriculum better. I can do this by collaborating with others and working with my team to see how we can revamp our units of study.

# data[].attributes.body
The more I learn about teaching through concepts, the more I continue to see its potential and value. There is little value in  learning from a fact based program, especially with how readily available information is now through technology. The importance of finding concepts within our teaching and being able to discover connections and patterns is much more valuable. This also allows us to give students more agency and become more open minded.

# data[].attributes.body
My understanding of a conceptual learner has grown to include not only the learner, but the wider community. By empowering students, teacher AND the community (families), we are able to have more powerful, applicable and long-lasting learning experiences.

# data[].attributes.body
Students knowledge working collaboratively to understand a topic or concept. This can stem from not only what is learned from school, but experiences, community, teachers, and peers.

# data[].attributes.body
When I think about conceptional learners, I think about the students' ability to "pick up" cirriculum and "put it down" in any discipline and to make it applicable to what is being taught. Students can relate, for example, Native American migration to ecosystems understanding that Native Americans lived and existed in harmony with their environment, thus allowing students to understand how we share the planet.

# data[].attributes.body
I feel like I have a deeper understanding as to how students, teachers and families could work together to deepen understanding.
Also, creating meaningful experiences and connections for students is key.

# data[].attributes.body
I think my learning has grown into realizing that there needs to be more of an effort to switch teaching/learning to more concept based learning-especially this year. Teachers are so focused on fact based knowledge because of the "learning loss". However, there needs to be an effort on educators part to shift away from this type of teaching-since fact based is at everyone's fingertips.

# data[].attributes.body
My understanding of conceptual learning has reached a new height. Before, I only had a small understanding of how it worked. Now, I think I am able to apply the ideas and concepts to my classroom.

# data[].attributes.body
My understanding of conceptual learners has grown by shifting my focus to a wider lens. By this I mean, to truly develop conceptual learners, I have to tie in local communities, include global perspectives, families, and a whole school approach. Additionally, to better develop these types of learners, they need to have explicit lessons on ATLs to better shape them holistically, as well as explicitly teaching the vocabulary they need to know.

# data[].attributes.body
I really liked how our article talked about  incorporating the learner, teacher, community, and parents. Our learning of concepts should be shared with others and talked about using different perspectives to help us learn more. The more connections our students can make, the more meaningful and authentic their learning will be.

# data[].attributes.body
Transdisciplinary Themes and concepts are related because transdisciplinary themes are what drives the curriculum and conversations of different concepts through the disciplines. If transdisciplinary themes is the car, concepts are the passengers to the destination of new understanding.

# data[].attributes.body
The themes and concepts help develop the idea of what the students are learning and working towards. The concepts give a better look into what is being studied during the theme, which is more broad.

# data[].attributes.body
The transdisciplinary themes and and concepts are related by the connections that can be made throughout. Students can see patterns in connections and ideas throughout the themes, and use the key concepts to talk about their learning.

The themes are overarching, the key concepts are intertwined.

# data[].attributes.body
I feel as though the key concepts are very broad so that they can literally fit into almost any theme. I think that some lend themselves to certain concepts more than others, but overall the concepts support student learning and hopefully make larger and broader and better understandings for our learners.

# data[].attributes.body
The themes are like the big umbrella of what students are inquiring into and the concepts are the connections they can use to dive deeper into the theme of the inquiry. You need the concepts to be able to unpack the layers of the theme

# data[].attributes.body
I really like how transdisciplinary themes and concepts are related and go across all subject areas. I think too often many teachers (Middle School and High School) work in isolation. It is important to realize that they are all connected and the concepts can be found across all disciplines.

# data[].attributes.body
Transdisciplinary themes and concepts are related as transdisciplinary themes provide a framework or foundation that concepts may fall under. For example:

Transdisciplinary Theme: how we express ourselves
Concepts: Identity, Expression, Communication

# data[].attributes.body
The transdisciplinary themes are the big ideas that guide our teaching and the concepts help our students to gain a deeper and more meaningful understanding of what they are learning.

# data[].attributes.headline
Sara, Taylor, Mary-Beth, Lauren, and Khoulood

# data[].attributes.subject
Sara, Taylor, Mary-Beth, Lauren, and Khoulood

# data[].attributes.body
KENS Pt 1

# data[].attributes.body
KENS Pt 2

# data[].attributes.body
It is important for specialist teachers to connect and have conversations with other specialists as well as the homeroom teachers. This allows for deeper understanding of what kinds of inquiries and activities are happening in the other classrooms.
Teachers need to find connections between subject areas for students.
Ensure leaning is purposeful and connects to real life challenges and opportunities.
It is uncommon for an inquiry to be solely and truly disciplinary. We can generally bring in concepts, knowledge and skills that relate to other subject areas.
A single subject teacher can often feel alone as they might be the only person teaching that subject at that school. If possible, connecting with other specialists at other schools is a great way to share ideas and resources.

# data[].attributes.body
As a single subject teacher, it is important to see the concepts of IB as opportunities to connect disciplines rather than tools of isolation. Spider-Webs are intricate, as is the planning of transdisciplinary learning and connection. When addressing single-subject teachers, approach the concepts as historians, athletes, artists, and scientists would. Find the connections and build upon those connections.

# data[].attributes.attachment_link.description
How the World Works Who We Are Where We Are in Place and Time How We Express Ourselves Related Concepts Key Concepts

# data[].attributes.headline
Gracie: Creating Central Ideas for Ripe Inquiry

# data[].attributes.subject
Gracie: Creating Central Ideas for Ripe Inquiry

# data[].attributes.body
https://docs.google.com/presentation/d/1k6KYBU4XxRTFx8maF37xSktbNS0i_M7ln4ZxdaP7Ur8/edit?usp=sharing

# data[].attributes.body
Q1: Consider the culture of their own classroom or school setting. What are the current strengths and where do they think improvements could be made?

Q1A: His questions are quite surface level and need to be on a higher level. A strength is that the students are already asking questions and sharing their voice and engagement. They could possibly take those questions and organzie them on the grid similar to the one shown in this reading, to see which ones would actually spark the most engagement.

Q2: Consider or find out about other question frames/types that might provide a guide for developing concept-driven inquiry in your chosen Unit of Inquiry. Keep in mind your role as the teacher/facilitator of learning, and the students’ agency.

Q2A: Guiding the students in an open ended direction.

Q3: Share a description of a question frame and a link to the reference for it. If it is one you have used before, describe their experience with it. If it is new, comment on how you imagine you might incorporate it into learning and teaching. Include your own examples of questions that reflect that frame.

Q3A: Here is a link to a resource in how to frame essential questions so they are more open ended

Comment also on what might be the pros and cons of using question frames like these:

Pro: gain deeper understanding
Con: Wording them properly can sometimes be challenging

# data[].attributes.headline
North Carolina Group (Taylor, Antonio, Gracie) 

# data[].attributes.subject
North Carolina Group (Taylor, Antonio, Gracie) 

# data[].attributes.body
Strength:
-A lot of effort and thought went into writing this.
-"Celebrations express the traditions of a culture" focused but also broad (giving students ownership)

Ideas:
-Change the wording for many things. Example: "people make decisions about how to earn and use money" we would like to change it away from the word money and make it more about financial decisions. This way we could discuss how things have changed over time and other ways to "spend."
-We noticed it only really focuses on science and social studies
-We need more resources/time to implement the ideas
-Lack of "across subjects" seen
-We need to try to include math into our inquiry

# data[].attributes.body
Unit: Rocks & Minerals
The specific outcomed are quite specific and very fact based. It could be changed to an overall central idea of: The earth changes over time

Area for futher development:
Everything is fact based. We thought we could take the specific outcomes and try to combine them into lines of inquiry, and use related/key concepts to help with coming up with questions to inquire.

Some key concepts that can be used in this unit could be: form, change, causation

related concepts: cycles, classification

# data[].attributes.body
I looked at my grade 1 unit link about stories.
Key concept-Form
How are songs organized ?
Are there different ways to organize a song?
How are songs shaped to tell a story?
Related concept-communication
Why is communication important?
How can music communicate emotions?
How can music communicate an idea or a story?

I think I have a good understanding of concept driven learners. I will continue to work on incorporating and touching on these concepts as we work through our units.
I think my students will be impacted positively as they make connections and deepen their understanding of the world.

# data[].attributes.body
Central Idea: The interdependence of body systems enables physical functionality

Some learning experiences:
- Replicating a digestive system
- Conducting experiments to monitor pulse rate
- Setting personal fitness goals in PE & tracking progress
- Linking the goals to the heart rate task and graphing results over time

- Research task with a science textbook and online Britannica

- Summarizing research

- Expository paragraph about a body system

What worked well:

- Student engagement

- Collaboration with specialists

- (most) students being able to make the connections

Even Better If:

- More time for the unit

- Increased involvement of all specialist teachers

- More explicit use of PYP vocabulary by the teacher

# data[].attributes.body
Since I do not have access to my school's information yet (our IB coordinator has been out for the past 3 weeks), I used my time to delve into all the articles and use the lense of my role as an instructional coach to see how I can best support my staff with this work they need to get done. I really appreciate the organization of all the articles which helped me to focus myself and come up with a game plan for when I do finally have access.

# data[].attributes.body
This week: Learning centres based around ATLs

This month: Purposefully reflecting on the end of my current UOI and making notes about how to improve it for next year.

This year: Realizing that exhibition is a process, not getting frustrated with myself or feeling overwhelmed because I don't know all the steps/answers.

# data[].attributes.body
I will continue to look at my own stand alone planners as well as my links with homeroom teachers to see if my concepts are authentic. I will do this on going as each unit comes up so it is manageable but also meaningful and useful for me.

# data[].attributes.body
1. This week I will try to create a space in my room for students to post their questions and add or answer them.
2. This month I will work with my school to re-write our unit planners (Nov. 30!)
3. This year I will look into ways to make my lessons more concept based. I will also recreate some of my assessments to be more student driven versus fact based.

# data[].attributes.body
1. This week: Meet with the teachers and do a speed dating with them where they tell me their needs and how I can best support them in this work that they will be doing.
2. This month: Come up with a plan to help teachers reach their goals and follow up with them to see how I can help support them and find out what we need to adapt or change (a flexible plan since as teachers so much is thrown at us).
3. This year: Come to more trainings! I would love to come to as many trainings as I can so I can better support my teachers, admin, school. students, and district with this work.

# data[].attributes.body
Short term: To help colleagues rewrite our 2nd grade planner, Nov. 16
Implement new information, such as allowing student participation with writing Central Ideas
Use new tools for assessment

Long term:
-Be able to self-reflect and access if my teaching is in fact concept-driven
- Produce concept-driven learners, who are able to take complete agency of their learning

# data[].attributes.body
This week, I will be transitioning to a new unit of inquiry and locating resources that can be used to implement the concepts. I will be reviewing the concepts and working to connect them across subjects.

This month, I will be working with my 4th grade team in redesigning our year long program of inquiry to ensure they are aligned with our districts pacing guides and that resources are readily available.

This year, we are going through recertification so I will be creating student portfolio's to be reviewed during the recertification period.

# data[].attributes.body
This week:
This week I'm going to look at my current units of study and see how I can connect concepts to what the students are stuyding about.

This month:
I want to integrate using more vocabulary about concepts and work on supporting my students in coming up with strong open ended questions to guide our inquiries. I also want to have a stronger focus on ATLs and explicitly teach them through activities.

This year:
I want to continue looking at our curriculum, and see how I can plug things into the PYP framework.

# data[].attributes.body
Week: Bringing what I have learned about teaching through concepts back to my grade team and introduce them to key and related concepts.
Month: Hopefully start to incorporate some of the vocabulary of the key concepts into my classroom and have students become more familiar with the terms. Within my team I would like to start looking at how we could replan some of our units to incorporate key concepts.
Year: Set goals of planning new units and reflecting on units from the year about what worked well and what did not. I know it will be a slow process but hopefully we could get one unit of inquiry under our belt :) In the year I would like to see my students develop more critical thinking and questioning skills as a result of learning with concepts and develop a deeper understanding.