# data[].attributes.body
3 things I learned:
-Teachers can collaborate and plan student centered activities after reflecting on their actions.
-PYP schools provide the opportunity starting at age 7 to learn an additional language
-When students explore, experiment, and play they are using open inquiry.

2 things I want to know:
-How would this look with children who do not start from the program in the beginning?
-How will the inquiry process change throughout being introduced to the program in later years?
1 Question I have
-How can I assist students who need more outside resources to keep them engaged?

# data[].attributes.headline
A language-rich community- Shayla Swan, TKyla Hicks 

# data[].attributes.subject
A language-rich community- Shayla Swan, TKyla Hicks 

# data[].attributes.body
3 thhgs we learned:

Language help us to learn about ourselves as well as others through the languages we experience

Lauguaye helps us to develop Oir intercultural understanding

Students who attend an PYP school from at least age 7 have the opportunity to learn another language in addition to the common language of instruction

2 things we want to know

What are some things that we would see or hear in a language-rich environment?

How difficult or challenging is it to make connections or learn from others when the language of instruction is different from a students' home language?

1 Question we have:

How do students with language barriers learn in a language-rich community?

# data[].attributes.headline
Action in the early years and beyond!- Shayla Swan, TKyla Hicks 

# data[].attributes.subject
Action in the early years and beyond!- Shayla Swan, TKyla Hicks 

# data[].attributes.body
3 things we learned:

Action involves showing responsibility for students, their peers, and the environment.

When students learn through play and experiences they're able to problem solve by using thinking strategies and working together.

Teachers are able to collaborate and plan student centered activities after reflecting on students courses of action throughout out the day.

2 things we want to know:

We want to know how would this collaboration look amongst our kindergarten teams and in our classrooms.

We want to know how to create an environment that allows us to plan and facilitate students learning in such a matter as the examples given.

1 Question we have:

What are more ways or other reassures that give examples of how action looks in an early childhood classroom?

# data[].attributes.body
3 Things I learned:

When building or creating a strong central idea, its important that it helps students draw conclusions about smaller topics and how they connect and relate to each other.

Helping students categorize and organize their inquiry and fact finding helps to develop connections. Those connections subsequently aid in their retrieval of what they have learned.

The use of a conceptual lense to survey facts derived from knowledge rich topics can help students and teachers build strong central ideas to guide inquiry.

2 Things I want to learn more about:

How to effectively involve students in the development of strong central concepts.

Connecting student interests and inquiry with standards to create strong central concepts.

1 Question I have:
What is the best way to incorporate student voice in the development of the central concept?

# data[].attributes.body
3 Things I learned:

Allowing students to actively engage and explore what they are learning plays a large well in how well they learn, and increases their motivation to continue learning.

Open inquiry is when students are able to explore, play and experiment. This allows students to be collaborative and develop and answer questions.

How important it is to allow student interest to drive their education and build the inquiry skills. Also how tapping into student  interest can also help give teachers the guidance they need to provide appropriate supports to learners.

2 Things I want to learn more about:

How to incorporate open inquiry in a standards based curriculum.

How to help students develop inquiry skills particularly with education based topics.

1 Question I have:

How can the inquiry process be made both productive and equitable for students who are academically behind?

# data[].attributes.body
3 Things We learned:

- PYP schools provide the opportunity to learn a second language at the age of 7.
- Student language portraits is a way of documenting the language profile of students.
- Languages reinforce each other as the student learns in both languages.

2 Things we want to learn more about:

- More advantages of multilingualism.
- How to help staff become more knowledgeable about language development so that everyone can serve to endorse the multilingualism.

1 Question we have:
-Is it too late to implement language profiles when they are beyond 7 years of age?

# data[].attributes.headline
Iʋҽƚƚҽ Rҽԃϝιҽʅԃ & Aɱყ Rιƈԋҽɾʂσɳ

# data[].attributes.subject
Iʋҽƚƚҽ Rҽԃϝιҽʅԃ & Aɱყ Rιƈԋҽɾʂσɳ

# data[].attributes.body
We chose the Nano PDs Language-rich learning communities  and The IB teacher professional.
3 Things We learned
1.  The Spanish speaking students should have the opportunity to use their native language together, integrated in the learning process, therefore splitting them up into different classroom defeats the opportunity for them to collaborate in Spanish. This has been successful in Richerson's classroom the last few years enrolling the ESOL Kindergarteners on her roster.
2. Language is an asset, not a barrier, and should be harvested, not dispersed.
3.  The teacher must be a leader and facilitator, which does not mean she is not teaching, but she is teaching the students how to learn, as well as teaching content.

2 Things We Want to Know More About.
1.  How do we introduce the older students, 4th and 5th graders, to take ownership of their own learning when they have not be introduced to this method of learning from the get go? Would it make sense to scaffold the transition, starting with kindergarten and then continuing to add new classes?
2.  In order to support language as use and function, would it be an benefit to place students from different grade levels together if they speak the same language? What are there benefits to having a Kindergarten/First grade classroom, a 2nd/3rd grade and 4th/5th integrated?

1 Question We have
1.  When implementing the PYP IB method of instruction, are students still tiered in AC, OL and BL classrooms or are the classrooms created with student Native Language in mind or with student personalities or student non-academic abilities?

# data[].attributes.body
3 Things I learned

Beginning with students’ commonalities can connect students and develop appreciation for their personal identities.

Assisting students with learning and developing their personal identity fosters a healthy partnership for learning.

It is important to use each IB attribute  to assist  in creating conversations that foster an individual's cultural awareness.

2 Things I want to Learn More About

How can I create  more opportunities for students who are English Language Learners to share more on their backgrounds in order to take ownership of their learning?

More ways to promote a strong sense of identity for students within our content of learning.

1 Question I have

In what ways can we incorporate cultures outside of those amongst our student population to promote positive learning and assist students in appreciating their identities?

# data[].attributes.body
3 things I learned: 1) It is important to show the global connection when learning. 2) Function and connection are key when discussing the central idea. 3) Strong central ideas are based in inquiry.

2 Things I Want to Know More About:
1) How can I use inquiry in the classroom without too much teacher talk?

2) How do you facilitate inquiry in collaborative groups where everyone in the group feels validated?

1 Question I Have:
What are some tips for using inquiry when the content is something students are unfamiliar with?

# data[].attributes.headline
Blazis/Giles/Pedrick - Play Based & Knowing our Learners 

# data[].attributes.subject
Blazis/Giles/Pedrick - Play Based & Knowing our Learners 

# data[].attributes.body
3 Things We learned
-play develops the PYP skills of relationships, learning spaces, and symbolic exploration and expression, and are transdisciplinary through play.
-play is a great way to encourage collaboration and the building of social skills with learning.

2 Things We Want to know more about:
-the way to conduct assessments on play-based learning like example rubric
-how to incorporate more play activities into your lessons

1 Question We have:
How can we adapt these strategies to non-home room settings (counseling & the arts) and how can we modify these strategies for neurodivergent learners?

# data[].attributes.body
3 things I learned

Students are given agency through voice and ownership of their learning but opportunities are not missed through the continuous observations made by the teacher.

Collaboration occurs with students as well as colleagues.

The methods and processes used to approach each theme should be able to use across multiple contents to promote independent learning.

2  I want to know more about.

How can we incorporate play based learning specifically in reading and writing for students who need to develop foundational skills?

How can we provide at home opportunities for families to be included with this learning approach?

1 Question I have

What are ways to encourage early learners to develop a voice and have ownership in their learning>

# data[].attributes.body
3 Things I Learned:
-Strong central ideas lead students to deep transferable learning
-Central ideas guide students to explore an idea and make connections.
-Central ideas begin as a broad idea, and students make connections to transferable ideas within that broader framemwork.

2 Things I Want to Know More About:
-What are the tips for writing a strong central idea.
-How can we eliminate subjectivity?

1 Question I Have:
-What are the ways students can check their understanding along the way?

# data[].attributes.body
3 things learned: 1) Students must be included in the learning. 2) Students are encouraged to explore and develop a deeper understanding of the learning concept. 3) Students are able to become responsible for their own learning.

2 Things I Want to Know More About: 1) I would like to see other strategies for using inquiry in the classroom, especially in younger grades. 2) I would like to see how these can be incorporated into the school standards

1 Question I Have:
-How can inquiry be used with students who are in the beginning stages of their learning journey?

# data[].attributes.body
3 Things I Learned:
-Open Inquiry is where kids explore and play to gain information.
-Teachers must listen to students' interest and be intentional about decision making.
-Students feel responsible for their learning when inquiry is present.

2 Things I Want to Know More About:
-How can you infuse inquiry into skills based lessons that are necessary to build the foundation (letter recognition, reading fluency, fact fluecy, etc)
-How can you support students who are not immediately independent inquierers, or might lack vocabulary or background knowledge to guide their inquiry.

1 Question I Have:
-How can this be scaffolded to support students with no experience with unstructured inquiry?

# data[].attributes.headline
Action in the Early Years: Jamye, Kayla, Jasmine and Elaine 

# data[].attributes.subject
Action in the Early Years: Jamye, Kayla, Jasmine and Elaine 

# data[].attributes.body
3 Things we learned..
- Action is presented in many ways through the classroom that are not necessarily tied to a standard.
-Action is important for development of social skills in the early years to support habits such as problem solving.
-Action should be demonstrated through collaboration with others and individualized. Action is not always visible.

2 Things we want to know more....
- We want to know the various ways that others teachers do to capture these action moments.
- We want to know more about making these approaches to learning within our school's system of teaching.

1 question that we have is
- What outside resources may you share with us to engage our students more in student initiated action?

# data[].attributes.headline
Inquiry happens everywhere-Jamye, Kayla, Jasmine, Elaine

# data[].attributes.subject
Inquiry happens everywhere-Jamye, Kayla, Jasmine, Elaine

# data[].attributes.body
3 things learned: (1) Students are essential to the learning process (2) Students are always able to collaborate with both their peers and teachers (3) Open-ended time frames and flexible learning process help students learn and grow.

2 things we want to know more about: (1) How can we move away from teaching certain skills in isolation when they seem to be basic skills that a student needs? (2) With the current demands and time restrictions in education, should we move completely away from fixed ability groups for some subjects?

1 question we have: What is a feasible time frame for students to explore and inquire about a topic before continuing to move through the lesson?

# data[].attributes.headline
Concept-based learning and Student Agency - Kelsey Lewis 

# data[].attributes.subject
Concept-based learning and Student Agency - Kelsey Lewis 

# data[].attributes.body
3 things I learned were..
2 things I want to know more about are...
1 question I have is...