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Students use research skills when writing informative and persuasive essays.

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Independent reading and active note-taking during reading.

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Japanese international school video. Showing how the ATL is used across the subject matter.

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We used research skills during this workshop to read documents and answer questions.

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-Open ended questions
-Consider thinking ahead of knowing
-Provide sufficient time to respond

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In this workshop, we were tasked with reading articles, taking notes, and sharing our take aways.

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Reflection and how to use IB and PYP in our classrooms.

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Math: Students use critical thinking and prior knowledge to solve word problems.

ELA: Comprehension and cause/effect.

Science: Students use critical thinking to analyze concepts.

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We've provided open-ended questions. We made connections between what we read and what we will do/do in our classrooms.

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Breakout rooms.

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Presenter has set specific start and end times for the workshop. Within workshop, time limits set for breakout rooms and readings help participants pace themselves and regulate.

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Teacher modeling and small group
Inter-modeling appropriate websites
Assessing for reliable resources

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Independent reading, reflective assignments, and interacting in small groups.

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-Students must communicate effectively during group work/assignments.

-Students must be able to exchange information (listen and speak).

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Time management.
Asynchronous work.
Completing work.

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Whole-group and small-group discussion and participation.

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Working in small groups in breakout rooms.

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Self-assessing as students learn.
Develop research questions

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-Students use rubrics to self-manage.
-They use timers to ensure an effective use of time.

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We were tasked with reflecting on and sharing our individual techniques for teaching our students within the framework of the IB (PYP) model, while emphasizing the learner profile.

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We have had informal conversations in our break-out rooms. We have negotiated ideas and knowledge with peers.

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Asynchronous time

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Ability to share thinking with others.
Developing presentation skills
Turn and Talk
Providing peer feedback appropriately

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-Building relationships through the beginning of our whole group discussion (day 1).

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-Use of language in conversations and discussions
-Reflection and feedback

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We have made plans about how we will provide opportunities to manage their learning and involve them in planning.

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-SEL lessons foster good social skills.
-Cool-down spots for students who feel overwhelmed; helps them reset.
-Teachers model appropriate social skills.
-"Capturing Kids' Hearts" curriculum: teaches students how to acknowledge and express their feelings.

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Self-assessing
Self-regulating skills and behaviors
Focus strategies
Teaching  preservation skills
Planners

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We have learned ways in which students can provide and develop social skills, practice empathy and care for others.

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As a Kindergarten teacher, I use modeling when I expose the students to a new skill. I also advice the students to listen and appreciate their peer inputs and to help each other make connections. I may follow the I do, we do, you do model to demonstrate how to use the skill and what is expected from the students. Then, I may post a new question and ask the students to see and make connections. I encourage the students to use their own words to either ask questions or provide a one sentence answer. I also make a chart and ask the students to dictate to me the important aspects and the unimportant aspects of the topic they were exposed to.

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SEL ( Second Step)
Recognizing frustrations
Understanding the feeling of being "bored"
Community Circles