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Build relationships that foster trust

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I think we all have a common goal, but the directions for achieving that goal are not as clear. I think that would help us gain more from our collaboration.

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I think we all have a common goal, but the directions for achieving that goal are not as clear. I think that would help us gain more from our collaboration.

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We need to be open-minded and willing to be pushed outside of our comfort zone in terms of our gifts. 

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We need to be open-minded and willing to be pushed outside of our comfort zone in terms of our gifts. 

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An open line of respect and communication to meet the needs of every student.

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I think getting the teams to know each other, their strengths and weaknesses, will help build each other up.  When people are new and paddling in circles...others tend to either watch or take action. Work smarter, not harder and every one achieves success.
Quote from Henry Ford:
"Coming together is a beginning, staying together is progress, and working together is success"

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Have a more diverse group of minds and collaborate with members outside of the grade level team more often

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I have new but effective team, so I have been observing and taking things in. I think I could enhance the collaboration by looking ahead and trying to bring more to the table.

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Student developed criteria

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Make sure that I effective communication the criteria of assessment 

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Make sure that I effective communication the criteria of assessment 

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* More formatives along the way
*Getting the students to explain the process.
*Rubrics for teacher to follow
*Rubrics for students to follow

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Make sure that I gather student data in each of the six areas of understanding: explain, interpret, apply, empathize, self-knowledge, and perspective. I know I don't usually cover all of these. 

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Make sure that I gather student data in each of the six areas of understanding: explain, interpret, apply, empathize, self-knowledge, and perspective. I know I don't usually cover all of these. 

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Using a variety of avenues to reach the desired depth of understanding, and assessing students continually throughout the process of learning 

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Using a variety of avenues to reach the desired depth of understanding, and assessing students continually throughout the process of learning 

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Carefully craft varied assessments with the a specific assessment goal in mind (process or product, application, etc). Create assessments that are given at the right time, to measure the right thing - being more mindful

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Increasing the amount of student-based assessment; having students decide the guidelines and then assess themselves from there. Comparing student assessment and teacher assessment

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Using journals to write about their process.

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1. I understand the student is driving the instruction and the teacher is guiding the instruction.  This is through more project based inquiry.  Looking for the bigger problem and trying to find solutions.
2. Now I have a better understanding, so I may now impact my learners more.
3. Changing some of our learning experiences to integrate more subjects and go deeper into the inquiry.

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I think I am understanding more about concept driven learning. Students drive the instruction and checking for deeper understanding. Concept driven instructions help students become life long independent learners. I think I need to create more open ended questions and check for more deeper understanding of all students

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I am in the surface learning phase of my understanding of concept based learning. However, I think I am doing this more than I realize. Exit tickets, art crit. and TAB learning (teaching artistic Behavior)

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1. I feel as though a lot of what I do for literacy is concept driven. I need to re-evaluate my approach with math to determine how I can connect things across the board. 

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1. I feel as though a lot of what I do for literacy is concept driven. I need to re-evaluate my approach with math to determine how I can connect things across the board. 

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2. My understanding of concept driven learners impacts the depth of my students' understanding.
3. I will look at my current instructional practices and adjust as needed.

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I had "knowledge" of concept based learning but now I have a deeper "understanding"

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1. Where I am now: I still need to print/refer to the most important pieces of this concept...for making sure I incorporate into my teaching.    2. It impacts my students, because now I'll pull in other ways of showing their thinking.   3. I plan to make sure my students do all six of the ways to show conceptual understanding rather than only using a few of them. 

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1. Where I am now: I still need to print/refer to the most important pieces of this concept...for making sure I incorporate into my teaching.    2. It impacts my students, because now I'll pull in other ways of showing their thinking.   3. I plan to make sure my students do all six of the ways to show conceptual understanding rather than only using a few of them. 

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1. I am at a surface level of understanding, needing more time and info to really push into that deeper level
2. Having a limited understanding to it meant my students weren't being exposed to much true concept-driven learning.
3. I will be integrating more ways for students to show conceptual understanding and more progress based assessment.

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The ATL's help to develop the necessary skills to be effective global citizens in the 21st century

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ATL's enable students to take ownership of their learning.

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ATL's enable students to take ownership of their learning.

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When students have a deep understanding of the ATL's they can take more ownership pf their own learning and go deeper. It enriches their experience.

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ATL's allow the student autonomy to choose how they present their work.

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In concept driven learning students show the depth of their understanding, and the ATLs provide the means through which to experience and show their learning.

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In concept driven learning students show the depth of their understanding, and the ATLs provide the means through which to experience and show their learning.

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The ATL's cover broad skills that students will need to take ownership of their learning and push that beyond just a school setting

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ATL's encourage students to learn how to learn and focus on becoming a well-rounded learner. 

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ATL's encourage students to learn how to learn and focus on becoming a well-rounded learner. 

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ATLs help a student become focused on their own learning and self regulating of their learning style and strategies.

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ATL's allow students take ownership of their learning

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ATL's allow students take ownership of their learning

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ATL's allow students with skills to use out in the world and to take ownership of how they learn.

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Erin N had a good point - that when we teach the ATLs they are able to become concept-driven learners. They gain an understanding of perspectives, responsibilities, how to integrate and apply ideas, empathize, evaluate, etc...

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Erin N had a good point - that when we teach the ATLs they are able to become concept-driven learners. They gain an understanding of perspectives, responsibilities, how to integrate and apply ideas, empathize, evaluate, etc...

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When students are comfortable with the ATL's it empowers them to move more smootly through their lessons, projects, and thus learning experience. When your tools are sharp it makes the process so much more enjoyable.

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Students are able to understand what is expected and how to produce 

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Students are able to understand what is expected and how to produce 

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Through collaborative intentional planning, learners will engage in conceptual activities that will deepen their understanding of the approaches to learning (ATL).

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When ALT's are taught with consistency, it allows students to better understand concepts and self manage their own learning. This enables students an outlet  for their voice and the ability to reflect on what they have learned and what they need to work on.

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It gives students the skills and vocabulary to take concepts and ideas farther and deepen their learning. It helps them actually become concept driven learners

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Explicitly teaching the ATL's and subskills will enable students to facilitate their own learning. 

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Explicitly teaching the ATL's and subskills will enable students to facilitate their own learning. 

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Teaching the ATLs explicitly will help drive the students learning...they will gain the tools they need to be good learners and know what they need to continue to learn independently. This helps also motivate them to take off on their own paths of learning.

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When we explicitly teach the ATL's to students, they learn how to think about their thinking and learning which results in a deeper and more meaningful understanding about the world around them. 

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When we explicitly teach the ATL's to students, they learn how to think about their thinking and learning which results in a deeper and more meaningful understanding about the world around them. 

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ATL's help Students become agents of their own learning. When they do it helps them grow in their understanding of themselves as learners.

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Having a better understanding of concepts- key concepts and related concepts- will now work to make every learning experience concept driven.

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Having a better understanding of concepts- key concepts and related concepts- will now work to make every learning experience concept driven.

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feeling better about where I am at in my understanding of ATL and concept driven learning. I will be able to open with a focused key concept and utilize vocabulary that reinforces what is happening in their learning as a whole.

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I have a deeper understanding of what a concept is and how the key and related concepts relate to the central idea. I can now speak to them in the classroom with greater confidence, and relate our class experiences back to these concepts more often.

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Beginning to build that deeper understanding of concept-driven learning, what it's about, and why it's important. I will be pulling in a lot of these examples and ideas discussed to ensure I slow down and take the time to make sure student's learning is concept driven

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Concept-driven learning or units helps to reduce the siloing of knowledge. I will continue to develop my teams knowledge around concepts and how their selection of key and related concepts are vital to the overall understanding of material being presented

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I am understanding more about the ATL's and there importance with concept driven learning. Focusing on ATL's to help transfer learning with Key and related Concepts will help with more deeper understanding of students knowing themselves as learners

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1. I understand concept-driven learning better, but I need to make sure I'm guiding our learning based on concepts rather than on topics.     2. Currently, I haven't influenced my students' learning through concept-driven learning. I've only tried to support the concepts from their classrooms, but I haven't incorporated it into what I teach separately.   3. I especially want to start by pulling in more of the ATL. We've also been able to start working on our own UOI outside of the school's POI. 

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1. I understand concept-driven learning better, but I need to make sure I'm guiding our learning based on concepts rather than on topics.     2. Currently, I haven't influenced my students' learning through concept-driven learning. I've only tried to support the concepts from their classrooms, but I haven't incorporated it into what I teach separately.   3. I especially want to start by pulling in more of the ATL. We've also been able to start working on our own UOI outside of the school's POI. 

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Focus on concepts that will allow for deeper understanding which will transfer.

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Focus on concepts that will allow for deeper understanding which will transfer.

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I now have more of an understanding of what it is I need to do to support my student's through the use of concepts, as well as the benefits of using this approach to teaching and learning. I will try to weave my projects in with the classroom teachers POI, as well as create a POI for my curriculum. The ATL's will be posted in my classroom and become a common language to enhance the learning experience. 

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I now have more of an understanding of what it is I need to do to support my student's through the use of concepts, as well as the benefits of using this approach to teaching and learning. I will try to weave my projects in with the classroom teachers POI, as well as create a POI for my curriculum. The ATL's will be posted in my classroom and become a common language to enhance the learning experience. 

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challenge - I challenge that only the PYP should be trandisciplinary because I believe the knowledge should tanscend the disciplines especially in MYP and DP
concepts - play and "early common sense" is essential and the foundation for later exploration and curiosity
connections - when I was young my parents always had place for me to play and explore, with toys to take apart, combine. and build. This was a defining experience that created a love of learning that has lasted a lifetime
change - I have changed/improved my understanding of concept connections and relationships within the UOI  and will confidently defend sy students allotted time spent on reflection, and deep inquiry

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Connection: Except students for where they are at, and skills that aren't directly related are still important
Challenges: Stand-alone subjects are a sole driver. Teachers will struggle merging subjects.

Concepts: The graphic showing shifts of moving from to (Could be a challenge)

Knowing that it is okay to teach foundational skills outside of the UOI

Changes: There is more flexibility than I previously thought

Concepts can be super broad

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Connections - thinking like a scientist, etc.
Challenge - NA
Concepts - PYP Scope and Sequence - I want to remember to look at this.
Changes - "investigate the logic of mathematics"

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Connections: skill based teaching as part of the POI as a valid component
Challenges: Ideally students build from year to year on conceptual learning; but is that really happening?
Concept: "Big Ideas" are a powerful tool to build significant ideas.
Changes: Cross-curricular unit development as a team/staff
Image:

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Concept: "Effective teaching is implicitly transdisciplinary."
Connections: When I previously taught at a Magnet school, I taught transdisciplinary units. The students were so engaged and invested.
Changes: I need to understand the transdisciplinary themes at a deeper level.
Challenge: Have not found anything in the reading to challenge. What I would challenge is that ALL students would learn best this way- not just students in IB schools.

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Connections: Students all come to us with different prior learning experiences. It is very evident that my students from my lower SES building are not having the same life experiences that contribute to their academic learning that others are experiencing. This impacts the starting point in my classroom. Challenges: Does free reading/reading for pleasure without an accountability piece fall into here? Concepts: Concepts are big ideas that are broad, abstract, timeless, and universal. I need to hang this up somewhere to remember what sets concepts apart. Changes: I need to determine where the transdisciplinary themes in the general education classroom align with my current curriculum.

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Connections: Students all come to us with different prior learning experiences. It is very evident that my students from my lower SES building are not having the same life experiences that contribute to their academic learning that others are experiencing. This impacts the starting point in my classroom. Challenges: Does free reading/reading for pleasure without an accountability piece fall into here? Concepts: Concepts are big ideas that are broad, abstract, timeless, and universal. I need to hang this up somewhere to remember what sets concepts apart. Changes: I need to determine where the transdisciplinary themes in the general education classroom align with my current curriculum.

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Connections: Nothing in real-life is an isolated idea or topic; it is in context of a greater situation. Our teaching should mirror this.

Challenges: I didn't really disagree with anything concerning the role of subjects in the PYP.

Concepts: The subject is not the sole driver, but a part of the larger

Changes: Attitude towards priorities throughout the day. Less focus on time and getting to the next thing and more focus on experience and process

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Concept learners are weaving subjects together and making connections to big ideas and carrying it with them through life.

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Connection: I love transdisciplinary teaching...I love the way subjects can weave together, get messy, and go deep.
Challenge: none
Concept: The themes and subjects work together to help students become inquirers, make connections, and be able to develop the meaning.
Changes: I would like to change the attitudes of my district and get them to understand the difference and interconnectedness of transdisciplinary units of inquiry, subject-specific inquiry, and skills-based teaching.  It is about making the students whole learners and thinking beyond standards and books.

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Connections- Including specialists and members from the learning community to offer different perspectives into the inquiry process is a hallmark of the transdisciplinary model.
Concepts-More looking at ATL and letting students drive instructions

Challenge-The only thing I can think of is The Self management with Approaches to learning does not have fine and gross motors and space awareness-not sure why but feeling its important under this heading.

Changes- To acknowledge that the disciplines of knowledge are not the enemy.....but are a useful and necessary ally.

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the transdisciplinary themes all relate to what humans have in common, shared expereinces / issues in life

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Themes provides the focus and the concepts provide the many directions

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Themes provides the focus and the concepts provide the many directions

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Once you begin to unwrap either the themes or the concepts, I feel it is very evident that they are woven together in one way or another. The themes seem to be all encompassing and readily relatable to one another. 

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Once you begin to unwrap either the themes or the concepts, I feel it is very evident that they are woven together in one way or another. The themes seem to be all encompassing and readily relatable to one another. 

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Concepts enable us to explore the transdisciplinary themes.

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Concepts enable us to explore the transdisciplinary themes.

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They both lend to broad and timeless deeper learning experiences that connect to overall student learning and curiosities

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Transdisciplinary themes are relevant to the whole student and the key concepts help to identify what and how to teach the whole child.

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The themes as well as the concepts are broad, enduring, timeless, universal, etc.

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The themes give the chunks to help keep the overarching focus...the concepts help guide the state standards that must be taught with a global mindset.

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The themes are things that all people experience and the concepts take the ideas in each theme and push students to create deeper learning connections

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The themes are more broad and provide meaningful connections across between and beyond subjects while the concepts are the means through which students develop their conceptual understandings.

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§   Consider the culture of their own classroom or school setting. What are the current strengths and where do they think improvements could be made?

Ken is a veteran IB teacher who is confident in his instructional practice. However, his dilemma is that he currently frames his instruction around standards instead of developing conceptual understanding for all.

§   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.

The development of multiple question types to foster further inquiry among students and teachers. This will ensure the development of conceptual understanding.

§   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.

Selected questions will be posted and explicitly taught. Students will develop questions and answers that address the different types of questions.

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

Pros would be the extension of student learning and understanding. Some cons could be that student developed questions may remain factual not allowing for deeper understanding.

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Create a "culture of questioning."
The aim of curriculum is to awaken the mind- not stock or train it.
"What makes you say that?" Draw more information from students to explain their thinking and see how their questions relates to the bigger picture of inquiry.
"Take nobody's word for it. See for yourself."

A high school in Harlem designs courses based on these questions-
Whose voice am I hearing?
What is the evidence?
How do these things fit together?
What if?
What difference does it make?

Put students in the habit of thoughtful inquiry.

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"The problem with student ignorance is the result of adult ignorance as to how thoughtful and long-lasting understanding is achieved"

Encouraging and expecting students to really deeply question their world around them, and in turn investigate to find answers, is how students create meaningful lasting understanding of themselves and their world.

Some questions that stuck out for me in regards to my students:

Do you agree or disagree that...? WHY?
Why is this important?/ What difference does it make?
What might happen if..?
How can you prove your thinking?

My biggest takeaway is that my job is to help make them into experts. Model for them, and then encourage them, to not take things at face value and question information offered and even their own initial thinking.

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The text referred to Intellectual Virtues or a way to tend to critical thinking and questioning. I tweaked it just a bit for 3rd graders.
Deeply listen to "experts"

Craft questions that will clarify

Be open and respectfully consider new or strange ideas

Challenge ideas that may be wrong

Pursue the truth respectfully until you are satisfied you have found it.

I also will be using the questioning framework from a school in Harlem, refereced in above posts here on padlet. I plan on printing the questioning framework and posting it in my class "courtroom" where the students have developed a love for debating and "trying" controversial "cases."

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Ken - Questions That Support Inquiry (Erin/Sheena)

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Ken - Questions That Support Inquiry (Erin/Sheena)

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Classroom culture: What are the current strengths and where do they think improvements could be made?
-We feel like we've gotten better at asking questions, but we want to work more on getting the kids to ask higher level questions - and just get their questions out there.

Other question frames/types that might provide a guide for developing concept-driven inquiry in your chosen Unit of Inquiry.
We looked at Depth/Complexity/Content Imperative resources.
Divergent Questions
Content Imperatives
Thinking Frames

Description of a question frame and a link for the document (website is in document).
What ethical problems led to the creation of a new government? (rather than How did the new government form?)

Pros and cons of using question frames like these - they're HARD!!! But they do really make you think...

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This chart has helped me see the connections that can go on in so many ways.  I see the support and enrichment that can help transfer the learning for all students.  Looking through the concepts
for the different subject areas was a challenge so even through this activity I asked other teachers just like I would of when doing this at my school.

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How do the learning experiences help develop conceptual understandings?

Learning experiences ranged from the development of Family Tress which included an interview, heritage flag, and writing to a sister school in Australia

Lines of Inquiry:

1.     Artifacts from there heritage

2.     The development of a T-Chart of then and now

3.     Videos were shared were able to choose their name

Note what works well.

A strength is the authentic learning experiences that were intentionally selected

Suggest what could be developed

Involve the community when able

Leverage student interest to drive future conversations

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Where am I now in my understanding and practice of concept-driven learners?

How is my understanding of concept-driven learning impacting my learners?

What actions will I take in response to my learning?

Where am I now?
I believe I have a better understanding of bringing out concepts rather than skill and allowing the concepts to drive the instruction.  Starting with the central idea and allowing it to be broad enough to allow all disciplines to be included (art, music, pe)
How is it impacting learners?
Creating learning experiences for learners to develop deeper understandings of more global issues that impact their lives.
Actions to take?
Take back to my teachers ways they can create learning experiences that allow for deeper more conceptual understanding.

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1.  Areas of Strength- there is the central idea, key concepts, related concepts, and lines of inquiry noted on the POI.
2.  Further development-  I would look at adding the ATL's on to the POI and need to relook at the related concepts in some grade levels.
3. They way I would do this is talk to the coordinator and share the Related Concepts chart. This can also be shared with staff to use during PYP meetings. Shared the idea of ATL's being added on POI with the coordinator and she is going to add it!!!

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I have learned so much and have such a deeper understanding of concept driven learning. Best workshop ever!

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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