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Embracing Inquiry: The IB Learner Profile Inquirer Trait

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Embracing Inquiry: The IB Learner Profile Inquirer Trait

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Embracing Inquiry: The IB Learner Profile Inquirer Trait - CASIE

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Download and print these helpful sketchnotes from all of Trevor's publications to support adopting inquiry and strengthening implementation in your classroom and school. Thanks go to Rebecca Bathurst-Hunt for collaborating on these sketchnotes and for bringing these ideas to life through the power of imagery. Follow her at @rbathursthunt for an inquiry in the kindergarten classroom perspective.

Also head to the Exclusive Content area of our site to download more amazing graphics!

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St Dominic's International School, Portugal

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PYP Attributes to Learning_IB Transdisciplinary Skills

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Teach Spanish with comprehensible input using songs, books and videos. Spanish activities make language learning fun and effective. Free printables.

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Have you played board games in your elementary Spanish class yet? I used to think the only way to use board games was to bust out Candyland during our colors unit. Thankfully my awesome colleagues introduced me to the idea of making the board games fit the content in our elementary Spanish curriculum.

Shout out to Sra. Schreiner & Sra. Gloudemans!

Why play board games in Spanish class?

My goal for using board games in class has always been to increase student engagement while giving them a reason to communicate in Spanish. Each turn provides an opportunity for a question/answer mini conversation. Nowadays my goal has shifted slightly to include intentionally teaching & practicing social skills, turn taking, & winning/losing gracefully.

What do you need to play board games?

What's nice to have?

In order to set kids up for success, I like to provide a student resource page for kids when they're playing board games in small groups. I either print off a copy for each group or make sure to have key vocabulary on the board while they're playing. Even younger students are able to use the resource and feel more confident about their answers.

Teaching students how to play

I love to teach new games to students by playing it as a whole group first. We play "clase vs. Sra" starting in kindergarten. Then when they play in small groups they are familiar with the rules and able to play independently.

We occasionally play board games in small groups during the kindergarten year. That said, we play with small groups much more often starting in 1st grade.

Procedures for Play: Stories by Señora Style

Set Up-Whole Group

When I play a board game with the whole group, I put the game board on my google slides. *Since I move the game pieces around, you can't play while in "present" mode.

I use a digital dice roller and switch back and forth between the tabs. To make it easy on myself, I just link the dice roller to an image of a die on my slide. A colleague (shout out to Srta. Younkle!) has kids roll a big die and that sounds fun as well.

For game pieces, I insert 2 shapes into my slides. Mine is always purple (my favorite color) so I don't have to think about it.

Playing the game-Whole Group

When I play with the whole group, students always go first. I roll the digital die, move their game piece, and call on volunteers to say the term for the space they landed on. Then we go back and forth taking turns. I always play it up when I'm losing, trying to roll a bigger number. Kids love the competitive nature of the game even though I tell them it's just the luck of your dice rolls. We also always say "buena jugada" or good game at the end.

I try to add in extra language that's meaningful while we play. "Me toca a mí" & "les toca a ustedes"are a natural fit. I tend to say "la clase tiene tres" & "Señora tiene dos" after rolling and we always count the spaces out loud in Spanish.

Winning the game

In order to win, Señora's rules say you have to roll the exact number needed. Looking at the sports board game below, the orange player needs a 1 in order to win. They have to roll a 1 or else they're stuck until their next turn. This is a fun way to ensure an early lead doesn't necessarily mean you'll win in the end.

Set Up-Small Group

When playing with small groups, I copy the game boards on card stock or put them in plastic page protectors. I also have a bin with dice & game pieces (we always use ositos). *Foam dice are nice so you don't hear a million rolling dice for the duration.

Playing the game-Small Group

Rules for the game are the same when playing in small groups. I like to have enough copies of the game board for groups of 2-3 students. That makes sure no one has to wait too long in between turns.

I find about 10 minutes is plenty for small group play. It's important to make your expectations for Spanish use during the game clear. I always tell students I want to hear Spanish numbers and lots of the content words! Walking around and engaging with the groups helps students use lots of Spanish.

Paper vs. Digital Versions of the Board Game

The lovely virtual teaching of yore initially forced me to come up with a digital version of board games. I still use the digital version from time to time to mix things up from one unit to the next.

Our district uses Seesaw & it works well for board games! I just create an activity, upload the game board, add some game pieces and a digital dice video. I usually include a student resource page as a second slide in the activity. Take a look at this activity to see what I mean.

Make Your Own Board Games

If you don't love creating resources like I do, please find a ton of board game options in my shop. If there's a topic you're needing and you don't see it, please contact me! I'd love to make it for you.

That said, making your own board game isn't too tricky. You can find blank game board templates on TPT. Then after you've collected images for your content, you just copy and paste them into the blank spaces. Give it a try! I bet your students will enjoy it as much as mine do.

Interested in other game ideas?

Tic Tac Toe is always a fun one!

Baamboozle is a fun online whole group game.

To read more about why I am mindful to include playing in my lessons, this post might interest you.

Did you find this helpful?

Join our email list to get updates on my latest blog posts and random freebies. I love sharing what I'm up to with my students and other teaching ideas.

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Teaching resources and ideas for elementary Spanish language teachers.

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TONS of resources, organized by topic

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Lots of engaging and interactive teaching strategies for all proficiency levels and ages

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Welcome to the exciting and often overwhelming world of generative AI. As IB educators and AI enthusiasts, we are integrating AI into our classrooms to help students navigate this technological shift in education and beyond. Our exploration aligns with the spirit of the IB framework, particularly

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6. How to draft your Enhanced PYP Planner

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ESE Teacher by heart
Currently, I am the IB PYP Coordinator
at Pahokee Elementary IB World School
cassandra.moreland@palmbeachschools.org
Contact #561-924-9744

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Ice Cream - Project Based Learning | CGK International School

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In August and September, the Sky class (5 year olds) learned through Project Based Learning. Their project was […]

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Below you will find links to and descriptions of all the assignments we use for our PBL project choices.

Click on the individual assignment links to get the full instructions and printable worksheets.

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Below you will find links to and descriptions of all the assignments we use for our PBL project choices. Click on the individual assignment links to get the full instructions and printable worksheets.

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Inquiry-based learning and project-based learning are two approaches that educators can use to engage students in authentic learning. When I first began teaching I knew I wanted to take a different approach to teaching than what I had experienced and what I was taught during teachers college and other schooling. Project based learning is where I began and it is what brought me to the world of inquiry-based learning.

What is the difference between project-based learning and Inquiry?

reflects student interest and in some cases is created by students. There is a focus on the process of discovery while learning while engaging in an inquiry. Students engage in exploration, observations, and questioning at the beginning of the learning and use their self-made questions to move forward in the learning and inquiry process. Inquiry-based learning has various levels of entry which include; Inquiry-based learning is centered around an essential question. This questionscaffolded approach to inquiry in the classroom. Structured, Controlled, Guided, and Free Inquiry. The different levels of inquiry are a

Project-based learning on the other hand is generally started with the end in mind. PBL has an end goal of producing or creating a product of some kind that reflects learned concepts. In some cases, a teacher will provide their students with a "problem" or a "challenge" that needs to be solved. Students are given the end "goal" and work towards that final product. They will then create or engage in several learning opportunities that teach students the "Need to Know" items. The product and challenges students are presented with can reflect real-world problems and they can work to develop solutions.

While planning a PBL there are FOUR things that teachers can focus on; PURPOSE, PROCESS, DOCUMENTATION, and PRODUCT. The diagram above states the different prompts for teachers to think about when they are planning their PBL.

SO IS PBL, INQUIRY? In short... YES. As I mentioned above there are different entry points for inquiry-based learning. With each level of inquiry, there is a gradual progression of student leadership.

Student agency, student VOICE, and CHOICE are always at the center of an inquiry classroom. As students become more familiar with the inquiry process the role of the teacher changes and soon enough, students are running the show! At the beginning stages of the inquiry classroom, is the entry point for learners, both teachers, and students. Check out my blog post entitled to read more about the beginning stages of inquiry in the classroom.

When it comes to PBL, the students have the opportunity to investigate a teacher-presented question through a prescribed procedure, and can receive explicit step-by-step guidelines at each stage. The end goal of all the activities and lessons presented during learning are to lead to a predetermined outcome or product!

What is the main difference between inquiry and project-based learning?

PBL students are given a problem to solve and follow a process that is led by the teacher. It is a very structured approach to learning, but is still designed and created with the students questions in mind. When it comes to PBL you know all the steps you are going to take and where you are going with the learning from the beginning. The end goal is generally product based, meaning students are working towards creating or developing something that reflects learning.

INQUIRY: students interet, passion and questions drives all learning, learning is a reflection of what they want to learn more deeply about. There is a process that is followed but it is guided by the students. Your end goal is not necessarily a "product" but rather an actionable goal. How are students going to use what they have learned and make a difference? This end goal is designed, created, planned and organized by students.

After reading these two descriptions, you may be thinking, "Those descriptions seem very similar!" You are correct in that statement. I believe that the differences are subtle and the process is very similar, the main point that stands out to me is the overall role of the teacher.

How have I used project-based learning as a starting point for inquiry-based learning?

When beginning with PBL one thing to keep in mind is to teach students Skills, Strategies, and Tools that students will need in order to help them during the inquiry process.

A lot of the STEM activities I do with my students are PBL. I do them with students to work on different skills, some of which are see in the diagram to the left. These are all skills and strategies that students need to be comfortable with before they are able to move to a more free or open inquiry.

The main Skills I like to focus on in the beginning stages include:

When I present STEM activities to my students, the idea is to foster student voice and choice, providing opportunities to regularly reflect. The activities I have created are setting up an opportunity to explore and problem solve, while further developing inquiry skills.

Check out my Products below on TPT! Click the image to open the Link!

Susan is a wealth of knowledge when it comes to the PYP and inquiry based learning. She has many products that are inquiry based, project based learning opportunities, many of which have a focus of math! Susan's products show that inquiry based math offers collaborative learning as well as hands on inquiry which requires the students to s olve problems, think critically and apply their knowledge different mathematical concepts. Check out some of Susan's products below!

If you want to know more about what comes next, how to create an essential question or how to begin preparing your kiddos for PBL, reach out!

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Inquiry-based learning and project-based learning are two approaches that educators can use to engage students in authentic learning. When I first began teaching I knew I wanted to take a different approach to teaching than what I had experienced and what I was taught during teachers college and other schooling.

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I've shared a lot about project based learning with our Instagram IB PYP community and how it fits into our student-led inquiry framework. Many have asked me if it offers fidelity to the inquiry process, to student agency and to transdisciplinary learning. With this post, my intention is to share my perspective based on my experience and hopefully bring some clarity as to how project based learning fits seemlessly within the unit of inquiry.

There is a common misconception that PBL is not as rigorous or as organic a form of inquiry-based learning. I say, that depends on:
*Our understanding of an inquiry-based project
*How we implement the process
*How we differentiate inquiry
*How we support student's voice within the project
*How flexible we are with plans
*How open we are to multiple strategies
*How we view structure in the learning environment

Before we dive into what a project based learning experience may look like within the PYP classroom, lets consider first of all the common benefits with student-led inquiry and project based learning.

1.A Transdisciplinary Approach

When we consider our transdisciplinary approach to planning and teaching, we are able to identify the concepts and skills that are our conduit for transferring content knowledge. Perhaps not surprisingly, I have found project based learning fits most seamlessly as a means for delivering maths and grammar to my students. Those are both common challenges for authentically fitting into our transdisciplinary units of inquiry and often become stand alone lessons. With this reminder that a transdisciplinary approach to learning is actually concept and skills focused, then it may make it easier to bring those otherwise challenging subjects into context.

Stand alone teaching is absolutely necessary as we explicitly teach the skills, purposefully introduce new concepts and teach strategies for putting it all into practice implicitly .

2.Concept based Learning
You can find a whole collection of concept-based maths inquiry resources here.
Keeping in mind that concepts bring context to the content we are teaching and our goal is to bring authenticity to learning, let's consider the following central idea as an example:
Decisions affect economic systems and impact societal consumption.
Within this theme from How We Organise Ourselves, we looked at the concepts of economy, systems, organisation and interdependence through the lenses of form, function and connection.

3. Student Voice

As part of our groundwork and co-planning, the children identified the

big ideas through the provocation and connected them with business success. This led to many inquiries as to what success may look like within local businesses and which factors and systems influenced the decisions. As they brainstormed action plans, starting a business became the popular choice and thus our inquiry was born. W e now had a project to undertake and a gelato business was the name of the game!

As the facilitator, it is my job to ensure that the content is aligned with the concepts throughout the inquiry.

Our maths concept at this time was fractions. And, as Im sure many of us know, teaching fractions goes on forever in those upper grades! Forever! I now had to integrate my maths strands into our inquiry.

Knowing the direction that the children were leading the inquiry helps tremendously. Using their questions, allowed my planning to take shape through the concepts of our unit.
Concepts bring context to content.
The maths inquiry became a project to plan and design a business. This was the conduit to present the new content and to put it into practice together with prior knowledge and understanding. You can link to another article about co-planning the inquiry at the end of this blog post.

4.Guide the Children in Transferring their Knowledge & Understanding

My Aims:
The children will understand the concept of interdependence between location and
economy in relation to business success.
* Using their understanding of fractions (common, mixed, improper, decimal, operations & percentages), they will compile a business plan.
* Research skills will be demonstrated through data analysis and note taking.

The Objectives:
* The object of the activity is to plan and develop a business plan for an ice cream/gelato
business located in Italy. (We were in Italy)
* The children have to analyse data and calculate inventory, pricing, locate produce etc.
using their knowledge and understanding of concepts with fractions.
* Using their data and research, they will then write their business plan.
* They can then plan and design their store front using the templates or their own creations

We are offering differentiated, structured content and guided inquiry to support the children as they transfer their understanding, making meaning for themselves but not by themselves.

5. Focus on the Process Rather Than the Product

This goes back to our transdisciplinary approach: skills based learning experiences are a prominent focus throughout project based learning and the inquiry process itself. As real world problems and issues are explored, these 21st century skills or the Approaches to Learning Skills, come into play.

Think along the lines of these higher order skills that relate to Bloom's.

With a balanced mix of guided inquiry and structured learning, the children investigated their lines of inquiry, all derived from our co-planned questions. Here are a few:

What industries connect with the gelato business?

Where are these industries situated?

How does the geography of the country impact these industries?

How do these industries manage distribution?

What does the industrial and economic demographics look like across the country?

Where might we successfully establish a gelato business? Justify the location based on the above.

What will you need to consider regarding budget?

Notice how the concepts are found throughout these questions: choice, systems, organization, interdependence, economy etc.

HIGH ENGAGEMENT + AGENCY + PURPOSE = GENUINE LEARNING

As the children become wholly engaged in their project, the learning naturally takes shape as they are then able to apply the new skills whilst building upon prior skills, incorporating the strategies taught for the current maths concepts they are learning in an authentic and meaningful way to support their project and ultimately demonstrate their progress and understanding through the process of the inquiry.

The graphic organisers and data that I provide the children, supports their thinking in a structured way. The front loaded data directly connects with the children's questions and lends itself to further investigation, or going further, as some inquiry cycles call it.

The on-going reflection allows for direction and re-direction as necessary. And the end result may not always look exactly as we had planned from the beginning.

As long as the outcome fits the overall conceptual understanding through the content that we covered, the children's curiosity will add to the real-world learning that is taking shape throughout. Dont get too caught up in the outcome. Appreciate the richness of learning within the process.

There are many ways to assess inquiry-based projects. And within the PYP it largely revolves around a collective conversation through reflection from the students and the teacher of the skills and the concepts. You can find out more about assessment of the inquiry and inclusive assessment in this article, Assessment Strategies for the IB PYP.

Additional Inquiry Based Maths Projects

I have many inquiry based maths projects that I have integrated within my upper grades' units of inquiry AND used as stand-alone mini-inquiries. (Sometimes you just have to approach the single subject through its own project.)
INQUIRY BASED MATHS RESOURCES IN MY STORE
Each of the maths projects focuses on maths concepts in connection with related concepts from our transdisciplinary themes.

Click on the links below to browse the collection and see if any might fit with your programme of inquiry.

Who We Are: Our School - Place value, Measure, Area & Perimeter

Where We Are in Place & Time: Time Travel - time, elapsed time, measure

Sharing the Planet: The Great Chicken Escape - Number sense, Area, Measure, Adding fractions

How We Organise Ourselves: Planning an Ice Cream Business - Fractions

Who We Are: Skulls, Skeletons & Skills: Measure, Problem Solving

Patterns in Nature: An inquiry into tessellations, geometry.

How We Organise Ourselves: Planning A Popcorn Party - Measure, Data Analysis

Sharing the Planet: If the World Were A Village: Place value, data analysis, volume, area

How We Express Ourselves: Global Christmas Village - Multiplication, Multi-step problems

Enjoy!

P.S. FURTHER READING: YOU CAN READ ADDITIONAL BLOG ARTICLES ABOUT AUTHENTIC MATHS INQUIRY AND INTEGRATING MATHS INTO THE UNIT OF INQUIRY BELOW.

FOLLOW ME HERE, FOLLOW ME THERE.....

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Project Based Learning in the IB PYP Inquiry

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I've shared a lot about project based learning with our Instagram IB PYP community and how it fits into our student-led inquiry framework. Many have asked me if it offers fidelity to the inquiry process, to student agency and to transdisciplinary learning. With this post, my intention is to...

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And Project Based Learning - ppt video online download

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KWL Chart At your tables, complete the KWL chart What do you know about Project Based Learning What do you wonder or want to know about PBL Time limit of 3 minutes Brief sharing for 2 minutes

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Project Based Learning is finding a natural home within the framework of International Baccalaureate programs. Both PBL and IB emphasize deep conceptual understanding. Through PBL we seek to develop 21st century skills, in particular critical thinking, problem solving, and collaboration. The IB program has very similar goals-that students be inquirers, thinkers, communicators, open-minded, risk-takers and reflective.

The IB program places structured inquiry at the heart of the learning process. Successful inquiry leads to meaningful reflection and responsible action initiated by students as the result of their inquiry. PBL is organized around a driving question, which focuses student work around an important issue or challenge. Student learning in IB is framed by a series of essential questions: Who are we? Where are we in space and time? How do we express ourselves? How does the world work? How do we organize ourselves? How do we share the planet? These six units last all year long, and are a deep dive into the challenges of the real world.

A look at some of the projects being done at IB schools around the world gives us some models. At the Nanjing School in China, they wanted to invigorate their PE program. The teachers challenged the fourth grade students to create a game using a net for their third grade schoolmates. They had to provide directions, the length of play time and the health benefits of the game. They also needed to describe the strategy you might follow to win the game. Another project for 11 to 12 year old students focused on culture and expression, and asked, "How do we welcome the world to OUR world?" Students were challenged to represent their own culture in performances which would be shared with a public audience. They could compose music, write lyrics, or choreograph a dance, and introduce the performances with a speech, all related to the UNESCO Universal Declaration on Cultural Diversity.

Yet another school developed a design challenge for an 8th grade technology class, which focused on the question, "How can we design for dual form and function?" As product engineers, the students must design a "briefcase chair." The project assigns the students a real-life role, which adds authenticity to their project and teaches what it means to be a product engineer, and through their design report they explain how their product will be used in the real world. At an International school in Jakarta, geography students are designing a bike path for their local community, and submitting a plan to the local planning agency.

The International Baccalaureate program is dedicated to lifelong learning, getting our students engaged in real world problems. Project Based Learning is a great way to deliver this challenge. Within IB, we seek assessment that is authentic, rich, engaging and feasible, and incorporates students into the evaluative process. In PBL we have similar goals - because we have students doing work that is real to them, authentic to their lives, and with a direct impact or use in the real world.

Schools using the International Baccalaureate program often find PBL to be a perfect fit. This webinar explores how PBL provides opportunities for in-depth inquiry in both the Primary Years Program and the Middle Years Program, and allows students to authentically connect their work to the real world. We show examples of project-based units to highlight how the 8 Essential Elements of PBL fit seamlessly into PYP and MYP unit planners, programs of inquiry, and the areas of interaction, while adding depth to student exhibitions and personal projects.

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PBL Brings Authenticity to International Baccalaureate

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Project Based Learning is finding a natural home within the framework of International Baccalaureate programs. Both PBL and IB emphasize deep conceptual understanding. Through PBL we seek to develop 21st century skills, in particular critical thinking, problem solving, and collaboration. The IB program has very similar goals-that students be inquirers, thinkers, communicators, open-minded, risk-takers and reflective.

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Art Teacher
Treasure Island Elementary School

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In a 2014 study from the Harvard Business School, researchers confirmed what many higher ed faculty members know already - reflection matters. The professors conducted three different experiments (with university students and people in the workplace), and the results were consistent. Simply asking test subjects to take a few minutes to reflect resulted in better performance over time - improvements of up to 25%.

Reflection can feel like just one more thing to cram into an already too-short course. But stopping to take a breath rather than jumping right to the next project or activity helps students learn from mistakes and recognize strengths and weaknesses. It can make the difference between success and failure, in school and beyond. And it can be done well whether students are in the classroom, online or both.

Are you looking for some new ways to increase student reflection in your college or university classroom? Here are 15 ideas you can try tomorrow.

1. Write the one-minute paper

How much could you explain in one minute? At the end of class, set a timer and ask students to record their most eye-opening revelations or biggest questions. This activity lets students reflect on learning and build writing skills - plus you'll get a window into their understandings and misunderstandings. Here are some prompts you can use to get students writing.

2. Sketch reflections

Have you discovered sketchnotes? It's a visual notetaking style that mixes writing, drawing and other visual cues. And it's not about the quality of the art - it's about how a different medium prompts students to look at learning from a different perspective. Sketchnoting is often used for lecture notes, but it's just as effective when students need to reflect.

3. Create reflection snowballs

This activity may not work with current health regulations, but it can be adapted for the new reality. In the pre-COVID version, after a mini lecture or presentation, all your students write a key reflection on a sheet of paper and crumple it up. Then they toss their papers to the other side of the room. Once students catch a "snowball," they read it, add something new and repeat. If health regulations make this ill advised, or if your students are online, use randomized breakout rooms in your conferencing software to get students to pair up and share their reflections. Here's how breakout rooms work in Zoom.

4. Develop a professional portfolio

Portfolio building is a mainstay of arts programs, where students need concrete ways to demonstrate the breadth of their knowledge and experience. But the act of choosing one's best work - and articulating why - can increase reflection in many schools of study.

5. Use dedicated reflection journals

Journaling is a tried-and-true reflection activity - especially for practicum-based programs like nursing and education where it's crucial that students connect theory to reality. But there may be some options you're not aware of (ever used key phrase journals? Double-entry journals?). Here's a run down on some ideas to try.

6. Get students blogging

If you'd like to take reflection into the cloud, blogs can be an excellent way to give student writing more value. And it's simple to bring in links, images, videos and more. For a peek into how one university uses blogging to enhance student learning, check out Vanderbilt University's resource page.

7. Take videos

To give your students a fresh perspective on a presentation, performance or practical skill development, pull out your phone or tablet and record it. Watching themselves can give them (and you) incredible insights into their progress. If your students are learning from home, they can record themselves with their phones and then post the videos to a shared class platform. Or you can record them during Zoom meetings and then share.

8. Write exit slips

Before students leave your class, ask them to quickly jot down what they've learned on a sticky note (or answer another reflection question). If your students are fully or partially online, go digital and have them add the ideas to an online whiteboard or other shared collaborative space.

9. Capture quotable learning highlights

Sometimes reflection comes from teasing out the ties between coursework and "real life." Ask students to choose a famous quote and explain why it connects to a concept from class. They could also choose a song, a piece of art, a brand - anything that gets them thinking deeper and reveals a bit more about their passions and interests.

10. Take reflection breaks

Reflection can't be forced, but it is a habit that can be instilled. Build reflective practice by stopping work periodically and encouraging students to record their thoughts about what they've learned. You can boost the reflection by having students share their thoughts with a peer - in person or in a video conferencing breakout room. Eventually, students will start to reflect on their own, without your direction.

11. Add regular sprint retrospectives

Take a page from the agile process (not just for software developers anymore) and introduce sprint retrospectives. Every few weeks, you can set aside time to encourage students to reflect on where they've been and where they're going. This is especially useful in helping student project teams avoid the usual pains of group work.

12. Try reflecting out loud

Reflection doesn't have to be purely solitary. Sometimes big insights come when students have the chance to share their reflections with a larger group. That's why active learning classrooms should be easy to reconfigure for different activities, giving opportunities for both quiet reflection and group sharing. If some students are in the classroom and some are connecting from home, this can be tricky - make sure you choose audio conferencing tools that pick up all voices during classroom discussion. ( Here's how Nureva can help.)

13. Incorporate revision into assessment

Some of the best opportunities for reflection occur during the assessment process. Rather than having students submit work for a grade and then promptly forget about it, try giving them descriptive feedback instead and let them resubmit until they achieve mastery.

14. Prototype and test

Take inspiration from design thinking and create more meaningful opportunities for reflection. The end stages of the process - prototyping and testing - are particularly helpful. Design thinking is often associated with creating something concrete, like an app, but any project could benefit from a design-focused lens.

15. Model your own reflection

Actions speak louder than words. So make sure to model the same reflection skills you teach. Don't be quiet about it either - talk out loud through your thought process to show students that reflecting doesn't stop in the undergrad years.

What are you doing in your courses to get students reflecting?

Classroom audio, evolved

Nureva audio is built for the new reality in higher education. Our systems are quick to install. They automatically adapt to changing classroom configurations. And with thousands of virtual microphones, they let you use every corner of your spaces and be heard - no external mics needed.
Editor's note: This post was originally published October 2015 and has been updated.

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15 ways to spark student reflection in your college classroom

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In a 2014 study from the Harvard Business School, researchers confirmed what many higher ed faculty members know already - reflection matters. The professors conducted three different experiments (with university students and people in the workplace), and the results were consistent.

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One of my favorite reflection lessons is the Reflect 'n' Sketch activity. When I began teaching, I only saw my students as readers and writers. I could see their struggles and successes within my subject alone. Then, after teaching tone and mood to a group of eighth graders, I asked students to draw a picture of the mood of a poem. Through this activity, I saw my struggling readers excel with beautiful artwork. I realized that my subject, English, is not the only skill to be had. Many of my students excelled in other areas, especially those who struggled in my class. This experience inspired my Reflect 'n' Sketch activity. This gives students the option to draw their reflections on a project or activity. Guiding questions guide their artwork, and students can still deliver deep reflections with a medium that inspires them.

5. Reflection Vlog

I tried this for the first time this past fall, and my students absolutely rave about the Reflection Vlog. I gave students the guiding questions found within the Reflect 'n' Sketch activity, and asked them to create a personal Vlog. After each major project or assessment, I asked students to add to their Vlog. Some students chose to upload their videos to YouTube, and others preferred the privacy of simply creating an iMovie or Windows Moviemaker video. With this medium of reflection, students were free to speak about their work, display their work, or add videos and pictures of the process of creating their work. Not only did students find this engaging, but they found that they were able speak freely about their learning. They have commented that they did not feel bound by words, grammar, structure, and organization within the reflection, so they felt that they were better able to express their truest feelings. I can attest to this as I watched their Vlog videos. They opened up more through this 'on camera' experience, than in any other reflection technique!

6. Analyze your work from the teacher's perspective.

When introducing a writing assignment, I would often provide exemplars, or mentor texts, and ask students to assess these using the rubric that would assess their own work. Not only did students better understand the rubric, they better understood the expectations for the writing. This inspired me to have students assess their own work in a similar manner. I ask students to assess their own work from my perspective. This can be via rubric or by simply providing feedback that they believe I would give. Once students get to know me, this feedback can be eerily correct! This helps students to see their work from a new perspective, and often will encourage students to make revisions before they submit their final work!

7. Scrapbook

I have asked my students to create a scrapbook reflection on larger projects; this is especially effective for group work. Students take pictures of the process of their work, students working in their group roles, and of their final project. Each group member can showcase their own pictures or drawings of the groups work. Then students can reflect on their roles within the group, the process of collaboration, their impact on the groups success/failures, and on the learning that was derived from the project's completion. Some students get very creative with this process, and truly enjoy this as much (or more) than the project itself!

8. The Cube of Reflection

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10 Unique and Creative Reflection Techniques & Lessons for the Secondary Student - TeachWriting.org

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As educators, we know how critical reflection is to the learning process. Getting students to reflect- deeply and meaningfully- is often one of the most challenging lessons we teach. I have found that both my middle school and high school students will often scoff at these reflection activities, pro

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Teaching Students to Ask their Own Questions

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Teaching Students to Ask their Own Questions

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The skill of question asking is far too rarely deliberately taught in school. We have worked with and learned from educators to develop a teaching strategy, the Question Formulation Technique (QFT), which provides a simple yet powerful way to teach students how to formulate, work with, and use their own questions.

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Teaching + Learning - Right Question Institute

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Explore STEM Resources for K-12 Educators

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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Together Anything is Possible Save the Rain is a vast community across continents and oceans. The builders are the hands and feet, the recipients are the heart and soul, and our supporters are the wings giving our mission its flight. Please join us

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Become a part of the grand mission of ending hunger and poverty while caring for the Earth.

Not sure where to start? We can help you find a way to get connected, learn more about how you can make a difference, and see the fruits of your labor make a real impact on the world.

Partner with us

Becoming a Partner Yields Global Results

Our partnerships with governments, corporations, private organizations, nonprofit coalitions, small businesses and other networks enable us to find effective solutions with substantial impact.
Find Out More

Want to learn more about our work?

Our partnerships with governments, corporations, private organizations, nonprofit coalitions, small businesses and other networks enable us to find effective solutions with substantial impact.

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Not sure where to start? We can help you find a way to get connected, learn more about how you can make a difference, and see the fruits of your labor make a real impact on the world.

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Kid World Citizen - Activities that help young minds go global

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Activities that help young minds go global

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ESOL teacher
Grove Park Elementary School
nadege.jeanbaptistejoseph@palmbeachschool.org

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Media Specialist
Annabel C Perry PreK-8, Miramar
Broward County Public Schools
Laura.McCarthy@browardschools.com
Sendemailtolaura@gmail.com
754-323-7050

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https://whatedsaid.wordpress.com/tag/taking-action/

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Grove Park Elementary School
IB Coordinator / STEM Coordinator
Whitney.lloyd@palmbeachschools.org

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We begin with last year's planners and collaborate with the new team of teachers for that grade level.

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Miami Beach South Pointe Elementary School
IB Coordinator
CGreene@dadeschools.net

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Grove Park Elementary
5th Grade ELA Teacher
shamanie.evelyn@palmbeachschools.org

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Morikami Park Elementary
PYP Choice Coordinator
4th & 5th Grade Math
amy.mercier@palmbeachschools.org

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The following resources will support you in creating your own materials that will support your students. These are examples that you are free to use as is, or modify to suit your students and your school.

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The following resources will support you in creating your own materials that will support your students. These are examples that you are free to use as is, or modify to suit your students and your school.

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Sample directions for groups (Exhibition)

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Sample directions for groups (Exhibition)

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What is the PYP Exhibition? - Answered - Twinkl Teaching Wiki

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Here, you can find information all about the International Baccalaureate PYP exhibition, how it works, and some relevant resources for the PYP.

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PYP Exhibition Topics - Teacher Tips and Resources

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This site has tips for new teachers and reminders for veteran teachers. Tips include room arrangement, procedure checklist, supply checklist, LISD expectations, substitute checklist, and other good reminders to help your year get off to a great start!

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Mentoring the Mentors within the Exhibition

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Mentoring the Mentors within the Exhibition

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5th Grade International Baccalaureate Exhibition

Check out our latest video on the Learner Profile Attribute of "Knowledgeable" as well as a reflection and advice from our fifth graders after their 2019 Exhibition Project.

Transdisciplinary theme: How We Express Ourselves- An inquiry into the local and global issues. The process into identifying a need and the action that can affect the need or issue and how constant reflection and cooperation can help resolve problems. Central Idea: Humans can help solve worldwide issues locally and globally. What lines of inquiry will define the scope of the inquiry into the central idea?

There are problems that we can address.

I can take action that will affect local or global issues.

There are reliable research sources.

Key Concepts * Causation - What is causing the problem? * Perspective - Why is it a problem? * Reflection - What can we do about it?

Exhibition Night Will be Virtual this year starting the week of April 19, 2021.

The I.B. Exhibition will be presented virtually starting on Monday, April 19, 2021.

The Exhibition is a requirement for our 5th grade students. Our students are required "to participate in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems."

Our students will plan the exhibition, gather materials, record and reflect, and finally present the exhibition to the Jefferson community virtually due to COVID-19 related restrictions.

Our students will be rigorously monitored throughout the process. Students will keep an individual learning journal. The teachers will keep anecdotal records of student work and performance. Other permanent records of the exhibition will include the I.B. planners, photographs, video, and website based documents.

Tuesday, February 16

Three areas of interest, Academic Honesty and Approaches to Learning Due.

Monday, February 22

Introduction to create Central Idea and Lines of Inquiry (Meet with I.B. Coordinator)

Research line of Inquiry and gather at least 3 resources

Final Central Idea and Lines of Inquiry sheet due

Monday, March 1

Meeting with I.B. Coordinator/ Share Central Idea and Lines of Inquiry. Three resources due in class (Internet/book/magazine/etc,)

Note taking/ Outlining for written report

Working on rough draft with Mentors/ Introduction of Action Piece

Working on Action Plan with Mentor/ Action Piece due at end of class

Wednesday, March 10

Rough Draft Due / Report Progress of action to Mentors

Start Slide Presentation, Edit Final Draft of research paper

Friday, March 12
Final Draft of Research Paper due

Monday, March 15

Work on Slide Presentation, Google Website & Action

March 26
Presentation completed, Action Plan

April 5-9

Spring Break

Monday, April 12

Exhibition Presentation Rehearsals, Websites Completed

April 26-30

Virtual Exhibition Week 2021. Thank you for your support.

Parents, Please review the above timeline with your student and post at home.

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5th Grade International Baccalaureate Exhibition

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5th Grade International Baccalaureate Exhibition Check out our latest video on the Learner Profile Attribute of "Knowledgeable" as well as a reflection and advice from our fifth graders after their 2019 Exhibition Project. Transdisciplinary theme: How We Express Ourselves- An inquiry into the local and global issues.

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Promoting Peace Through Education

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Atlanta Institute for Diplomatic Leadership

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The AIDL promotes peace through education by creating and supporting diplomacy and leadership training for high school students.

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Educator Tips and Resources - PYP Classroom

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Educators from around the world are invited to participate in #pypchat, which was created to provide PYP teachers with an opportunity to come together and share thoughts, experiences and strategies ~ to learn from and with each other.

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Find resources for history curriculum by historical era.

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Support for Smithsonian's History Explorer is provided by the Verizon Foundation

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Stem activities, science fair ideas

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Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. Here's how.

Anytime can be the right time to explore STEM (science, technology, engineering and math). Explore our favorite experiments, engineering challenges and demonstrations with these fun hands-on STEM activities! Materials are easy to find, most activities take an hour or less, and the STEM learning is limitless.

Explore Our Science Videos

DIY Mini Drone Part 2: Altitude Control Circuit

How to Make Popping Boba: The Science of Spherification

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Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. Here's how. Anytime can be the right time to explore STEM (science, technology, engineering and math). Explore our favorite experiments, engineering challenges and demonstrations with these fun hands-on STEM activities!

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Stem activities

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Your Learning Connection - Seacoast Science Center

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We're here for you! Even though we are not open daily quite yet, we're still here to connect you to the inspirational powers of nature and engage you in learning.

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lessons/videos/teacher guide on topics related to climate change, sustainability, protecting land, and building healthy cities (scroll near bottom of page for breakdown by age)

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Youth Engagement

Nature Lab is The Nature Conservancy's youth curriculum platform.

Connect With Nature Middle school children birdwatch and learn about the species of birds during the First State National Park's Bioblitz outside Wilmington, Delaware. On May 20 and 21, 2016, the Nature Conservancy and the National Parks Service partnered with National Geographic to execute the First State National Park's first Bioblitz. Over the course of the two-day event, over 800 observations were recording and more than 300 species were identified. More than 30 volunteers, 200 middle and high school students, and 100 community members participated in nature walks, species inventories and educational science experiments. © Devan King/TNC

Nature is the fantastic factory that makes the building blocks of all our lives-food, drinking water, the stuff we own and the air we breathe. That's why The Nature Conservancy and its 1000+ scientists have created Nature Lab: to help students learn the science behind how nature works for us and how we can help keep it running strong.

Wildfires: Impact of Climate Change

The impacts of climate change can be seen in ecosystems in many ways. Some effects can be minor, and some can be more detrimental to the overall health of the ecosystem. Since ecosystems can manage changes well for a certain amount of time, changes can often be seen through long term research. Explore how wildfires leave a measurable impact on an ecosystem.

Ocean Heroes: Coastal Frontline Communities and Climate Justice

The health of the oceans is suffering, and this has affected some of us more than others. Coastal communities, and those who are less-advantaged because they have less access to resources and face increased societal oppression, are more at risk from rising sea levels and storms. But there's some amazing groups working around the world to make change.

Nature Lab at Home!

Grades 3-8 | Use our week-long thematic family guides to lead at-home enrichment activities! With videos and learning activities, including a weekly hands-on project to get outside safely, kids can explore nature right in their community. Download individual weekly guides below.

Planeta Bala

Discover Nature Lab content in Spanish, including virtual field trips, teaching guides, and a new series created with Nickelodeon, Planeta Bala. || Descubre más recursos diseñados para jóvenes en español, incluyendo guías para maestros, vídeos educativos, y una nueva serie, Planeta Bala.

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Nature Lab is our hub for youth curriculum that gives teachers, students and families customizable, interactive lesson plans to explore and understand nature.

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Stem activities K-12

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We Engage Students In NASA's Mission

K-12 students can dig deeper into STEM topics and experience the thrill of exploration and discovery.

NASA makes vital investments in a diverse portfolio of learning opportunities and activities designed to reach as many U.S. students as possible - from kindergarten through graduate school. NASA seeks to build the next generation STEM workforce and broaden student participation to increase diversity, equity and inclusion in STEM fields.

For Kids and Students

We Inspire An Interest In STEM

NASA offers a wide array of unique experiences designed to engage K-12 students nationwide in the agency's missions, people, and resources.

Educators are a significant part of students' lives and play a key role in connecting NASA to the Artemis Generation. NASA STEM fully supports formal educators in classrooms and informal educators in museums, science centers, afterschool programs, and similar organizations, all of whom bring the excitement of the agency's missions to students.

For Educators

Colleges, Universities, Technical and Vocational Institutions

NASA leverages its unique missions and programs to enhance and increase the capability, diversity, and size of the nation's future STEM workforce.

NASA has a portfolio of activities and opportunities dedicated to attracting, engaging and educating students in all institutional categories and levels across the nation. These range from internships and fellowships, research and development opportunities, challenges and competitions, pre-college and college STEM experiences, virtual learning, faculty support, as well as institutional support.

For Colleges and Universities

Latest STEM News and Features

get social with nasa stem engagement

Discover More STEM Topics From NASA

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We're launching learning to new heights with STEM resources that connect educators, students, parents and caregivers to the inspiring work at NASA. Find your place in space!

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Poem a day, primary source sets, lesson plans, American history, science facts...

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The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.

Blog: Teaching with the Library of Congress
All Posts

Blog: Minerva's Kaleidoscope: Resources for Kids and Families
All Posts

For Teachers

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Education Resources from the Library of Congress | Library of Congress

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The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.

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grades 2-9

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Hour of Code

This year, we're taking Hour of Code to new heights by offering coding opportunities that encompass both artificial intelligence (AI) and non-AI components.

Want to keep learning? Go beyond an hour

Teachers: Host an hour or read the How-To Guide

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Use computer science to explore and learn about AI!

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Art lessons to accompany any grade level or subject

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Resources to accompany lessons: black line maps, interactive maps, videos, articles, infographics, etc (all grades, range in subject areas)

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Act now! For Giving Tuesday, your gift to the National Geographic Society will be matched dollar-for-dollar. Make your tax-deductible contribution today and make TRIPLE the impact for Explorers working to preserve threatened species around the world.

Donate today!

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Education Resources | National Geographic Society

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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Humanities lesson plans and teacher guides; Art/Culture, History/Social Studies, Literature/Lang Arts

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How does popular culture engage history? In this lesson plan, students will examine The Searchers, one of the most widely acclaimed Western movies of all time, to explore interpretations of race, gender, and family-both in the time period depicted by the film and the time period in which the film was produced.

This lesson plan uses A. A. Lamb's painting Emancipation Proclamation and resources from BlackPast to explore the successes and shortcomings of the Emancipation Proclamation and the Reconstruction amendments, as well as the roles played by Black people in securing their own freedom.

Use Aaron Douglas's mural Into Bondage to introduce the stories of famous Harlem Renaissance figures, including Langston Hughes, and to explore the history and importance of Juneteenth, a holiday celebrating the end of Black enslavement in the United States.

Kerry James Marshall's painting Voyager, depicting two partially obscured Black figures standing aboard a ship, refers to an actual ship, Wanderer, which was among the last slave ships in the United States, illegally transporting more than 400 individuals from West Africa to Georgia in 1858-even though the importation of enslaved people had been banned in 1808. Use the painting as an entry point to discuss the Transatlantic slave trade and introduce students to the NEH-funded database Slave Voyages project.

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How does popular culture engage history? In this lesson plan, students will examine The Searchers, one of the most widely acclaimed Western movies of all time, to explore interpretations of race, gender, and family-both in the time period depicted by the film and the time period in which the film was produced.

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All subjects, all grades (Stem and Health included)

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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History lessons, assessments (US History, World History, Civics)

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We're committed to providing educators accessible, high-quality teaching tools. That's why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

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Demos, labs, HW, questions...in a variety of science areas

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Total of 36 videos on YouTube on various topics

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Back

Virtual Learning Experiences: All - YouTube

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Share your videos with friends, family, and the world

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"Everything begins with an idea." - Earl Nightingale
When I started on my Project-Based Learning journey, I always wondered what other teachers were already doing with PBL in classrooms around the country and world. I remember joining Ning sites and finding other teachers who were doing PBL, it was like a dream come true to chat and discuss and learn.

With the growth of Twitter, blogging, and conference I was able to meet educators from around the world who have inspired me to go deeper into Project-Based Learning. Their ideas were what got me started documenting projects and step-by-step practices that would enhance any PBL experience.

PBL is growing because it engages and empowers students to learn experientially and share that learning in new and unique ways that go well beyond the classroom. Yet, many teachers are asking: How do we plan and implement PBL? How do we "fit it in" our current curriculum? How do we assess it using our current grading guidelines? How do we manage this type of learning?

These are all real concerns and questions that cannot be dismissed. PBL takes time to plan, implement, manage, and assess. Then it takes time to tweak, improve, and highlight.

If you asked any teacher, administrator, parent, school board member, student, or community member to list their top goals for an academic program, you would see achievement, 21st-century competencies, equity, and motivation all at the top.
Project-based learning is shown to work in all kinds of schools, in all different grade levels, with students of varying backgrounds and abilities.
So, if this is what the research says about PBL, then why do we still have so many schools falling into the test prep trap? Why do some many teachers feel like they cannot make the jump into PBL? Why haven't we seen a nationwide movement towards PBL as a best and effective practice for all students?
It comes back to HOW to do PBL in the midst of standards and curriculum. I've put together a free workshop to show you the 5-step process to do just that.
I'm holding three workshops this week (for K-5, 6-12, and school leaders):

You can sign-up to be a part of the training right here! If you can't make the time, please sign-up so you can get the recording.

Ideas to Get You Started

I've listed 100+ PBL ideas below to help get you started on the project-based learning journey. The ideas below that are hyperlinked will send you to the project that is already developed. Those that are not yet hyperlinked are some of our ideas for future projects. I can't wait to share them out when they are finished. In the meantime, use them to get inspired and give you some ideas to start PBL with your students.

Grades K-2

5. Better Playground Project

7. Catching the Tooth Fairy Project

8. Illustrate A Short Story Project

10. Build a Snowman Project

11. The Superhero Project

13. The First National Holiday Project

14. Make Your Own Animal Project

Grades 3-5

17. Life as a Rock Project

18. Natural Disaster Project

21. Pinball Machine Project

27. Create Your Own City Project

28. Carnival Games Project

30. Analog Oregon Trail Project

Grades 6-8 ELA

33. Book to Movie Project

34. The Storyboard Project

35. Press Release Project

36. Book-In-An-Hour Project

37. The Ultimate Debate Project

38. Junk Sculpture Project

41. Live In Your Shoes Project

42. A Character on Social Media Project

43. Lit Circles Talkshow Project

Grades 6-8 Social Studies

46. Digital Voting Project

47. The Making of a U.S. President Project

49. Civil War Tour Guide Project

50. Unknown American Hero Project

51. Fallen Empire Project

55. The Honor Code Project

56. The Cultural Exchange Project

57. The Constitution Right Now Project

Grades 6-8 Science

Grades 6-8 Math

72. Curveball/Whiffleball Project

73. Rollercoaster Tycoon Project

74. Raising of Chicago Project

82. Create a Safari Project

83. The Basketball Shot Project

Grades 9-12 ELA

85. Lit Circles Reality TV Project

87. The Novel Documentary Project

88. Character Cribs Project

89. Fiction Mirrors Reality Project

90. The Bystander Project

92. Dystopian vs Utopian Project

93. 10 Laws of Power Project

Grades 9-12 Math

99. Election Data Analysis Project

101. Amazon vs Apple Data Analysis Project

103. Google vs Facebook Data Analysis Project

104. Crypto vs Regular Currency Project

106. Making Sense of Nutrition Label Project

107. Rebuilding the Pyramid Project

108. Linear vs Exponential Technology Project

109. The Moneyball Project

Grades 9-12 Science

112. Rubber Band Car Project

114. Rube Goldberg Project

115. Chemistry Mythbusters Project

116. Biology Mythbusters Project

117. Physics Mythbusters Project

118. Envi/Sci Mythbusters Project

119. The Waste Problem Project

120. DNA Barcoding Project

121. Tiny Theme Park Design Project

Grades 9-12 Social Studies

123. Become a Dictator Project

124. Time Machine Project

125. The Hamilton Project (using current language to tell a history)

126. The American Dream Project

127. The Making of a Revolution Project

129. The Role of Art Project

130. WWI Documentary Project

131. WWII Documentary Project

132. Cold War Spy Project

Next Steps
It comes back to HOW to do PBL in the midst of standards and curriculum. I've put together a free workshop to show you the 5-step process to do just that. You don't need to start from scratch, instead, you can get a jumpstart on the process.
I'm holding three workshops this week (for K-5, 6-12, and school leaders):

You can sign-up to be a part of the training right here! If you can't make the time, please sign-up so you can get the recording.
Are you ready to hit the ground running? Let's get started!

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100+ Project-Based Learning Ideas for Every Age

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This blog series was authored by our own A.J. Juliani, Head of Learning & Growth. "Everything begins with an idea." - Earl Nightingale When I started on my Project-Based Learning journey, I always wondered what other teachers were already doing with PBL in classrooms around the country and world.

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All subject areas: Project Based Learning

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All subject areas: Project Based Learning

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our expanding library of project ideas that are standards-aligned, and cover a range of grade levels and subject areas.

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by TeachThought Staff

iPad use in formal learning environments has tremendous potential. It's easy to use, provides access to tens of thousands of apps, and features an interface familiar to many students.

But when learners are using the iPad, what are they doing? What exactly?

Oftentimes the novelty of technology can mask the more important reasons for learning, and general cognitive patterns. In response, we created a kind of spectrum moving left to right from passive consumption, to more active collaboration, to original production. Each activity or task is also paired with a suggested app in bold, though other apps could fill the roles shown.

Note, some of these aren't necessarily specific to the iPad and could be accomplished on other devices (which should make them useful as ideas even if you don't use iPads in your school. The graphic at the bottom is nearly ten years old and many of the ideas are dated and/or the apps may not exist anymore, so we've updated the post with some new ideas (text before the graphic) but kept the graphic for the ideas that are still applicable today.

Ways To Use The iPad In The Classroom By Complexity

Create layered documents using Google Docs.

Use Animatic to create a simple animation for a video.

Use Luminos to learn about celestial patterns from an astronomical or geometrical perspective.

Use Keynote (or PowerPoint or Google Slides) to create a presentation.

Use Loom to capture a screencast-a pre-recording of the presentation from #4, for example.

Use Microsoft OneNote to take notes on a per class, per project, or per assignment level. Note, there are dozens of quality notetaking apps for the iPad, including Noteshelf, Goodnotes, Hypernotes, and more.

Plan a project-based learning brainstorming session-or even the project itself-use a Gantt format on Trello.

Use feedly to create a daily 'skimmable' news feed based on a specific topic, content area, etc.

Play Civilization VI to learn about historical empires, imperialism, political strategies, etc.

Play Minecraft or Minecraft for Education to create architectural designs, practice community planning, etc.

Use apps like ComiXology, Audible, Epic, Newsela, or others to find high-interest reading material for hesitant readers or new forms of reading to challenge strong readers.

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25 Ways To Use The iPad In The Classroom By Complexity [Updated]

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by TeachThought Staff iPad use in formal learning environments has tremendous potential. It's easy to use, provides access to tens of thousands of apps, and features an interface familiar to many students. But when learners are using the iPad, what are they doing? What exactly?

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English, Science, Math, Social Studies Project Based Learning Lessons

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English, Science, Math, Social Studies Project Based Learning Lessons

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Free Teaching Resources ▸ Project Based Learning Lesson Plans

These 17 outstanding free PBL resources will give you a running start on your project based learning lesson plans. They include examples, ideas, and plenty of how-to's. The projects are designed and used by teachers in the classroom. Select one of the titles below to view more detailed info and reviews from teachers about the resource.

For subject-specific listings, check out one of the following articles:

To learn more about PBL, read Ideas & Resources To Help You Kick-Start Project Based Learning.

The Best PBL Websites with Examples and Resources

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Project Based Learning Lesson Plans & Examples - 18 Resources

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Free Teaching Resources ▸ Project Based Learning Lesson Plans These 17 outstanding free PBL resources will give you a running start on your project based learning lesson plans. They include examples, ideas, and plenty of how-to's. The projects are designed and used by teachers in the classroom.

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Project Based Learning Lesson Plans & Worksheets | Lesson Planet

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Project based learning lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning.

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How Can I Support My Child as an IB Parent? | Lanterna Education

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So your child is going through the IB, what can you do to support them? In this article we share our tips for how IB parents can help out!

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The PYP is a strong curriculum framework, building knowledge, skills, attitudes and conceptual understanding, as well as encouraging students to take action and become life long learners. This learning and personal development does not stop once the school day ends. As IB PYP parents, the reinforcement and consolidation of student learning and development away from the classroom is critical and powerful. Through the Learner Profile, the PYP aims to develop the whole child, fostering positive attitudes and skill development.

The Learner Profile strives to build global citizens and life long learners, challenging us all to be the best that we can be in the home and school. As parents, using this language and terminology in the home can be a powerful way of reinforcing these ten personal attributes. Below are some ways of encouraging your child to continue their personal development using the Learner Profile.

Students who are COMMUNICATORS express their ideas by speaking, drawing and writing. They can also communicate using mathematical language and symbols. They also communicate in more than one language. They are good listeners as well. Being a good listener is an important part of communicating with others.
How can parents help to develop students who are Communicators at home?
Students who are RISK-TAKERS try new things and consider new ideas. They try to solve problems in a lot of ways. They have the bravery to tell people what they think is right.
How can parents help to develop students who are Risk-Takers at home?
Students who are PRINCIPLED have a sense of fairness and are honest with themselves and with others. They understand that sometimes there are rules and they follow them. They have an understanding of moral reasoning.

How can parents help to develop students who are Principled at home?

Involve your child in deciding on the rules for a game or activity and then ensure that they stick to the ones that have been decided upon.

Encourage your child to play games that involve teams. Discuss with your child the qualities of a team player. What sort of person would they want on their team?

When your child wins a game insist that he or she is a well-mannered winner. They might thank their opponent or shake hands with them if it's appropriate.

When playing a game, don't change the rules or let your child win. Being a gracious loser is just as important as being a good winner.

Use the learner profile language when discussing home rules.

Students who are THINKERS work to solve problems independently. They can imagine many solutions to a question or challenge. Thinkers make good decisions and can predict the outcomes of their actions. They think creatively and critically.
How can parents help to develop students who are Thinkers at home?

Encourage your child to try to think of solutions to problems independently.

Pose different real-life problems and questions to your child:

"I'm not sure how to arrange the glasses so they can all fit in the cupboard."

"I wonder how much the groceries in the cart will cost... how can we make an estimate?"

"We need enough cookies for the 25 people in your class. What kind of change should we make to our recipe?"

Ask your children questions when they are working on a problem:

An OPEN-MINDED student knows that all people are different. They listen to the points of view of others and consider many possibilities before making a decision. They celebrate the differences that make all people unique.
How can parents help to develop this Open-Minded trait at home?

Encourage your child to try new things - new foods, new games and new activities.

Expose your child to different festivals, celebrations and traditions and be sure to present them in a non-judgmental way.

Encourage your child to really listen to others when they speak.

Introduce literature about many different cultures into your home library. Be sure that it is appropriate and reflects the culture in an appropriate way.

Students who are BALANCED are healthy and are aware that eating properly and exercising is important in their lives. They understand that it is important to have a balance between the physical and mental aspects of their bodies. They spend time doing many different things. They balance work and play.
How can parents help to develop students who are well-balanced at home?

Encourage your child to participate in a wide variety of structured activities.

During less structured time, also be aware of the activities that your child is participating in. Too much time in front of the computer or television is not desirable. Generally active kids should take time for quiet reading or reflection; students who spend a lot of time drawing or reading, should be encouraged to also exercise and play.

Discuss the food groups with your child. Spend a few minutes during a mealtime deciding if what your family is eating is balanced.

Spend time as a parent or family doing many different things.

Students who are REFLECTIVE know what they are good at and what they're not. They make changes where they can. They give thoughtful consideration to their own learning and consider their personal strengths and weaknesses in a constructive manner.

How can parents help to develop students who are Reflective at home?

Spend some time reviewing their report card with them. They should have the opportunity to look at this document and consider it as well. Discuss it with them and truly consider their thoughts on their strengths and areas for improvement.

Consider the goals that your child could set for the next term. Make a list not only of the goals, but of specific actions that can be taken to achieve these goals. You might want to list action that your child will take independently as well as action parents will take to support them. For example, if one of the goals your child sets for herself is to improve her writing, her action might be to keep a journal and write in it for at least 10 minutes each night. As a parent, you might decide that the two of you will participate in shared writing, for 30 minutes each week and produce a book of narratives together.

Consider non-academic strengths and areas for improvement. Set goals and create an action list.

Students who are CARING want people around them to be happy and are sensitive to their needs. They think about the world and work to take care of their community and the environment. They remember to treat others how they themselves would like to be treated.
How can parents help to develop students who are Caring at home?
Students who are INQUIRERS are curious about the world. They can conduct research independently. They love learning and discovering new things and will carry this love of learning with them throughout life.
How can parents help to develop students who are Inquirers at home?

Encourage areas of your child's interest by visiting the library to borrow books that explore these topics.

Develop an understanding of the Internet. Work with your son or daughter when the Internet is being used and try to instill the understanding that some Internet sites are not reputable.

Model being an inquirer. Admit when you don't know the answer to a problem or a question and seek out answers in front of your child.

Students who are KNOWLEDGEABLE have explored relevant and significant concepts and can remember what they have learned. They can draw on this knowledge and apply it in new situations.
How can parents help to develop students who are Knowledgeable at home?

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The PYP is a strong curriculum framework, building knowledge, skills, attitudes and conceptual understanding, as well as encouraging students to take action and become life long learners. This learning and personal development does not stop once the school day ends. As IB PYP parents, the

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Certain units of inquiry are ubiquitous across school POIs. These units, tried and tested, have deep connections to the transdisciplinary theme and are relevant across cultures and contexts. At Toddle, we believe in the power of sharing ideas and best practices. Join us as we deep dive into the units we all know and love and explore strategies for effectively thinking about and planning these units.

In this Idea Bank, we will explore a Where We Are in Place and Time- Civilizations unit.

Civilization can be linked with the IB mission statement and its focus on international mindedness. A focus on ancient civilization helps students make connections to the past, understand the economic and political commonalities and differences among cultures, thereby building a global perspective. Created by Maggie Hos-McGrane, this idea bank is sure to become your go-to partner in planning a unit on civilizations.

Use this resource to:

Unpack the embedded concepts

Design central ideas around related concepts

Identify resources you can use in your classroom to bring this unit to life!

Liked this resource? Explore our unit of inquiry idea bank on migrations here.

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

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Disclaimer - The ideas presented in this resource have been developed independently from and are not endorsed by the International Baccalaureate (IB).

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Civilizations - A Unit of Inquiry | PYP learning and teaching

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Certain units of inquiry are ubiquitous across school POIs. These units, tried and tested, have deep connections to the transdisciplinary theme and are relevant across cultures and contexts. At Toddle, we believe in the power of sharing ideas and best practices.

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Like most things in the PYP, the process is more important than the product. The process of co-creating central ideas empowers teaching teams, aligns thinking behind the goals of a unit, and sets the stage for authentic learning transfer across disciplines. We love helping teams bring their ideas to life, so we designed a clear and simple 5 step process for unpacking a unit and designing conceptual, transdisciplinary central ideas! Written by Cindy Blackburn, this ebook provides a step-by-step process any team can use to dive deeper into their unit concepts and facilitate meaningful discussions about a unit of inquiry.

You'll learn:

The role of central ideas in the PYP

How to use the transdisciplinary theme to identify big ideas and concepts you will address in your unit

How to root your unit understandings within your subject-specific curriculum

How to identify connections and concepts that empower transdisciplinary transfer

How to evaluate and modify a central idea

Liked the resource? Explore our 'Visual Guide to the PYP' here.

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

Disclaimer - The ideas presented in this resource have been developed independently from and are not endorsed by the International Baccalaureate (IB).

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Crafting Central Ideas: A 5-step Collaborative Process for PYP Teams - Toddle Learn

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Like most things in the PYP, the process is more important than the product. The process of co-creating central ideas empowers teaching teams, aligns thinking behind the goals of a unit, and sets the stage for authentic learning transfer across disciplines. We love helping teams bring their ideas to life, so we designed a clear [...]

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downloadable activity

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Download challenge cards!

The IB Approaches to Learning are 5 interrelated skills aimed to support children of all ages to become self-regulated learners who know how to ask meaningful questions, set effective goals, and pursue their aspirations with the determination to achieve them. We can foster and support the development of these skills by providing opportunities through authentic learning experiences. With this lens, we created challenges that can be used in school and at home, for children to build Approaches to Learning skills by exploring diverse domains.

In this collection, children explore everything from space to morse code and mindfulness to music, from storytelling to machines and yoga to journalism - we've got opportunities for everything!

You'll learn:

5 thinking skills challenges that give learners the opportunity to generate, analyse and evaluate ideas, consider new perspectives, and flex their metacognitive skills.

5 research skills challenges that encourage children to formulate and plan, gather data, synthesize and interpret, and apply technology.

5 social skills challenges for students to focus on collaborating, using self-control, managing setbacks and becoming more empathetic.

5 self-management skills challenges that provide learners with opportunities to set goals, use time effectively, demonstrate persistence, and practice positive thinking.

Liked the resource? Explore our 'Trailblazer Learner Profile Poster for PYP' here.

Co-founder and Head of Learning, Toddle

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

Disclaimer - The ideas presented in this resource have been developed independently from and are not endorsed by the International Baccalaureate (IB).

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IB Approaches to Learning Challenges - Toddle Learn

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Download challenge cards! The IB Approaches to Learning are 5 interrelated skills aimed to support children of all ages to become self-regulated learners who know how to ask meaningful questions, set effective goals, and pursue their aspirations with the determination to achieve them.

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Vygotsky's saying, "Through others we become ourselves", speaks to the importance of exemplifying and understanding diverse role models. The IB Learner Profile represents 10 attributes that can help individuals and groups become responsible members of local, national, and global communities. So we thought - what better way to make the learner profile attributes come alive for our students than through trailblazing community members that have made a significant impact on our world!

Our Learner Profile Posters showcase stories of role models who have taken action to bring about positive change. They celebrate the IB mission statement in action and provide classroom communities with tangible ideas for valuing, appreciating, reflecting, and building a shared language around the learner profile.

Classroom Strategies:

Ask students to identify and reason how each trailblazer embodied the evident Approaches to Learning. Eg: "Galileo changed scientific thinking through astronomical exploration shows that he had great critical thinking skills".

Encourage students to think about how they are demonstrating two connected attributes. For example, Maria Montessori is Knowledgeably Open-minded.

Use the posters as a tool for reflecting on local, national, and global challenges that we face in the world.

Use these posters within school-wide initiatives such as newsletters, school websites, and displays to develop a shared language across the school.

Make visible opportunities for students to put the learner profile into action through discussions, debates, displays, and more.

Build opportunities for students to interact with the posters and to add elements to it through post-it notes, drawings, and more.

Share the posters with parents as a means to develop an understanding of the Learner Profile Attributes.

Co-founder and Head of Learning, Toddle

Toddle your all-in-one collaboration platform for the IB PYP & MYP

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

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Trailblazer Learner Profile Posters - Toddle Learn

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Vygotsky's saying, "Through others we become ourselves", speaks to the importance of exemplifying and understanding diverse role models. The IB Learner Profile represents 10 attributes that can help individuals and groups become responsible members of local, national, and global communities.

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40 Creative Writing Prompts to Foster the IB Learner Profile

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Engage and inspire every child to be a writer with these creative, open-ended prompts and foster the IB learner profile attributes in your PYP classroom.

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The Scholastic Kids and Family Reading Report indicates that 83% of students aged 6 - 17 love being read to, and yet less than 1 in 5 parents of children aged 9 - 11 read to them.

Even though upper primary students are often confident and competent readers, it's still important for teachers to read aloud to them frequently. This is a great time to choose books that will provide thought-provoking discussions around learner profile attributes, while also focussing on international-mindedness.

Students in Upper Primary question their values as they mature. Books provide a safe and inclusive space to have discussions about larger issues while maintaining an air of comfort for the students. In the current reality of the COVID-19 pandemic, it becomes a great time to encourage our upper primary students to think of their larger role as international citizens and books become a great way of encouraging these connections.

My approach while creating this booklist

This booklist consists of both classic and new-age children's literature. While making this list, I made sure to look for books that tied back to concepts addressed in many schools' programmes of inquiry - such as peace and conflict, and environmental sustainability.

There are books about migration, refugees and dealing with culture shock as well as books that present coming of age stories that deal with dilemmas around values and friendships. In addition to genres introduced in the earlier book lists, I've added several fantasy books and historical fiction, as well as a graphic novel.

In addition to fiction, there is also a sharp focus on non-fiction genres like memoirs, biography and books that are based on true stories. They give students a chance to explore difficult emotions and can help them accept their feelings and that of others. It will also aid them in opening and openly communicating their emotions.

Many of the books in this list have been translated into different languages - making them accessible to our EAL students.

Classroom strategies

Author Michael Rosen advocates that teachers should continue to read to their students well into their teens. When doing read alouds with older primary children, I often make the sessions interactive especially when the books are heavy with dialogue. I narrate the story and have various members of the class read the speeches of the characters in the story. This makes it an immersive and engaging experience for students. When students read aloud, they develop their speaking skills. This is important because the way we speak is very different from the way we write.

In order to write continuous prose we need to be immersed in it, and the best way to do that is to hear it read out loud. If the text is challenging, reading aloud helps students by allowing their short-term memory to focus on comprehension. I find that book groups are very effective, students can read a book in small groups in their class. Sometimes this is guided reading, where students are put in groups according to their reading levels, and other times it is more interest-based such as an online book club.

I've also worked with teachers who got involved in the Global Read Aloud where teachers chose a book to read with students during a 6-week period. They later connected with other classes to discuss it virtually.

Another great strategy I've used is to have older primary students buddy up with a class of younger students to read books to them. If the focus is on the learner profile books, the older children should be familiar with the attributes and should talk to the younger students about how they associate themselves with the attributes.

Strategies to use these books effectively

To make reading inclusive for all learners, consider using audio books. These help second-language learners and struggling readers access literature and enjoy books. Studies show that combining print and audio increases recall by 40{b482ff6312a5e4c64c7b19e5ec8c048c278b81cb06d01af0581af7e530919f96} over print alone.

Encourage metacognition and have students come up with questions before and after reading to increase their comprehension.

Graphic organisers may act as useful tools to help students process information visually and spatially. While reading, you can also ask students to jot down anything they don't understand or want to discuss later on a sticky note.

To ensure that students are applying the Learner Profile Attributes lens while reading, let them be inspired by the work of community trailblazers who embody the attributes. You can use these Learner Profile Trailblazer posters to spark student interest. Let them discuss what it might mean to live the attributes before they start reading.

If you're teaching remotely

With careful planning, you should be able to mimic much of what you do in the classroom, for remote learning too. Encouraging metacognition by asking questions before and after reading, can be executed easily through remote learning too. For example, on Toddle -

Share the book you will be reading with the class a few days ahead of beginning the exercise. You could also share a schedule for when each chapter will be read so students are prepared for the learning.

This schedule could go out with a few thinking questions as provocation before the reading begins.

Vary how students will read- You could read a few chapters using Toddle's audio recording functionality. Students could partner with each other to read or even read independently.

Throughout the reading exercises, encourage metacognition and comprehension by using Toddle's classroom discussion feature to ask questions and allow students to discuss their thoughts on questions with each other.

You can also give students thinking prompts to answer after they've read the book. Students can write their reflection on Toddle and share it on their portfolio.

Reading is a skill that our students will take with them all through their lives. By actively picking works of fiction and non-fiction, like those suggested in this list, we could instill the IB Learner Profile Attributes in our students, fostering international mindedness.

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Learner Profile Booklist - Upper Primary Collection - Toddle Learn

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The Scholastic Kids and Family Reading Report indicates that 83% of students aged 6 - 17 love being read to, and yet less than 1 in 5 parents of children aged 9 - 11 read to them. Even though upper primary students are often confident and competent readers, it's still important for teachers to read aloud to them frequently.

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Learner Profile Booklist - Lower Primary Collection - Toddle Learn

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Even as students at this age are growing in confidence by reading to themselves, studies have shown that reading aloud is the single most important activity that adults can do to ensure students' literacy and reading success.

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