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Rethinking and redefining teacher roles in the learning and teaching environment

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That home language is viewed and used as an asset and must be used in the classroom.

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Greater ownership/accessibility/
creativity/personalisation of the students learning.

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Encourages a greater involvement of the student within their own inquiry

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The greater fluidity of the the Exhibition, will allow for letting it run over a longer period. ie. Introducing it earlier in the year and then doing the main body of the research at a later date. This flexibility may allow for the learning to grow over time.

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This is a standard requirement of todays learning environments and should put the onus on both the school and ALL members of teaching staff to help facilitate this.

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Opens the door for a more multi-cultural learning environment. As opposed to a mono-cultural one.

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"Schools will have the option to design their own planner, providing they follow the new
collaborative planning process,.." or  "use the newly designed PYP
planning template customized for early learners, year level and subject specialist teachers"

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Integration of international-mindedness through action, agency, language, the learner profile into our UOIs.

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To continue to stress and work/encourage  mother tongue and help with inclusion and well-being to make a safe and trusting environment.

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Let's explore new ways to bring students' home language into our units of inquiry.

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Does this mean that our report card will look different if we no longer need to report on the attributes? Do we need this section in the portfolio still?

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Review the length of each unit. Are we happy with the plan?

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Are agency and action the same thing?

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Continue to integrate multiple subject areas into each unit of inquiry

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If Early Years is considered years 3-6, should Grade 1 be included in this? Should we also only have 4 units)

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Find ways to integrate this concept throughout each unit rather than a stand alone. Maybe we are already doing this as reflection is a key part of our lessons?

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The program enhancements seems to stress more importance on integration of language learning.

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There might be more opportunity for Danish focus in the homeroom, especially for the Danish A students with an emphasis on more multilingualism.

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All units must collaborate with at least one single subject teacher.  This would not change the Danish connections, as we still collaborate  with a minimum one until or more per grade.  For grade one the focus will have to be on WHO WE ARE or HOW WE EXPRESS OURSELVES if the number of units is cut down to minimum of 3 or 4.

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Our responsive classroom curriculum supports this statement to provide guidance with inclusion.
There is an increased focus and guidance on inclusion and well-being to foster positive and trusting relationships, self-efficacy and agency across the school community.

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the flexibility of the unit timeframe to either be a year long unit that you can dip in and out of as appropriate, and the length of units so that you can genuinely follow children's inquiry interests for a longer/shorter time as necessary

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Flexibility examining what skills are the most relevant and then what specifically might need to be developed based on our personal class/grade level needs.

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thinking about our schedules to reduce transitions/ interruptions in the children's 'play' time

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Through the means of formative assessment I will feel supported in getting a deeper understanding of where a child was, is and how I can support them in moving forward.

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building strong relationships with students and their families to build a learning partnership. building relationships in and beyond the school community to construct learning outside of the classroom walls

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Having fewer unit and greater flexibility with how units can be played out allows opportunity to use occasions during a school ear which lent themselves to a more authentic experience, i.e. with our year long celebrations unit we can actual use a variety of holidays to explore actual celebrations, when they are actually happening and not just through secondary resources.

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Play, agency, responsive planning (Rach C)

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Play, agency, responsive planning (Rach C)

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That play is the mode for inquiry learning and that the children have agency to respond to their learning through play/imagination & teachers can respond to the children's learning by providing various provocations and materials to play with and help construct the learning

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"Multilingualism, the use of two or more languages, will be encouraged and supported through the development of multilingual learning environments ..." - how will this look in our classroom?

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Reflection is now embedded within the programme.

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Schools build a 'school wide' assessment culture. What should this look like?

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I like this better than interdisciplinary skills.

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Play being the driving vehicle to learn and teach.

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"It  is hard to argue that we

are  teaching  the  whole  child  when  school policy dictates

that students leave their language and culture at the schoolhouse door”

.

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Reflection will be incorporated all the time, not just chosen as a focus for some units or lessons.

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Reflection will be incorporated all the time, not just chosen as a focus for some units or lessons.

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There is emphasis on how this should support emotional well-being and I can apply that to how I set up my classroom and shared spaces

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Our current change in program supports the new technology integration requirements.

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continuing to include and encourage home language use.

continuing to have inclusion as part of our program

giving students more and more opportunities to have leadership roles in class/in our school

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Larger presence of languages and cultures throughout the school (displays/ websites/ seesaw)

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Actively making sure to recognise that leadership roles/modelling of what is leadership is taught in class. It is unintentionally, but to make sure it's intentionally planned for.

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Using Reggio's philosophy of relationships, which is key when focusing on the whole child.

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The learner has more space and time to drive direction of the units and inquiry

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This will allow us to deepen the knowledge on the specific topic.

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how will this work for unit planning across the subjects?

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Translanguaging (Janica)        2 langugages in the classroom 

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Translanguaging (Janica)        2 langugages in the classroom 

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so we will be encouraging two or more languages.

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There is more emphasis on encouraging play as the primary vehicle for inquiry. This is something that we already do in Pre-K. It is good to know that the same approach is encouraged in K as well.