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How is my understanding of PYP principles and practices in the early years evolving?
I used to think PYP is a different and difficult curriculum and I felt lost sometimes when I combined and transitioned from the current curriculum I am using. Now I found a great explanation from my workshop facilitator Tantri saying PYP is a framework that I can apply in any curriculum based on my teaching and learning requirements, which is an effective combination and meaningful "marriage" between local and global contexts.
In this module, I learned the goal of PYP/IB like what the students will look like after their learning experience. I can find answers in the IB Learner Profile. The attributes might look different for our young learners that's why as a teacher, I should always ask myself, am I supporting or providing agency for my students to show their attributes? What attributes they are showing and building in a learning activity? How can I help them to have a better understanding of these attributes? I hope I will find my answers to these in the workshop.

In what ways can I apply learning from this workshop in my own learning and teaching?
Reflection - It will be helpful if I can enjoy and make good use of reflection like writing a learning journal for each module, to track the procedure of learning, and also write down and catch some burning questions while reading and working on the engagements. I did practice my reflection skill a lot through this workshop. I also like reflecting with my students by displaying photos in the classroom where they can easily see them. My working partner made a floor book which I think it's creative and the kids can regularly review and reflect on it during centre time.
Connection - When I go through engagements done by other participants in the group, I was inspired a lot by them and learned how to make connections by using the "I see, I think and I wonder" mode. It also reminds me I should encourage my students to make connections with their peers and surroundings in this way.
Collaboration - It's an essential part of international mindedness and becoming a confident communicator. I like to work together with my partners and students because I enjoy the procedure of being together to achieve our goals. I would like to show a good example for them to know more about teamwork by creating more chances for them to explore and solve problems.

How is agency supported and nurtured through this workshop?

Agency - The power to take meaningful and international action, and acknowledges the rights and responsibilities of the individual, supporting voice, choice, and ownership for everyone in the learning community. (From IBO)

According to the definition of Agency above, I can find my voice, make my choice, and work on building my ownership through this workshop.
Voice - I can express my opinions and speak freely in the forum.
Choice - I can choose the engagement in which I am interested and comment on others flexibly.
Ownership - I can rephrase and recreate the language based on my understanding.

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Module 2 Transdisciplinarity and conceptual learning

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Module 2 Transdisciplinarity and conceptual learning

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What are you learning about the key elements of the PYP framework that promote transdisciplinary learning and teaching in the early years?
The ATL skills literally open my view and show me a reasonable organization of students skills which we can focus on and apply in our teaching. For our young learners, I think the social skills, communication skills and thinking skills will be my first choice when I plan my learning activities.

How are you applying your learning about transdisciplinarity in your school?
I will deepen the cooperation with my co-teaching partner, our school curriculum coordination and also the specialist to plan together and learn from each other to promote my teaching practice.

How are you using concepts to help students make meanings and connections in their learning?
I just started to know about the key concepts and related concepts we should consider when I am planning in PYP planner. I should have more reading and brainstorm with my team to figure out the ways to help students make meanings and connections in their learning.

How are the ATL developing students’ skills to think, research, communicate, socialize and manage themselves effectively?
All of the skills should apply in real learning interaction with students. As a teacher, I should provide interest and inquiry based learning activities and also provide the reflection chances for them to make learning visible.

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Module 3 Action, Inquiry and Collaboration

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Module 3 Action, Inquiry and Collaboration

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How are you using inquiry as a pedagogical approach that encourages early learners to be responsible for, and actively involved, in their own learning?
I mainly use the inquiry cycle to document our learning and post it on the wall in the classroom. The kids can see their procedure everyday and whenever they look at it, they were so happy and proud to say “That’s me!”
How are you promoting agency by encouraging student voice and choice?
I am planning uninterrupted time for play, offering many opportunities for exploration and expression, building strong relationships with children and their families, creating and maintaining interactive learning spaces for play to promote agency.
How are you encouraging your students to take action in response to their learning?
I am working with the parents to let them know our learning and encouraging them to catch some daily “action” moment of their kids. With this, I can have further discussion and communication with the kids.
What new ideas could you bring to the collaborative planning process at your school?
I would like to use the compassion points model to reveal during our collaborative planning process to look for more new ideas from my colleagues.

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List which of the PYP teacher capabilities you have selected.

Consider what success in these areas might look like, and what approaches you could use to continue learning post-workshop

Consider what evidence would demonstrate your growth as a PYP educator.