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The pyp program is like a tree. The tree is growing to an IB goal. Everything in the soil and the tree is essential to reach the goal.
I also added family( collaboration) and well-being ( inclusion, LS) as I think it is important.

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IB Agency Provocation and Reflection (1)

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Beige Modern Fatigue Symptoms Infographic Graph

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I chose a puzzle of the world because it represents the action of building community through transdisciplinary axes, the means of transport represent the different forms of inquiry and approach to different learning, the related concepts refer to the habitat and each culture refers to the learning profile.

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Blue White Modern Best Holiday Travel Destination Facebook Post

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The World's Your Oyster!

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I find that the inquiry circle best summarizes how learning takes place within the PYP. Teachers support student agency and empower students to be curious, ask questions and think critically. They are encouraged to take action, explore and do their own research through play, to reflect on their experience and conclusions and communicate these new-found insights with others. By doing so, they are able to not only gather knowledge, but also to understand it and connect it to the outside world.

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I have an overwhelming feeling that everything I've learned over the past few days is super applicable - but I can't do it all at once. Coming from a different pedagogical background - I still feel like there is a place for direct instruction, and it's about finding a balance in Stand Alone Units (math, literacy) where that approach may still apply.  It was a lot to take in, and it seems heavy to me. It's a lot to take on board.
I understand that the PYP and Inquiry style teaching is student centered, gives a lot of agency and teachers respond to student questions and wonderings in their planning.

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Transdiscipl. Theme: Who we are.

Central Idea: Leaning to cope with own "Bag of worries" may help avoiding stress in everyday life.

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Transdisciplinary theme: Sharing the planet
Central idea: Living together and sharing space with other species

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https://docs.google.com/document/d/1Zoyaw_zGIUSEw-U4cbQ-_A7f_wqpdFlxSoxaT5p6L18/edit?usp=sharing

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I like to imagine the PYP as a puzzle/games (Transdisciplinary) parlor.

In this parlor, the walls are shelved full of both well-loved, and unopened, puzzles (units of inquiry). The learner has the agency to choose which puzzle they want to work on next.

Some are short and sweet. Some of the puzzles are massive! 1000's pieces. They may complete most of it this time around, or maybe only some of it... but it is always there to pull down and reference.

There are provocations to inspire and maps to follow if need be. Each room has puzzle guides nearby to offer advice and steer the direction, but ultimately it is up to the students to demonstrate the best practices. There are trays for sorting, and tables designed for collaboration, as well as tables designed for smaller approaches.

Some students discover that sorting by color is the best approach for them. Others, prefer finding the edges first or referring to the map on the box. There is no one correct way. What is important is that the student discovers, chooses, and applies what works best for them.

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I took the example that was given and tried to apply this to another picture.
Danielle Overweg.

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CI: Approaches to a foreign language culture can dispel language and idiosyncratic barriers.

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Transdiciplinary Theme:
Who We Are:

Central Idea:

Healthy habits can keep the body and mind strong . or

How can the human body and mind become strong?

Concept:

Causation

Related Concepts:

Math- Whole Numbers, Sequencing

PE- Strength, Movement, Agility

Beliefs and values

Identity

Change

Balance

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Interdisciplinary Theme - How the World Works

Central Idea - Obstacles may prevent communication between different cultures

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I thought of having a pentagon in the centre from which the essential elements of PYP radiate. I embedded it in a picture of the earth and some of its creatures.

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Transdisciplinary theme:
1. Sharing the planet
2. How we organise ourselves
3. How the world works

Central idea:
1. Material matters
2. Our personal choices my have an impact on our environment /SDG: 15
3. Forces and motion affect the world around us / SDG: 6

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The soil is the transdisciplinary theme.
The trunk is the central idea. Lines of Inquiry are the branches of the central idea. Leaves are the ATLs that keep the tree alive. Fruit is what we reap (learner profile). The water that feeds the tree is the teacher's question. The tree leans towards the sun (the student questions), reflecting that student questions should drive the learning. Lastly, the oxygen (student action) brings it to life. Credit to Laura, my art teacher, for bringing it to life.

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* Picture is a screenshot from a video recorded live a few weeks ago

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Central idea: (How we express ourselves). An artist's choices influence meaning.

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Pre-assessment Provocation: See, Think, Wonder

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Inquiry -  The whole picture represents inquiry. It is a cycle that is non linear and has an abundance of choice. Students can look around and explore the various questions and pathways that their inquiry will take them.

Lines of Inquiry - The stairs/paths going up and down represent lines of inquiry. They guide and direct inquiry and students use them to find and explore more.

Transdisciplinary Theme - The 6 major components of this picture are the trees, buildings, stairs, sky, road, and bridge. These six features of the picture represent the six transdisciplinary themes that students can think of on their inquiry journey.

Related Concepts - The related concepts are the different types of people you meet on your inquiry journey and what they represent

Action - The 5 sense of taste, sound, touch, smell, and sight act as the 5 components of action (social entreprenuership, advocacy, lifestyle choices, participation, social justice)

Agency - Phone directions represent agency as it allows the student voice, choice and ownership of where they want to go by using navigational services

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Unit: Where we are in the place and time
Central idea: Environment may create the way we live.

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Transdisciplinary theme:
Where we are in place and time.

Central Idea:
The journeys can help to discover and understand the world.

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"How The World Works" - Transdisciplinary Theme
Simple machines demonstrate forces and contribute to solve problems

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Alicia Giblett Provocation - walk for water

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Alicia Giblett Provocation - walk for water

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Trans. Theme - Who We Are
"Changemakers, heroes and rebels emerge when humans defend rights."
The unit began with a provocation called "Privilege Walk",  the students have discussed and ordered basic human needs (top right in the picture),  we are reading "A Long Walk to Water" and making connections to our Unit.
This provocation would be the students gathering pictures of how people in our school community access water for different purposes.   Perhaps also counting the number of hand washing stations, clean drinking water taps, bathroom sinks etc.

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Transdisciplinary theme: How we express ourselves
Central idea: Creativity can be expressed in many different ways
Provocation: Present art work, books, musical instruments etc and discuss the different ways in which we can convey the same idea or feeling

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Transdisciplinary theme - How the world works
Central idea - Living near industrial areas can cause long term health problems.

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HOW THE WORLD WORKS
Transdisciplinary Theme: An inquiry into the interaction between the natural world (physical and biological) and human societies;
Central Idea: Natural processes and geological events can shape the earth’s surface and may impact living things.

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Transdisciplinary Theme - How the world works
Central idea - Earth materials can be sorted and transformed.
Provocation - A learning walk to observe different earth materials and how they can be used/transformed in our environment.

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TDL unit theme: Who We Are-Body Systems
Central idea:The human body can be manipulated by internal and external factors.
I wasn't able to take a photo of this human body model in our school but brought a picture from the internet.  I thought of this model as a provocation of this unit because first of all it is a good visual to represent the unit, which engages and triggers students' interest to the learning.

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Transdisciplinary Theme: Sharing the Planet
Central Idea: Sharing finite resources requires responsibility.

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How We Organize Ourselves

Central Idea: The journey of food involves many people and processes.

Line of Inquiry: How food ends up on our table.

Danielle Overweg

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Provocation- Find evidence of communication.

Transdisciplinary theme- How we organize ourselves.

Central Idea- Communication enhances the function of a community.

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Central Idea: The survival of living things depends on the sustainable use of resources.

Transdisciplinary theme: Sharing the planet

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My Provocation goes with a Y3 unit of inquiry: children bring a shell to school. Some shells are available in class if they don't have one at home. They can also post pics of shells on Seesaw/Google classroom

Transdisciplinary theme: Sharing the planet
Central idea: We coexist with many invertebrates who have unique characteristics

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-Transdisciplinary theme: How the world works
-Central idea: Patterns can be found in nature

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1. Go on an inquiry walk within your area.

2. Take a picture of a provocation that you can use for a unit of inquiry.

3. Post the picture here & identify the transdisciplinary theme & central idea that we can connect it with.

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Download this PPT for our asynchronous session.

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Download this PPT for our asynchronous session.

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Post here your work showing understanding of the PYP.

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Post here your work showing understanding of the PYP.

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Collaborative planning process for learning and teaching.pdf

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Sample Verbs for Levels 2 and 3 - Lynn Erickson

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3. Split screen technique, we do not assess ATL, SDG can help to promote student-initiated action.

2. I will read "the Learner." I would like to know more about key concepts and how to choose the right ones.

1. Keep on going

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3- The most effective termnology that I have learnt today is that "Agency". It was great that I know how to implement strategies related to this term.

4. The question that I still have is how to use all themes of interdisciplinary to be well aligned with the unit of inquiry

5- I suggest to have a complete practicing and exampls on planning unit of inquiry

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3- split screen teaching, action can be individually or collectively and it doesn't have to be big, UN sustainable goals
2- be intentional with developing thinking skills. My question is a personal reflection, How can I weave the sub-skills of social and self-managing into our lines of inquiry for our communication project?
1- It would be nice to have time to implement some of the learning into our own units of inquiry. Today it would have been nice to do the split screen independently so everyone could walk away with something they could use on Monday.

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3 - It has been a very enriching day with all that I learnt about split screen teaching, action and the inquiry cycle. By Monday, hopefully i will be a revamped Michealle2.0
2. I have so far seen actions taking place in the class and with parents informing me about the changes in the children. i will henceforth plan it in the unit of inquiry and record it in the planner. The concept was certainly a wow moment as I never knew what to fill in the planner.
3. As I'm the only PYP teacher in our school along with my coordinator, I have to prepare the Programme of Inquiry. If you could forward some resources that would be helpful, it would be great.

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3 things I have learnt:
- There is a whole lot to know about IB and the more I hear the more questions come to mind...
- With IPC we had an I Wonder Wall, the IB has an Action Wall.
- How to get the students to start thinking and discuss something by showing them a simple picture of e.g. 4 things and ask Which One is Different, What Makes You Say That... A very good ATL.
2 actions that you'll do
- I would like to start using that ATL idea of the pictures more
- Our school needs new furniture and I would like our principal to see the video clip of the Glenealy School in Hong Kong. I loved the way their school was furnished.
1 Question: Where can I find the 7 concepts about something and what do I use them for/when do I use them. There is just sooooo much to use, take into consideration and include on the planning that I can't really see the trees through the forest sometimes.
Thank you. Danielle Overweg.

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3- 1.  I have learned how to incorporate the SDGs into the PYP.
2. I have learned how to develop a plan using split screen teaching to help in organizing the ATLs.
3.  I have learned that action is a service to oneself or to the people/world around us.  PALSS.

I still have questions about how to report the learning that is happening.  How do we determine/prove that growth is happening?  I will be looking at planner more closely and start writing reflections.

Suggestion for tomorrow
More time to work within grade levels for break out rooms.

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3 - Things I learned
- Split Screen Teaching is an effective and "easy" way to consistently and explicitly bring ATLs and LPs into everyday learning.
- Agency = Voice, Choice. Agency in the Learning Space Design can increase student engagement in the learning process.
- 2 Different Inquiry Models - Murdoch and 5 Es , school are aloud to choose or create their own models. Not IB dictated.

2.
Action - I will be rethinking my room layout and engaging the kids to have more agency in it's re-redesign
Question - I believe there is a balance between completely agency / control and teacher directed or guided inquiry ... how do you find the sweet spot?

1. Tomorrow I'd like to be given a minute or two to process input (video, articles etc.) before going to break out rooms to share - I haven't been able to write down my thoughts before then and I'd like more time to process the information before having to reflect or share ideas.

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3-

I learned the all action is not visible.

I learned the practical meaning for inquiry based learning ad allowing student to explore, foster curiosity, construct things themselves, become independent thinkers and actively engage in their learning experiences.

I learned the IB is actively working on "Thinking", giving shared vocabulary to teaching across content; speaking the same language

2-

I will add an action wall to my classroom

I will rearrange my room to promote student agency.

1-

More about assessment and concept learning. Also can we roll the lunch assignment to the end of the day?

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3 -  things you’ve learnt

Split screens, ways to develop agency, & the importance of the learning environment

2 - action that you’ll do & a question that you still have

Collaborate with my students on designing our learning space.

1 - Suggestions for tomorrow’s workshop

Can we learn more about concept-driven curriculum?

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3
*Schools can choose their own UOI planners.
*Student agency comes in many forms, even participation is agency.
*How to integrate the SDGs into UOIs.
2
Action: Integrated SDGs
Question: Can I integrate SDGs in my grade level even if the school has not adopted them?
1
Suggestion: Maybe we could complete the asynchronous activity at the end of the day instead of the big gap in the middle of the day? Especially as we all use different planners in our own school context.

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1. Applying action is very essential after learning
2. Actions can be invisible
3. Setting learning environment well encourages students' learnings

1. How are other ways we can engage students into current world issues for them to take actions?
2. What are some practices we can do in the beginning of the school year to build students' understandings in action, ATLs, and agency?

1. I personally really enjoy the asynchronous sessions. They help me explore different topics independently and deeply.

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3 - Split Screen Teaching
- ATL ideas e.g. self-management get prepared pictures
- Question grid - who is, who did...

2 - Review classroom agency to increase/improve agency.
- Question for my school - do they/how do they want actions to be documented/evidenced?

1 - Developing IB assessment understanding.

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3. a) split screen teaching
b) deepened the inquiry learning
c) deepened student agency and action
2. implement more visual instructions, ask more 5W1H questions
1. keep respecting the time, it is appreciated! Thanks

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3.
I have learnt more about assessment
I have learnt new strategies to teach ATLs
I have learnt about split screen and the benefits of using it.

2.
Action- redesign my classroom layout
Question- Is there a framework for    English and math (at the end of Grade 5 they should have learnt x)

1.
Maybe spend a bit more time on planners as I still unsure of how much details they should have. I also noticed there isn't a lesson sequence, is that not required for the IB?

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3: What action is , how the SDGs can be linked to the units , the 5Es

2: I will think of an action wall for my class. I will look up action walls from the links provided.

1: No suggestion, it seems there's a good variety of learning platforms

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3 things I learned
- We do not assess ATL's...students self assess
-  2 ATL's per 40 minute lesson
- Evidence vs Assessment with ATL's

Action and a Question
A: Tomorrow I will create a unit plan utilizing the IB Unit Planner Template
Q: Are central ideas and lines of inquiry the same as enduring understandings and essential questions?

Feedback
For tomorrow, I would like to see more examples of units from a specialist teacher perspective

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1. 3 things I have learned: How to identify action in the PYP; new inquiry models; Split screen teaching.
2. I will try the split screen teaching in our classroom. I would like to find other ways and strategies of documenting learning (other than SeeSaw)
3. Keep up the good work, thank you!

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3- How to make learning explicit
2- Support learning agency in my students
1- Nothing, I like how the workshop has been plan

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1. I like the examples from other schools.
2. I don't really have a question.
3. I'd like more information on assessments but I think we're doing that already.

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3 - split screen teaching, same focus on what we learn and how we learn

2 - give more time for expressing and talking over how we did learn sg.

1 - overview on the course -

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3 things I have learned: Think globally - act locally) phases of inquiry, provocation questions template (like this one with bike)

2 - Ill make some posters (got new ideas))
no questions yet

1 - no suggestions, ready to work

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3: Understood in more detail the Inquiry process, noted some good thinking strategies via the exercises on the course, learnt about the split screen approach that I will definitely apply
2: I will review my classroom environment to ensure it is working as hard as it can
1: I have been really impressed with the organisation of this course, and particularly the smooth integration of tech. Keep it up :)

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3. Today I learnt how to embed the ATL’s into unit planning. I also learnt how to set my classroom environment up so that students have a safe place to practice self management strategies. The split screen approach is a great way to allow students to clearly understand the learning intention and how they will achieve it. I also learnt that it is important for teachers to monitor collaborative learning, in order to direct learning goals for the following days. During our last breakout room, we talked about how actions can be very small and still very impactful.

2. I am going to clearly label my classroom and use visuals to show students what they need for that session of learning. I would like to know more ways that students can reflect on their learning of ATL’s, or some general reflection tools in general.

1.  I have been introducing the key concepts as we move through a unit of inquiry so that it comes up authentically. Is this a good idea or should all concepts be displayed in the room for students to see from the start of the school year?

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3. split screen approach, using the planner, 6 W's and 1 H, the ATL doc was great too

2. I would like to apply the split screen approach and work out a planner for upcoming units. A question which I have is how to link the unit idea/bigger idea to the planner.

1. How to explicitly connect concepts to lessons

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Click this link to access resources about SDGs

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Click this link to access resources about SDGs

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Having only a loose plan and relying on students to determine the course in which learning will take place improves the quality of the whole process. Supporting student agency and giving students ownership of the learning process has a big effect on teachers learning and reflection as well.

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I created a room where students can move around freely. They are able to choose where they would like to work based on their learning styles and the task they are doing. Students are able to access all available resources themselves and as they need. Areas are clearly labeled to create a sense of self management. The classroom has some colour, rugs, lamps, and plants to create a sense of curiosity. When students enter the room, calm music is playing and their learning intentions and daily schedule is clearly visible. There are places where students can work on their own or within a group. The classroom also has fidgets for students who require something to play with when focusing during learning.

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It is easy to embrace change in name only, but much more challenging in practice. That being said, we should be striving towards true, principled agency that the entire community has a say in.