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PYP Nano PD - The IB teacher professional 

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PYP Nano PD - The IB teacher professional 

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Reflection sheet - https://drive.google.com/drive/folders/1n7zcpP7ExPlwQINFDa42UvunYVa_4HWd?usp=share_link

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Reflection sheet - https://drive.google.com/drive/folders/1a_F5JXSo-NrJter5it8LGmfEdqFBnrLk?usp=share_link

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1. Connect: How do we go from global issue to central idea?

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PYP Nano PD - Learning in a transdisciplinary world

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PYP Nano PD - Learning in a transdisciplinary world

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Reflection sheet - https://drive.google.com/drive/folders/1zd7526aTopnRn5TtJuUMZdtLiRs04LB9?usp=share_link

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PYP Nano PD - Inquiry happens everywhere

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PYP Nano PD - Inquiry happens everywhere

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Reflection sheet - https://drive.google.com/drive/folders/1k3wWNAS73FPqfXM0PGWkwsRxd24qXnL2?usp=share_link

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1. Connect: How and where is inquiry happening?

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PYP Nano PD - Student agency in PYP learning communities

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PYP Nano PD - Student agency in PYP learning communities

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Reflection sheet - https://docs.google.com/document/d/15n_k6D9p0HchWsUmZeBx0kaYouA1PBkyxdfvRp7ev5U/edit?usp=sharing

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Technology as a tool for effective learning in an IB PYP Classroom

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Technology as a tool for effective learning in an IB PYP Classroom

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Technology as a tool for effective learning in an IB PYP Classroom

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Join Ms. Sana Noor in a YouTube live session on the topic "Technology as a Tool for Effective Learning in an IB PYP Classroom" on April 9th at 8:00 pm IST. I...

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The IB Community Blog - The Mathematics routines that cultivate learner agency

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The IB Community Blog - The Mathematics routines that cultivate learner agency

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This article shares examples of how classroom routines could be one of the effective tools to foster learners' agency and raise their voice and choice while learning mathematics.
During the last months, the concept of "agency" has dominated the discussion between educators since it is one of new terminologies that appeared in PYP: From principles into practice. Although it is not "new" in the programme because PYP educators were aware of student-centered learning, supporting learners too have voice, choice, and ownership is a challenging journey.

Being responsible for assisting and supporting teachers to implement the Mathematics curriculum effectively and for sustaining the growth of the programme, we started to experiment with practices in mathematics that build student agency. We chose one tool for teaching Math: classroom routines.
Mathematical proficiency and routines
The National Council Teachers of Mathematics (NCTM, 2001) defines five strands that are interwoven and interdependent in the development of proficiency in mathematics: conceptual understanding, strategic competence, adaptive reasoning, productive disposition, and procedural fluency. One of the known tools or activities that help learners develop procedural fluency and conceptual understanding, as well as reasoning and problem-solving skills, is mathematics routines, where learners work together on a strategy or skill to develop specialized knowledge and language needed for conceptual understanding and applying mathematical concepts.
Dynamic Routines
Supporting learners to guide their learning required making a shift in the way routines are delivered and instructional practices that foster sense-making in Mathematics. Accordingly, I transferred the traditional routines into dynamic ones and put the needed criteria or the key elements that guide us toward planning meaningful experiences that support the learner's voice and choice.

To apply dynamic routines, teachers create a safe learning environment where learners are provided with opportunities for metacognition, are confident and motivated, contribute to a positive attitude toward Mathematics, are encouraged to use mathematical language and test others' strategies to assess their validity.
Examples of Dynamic Routines
We have started implementing the dynamic routine this year with fourth grade students. We chose the learning outcome: describe mental and written strategies for adding and subtracting two-digit numbers- Strand Number (Phase 2), and we extended it to teach adding and subtracting three-digit numbers.

Learners were asked to find one or more strategies and justify their answers. They shared their ideas with peers and then in groups using appropriate mathematical language. We used posters in classroom as samples to encourage them communicate and explain their thinking.

Figure 1: Sample of Class Poster

The following are samples of learners' thinking:

Figure 2: Vertical and horizontal Calculations

Figure 3: Decomposing and Skip Counting

Figure 4: Use of Soroban

Figure 5: Same Change Method

Research suggests that once students have memorized and practiced procedures that they do not understand, they have less motivation to understand their meaning or the reasoning behind them (Hiebert, 1999). Therefore, we aim to develop our understanding of how to create opportunities for students to develop agency in the mathematics classrooms by encouraging them to participate as creative agents, who think and reason for themselves in mathematics, rather than being passive recipients of knowledge. Our routines reflect our beliefs, so all what we need to do is to choose the best way to apply these routines, reflect on their effectiveness in the sense of raising agent learners, and then act to go beyond and deeper.

References:

National Research Council. 2001. Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press. https://doi.org/10.17226/9822.

Hiebert, J. (1999). Relationships between research and the NCTM standards. Journal for Research in Mathematics Education, 30(1), 3-19.

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Samia Henaine is a PYP Math coordinator who assists and trains teachers to implement the curriculum effectively, deepens their understanding of how teaching and learning are viewed from the perspective of new educational approaches, and support them to adapt teaching methods and materials to meet students' varying needs and interests. You can follow her on Twitter @HenaineSamia.
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The Mathematics routines that cultivate learner agency

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This article shares examples of how classroom routines could be one of the effective tools to foster learners' agency and raise their voice and choice while learning mathematics. During the last months, the concept of "agency" has dominated the discussion between educators since it is one of new terminologies that appeared in PYP: From principles into practice.

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Play is central to how children learn-the way they form and explore friendships, the way they shape and test hypotheses, and the way they make sense of their world. Much is known about how play supports learning, yet little empirical research has explored what it might mean to put play at the center of formal schooling. In 2015, the Pedagogy of Play (PoP) research project began investigating the nature of playful learning in schools. Funded by the LEGO Foundation, the project focuses on three core questions: Why do educators need a pedagogy of play? What does playful learning look and feel like in classrooms and schools? How do educators set up the conditions where playful learning thrives?

The answers to these questions can be found in our new book, A Pedagogy of Play: Supporting playful learning in classrooms and schools! You can access a free PDF of the book, or you can purchase a physical copy of the book via the Lulu website.

We began our research with the International School of Billund (ISB) in Denmark, a school whose mission is designed around learning through play. Our research with ISB inspired a working set of playful learning principles, practices, and tools; pictures of practice (stories illustrating playful learning in action); and the beginnings of a pedagogy of play framework. We also developed a research methodology for examining and enhancing playful teaching and learning. Recognizing the cultural variations of learning and play, we expanded our research to include schools in South Africa, the United States, and Colombia. In each context, we sought to understand what playful learning looks and feels like.

On the tabs of this web page, you can find more details about our research, including some key ideas, resources for teachers and administrators to develop or enhance their playful learning practices, and resources for teacher educators who wish to support pre-service or in-service teachers in cultivating playful classrooms and schools. We also invite you to explore our blog popatplay.org, which offers team reflections and activities, stories of playful practice, and insights and experiences from practitioner and research colleagues who support learning through play.

Since 2015, we have been investigating the relationship between play and school. A growing body of evidence demonstrates that play supports children's social, cognitive, emotional, and physical development, and that there is a positive connection between enjoying learning and academic success. But integrating playful practices into school, or embracing play as a strategy for learning, has proven challenging. In part this is due to paradoxes that arise when play and school intersect:

In play, children are in charge. At school, the adults typically set the agenda.

Play can be chaotic, messy, and loud. Schools often need to be orderly and quiet.

Play often involves taking risks. Schools aim to keep children safe.

Both statements in each bullet above are true, and both statements of each bullet should be honored. These paradoxes are the underpinning of why a pedagogy of play-a whole school approach to examining, discussing, and supporting playful learning and teaching-is critical.
Six Core Principles of Playful Learning
Based on literature reviews of learning and play, insights from educators and researchers around the globe, and practitioner action-research with playful teachers and school leaders in Denmark, South Africa, the U.S., and Colombia, our research team developed six core principles of playful learning:

1. Play supports learning

2. Playful learning in school requires play with a purpose

3. Paradoxes between play and school add complexity to teaching and learning

4. Playful learning is universal yet shaped by culture

5. Playful mindsets are central to playful learning

6. Supportive school cultures enable playful learning to thrive

These principles form the foundation of a pedagogy of play. You can read more about each principle in our book, linked on the Overview page.
Playful Learning Indicators
It is easier to talk about, plan for, and assess playful learning with colleagues who share an understanding of what playful learning means. Together with educators, we co-created working definitions of what playful learning looks and feels like in their own contexts. Through interviews with educators and students, observations, focus groups, study group discussions, and examining documentation of student learning, we developed site-specific, culturally relevant maps of playful learning. If you hover over the points marked on the map below, you can see these Indicators of Playful Learning for each site:

For each model, playful learning is represented at the intersection of the indicators; in other words, playful learning is likely to occur when all three indicators are present. The models are explored in depth in our working papers. Educators have used these indicators to develop a whole school approach to playful teaching and learning appropriate for their setting. Perhaps not surprisingly (after all, playful learning is universal), the models also share features across contexts. Looking across our four sites, we noticed patterns and developed a cross-cultural model of playful learning indicators.

The cross-cultural indicators provide a starting point for educators and school communities interested in exploring what playful learning looks and feels like, and how they might foster a pedagogy of play in their school. If you are interested in digging deeper or co-creating your own playful indicators, the Playful Learning Indicator Guide: A Weekly Handbook for Research Teams can be found on the For Educators tab on this website.
Playful Learning Practices & Strategies
How can educators set up the conditions where playful learning thrives? Based on extensive classroom observations and interviews across sites, consultations with key thought partners, a review of literature (including related pedagogies such as inquiry and project-based learning), and our own prior research and experiences in the classroom, we identified the following key practices and strategies that support playful learning and teaching across ages and contexts:

Practices

Strategies

Empower learners to lead their own learning

Get to know your learners

Involve learners in decision-making

Reflect on learning with learners

Build a culture of collaborative learning

Use play to build relationships

Facilitate purposeful conversations to build knowledge

Foster a culture of feedback

Promote experimentation and risk-taking

Design open-ended investigations

Encourage risk-taking as a strategy for learning

Encourage imaginative thinking

Share stories to engage and enhance learning

Use role-play and pretend scenarios

Provide materials and experiences that engage the senses and the body

Ask questions that invite curiosity and imaginative thinking

Welcome all emotions generated through play

Design for joy

Use play to explore complex issues

Support learners in working through frustration

Click here for an expanded description of these practices and strategies which, along with related tools, can be found on the For Educators tab and in our book.
Playful Participatory Research
To promote playful learning for children and older learners, it's important for the adult learning community to also embody and engage in playful learning. We developed Playful Participatory Research (PPR) as a research and professional development approach for educators to reflect on their playful practice. PPR is a form of action research in which teachers collect data, analyze results, and use the knowledge to develop or deepen playful teaching and learning in their own schools. PPR provides opportunities for teachers to play with ideas, take risks, and explore new possibilities, and it provides school communities the opportunity to come together for conversations about a pedagogy of play. You can read more here about our collaboration with the International School of Billund and the impacts of PPR. If you want to learn more and try PPR in your school, you can find a link to the Playful Participatory Research Guide: An Interactive Workbook on the For Educators tab on this website.

One of our goals is to help educators-classroom teachers, teacher leaders, and administrators-incorporate more playful teaching and learning into daily practice. Here, we offer specific tools and resources that support a pedagogy of play.

The Educator Toolbox includes an overview of the playful learning practices and strategies, and eighteen related tools appropriate for all ages and contexts. We invite you to adapt the tools (with integrity!) to fit your needs.

We also offer two guides and accompanying workbooks, designed for educators interested in conducting their own playful research (and research playfully!). The first is the Playful Participatory Research (PPR) Guide: An Interactive Workbook, developed by the Pedagogy of Play research team as a way to support educators' playful learning. PPR is a type of practitioner inquiry or teacher research-research done by educators. It is a reflective and playful way for members of a learning community to explore learning through play together, through collecting and discussing data, analyzing it together, and applying what is learned. The PPR Guide provides an overview of the process, an interactive workbook to play with, and some additional resources to support the research.

The Playful Learning Indicator Guide: A Weekly Handbook for Research Teams helps educators co-create their own definition of playful learning. Modelled after the research process of Pedagogy of Play, the guide is helpful for any team of educators interested in better understanding what playful learning looks and feels like in their classrooms and school.

Welcome to the Pedagogy of Play (PoP) teacher education resource webpage. Here you will find materials for a 14-session course to introduce pre-service teacher candidates to playful learning.

These materials were created with the support, collaboration, and feedback from over 30 teacher educators from around the world. Feel free to adapt them as you see fit, using all or some of the course sessions. The material can also be adapted to use with in-service educators to promote their professional learning. Below, you will find:

An instructor guide with detailed information about each course session

A course syllabus that can be shared with teacher candidates

PowerPoint slides for each course session

Suggested Readings

Resources, such as Activity Cards and Assignments that supplement information in the instructor guide, and a library of classroom videos from a range of age groups and geographies that are referenced in the syllabus to promote discussions of playful learning

Act 1 Why do we need a Pedagogy of Play?

Act 2 What does learning through play look and feel like in different cultural contexts?

Act 3 How can we promote a Pedagogy of Play?

Project Info

FUNDER: The LEGO Foundation

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Play is central to how children learn-the way they form and explore friendships, the way they shape and test hypotheses, and the way they make sense of their world. Much is known about how play supports learning, yet little empirical research has explored what it might mean to put play at the center of formal schooling.

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The IB Community Blog - Collaborative planning with parents

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The IB Community Blog - Collaborative planning with parents

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This article explores one school's journey to invite parents into the planning process in order to build parent agency and strengthen the learning community.
Parent workshops in schools implementing the IB Primary Years Programme (PYP) are a natural way to support the community in understanding the programme. At the International School of Helsinki, we offer many parent workshops such as An introduction to the PYP, Assessment in the PYP and The exhibition. This year, the early years team and I embarked on a new series of parent workshops, Building a unit of inquiry in an effort to support parent agency and strengthen our learning community.

The teachers of our Explorers class, ages 4-6 year olds, invited the class parents to plan our next unit of inquiry under the transdisciplinary theme of "where we are in place and time".

This was planned as a 3-part series, including:

Session 1-Tuning in and building our central idea

Session 2-Lines of inquiry and teacher questions

Session 3-Learning experiences

Our first session included unpacking the transdisciplinary theme. After sharing the aspects of the theme our unit would focus on and the key concepts, as determined by our school's vertical alignment, we spent time exploring the criteria for a central idea. Together we generated many ideas and composed draft central ideas.

During our second session, we confirmed our central idea: "Home and families change over time" and explored the criteria for lines of inquiry. We also reviewed our key concepts. This experience allowed the parents to see how the lines of inquiry provide a scope for as well as extend the inquiry.

We began our third session with sharing the inquiry journey thus far. By doing so, the parents were able to understand how the decisions we made in collaboration with them were being implemented in the learning and teaching of the unit. This process also highlighted the need for students to further explore the concept of how families change. As a group, we brainstormed ideas on how to provide experiences for our students to further understand this concept. Next steps include a scheduled Skype call with grandparents in home countries, parents reading a story to class related to change in families and inviting a family with a new baby into in the class.

We feel the new series of workshops were a success. The commitment and contributions from the parents were amazing as was the feedback from our parents in order to feedforward our planning for future workshop series.

I found the experience a very rewarding and insightful one. It was interesting to see how the teachers approached the planning process. It gave me a much better understanding of the PYP. - Explorers parent

Sharyn Skrtic is the Lower School Assistant Principal and PYP coordinator at the International School of Helsinki in Finland. She is both an online and face-to-face PYP Workshop Leader and School Visit Team Member. Sharyn has presented at educational conferences, including The Association of German International Schools Conference, 21 st Century Learning Hong Kong Conference, and the IB Asia-Pacific Conference in Macau in 2015. She tweets @shaza33.

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This article explores one school's journey to invite parents into the planning process in order to build parent agency and strengthen the learning community. Parent workshops in schools implementing the IB Primary Years Programme (PYP) are a natural way to support the community in understanding the programme.

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Technology integration
1)Technology learning can happen in 3 ways:
a)Learning technology
b)Learning about technology.
c)Learning through technology.
2)Approaches to integrate:
a)Basic tech skills
b)Using technology to create
c)Research and digital citizenship.
Surekha Kathare

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Nine different game modes in Seterra Online challenge you in different ways to help you retain information and keep things interesting. Also, Seterra Online has a Voice feature that lets you listen to how the place names are pronounced.

Seterra currently has more than three million unique visitors each month and growing! It is available in more than 40 languages and works with Mac and Windows, as well as on iOS and Android devices.

All map quizzes are customizable, so that you can select only the locations you want to be quizzed on. Custom quizzes can easily be shared with your friends or students. Read more about custom quizzes.

Anatomy & Science

Learn more about the human body in our anatomy quizzes!

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Learn world geography the easy way! Seterra is a map quiz game, available online and as an app for iOS an Android. Using Seterra, you can quickly learn to locate countries, capitals, cities, rivers lakes and much more on a map.

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The small intestine is quite a bit longer than the large intestine. The liver helps digest food and remove toxins from our bodies, but it serves many other purposes. The organs in the human body are fascinating, and this science quiz game will help you memorize 15 of the most important ones. The lungs deliver oxygen into our blood stream. The brain is our center of consciousness and it controls the rest of the body. You can learn to locate those organs and more, with the help of this fun science quiz.

Keywords: Science games, anatomy games, anatomy study tool, healthcare, memorize anatomy, chemistry, elements, quiz, tool, biology, edtech

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Organs - Science Quiz: The small intestine is quite a bit longer than the large intestine. The liver helps digest food and remove toxins from our bodies, but it serves many other purposes. The organs in the human body are fascinating, and this science quiz game will help you memorize 15 of the most important ones.

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virtualvacation.us - Explore the World from Home

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Explore the world/globe from home with virtualvacation.us! View live footage from different cities, or even take a guessing quiz!

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Google Street View of London Zoo Virtual Tour - 360 Virtual Tour Co.

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Visit the London Zoo Virtual Tour available on Google Street View for everybody to explore virtually

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Surekha kathare:Useful for virtual tours of wildlife

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Surekha kathare:Useful for virtual tours of wildlife

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15 INTERACTIVE Virtual Tours of WILDLIFE: Safaris & Oceans!

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One of the BEST ways to use 360 videos is to learn more about the amazing wildlife in our world! With these fun virtual tours of wildlife, we get to meet and interact with beautiful wild animals in their natural habitats. This post is part of a best-of series of virtual tours.

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1.Use of different tools in technology helps students to develop digital literacy.
2.Gradually students will develop the importance of citations.This helps them to gather and create information coaster.
3.  Fostering learning agency through -open ended tasks,making tech leaders,giving them challenges through new tools.
Sirisha

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Surekha Kathare: This link is very interesting as you can walk through the museum with the help of map.

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Surekha Kathare: This link is very interesting as you can walk through the museum with the help of map.

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Smithsonian National Museum of Natural History Virtual Tour

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Welcome to the 4th revision of the Smithsonian's Virtual Tour of the Natural History Museum. This is a work focused on turning the tours into STEM courseware. The eventual media-rich tour of the new hall is a collaboration between The Smithsonian and Loren Ybarrondo.

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a) Basic skills - Games, quiz
b) Can be used to show their learning.
c) To research (using age-appropriate digital resources)
d) Students can be creative in showing their learning examples - Presentations, posters, etc.
e) Can help in students'  - visual, textual, linguistic, aural, spatial, and gestural (modes of expression)
Marissa Davy Manavalan

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1.Using of technology in classroom helps students to support and engage in their learning.
2.Integrating technology helps students to express their views and thoughts through multiple ways (games, quiz etc.)
3.Fostering learner agency through various tasks.
Rajini Kumari Muddagowni

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For auditory and visual learners, using technology during whole-class education can increase student participation. Simple technological integrations like Power Points, games, online homework assignments, or online grading platforms can make a significant difference in how well students do in the classroom.
Mandakini

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The Mathematics routines that cultivate learner agency-Reflection

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The Mathematics routines that cultivate learner agency-Reflection

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Supporting learners to guide their learning required making a shift in the way routines are delivered and instructional practices that foster sense-making. It will help learner to develop their Thinking skill and can focus on their strengths and area of improvement. It can also help the facilitator to do differentiated planning based on her/his observation about learners learning patterns.

Ruchi Satyawadi
Grade4C HRT

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The Pedagogy of Play project aspires to change the way that educators, family members, and policy makers think about play and learning through play, and to offer tools and resources for those wishing to systemically bring more playful learning to schools.
Sirisha
4A HRT

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Surekha Kathare: Math visual thinking routines

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Surekha Kathare: Math visual thinking routines

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The beginning of the school year is filled with excitement and anticipation. There are materials to prepare and organize, lessons to plan, and classrooms to set up. As teachers, we think carefully about the norms, structures, and routines that we want to establish. Everything from housekeeping to how we communicate with each other to how we move about the classroom contribute to students feeling safe to share their thinking, take risks, and solve problems.

Thinking routines establish predictable patterns in ways of thinking and send strong messages about what is valued within the classroom community. Harvard's Project Zero defines a thinking routine as "a set of questions or a brief sequence of steps used to scaffold and support student thinking." In the context of mathematics, thinking routines can convey that it's our thinking that matters, not just the answers. They can communicate that what is valued is our collective understanding, not our individual performance. Beginning a lesson with a thinking routine communicates that everyone has something to contribute, that our understanding is deepened through discourse; it is a way to ensure that every student experiences success. In contrast to a "mad minute" or other rote computational tasks that may start off a math class, the thinking routines we offer here focus on justification, flexible thinking, and clear communication.

Thinking routines are a great way to pique curiosity while being accessible to all students. Let's take a look at a few examples of thinking routines you can use to start off your math class and set the tone for the rest of a lesson:

Notice and Wonder. This routine has become, well, quite routine in many classrooms! The power in notice and wonder lies in its accessibility to all students; all students can notice something and there are no incorrect responses to what we notice! Using visual images for a notice and wonder routine is a great way to further increase accessibility and to emphasize mathematical relationships over computation. Additionally, research supports the importance of visual mathematics for our learning. Education Development Center (EDC) has an extensive collection of images of different mobiles similar to the one below that can be used in a notice and wonder routine.

Looking at this image, what do you notice? What do you see? What does it make you wonder? What might your students see in this image, and what questions might they come up with?

Which One Doesn't Belong? (Alternatively, Which One Is Unique?). In this routine, there are, by design, several correct answers. Students are shown four quadrants with an image in each. Their job is to decide which of the four is different from the rest. Students can justify any of the four quadrants as being unique, and therefore the emphasis of the routine is on students' reasoning. Many examples of and inspiration for images can be found on the site "Which One Doesn't Belong?"

Look at the four triangles in this example. How is each one unique? What reasoning might your students use to prove how each is unique? What kinds of relationships and attributes would they focus on, and what kinds of conversations might develop from what they notice?

What's the Same? What's Different? In this routine, students are shown two side-by-side images and are tasked with sharing what they notice about how the images are the same or different. Again, the emphasis here is on justification and reasoning, and it gives students an opportunity to practice using precise language to describe the similarities and differences. Some inspiration for images can be found on Dr. Sue Looney's site "Same but Different Math". What might your young students say if presented with the following image?

True or False? This routine challenges students to evaluate whether or not an equation is true or false without evaluating each side! This is a way for students to focus on the relationships between numbers rather than on computational skills. For example, how could you decide if the following equation is true or false without evaluating each side? What mathematical relationships and big ideas are you using to decide?

659 + 357 = 660 + 356

When you use these or any other thinking routines to begin your math lesson, it's important to consider what is accessible for all students as well as which big mathematical ideas you want your students to be thinking about that day. We want all students to experience success as they begin the lesson, and these routines allow for that while also engaging students in thinking about big ideas.

All students can and should experience success every day in the math classroom. This doesn't mean that they won't be challenged, make mistakes, or struggle. Starting class with a thinking routine is a way to ensure success while supporting students' ability to reason, communicate their thinking, and develop confidence in mathematics. Thinking routines ensure that every student is successfully engaged in mathematical thinking from the beginning of the lesson. Success primes students to take on the mathematical challenges and intellectual risks of the day.

What other thinking routines have you used in your classroom? We encourage you to try these and other thinking routines and notice how they influence classroom culture and learning.

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Routines for Mathematical Thinking & Engagement

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The beginning of the school year is filled with excitement and anticipation. There are materials to prepare and organize, lessons to plan, and classrooms to set up. As teachers, we think carefully about the norms, structures, and routines that we want to establish.

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Surekha Kathare: Transforming the Culture of Math: Routines for Making Thinking Visible

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Surekha Kathare: Transforming the Culture of Math: Routines for Making Thinking Visible

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By Jancey Clark, posted October 23, 2017 - Show your thinking
As mathematics classrooms continue to shift from a focus on procedures to more conceptual understanding, students are being asked to "show their thinking." This isn't always easy. Visible Thinking routines can provide students with a structure and scaffold to support making connections, using knowledge effectively, and communicating ideas during problem solving.

In the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, authors Ritchhart, Church, and Morrison suggest ways to use thinking routines in all subject areas and across all grade levels. As an elementary school instructional coach, I have been excited to see how these routines can be used in the math classroom. The following routines help students see that math is about more than finding the answer.
Develop a deeper understanding of content
The Connect-Extend-Challenge (CEC) routine is perfect for introducing new concepts and skills because it encourages students to draw on prior knowledge and experience. Instead of just asking students to solve a problem, ask them how it connects with other problems they have solved. Then ask them to think about what's new to them-how the task extends their thinking further and deeper than the previous lesson. Finally, asking students to identify what challenges they are facing with the task will provide useful formative data and inform your future instruction.
Promote meaningful collaboration
As mathematicians, our students must be able to communicate a claim, make generalizations, recognize patterns, and provide evidence. The Claim-Support-Question routine guides students in doing so. Start with a claim, such as, "All multiples of nine are also multiples of three." Then ask students to work in pairs or small groups to discuss whether this claim is true or false. They must also provide support, or evidence, using manipulatives and examples. Finally, invite students to share any remaining questions that have been raised and have not yet been answered. This routine will highlight student misconceptions and disagreements, and it will keep the discussions focused on the evidence and how it supports or refutes the claim.
Scaffold students' thinking and learning abilities
To support students in uncovering patterns and developing equations, use the See-Think-Wonder routine with Visual Patterns. First, show students a pattern and ask, "What do you see?" In response, students describe patterns and talk about how they would count the objects. Then, move on to asking, "What do you think?" Instruct students to think about what the next step in the pattern would be. This will lead to the question, "What do you wonder?" Students might wonder about what the 100th step would look like and how they could find out. This discussion will lead students to a conceptual understanding of equations.
Build a culture of engaged thinkers and learners
These are just a few of the Making Thinking Visible routines that can be used in the math classroom. When used explicitly and consistently, Visible Thinking routines will promote active thinking and deep learning. In addition, students will become capable of thinking independently and communicating effectively.
Your turn
How are you transforming the culture of math teaching and learning at your school this year? Use the comment section below to share your ideas and plans for transforming the culture at your school, or join us on Twitter @TCM_at_NCTM using the hashtag #TCMblog.

Jancey Clark is an elementary school teacher and instructional coach who is passionate about personalized learning for both students and teachers. In her current role as elementary school learning coach at the American International School in Riyadh, Saudi Arabia (AIS-R), Clark facilitates professional learning through workshops, coaching cycles, and team planning. As a member of the Near East South Asia (NESA) Council of Overseas Schools Mathematics Collaborative Core, she helps develop and promote professional learning opportunities in mathematics for the NESA community. When she is not learning with colleagues at AIS-R, she enjoys sharing and reflecting on learning through Twitter (@jancey5) and her blog ( EDventures in Coaching).

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Transforming the Culture of Math: Routines for Making Thinking Visible

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By Jancey Clark, posted October 23, 2017 - Show your thinking As mathematics classrooms continue to shift from a focus on procedures to more conceptual understanding, students are being asked to "show their thinking." This isn't always easy. Visible Thinking routines can provide students with a structure and scaffold to support making connections, using knowledge effectively, and communicating ideas during problem solving.

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Chalk Talk and Claim-Support-Question are two routines for developing students' ability to use multiple representations and encouraging classroom discussion.

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Chalk Talk and Claim-Support-Question are two routines for developing students' ability to use multiple representations and encouraging classroom discussion.

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Surekha Kathare

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Kindly post your reflections  mentioning the session title and your name.

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Title: playful mathematics more than numbers

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Title: playful mathematics more than numbers

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1. Math is not about just learning numbers but it can be explored by doing activities, by  playful learning .
2. I am going to use builder copier game in my classroom.
3. I  will  make my learning engagement on solving puzzles using paper cutouts to build up abstract knowledge.

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1.first  thing teacher should make the children feel safe ,free, and secure with in the  environment.
2.Educator is responsible for teaching students and help them to learn and research.
As a educator we have to set for ourselves as researcher,understand emotions,u understand the children background and give them more freedom to research and to express. Carefully listen to the children  concers and conversations
3.Early childhood educators are encouraged to nuture children with touch and physical affection
4.Teachers also advocate good quality education and care

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1. Facilitator should connect with student like a friend and create happy environment
2. Facilitator will teach the student only play method and using examples of real-life objects.
3. Facilitator explains the importance of relationships very important.

Bharathi.K

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1. Behaviors of children, communication adults will support to develop the children.
2.  Create Loving, caring, secure environment.
3. Build a secure attachment with child.
4. Filing children emotional cups like filling with love, affection, etc.
5. Preparing the child to be able to live in the social context is also parent's responsibility.
6. Spending quality time , giving gifts, and physical touch is love.
7. Use the student's name,hug the children , planning the things for them.
8. Positive touch is very important for child.
9.Give the children to Active  Agency.

Bharathi.K

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1.care and caring are key concepts  to early childhood education.
2.spending quality time with children  it means they need more attention and chat with them.
3.Always greet them by getting down to their level and give them a hug or high five
4.listen to children value there ideas.
5.lastly spent time together ,fun and enjoy each other company.
Suma.B
PP2 C

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1. The Role of the early educator is to be listener, observer, researcher and reflector.
2. Communication in the main key in the early years for an educator. They should be able to understand and give them voice and choice in their activities.
3. Educator should also observe how the child is communicating with other children and create a meaningful Agency.
4. Chances should be given to take risks  showing their capabilities to people around them. Involve parents to show that inquiry is an important part of learning and things like going in rain, jumping in muddy puddles, making mess with colors is OK.
5. My take away is Benjamin's quote "We are not cute, We are capable". Early years children should not be seen as small cute children , but as capable young children who will conquer the future world with good nurturing and relationships. They should be seen as risk takers, inquirers and competitors.

K Mahitha
PP1C

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Growing Minds: The Power of Mindfulness in Primary School Education.

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 Growing minds: The power of Mindfulness 

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 Growing minds: The power of Mindfulness 

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Mindfulness in classroom is really very effective. As Ms. Sudha have shared we can do it through breathing techniques, taking students to an imaginary place through mindful thinking. The session was wonderful, and I got relaxed too while doing some of the mindfulness activities. Thank you.

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A session which not only gave an insight to mindfulness but also gave us a practical feeling of why and how mindfulness works on the body and soul.
It helps in taking you from your current sense of mind into you consciousness and helping you relax to bring yourself to peace.
Being grateful to your surroundings and what we have is what touched me the most.
Ms. Sudha’s examples were not the only calming aspects of the session, it was also her voice modulation during the session to meet the need of the engagement. This shows how the pitch of the facilitators voice makes a big difference.
An important need of the moment, as in this day and age where we are moving with the fast flow, we need to stop, take a pause and slow down.
Marissa Davy Manavalan

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Growing minds: The power of mindfulness reflection by Ekta Singh 

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Growing minds: The power of mindfulness reflection by Ekta Singh 

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It is great feeling that I'm a part of learning process where child along with facilitator can work and create health and happy learning. As I'm a theatre practitioner i do prectice and keep working on my sences, breath and feelings to think and give creativity to my work, update my knowledge and to make my art as much as real and slowly I'm learning to implement this prectice in my classes also once child will start understanding that how can imagination take them in different world then they will be more expressive and child will start thinking in different ways.

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Virtual tour of great wall of china by Ekta 

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Virtual tour of great wall of china by Ekta 

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Ekta: virtual tour of Eiffel Tower Nice experience 

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Ekta: virtual tour of Eiffel Tower Nice experience 

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The Power of Mindfulness by Ms. Sudha Mahajan

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The Power of Mindfulness by Ms. Sudha Mahajan

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1. The best takeaway from the session is MINDFULNESS JAR which I really loved and will use in my classroom.
2. By cultivating mindful activities in the classroom will improve students' attention spans and help them focus on their academics and classroom participation.

Deepthi kundrapu
Grade1

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PYP Nano PD - Action in the early years and beyond!

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PYP Nano PD - Action in the early years and beyond!

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Reflection sheet
https://docs.google.com/document/d/12kO1u8gRT-nlejbWCKAKtbApYdd-sbr-TvkWz--4PsM/edit?usp=sharing

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1. Connect: How is action taking place in a PYP classroom?

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PYP Nano PD - Use feedback to feedforward

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PYP Nano PD - Use feedback to feedforward

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Reflection sheet
https://docs.google.com/document/d/1O41HEydDImnnJjqKnr_QOQcJL15N7EF9wylLAuv6nLo/edit?usp=sharing

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PYP Nano PD - Language-rich learning communities

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PYP Nano PD - Language-rich learning communities

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https://docs.google.com/document/d/15pT1pCEtm1-cjrc54UpSFtZhyKRwzQxECXAu4U6HXeA/edit?usp=sharing

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PYP Nano PD - Developing Superpowers—Learners in an Assessment-Capable Culture

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PYP Nano PD - Developing Superpowers—Learners in an Assessment-Capable Culture

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Reflection Sheet
https://docs.google.com/document/d/1ZgLnpjpL-uNA3gxau9QCkec1QQxbxC-YUQq2OHK9Jmg/edit?usp=sharing

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Mindfulness activities will help students pay attention and focus in class. mindfulness is very effective in class.i will use these 7  strategies in my class.
Ghazala Aman

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Advantages of Encouraging students: Self assessment: Reflection by Neelima Tripathi.

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Advantages of Encouraging students: Self assessment: Reflection by Neelima Tripathi.

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My reflection is that it is better to observe children continuously than to observe once and mark the copies. I have learned from today's session that if children observe each other, they can learn quickly.

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Use feedback to feedforward: Connect: Where am I going?

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Use feedback to feedforward: Connect: Where am I going?

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It helps students to reflect on their progress, set goals for their learning and engages them in making decisions about what they need to do to achieve these goals.
Neelima Tripathi
Hindi Expert

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Use feedback to feedforward; connect-where am I going?

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Use feedback to feedforward; connect-where am I going?

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Feedforward and feedback help students to reach their goals .Feedback is clearly stated to that the learners understanding and connect their success. feedback feed forward, as it helps the learner consider the criteria in relation to their own work.  I can facilitate my students in devising good feedback for their peers
Ghazala Aman

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1.Building nurturing relationships with young children.
2. Building a positive and supportive relationships with young learners is important in order to create a safe and secure environment for them to learn and grow.
3.Develops Social and Emotional skills in young learners.
4.Creates welcoming enviormnent and make each child feels valued, respected and enhance their confidence level.
5.Individual needs and interests are supported.
6.We are encourged to develop play-based learning approaches to support their learning.

PP2D

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Mindfulness              Mindfulness involves being fully engaged in whatever activity in the present, without getting caught up in thoughts about the past or worries about the future.     Mindfulness is a  valuable tool for children  it helping them to  develop self-awareness, emotional regulation, and social skills, and sets them on a path towards successful life.        Dr Savitha     

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Mindfulness              Mindfulness involves being fully engaged in whatever activity in the present, without getting caught up in thoughts about the past or worries about the future.     Mindfulness is a  valuable tool for children  it helping them to  develop self-awareness, emotional regulation, and social skills, and sets them on a path towards successful life.        Dr Savitha     

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Join us for an exciting session titled as Outdoor Learning in PYP Curriculum,April 30 at 8:00 p.m. IST, where the renowned Apple Distinguished Educator and P...

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Outdoor learning is to engage the learners with regular environment. Its engaging and enjoyable form of learning.

1.Benefits of this kind of learning.
Learners can relate to the real-life scenarios.

Improves the cognitive and logical skills of the learners.

Learners can become good inquirers, risk takers and communicators.

Learner can be fun.
2.Strategies of effective outdoor learning.

We need to check the scope and sequence of the subject and plan our engagement.

Share the plan with the learners and discuss about the learning outcomes.

3.Different tools and techniques

Camera markup tool,Poplet, Chatter pix, Augmented reality -3D bear,Write about this , Movie Making ,Shadow puppet.

Rajini Kumari Muddagowni

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10Ways to Bring Inquiry Into Your Classroom -TODAY

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10Ways to Bring Inquiry Into Your Classroom -TODAY

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https://ditchthattextbook.com/ai-tools?fbclid=IwAR2iVDkx-iebnoWax1bfd0tVVUUJMZjmAhsrSsaC2Zn924UllaIg-Xl95oc

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30 AI tools for the classroom - Ditch That Textbook