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Many thanks to Stu for sharing....

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Great person to follow for AI advice, particularly from a data privacy point of view.

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Visible thinking routines: Harvard project zero

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Visible thinking routines: Harvard project zero

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Formerly called Out of Eden Learn, The Open Canopy is an approach to teaching and learning that encourages young people to slow down and observe the world closely, share stories and perspectives with one another, and make connections between their own lives and bigger human stories.

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https://app.magicschool.ai/

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To reflect upon our morning, you may respond here (Day 1 AM Reflection) or in your own journal.

1) Which learner profile attribute resonates with you the most from this morning?

2) How did you demonstrate learner agency this morning?

Remember, there are no right or wrong answers.  You make your own meaning!

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https://blogs.ibo.org/blog/2015/12/19/a-room-with-a-view-to-learning/

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Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

In addition to good lighting, air quality, temperature and sound, researchers found that outdoor space can stimulate a range of different developmental areas: as well as encouraging social skills including empathy, it may positively affect cognitive and physical development.

Student input is important, too. The study identified a sense of ownership as one of the top three influencing factors of classroom design. When students feel ownership of the classroom, through displays of their work, this can lead to greater participation and involvement in the learning process.

Colourful environments have significant effects on learning and wellbeing, according to the study. Plain surroundings tend to under-stimulate students, which can lead to restlessness and difficulty concentrating. Over-use of very bright colours, however, can also negatively impact learning, so it's important to strike a balance in terms of visual complexity.

Goodbye, rows of desks!

Three years ago, a professional development conference inspired Adam Turner, a PYP teacher at Prairie Waters Elementary School, Canada, to transform his classroom. Where previously students sat at rows of desks, they now sit in groups at large tables, or on a carpeted area with cushions and two comfortable chairs, depending on discussions. "Our discussions are much more enriching," says Turner. "More often, students don't sit at their desks."

Meanwhile, Ben Toettcher, Director of educational company Skola Group, based the classroom design of Newland College, UK, on a Harkness-inspired round-table set-up. Desks with seating for 14 MYP students are arranged in an ellipse - or oval shape - with a console in the middle, similar to a boardroom. Teachers can switch between direct instruction, using the console, and whole class discussions.

"The main feedback we get from students is that they feel they are heard," says Toettcher. "Since we opened the school at the start of September this year, certain students have become visibly more confident. Parents are especially happy that, with this set-up, it is impossible for their children to feel lost in a class and disengaged."

Asking the students

Harnoop Bhogal, PYP Coordinator, and Olivia Shilvock, PYP teacher, both at the International School of Siena in Italy, have asked their grade 5 class to redesign their classroom for a unit on identity and learning styles.

To see how they learn best for different activities, the room has been sectioned into different zones, including a daylight area; a comfortable seating area with clipboards; a personal display space where the students can add objects throughout the unit; a music station with headphones; and a mathematics area, which is sometimes split to include a science area.

"The students have shown a very sensible approach to the new space," says Shilvock. "I did think that they would all want to sit on the cushions and fight over the headphones but they are already showing different preferences and making suggestions. Some went straight for the mathematics area and started to 'play' with the items there, some went straight to the light area and said they loved it, some went for the music. It was a lovely reaction."

But careful consideration has to be given to the display of certain objects. A study led by the University of Washington discovered that symbolic objects can reinforce gender stereotypes and can cause diversity and inclusivity difficulties. For example, researchers suggested that prominently displaying pictures of past US presidents - who are uniformly white and male - represented a negative stereotype for females and minorities.

Resisting change

Although change is exciting, it isn't always easy.

There is an adjustment period at the beginning of each year, says Turner. Not having a designated storage spot at their desk or a set seat each day is a shock for many new students.

But, as they become accustomed to their environment, students question how they learn best. "Most students gain a better understanding of when is a good time to sit in groups and work or when they need to focus on their own and find a quiet spot," says Turner. "We reflect on which subjects and learning times are best in big groups at a table, and which are best in their own individual realm."

Flexibility must be a key design requirement within school builds, according to the University of Salford study. Classrooms with clear breakout zones were found to have a positive impact on learning. But separate zones, away from the classroom, appear to be ineffective.

Turner rearranges his classroom depending on the lesson. "The large tables allow students to work in groups with ample room, as well as act as good 'staging areas' for sharing work. If we need a large space to convene for class discussions and activities, the tables are easy to move," he explains.

"When students recently shared their mid-unit assessment, we made a 'circle' of the tables - presenters on the inside, observers around the outside."

Teachers no longer feel they are tied to a one-size-fits-all classroom. For many, the traditional row of tables facing a chalkboard is no longer fit for purpose. As well as looking creative, comfy seats on a colourful carpet might be the beginning of a more collaborative way of working.
Tell us how you've changed your classroom and how this has impacted your students' learning: email editor@ibo.org

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Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

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Day 2 reflection: I used to think but now I think...

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Day 2 reflection: I used to think but now I think...

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https://blogs.ibo.org/sharingpyp/?s=Developing+approaches+to+learning+(ATL)&submit=Search

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For example: "What do you think inspired the writer to come up with such designs? (perspective)

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Please post your photograph(s) below. In the comment section, type a question and classify your question into one of the seven key concepts.

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Please post your photograph(s) below. In the comment section, type a question and classify your question into one of the seven key concepts.

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https://blogs.ibo.org/sharingpyp/?s=Revising+central+ideas:+Adopting+a+transdisciplinary+perspective&submit=Search

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Revising central ideas: Adopting a transdisciplinary perspective

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The International Baccalaureate (IB) is a global leader in international education-developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today's challenges with optimism and an open mind.

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Hello, everyone! I am Shobna, I have now worked for ESF for over 7 years, I started as an EA and this is my second year as a class teacher.  During my time at TCK, I have gained extensive knowledge in inquiry-led and play-based learning to support children’s understanding and learning. I strongly believe in children's natural curiosity and learning potential, and as an educator, my goal is to support and enhance their thinking through play.  I enjoy building connections and nurturing positive relationships with the children.

I hold a PGDE in Early Childhood Education from the University of Hong Kong. Additionally, I have a degree in International Business from the University of Huddersfield, UK. I am also an ESF parent, with a 14-year-old daughter and a 13-year-old son at Discovery College.

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Problem: Designing a Playground for Everyone

Inquiry Question: How can we work together to design an inclusive playground that reflects societal decision-making?

Description: As kindergarten, we will explore the concept of societal decision-making and how it impacts our everyday lives. In this inquiry, we will collaborate to design an inclusive playground that considers the needs and preferences of all students in our school. Your task is to work together as a team and create a playground that reflects the decisions made by our society, promoting inclusivity and ensuring the enjoyment of all.

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Problem: Growing a Sustainable Garden

Inquiry Question: How can we use our understanding of scientific principles to create and maintain a sustainable garden?

Description: As grade one students, you will turn into young scientists and explorers to solve a problem related to gardening. Your task is to design and create a sustainable garden right here at our school. You will consider various factors, such as the needs of plants, the importance of water conservation, the impact of weather patterns, and the benefits of recycling.

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Problem: The Healthy Habits Challenge

Inquiry Question: How can we develop and maintain healthy habits for a better self?

Description: As grade two students, it’s important for us to understand the value of taking care of ourselves and developing healthy habits. Throughout this inquiry, you will embark on a Healthy Habits Challenge to explore different aspects of personal well-being. Your task is to select a healthy habit from a range of options (such as exercise, proper nutrition, good hygiene, and mindfulness) and create a plan to incorporate it into your daily routine.

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Hello everyone,

I am a Year 2 Class Teacher at Kennedy School. I have been teaching for 11 years in both the UK (4) and Hong Kong (7). I have taught using the National Curriculum and International Primary Curriculum.

I am a transitioning teacher to the PYP and look forward to gaining a deeper understanding of effective implementation strategies, allowing me to guide my students in inquiry-based learning and foster their independence.

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Hi everyone! My name is Corita Silapan. Please call me Corita.

Currently, I am based here in Jakarta, Indonesia. I've been living in this beautiful country for almost 20 years now.

Before getting introduced to PYP, I was a preschool teacher in a Montessori school and a primary teacher in a Singapore school. It was in 2007 that I first got involved in PYP. I have been a PYP teacher for almost 17 years now. I am also a face to face workshop leader and a site visiting team member. I have also been an online workshop facilitator since 2013. I enjoy collaborating with many experts like you from all over the world.

Outside work, I am a simple mom to two adorable girls. I value FAMILY TIME. I make it a point to spend quality time with my husband and kids especially on weekends.

As a workshop facilitator, it always excites me to be assigned to workshops like this one. It gives me a chance to learn with and from great educators around the globe. So, I am really looking forward to having this learning journey with all of you.

I can’t wait to meet you all on January 11!

Corita

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Kindly post your name, current school role, your story as an educator, your expertise, professional passions and the general contributions you can make to your team.

If you are a new PYP teacher, please reflect on your understanding so far - how this school experience differs from others you may have had.

Engage by writing a post, uploading photos or drawings or adding a video.

Looking forward to meeting you all in here (initially :-)).

Best Regards,
Corita & Shan

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Problem: Creating a Cultural Exchange Event

Inquiry Question: How can we foster understanding and appreciation of different cultures through a cultural exchange event?

Description: As grade three students, we are fortunate to live in a diverse and interconnected world. In this inquiry, we will explore different cultures and civilisations, understanding their relationships and interconnectedness. Your task is to plan and organise a Cultural Exchange Event where students will showcase and share the traditions, customs, and celebrations of different cultures.

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I'm James Knight, and I currently work at Clearwater Bay School. With 23 years of teaching experience in the United Kingdom, Malaysia, and Thailand, I bring diverse experiences to my new role as a PYP teacher.

As an educator, my goal is to create engaging learning experiences for students. I'm transitioning to the PYP curriculum and find inquiry-based learning fascinating. It's great to see students take ownership of their learning.

As a Learning Technology Teacher, I specialise in integrating technology into the curriculum, believing it enhances teaching and learning experiences. I look forward to collaborating with colleagues to incorporate technology into our programs of inquiry.

Although I'm adjusting to the PYP framework, I'm enthusiastic about personal and professional growth. I'm committed to continuous learning and working collaboratively to implement the PYP successfully at CWBS.

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Hi everyone,

My name is Kay and I am a Year 2 teacher at Sha Tin Junior School!

I have been a teacher for 10 years and have always taught in English National Curriculum schools so this is my first time teaching the PYP. I have taught in the UK, Singapore and Hong Kong.

Around 3 years ago, I completed a course on International Education and one module looked at different curriculums. This is the first time I was really made aware of the IB curriculum and I loved the ideas behind it and the freedom me and my class could have!

I think of myself as a learner and I am excited to learn more about the PYP through this workshop.

Kay

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Hello everyone,

I am Sukhman, a Hong Kong native, I have spent my entire life here. With five years of experience in early years education, I have just joined Wu Kai Sha Kindergarten as a K1 teacher. While I am well-versed in an inquiry-based approach to teaching and learning, I am excited to expand my expertise as I venture into the IB school environment for the first time. My main goal is to gain a deeper understanding of the PYP and integrate it into my teaching practice.

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Hi everyone,

I'm Lucy and I've been the Learning Diversity Coordinator at ESF Wu Kai Sha International Kindergarten since August 2023.

I'm in my 11th year of teaching, and this will be my 8th year doing so in Hong Kong. I've taught in primary schools and in early years settings in northern England and Hong Kong, using the EYFS and English National Curriculum up until this academic year.

I am looking forward to gaining a deeper understanding of the PYP this week so that I can better collaborate with the teachers in my school to provide an inclusive learning experience and environment for the children we support with diverse learning needs at WKSK.

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Hi everyone,

I'm Sarah Williams and teach Year 1 at Kowloon Junior School. I have been teaching the English and Welsh National Curriculums for 17 years in schools in Wales, the USA and Hong Kong.

This is my first year teaching the PYP although I do have some experience of inquiry-based learning in previous roles. I also researched this approach to learning when I completed my MA in Early Childhood Education a couple of years ago.

I'm looking forward to gaining a better understanding of the PYP and some practical take-aways to implement in class.

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Hello all,

I am the Music Teacher and Head of Expressive Arts at Kowloon Junior School. I have been teaching for 10 years in the US and in Hong Kong. I am new to PYP this year but encouraged by the principals that I have seen so far. I am eager to learn more, clarify some acronyms, and get some practical tips for shifting my teaching practice.

See you soon!

Jessica

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Hi everyone.

I'm Sarah Jane and I am a Year 2 teacher at Kowloon Junior School. I've been teaching the national curriculum for 13 years in the UK and internationally.

I recently taught in Early Years where we took an inquiry-based approach but this is my first time teaching through PYP. I'm looking forward to finding out practical ways of implementing inquiry learning into my teaching.

Sarah Jane

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Pick a Learner profile, and in your group, discuss the connection between the Learner Profile and becoming a global citizen. One person in the group, please add

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Connecting the Learner Profile to Global Citizanship

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Connecting the Learner Profile to Global Citizanship

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Hello everyone, my name is Penney Tung, and I am currently working as an educational assistant at Hillside International School. Teaching has been my passion for the past five years, and it brings me immense joy to be able to make a positive impact on young learners' lives. Just last year, I had the opportunity to obtain my teaching license. It wasn't an easy decision to choose a specialisation, but after careful consideration, I gravitated towards early years education.

Having had the privilege of being an alumni of the ESF IB program, I am fortunate to be familiar with the Primary Years Programme. Throughout my teaching journey, I have exclusively worked in PYP schools, which has provided me with valuable experiences and insights. However, I believe that there is always room for growth and improvement.

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https://www.kathmurdoch.com.au/blog

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That single question put educator Trevor MacKenzie and a struggling student on an unintended and life-changing journey of inquiry, discovery and meaningful learning. It was a journey that completely reshaped the way MacKenzie leads his classroom.

With the belief that all students deserve a chance to dig into their wonders and curiosities, MacKenzie proposes a scaffolded approach to student-centred learning by identifying the Types of Student Inquiry: Structured, Controlled, Guided and Free Inquiry. Each type requires students take progressively more control over their own learning. This inquiry-based learning model equips students to become lifelong learners by nurturing wonder, curiosity and agency in the classroom.

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Trevor MacKenzie is an award winning English teacher, instructional coach (focusing on inquiry and technology), and graduate student from Victoria, BC, Canada who believes that it is a magical time to be an educator.

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Hi Everyone!

I am a Year One teacher at Kowloon Junior School!

I have been teaching for (I think) 10 years now and predominantly the EYFS in Hong Kong. My previous school taught a mix between IB, IEYC and their own curriculum, so I have some experience of the curriculum. I have done a year course with Western University about the IB: Teaching and Learning too but I'm hoping this course might give me a deeper insight into the PYP (like watching a movie a second time round). I'm looking forward to getting a stronger knowledge of the PYP.

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Hi everyone,

I am Rachel and I am a Year 2 teacher at Discovery College. I am currently in my 8th year of teaching and have worked in both the UK and Middle East. I have experience working with children from 3-7 years old, and love learning through play.

This is my first year teaching the PYP and I am looking forward to learning more about inquiry based learning.

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My name is Ness Matthews and I am a Learning Technologies Coach (Primary) at Renaissance College.

I trained as an Early Years and Primary teacher with Fine Art as my main subject. I qualified 30 years ago and enjoyed school life then in 1999 became an advisory teacher for ICT for my Local Authority (- completely unplanned from a career point of view,) and never looked back. I have worked in schools, universities, international school groups (UAE, Korea, China) and recently for a government regulator in the Middle East. I’m delighted to be back in school, back with children. Seeing the children develop their skills and the joy that can bring is fabulous.

I am new to PYP having worked mainly in ENC establishments. I have worked in schools who had IBDP so have heard the language and seen the approaches. I work across all of Primary and enjoy seeing the wide variety of learning the PYP affords the learners.

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I enjoyed exercising connections between TD Themes, Key Concepts, and ATLs.

I would like to explore AI tools, Review the Inquiry Cycle, and better understand the expected role of my scope and sequence with determining lines of inquiry, learning intentions, and completing lesson planners.

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Hello all! My name is Lauren Conti, and I teach Y4-6 general music, band, and choir at Renaissance College. I have been a teacher for seven years in the United States, and this is my first international teaching position, as well as my first year teaching PYP! I am excited to gain a deeper understanding of how this curriculum integrates with specials, and I have enjoyed working so closely with the homeroom teachers to collaborate on various units this year. I am also hoping to understand more of the acronyms that I hear around the school!

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Hi everyone!

My name is Soj, and I recently joined Clearwater Bay School as a year 5 teacher. I was a teacher in Australia before moving to Hong Kong just 5 months ago. As a newbie, I've been busy adapting to the city, the school, and the PYP curriculum.

One aspect of teaching that particularly interests me is transdisciplinary approaches to learning. Given the time constraints teachers often face when covering all subject areas, I find transdisciplinary approaches valuable in bridging the gap.

I look forward to meeting you all and learning more about the PYP curriculum and how I can apply it more effectively into the classroom.

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Hi everyone,

My name is Serena and I am currently a Year 3 teacher at Kennedy School. I was an EA at Kennedy school before getting my PGCE and was fortunate to get a role at the school straight after my PGCE. This is my second year teaching Year 3.

I have had good exposure to the PYP programme and have gained invaluable experience and understanding from working with my colleagues last year on how to deliver the PYP programme. I am learning to become more inquiry-based and working on giving the students more voice and choice.

I look forward to deepening my understanding of PYP and hopefully come away with practical examples that I could implement in my class.

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Hello everyone, I'm Fred, the new Primary Chinese teacher at RCHK. My journey in education has been both rewarding and enlightening, especially since joining an IB all-through school like RCHK. Before my current role, I worked as a teaching assistant in a PYP school. That experience offered me a foundation for understanding inquiry-based learning and the importance of fostering a nurturing and supportive learning environment. I am eagerly looking forward to the next two days, which I am confident will be fruitful and enriching. I am excited to continue this journey of learning and discovery with all of you.

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Hello! I'm Becca, this is my fourth year at ESF but my first year teaching having completed my PGCE via The University of Sunderland last year. I have been working at Kennedy School as a Teacher and previously an EA. It's been a wonderful experience working across Year 2 and Year 5. I am also an ESF parent with my eldest son in Year 2 at Kennedy and my middle son joining the community in August.

I am very passionate about PYP curriculum and excited to have the opportunity to learn more and in turn facilitate and guide inquiry learning for the students I work with.

Prior to joining ESF I had a 15 year career in HR in Media and Finance industries. I feel extremely fortunate to have made the transition into education and am enjoying every moment of this new adventure.

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Hello everyone,

I’m Ellen, the new Primary Chinese Teacher at RCHK. Before joining RCHK, I have been teaching in another international school in Hong Kong since 2016. I have taught using the International Primary Curriculum there.

In 2022, I completed a 10-month’s course on MYP and it was the first time I started to know the IB curriculum. Now I’m a transitioning teacher to the PYP and look forward to developing a deeper understanding of PYP with you all and learning more about how I can apply it in my teaching.

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Hi everyone! My name is Emilie So and I am a K2 class teacher in Tung Chung International Kindergarten. This is my second year working for ESF as a PYP teacher while I have been working as an educator for 9 years. I am still building upon the foundation of the IB program I established in my first year. Through the workshop, I aim to refine my teaching strategies and collaborate with educators with diverse backgrounds to enhance student engagement and learning outcomes. I can't wait to meet everybody and get inspired!

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Hi everyone, I'm Anna and I am a Year 1 teacher at Peak School.

My family and I moved to Hong Kong 18 months ago, from New Zealand. I have been teaching in NZ for the past 8 years.

I started at Peak School January 2023 in a Year 4 class then moved to Year 1 at the beginning of the new academic year.

It has been a wonderful challenge learning about the PYP the past year. I am looking forward to learning a lot more about the PYP and how I can effectively implement it further in my classroom.

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Problem: Designing a Sustainable Community

Inquiry Question: How can we design a sustainable community that respects the rights and responsibilities of people and other living things?

Description: As grade five students, we recognise the interdependence between humans, our environment, and other living beings. In this inquiry, we will explore the concept of sharing finite resources and the need for sustainable practices. Your task is to design a Sustainable Community that promotes the rights and responsibilities of both people and other living things.

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Problem: Creating a Collaborative Digital Art Exhibition

Inquiry Question: How can we express our creativity through a collaborative digital art exhibition?

Description: As grade four students, we recognise the importance of creativity and self-expression. In this inquiry, we will explore various forms of artistic expression and discover how technology can enhance our creative endeavours. Your task is to create a Collaborative Digital Art Exhibition where students will collaborate to showcase their original artwork using digital platforms.

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Hi everyone, I'm Kirsty, a K2 teacher at Tung Chung Kindergarten. I have teaching experience in both the UK and Hong Kong, where I have taught using the EYFS, National Curriculum and the Emergent Curriculum approach.

I am looking forward to gaining a deeper understanding of the PYP and taking away some practical tips! I believe that acquiring a more comprehensive understanding of the PYP will enhance my teaching practice and benefit my students.

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These resources provide support and understanding about key characteristics of the Primary Year’s Programme (PYP).

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The International Baccalaureate (IB) is a global leader in international education-developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today's challenges with optimism and an open mind.