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- Read the article

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- Watch and complete

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- Contribute your reflections in each column for one path
- Share your thinking with writing in the subject the path you chose, and your name (if you mixed and matched, decide on one to complete this task)

Example
3 Things I Learned:

Subject:
Concepts: Melissa

Note:
-Any form of expression to share your ideas (written, drawing, voice, etc.)

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Three things I learned are...
1.  Concepts help students to build on their knowledge of the way the world works based on prior experiences and learning.
2.  Concepts are accessible to every student.
3.  Key concepts are broad and related concepts are more narrowly focused.

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Three things I learned are:
1. Key concepts drive learning experiences and help to frame a unit of inquiry.
2. In collaboration with students, teachers identify and document the most relevant key concepts in each

unit.
3. The key concept of “form” could focus the unit on classification and geographical descriptions.

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1. I found it very interesting how you can still align subject specific inquiries with the key concepts and related concepts.
2. Strategies that support the development of conceptual understandings or central ideas will vary depending on the needs of individual students.

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1. Are there any tips to help the unmotivated students?

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I found it interesting how this links different areas so student really start to make connections. I also found it interesting that it did discuss the more focused ideas or related concepts.

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1. Planning begins with a central idea, which is the primary conceptual lens through which the unit is designed.
2. Concepts are changeable, contextual, or can be elaborated or reinterpreted.
3. Concepts are frameworks for thinking and can be used in any discipline or inquiry to investigate and consider new ideas/learning

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1. I had an 'a-ha' moment reading about how agency is really tied to student's existing body of knowledge and schema.  In reflection, that makes so much sense.
2. I appreciate the ties to cognitive science and understanding of how people learn. Starting with existing knowledge and schema, and then building upon that with intellectual exploration, is so much more meaningful and impactful for students.

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1. Difference between key concepts and related concepts
2. The concepts are designed to integrate and transfer learning to new contexts
3. I learned more about the ability to make a central idea transferable to many different contexts

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1. the students are actually co-planners with the teachers who collaborate. They take control of their learning in a sense which may then 'motivate' the 'unmotivated.' Which was a common thread after yesterday.
2. concept-based teaching--so many are so close, miss the mark, but we can definitely reach to it with our students to cement their knowledge-base and tie together different content areas as well
3. transdisciplinary learning and teaching actually goes 'beyond' the disciplines (which is completely new to me)

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1. The examples of opportunities to build on students' knowledge that can be useful in a variety of age ranges (sketch the concept was my favorite)
2. The examples of questions to ask related to the key concepts to extend and transfer learning. I really loved being able to come up with my own questions for the scenarios and to see how they compare to the questions provided in the Nano PD

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Three things I learned are...
1.  Concepts help students to build on their knowledge of the way the world works based on prior experiences and learning.
2.  Concepts are accessible to every student.
3. Key concepts are broad and related concepts are more narrowly focused.

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How can we guide students toward having realizations about their own knowledge and thinking? How can we respond when they don't appear to be making conceptual connections and transferring?

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I learned about the 6 concepts and how that deepens understanding, inquiry based learning, and to remain open-minded even when I'm feeling skeptical.

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1. How do I incorporate(or how much should I incorporate) the related concepts in each unit?

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I loved the ideas for the first week of school, specifically the wonder walk around the campus and having students help design the classroom space.

I was also excited by the importance of using art and activities to deepen understanding (visual art, music, and movement.

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1. extending and transferring learning was extremely interesting and I see how this ties to the inquiry questions we were given as sort of starters and examples
2. I find the plethora of materials (which are valuable) that you have made available to us to look at on our own time and in the near future very interesting. I can get lost (in a good way) in the depth of what other schools are doing in other countries that you've made available here. Neat.
gary

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There may not be a solution to this. (1) I see how we are all at different levels in our building. Is there a way to get us all on the same page with IB, like Inquiry? A staff session? Maybe not. Collaboration with the IB coach you pointed out is essential. I know the reality is that she is pulled to be a sub due to sub shortages and she also juggles a second job in our school (Title). It seems to have an opportunity to be trained would be cool. Bottom line, she can't probably be in all collaborative meetings since it's a half-time position and she has other duties, another role, and we are short on staffing.....

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1. I learned that regular curriculum  is just facts and skills compared to Concept learning where there is no limit on understanding  and access to the learning of every student.
2. I learned that concepts are a set of questions where inquiry is directed, purposeful and manageable.
3. I learned that conceptual understandings are changeable, contextural and maybe elaborated or reinterpreted. How we have learned things can always be changing and our knowledge of things can change as we grow and evolve.

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While many of the ideas are exciting and I loved seeing pictures of students building structures and working together, so many of our traumatized students really struggle in group settings. Is there IB specific information on helping students who struggle with getting along with others become more able to successfully participate in group based work?

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1. I learned that concepts drive inquiry and help students inquire during each unit.
2. Key concepts develop complexity in learning and help students get to that deeper level of understanding.
3. Concepts lead to open-minded, and open-ended discussions.

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Two things I found interesting are:
1. I found the related concepts  helpful in understanding the key concepts.
2. I learned that knowledge is locked in time and place. I never really saw learning of facts and data like this. Concepts are the Big Ideas which is the understanding of how knowledge can be taken in many different ways to create transdisciplinary learning.

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One burning questions I do have is "Does a Unit Planner replace your actual lesson plans or is it an overview of your teaching theme to create weekly lesson plans...??? In the end, I see the global view of the planner and the big picture but its a big picture and not a true lesson plans with goals and objectives and standards and resources. Still trying to make the complete connection to planners and lesson plans and trying to be open minded as I explore the world of IB Planners.

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1. Concept based learning will get students much more involved and invested in their learning.
2. Using concepts in learning will help to connect subjects transdisciplinary and hopefully will have those students inquire about things that are outside of what we are learning about.

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1. Key concepts represent an
introduction to a way of thinking about learning and teaching.
2. I have a better understanding in the difference between key concepts and related concepts.
3. I realized the big difference between concept based learning and content focused learning.

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How do I best support the learning of my students who have behaviors with learning IB?

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I still have questions about finding ways to get my students involved who lack confidence in themselves. I feel like some of my students are still so used to being told WHAT they need to do so when I give them a choice they aren't sure where to go with it.

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1. I incorporate various levels of inquiry thinking currently. 2. I can deepen meaning with strategic questioning/directions for class assignments. 3. Seeing a plan was very helpful Milissa

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1. I incorporate various levels of inquiry thinking currently. 2. I can deepen meaning with strategic questioning/directions for class assignments. 3. Seeing a plan was very helpful Milissa

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I found it interesting to look at this way of learning that enables children to build concepts and skill across subject areas, rather than studying a subject in isolation.

Knowledge =FACTS= Know
Concepts =BIG IDEAS= Understand

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Milissa- Are uninterested/distracted/unmotivated students find themselves drawn to learning through inquiry or are they more resistant due to being responsible for themselves?

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Milissa- Are uninterested/distracted/unmotivated students find themselves drawn to learning through inquiry or are they more resistant due to being responsible for themselves?

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1. Creating concept based learning is not as complicated as I thought yesterday.  2.  I am excited to implement what I am learning Milissa                                                                 side note: I realize I am not as savvy as others using padlet :)

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Agency facilitates student buy-in and enthusiasm, creative thinking, perseverance and confidence .

Allowing students to create a shared space will make students feel welcomed and empowered as well as a culture of trust and respect.

Inquiry can look quite different. It can range from free inquiry to teacher modeled and directed.

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1. By encouraging students to think conceptually, we can increase the amount of open-mindedness in the classroom.
2. Transdisciplinary learning can lead to greater connections made by the students.
3. Concepts are crucial to driving inquiry.

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1)That learning from a conceptual lense makes learning interesting and fun for the students and teachers 2) That concepts are open-ended and allow for exploration of ideas (BIG ideas) 3) That teaching conceptually encourages students to analyze and apply their learning

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1. That there are many approaches to increasing metacognitive thinking among students.
2. The analogy of students' thinking being a block of ice that they sculpt through enhanced inquiry.

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Am I too product oriented? Should students be given more time time to simply explore techniques and materials without having a specific product to show for it? Might students benefit by creating their own piece of art by applying concepts they learned from exploring artists, materials, techniques and reflecting on what they might find important to express?

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1. Concepts are universal and place no limits on "breadth of knowledge or on depth of understanding." They are accessible to every student.

2. Related concepts allow for more depth and narrow focus in the unit and can guide teachers through lessons and activities.

3. There is a connection and flow of unit of inquiry planning from Central Idea to Key Concepts to Related Concepts. The language from the key concepts and related concepts are use to develop lines of inquiry.

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How can I ensure that my students are in a cognitive state where they can conceptualise on a deeper and more meaningful way?

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1. I found it interesting that key concepts can be transdisciplinary or subject specific. More specifically, I find it more manageable to create units of inquiry based on the content I am responsible for and the needs of the students I am working with.

2. I found it interesting to see explicit examples of transfer of knowledge and understanding in the videos and exercises about conceptual learning and teaching. This helps me envision how to make it explicit in my classroom.

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I find the transference of student's learning interesting. Those "Ah ha" moments where they fully understand what they have conceptually learned and then use those skills and understandings in other subject areas.
I find the Big ideas in concepts interesting and how they lead student's to understanding what they are learning

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How to plan a unit of inquiry "fully" but at the same time still leave room for extra activities based on student questions?

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I am really making connection between key concepts and my curriculum. I am eager for students to be more reflective and for students to take charge of their own learning. I should not be the sole arbiter of what students should know but should be able to facilitate their inquiries.

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How do I teach ELL students about concepts? How do I help them understand concepts when they don't understand me (FYI Google translate is not a useful tool......)?

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- Transdisciplinary teaching and teaching for conceptual understanding allow for a more fluid learning experience- recognize and teach to the ever-changing world.

- Teacher-modelling of how to transfer information across disciplines and ideas is an important step in the learning process.

- I’ve realized how important it is to collaborate with single-subject teachers so that students can explore similar concepts in different contexts. This leads to deeper understanding and more meaningful connections as students see how ideas transcend “subject” lines.

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I love the idea that we can teach steps of the inquiry process without it being tied to the unit of inquiry - the example that we ask students to reflect on their day because reflection is integral to inquiry, and reflection requires practice.

I found it interesting that we should really only focus on 2 key concepts in our UOI. Looking at the list, I assumed you would want to tackle as many concepts as possible in your unit, but narrowing the focus will allow for a deeper conceptual understanding.

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How do I plan a unit of inquiry that is driven by student wonderings?

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- Conceptual understandings are changeable and can be reinterpreted.
- Concept-based learning promotes transfer and a deeper (trans-)disciplinary understanding than fact-based learning.
- Exploring concepts is even more important in culturally diverse school contexts.

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I loved the idea of regarding conceptual understandings as transitions points, not endpoints.
I liked the idea of using related concepts to explore key concepts in greater detail.

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What are some ways to incorporate more concept-based learning into my learning support lessons?

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1. Concept based learning is less about teaching isolated skills but more about facilitating learnings to develop skills that they can use out of context.

2. A concept is a big idea that acts as a vehicle for student inquiry. There are usually 2-3 that are linked to a unit of inquiry.

3. There are many ways to assess learner understanding of concepts such as exit tickets, observation, concept maps and more.

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1.  I find it very interesting and really like the fact that teaching and exploring the key concepts is something that is accessible to all learners.

2. I find it very interesting to make the connection between a unit's central idea, it's key concepts as well as related concepts. The sequence of this is something I find to be very fluid.

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Does the PYP program support showing examples of what a finished piece of work could look like? I am wondering if this would go against allowing student agency and inquiry.

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1. Conceptual understandings are transition points not end points. Not all learners will or need to construct the same meaning or understanding as an outcome for the unit. This is in contrast to my previous understanding of content based learning.
2. Inquiry through a concept can be the link across different subjects and specialists. If the connections to the central idea and lines of inquiry are not authentic then do now force them, use the concepts to make connections.
3. Sketch the concept and concept maps can be used throughout the unit of inquiry, not just at the start and end point.

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1. Looking at knowledge/facts through a conceptual lens helps to develop deeper understandings and promote engagement.
2. Connections between facts and concepts are planned for. When doing so, learners are able to transfer their understanding to new circumstances.

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How can I change my approach to better facilitate concept-based learning and allow time for students to reflect on their understandings in a variety of ways?

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Things I found interesting:

1.     That we co-construct beliefs and mental models between teacher and students through existing knowledge. This is more of an egalitarian approach which I think is important, we learn from each other and through our own lived experiences.

2.     The examples of the related concepts helped me understand how I could use the key concepts in the classroom. I have a deeper understanding of how the key concepts guide our inquiry units.

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Three things I learned:

1.     Concepts help build understanding across, between and beyond subjects. Where students can use what they have learned in different contexts.

2.     The key concepts help drive the learning experience and frame the unit of inquiry and the key questions are used to guide the beginning of the unit and introduce it.

3.     Using open ended questions encourage more exploration of the topic and can open doors to new lines of inquiry.

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How can I incorporate the students ideas and lines of inquiry with such young students who need a lot of support? I can see how this can work with older grades but I would love some examples for K's.