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10:00-11:00 Synchronous on Zoom
11:00-11:30 Asychronous

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https://player.vimeo.com/video/253809448

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Early Childhood Series - Inquiry Based Learning

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Please use the sentence starter: I used to think.... and now I think... and post your reflection below with your name in the title.

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Please use the sentence starter: I used to think.... and now I think... and post your reflection below with your name in the title.

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I used to think.... and now I think...

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Reading Pages 6-12 in the document below

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Reading Pages 6-12 in the document below

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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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8:30-9:30 Synchronous on Zoom
9:30-10:00 Asychronous

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11:30-12:30 Synchronous/Asychronous

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1:00-2:00 (+30 minutes)

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- Helps Me/Hinders Me
- KWL
- See Think Wonder
- Word-Phrase-Sentence
- Connect-Extend-Challenge
- Think-Pair-Share
- I used to think....and now I think

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Read pages 15-19 in the document below. Discuss with your group ways that you can facilitate or connect these approaches to learning in your learning environments

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Read pages 15-19 in the document below. Discuss with your group ways that you can facilitate or connect these approaches to learning in your learning environments

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Think-Pair-Share

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Using Perspective to Coax Students to Think Critically

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Approaches to Learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning.

The Approaches to Learning domain incorporates emotional, behavioral, and cognitive self-regulation under a single umbrella to guide teaching practices that support the development of these skills. This domain also includes initiative, curiosity, and creativity. Supporting children's skills in this domain helps children acquire knowledge, learn new skills, and set and achieve goals. They learn to successfully navigate learning experiences that are challenging, frustrating, or simply take time to accomplish. How children engage in learning influences development in all domains and directly contributes to success in school.

An important part of becoming a successful learner is developing the ability to self-regulate in a variety of situations. In infancy, self-regulation occurs within the context of consistent, responsive relationships. In the next few years, the child becomes a more active agent, though adults still provide guidance. Children draw on emotional and behavioral self-regulation skills in many ways. They develop different coping strategies to manage feelings when playing with other children and when following classroom rules. This growing ability for children to manage emotions and behavior allows for more positive engagement in learning activities.

Children also develop cognitive self-regulation skills-often referred to as executive functioning. These skills include sustained attention, impulse control, and flexibility in thinking. Another related skill is working memory, the ability to hold information and manipulate it to perform tasks. Executive functioning skills are present in rudimentary form during the infant and toddler years and develop even more in the preschool years. For example, children become increasingly able to rely on their memory to recount past experiences in detail and follow multi-step directions. Whether climbing onto a couch to retrieve a toy, building increasingly elaborate block structures, or deciding on the roles in pretend play, young children draw upon their curiosity, persistence, and creativity to gather information and solve problems.

Many factors influence how children approach learning. Some children seem to be born risk takers who are eager to try something new, while others prefer to observe for a while. As children with disabilities learn how to learn, they may require more individualized instruction and accommodations to aid with sustained attention or regulation of feelings.

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Approaches to Learning focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning. The Approaches to Learning domain incorporates emotional, behavioral, and cognitive self-regulation under a single umbrella to guide teaching practices that support the development of these skills.

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements!
As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme. However, moving from theory to practice is not always an easy journey. The PYP stresses achieving a balance between acquisition of essential knowledge and skills, development of conceptual understandings, demonstrations of positive attitudes, and taking of responsible action. Making this a realty in a classroom and making it meaningful for learners will bring the outcomes of the programme to fruition.

The IB approaches to learning are unarguably the most important to acquire not only in the units of inquiry, but also for any learning and teaching that occurs within the classroom and in life outside the school. The five categories and their respective sub-skills encompass what is needed for a learner in the 21st century. In this dynamic, fast evolving world we need people who are not just knowledgeable but are critical thinkers and problem solvers.

Year after year I work with a new set of learners, each of them unique in their own way. This year I am working with learners who are highly energetic, curious and incredibly open-minded. We often engage in reflection sessions during which we discuss how we are learning in classroom, what is going well and what is not. Learners come up with sincere reflections including that we often fall short at displaying our skills.

Learners reflected that if they could work consciously towards displaying all the sub-skills, they would resolve most of the problems they face in and out of the classroom. In tandem with this thought process we as a class managed to develop a means to help assess our commitment to display these skills in classroom - The skills wheel.

This assessment model is based on Carol Dweck's theory of Growth Mindset and the idea of "NOT YET" (Dweck, 2014).

Learners set up a skills goal for a period of 2 weeks. We display all the sub-skills of that category in an accessible area so that students know what they will be assessed on. After the observation period, the class meets up to discuss how they displayed each sub-skill. Learners provide each other feedback and those learners who have consistently made efforts to display the particular skill will be placed in the pink circle and those learners who have "not reached there yet" will be placed in the yellow part. Gradually, learners who try to work on their goal areas will be moved to the pink area too.

I have experienced a positive change in learners' thinking and learning behaviour in the classroom while utilizing this tool. Learners evidently show more ownership to their actions as they are a part of this solution. It also encouraged learners to show commitment to their choice and be more open minded to feedback.

Although small, I feel this model acted as an effective means for me to make approaches to learning categories and sub-skills more meaningful for my learners. It gave our learners the opportunity to choose to act; to reflect and decide the course of their actions. That, I believe, is responsible action.

References:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

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Rachana Kothapally is a PYP facilitator at Silver Oaks School Bangalore, India. She has been an IB practitioner for 5 years and is passionate about developing critical thinking and problem-solving abilities of learners.

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements! As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme.

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ATL in Action

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Choose 1 of the following resources to further think about ATLs and then complete the task in the next column to the right.

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Choose 1 of the following resources to further think about ATLs and then complete the task in the next column to the right.

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Since the inception of the enhanced PYP, educators across the world are thinking about how learner agency impacts student learning and well-being. Another challenge is to consider practical ways in which educators can support learner (and their own) agency within schools.

Agency is a complex phenomenon that constantly reveals new intricacies as we deepen our understanding of the connection between learner agency and personal, cultural and historical perspectives around children's identities and rights. It requires ' each of us to step out from behind our singular perspectives' (Jennifer Davis Poon) and to reflect on our own perception of the degrees of autonomy, choice and influence students should have within their learning communities.

Agency can be defined as ' the capacity and propensity to take purposeful initiative' (Harvard: The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Agency). ' Students with high level of agency tend to seek meaning and act with purpose to achieve the conditions they desire in their own and others' lives .'

As an early childhood team at a recently authorised IB PYP school in the Netherlands, we are committed to achieving high levels of collaboration and being responsive to our students' preferences, suggestions, opinions and their ever-evolving interests, ideas and theories. This commitment has impacted the way we organize and share our learning spaces and materials and the way we plan collaboratively.

We view children as curious, inquisitive and capable in the way they connect with people and the world around them. Children seek to understand their worlds and are constantly asking questions. In this way, children create an image of themselves and their surroundings and constantly adjust this based on new information. Therefore, we observe and document their interests, ideas and theories and this forms the basis of our planning for individual children, small groups and the entire group.

Our planning meetings evolve around questions that helps us to make sense of our observations and documentation of children's experiences, interactions and learning processes . These interpretations then guide our planning of questions and provocations. This is how we ensure provocations are embedded in the children's thinking and support them with their research.

Some of our questions are:
How do the children connect with the lines of inquiry and the central idea? What do we notice about how the children co-construct conceptual understandings, knowledge and skills? How do the children apply their understanding and knowledge in new situations? What options are there for the children to receive feedback from teachers and other children and how can this impact our planning? What proof do we have of agency? What action do we observe?

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Since the inception of the enhanced PYP, educators across the world are thinking about how learner agency impacts student learning and well-being. Another challenge is to consider practical ways in which educators can support learner (and their own) agency within schools.

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Agentic learning in kindergarten | SharingPYP Blog

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This article illustrates the importance of listening to students' voices and the powerful learning that can happen when allowing them take the lead. Planning for inquiry
As we made our way through the first year of our Primary Years Programme (PYP) journey, teachers at Summerhill International School shifted their focus from planning a unit of inquiry with their teams to a collaborative process that included the learners' voices in the planner.
Listening to the students' voices
Our five-year-old class was exploring the central idea, Members of a community can cooperate to achieve their common goals under the transdisciplinary theme How we organize ourselves. During circle time, the students discovered that their teacher had gotten engaged during the break and were excited to hear about her wedding plans. Upon hearing that their teacher had not yet had the time to plan for her wedding, one learner said, "It's ok; we can help you plan". Everyone was very excited about that idea and the Wedding Project was born.
Letting students lead

One way of thinking of learner agency is when learners have the 'power to act'. When learners move from being passive recipients to being much more active in the learning process, and actively involved in the decisions about the learning, then they have greater agency.
~ Derek Wenmoth, CORE Education 10 Trends

The students started by thinking about what they needed to plan for the wedding. As they started to share their ideas, they decided that they needed some way to record and remember their thoughts. They recorded their ideas on cards and stuck them on the wall. A system to organize all the ideas and everyone's roles and responsibilities soon emerged as the students were readying to put their ideas into action. After a group discussion, the students decided to organize their ideas into categories and delegate who would be doing what.

As they got started, they began to take on roles within their wedding plan. The students negotiated their responsibilities with their friends, managed their own materials, and then chose a space to store their on-going project. They also used the calendar to manage their own time by counting how many days were left until the wedding party.
Putting it all together
After all of the wedding preparations for the bride, the students turned their attention to the ceremony and celebration events. They had decided that since they would not be able to attend the actual wedding, they would have a class wedding party with their teacher. This launched a new query into how people celebrate their weddings. The children took on roles as wedding planners by planning and organizing the schedule of events, the guest list, what to wear, and how to set up and decorate the room. They even found a way to make sure that the groom was present at the wedding!
What we learned
Throughout this unit, we witnessed the power of learner agency when we involve students in the planning process. Both students and teachers learned a great deal during this inquiry. With reflective dialogue the teachers realized the power of following the students' lead and how empowering this is when students have ownership over the direction of the inquiry, and are truly invested in what is going on. As teachers became more comfortable with the capacity of young learners to steer the inquiry, the depth and quality of the inquiry rose substantially.

At the beginning of our PYP journey, we tried to plan for student-led inquiry by filling in all the boxes in the planner without leaving room for the learners' voices in the planning. As a school that is new to the IB Primary Years Programme, we felt comfort in knowing that the unit was planned for and in a sense, "completed" before we began the learning. Now we have shifted our thinking to a having a planner that starts off with just a few good provocations and an inviting environment. This means that there is space for children's ideas in the planner. Student-led inquiry can only happen when we listen to and honor the children's ideas and take the time to plan the unit together.

Reference:

Wenmoth, D. (2014) "Ten trends 2014: Agency ". Edtalks. http://edtalks.org/#/video/ten-trends-2014-agency
Jenny Yan is the PYP Coordinator at Summerhill International School, and IB candidate school. She has been a PYP educator for seven years and is passionate about supporting the development of critical and creative thinking in learners.

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Supporting learner agency in the early years

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This article illustrates the importance of listening to students' voices and the powerful learning that can happen when allowing them take the lead. Planning for inquiry As we made our way through the first year of our Primary Years Programme (PYP) journey, teachers at Summerhill International School shifted their focus from planning a unit of inquiry with their teams to a collaborative process that included the learners' voices in the planner.

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Having just 1 year experience, what attracted me the most to the IB was inquiry-based learning, hence I kept digging into it. This article and yearlong practices are the product.

"Strong inquiry schools have a distinct climate - a climate that breeds curiosity, a relentless passion for investigation and a genuine fascination with learning."
~ Kath Murdoch

How I wonder that since the whole world, its machines, approaches to finance and life have changed completely in last few decades; why has education not changed? The IB does promise to bring that transformation and indeed it has. Classrooms in the IB PYP schools are led by curiosity and inquiry both from teachers and students. Our learning and teaching is focused on 'what our students know' and 'what they can do'. Guiding an inquiry based classroom is challenging, but fun! Certain practices of an inquiry based classroom will take your learning and teaching to another level.
Effective planning
Planning for inquiry takes time. Teachers need time and space to collaborate and come up with flexible plans for guiding inquiry in their classrooms. No matter how experienced you are; planning collaboratively and regularly reflecting on your planning weeks ahead will always be important. Deeper conversations, curiosity and research are from which powerful teaching comes into existence.
Groundwork for inquiry
For an effective inquiry, prior preparation is the key. To go ahead with any concepts, one should be well informed and well equipped for it. For example, our school has a practice of sharing all the work samples and study material on Google Drive in a folder called Resource Pool. We can refer and access any grade's materials and resources for our own inquiry and for vertical and horizontal planning. For new teachers it is a valuable resource. They can have a look at the previous year's activities, planners, learning engagements, etc so that they do not have to begin from scratch. It also helps in self-assessing our own work from last year. We can always improve learning and respond to the students' interests and inquiries better when we have all the samples in one place. Therefore, practices like these, where you refer and learn from yours and other's experiences, make a strong foundation for a productive unit.
Inquiry into what students already know
Provocations are open-ended invitations for a child to explore and express a variety of thoughts, interests and ideas. Schools can sometimes overlook the importance of provocations and take them lightly, whereas they are the foundations of a strong and active inquiry based learning. For example, our grade 2 students were inquiring into 'workplaces'. To get them engaged, we took them for a visit around the school especially to the unexplored administration block. They were full of curiosity and bursting with ideas. This experience acted as a perfect provocation.

Prior knowledge is more than the building blocks for knowledge and learning. It can facilitate learning and provide a kick start to the knowledge, skills and conceptual understandings being taught. Prior knowledge activities should be equally engaging and interesting as they help us to understand from where we need to begin.
Drive the relevant inquiry
Once the teacher or the student understands what inquiry is, next they need to know what it is not. At times it happens that students ask questions that might be outside the scope of the ongoing inquiry. For example, while facilitating a unit inquiring into efficient use of machines, one student kept asking questions about how robots are made. I did not want to stop his excitement and curiosity, so we ran with that. But I had to bring the inquiry back to where it was supposed to be headed. Hence, I took his question, wrote it on a post-it, displayed it on the board and told him "we will come back to it". Later, I posted a question to the class "How do you think people might use robots efficiently or inefficiently?". This made my students thinking about the efficient ways to use robots or any machine and it also sufficed for the student's query. Fuel students' curiosity and try not to discourage any inquiry.
Connecting ideas with opportunities/reality
Inquiry-based classrooms lets students experiment, innovate and explore, encouraging their creativity and imagination. If they are not interested in the way you are teaching them; change the way you teach. For example when my students were learning about multiplication, it began to make sense to them when I told them that multiplication is used when we need to add a number certain times. I designed a party menu where 20 guests were invited. Each guest would be offered 5 burgers, 2 pastries and 3 chocolates. This got students excited as they love the idea of organizing parties. And there started our application based learning. Students understood that situations like these (and even more complicated ones) need quick solutions that multiplication offers. As they finished making the party menu, we planned and organized an actual party at the end of the unit using multiplication skills learning during the unit.
Assessments: An inquiry by teachers
During assessment teachers positions themselves as inquirers into the learning of their students. They choose inquiry based methods not just to teach but also to assess the students' understanding of any concept. We observe, analyze and question to know what they have understood and what learning needs to happen next. Each student experiences the unit in a different way as we all are unique. When we were learning about measurement, the whole unit was full of hands-on activities. When it came to assessment, we planned it with even more rigour. We gave the students a shopping list and made stations based on different products and standard units. They were divided into different groups and their task was to shop the exact amount of products as written in the list, for example: 1 litre oil, 2kg rice, etc. This assessment not only tested their understanding of standard units, but also its real life application. It enhanced their social, communication and critical thinking skills. Inquiry-based learning and assessments help students to personalize the content and make it meaningful to them.
Reflection, a step towards meaningful action
The IB recognizes reflection as an integral and essential part of learning process. We learn best when we reflect on our experiences. We know how inseparable reflection and PYP are, hence we must emphasize inquiry oriented reflections. We have a working action cycle in our class where students put their reflections under Choose (what was the problem?), Act (how can I solve it?) and Reflect (what worked and what did not?). This gives them a clear understanding of both reflection and action.

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Mishkaat Khan is the homeroom teacher for grade 2 at Eastern Public School in India, with 1 year experience. She is a dedicated academician with a vision to create a positive difference in the field of education. You can follow her on Twitter @mishkology.

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Having just 1 year experience, what attracted me the most to the IB was inquiry-based learning, hence I kept digging into it. This article and yearlong practices are the product. "Strong inquiry schools have a distinct climate - a climate that breeds curiosity, a relentless passion for investigation and a genuine fascination with learning."

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This article is based on an example of listening to learning within a pre-kindergarten classroom and how teachers tuning into student voices helped to shape the direction of our inquiry into the transdisciplinary theme of 'How we express ourselves'.
Within our school in Suzhou, China, our pre-kindergarten learners shine brightly as leaders in their quest for understanding and experts in their play. As a co-teaching partnership, my colleague Anna and I understand that often our job is to listen to learning and to take our cues from what we hear.

As we began our inquiry into the central idea that "imagination extends our ability to think, create and express ourselves", Anna and I were supervising outside morning play and talking about how to get started. What provocations might we set up? What stories might we share? As we were talking, a most extraordinary thing was taking place, not five feet from us. One of our students had bent down in concentration, another had joined, and another, until a little group huddled closely, and the buzz of their excitement was reaching us. As I approached, one of our students exclaimed: "Look! Look what we found! It is a blanket from a fairy!" The "blanket" was a golden sweet wrapper, cradled carefully in the hands of a 4-year-old child. As I examined this treasure, our students began to add to the fabric of the tale. "There must be a fairy house nearby! Where could it be?", said one learner. "I hope the fairy is not cold without her blanket!", add another one. Little voices erupted around Anna and I, brimming with excitement and ready to seek out magic.

In The learner in the enhanced PYP communication, it is said that "agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn" (IB, 2017). Student agency is supported when teachers marry the interests, talents and skills of the children to the inquiry. Samuellson (2008) notes that play, initiated by children, is often separate to learning, initiated by the adults around them. Within the early learning framework of the PYP, there is a strong case to be made for teachers leveraging students' play and making it the foundation of inquiry, enhancing the status of play and celebrating the competency of children.

Immediately, we realized that the provocation we were seeking had come straight from the perspective and imagination of our learners. Immediately we sought books about fairies from the school library. Supporting our line of inquiry, which was to bring stories we read, share and know to life, we became consumers of fairy mythology. Designing clothes and homes, making beds and blankets, we gave life to our theory of fairies in our playground through shared belief. We naturally began to explore our second line of inquiry, imaginative use of everyday materials, as we played and built.

That evening, I painted a small fairy door and hung it on one of the trees. The next day at play, a shriek of excitement told Anna and I that it had been found. We began to sketch fairies, talk about who might live behind the door, and whether we could only see it now because the fairies knew we believed in them. When the fairies sent us a letter with ingredients for a magical potion, we mixed the ingredients and began to wonder if a small fairy school existed behind the door, where making potions and flying lessons were taught. Students talked, played, drew, sculpted and danced their ideas of what magic might exist around us. We effortlessly explored our final line of inquiry, which was different ways to express ideas.

It may be said that often times, we unpack our central ideas through looking at the words on a page or through a conversation without context. Had Anna and I ignored the voices beside us that fateful day in the playground, we could have had a very different inquiry. Our lesson that day was that the possibilities for magic and wonder that exist when we listen, trust and follow the leads of our students is simply phenomenal.
References:
Pramling Samuelsson, I. & Asplund Carlsson, M. 2008. "The Playing Learning Child: Towards a Pedagogy of Early Childhood". Scandinavian Journal of Educational Research. Vol. 52, issue 6.

Primary Years Programme. The Learner in the enhanced PYP. December 2017. http://blogs.ibo.org/sharingpyp/files/2017/12/2017-December-The-Learner.pdf
Niamh Price is from Ireland and has been teaching for ten years. She has been a pre-kindergarten teacher at Suzhou-Singapore International School in Suzhou, China for 6 years. Prior to this, Niamh enjoyed 4 years of teaching and working with children and families in different areas of Dublin, Ireland. Niamh holds a Masters degree in Drama in Education, with a research specialization in play and creativity in the early years classroom. She believes in the importance of establishing relationships with every student who crosses the threshold of her classroom and is committed to finding out not just what each child can do, but who they are. Creating environments that invite beauty, curiosity and collaboration is an essential feature of her practice.

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Listening to learning: Agency in the early years

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This article is based on an example of listening to learning within a pre-kindergarten classroom and how teachers tuning into student voices helped to shape the direction of our inquiry into the transdisciplinary theme of 'How we express ourselves'.

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Create a Visual of Inquiry in Your Learning Environments

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Create a Visual of Inquiry in Your Learning Environments

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*Create a visual (with words, images, etc). to convey inquiry in your learning environment.
Upload it to here

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Add at least 1 new learning and share any further questions

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Add at least 1 new learning and share any further questions

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Explore one of the Unit Planners From This School District

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Explore one of the Unit Planners From This School District

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Barack Obama Male Leadership Academy at A. Maceo Smith

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I used to think that the PYP had to be implemented in one specific way, and now I think that the introducing the entire framework in itself to learners is in fact, transdisciplinary.

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I used to think collaboration should only happen within our grade-level team. Now I think I should reach out to the specials team for their input with planning.

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I used to think that my role in PYP was to support the general education teachers and now I think that it's a collaborative effort.

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I use to think that I had to have everything pre-planned out (where the wonder wall went, what activities we do in the first week, etc.), and now I think that I can begin the school year more open ended (where should we put the wonder wall? What do you want to do this first week of school? Etc.)

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I used to think in PreK we put more emphasis on the ATL skills of self-management and social skills and now I think we touch on each ATL equally because most students are experiencing their first exposure to this type of learning.

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I used to think that PYP planning should be within the specific grade level and with coordinator support. Now I think that adding additional viewpoints from specialists and Special Education would enhance our learner's experiences with the planners.

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I used to think that IB was going to require a different method to my curriculum and classroom set up.
Now I think Creative Curriculum puts many things into place that are essentially IB.

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I used to think that it was okay to distinguish IB and standard planning but now I think that it is the opposite. IB is completely tied into all that we are already doing, I just need to point it out more purposeful into our daily learning.

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I used to think that the PYP was only about the planning plan. Now I think that each student even in the kindergarten has a voice and choice to collaborate with their own learning.

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ATL- Activity
Recess/Playground
Social Skills -
The play cooperatively with each other.
Communication Skills -
They pass the information about who will be the leader of the game.
Self Management -
Self-motivation to play.
Thinking Skills -
Creative thinking to invent and to share a new game with others.
Solve problems.
Research Skills -
Children plan what they will play in the next recess.
Resource - Open air.

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Inquiry
I See...
Eu Vejo...

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Inquiry
I Think...
Eu Penso...

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Inquiry
I Wonder...
Eu Imagino...

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I used to think it was ok for just the grade level to create the units. Now I think having others in the school involved in creating the planners makes it even more successful.

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I used to think that IB was a separate subject, and now I think that it is the framework to acquire academic content.