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The workshop highlighted how agency and inquiry go hand in hand. This workshop also helped highlight that inquiry is mindset. It is how you speak to students, its how you set up the learning environment and how you design systems, structures and learning engagements so that students have voice, choice and ownership. It is a partnership, which starts which starts with building relationships. Furthermore, I understood more how being internationally minded leads to taking action in an inquiry classroom.

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I am going to work to make our Central Ideas more transdisciplinary in order to link the majority of what we do each day back to the UOI. I'm hoping this will give students more agency and feeling of ownership over what we do during different parts of our day.

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I feel like we have done a great job as a school implementing student action but it has been very adult guided. I would like to elevate student agency and give voice and choice to students when thinking about how they can take action (thinking outside of exhibition).
Also, I would like to piggyback off of what Lindsay said- we have really pushed our concepts as a way to ensure transdisciplinary learning but I would like to really use the central ideas as a way to do this. I think as a school, we need to look at our year long plans and really look at the central ideas to first decide if they are broad enough (loved the cities example) and then think about how we can use them across content areas to really push the transdisciplinary piece of the pyp.

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Check out this Brainstorm designed by amanda_jaquette.

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As a PYP teacher, I have come away from this workshop with a refreshed lens on "centering the learner in the learning experience". Through authentic interactions with language, rich opportunities with action, and an International Mindset our students will be ready for the future in front of them.

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https://docs.google.com/presentation/d/1SqAbH5isysXaF1bj9pGEJ8UeDx3YHHVfvEbK1NziGgY/edit?usp=drive_link

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Student choice! I am going to plan more daily opportunities for students to have choice in our classroom. I want to be intentional with how I am planning ways for students to take the lead on things they can do, rather than me doing it for them. Also, starting with the Learner Profile day 1, really thinking about what it means to be Internationally Minded and go deeper with our understanding of what the profiles mean, what they allow us to do, and who they allow us to be. I want to facilitate a classroom of tolerance and empathy by honoring who we are. We will also do the Language Agreements and use that to help us recognize similarities and differences in the ways we communicate.

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As a first-year PYP coordinator I am feeling like the amount of learning I have to do is endless, as is the ever-growing list of ideas I would love to help teachers implement. It is challenging to narrow the focus and prioritize focus areas for this year. I think one of the most impactful applications will be working with teachers when planning units of inquiry to think about areas where students can have more agency and where we can provide more opportunities for action. I also thought our learning this morning about language was so important and I would love to do more intentional work around the use of language structures and vocabulary with students to help them co-create what representations of learning is going to look like.

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My classroom being STUDENT centered has definitely resonated with me throughout this workshop. Agency, partnership, action, language, and self-efficacy are not just buzz words that I want to think about incorporating, I am going to make a conscious effort to do so. For example, this year I would like to incorporate choice and voice throughout the day, not just in the classroom environment.  Flexible seating is how they are able to choose their learning space in my classroom right now.  But to extend that, I would like for them to be able to choose how and where their learning goes depending on the concept and unit we're working on.

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As a 5th grade teacher, I feel like the most meaningful and relevant way to represent my workshop understanding while also engaging with my units of inquiry, will be to work with my team and IB coordinator early in the year to strategically develop a plan to roll out student language agreements. Additionally, I hope this is something we can begin incorporating school wide so that by the time our youngest learners at Brown get to 5th grade, they will be WELL versed in the process and can consider more critical approaches to language usage. ALSO! I would love to think about / plan for getting parents involved in the creation of those agreements as well!

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Being in intervention sometimes feels like I have to give kids the information they don't have. But at the end of last year, I started including more inquiry into their learning and asking them how they wanted to represent their learning. I'd like to continue with that this year and build on connections between intervention groups and the work they are doing in their rooms (e.g. big concepts, UOI, etc.)

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This year I would really like to re-implement classroom routines that promoted voice, choice and agency. (I feel like I've never gotten back to routines I was doing pre-pandemic) I'd also like to extend this by creating systems for myself that ensure I'm providing opportunities for student agency, more than just on my whims. Additionally, now that I'll only be case managing for two grade levels, I want to tie into the grade-level IB concept more.

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As an essentials teacher I have focused on making connections to the academic teachers planners and building connections with the students. I have learned here that the way I teach the language of music and music as a whole uses many of the same principals/ guides IB uses around language. With this information, I'll feel more confident in my role as an IB music teacher and look deeper in the planners for language connections. I also have made the connection to the action and that once students have learned about the things that need action a great way to share that information out and connect their emotions and thought is through writing songs/raps/poems. I look forward to having students create action/ protest songs in their units.

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This year, I would like to involve my students more in the investigations and action steps of their learning and inquiries. I feel like currently they have agency in certain units and lessons and I have been able to adapt or move away from the resource/curriculum lessons to fit their interests, but I would like to make more connections and have the students drive the investigations more in other units. I will need to let go of the "we need to move on to get through everything" mindset and let the students drive their learning, as they are more invested when they have this agency!

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This year I would like to expand upon student choice when it comes to inquiry, instead of more teacher lead inquiry in the younger years. I would like to have more hands on opportunities for students to learn and grow how they see fit in different things they are interested in within our units. I will take their questions and see how we can explore and learn more about them.

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This year I would like to truly engage my students in the inquiry process. From start to finish I would like my students to have voice and choice in the topics they would like to explore. I want to engage my students in the process of writing and then exploring inquiry questions. I also want to put more emphasis on action and remind students that action does not need to be grandiose. We can think globally but act locally. Lastly, I vow to let go and to trust the process of student directed inquiry.

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Last year we rewrote many of our UOI based on new curriculum. This year I would love to find opportunities for students to have more agency and action within the units. We do this with a foundation of the Learner Profile attributes, understanding and welcoming various language profiles, and providing a safe and welcoming learning community where students feel they have voice and choice. As we meet in grade level teams we will discuss where in the units we can find more opportunities for student voice and inquiry.

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Kayla Zimmerman's Reflection

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Last year we worked as a team to develop the phases for our first IB unit: Who We Are. We focused on the big central idea and tried to break it into a visual using the Hexagonal planner. It was an evolving planner and we kept adding the ideas as we moved through the unit.

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Please post your response to the question, "What is the most meaningful and relevant way to represent your workshop understandings whilst engaging with your programme of inquiry or units of inquiry? Basically, how you will apply or take action with respect to putting the workshop understandings into practice.