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Tuqa Curriculum design plan to enhance Transdisciplinary Practices

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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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Differentiated thinking tools & strategies

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Differentiated thinking tools & strategies

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Differentiated Thinking Tools and Strategies (Public) (2) (1)

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Curriculum Design Plan

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Mohammad Curriculum design plan to enhance Transdisciplinary Practices.docx

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Curriculum Design Plan

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Rozan Curriculum design plan to enhance Transdisciplinary Practices.docx

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Curriculum Design Plan

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Rozan Curriculum design plan to enhance Transdisciplinary Practices.docx

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Curriculum Design Plan

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Nada Curriculum design plan to enhance Transdisciplinary Practices.docx

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Curriculum Design Plan

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Wael Curriculum design plan to enhance Transdisciplinary Practices.docx

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Curriculum Design Plan

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Tuqa Curriculum design plan to enhance Transdisciplinary Practices.docx

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1- TAKING INDIVIDUAL MATHS AND SCIENCE IDEAS AND TURNING THEM INTO CENTRAL IDEAS WITH INTEGRATED ACTIVITIES.
2- SEEING THE STUDENT'S PROGRESS AND THE INFLUENCE OF THE LEARNER PROFILE ON THE STUDENTS.
3- IT WAS COLLABORATIVE WITH EVERYONE'S VOICE AND IDEAS INVOLVED.
4- BY USING HOMEROOM TEACHERS.
5- IT IS STILL A WORK IN PROGRESS, ALWAYS DEVELOPING AND IMPROVING.
6- MORE FOCUS ON THE COLLABORATIVE PLANNING.

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Mr. Samer has interviewed Ms. Rozan and here are her answers.

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Green Yellow Playful Illustration English Book Report Education Presentation 43

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an AHA moment for me was that there are not term exams in the IB System but rather assessments. 

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an AHA moment for me was that there are not term exams in the IB System but rather assessments. 

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Write down some essential takeaways from this engagement as well as all of today’s sessions

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Find focus. Fulfill missions. Build camaraderie.

In settings such as in boardrooms, classrooms, staff retreats, and conferences, Six-Word Memoirs® is a simple concept that's become an effective tool to spark conversation, crystalize goals, and boil anything down to its core. Larry Smith has spoken at conferences across the world and led workshops in companies such as ESPN, Levi's, Dell, JPMorganChase, and Shutterfly, as well as at schools and nonprofits of all kinds.

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I used to think...Now I think

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I am OFTEN like designed to remove barriers so that the process of learning along with students and teachers will be smooth and easy to achieve.

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I'm Samer, a new teacher/coordinator at Cedars school. I listen to rock and love playing videos games 😁

I'm excited for the upcoming training and love to learn more and more.
Peace.

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Capabilities for curriculum design survey

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2 Day PD Delivery Agenda (Zoom) Cat 3 PDF

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Hello! I’m Rozan the kindergarten coordinator at Cedars . I’m an ice coffee and road-trip enthusiast and looking forward to starting this workshop ! Here’s a picture of me and my mama 🤍

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Hello
I hope everyone is doing well
I'm Mohammad, a mathematics teacher and the Math coordinator at cedars School.
Teaching and educating are my

dedication.

I'm looking forward to join the workshop,
And hoping to be helpful through it.
And Thanks in advance.

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I am Nada and I'm the PYP Coordinator at Cedars School.
I'm passionate about movies and tv and I love to work 😁.

I'm looking forward to this workshop, hopefully it will be fun and educational as well.

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Hello, my name is Wael, the coordinator of the activities department and the drama teacher. I always try to explain to the students the importance of arts subjects in terms of raising their level of cultural awareness and developing their talents.

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Mr. Samer / Ms. Rozan / Mr. Leighton

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Capabilities for curriculum design survey-Hiba

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Day 2, Session 10  - Standard: Teacher support (0203)

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Day 2, Session 10  - Standard: Teacher support (0203)

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Turn and talk to a partner- REFLECTION PROMPTS
• How is my view of myself as a curriculum expert developing or changing?
• What key messages and ideas am I thinking I can take back to my context?

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Capabilities for curriculum design survey

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LE 7.1 Reflection - 5 take aways & Headline

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LE 7.1 Reflection - 5 take aways & Headline

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Write your 5 main take aways and your headline in your slide

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What are the 5 main takeaways?

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Make a copy of this document before editing it.

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Curriculum design plan to enhance Transdisciplinary Practices.docx

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LE 5.2 - What has sparked your interest?

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LE 5.2 - What has sparked your interest?

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Please note your responses for the next activity

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Individually rate yourself on each practice to inform your teaching and learning.

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Evidence of Transdisciplinary Learning

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Compare the two texts and answer the questions. Find a partner to complete this activity.

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Assume the role of one of the following:
- teacher
-leader
- student
-parent
Imagine how they might respond to the questions. Create a role play to express the opinions from different perspectives.

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Category 3 - Creating a curriculum for transdisciplinary learning

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Dear Participants, I am Shikha Ahuja, your workshop leader for the upcoming 'Category 3 - Creating a curriculum for transdisciplinary learning' workshop scheduled for the 28th and 29th of August 2022. I request you to please fill out this survey form to facilitate a better delivery of this workshop.

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The future of Education and skills

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Discuss with a partner and write your reflections

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Find 2 -3 partners to interview them and note down your responses (please make a copy of this document before editing and save it in this column)

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Hi, I’m Tuqa, and I’m a passionate English teacher. I’m  really focused on building as much confidence with my students as I can. I try to make sure that they feel relaxed and comfortable speaking a language, specially when they come from different cultures and backgrounds. I keep telling my students  “make mistakes and we will fix them together”.

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Hello Everyone,
I am a passionate PYP Educator who firmly believes in the capacity and capability of each and every child to learn and how teachers can be life long learners along with their students.
I have added a picture of me and my 17 year old daughter.

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Choose one of the corner you connect with

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Transdisciplinary Learning

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The Learning Community

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Learning and Teaching

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The Learner

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Day 1, Session 1- What is an IB Education?

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Day 1, Session 1- What is an IB Education?

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Day 1, Session 2- Principles into Practice- Learner Agency

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Day 1, Session 2- Principles into Practice- Learner Agency

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LE1.1- Self Assessing :Please complete this survey individually.

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LE1.1- Self Assessing :Please complete this survey individually.

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Capabilities for curriculum design survey