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Unpacking the IB PYP - Watch this if you are new to IB PYP and wis to learn the terms and know more about the programme.

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Unpacking the PYP – A Visual Masterclass | Cindy Blackburn | Toddle

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Goal-Deepen understanding in Student agency in PYP and engage in ongoing Professional development

As PYP (Primary Years Programme) teacher, my role is foundational in shaping students' early understanding of themselves, others, and the world through inquiry and international mindedness. Improving myself as a PYP educator means deepening both my pedagogical toolkit and my alignment with IB’s holistic philosophy.

Improving my understanding of student agency and actively engaging in professional development (PD) will not only enhance my teaching but also deepen my impact on my students' learning and independence.

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As part of our UOI (Unit of Inquiry) on Farm to Table, the students of PYP 2 Tulips did a roleplay to show how food travels from the farm to our plate. They acted out the different steps: the farmer, the factory, the shop, the kitchen, and finally the plate. This activity helped students understand the process in a fun and meaningful way. In our inclusive classroom, we used UDL strategies by giving each student a role that fits their strengths and interests. Some students performed, some used props, and others helped by speaking or working in groups. This helped all students be involved and feel successful. The roleplay supported skills like communication, cooperation, and understanding how food reaches us.

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One important thing we’ve learned is how powerful it is when students share their learning through reflections. In PYP 2, we give learners time to think about what they learned, how they learned it, and why it matters.

When students share in their own words, through drawings, writing, or speaking, they feel proud and take ownership of their learning. It also helps them become more reflective and confident communicators, which are key parts of the IB Learner Profile.

Sharing learning in this way builds a stronger understanding and helps students see how their ideas are connected to the bigger world.

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Writer’s Workshop reinforced the value of breaking learning into bite-sized pieces, which kept students focused, reduced overwhelm, and allowed to check for understanding at each step. Implementing differentiation plan ensured that all learners were supported according to their needs, with scaffolds, sentence starters, and challenges for advanced writers. Through explicit teaching, including modeling, think-alouds, and clear examples, students gained both the understanding and confidence to apply strategies independently. Kousalya & Diksha

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mini lessons and writing workshop went very well using different learning stations.
In the literacy station and writing workshop, students practiced adding sensory details to their personal narratives, making their stories more vivid and engaging.
In the numeracy station, they worked on number operations and applied the BODMAS rule correctly in most problems.
The station approach kept students actively involved, promoted peer learning, and allowed me to give focused support.

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In Visual Art, our PYP 1 special learner participated in the “Color Myself” activity, designed to promote self-awareness, self-expression, and confidence. The child was given a simple outline of a human face and encouraged to fill it with colors, patterns, and designs that represented his own personality, likes, and feelings. With gentle guidance, the student selected bright, cheerful colors and added unique patterns that reflected his individuality. The process helped him engage with the idea of identity in a visual, hands-on way while practicing fine motor skills through coloring and detailing. Throughout the session, the child showed focus and enjoyed experimenting with colors. The final artwork was vibrant and personal, and the student proudly displayed it, receiving positive feedback from peers and the teacher. The activity not only nurtured creativity but also provided a safe, encouraging space for self-expression.

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In Visual Art, our PYP 2 students created an Evil Eye artwork as part of a Best out of Waste art integration activity. Using discarded materials such as , newspapers, scrap fabric, magazine cuttings, and leftover craft paper, students designed and assembled their own interpretations of the Evil Eye. The activity not only allowed them to express creativity but also reinforced the importance of reusing materials to protect the environment. The discussion about the cultural significance of the Evil Eye sparked curiosity, with several students asking thoughtful questions. The finished artworks were vibrant, textured, and unique, and when displayed together, they created an impressive gallery that reflected both artistic skill and environmental awareness. The students were proud of their creations, and the collaborative, hands-on process fostered cooperation and problem-solving throughout the lesson.

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In my PYP Telugu class, especially with PY1 and PY2 students, I observed that they were often distracted and moved around the class. To bring their attention back and create a calm environment, I began reciting slokas and simple Telugu poems. The students immediately showed interest and started singing along with me.

This responsive classroom and inclusion strategy made the class more engaging and joyful. It helped improve their listening and language skills, introduced new vocabulary, and supported correct pronunciation. It also enhanced their memory and social-emotional development by promoting group participation and a sense of belonging.

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Reward chart in PYP 1 helps motivate our young learners in a fun and encouraging way. When they see their classmates getting stars for their effort or good behavior, they feel inspired to do their best too. It builds a sense of healthy motivation, helps them understand the value of trying hard, and encourages them to make positive choices. Over time, this supports the development of key IB Learner Profile traits like being reflective, principled, and caring.

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Visual Art- In my PYP classes, I introduced a behavior goal-setting activity to encourage students to take ownership of their attitudes and actions. At the beginning of the week, each student chose one specific behavior goal linked to the PYP Learner Profile attributes and attitudes, such as showing respect, cooperating with peers, or managing their emotions.

Students participated in a reflection circle to share their progress, challenges, and successes. Many expressed pride in small achievements, such as remembering to raise their hand before speaking or helping a classmate without being asked.

This activity not only strengthened individual behavior choices but also fostered a sense of community and collective responsibility. I plan to continue using behavior goal setting as part of my classroom routines, gradually introducing more complex goals as students develop greater self-management skills.

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Reflection: Encouraging Mutual Respect and Inclusivity (Using UDL Strategies)

I use "circle time" every morning where students share their thoughts and listen to others. This helps build respect and understanding.

I give different choices for learning (like drawing, speaking, or writing) so every student can show what they know in their own way.

I make group activities where students work with different classmates, which helps them learn to support and respect each other.

I use visuals and simple instructions so all students can understand and join in, no matter their learning style.

I teach and model kind words and good listening, and we practice these every day to build a caring classroom.

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PYP Visual Art- A few students who needed extra attention in Visual Art received one-on-one feedback to help improve their sketching and coloring skills. I sat with them during the activity, providing personal guidance and encouragement. This personal attention proved effective—students felt more connected, gained confidence, and began developing a genuine interest in improving their work.

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Classroom Management:

Quiet Signals & Attention Getters

Examples: “Give me five” hand signal, clapping patterns, creating attention grabbers with them....

Keeps noise level down and transitions orderly.

Classroom App: For time management we used it. Divided our lesson plan into 3 parts for 15 minute with timer. It helped them to focus for less period of time.

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I use differentiated instruction by including videos, visuals, task sheets, and hands-on activities to match different learning styles.
Multiple entry points and scaffolding help both struggling and advanced learners succeed.
Regular assessments guide me in adjusting my teaching for better results.
This approach builds engagement, confidence, and active participation in all students.

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Vaishali Desai

Regular Classroom Meetings:

Based on our classroom behavior issues it was difficult to talk to their issues everyday and it was reducing learning time. During mentoring sessions we started conducting class meeting once in a week to make them focus for their learning time instead of complaining.

Class Dojo Points: We started giving class dojo points to enforce positive approach.

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We conducted this mini-lesson with a small group to help learners deepen their understanding of odd and even numbers in a meaningful, interactive way while nurturing their communication and collaboration skills. Using the principles of Universal Design for Learning (UDL), We offered multiple means of engagement—hands-on inquiry with objects on the mat, real-life connections, and physical movement to represent numbers—ensuring every learner could access the concept in a way that suited their strengths. While this group explored through movement and observation, another group engaged in the “Think–Pair–Share” routine, confidently sharing ideas, listening actively, and valuing different perspectives. This 15-minute session blended learning with play, strengthened mathematical thinking, and empowered learners to express understanding in diverse and inclusive ways.

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Exploring odds and even numbers - Iban edit

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 In literacy Mini-Lesson, learners demonstrated agency by independently selecting nouns from a word web and constructing simple sentences with a clear subject and action. As Inquirers, they explored word choices and as Communicators, they read aloud and clapped each word, making the process interactive and multisensory. This experience built confidence in early writing, strengthened sentence structure awareness, and encouraged creativity by extending their ideas into new sentences.

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Share your insight here if you complete the workshop through 'word phrase sentence'.

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"The best writing training I've ever attended."

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"I was hesitant to register for an online writing training because the ones our district has done in the past were such a stressful experience. I'm glad I went for it, because this was by far the best writing training I've ever attended! April laid out everything I needed to do to make my writing block more engaging, and then she gave out her email address in case we needed help. The best part is, she actually responded to all of the emails I sent and was genuinely interested in helping me." ~ Maggie Jones

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FREE Training For 2nd-8th Grade Teachers: Learn how to engage your writers without any additional planning or instructional time.

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In case you have any questions related to classroom management, post them here. Also, if you have a response to someone else's question, kindly reply in comment or share a resource to support each other.

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Task - Read or watch given resources and share your reflection as 1 star and 1 wish or share a picture of how you are implementing the same in your classroom. In case it was your goal, remember you have begun learning already!!