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Be prepared to discuss this with the group tomorrow morning using the Compass Points thinking routine.

E = Excited: What excites you about this idea or proposition? What’s the upside?

W = Worrisome: What do you find worrisome about this idea or proposition? What’s the downside?

N = Need to Know: What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

S = Stance or Suggestion for Moving Forward:What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

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E: I am excited about the use of extra curriculars to enhance cultural experiences and to build bridges. I especially liked the example of linking my class with another one from a different culture to help foster open-mindedness and to help them learn more.
W: I think that the downside is trying to find the right "fit" for the class. This may be a trial and error thing because of feelings of awkwardness, nervousness, and embarassment.
N: How do we deal with students that are bordering disrespectful or come from narrow-minded backgrounds?
S: Engaging with family is key to success! Without family connections (relationship building), students will not feel comfortable in expressing themselves. I think that doing more community-based activities is going to be easier as time goes on and people feel safer.

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E: The "Reaching In" and "Reaching Out" concepts excite me as they speak toward an empathic approach toward learning.
W: The bullet points used for "What is an Internationally Minded Learner" worry me as these end goals can be viewed as points of frustration by teachers or students who think more immediately than in the long run.
N: I need to know how this development looks more in the small scale, examples of interactions and situations that would help give a real world understanding to these concepts.
S: I love the positive ideas that this promotes and its view toward teaching as a means of growing the individual both intellectually and emotionally. Moving forward I would need to understand how this is applied in specifics or at least in a way that gives real world example.

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1. We feel most connected to the learning community.  This is because we are still in the exploring phase at our school and not everyone has accepted the IB approach at this point.  By being in a learning community we are able to further understand what being in IB means for us, and how to best implement a meaningful experience for our students.  Also our school has a global community focus.

2. We feel that we need to extend our understanding in the learner category.  This is because we are still needing to learn more about the learner profile and how this relates to our students and what actions we need to use to apply towards each student.

3. We don't have everyone at our school that has accepted IB yet for the approach of learning with our students. Also in not having the time to truly plan and implement IB well with our students and staff.

Roberts Academy- Kara, Karen, Katie

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I feel most connected to the learner. It is so important to help students understand how and why they learn.

Completely understanding the transdisciplinary program and being about to teach students to understand.

My initial challenge is understanding the program and how to effectively apply the different aspects…

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Idyllwilde Elementary Future Ready Academy

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Idyllwilde Elementary Future Ready Academy

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We Believe..... All children have genius. All children are in charge of their learning. All children can take action to create to change. All children will contribute to their community. We believe in developing global leaders.
Hope Sparrow

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1. I feel most connected to Learning and Teaching because I have always considered myself a life-long learner. I value the transdisciplinary approach to teaching and learning. I am finding that I hold a lot of IB values, but I didn't know it until now.
2. However, I do feel I need to extend my understanding in Learning and Teaching as well. My role as an instructional coach is to assist teachers in their role as classroom teachers. With my limited understanding of the IB PYP, I am able to coach teachers to create engaging lessons with all the components of best practices, but my guidance feels incomplete as I am not yet able to guide on the integration of IB PYP components. I'm looking forward to learning more.
3. The challenges I face relating these three headings to my current context is that this is my first year of experience. I am still learning, so I am trying to absorb and apply as much as I can.

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Sandy Searles Miller Academy for International Studies:

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Sandy Searles Miller Academy for International Studies:

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Educators, families, and students collaborate to cultivate a community of inquiring, open-minded, and reflective global citizens. Lifelong learners are empowered to take informed action to influence their personal growth, society, and the ever-changing world.

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Sandy Searles Miller Elementary School is located in Las Vegas, NV.

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Internationally-minded learners inquire, collaborate, and take action.

Steve McWhorter

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1. The heading I feel most strongly connected to would be The learner. Next year will be my first year teaching but in my current position, I provide support to the classrooms and I see how much the students are engaged through-out the day and I love that students can explain or give examples of  how they were risk takers or inquirers.
2. I feel like I would need to extend on Teaching and Learning because this will be my first year teaching in an IB school and I want be able to incorporate IB into my class with a full understanding.
3. I believe it might be a challenge tying IB in with my lesson plans.
Shamira Hunter

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1. The learning community most strongly connects to me because I believe that IB learners are apart of an international community and my teaching techniques must reflect that worldview.

2. The learner is the area I need to further my understanding because it is my first year teaching IB and I still don't have a thorough knowledge of what this teaching technique encompasses.

3. Being a PSPE teacher I find it challenging to to relate the three headings to my current teaching context.  Most of the learning my students do is through physical activity and I've not yet discovered how to incorporate IB teaching techniques into my daily lessons.

Steve McWhorter

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1. I feel most strongly connected to The Learner. Being in my first year, it is something that I most identify with that is similar to the teaching that I was doing prior to being at an IB school. We are also in the end stages of preparation for exhibition, so it is very relevant for me.
2. I need to extend my understanding in the Learning and Teaching category because I am still trying to navigate teaching in a way that connects traditional currriculum with the IB.
3. The challenge I have in relating these headings in my current context is that I am not knowledgeable enough to be able to see all the ways I can make them work with what I am expected to teach. It still feels disjointed for me and I would like it to feel more seamless.
Olivia Cerfus-Jefferson Lighthouse

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Idyllwilde Elementary Future Ready Academy 

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Idyllwilde Elementary Future Ready Academy 

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Our Mission Statement
We believe... All children have genius.
All children are in charge of their learning.
All children can take action to create change.
All children will contribute to their community.
We believe in developing global leaders.
Shamira Hunter

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Sherwood Park Global Studies Academy Mission Statement

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Sherwood Park Global Studies Academy Mission Statement

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Our mission is to ensure that all students are educated, self-directed and productive members of society!
Chris Fiore

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1. I feel most strongly connected with The Learner. Being an art teacher I have focused on how to connect with my students to best foster a passion for art making in them.
2. Learning and Teaching is the area I feel I need to extend my understanding. I am a new teacher and being a specials teacher there is a focus on the teaching of art that can be greatly improved by the art of teaching.
3. Currently the largest challenge in relating these headings is a combination of time constraints within the current setting between teachers in our school and balancing that with my lack of knowledge in the area of IB.
Chris Fiore

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1. Learning & teaching, because I love to learn new things that can improve my teaching techniques to benefit my students.
2. The learner, because I want to learn more about the purpose of IB.
3. Just being able to fully incorporate the essentials of IB in my everyday lessons.
Priscilla

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Roberts Academy strives to develop inquiring, knowledgeable, caring and active lifelong learners who help create a better and more peaceful world and community through cultural understanding and respect.
- Vince, Karen, Kara, Katie (Roberts Academy, Cincinnati, OH)

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St. Cecelia Catholic School Mission Statement

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St. Cecelia Catholic School Mission Statement

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the mission of St. Cecelia Catholic School is to be a Christ-Centered Catholic community inspiring students to live a faith-filled life, while enhancing their world perspectives through compassionate service to others, within an environment that promotes high academic standards and fosters a life-long quest for learning.
Priscilla

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West Ridge Elementary Mission Statement:

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West Ridge Elementary Mission Statement:

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The mission at West Ridge is to provide a rigorous, relevant and inquiry-based educational environment that challenges students to excel. We embrace a partnership with students, parents, educators and members of our community to attain these goals.

Mya Collum

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What are you learning about the key elements of the PYP framework that promote transdisciplinary learning and teaching?

How will you apply your learning about transdisciplinarity in your school?

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Expanding cultural understanding to extra-curricular activities

1) Excited: I love the idea of beginning with a celebration of students own cultural attributes, and then encouraging them to explore and appreciate others’ similarities and differences. I would be especially excited about the idea of using technology to gain access to a broad range of guest speakers in international areas.

2) Worrisome: money, time, respect for personal privacy

3) Need to Know: students’ families level of comfort with sharing their culture/values. That the neighborhood where our families live will respect and appreciate this expansion. That our families will remain safe.

4) Stance/Suggestion for moving forward: Possibly speak with or send out an interest survey to gauge student/family support for this project.

Celebrating diversity

1) Excited: I would be thrilled to welcome students sharing of their own artifacts, stories, pictures etc. in a respectful, thoughtful, conversation provoking method. The idea of explicitly teaching that differences and diversity are norms is enticing! Our school does display pictures and signs in various languages already, but perhaps we could improve this a bit, or make the signs and pictures student created.

2) Worrisome: While I welcome the opportunity for discourse, I recognize that sometimes difficult conversations can arise as we share these items and talk about various cultures/development. I would be hopeful that parents appreciate the conversation, and possibly participate. I would worry that they take offense or we cause conflict.

3) Need to Know: More specifics about what this could look like at our school. The hope that all teachers/classes would buy in and participate.

4) Stance/Suggestion for moving forward: Begin small, but begin nonetheless. See how our school community responds.

Engaging with and building relationships in the school community

1) Excited: Yes, Please! Let’s get our parents and community more involved! Let’s learn from each other! Let’s teach our families that they are valued and appreciated!

2) Worrisome: Limited support from community/families

3) Need to Know: I would like to know more about our district’s, and our school administration’s, approach to introducing the concept of becoming an IB school to the families and community we serve. For example, I know that our school has a group of community members, school staff, and parents that makes decisions regarding school initiatives. I also know that while over 70% of our student population is from a Spanish speaking household, we have no Spanish speaking parents on this committee.

4) Stance/Suggestion for moving forward: Recruit/involve some of our students’ families in developing what this should like at our school. Determine what they are comfortable with, and what level of commitment they will have. Promote this plan within the community and with neighborhood businesses. Build partnerships that value diversity.

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E- One thing that excites me about this idea is that students have an opportunity to share about their own culture.

W- Something that I consider to be a downside is the possibility of generational stereotypes being exposed.

N- Having the knowledge of the cultures represented in the classroom would be helpful.

S- A suggestion for moving forward would be to have the students do a project that begins with them working on learning about their culture at home and making a video or visual display with family then present information at school to peers.

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E- what excites me is encouraging participation in school decision making by all members of the learning community. I chose this because my school just recently held interviews for one of our leadership clubs(lighthouse 3-5) but the whole process was facilitated by current members, which was so amazing to see and really encouraged them to be risk-takers and communicators.
W- what worries me is maybe this is something that only our primary grades might not have the same discipline so it might be harder for them to participate in something like this.
N- since we want to encourage things like this school wide, finding another way to include the primary levels such as including them in the voting process.
S-I am definitely for this idea, it is vital for our students to understand that part of being a learning community is working together in every area.
Shamira Hunter

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E: I am excited about the development of international mindedness from an early age for the students of an IB PYP school. I believe that the more connected people feel to one another all over the world, the more responsible they will feel to acting in a way that benefits humanity as a whole. It's a big thought for kindergarteners, but it's possible.
W: Nothing seems worrisome from this section for me. Knowing that IB views international mindedness as a journey where the process is more important than the product gives students, school leaders, and the community time to learn, grow, and develop this mindset over a lifetime.
N: I need to know more about professional development and curriculum planning to make this happen. (I was tempted to read on to the next section.)
S: My stance is the more I learn about the IB PYP for myself, the better I can assist my child who is a student at this school and my teachers by embodying and exemplifying the PYP principles and philosophy.

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Steve McWhorter's Compass Points - Group 2

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Steve McWhorter's Compass Points - Group 2

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E: I'm excited that their are additional professional development geared toward exploring international-mindedness.  There are also different strategies offered to engage students and allow them to explore global concerns at a developmentally appropriate level.

W:  The downside of this idea is that it may be difficult to incorporate these propositions into my classroom being a physical education teacher.  The discussions that are had during PSPE don't always allow for infusing international-mindedness into lessons, especially when my students just want to be active.

N:  I need to know exactly what professional development opportunities are available to me.  Especially ones that are aimed at physical education and ways to infuse  international-mindedness within the PYP framework.  I often feel like most IB information is useful for classroom teachers but doesn't always translate to use strategies for my discipline.

S: My current stance on this idea is that it can benefit me tremendously in my understanding of international-mindedness and how to engage my students from within a PYP framework.  I will just need to find the proper professional development sessions offered that will correlate to my field and allow me to infuse those strategies into my PSPE curriculum.

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1. I feel most connected to The Learner. Being able to put myself in the shoes of my students and planning for engaging and interesting lessons is a continuous goal of mine.
2. Learning and Teaching and constantly reflecting relating to IB is something I need to learn more about. Learning best practices rather than reinventing the wheel.
2. The Learning Community is a challenge of mine. I an a first year teacher and getting to know my school, students and community will be a challenge.

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The Mission Statement at Wildwood is, Our mission, as an International Baccalaureate magnet school, is to provide a high-quality public education that prepares every learner to thrive in high school, civic life and beyond.

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Group 2 -

Providing professional development

Making provisions for language learning

Infusing international mindedness within the PYP framework

Excited - Being multilingual opens you up to the international community. International mindedness. schools in the study considered international-mindedness as a journey rather than an end point.

Worrisome - Making Provisions for language learning. It sends the message to the learning community that language is crucial to deepening understanding of one’s own and others’ cultures, and alternative and multiple perspectives. What if the community or families do not believe this?

Need to know - Are there preferred languages that school should be teaching?

Suggestion moving forward - In the article, it says, inviting speakers and visitors to share with the learning community can be equally beneficial and can have a powerful impact on learners. How about connecting IB students to one another? Possibly connecting IB schools across the globe.

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1. ​Aha! What has been clarified for you?

2. What has concerned you?

3. What has inspired you?

Comment below with your reflection.

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E: Having a sense of common humanity amongst students will provide a mutual understanding of other cultures.
W: Getting started and having students "buy in" to that type of learning. Having them see the why behind it.
N: How to incorporate it into physical education without losing the physical part of class.
S: This idea should definitely be practiced in my school, but with a set plan in place.

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E. Developing both responsibility in students, so they can contribute to global development in the future, and their ability to work in multicultural work environments.
W. Changing the thinking process of the students.
N. How to fully have time to incorporate it across all areas of learning.
S. Having the entire school buy into.
Priscilla

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Expanding cultural understanding to extra-curricular activities

1) Excited:  I love that we are looking at each student as an individual and not as a data point within this.  I love that we are able to move towards looking at the whole child and seeing where their strengths lie and where they are needing some extra support while also being able to embrace their own unique perspectives and cultural diversities within our classrooms and buildings.

2) Worrisome: the support from the district with a new superintendent, board members that are up for election and have different agendas to push onto schools, the time that this needs in regards to the many new initiatives pushed out on us each year, respecting everyone’s privacy

3) Need to Know:  How much do our parents and community members truly know and understand with the prospect of becoming an IB school?  Has this truly been shared in a forum that our school's parents will all understand, especially with families that cannot read or write at all in their native language.  Will the families still feel safe with so much information or aspects of their different cultures shared?  How will this help our students when many of them truly struggle with learning and are not on grade level?

4) Stance/Suggestion for moving forward: Will need more time and support to fully understand what this will entail for the building and how the district will actually support this.  What will we do to ensure all of our families know that this is what they want for the future of our school and the students.

Providing professional development

Excited:  This could mean that it is more meaningful professional development that actually helps us to learn more about what we are doing in our classroom.

Worrisome:  This would make for more work for the building to develop not only MYP but also PYP as the building goes from PK-8 which already makes for a challenge in planning trainings that are meaningful across grade levels and curriculum.

Need to know:  What all this entails

Stance:  What can we do that is best for everyone involved to have meaningful professional development that will not seem redundant and not apply to what we are actually doing in the classroom.

Making provisions for language learning

Excited: to actually be able to possibly change how we look at the languages that our students are already speaking and what can we do to actually challenge them already

Worrisome:  The students are not being leveled currently by native speakers of Spanish, all students receive the same level of instruction in Spanish

Need to know:  What can we do to make this better for everyone involved, could we change the language offered

Stance:  Spanish may not be the answer to what our students need, we may actually need to consider a different approach when it comes to teaching foreign languages to our students

Infusing international mindedness within the PYP framework

Excited: to learn more about the PYP framework

Worrisome:  The time that this will take to implement into classrooms with district initiatives

Need to know:  What can we actually do to make this better for everyone

Stance:  Not sure how this will work in a building doing both PYP and MYP, staff by in to another new program change

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E:  Looking forward to beginning this adventure with PYP.
W:  How will I be able to incorporate this while meeting the curriculum needs of my students?
N:  Will professional development be available to us while in this process?
S: Will I have to introduce this to my parents or will administration be doing this?

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I am an early literacy teacher. Please send me any resources you feel are needed. Thank you!

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1. My aha is thinking and understanding about how the theme of "interconnectedness" keeps coming up over and over again.
2. I am concerned that I still have so much to learn!
3. I have been inspired by my classmates ideas that have sparked new ways of thinking about the PYP and how I can become more effective at implementing it in my classroom.

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1. What has been clarified for me is how the process is implemented as a whole in the school and how it isn't a stress placed on one or another per grade but a combination of each at all levels.
2. What concerns me is my abilities not only as a new teacher but a split school teacher in developing these methods for my students within the Art Classroom.
3. What has inspired me is discussions with my fellow teachers and how my concerns are not unique and how their successes can be my successes.

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1. Aha! I appreciate that I am finally getting an overview of the Transdisciplinary Themes. It hasn't made sense to me all year, but now I'm starting to understand. Since I am not a classroom teacher, I only get snippets when I'm in a planning meeting or assisting a teacher.
2. Concern: How do you evaluate a planner for quality? What to do when you notice the quality/development of themes isn't there?
3. Inspired: I want to learn more and spend time exploring the Transdisciplinary Themes and what they look like at my school in different grade levels.

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The breath of the program throughout the learning community.

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The breath of the program throughout the learning community.

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Something that has been clarified is that I do not have to worry about having a scripted curriculum. I can infuse the jargon through the activities and conversations. I am inspired that I can still plan and explore with the classroom teachers even if the lessons will not take place in my room.

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1. IB is not a one-year I can do it all. It takes time to build and the school/grade levels/specialists, needs to be on the same page.
2. Consistency throughout years.
3. Level of support and confidence from Admin & IB Community.

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1. It is clear to me now that IB learning is a continuous process for both teachers and students.  No matter if I've been apart of the IB program for two or ten years the learning journey is perpetual and I can always improve.

2. My only concern is that I may not be able to implement the IB concepts into my lessons in an effective way in order for my students to grow in their IB journey.

3. I'm inspired by worldview of the IB program and really want to be apart of it and grow right along with my students. I believe this program is the future of American education and I genuinely hope that all districts implement the program into their curriculum within the next 5-10 years.

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1. All of the transdisciplinary themes connect and are revisited throughout the PYP years.
2. How to incorporate these themes in PE.
3. Can't really say.

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1) AHA!  How this could really work in my classroom!
2) Concern:  The time to implement this with fidelity!
3) Inspired: How I can work with my teaching partner to make this work!

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1. It should not be added stress to implement the program.
2. How easy it is to implement the program across all subjects.
3. The testimonies
Priscilla

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The connection and depth of the philosophy has been clarified for me. There are so many ways the model can be integrated with the real world.

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1. I feel like my aha! or clarification has been that this isn't as intense as it appears. All of this can be implemented through out the school it just takes time. I do feel I have a better understanding of IB.
2. What concerns me is  making sure I'm implementing everything as effectively as possible as a first year teacher.
3. I am inspired to see what this will look like for me next year!

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1) Aha! Thank you for sharing the more specific outline of the transdisciplinary themes. Now everything makes a little more sense to me!
2) Concerned about how much freedom vs. how strongly our district and school administration will hold us to district curriculum while trying to implement learning activities that follow the units of Inquiry.
3) Inspired to find and plan more meaningful learning for my students!

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1. That it encompasses the whole student through there whole schooling and into adult life.
2. Through collaborating with other teachers to make sure that we are all on the same page and the IB consistant throughout the entire school.
Priscilla

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1. ​Aha! What has been clarified for you?

Beginning to understand how this is something that will be grown over multiple years and not just we have to be fully implemented in the first year.
2. What has concerned you?
How long it will take to create new units of inquiry and how much freedom we will have with creating the things that we need to do.
3. What has inspired you?

To be able to create more interdisciplinary units of instruction and be able to find concepts to teach my third graders that will actually interest them in learning more.

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Comment below on the skill you became an expert in.  Include the following:

Explanation of the skill

Description of the sub skills

Strategies for learning and teaching of these skills

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Comment below on the skill you became an expert in.  Include the following:

Explanation of the skill

Description of the sub skills

Strategies for learning and teaching of these skills

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Comment below on the skill you became an expert in.  Include the following:

Explanation of the skill

Description of the sub skills

Strategies for learning and teaching of these skills

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Comment below on the skill you became an expert in.  Include the following:

Explanation of the skill

Description of the sub skills

Strategies for learning and teaching of these skills

# data[].attributes.body
Comment below on the skill you became an expert in.  Include the following:

Explanation of the skill

Description of the sub skills

Strategies for learning and teaching of these skills

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Prepare and post a visual to show "How to develop a transdisciplinary Programme of Inquiry."

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My biggest concern with teaching concepts to students with disabilities is that they often struggle with absract ideas and higher level thinking. SLD students in particular need a great deal of rote memorization due to working memory weaknesses. There would need to be a great deal of multi-modal differentiated instruction.

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Developing a Transdisciplinary  Programme of Inquiry

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Developing a Transdisciplinary  Programme of Inquiry

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Transdisciplinary themes and concepts has been clarified for me. I had a vague understanding of these basic tenants of the PYP. In my mind I thought of these practices as thematic teaching units. I still see them as being very similar. The major difference being that they expand out into so many more ideas and really empower the learner to expand in their thinking.
Since my position is learning support
My concern is that disabled students will struggle with the abstract connections made and there won't be enough instructional time to teach the basic skills that these students need to engage in the coursework in a meaningful way.
I find everything about the IB philosophy and methodology inspiring. The focus on connections with other cultures and ways of thinking has the potential to transform education in this country. I feel very fortunate that both of my children have been able to participate in IB schools.

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I feel most connected to the learner, since that is the focus of my educational practice. I am always evaluating the learners strengths and weaknesses. When I am co-teaching in the classroom, I focus on each student's strengths so that they can access the curriculum in a meaningful without the barriers of their disability inhibiting their learning.
I need to extend my knowledge of the teaching and learning and become well versed in the specific units of inquiry being taught in the classrooms I'll be supporting. The only way I'll be able to provide accommodations and effectively co-teach is if I have a solid understanding of the units.
I see my biggest challenge being time and balancing being in the classroom co-teaching while also providing targeted interventions in reading, writing and math.

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The Vientiane International School challenges, inspires and empowers students to develop their unique potential in our changing world.

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E- I'm very excited about integrating international mindedness with extra curricular activities. There are so many ways you can do that in a meaningful way, while celebrating everyone's experiences. At the school I'll be working at in Laos, I will be teaching ceramics as an after school activity( I have taught art in the past). I'm very excited about all the different ways I can incorporate international mindedness into the lessons.
W- I'll be incorporating these ideas in an international school where students have music and art every week and the bulk of the curriculum integrates diversity and celebrates everyone's culture through the arts. The staff is trained in the PYP model. I'll. be providing learning, and supporting all staff in supporting the students through an inclusive model. I don't really have any specific concerns in delivering the instruction. I've been told that they have a kiln and a budget for purchasing all the supplies. Since it is a developing country and they are currently in lock down, getting supplies could be a challenge.
N-I'll need to know the demographic of the students and what materials I'll have in hand. I'd also like to incorporate geography and science into the lessons, so I'll need to collaborate with those grade level teachers to connect top any nits of inquiry they may be teaching.
S-I think a great way to involve the school community would be to have an art show displaying the students works at the ned of the quarter and invite families, provide food from the different countries represented by the students.

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Comment below to express your group perspective.

N: What do you NEED to know?
E: What are you EXCITED about?
S: What SURPRISES you?
​W: What WORRIES you?

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Comment below to express your group perspective.

N: What do you NEED to know?
E: What are you EXCITED about?
S: What SURPRISES you?
​W: What WORRIES you?

# data[].attributes.body
Comment below to express your group perspective.

N: What do you NEED to know?
E: What are you EXCITED about?
S: What SURPRISES you?
​W: What WORRIES you?

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Comment below to express your perspective.

N: What do you NEED to know?
E: What are you EXCITED about?
S: What SURPRISES you?
​W: What WORRIES you?

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Transdisciplinary theme, descriptor, related concepts, and your central idea!

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E- Using technology to reach a broad range of speakers and experiences.  Expand learning opportunities into the community.  Using extracurricular activities to link students to other cultures.
W- Time to be able to incorporate activities into instruction.  Finding the right fit for partner class or cultural interaction. Safety when incorporating extracurricular actic=vities and celebations of cutural diversity.
N- Specifics of how this will look at our school.  Can we get buy-in from families and the community.  How can we deal with negative attitudes toward various cultures ie; resistance from racialy insensitive students (teachers) . How much will the district and school invest in expanding this inintiative?
S- I agree that connecting with families and communities to expand and interact the awareness of international learning will create a positive impact on the school community.

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Social Skills are those skills that are meant to develop positive interpersonal relationships and those collaboration skills to develop the social skills needed to develop the social and emotional intelligences of the entire child.

Explanation- The social skills category is that of learning how to work with others while also self regulating their own behaviors to ensure that they are successful in their learning.  This can be done through social skills categories, but ultimately with their social and emotional intelligences.

Sub skills

practice empathy and how to care for others

Listen closely to others’ thoughts and perspectives and to instructions given

Be respectful

Learn how to learn cooperatively in a group; following social norms

Help others to succeed around you

Build comradery and consensus, while also learning how to negotiate with others

Make fair and equitable decisions

Encourage others to contribute to discussions

Take on different roles in learning groups, while learning from others

Strategies for learning and teaching

Being aware of others feelings and emotions

Learn how to manage anger and how to resolve conflicts

Be aware of self socially

Know how to handle themselves and others in a learning environment, while self managing their emotions and behaviors

Modeling and role play

Teaching videos, pictures, and literature, with discussions and responses to recognize how to handle facial expressions and body language for learning about empathy and compassion

Kagan cooperative learning structures to encourage students cooperation and team/partner work

SIOP(this focuses on reading, writing, listening, and speaking skills) to focus on specific areas that they are learning.  Truly helps with language development and language learners and explains to them how they will learn something in specific situations.

www.secondstep.org teaches them how to control and manage their feelings

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1. Implementing the key elements, along with the Seven Habits (my school is also a Leader in Me school) provides students with great exposure and opportunities to be internationally-minded global leaders.
2. I will work closely with classroom teachers, specifically the 4th grade teachers since I work with the 4th grade students. I will sit in some of their PLCs and other planning sessions to get a better understanding of how they are implementing PYP into their curriculum.

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This all encompasses thinking skills.
Acquisition of knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Dialectical Thought
Metacognition
Priscilla

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Priscilla

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Critical Thinking - Analysing and evaluating issues and ideas, and forming decisions

Creative Thinking - Generating novel ideas and considering new perspectives

Information Transfer - Using skills and knowledge in multiple contexts

Reflection and metacognition - Using thinking skills to reflect on the process of learning

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Skill to synthesize information or data, and the ability to draw conclusions from the data.

Sub Skills:
Formulating and planning
Data gathering and recording

Synthesizing and interpreting

Evaluating and communicating

Strategies:
Plan transdisciplinary and subject-specific inquiries in which students can develop, apply and reflect on their research skills.

Provide a range of tools for students to organize their research so that all stages are documented.

Model academic integrity by providing proper citations and references for materials and ideas that are shared with students.

Collaborate with, for example, the librarian and technology specialists support students to build research skills and to learn how to identify reliable sources of information.

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Theme: How We Express Ourselves
Central Idea: The Use of Lines in Art
Key Concepts: Form, Function, Perspective
Related Concepts: Shapes, Emotions, Feelings
Lines of Inquiry
- What type of line shows emotion?
- What type of line expresses an idea?
- What are lines used for in larger art?
Project: Based on exploration of Wassily Kandinsky, students inquire on line and its use its use in art.
- Creates Shapes
- Captures Detail
- Forms Texture
- Captures/Displays Emotion
Activity: Listen to music and create different lines based off of that.
- Combine lines on a single working area and see what comes from the mixed emotions.

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Descriptor: The relationship between and the interconnectedness of individuals and civilizations, from local and global perspective.
Central Idea: Homes reflect the needs and attitudes of inhabitants and environments.
Concepts:
1. Connection & Form: What are the similarities and differences between your home and the homes in the pictures?
2. Causation: The importance of knowing why homes are different for living things.
3. Reflection: The children being able to look back at what they have learned and reflect upon it.
Related Concepts: Homes, family, culture, time, place, values.
Lines of inquiry:
1. Cultures in their living environments.
2. Appropriateness of homes to their inhabitants.
-Related subject area: Science, Social Studies, Art, Language, Math, Music, PSP.
By: Priscilla & Steve
Group 5
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Developed by experienced educators, Toddle streamlines curriculum planning, projects & portfolios, assessments & reports, and online learning - all from one place!

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Central Idea:
Culture and family values display perspective of possessions.

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Central idea: Families evolve over time in various places and cultures.

Relevant descriptors: Human relationships, including families, friends, communities, and cultures.
Related concepts:
Family,

Generations,

Traditions,

Survival,

Communities,

Genetics,
Shamira, Vince, Dana

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Transdisciplinary theme-

Where we are in place and time

Descriptor-

Homes and journeys, orientation in place and time, relationship between and interconnectedness of individuals and civilizations from local and global perspectives

Related Concepts

Social Studies

Economics

Family Traditions

Geography

Architecture

Science

Health and growth

Landforms/Environments

Life Cycles

Natural Resources

Reading

Main Idea and supporting details

Making connections

Cause and effect

Problem and Solution

Central Idea

The resources that are present in environments will impact the health and economics of an area.

Environmental resources determine the economic and physical health of a region and its inhabitants.

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Theme
- Who We Are
Descriptors
- Beliefs and Values
- Personal, Physical, Mental, Socials, Spiritual Health
Related Concepts
- Family, Culture, Environment, Spirituality, Lifestyles, Identity
Central Idea
- Family contributes to who we are as individuals