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Language is intrinsic to collaborative inquiry. How does/ might your school support learners when they are just learning the language of instruction?

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Does every UOI have to include a SDG focus?
How do we get answers to all these questions?

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Wakelets from
IBAP -
http://wke.lt/w/s/jr9Vm

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How do/ might schools utilize the data gathered in student language portraits?

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How does your school support the development of home/ family languages?

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How does your school support the development of home/ family languages?

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This is timely!

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October 2019 edition of IB World magazine.

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What do you see as the role of the language policy?

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What do you see as the role of the language policy?

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What are some helpful resources to further explore multilingualism and translanguaging?

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What are some helpful resources to further explore multilingualism and translanguaging?

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How are you exploring the use of translanguaging strategies at your school?

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How are you exploring the use of translanguaging strategies at your school?

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What do a multilingual learning environments and communities look like, sound like, feel like?

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What do a multilingual learning environments and communities look like, sound like, feel like?

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How are you developing, monitoring and utilizing language portraits? Share samples? (A few samples in My IB) 

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How are you developing, monitoring and utilizing language portraits? Share samples? (A few samples in My IB) 

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Do we monitor skills or assess skills? If so how do we report it

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Which research model is used - PYP in  India

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Which research model is used - PYP in  India

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#pypchat IBAEM 18 September 2019 - Wakelet

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We built Wakelet using the latest technologies to make it faster and easier to use. Unfortunately, your browser doesn't support those technologies.

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How many sub skills or sub-sub skills can we use and monitor at a time.

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Some ATL vocabulary are beyond young children - can we have a more child-friendly version?

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Some ATL vocabulary are beyond young children - can we have a more child-friendly version?

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Like these? These are from Sonya terBog.

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How can the ATL’s help support student agency within the new enhancements? (LA)

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How do you document student growth in their development of the ATLs? (LA)

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Where should the ATL’s be in the UOI planning process? Is it driving the learning? (LA)

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What do you do to make ATL’s age-developmentally appropriate for your grade level? (LA)

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What practices in the classroom are effective in helping students acquire ATL skills? (LA)

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How are you making your students aware of the ATLs they are learning and developing? (LA)

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PYP: From Principles into Practice --> "...All teachers foster and support the development of these skills by providing opportunities embedded in authentic learning experiences...."

How does this look like at your school?  How does this look like in different subjects? (YS)

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Transdisicplinary learning and ATL skills - How do they connect? How do they support each other? How does this look like at your school? (YS)

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How do you explain the connection between approaches to learning and approaches to teaching? (YS)

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How do we, teachers, ensure that students are aware of and develop the skills and sub-skills? (YS)

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What strategies/tools do teachers use to keep track/assess/record the development of the ATL skills? (YS)

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How are ATL skills evident in planning, teaching and learning process and assessment? (YS)

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How do the IB's ATL support student agency? (YS)

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Looking at the PYP curriculum model, how would you describe the role of approaches to learning in the programme? (YS)

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Q12 On a PYP Art teacher Facebook Page, the author talks about 3 levels of integration between the single subject and the classroom teachers' classes. Is anyone familiar with that?

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Q12 On a PYP Art teacher Facebook Page, the author talks about 3 levels of integration between the single subject and the classroom teachers' classes. Is anyone familiar with that?

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What are the 3 levels you heard referenced?

https://www.pyppewithandy.com/pyp-pe-blog/october-10th-2018
Andy goes into 3 levels of integration and what is involved in each.

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Q11 Hi, New to this chat. How long is it? I'm supposed to just write questions about the enhancements?

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Q11 Hi, New to this chat. How long is it? I'm supposed to just write questions about the enhancements?

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Each chat is an hour. Your question should just be related to the topic - not necessarily the Enhancements.

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How do we support agency in the transdisicplinary learning? What's the connection between agency and transdisciplinary learning? Does agency and transdisciplinary benefit each other? (If they are)?

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How does your school support transdisicplinary learning?  What do teachers need in order to make transdisicplinary learning happen?

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What do you think about this figure below? How does this apply at your school?

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How do you ensure that transdisciplinary approach is shown in the planning, teaching, assessing and reflecting process?  HOw does your school make this happen?  How does your school make time for this?

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What does TD Learning look like at your school? How do you accomplish this and if not, how might we start? (Levi)

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How do we meet curriculum demands and standards in a TD learning climate? (Christine)

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Q4: How can schools with local or national daily minimum time requirements for certain subjects authentically ensure that transdisciplinary learning is not sacrificed?

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Q4: How can schools with local or national daily minimum time requirements for certain subjects authentically ensure that transdisciplinary learning is not sacrificed?

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Q3: Is the analogy of “cake” in PYP:PiP more appropriate for describing entire units or learning engagements?  Why?

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How might/do you support students to understand that related concepts can be explored through more than one transdisciplinary theme?

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Q1. What is transdisciplinary Learning? #pypchat

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Q1. What is transdisciplinary Learning? #pypchat

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What are some ways to effectively interpret and/or add to  the sub-skills in order to develop, apply and transfer in different contexts?

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How can/does your POI support a continuous learning flow rather than the “stops and starts” of unrelated learning?

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The development of the POI is an organic process that is revisited and researched throughout the year. It is the starting point for the students’ learning, not the final outcome.

What does this look like in your school?

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Learning is not linear and doesn’t always fit succinctly inside boxes. How might we reflect the “messiness” of spiralling and scaffolding inquiry learning in a POI?

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(How) has the new Collaborative Planning Process for Learning and Teaching impacted the way you review or map your POI?

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What tools does your school use to track units and review POI?

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Who is involved in your POI development/ review? How? When?

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How do you reflect on balance of knowledge, key concepts, ATL and Learner Profile across UoI in each grade?

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Schools have the flexibility to present the programme of inquiry horizontally and vertically or in any other manner they see fit. What are some examples?

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What processes and strategies do you use to review POI, UoIs, subject-specific scope and sequences and subject-specific inquiries?

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How do you ensure authentic and meaningful connections are made across, between and beyond subjects?

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How do you create CIs?

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How are your learning outcomes/standards connected to your UOIs?

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How do you balance subject-specific knowledge, conceptual understandings and skills, alongside opportunities to develop  the learner profile and to take action?

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How do you create LOIs?

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What works well in your context when reviewing your POI?

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Lack of time is always cited as an issue - how might we creatively "find" time for collaboration?

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How might leaders in the PYP create a climate that empowers students and teachers to become agentic learners?

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How might a PYP pedagogical leadership team ensure ongoing PD within the school community?

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How do PYP leaders ensure that  teaching and learning practices support IB philosophy?

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How do leaders in your school provide the practical support needed for successful implementation of change across the learning community?

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What tips do you have for principals new to PYP?

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What models of team leadership exist in your school? Who is part of your pedagogical leadership tam?

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How might leaders innovate and encourage agency in a PYP school?

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What does leadership mean to you?

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Why is it important to have both formal and informal leaders in our schools?

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These questions are listed under the graphic we are discussing. (p. 69)

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Who has used it? How did it go? What suggestions do you have for the rest of us?

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At your school, how do you co-construct learning goals and success criteria with students?

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How might we find time for multiple opportunities for students to practice and demonstrate what they know, understand and are able to do?

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Is there an example of how evidence and data were used to improve your practice?

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In what ways do you share evidence and data with your learning community?

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How might we give effective feedback and communicate learning progress?

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(How) do you find time to collaborate to moderate assessments, analyse results and plan next steps?

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What assessment tools and strategies do you use? For what purpose?

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What data and evidence do you use to inform planning and teaching strategies?

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How might teachers model authentic reflection?

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How might teachers model authentic reflection

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What strategies might we use to ensure that everyone in our learning community has a clear understanding of the reasons
for assessment, what is being assessed, the criteria for success, and the methods by which the assessment is made?

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How can we engage students in the assessment development and evaluation processes?

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If assessment is meant to inform what is needed to support future learning, what evidence should we gather? How might we analyse it? What impact does it have on planning?

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What success criteria do you use in your school?

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How does assessment look like in the enhanced PYP with student agency being the core? Do we still work with a specific crieteria?

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If I'm planning to do the Exhibition outside of the POI, will it means that the celebration will have to be done at the end of the school year?

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Please review the information in My IB and share any further questions, prompts, ideas you have.

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How do you maintain homeroom connections when students shift to PYPX classes?

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What techniques/tools/strategies do you use to support groups in writing LOIs and Central Ideas?

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How do you support self-management within groups?

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How could easing into PYPX groups earlier help learners cope with the transition? (Bridges, 2009)

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How do you have an Exhibition without a summative? Will they not present what they learned (and what action they took) or is it just not graded?

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What is your understanding of them? How do you plan to create these as an integral part of your action plan?

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In the online version, the Index gives an overview of Standards for each overarching category of the framework.
The IB has #enhancedPYP hashtag to see your feedback and questions on Twitter

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Standards (all programmes) - Practices (ways of implementing) - Requirements - Specifications (programme-based)