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Journey of Growth by @harmonisedpianist1161 | Suno

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uplifting pop melodic song. Listen and make your own with Suno.

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https://suno.com/song/51a9403c-8f62-4027-8efe-ed568a219161

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IB Programme Standards and Practices_April 2022

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IB Programme Standards and Practices_April 2022

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Programme Standards and Practices_April 2022

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1. Does it offer students opportunities to explore the commonalities of the human experience? (Avoid proper and personal nouns)

2. Does it promote the associated conceptual understanding through the stated key concepts?

3. Is it broad enough to offer multiple lines of inquiry?

4. Will it engage students in thinking critically and creatively?

5. Does it present an opportunity for students to co-construct meaning and yet is open to a range of student responses?

6. Is it written in a complete sentence using a neutral voice?

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I am a Grade 4 PYP teacher teaching a unit with the central idea Overtime living things adapt to their unique environments under the theme How the World Works using the indicator natural world. The lines of inquiry are: 1. Classification and geographical descriptions (form) 2. Characteristics of the species connects to features of the environment to ensure survival (connection) 3. Theories of evolution and adaptation (perspective)

Provide an overview of the unit with student friendly I can statements broken down by What is it we want students to know (KNOWLEDGE), understand (UNDERSTANDING) and be able to do focusing on Research and and Thinking Skills (Approaches to Learning ). Make sure to separate each knowledge, understanding and approaches to learning per lines of inquiry.

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I felt.....I Wondered...I tried....I learned....I used...I felt...

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I felt.....I Wondered...I tried....I learned....I used...I felt...

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I still believe that good relationships make anything happen. I started having regular PYP meetings where kids could suggest ideas and vote on them, which has resulted in more engagement and enthusiasm for the program, and also I could have the kids vote on what activities they would most like to do in class, and then I can use this information to plan my lessons. /chloe 

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I still believe that good relationships make anything happen. I started having regular PYP meetings where kids could suggest ideas and vote on them, which has resulted in more engagement and enthusiasm for the program, and also I could have the kids vote on what activities they would most like to do in class, and then I can use this information to plan my lessons. /chloe 

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Conceptual Understandings as PYP Teacher

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Conceptual Understandings as PYP Teacher

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How are you using concepts to helping students make meanings and connections in their learning?

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How am I developing international mindedness in my students?

How do I get the learning of language to encompass being international minded?

How do I encourage my students to engage with local and global issues?

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What does transdisciplinary learning look like in your classroom currently?

How do you know that transdisciplinary learning is taking place?

How do you think you assess transdisciplinary learning?

What needs to change as you develop an upcoming unit of inquiry?

How will you implement the changes in collaboration with your team?

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How am I embedding the learner profile into learning and teaching?

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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.