# data[].attributes.headline
Principles into Practice/The learning community

# data[].attributes.subject
Principles into Practice/The learning community

# data[].attributes.body
Pages 14-23

# data[].attributes.body
1. Choose an existing unit of inquiry planner that does not have much science planned.

2. Describe three or more changes/additions that could be made to include more science.

3. Answer the following questions:

Why are these changes needed?

How will they benefit your students?

How will you approach your team with the changes?

You must turn in a PDF of your assignment by Jan. 26, 2024, to the moodle or email it directly to me: Liskstew@gmail.com.

# data[].attributes.headline
PiP/Teaching and learning/Approaches to learning

# data[].attributes.subject
PiP/Teaching and learning/Approaches to learning

# data[].attributes.headline
​PYP Sharing Blog: Developing approaches to learning in the process of inquiry

# data[].attributes.subject
​PYP Sharing Blog: Developing approaches to learning in the process of inquiry

# data[].attributes.attachment_link.title
​Developing approaches to learning in the process of inquiry | SharingPYP Blog

# data[].attributes.headline
Principles into Practice/Learning and teaching

# data[].attributes.subject
Principles into Practice/Learning and teaching

# data[].attributes.headline
PiP/Learning and teaching/A transdisciplinary programme of learning

# data[].attributes.subject
PiP/Learning and teaching/A transdisciplinary programme of learning

# data[].attributes.attachment_caption
Multilingual development in IB programmes

# data[].attributes.headline
Programme standards and practices realized

# data[].attributes.subject
Programme standards and practices realized

# data[].attributes.headline
TSM: Explicitly teaching thinking skills

# data[].attributes.subject
TSM: Explicitly teaching thinking skills

# data[].attributes.body
Please take a couple of minutes to help me by completing this form. Thank you.

# data[].attributes.body
Many schools feel pressured to teach science as a standalone subject. This workshop aims to extend teachers’ understanding of science knowledge and skills so that they can be incorporated in any unit of inquiry. Teachers will also consider the research regarding the range of science knowledge and skills that students need for success in secondary school studies. You will examine how concepts and transdisciplinary skills can lead to deep scientific understandings through every transdisciplinary theme. The workshop will also explore the rich and creative variety of scientific writing styles and the use of children’s literature to provoke scientific thinking and inquiry.

# data[].attributes.body
Page 9

# data[].attributes.attachment_caption
Multilingual development in IB programmes

# data[].attributes.headline
Programme standards and practices realized

# data[].attributes.subject
Programme standards and practices realized

# data[].attributes.body
Introducing conceptual understand]

# data[].attributes.headline
Developing a transdisciplinary programme of inquiry

# data[].attributes.subject
Developing a transdisciplinary programme of inquiry

# data[].attributes.body
Pages 3-14

# data[].attributes.headline
Nano PD Learning in a transdisciplinary world

# data[].attributes.subject
Nano PD Learning in a transdisciplinary world

# data[].attributes.attachment_link.description
1. Connect: How do we go from global issue to central idea?

# data[].attributes.headline
Collaborative planning process for learning and teaching

# data[].attributes.subject
Collaborative planning process for learning and teaching

# data[].attributes.body
Read pages 1-3

Skim the rest

# data[].attributes.attachment_link.description
Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

# data[].attributes.headline
HOW to teach for conceptual understanding

# data[].attributes.subject
HOW to teach for conceptual understanding