# data[].attributes.attachment_link.title
what if everybody did this Pages 1-28 - Flip PDF Download | FlipHTML5

# data[].attributes.attachment_link.description
Check Pages 1-28 of what if everybody did this in the flip PDF version. what if everybody did this was published by Nada Al Baridi on 2021-02-17. Find more similar flip PDFs like what if everybody did this. Download what if everybody did this PDF for free.

# data[].attributes.body
Empowered collaborator will be a confident person to participate

# data[].attributes.body
Strategic planner

proactive

Communicator

# data[].attributes.body
1. join in team decision

2. provide own idea （opinion）

3. respecting and listening to the opinions.

# data[].attributes.body
The person who understand their role and responsibilities could impact their community. By it means, the empowered collaborator has the capability in their knowledge, resources, and skills to benefit others life well-being.

# data[].attributes.body
could see and take advantage of their peers' strengths, and taking part in acknowledging the weaknesses - handling it together

# data[].attributes.body
Learn together, communicate clearly and open to some inputs.

# data[].attributes.body
empowered collaborator finds a connection and able to combine ideas

# data[].attributes.body
Effective - find the way and work together to achieve the goals

Can work in a team, support others

# data[].attributes.body
Creative

Collabs with the teaching team, students and parents.

# data[].attributes.body
need to work together

need to be open minded so we can share ideas and gather more information

implement student agency

understand the students' needs not only in our class

communicate the planning well

# data[].attributes.body
Good communicator

Active sharing ideas

willing to learn about new things

willing to tolerate others and respect others ideas

# data[].attributes.body
empowered collaborator is a person who are willing to share and accept ideas, plan, and able to work together to build better community

# data[].attributes.body
Someone who actively involves in the discussion and give brilliant ideas/impact to others without judging others ideas.

# data[].attributes.body
have good communication with partner

have a lot of idea and strategies for class

# data[].attributes.body
open communication and encouraging

# data[].attributes.body
communication

respect

open minded

# data[].attributes.body
willingly to shares idea and concern with the team, can adjusting with the changing, and be flexible and support the teamwork by mentoring

# data[].attributes.body
Colaboration is when team work discuss to achieve the goal.

# data[].attributes.body
For me collaboration is an activity of some people who have different background/ specialist to work together, complete each other, enrich each other to achieve the goal(s) that they already set up.

# data[].attributes.body
Collaboration involves effective communication and working together toward group's goal.

One action/attitude that can impact collaboration is being open-minded, willing to listen for inputs, ideas of others, being flexible and cooperative.

# data[].attributes.body
collaboration is a way for us to find relation, and connect to achieve a purpose

strenght : communication, relation

# data[].attributes.body
collaboration in my opinion is working on together and put our ideas together and listen to others opinion, and if there's any disagreement they can find the solutions together and achieve the goal

# data[].attributes.body
Collaboration = work together, support each other.

Strengths: open minded, flexibility, positive.

# data[].attributes.body
-Have a similar vision to work together by accomplishing the same mission, by it means the people may have diverse of opinions, yet they will come in one core for one to follow and agree with.

- My weakness is to share the idea explicitly while struggling to speak publicly.

- My strength is to have the authority of my profession.

# data[].attributes.body
Collaboration is consider your strength and weakness, and also consider others strength and weakness. Then working together to achieve goal or purpose of the team.

Willing to learn from others and open to have active communication.

# data[].attributes.body
collaboration is a synergy of people with different ideas and opinions, working together to achieve the same goals.

Strength: open minded and respect my partner

# data[].attributes.body
Collaboration is a process of working together with colleagues to achieve shared goals.

Strength: time management

# data[].attributes.body
Collaboration is working together with the same goal.

Collaboration complete each other to resolve the bigger task.

My strength are logical thinker because my background informatics, and open mind to work together.

# data[].attributes.body
collaboration is something that can help us to understand our partners character and complement each other.

strength; share idea and working together

# data[].attributes.body
definition: do or making something together and we can think and solve the problem to get our purpose.

an action as a strength in collaboration: open mindedness would impact as a team, how we can respond and how we can agree or disagree

# data[].attributes.body
a group of people who work together to set and achieve goals

strength:

adaptive, have the flexibility to adapt to new environment including working with new people with different background

objective

# data[].attributes.body
Collaboration is when the team has a shared goal and achieves the goal by connecting ideas and being willing to learn from inputs.

The most significant attitude for collaboration is communication.

Ways to fix the communication for collaboration between HR and SS:

1. Communicating and understanding the struggles between teachers, handling students together

# data[].attributes.body
I think collaboration is about working together. In learning, it's when students, teachers, and sometimes parents share ideas, solve problems, and learn from each other. It helps build teamwork and communication skills, making learning more engaging.

# data[].attributes.body
my aha moment would be seeing how what ive been understanding all these times are actually part of cooperation instead of collaboration, and the way i see it is how can i build that trust among the teams that i am working with, and what i can do to see whom i can share my values with to not only achieve the goal but also overlooking the long term results of every collaboration that i do, making sure that it is not short term

# data[].attributes.body
Finally I understand that Colaboration has deeper meaning than cooperation. We can empower each other rather than engagement. Giving trust to our team is one of the important things also.

# data[].attributes.body
My AHA moment: collaboration is about trust others that other members are also have the same view with my view. Then, collaboration is not only working together but empower. To empower, I need to understand the struggle and give contribution of it.

# data[].attributes.body
aha moment: Collaboration is about trusting each other with the strengths and weaknesses that we have. We can complement each other too. And we also share values to achieve the same goals

# data[].attributes.body
when collaborating with our team, we should not work independently but embrace interdependence. We need to trust one another, complement each other's strengths, and share our values, not just focus on achieving our goals.

# data[].attributes.body
When talked about differences of cooperation and collaboration. Can implied in teaching section and how we build relationship with partner teaching.

# data[].attributes.body
Finding out that collaboration is not only about working together to achieve goals but also about understanding and shared values. It also opened my mind when both collaboration and cooperation is way better applied in working for a creative work.

# data[].attributes.body
As part of a team in Chung2 School by adopting the IB Curriculum, I learn the collaboration between teachers give the impact for the students' learning. Not only we carry the objective and accomplish the result we expected them to be, but involving the students as a part of our interdependence team will take further long term achievement.

# data[].attributes.body
Cooperation and collaboration sound the same but now I understand that they are different.

Cooperation is when people work together but mostly on their own tasks. They help each other out, but everyone has their own role and goal. Collaboration is when people work together very closely. They share ideas, tasks, and goals, creating something together that they couldn't do alone.

# data[].attributes.body
I found out that cooperation is different from collaboration. ..and i think what i am doing so far is much more in cooperation rather than collaboration. Hopefully, i can do more collaboration.

# data[].attributes.body
I Think I need to understand more about how to collaborate with others properly to reach my goals. I still need time to do reflection about did I do cooperation instead of collaboration. Today PD make me realize how important collaboration is.

# data[].attributes.body
Collaboration is deeper than just a cooperation. Constant state of interdependence & trust are needed to be built between members to successfully achieved goals.

# data[].attributes.body
Collaboration is deeper than just cooperate or working together. It needs our participation not just following, support others and enrich others. It will build creative environment to generate new idea and trust each other to handle and do their part.

# data[].attributes.body
Collaboration is when a group empowers each other. The members shared vision and values.The group for long term

# data[].attributes.body
Collaboration working together to achieve shared goals and values, cooperation I'd say is more like a group work where you work with one another. Collaboration involves mutual trust, where you can learn to trust your teammates, complement each other.

# data[].attributes.body
the vulnerability hold important part to support collaboration has been the most AHA part. I realized that showing vulnerability can be assumed as showing weakness, but if you're within a group who shared same values vulnerability is not weakness but can be a strength to build an understanding relationship

# data[].attributes.body
today's PD makes me understand the different between cooperation and collaboration. we agree in our group collaboration is we want to achieve the goal.

# data[].attributes.attachment_link.readable_text
Student Action is an integral part of the PYP. It provides learners with opportunities to make significant contributions, both independently and collectively, in their community and the world around them to become change makers. No matter how big or small, all children can choose to make a difference. Taking Action is an essential element of the PYP curriculum and inquiry based learning. It can also be thought of as a 'conclusion' to learning. When taking action, learners make connections to the new knowledge they have learnt and apply their skills to real-life issues and opportunities. Action can take many forms, and could include:

 a change in attitude

 a consideration or plan for action in the future

 a demonstration of shared responsibility and respect for themselves, others and the environment

 a commitment to leading or participating in collective action with others

 an engagement in school decision-making

 a commitment to support local communities

By promoting Student Action in our PYP curriculum, learners question, wonder and reflect about themselves and the rapidly changing world around them, seeking out challenges and opportunities to broaden their learning and self awareness. We want our learners to think critically to recognise issues in the world. We want them to feel empowered to be the future changemakers, who find solutions that really make a difference to become well rounded individuals who not only love to learn, but grow intellectually, personally, emotionally and socially.

Central idea

Through play, we express our feelings and ideas.

Play is so important to learn! Play provides building blocks for communication, social skills, curiosity, problem solving and critical thinking. It is through play that children at a very early age engage and interact in the world around them.

In Nursery, we have been focusing on the development of the children's communication skills this term through reading and enjoying popular tales and nursery rhymes stories such as Goldilocks and the Three Bears. Through stories and role play, the children have been applying many new words that help them to communicate their feelings and express their ideas. They have been learning some expressions such as sad, happy and angry. Of course, we did many fun things such as making porridge, going on an adventure to find Goldilocks, water play and face painting!

We will continue this unit of inquiry after the holiday and the Nursery children will continue to learn about themselves and the world around them through play!

Central idea

People have a responsibility to care for living things.

The Kindergarten children have been learning about how people have a responsibility to take care of living things. We started the unit by using our thinking skills and explored our school surroundings to discover the plants and animals that share this space with us. We reflected upon how we could take action to care, respect and protect them and invited our parents to help us do just this in our learning journey!

During their learning journey, the children enjoyed making and hanging yummy coconut and peanut butter bird feeders at home and at school, to help nourish the birds through the cool season. Using their knowledge of how to care and nurture plants, the children taught their parents how to water and pot seedlings to grow at home.

Throughout the unit of inquiry, the children have developed their inquiry and observation skills to investigate how plants grow, by growing many different things! We have also cared for tadpoles in the classroom and have watched their amazing life cycle first hand, using our thinking skills to compare this to the life cycle of plants.

The Kindergarten children have been fascinated with the beautiful nature around us and have shown themselves to be real investigators and thinkers whilst diving deep into understanding the natural processes and how we can have a positive impact.

Central idea

Different art forms allow people to express themselves in different ways.

As part of our current unit of inquiry into how different art forms allow people to express themselves in different ways, Reception has inquired into the work of a selection of famous artists. We have studied artworks produced by Kandinsky, Jackson Pollock and Georgia O'Keeffe, encouraging the children to give their own personal responses of whether they liked them...or not!

For example, when studying Jason Pollock, the children made reflections such as 'I don't like it, it is messy' and 'It isn't pretty because it is very brown'! The learners enjoyed sharing their personal responses to art, demonstrating excellent communication skills. From this, the children then recreated their own paintings, inspired by these artists, putting their own personal flair and twist, guided by their personal preferences and reflections.

To dive deeper and to discover more about the different artforms, the children thoroughly enjoyed exploring the use of different media such as clay, sand and natural materials such as stones, leaves and flowers. Throughout the unit, the children have had agency to create their own works of art, expressing themselves using different materials and techniques which are currently being displayed in our very own art exhibition, which will be shared during our learning journey.

In collaboration with Thai and Music teachers, the children have made connections with other art forms such as music, dance and drama and have proven to be excellent risk takers by creating their own dances and songs, which will be shared during the learning journey. What a fantastic unit of inquiry we have had, where the children have expressed themselves creatively in many different ways!

Central idea

Choices of role models reflect the belief and values of individuals and societies.

To start the new calendar year, Year 1 have been exploring their new unit of inquiry, considering role models in our local community and how everyday people can be role models and heroes. The children have strived to investigate what makes a role model, who we think role models are and if indeed anyone could be a role model!

To start, we tuned in by exploring what it means to be a role model. Using a range of mediums to explore the different interpretations of a role model and thinking about who we know that are already role models. As inquiring learners, the Year 1 children began to make links with our previous unit of inquiry and thought about the important role models we have in our community.

They reflected on the work of key workers and how they indeed did make some of the most important role models in our ever-changing society. They finally concluded that doctors, firemen, policemen and cleaners were in fact superheroes! Going even further, the children wanted to discover more by creating a questionnaire for their parents and teachers to find out the different role models the adults in their lives have. When this information was collected, the children used their connection skills by grouping the role models into categories and voted if they agreed or disagreed with the adults' choices, using balanced arguments.

Once all this information was brought together, the children began to think about who their role models were and why. To complete a wonderful unit of inquiry, the children had the chance to dress up as a role model of their choice and present to their peers all about their selected role model. Fantastic work from Year 1!

Central idea

Cities around the world create structures to meet the needs of the community.

We started the unit of inquiry by tuning into what the children already knew about cities by building them in different ways, using Lego, cardboard, drawings and scratch. The children showed incredible creativity in their agency to present what they already knew about cities - we were so impressed with how knowledgeable they were!

We challenged the learners to develop their research skills to find out more about a city they had visited or a city from their family's home country by interviewing their families. From this, the children then dived deeper to research famous buildings, transport links, food and things to do in their chosen city. Not only did the children become more knowledgeable about their chosen city, but they also developed their computing and research skills, learning how to cut and paste photos, paraphrasing research and performing safe internet searching to make their very own digital travel brochure.

Being travel experts in their own chosen cities, the children collaborated using their newfound knowledge and facts by agreeing on a shared definition for what a city is and how they compare to towns and villages. Going further, the children then compared their cities, finding connections about how their cities serve communities in similar and different ways, and then went on an adventure in our village community to explore the different forms of transport.

To take action and present their learning, the children created cityscapes of buildings and famous structures in their cities. Using green screen, they used their travel brochures to make persuasive travel videos. Our communication skills came in handy when trying to persuade people that our city would be the best destination for a holiday!

Central idea

The Earth's physical geography has an impact on human settlements.

We tuned into our central idea by exploring the form of geographical features and what we mean by physical and human features by hunting for examples around the school. To find out more and explore settlements and buildings across the globe, the children used Google Earth and visited Mini-Siam to develop their skills in using digital maps and atlases.

During this unit of inquiry, the Year 3 children have become more knowledgeable about the world map, studying physical and human geography around the world. We inquired how these features can affect where people live in human settlements around the world, looking into how vegetation, climate and location have an impact on where people choose to live.

For their final action, the children applied their newfound knowledge and skills, having agency to choose a biome to build a settlement considering the natural features in the environment. The children demonstrated fantastic coding skills when creating a digital biome settlement using Minecraft Education, thinking carefully and making connections about the materials available, the climate, vegetation and wildlife.

We were impressed with how principled and caring the children were in the decision making phases, making their settlements sustainable and kind to their respective biome environments.

Central idea

The way people use and understand electricity has developed in response to the changing Earth.

Year 4 have been having a brilliantly shocking time working on our electricity unit of inquiry this half term! To tune in and find out about our electrifying unit, Year 4 explored different electrical items and how they work. From this, the children investigated how to make a circuit using batteries, wires and light bulbs. Applying their knowledge, we used thinking and communication skills in teamwork challenges to create switches and add buzzers to our circuits. We also tested insulators and conductors using Makey Makeys.

The children were curious about where electricity comes from. This led us to an inquiry about renewable energy. Mr. Ben brought all sorts of interesting items for us to investigate; solar panels, wind turbines, electric motors and a bicycle generator! The learners have used solar panels to water the garden, charged a battery using a wind turbine and even charged a phone using the bicycle generator!

We have designed safety posters, created a vocabulary wall to learn technical words, created our own Loop Games, made fruit batteries and have even made our hair stand up with static electricity!

For their action, the children wanted to share their knowledge and inquiry skills with their parents, hosting a hands-on learning journey full of fun experiments and presentations.

Inquiry skills have been at the heart of this unit, where the children have developed new knowledge through asking questions, testing predictions, thinking critically about their findings and making conclusions, whilst of course having lots of fun!

Central idea

Humans have a responsibility to ensure equal rights and realities for all.

Year 5 have inquired deeper into human rights and how they link to the Global Development Goals and their responsibilities as informed students and members of our local communities. The children have developed their research skills by finding out about the UN Declaration of Human Rights, and why some people may not have them.

From this, the children deepened their knowledge by researching global case studies of children struggling for basic rights such as a quality education, a decent standard of living, gender equality and freedom from modern or bonded slavery. Our literacy lessons were closely integrated within this unit of inquiry and the children also made strong connections in their reading the story of Iqbal who, from a very young age, became an advocate for human's rights around the globe.

Taking inspiration from this, the children also wanted to take action by selecting a human right they wanted to research further and raise awareness about. To discover more about difficulties faced by our local community and to inform their research, the children organised an interview with the local charity 'Hand to Hand' to ask questions about people in our local community living with afflicted rights that are supported by local charities.

In groups, the children chose how to raise awareness of these local and global issues. Demonstrating fantastic leadership skills, the children organised lunchtime activities such as dodgeball, beat the goalie and healthy pancakes to raise money donations for both 'Mercy' and' Hand to Hand' charities. Not only did the children develop their social and research skills, they also developed their problem solving skills in becoming changemakers to real life scenarios. Well done Year 5!

Central idea

Humanity's decisions may impact the stability of nature and humankind.

Year 6 have adopted a principled and caring nature, using their communication skills to share their thoughts about how humanity's decisions may affect the stability of nature and humankind. The children started their unit of inquiry by exploring and finding out about the different forms of sustainable energy sources. This led into discussions and student wonderings linked to our lines of inquiry about sustainability.

Through carefully analysing a variety of evidence sources, such as watching video documentaries, reading news articles and observing photos, the children discovered that one of the main causes of climate change is deforestation through human economic activity. They all felt very passionate about this and wanted to deepen their inquiry to find out some of the economic decisions that local and global businesses make to either protect nature and the environment or damage it.

As part of their action, Year 6 made presentations about the effects of deforestation whilst also having agency to choose the different ways to show their learning. For example, Kahoots, timelines, stories and even imaginative board games so people could play whilst learning! In Literacy, they learned how to write a balanced argument and applied these skills to writing a balanced argument about deforestation, finding it incredibly hard to find an argument for cutting down trees! In Maths, we inquired into our carbon footprint and how our lives add to climate change. All in all it was a very informative unit and the children learnt a lot from it.

In their Thai lessons, KG has been learning about the native Thai plants within our beautiful, green surroundings, planting even more plants for them to care for! To complement and connect with their learning in PYP lessons, the children have learnt how to name the different parts of a plant in Thai. International-mindedness is the backbone of the PYP and as a PYP school, we share a collaborative commitment with our students and teachers to communicate with others in different languages.

Learning through play is an essential element of our Early Years PYP curriculum, to allow our children to learn and grow in a holistic and child centered way! Connecting with their learning in PYP lessons, our children are developing their gross motor skills in a fun, play-based environment both in the pool and outdoors. Learning to play with others through physical activity not only increases our focus to learn but promotes healthy growth and development for even the littlest of learners!

As part of the unit of their inquiry, Reception have been expressing themselves through many different artforms...especially in their Music lessons! The children have been experimenting with the sounds of different percussion instruments using different techniques such as striking, shaking, scraping, plucking or rubbing. Music develops coordination and improves children's motor skills that can lead to greater creativity and memory.

Nursery

Central idea

Through play we express feelings and ideas.

Approach To Learning IB learner attributes

Self management

Caring

Principled

Kindergarten Stories can help people understand the world.

Research

Principled

Knowledgeable

Reception

Human activity can be influenced by the Earth (and its natural cycles).

Research

Balanced Caring

Year 1

Stories can be told in a variety of ways to engage their audience and communicate meaning.

Communication

Communicator

Balanced

Year 2

The performing arts are used as a form of expression to communicate and entertain.

Communication

Open-minded Communicator

Year 3

People apply their understanding of forces and energy to invent and create.

Research

Knowledgeable Inquirer

Year 4

Patterns in nature determine the Earth's physical features.

Communication

Principled Caring

Year 5

Connections between past civilisations and present day societies influence the future.

Research

Knowledgeable

Reflective

Year 6

Many elements combine to create a theatrical performance.

Social

Communicator Risk taker

# data[].attributes.attachment_link.description
Student Action is an integral part of the PYP. It provides learners with opportunities to make significant contributions, both independently and collectively, in their community and the world around them to become change makers. No matter how big or small, all children can choose to make a difference.

# data[].attributes.attachment_link.readable_text
We hear incredible stories of kids, from schools all around the world, taking action and using their knowledge from inquiry to make an impact for the better. But how much of that action is truly student-led? How big does action have to be? Does it even matter if it isn't student led? And how do we inspire the children to independently take action? Are those some of the questions that pop into your head when you hear about such wow-factor action?

Well, never fear.....I'm here to shed some light on the matter and to dispel some of the doubt (and dare I say cynicism?) that may be whispering in your ear. I have plan ( and some free tools) to develop and inspire your class of future heroes! Read on......
Action, ideally, is the voice of the children. It is student agency at its finest. Action promotes a connection to learning. It's a transferrable process that, surprise, surprise, needs to be developed over time. Without structured modelling and guidance, your student-led action will be at best haphazard and at worst, non-existent. So please, embrace the process, surrender to the time it takes, give up comparing your class to others and work towards developing student-initiated action with your little darlings.

Action is one of the Essential Elements of the International Baccalaureate Primary Years Programme. I don't feel it is any more or less important than the rest of the Essential Elements, but I do believe that it is one of the most empowering elements, where the children can see the accumulation of all of their knowledge, skills and progress as learners coming together to make a real and tangible difference.

The Action Cycle vs. The Action Process

It used to be a cycle (CHOOSE-ACT-REFLECT) but has since been recognised as a process. This is not to say that the cycle no longer has any worth. I would recommend that the reflection cycle is used as a method of teaching the process of on-going action.

The Purpose of Taking Action

Our aim is, through inquiry, to have the children come up with responsible, thoughtful and meaningful action that will make an impact. This impact does not have to be earth-shattering for the world. It does have to with their learning, giving a sense of purpose to their learning through experience and enabling their voice to shine through. This is extremely empowering. Think about the impact that taking action has on yourself; from checking off your daily to-do list, to accomplishing a marathon event. ( or a marathon! Haha! ) The impact begins with how you feel about yourself and, depending on the action, can have a domino effect in that it affects others in your immediate community, wider community or even globally. Regardless of the extent of the ripple effect of your action, it becomes empowering.
So, how do we transfer this to the children?

Making it Happen The best way to encourage student action is to begin by giving children the knowledge of what action looks like. We want them to be able to identify appropriate action. I like to narrow it down to two forms:

Personal Action - What can I do for myself to make a change that will benefit me?

Action for Others - What can I do for others? (local community, wider community, global action)

Then, I want to start with a structured approach that models what action looks like. Keep it simple to begin with.

*Combining Action with Goal Setting*

By combining action with goal setting, the children make the connection that it takes steps to accomplish anything. This brings in the action cycle:

We want the children to see this as a step-by-step process that they can use daily to benefit themselves and others. Taking action doesn't have to be done separately and can be easily integrated into your days.

Structured Action: (Also known within the IBO as Teacher-led action and Teacher-initiated shared action.) Provide time to take them through the steps of the process.

1. identifying the problem/issue

2. setting the intention/goal,

3. planning the steps towards meeting the goal,

4. taking action on those steps,

5. reflecting on the success of the action taken

I like to set our initial goals as we unpack our unit of inquiry. These goals can be related to the Learner Profile, skills, a line of inquiry or to learning objectives for the week. As you progress through the inquiry, have the children reflect on their progress with their goals.

Ideas for structured action may include:

Setting a goal to structure a paragraph correctly

Planning ways to keep our class library tidy

Organising a class canned goods drive for a local food bank

Arranging a visit from a police officer to share the importance of safety when crossing the road.

Then, you want to reflect on the process.

1. reflecting on the intention/goal

2. reflecting on the steps taken

3. evaluating how well the steps worked

4. analysing who was impacted by the action. ( myself or others or both?)

Do this reflection periodically depending on the goals. And certainly include a reflection of their action at the

Guided Action: This can be teacher-initiated OR student-initiated and teacher/community led. Ask them, from what they are learning, do they have other ideas for taking action? I may use some of those ideas and have the children work collaboratively within groups to plan their action. This will also be guided action. Ideas for guided action may include:

Asking for magazines to be brought into class to use with a project.

Setting goals to keep our handwriting neatly on the lines

Working towards improving how we walk in the school halls for a week.

Setting out to pick up trash in the school playground

Creating anti-bullying posters as a class, to share around the school.

Student-Led Action: As the children develop higher level reflective thinking skills, they become more attuned to themselves as learners. Continuing the process of reflection involving setting goals and taking action, encourage the children to find ways to help themselves towards solutions through critical and creative thinking, communicating with others and through research.

I like to use the acronym PL.A.N. to help with this thinking.

Problem: identify and define the problem/issue

List ideas for solving/helping the issue

Action: create an action plan

Notice: Reflect upon the action taken and the impact created.

And yet, even with some forms of action, the kids will still need adult guidance. This level becomes evident by the time the children are ready for the PYP exhibition. Examples of Student-Led Action have included:

Collecting artefacts related to our unit of inquiry, to share with the class

A school wide collection of hats and gloves for a homeless shelter

Planning a musical performance to the school community, raising awareness of the effect of global warming on our environment.

A march in the local park, demonstrating the children's views for installing a cross walk by a local road

Understanding how to develop student-led action will hopefully encourage you and remove some of the overwhelm, as you recognise that the actions can be as simple as bringing in materials to share in class and as grandiose as a local community demonstration. And sooo much more in between. So breathe deeply my friends.....you've probably got a lot of student-led action already. Now let's develop it further.

If you would like a copy of the FREE Ways to Take Action posters, I'll gladly send them to you. Just drop your e mail in the box and they'll be winging their way to your inbox.

You can find a complete set of posters in my store.

Enjoy!

P.S Share your own superheroes with me! I love to hear what's going on out there with IB Action. Post on our Facebook or Instagram and tag me @pypteaching. You can link below. Keep in touch!

# data[].attributes.attachment_link.title
Inspiring Student-Led Action in the IB PYP

# data[].attributes.attachment_link.description
We hear incredible stories of kids, from schools all around the world, taking action and using their knowledge from inquiry to make an impact for the better. But how much of that action is truly student-led? How big does action have to be? Does it even matter if it isn't student led?

# data[].attributes.attachment_link.title
What If Everybody Said That? by Ellen Javernick & Colleen Madden

# data[].attributes.attachment_link.readable_text
By Ying Liang, PYP Coordinator

Taking Action is a dynamic continuum that evolves Silicon Valley International School (INTL) in the Primary Years Programme (PYP) from Preschool to 5th Grade. In the IB curriculum, Taking Action refers to the practical application of learning beyond the classroom. It encourages students to not just acquire knowledge, but also to act upon it. This action can manifest in various forms, from small-scale personal initiatives and self reflections on learning to broader community engagement or even global advocacy. It gives students the opportunity to develop the IB Learner Profile traits and practice the Approach to Learning (ATL) skills.

Early Years (Preschool - Pre-K)

In the Early Years, Taking Action is intertwined with the concept of learning through play. Through interacting with the environments and the materials that teachers intentionally set up, students gain hands-on sensory experiences and explore learning through their five senses. This establishes the foundation of their basic knowledge and researching skills. Through immersion in a language-rich environment with conversations and prints, students acquire communication skills with peers and adults. They learn how to ask adults for help and negotiate play choices with peers. Additionally, through teachers highlighting the action piece that students naturally take, a gradual recognition of the IB Learner Profile traits emerge. These recognitions encourage students to extend their actions during play, fostering a deeper understanding of these important attributes.

Lower Elementary (K - 2nd Grade)

In Lower Elementary School, Taking Action begins by fostering independence in managing one's Learning Profile. Students start reflecting on their learning, utilizing tools such as physical journal books or digital platforms like Toddle posts. This reflection involves making connections with learning content and recognizing personal growth and challenges. As they progress, students transition to applying their learning to real-world contexts. Initiatives encompass small acts of kindness, problem-solving within the school community, and collaborative projects, often highlighted through the celebratory platform of the Learning Celebration. This event offers parents a firsthand look at the diverse and creative formats in which students proudly exhibit their learning, from engaging presentations to hands-on projects and dramatic performances.

Upper Elementary (3rd - 5th Grade)

Advancing into Upper Elementary grades, Taking Action takes on a more deliberate and expansive form. Students exhibit a deeper understanding of social responsibility, engaging in initiatives that demonstrate empathy, leadership, and a more substantial impact on their local and global communities. This developmental stage marks a continuum of fostering a sense of agency and cultivating a proactive mindset of social consciousness, preparing students to be proactive contributors in a broader societal context.

The PYP Exhibition

In 5th Grade, the culmination of Taking Action is observed during the PYP Exhibition. This exhibition serves as a transformative experience where students engage in research, exploration, and practical application of their knowledge. It goes beyond showcasing academic prowess; it symbolizes their call to action. Here, students inquire into issues of local and global significance, showcasing their abilities in critical thinking and creative problem-solving to identify problems and seek viable solutions. This immersive experience fosters the understanding of the IB Learner Profile attributes, demonstrating students as principled, knowledgeable, and reflective individuals capable of identifying and addressing complex issues within and beyond their communities.

# data[].attributes.attachment_link.title
Taking Action in Primary Years Programme: From Play to PYP Exhibition

# data[].attributes.attachment_link.description
Explore the continuum of Taking Action in the IB Primary Years Programme, fostering students' practical application of learning in the PYP.

# data[].attributes.attachment_link.title
Turning empathy into action | SharingPYP Blog

# data[].attributes.attachment_link.description
When a devastating earthquake hit southern and central Türkiye and northern and western Syria, it sparked a sense of curiosity and concern among the students in our PYP 3 classroom. The students were eager to learn more and discuss what had happened. Allowing agency in the classroom is something tha…

# data[].attributes.attachment_link.title
Saving Earth Club: The innovative ideas and actions of PYP students | IB Community Blog

# data[].attributes.headline
What actions can be taken from the story?

# data[].attributes.subject
What actions can be taken from the story?

# data[].attributes.attachment_link.readable_text
The Sharing the Planet theme is usually one of the most difficult to teach because the topics are so heavy and there's quite a lot of knowledge base that needs to be developed as we inquire into the rights and responsibilities in the struggle to share finite resources with other people and living things. Think of all the science concepts, vocabulary, and skills that need to get unpacked during our inquiry. In this next unit, whose central idea is: Our actions can make a difference to the environment we share, one of the key assessment pieces will be student action. This is definitely a unit in which students must take what they know and run with it. And, I must find the ways and means to make even the smallest contribution incredibly meaningful and encourage student agency. So there are 3 main challenges, as I see it, that I must overcome as I embark upon this unit.
#1: Assessing Student Action
You cannot recognize that action has taken place unless you document it in some way. I am coming up with a pre and post assessment that captures 10 key behaviors that are the basis of student action, incorporating the different aspects of "action" that are found in this image.

This list of behaviors represents my "first thinking" when it comes to possible expected behaviors that might emerge as a result of their learning. If you had other ideas or suggestions, I am keen to hear them- Please comment below!
#2: Personal and Authentic Inquiry
Of course, as in every inquiry, I have to balance what we have designed as "learning outcomes" with what the students want to learn about and the ways in which they want to express their learning. What I Want Them to Learn vs. What They Want to Learn always shows up in every unit. Since I do a lot of team teaching, I feel a bit compelled to stay on track with the structure of our timetable instead of allowing students the opportunity to go deeper into what they care about. I rarely stray for the weekly planner. We have a block of "personal inquiry" time but that often gets minimalized as we use it to catch up on classroom work. As I think about this upcoming unit, I want to work on honoring this personal inquiry time more and structuring our timetable to ensure that students can explore and experiment with the ideas that are meaningful to them. I am curious about how they might schedule their learning just as I had done with my daughter in my post Homework vs. Deep Work. I believe that when we honor students and permit them the time to make their own discoveries, the learning gained is magnified. I am going to really challenge myself and our team to add more student voice and choice into our structuring our day.
#3: True Learning=A Change (in all of US)
I have often complained about how units like this often create a temporary shift in our behaviors but then we forget and revert to the "status quo". How can we cultivate sustainable habits and make a lasting change? This is something that I really want to explore during this unit.

There's this great quote from Stephen Convey based on Zen wisdom:

"to learn and not to do is really not to learn. To know and not to do is really not to know."

Sometimes, because I am a teacher, there is an understanding and expectation that I really "know" what I am teaching. When I reflect on my personal action, am I really modeling how my actions can make a difference to the environment we share. What have I done for the planet lately, you know what I mean? During this unit, I plan to be side by side with my students and finding ways that I can make a bigger dent and a lighter footprint on our planet. I've already lined up some learning materials that may challenge my thinking about living things. For example, I want to challenge my thinking and am beginning to read, The Hidden Life of Trees and The Omnivore's Dilemma. I trying to think about how I might challenge my lifestyle of convenience and comfort by making different choices like a meatless Monday or turning on the air conditioner less. Or how about getting off my screen more and sitting outside in nature? As my students compile their lists of actions and survey what they can do to make a difference, I will need to evaluate myself right along with them. This is what makes being an IB educator so special because I learn right along with my students, as my understanding and appreciation of the content are deepened throughout the unit. Perhaps my own personal exploration and modeling will help create everlasting change and cultivate student action.

What do you think? How might students shift into higher gears of action and be the change we hope to see in our future world? What strategies and ideas have worked well for you?

# data[].attributes.attachment_link.title
Taking Action: The Challenge of the Central Idea in the Primary Years Program (PYP)

# data[].attributes.attachment_link.description
The Sharing the Planet theme is usually one of the most difficult to teach because the topics are so heavy and there's quite a lot of knowledge base that needs to be developed as we inquire into the rights and responsibilities in the struggle to share finite resources with other people and living things.

# data[].attributes.body
I used to think that early years students don't need to be investigated for their actions

# data[].attributes.body
I used to think that action is very strictly differentiated to its category, not much exploration within the category itself.

Along with how I used to think "action" within IB context is only acknowledged during end of the day type of plan (e.g. PYPX, projects, etc.)

# data[].attributes.body
I used to think action is a part of reflection that always done in the end of learning

# data[].attributes.body
that we need to prepare all the things for our early years students first week of school.

# data[].attributes.body
I used to think that students actions is when students reflect what they have done, in order to understand that their actions are impactful. Not only for themselves but also for others around them.

# data[].attributes.body
i used to think that students wasn't really able to share and reflect about their actions.

# data[].attributes.body
that the first week of school should be very structured by the teachers in order to set up a classroom that runs smoothly and that teachers should be the ones setting up classroom structures and norms.