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IB PYP Learner Profile Booklist - Early Years Collection

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This ultimate list of picture books curated by Maggie Hos-McGrane is aimed at fostering the IB PYP Learner Profile Attributes in our young learners!

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What's already living in your context? What feels biggest as a next-step focus area?

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What's already living in your context? What feels biggest as a next-step focus area?

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Tonya Gilchrist

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IB PYP

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tonya@tonyagilchrist.com

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Your responses will help me to customize our upcoming learning with YOU in mind. Thank you in advance for your time!

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IB PYP

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Tweets by Mrs_Gilchrist

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Frey, Hattie, and Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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Tonya Gilchrist

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PreK - Planning Through an AtL Lens - TG

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Students come up with their own questions to tune into the unit - questions are related to the the key concepts and the lines of inquiry.

Students follow the unit flow (tuning in , finding out, sorting out , making connections and taking action).

Students share responsibilities during their work/research and class discussions.

As students work on their research they develop the ATLs (communication skills, social skills, thinking skills...).

Students decide to take actions towards the end of the unit (this action is student-led - agency).

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Myron Dueck

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Assessment is an essential part of teaching and learning, but too often it leads to misleading conclusions-sometimes with dire consequences for students. How can educators improve assessment practices so that the results are accurate, meaningful, informative, and fair?

Educator and best-selling author Myron Dueck draws from his firsthand experience and his work with districts around the world to provide a simple but profound answer: put student voice and choice at the center of the process.

In this engaging and well-researched book, Dueck reveals troubling issues related to traditional approaches and offers numerous examples of educators at all levels who are transforming assessment by using tools and methods that engage and empower students. He also shares surprising revelations about the nature of memory and learning that speak to the need for rethinking how we measure student understanding and achievement.

Readers will find sound advice and detailed guidance on how to

* Share and cocreate precise learning targets,
* Develop student-friendly rubrics linked to standards,
* Involve students in ongoing assessment procedures,
* Replace flawed grading systems with ones that better reflect what students know and can do, and
* Design structures for students' self-reporting on their progress in learning.

Inspired by the origins of the word assessment -derived from the Latin for "to sit beside"-Dueck urges educators to discard old habits and instead work with students as partners in assessment. For those who do, the effort is rewarding and the benefits are significant

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Buy Giving Students a Say: Smarter Assessment Practices to Empower and Engage: Read Kindle Store Reviews - Amazon.com

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Already have:
- giving them tools and strategies while learning
- ask questions and reflect wonderings

Need to work on:
- increase confidence and sound judgement
- more teaching of self assessment strategies
- develop reflection
- increase

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Heidi Andrade and Margaret Heritage

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators) [Andrade, Heidi L., Heritage, Margaret, McMillan, James H.] on Amazon.com. *FREE* shipping on qualifying offers. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

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Handbook of Self-Regulation of Learning and Performance

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Handbook of Self-Regulation of Learning and Performance

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Dale H. Schunk and Jeffrey A. Greene

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Table of Contents

Contents

1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

Dale H. Schunk and Jeffrey A. Greene

Section I. Basic Domains of Self-Regulation of Learning and Performance

2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk

3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne

4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance

Rick H. Hoyle and Amy L. Dent

5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

6. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Allyson Hadwin, Sanna Järvelä, and Mariel Miller

Section II. Self-Regulation of Learning and Performance in Context

7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin

9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications

Gale M. Sinatra and Gita Taasoobshirazi

11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie

12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans

13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto

15. Teachers as Agents in Promoting Students' SRL and Performance: Applications

for Teachers' Dual-Role Training Program

Bracha Kramarski

Section III. Technology and Self-Regulation of Learning and Performance

16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos

17. Understanding and Reasoning About Real-Time Cognitive, Affective, and

Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld

19. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Peter Reimann and Maria Bannert

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won

21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan

23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier

24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki

25. Data Mining Methods for Assessing Self-Regulated Learning

Gautam Biswas, Ryan S. Baker, and Luc Paquette

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance

26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning

Peggy P. Chen and Héfer Bembenutty

27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions

Stuart A. Karabenick and Eleftheria N. Gonida

28. The Three Faces of Epistemic Thinking in Self-Regulated Learning

Krista R. Muis and Cara Singh

29. Advances in Understanding Young Children's Self-Regulation of Learning

Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä

30. Self-Regulation: Implications for Individuals With Special Needs

Linda H. Mason and Robert Reid

31. Culture and Self-Regulation in Educational Contexts

Dennis M. McInerney and Ronnel B. King

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Handbook of Self-Regulation of Learning and Performance

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The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field.

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The area in which we need to focus more is the using-multiple strategies, where students tend to use the strategy they are more comfortable in

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Most ATL's are already in our context, however we feel it is more guided.
In preschool, students are not really aware of the language of ATl's
We have to have same language

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We are already doing our best to benefit from all the ATLs for better and self regulated learners. For better results we can work more on students' choice/voice. (student agency) Engage the students more in the planning as well.

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Developing Assessment-Capable Learners: We need to work more on providing the students with differentiated tools from which they can choose from

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it is hard for preschool learners to set goals find ways to improve they usually get back to the adult as soon as they face something they are not used to.
As for agency we take advantage of the morning routine and the centers we ll be woking on to give them the choice

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Our students are moving on in this regard, the role of the teacher stood out for the organization of the learning and clarity of goals, guidance in the process

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Looking at the living agency representation, we noticed that the four categories are actual samples of our students' population. Some are stuck, others are indecisive, others are agents, and finally some are actually over confident. Using AtLs (especially communication skills) helps us "mix" the different genres and have self-regulated agent students.
For the characteristics of assessment, we still need to work on learning to "know what is next?". In other words, we still need to guide them in using what they learned in other situations and in different periods of time. How to transfer learning? This is a work in progress.

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We use various approaches to learning (ATL) which help our students imbibe and display the learner profile attributes in their daily lives. We use several strategies that help build these skills, keeping in mind the learning objectives keeping in mind that we are following the Lebanese program too.

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What did you notice when putting a lesson into action with students? Please reflect on your experience after living a lesson planned with an AtL lens. 

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What did you notice when putting a lesson into action with students? Please reflect on your experience after living a lesson planned with an AtL lens. 

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What did you notice when putting a lesson into action with students? Please reflect on your experience after living a lesson planned with an AtL lens. Thank you in advance for your time!

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Anecdotal Documentation for Responsive Teaching and Personalized Learning

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Anecdotal Documentation for Responsive Teaching and Personalized Learning

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Monitoring & Documenting - Needs & Next Steps - TG

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Teaching Methods (Just in Time, not Just in Case)

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Teaching Methods (Just in Time, not Just in Case)

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Tonya Gilchrist

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Please add a comment with your gots and wants below. 👇

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Please add a comment with your gots and wants below. 👇

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Please add a comment with your gots and wants below. 👇

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Examine and discuss. Record what you notice on the Jamboard.

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Tonya Gilchrist

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Considerations for Preparing the Environment

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Considerations for Preparing the Environment

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Tonya Gilchrist

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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Tonya Gilchrist

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Tonya Gilchrist

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Please add a comment with your gots and wants below. 👇

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Hit the plus button and record:
3 key takeaways
2 burning questions
1 think you'll try in the week ahead

Please include your grade level/context.

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Which profile attribute is living inside these teaching points/objectives? How could you explicitly notice, name, and live that with students if you were teaching these lessons?

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Which attributes and:or AtL or living here? - TG

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The IB Profile in the Early Years (and Beyond)

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The IB Profile in the Early Years (and Beyond)

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How might we intentionally support self-regulation and reflective practice?

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Reflective Practice to Cultivate Self-Adjusters (All levels) - TG

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3 key takeaways
- focus on skills first
- from the skills we get to the learner profile
- sometimes kids understand the lp but find it hard to implement.

2 burning questions
- should we assess the attributes?
- should we focus on one or two attributes per unit or week?

1 think
We will try to focus on a skill and derive the attribute from it.

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3-
- We can use the attributes of the learner profile while reading
- Question to trigger the thinking
- Reflect on their reflections
2-
How can we better show the thinking in the library?
1- How I can be principled in my reading choices?

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Grade 5 Homeroom and Arabic Teachers Ain Aar

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Grade 5 Homeroom and Arabic Teachers Ain Aar

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1) Modeling the profile
2) Give it meaning (embed it in the learning)
3) Motivate students to inquire by asking meaningful questions.

1) How can we manage the time to include all this in parallel to our program.
2) How can we asses the attributes meaningfully?

1) Use the attributes chosen in our reading workshop

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Share pictures of the tool(s) you created below. 👇👇

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Share pictures of the tool(s) you created below. 👇👇

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Tonya's Mentor Examples of Micro-progressions

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Tonya's Mentor Examples of Micro-progressions

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Mentor Examples - AtL Micro-progressions - TG

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We chose the ATL: Research Skills

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The IB Profile, AtL, and the Early Learner (and Beyond!)

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The IB Profile, AtL, and the Early Learner (and Beyond!)

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Learner Profile Booklist - Lower Primary Collection - Toddle Learn

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Even as students at this age are growing in confidence by reading to themselves, studies have shown that reading aloud is the single most important activity that adults can do to ensure students' literacy and reading success.

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Upper Primary: Learner Profile Booklists

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Upper Primary: Learner Profile Booklists

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The Scholastic Kids and Family Reading Report indicates that 83% of students aged 6 - 17 love being read to, and yet less than 1 in 5 parents of children aged 9 - 11 read to them.

Even though upper primary students are often confident and competent readers, it's still important for teachers to read aloud to them frequently. This is a great time to choose books that will provide thought-provoking discussions around learner profile attributes, while also focussing on international-mindedness.

Students in Upper Primary question their values as they mature. Books provide a safe and inclusive space to have discussions about larger issues while maintaining an air of comfort for the students. In the current reality of the COVID-19 pandemic, it becomes a great time to encourage our upper primary students to think of their larger role as international citizens and books become a great way of encouraging these connections.

My approach while creating this booklist

This booklist consists of both classic and new-age children's literature. While making this list, I made sure to look for books that tied back to concepts addressed in many schools' programmes of inquiry - such as peace and conflict, and environmental sustainability.

There are books about migration, refugees and dealing with culture shock as well as books that present coming of age stories that deal with dilemmas around values and friendships. In addition to genres introduced in the earlier book lists, I've added several fantasy books and historical fiction, as well as a graphic novel.

In addition to fiction, there is also a sharp focus on non-fiction genres like memoirs, biography and books that are based on true stories. They give students a chance to explore difficult emotions and can help them accept their feelings and that of others. It will also aid them in opening and openly communicating their emotions.

Many of the books in this list have been translated into different languages - making them accessible to our EAL students.

Classroom strategies

Author Michael Rosen advocates that teachers should continue to read to their students well into their teens. When doing read alouds with older primary children, I often make the sessions interactive especially when the books are heavy with dialogue. I narrate the story and have various members of the class read the speeches of the characters in the story. This makes it an immersive and engaging experience for students. When students read aloud, they develop their speaking skills. This is important because the way we speak is very different from the way we write.

In order to write continuous prose we need to be immersed in it, and the best way to do that is to hear it read out loud. If the text is challenging, reading aloud helps students by allowing their short-term memory to focus on comprehension. I find that book groups are very effective, students can read a book in small groups in their class. Sometimes this is guided reading, where students are put in groups according to their reading levels, and other times it is more interest-based such as an online book club.

I've also worked with teachers who got involved in the Global Read Aloud where teachers chose a book to read with students during a 6-week period. They later connected with other classes to discuss it virtually.

Another great strategy I've used is to have older primary students buddy up with a class of younger students to read books to them. If the focus is on the learner profile books, the older children should be familiar with the attributes and should talk to the younger students about how they associate themselves with the attributes.

Strategies to use these books effectively

To make reading inclusive for all learners, consider using audio books. These help second-language learners and struggling readers access literature and enjoy books. Studies show that combining print and audio increases recall by 40{b482ff6312a5e4c64c7b19e5ec8c048c278b81cb06d01af0581af7e530919f96} over print alone.

Encourage metacognition and have students come up with questions before and after reading to increase their comprehension.

Graphic organisers may act as useful tools to help students process information visually and spatially. While reading, you can also ask students to jot down anything they don't understand or want to discuss later on a sticky note.

To ensure that students are applying the Learner Profile Attributes lens while reading, let them be inspired by the work of community trailblazers who embody the attributes. You can use these Learner Profile Trailblazer posters to spark student interest. Let them discuss what it might mean to live the attributes before they start reading.

If you're teaching remotely

With careful planning, you should be able to mimic much of what you do in the classroom, for remote learning too. Encouraging metacognition by asking questions before and after reading, can be executed easily through remote learning too. For example, on Toddle -

Share the book you will be reading with the class a few days ahead of beginning the exercise. You could also share a schedule for when each chapter will be read so students are prepared for the learning.

This schedule could go out with a few thinking questions as provocation before the reading begins.

Vary how students will read- You could read a few chapters using Toddle's audio recording functionality. Students could partner with each other to read or even read independently.

Throughout the reading exercises, encourage metacognition and comprehension by using Toddle's classroom discussion feature to ask questions and allow students to discuss their thoughts on questions with each other.

You can also give students thinking prompts to answer after they've read the book. Students can write their reflection on Toddle and share it on their portfolio.

Reading is a skill that our students will take with them all through their lives. By actively picking works of fiction and non-fiction, like those suggested in this list, we could instill the IB Learner Profile Attributes in our students, fostering international mindedness.

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Learner Profile Booklist - Upper Primary Collection - Toddle Learn

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The Scholastic Kids and Family Reading Report indicates that 83% of students aged 6 - 17 love being read to, and yet less than 1 in 5 parents of children aged 9 - 11 read to them. Even though upper primary students are often confident and competent readers, it's still important for teachers to read aloud to them frequently.

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One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

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One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

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You can find resources moving through this progression below.

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Dialogic Conversation - Engage, Repeat, Expand

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Dialogic Conversation - Engage, Repeat, Expand