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LE 9.1 Connecting pedagogy and design-           PYP: Principles into practice - The learning community/Learning environments

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LE 9.1 Connecting pedagogy and design-           PYP: Principles into practice - The learning community/Learning environments

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Workshop Leader to host an introductory inclusion activity using a strategy such as ‘Like Me’ to find out about the group. 

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An activity that allows participants to get to know each other.

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The Learner

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Connect-Extend-Challenge

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Using the Dunut Diagram, participants complete the circles one by one and then discuss in their table groups and write down the common points.

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LE 1.6: Gauging experience with the Learner profile (OPTIONAL)

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LE 1.6: Gauging experience with the Learner profile (OPTIONAL)

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https://learningapps.org/display?v=p2qqtbd7n23

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Gauging experience with the Learner profile

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LE 1.7: The learning community (OPTIONAL)

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LE 1.7: The learning community (OPTIONAL)

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LE 1.8: Exploring the IB Learner profile

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LE 1.8: Exploring the IB Learner profile

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LE 1.9: Learner profile challenge (OPTIONAL) 

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LE 1.9: Learner profile challenge (OPTIONAL) 

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LE 2.1: What is international-mindedness?

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LE 2.1: What is international-mindedness?

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They share their views on the IB mission with a      1 word, 1 phrase, 1 sentence activity.

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Participants consider the similarities and differences between the mission statements of their school and that of the IB.

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Group reports are prepared with the compass thinking routine.

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LE 2.4: Planning for international-mindedness (OPTIONAL)

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LE 2.4: Planning for international-mindedness (OPTIONAL)

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LE 3.1 Transdisciplinary themes: Matching activity

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LE 3.1 Transdisciplinary themes: Matching activity

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Wordwall - Create better lessons quicker

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Categorize - Drag and drop the items into the appropriate category column.

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LE 3.1 Transdisciplinary themes: Matching activity

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LE 3.1 Transdisciplinary themes: Matching activity

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Wordwall - Create better lessons quicker

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Categorize - Drag and drop the items into the appropriate category column.

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LE 3.1 Transdisciplinary themes: Matching activity

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LE 3.1 Transdisciplinary themes: Matching activity

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Wordwall - Create better lessons quicker

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Categorize - Drag and drop the items into the appropriate category column.

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LE 3.2: Reflect on transdisciplinary learning in your context

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LE 3.2: Reflect on transdisciplinary learning in your context

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Gray Red Educational Clock Time Worksheet

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Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals). Students meet with members from other groups who are as…

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LE 4.1: What does concept-driven learning look like?

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LE 4.1: What does concept-driven learning look like?

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Please look at the key concepts and place the concepts most relevant to their themes.

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Sharing PYP blog post ‘Developing approaches to learning’

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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.

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LE 5.1 Looking into the ATL- PYP: From principles into practice/The learner/The early learner/ Approaches to learning in the early years (for EY educators)

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LE 5.1 Looking into the ATL- PYP: From principles into practice/The learner/The early learner/ Approaches to learning in the early years (for EY educators)

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LE 5.1 Looking into the ATL- PYP: From principles into practice/Learning and teaching/Approaches to learning (for all educators)

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LE 5.1 Looking into the ATL- PYP: From principles into practice/Learning and teaching/Approaches to learning (for all educators)

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Please think about the difficulties.

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LE 6.1 Persona Challenge                                              LE 6.2 Reading: Inquiry in the PYP

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LE 6.1 Persona Challenge                                              LE 6.2 Reading: Inquiry in the PYP

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LE 6.2 Read and explore PYP: Principles into practic

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LE 6.2 Read and explore PYP: Principles into practic

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Learning and teaching/Assessment

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LE 6.3: Respond to the persona challenge

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LE 6.3: Respond to the persona challenge

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Participants consider how they can communicate information to improve awareness and understanding of the powerful impact of inquiry learning. They publish blog posts...

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Dijitalleşme devam ettiği sürece, insanalar 21 yüzyıl becerileri ile donanmak ve yüzleşmek zorunda kalacaktır. Bu süreçte hangi mesleği yapıyor olursak olalım ya da meslek sahibi olmazsak bile çağa ayak uydurmak durumundayız. Schneider, K. and Langen, R. (2021)'nin yaptığı araştırmada, taranan 2461özetten belirlenen 16 makaleden oluşan bir örnek, nicel frekans analizi ve nitel içerik analizinin bir kombinasyonu kullanılarak analiz sonucunda; gelecekteki yetişkin eğitimlerinin işçilerde teorik ve bilişsel olmayan becerilerin yanı sıra psikomotor, bilişsel ve kişiler arası becerileri geliştirmeye odaklanması gerektiğini öngörülmektedir. Peki ne oldu, nasıl oldu da dijitalleşme bu denli zaruri hale gelmekte. Aşağıdaki Lee ve diğerlerine 2021'e ait tarihsel gelişim şeridi bunun nasıl olduğunu göstermektedir. Öyle görülüyor ki tüm işleri yapış şeklimiz ve etkileşimimizde büyük bir sıçrama yaşamaktayız. Bu geçiş insanlığı belki de, Pandemi döneminde hazırlıksız yakalamıştı. Ancak in

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Dijitalleşme devam ettiği sürece, insanalar 21 yüzyıl becerileri ile donanmak ve yüzleşmek zorunda kalacaktır. Bu süreçte hangi mesleği yapıyor olursak olalım ya da meslek sahibi olmazsak bile çağa ayak uydurmak durumundayız. Schneider, K. and Langen, R.

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LE 7.1: Reading: The learner/Learner agency

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LE 7.1: Reading: The learner/Learner agency

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LE 7.1 Reading: Learning and teaching/Assessment

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LE 7.1 Reading: Learning and teaching/Assessment

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Participants set their own goals, taking into account the questions on the poster.

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LE 8.1: Reading: Collaboratively developing units of inquiry 

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LE 8.1: Reading: Collaboratively developing units of inquiry 

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LE 8.1 Reading: The PYP planning process and planners

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LE 8.1 Reading: The PYP planning process and planners

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Please take a moment to think about how you have collaborated with others throughout the day.

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A room with a view to learning | IB Community Blog

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LE 10.4: Workshop expectations – ‘gots’ and ‘wants’

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LE 10.4: Workshop expectations – ‘gots’ and ‘wants’

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PYP learners: Take ownership of their learning

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The PYP ignites curiosity and encourages learners to ask questions. In this video, PYP teachers and students explain how inquiry and critical thinking skills are used in the classroom and beyond.

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LE 3.3 Readings: Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme

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LE 3.3 Readings: Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme

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LE 3.3 Reading: Learning and teaching/Transdisciplinary learning/Overview/A model of transdisciplinary learning

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LE 3.3 Reading: Learning and teaching/Transdisciplinary learning/Overview/A model of transdisciplinary learning

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LE 3.3 Reading: Learning and teaching/Transdisciplinary learning/Overview/Characteristics of the PYP framework.

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LE 3.3 Reading: Learning and teaching/Transdisciplinary learning/Overview/Characteristics of the PYP framework.

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Create a drawing of a design for a new learning space for either Mario, Hussain or Andrea.

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