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How are you promoting agency by encouraging student voice and choice?  How are you encouraging your students to take action in response to their learning?

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Exploring living things through inquiry | SharingPYP Blog (ibo.org)

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This article showcases the concept of living things through the process of inquiry. It also reflects the constructivist approach where a child constructs knowledge through experiences gained by exploring the environment.
Play-based learning is always supported by inquiry. The entire process is led by the child, which is only possible when given space and time to explore, experiment, assess and ask the questions to augment knowledge.

My students were inquiring into a unit with the central idea: Living things have requirements in order to grow, change and stay healthy. We began the unit with a provocation corner with various seeds like kidney beans, chickpea, wheat and sunflower. The students soon questioned: "How will this small seed become a plant?", "How many days will it take to become one?", "We eat kidney beans, will they grow in our stomachs too?".

While playing in the garden, a group of students approached me with a ladybug which was still and had turned orange. The children were anxious as to why it had turned orange. "I think it is dead!" said one child.

For deeper understanding we invited parents to come to school to speak about caring for pets at home. Some parents also shared how they had lost their pets to sickness and age. Students soon theorized that all living things need care and why the ladybug may have died.

My students continued to stay fascinated with living things. For one of our mathematics engagements, students peeled pea pods and while peeling a child found a small green caterpillar, which triggered excitement and curiosity. Students spoke excitedly: "Hey, it is a caterpillar!", "It is a living thing, see it is moving!", "Is pea its food?".

The students decided to keep the caterpillar in a jar. We covered it with net to provide air and added some peas because they insisted that peas might be its favourite food as they had found the caterpillar in a pea pod. Slowly they found that the caterpillar had formed a cocoon around itself and thought it had died. This sparked a new question: "Why did it die when we gave it food and air to breathe?".

In order to help my students answer their question we read The Hungry Caterpillar by Eric Carle which helped them understand the life cycle of a caterpillar. To make a personal connection, I asked parents to send a set of 2 photos; one current and another from the time of birth. At first students were given photos from the time of birth, which only a few of them could recognize. When seeing their current photos, they were astonished that they had changed so much. They began to understand that they have a life cycle too, just like the caterpillar.

By just giving time and space, we can see students inquiring, questioning and struggling to reach understanding. This will not only strengthen their confidence, but also deepen their thinking and assessment skills. What my students learned from this inquiry will never be forgotten and will support them in applying these understanding in the future.

Reference:

Carle, E. (1969). The Very Hungry Caterpillar. United States. World Publishing Company.
Jessica Manglani is a PYP teacher at Pathways World School, Noida, India. She has over 3 years of experience as an educator, teaching Business Management to under graduates. Her desire to contribute at the foundation level landed me in primary teaching. Inquiry, experiment, instigate, curiosity words with different meaning and method to take on differently with age group of different levels, has expanded my thinking process and exposed me to new methods of teaching.

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This article showcases the concept of living things through the process of inquiry. It also reflects the constructivist approach where a child constructs knowledge through experiences gained by exploring the environment. Play-based learning is always supported by inquiry.

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How am I developing international mindedness in my early years?

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https://youtu.be/Hz_d-cikWmI

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CGI 3D Animated Short: "Ian" - by Mundoloco CGI Ian Foundation | TheCGBros

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PYP Early years series: Documenting learning (ep. 3) | SharingPYP Blog (ibo.org)

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PYP Early years series: Documenting learning (ep. 3) | SharingPYP Blog

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In the final episode of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, two early years educators who have worked in local and global contexts, to explore some of the opportunities and tensions for educators around the…

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PYP early years series: Concept based learning (ep. 2) | SharingPYP Blog (ibo.org)

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In the second of a series focused on the PYP support material 'The early years in the PYP', IB voices spoke to Anne van Dam and Kathryn O'Connell, 2 early years educators who have worked in local and global contexts, to explore what concept based learning looks like in action and to discuss some of the tensions educators feel when working conceptually with young children. Read a summary based on the podcast conversation.

"The IB has identified play as the primary driver for inquiry, as it reflects the holistic and authentic way in which children explore, grow and learn. Play offers learners the opportunity to learn through multiple sensory experiences, which other forms of learning might not. Through play, learners draw on their existing knowledge and understanding of concepts to explore, think, test and extend the ideas about the world around them. Focusing on conceptual understanding helps learners to make connections to real life experiences, recognize and classify patterns, make generalizations, predictions and connections across their learning and to transfer and apply understandings."

Sue:
Can you describe what concept based learning looks like in your context? What are some of the ways children express their conceptual understanding and what would I see and hear if I walked into one of your classrooms? Anne, I'd like to offer that to you first.
Anne:

Sure. We write conceptually based units. When we look at these documents, we also document sort of emerging lines of inquiry and emerging concepts. So although we have identified concepts before we start, we also acknowledge that through that inquiry, new things may arise. One of the big things for us, is that we document children's learning during play and that we really see play as inquiry and as a way making sense of their world. Through those interactions with materials, with each other, with spaces, we identify emerging concepts.

Form and function come into play very often. So when we meet, we bring our documentation and we discuss this. We look at our photos, our videos and our anecdotal notes and we talk about the children's learning. And we really aim to link the children's investigations to certain concepts. For example, we've got this group of children who are really interested in how things flow, outside with water and inside with sand, and we're thinking about how does it work? There's also something sensory about this exploration, but also about causation as the children are also thinking about ways that they can manipulate the flow of the water. Then we use a concept map to map out these concepts with an online tool called Miro, where we make connections visible between certain concepts. It really helps us with having this overview and having a look at how things are connected and how things evolve.

Kathryn:

I agree with everything Anne said. If we start from a point of belief that children are conceptual thinkers and that they're testing concepts and wondering about concepts all the time, then our job is a little bit different than being a traditional teacher. It's being a conceptual guide. As teachers, we love to tell kids things and instead, if we can stop telling and start asking, we're on our way to being conceptually based. Not just looking for how are children conveying what they know, but how are they trying to make sense of the world.

Anne:

Yes, it is important that we build over time the children's understanding of what concepts are. I think it connects with that question, 'what would I see and hear if I walked into one of your classrooms?' We might say things like, "you're thinking about responsibility", or "you're thinking about roles" or, "you are creating a system." And I think it's in that language that we've noticed that children start using that language as well.

Kathryn:

And can I add to that Anne? I often think it is naming, noticing and exploring. Those three things can happen in any order, but if we are truly the conceptual guide, then we can be talking about the concepts we're thinking of and that modeling does help children internalize it. They're able to more concretely talk about the concepts and they realize that they're conceptual thinkers.

Anne:

I often find that there is that sort of ethical feel for documentation where we have to check in with children. Like this is what I think about your thinking, but what you think about your thinking?

"When we start seeing the child as competent, perhaps we will have less of a tendency to tell and more of a tendency to start listening."

Sue:
What are some of the tensions an educator can feel during concept based inquiry? What is the role of the educator?
Kathryn:

Documentation, observation and being a conceptually driven inquiry-based teacher requires that educators are vulnerable, and it requires that they are a co-learner with their students, which is different from the way that we learned as kids. It also requires that we suspend judgment. So my advice to teachers is when they're feeling the tension, I know exactly what this needs, to go stop yourself. It's a journey that requires that you are completely open-minded.

Anne:

When we move towards a more child centered curriculum, that's actually a really complex process and it requires complex cognitive processes. I think it really starts with really seeing and believing the child to be a competent person. So that means that we really have to go back to our own image of the child, our own construct of who children are, what their rights are, what their responsibilities are. Do we see young children as learners, as thinkers, as constructors of meaning? Do we see them as inquirers through play?

And that's where we get to the documentation. We have to make this visible. It provides the future possibilities for us to either reject a certain idea or build on it or further explore it with the children.

When we start listening and documenting, and having conversations with other educators about their point of view, thinking about the best way to support these theories, these curiosities, these fascinations, then we can start thinking about what kind of situations we set up that help children to either deepen or extend, or even perhaps confront some of their own ideas. When we start looking at the children, and following their thinking, we will stay more connected with them. Then, the inquiry process becomes just so much more powerful.

Anne van Dam has worked as a teacher, coordinator, head of school and vice-principal at international schools in China, Singapore and Switzerland. She joined Eton House International Pre-School in 2007, drawn to the school for its vision to centre learning around young children's competencies in making meaning and establishing relationships. In August 2011, Anne became the Assistant Principal at the International School of Zug and Luzern(ISZL). At ISZL, she supported the development of a new shared vision for learning in the early years, placing a strong emphasis on relationships, play, learning spaces and documenting learning.

Anne moved back to the Netherlands in 2015. This has given her the opportunity to collaborate for two years with the PYP development team at the IB regional office in The Hague. She has been working on the IB PYP review focusing on learner agency, early years, inquiry and several aspects of 'the learning community'. Anne still works for the IB as a workshop leader and collaborates with international schools as an independent educational consultant. Since May 2019, Anne also learns alongside 4,5 and 6 year olds at an inner city, local PYP school in her home town The Hague.

Kate O'Connell is a passionate educator and lifelong learner with 25 years of experience in teaching and leading. She has worked and consulted in 30 schools, in 12 countries on 4 continents. This experience includes teaching various grade levels and leading as a PYP coordinator, Principal, and Head of School. She is currently teaching at The Australian International School Phnom Penh.

She received her Bachelor's Degree in Elementary Education and Master of Arts in Curriculum and Instruction from Michigan State University. She is currently pursuing a Certificate of School Management and Leadership through Harvard Business School and Harvard Graduate School of Education.

She leads and writes workshops for the International Baccalaureate, Compass Education, and online she has coached courses through Harvard Graduate School of Education's WIDE World.

She is unapologetically passionate about children and education.

Sue Tee is a PYP curriculum manager with responsibility for early years and the arts, based in the IB global office here in The Hague. Originally from the UK, she has worked in a number of international schools in Hong Kong and The Netherlands as both a class teacher and administrator. Whilst she has worked across the primary age range, her heart belongs with the early years and it is here she has spent most of her time, learning from and with amazing educators and children.

The early years is designed for PYP students ages 3-6. To learn more about the PYP early years implementation strategies and Programme outcomes, please click here .

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PYP early years series: Concept based learning (ep. 2)

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In the second of a series focused on the PYP support material 'The early years in the PYP', IB voices spoke to Anne van Dam and Kathryn O'Connell, 2 early years educators who have worked in local and global contexts, to explore what concept based learning looks like in action and to discuss some of the tensions educators feel when working conceptually with young children.

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An early years approach to global issues | SharingPYP Blog (ibo.org)

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The inquiry approach requires educators to think about their role and their students in a different way. It creates conflict among some educators, as it is a change not only in their practice, but also in their belief (Short & Burke, 1996). It was very enlightening when I understood that my role had shifted from delivering information, to consulting and working with the students on their lifelong learning journey.

During our unit of inquiry People make choices about how they move from place to place, under the transdisciplinary theme Where we are in place and time, the students began to explore the transport systems they used over the holidays. We asked the students various questions to prompt their thinking and they communicated their experiences as well as asked each other questions. It became clear to us that this unit of inquiry was relevant and meaningful to the students, as it tapped into their personal experiences and prior knowledge.

From these conversations and explorations, we created different transport systems in the classroom using recycled materials. The students were active participants in their learning as they investigated different systems and decided how to make parts of a system. In the classroom, the students were seen engaging in dialogue with their peers or with the teachers. This was a demonstration of their commitment to learning and respect for one another.

During the unit, a student told me he had seen a plane crash on TV. I realized that the students are exposed to all sorts of media outside of school, which exposes them to unfortunate events such as the Trans-Asia flight 235 in Taipei. I wondered, "What do they think about this event? How does it make them feel?"

Undoubtedly, it is a sensitive topic and not all educators would agree that we should talk to our young learners about certain events in the world. However, what if our students raised it? Is it right to not explore the new direction of the inquiry with students in the early years?

At many points in our teaching career we find ourselves in the midst of a sensitive conversation and we are uncertain about how to tackle it. What do we say? What if we offend someone? Or we may come across challenging behaviours and realize that there is a cultural context, which we may not be aware of, or we do not agree with.

The TransAsia flight 235 was a real issue for one of the students and I question if comforting my student was the appropriate response. It may be a sensitive topic for educators; however, thinking about the IB mission statement, we need to equip ourselves with strategies to work with our young learners.

At a young age students begin to form their opinions and beliefs; this is evident from the choices they make. Therefore, I wonder if we want our students to be on the path of international-mindedness, should we give our young learners a chance to explore different perspectives? Thinking back to the classroom inquiry and the authentic direction it was going, I recognized that it could have been explored further.

I feel these observations of students and professional reflections raised valuable questions for me. I invite other PYP educators to do the same the next time you face tension in your teaching.

When thinking about the educator's role in approaching different perspectives, I recalled Merryfield's (2002) article on The difference a global educator can make. Merryfield states, "Everyday, teachers make instructional decisions that affect how students perceive their own culture, their nation, the lives of people around the world, and the issues and conflicts facing the planet."

So I ask, how can we, as Early Childhood Educators, make the right instructional decisions in an early years classroom?

Sources:

Davy, I 2011, 'Learners without borders: a curriculum for global citizenship', IB Position Paper, pp. 3-10.

Merryfield, M 2002, 'The Difference a Global Educator Can Make', Educational Leadership, no. 60, 18-21.

Short, K & Burke, C 1996, 'Examining our beliefs and practices through Inquiry', Language Arts, no. 73, pp. 97-104.

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The article was originally published in The Red Dot, Issue 4, June 2015 - a Singapore/Malaysia PYP Network Newsletter.

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Maninder Johal is passionate about the early years and enjoys teaching young learners. Since working and learning about the IB, she has taken a personal interest in international-mindedness and exploring how this looks in the classroom and the school community. She strives towards teachers sharing their practice, extending ideas with students and teachers and encouraging teachers to reflect on their practice.

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An early years approach to global issues

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The inquiry approach requires educators to think about their role and their students in a different way. It creates conflict among some educators, as it is a change not only in their practice, but also in their belief (Short & Burke, 1996).

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1- I will support students to initiate and engage in their own inquiries.
2- I will promote student reflection and action in response to their learning.
3- I will establish, engage and maintain collaborative relationships that support the well being of the learning community

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Sarah, Tarek, Fatima, David, Pakinam

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Student-led activities

Stations and group work

Welcoming ritual

Choices per situation

Connecting imagination to the real world's inner and outer reality

Partners in the discussions

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Agency in IB PYP

Starts with A that's  for

A: autonomy

Then comes

G:  and that's for guidance

Agency in IB PYP

There's  still E

E: that calls for evidence

Then there's N

N:which stands for  nurturing

Agency in IB PYP

That’s what we are learn-ing

Then finally we have two letters left

C: for

choice and

Y: why for questioning

Agency in IB PYP

And that's our song about agency!

by: Nesreen, Hoda, Anissa, Sameh, and Samiha

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Agency is when students have an active part in the classroom where they can collaborate , think and have plenty of choices.

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Agency is a group pf people, who works collaboratively together, they are becoming partners in concepts to reach their goals.

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Agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom, and when they learn.
Supported when the teachers marry the interest and talents and skills of the children to the inquiry.

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Agency is a student led learning environment, where students have an active role in the what, when, where, why, and how.

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Students has full freedom to find their own ways to reach the objectives and to find out new knowledge.

Tarek Sherif

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Agency is the teacher being a guiding force but giving the students the freedom to choose their own path in their learning journey, to open their curiosity boxes and to encourage them to ask questions. It's about providing a safe environment for the students to collaborate, use a variety of resources, make mistakes, learn from each other, reflect and to never stop learning.

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Agency is validating, acknowledging, encouraging student creativity, questions, curiosity and using that as a guide to build on new knowledge

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Agency is collaborative work that reflects groups view with respect to different opinions. Allowing a voice and choice for every member of the community brings the world together. Having ownership of your choices/voices enables people to implement proudly their choosing and also becoming advocates for others.

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Agency is giving students the opportunity to take responsibility for their concepts. Giving them the choice as well as the freedom to speak their voice.

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A learner driven concept that promotes student choice, active learning, increases student independence, encourages "doing" all while being purpose driven in nature.

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Agency is the power that unleash the potential within every student, using collaborative setting in the classroom environment that will lead students to have ownership in their learning process.

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Agency is the power that unleash the potential within every student, using collaborative setting in the classroom environment that will lead students to have ownership in their learning process.

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It's all about a problem that students need to work together and come up with explanations, questions,answers and different ways to solve it while discovering their strength points (each)

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update idea to content

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In what practical ways can we show agency to students that are 2.5 - 4.5 and ensure they understand it?

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In which ways can I best support students who are hesitant about thinking and questioning, getting involved in their learning or who are simply too used to being spoon-fed the information?

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1. How intense is the IB program and how well does it prer students for university?

2. Are IB assessments standardized?

3. Should we always integrate math?

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Student agency promotes students' creativity, collaboration, independence, and helps build their self-confidence by participating in student-led group activities, group discussions and reflections on their own learning when teacher facilitates their learning journeys..

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What do you need to know more about?

How do I engage the outer community, parents, compound, etc… especially that they are set in their own ways and beliefs?

Foe example, having visible tattoos, piercings, fun hair colors on teachers.

The belief is, if you’re not a clean cut teacher, you obviously will teach unhealthy habits to the children.

What excites you?

Being able to change the minds, open the minds and deviate from the fears of what has been stipulated to our community.

What worries you?

That it is rejected and seen as we are not helping the community but making it worse.

Suggestions moving forward.

Survey parents about fears – parent classes – community workshops

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N: Creating opportunities for meaningful cultural exchange and action and global communities.
E: Appreciating and valuing cultures, and societies in the world.
W: How to make meaningful connections
S: Learn how to apply this concept in the music classroom

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Creating a culture of international-mindedness

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Creating a culture of international-mindedness

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N  =  What do you need to know more about?

How frequent should international mindedness be imbedded in a lesson plan?

E  =  What excites you?

The idea of activities where students could connect with other students around the world, for firsthand learning.

W =  What worries you?

That students do not honor their own culture and background.

S  =  What suggestions do you have moving forward?

We should always start with where we are, students need to learn about their own culture and history first, then learn about what’s happening in the world. We are facing a huge problem in Egypt where students are not connected to their roots due to the westernization and adoption of the practices and culture of the west. Students are asked not to use their own language at school, which in my opinion is something we need to look out for.

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N - Fun ways I can incorporate it in my daily teaching or the classroom. ( kindergarten)

W - young children’s ability to grasp it

E - being more inclusive in the classroom in terms of songs , books to apply this concept.

S - classroom displays tips.

Pasant

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Toward international mindedness the role of the students

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Toward international mindedness the role of the students

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N: What student-driven activities help develop open-mindedness caring and principled actions?
E: I'm excited to see what happens when international mindedness is encouraged, so that students will be able to, have or engage in real discourse.
W: students being able to, or not, identify or recognize their own assumptions and or prejudices. (It is tough sometimes to be self aware for kids)
S: I would suggest that, as a school, we model this mindset within our relationships throughout the school because students see and observe all!

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N- International mindedness connects people to the global community and provides opportunity to appreciate and value the diversity of people, cultures and societies.
E- We can be part of creating opportunities or meaningful cultural exchange and actions in the local and global communities.
E- If parents consider international mindedness as a journey rather than end point.
S-Create events for the local community to help parents participate and collaborate in various activities to understand ourselves in relation to others and consider how we interact with others in international, diverse and inclusive learning environment.

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N= What do you need to know more about ?

Providing professional development

Having a focus on international-mindedness in staff professional development, as well as induction, is a significant aspect of a school’s work on international-mindedness

E= What excites me? Celebrating diversity

Schools celebrate diversity by creating a safe school environment where members of the community feel secure, respected and trusted to voice their differences. For example, posting signs or notices and displaying student learning in different languages not only promotes a sense of acceptance of difference but also sends the message that diversity enriches learning.

Teachers play an important role in celebrating diversity through modelling internationally minded values and dispositions

W= What worries you?

Young people have strict mindset supported by their parent. Or parents are working against mindset concepts.

S= What suggestions do you have moving forward

School Training for everyone in the school not only academic staff members. Its not helpful that only academic staff members only one believe and work in the international mindedness environments’. It should include parents, workers, admin staff , co –workers …etc

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Need to Know More About

Mission/vision statements are important, but teachers need clear guidelines re: how to discuss sensitive topics, particularly religion, with students in the classrooms.

What Excites Me

Like just about everything else, Technology Teachers tend to view international-mindedness in practical terms of exploiting it for projects. Computers don't care about, e.g., your race or gender, all humans are just meatware. ;)

What Worries Me

I'll avoid religion today, but here's an example of a conflict that arose in China. The Chinese are taught that Mao was a wonderful guy when in fact he's the world's #1 Mass Murderer. Is there fact and fiction, right and wrong, or indeed can everyone, regardless of their differences, be right?? ;)

Suggestions

I liked that the text included the technique of asking kids to examine WHY they think a certain way, and to contemplate WHY others might think differently. A good exercise before engaging in debates and other projects. Is everyone right? Maybe not, but why there are different versions of what's right can be clearer. ;)

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Need = How to create meaningful experiences for the students to appreciate and engage in international mindedness

Excites = We will engage with so many different cultures, viewpoints, etc on a daily basis with opportunities to celebrate them from time to time

Worries = Students who bully others because of their differences

Suggestions = classroom display ideas

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being creative in presenting the concepts, ides. the most important part of learning is to be engaged in different activities.
to be reflective, nd open minded to others differences.

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What’s the hook for International Mindedness at the beginning of the year.

E

What excites me is that it’s a lifelong skills that children will acquire at an early age.

W

What worries me is how to challenge parents and GISC families to implement and understand International Mindedness

S

We focus on promoting respect, empathy and compassion as it’s the base foundation that will nurture International Mindedness.

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Concepts help understand facts and the world around us. What do facts mean? Creating a construct to understand how the facts are related.

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I feel it gives a structure and direction to a focus task...

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constantly pulling apart ideas
putting them back together
re-applying them to different situations
Having students find their own way.

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Driven by big ideas, inquiry

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I think concept based learning is when we introduce topic of inquiry and we do not limit the children’s learning or knowledge.

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Basically the big idea and creating connections. Students reach the conceptual understanding on their own. Teachers guide students by providing facts and ideas and allowing them to reach the bigger understanding.

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Concept learning is all about Transcdisciplinary learning. It is the whole idea of integrating subjects together as well as getting the conceptual understanding rather than just the topic understanding. It allows learners to promote open communication based on understanding and respect and encourage students to become active, compassionate, lifelong learners.

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Designing learning experiences through inquiry, using students ' knowledge, actions and reflections on their learning. It helps them to work on the 21st century skills with understanding.

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Concept based learning is student centered and focuses on ideas which students can create connections with to discover more about the concept than just the content or facts.

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Concept-based learning allows students to drill up or down (inductive or deductive reasoning). A favorite example of mine is introducing kids to virtual worlds programming. You can start with the "big picture" and then go into the various algorithms or start with the basic bits of code and then add on.

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I guess concept-driven learning are the big ideas that will be leading the learners to consider the context, what will they know do or understand at the end of each idea.

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I tried 🤷🏻‍♀️

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Concept-driven education helps students develop structured inquiry into big ideas that matter and then help them assess how much they really understand through a rich and varied programme of assessment

A concept-driven, inquiry-based education, like the IB programmes, centres on learners.
The IB programmes promote open communication based on understanding and respect and encourage students to become active, compassionate, lifelong learners. This type of education is holistic in nature, with the whole person in mind, concerned with cognitive development, along with concern for social, emotional and physical well-being.

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Concept Driven Learning is pulling apart ideas, putting them together and reapplying them in different situations in order to correct any misconceptions.

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Sarah Kashef

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Jen

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Concepts: conflict, culture, change, power, human rights, model, cooperation, extinction, evolution, identity, citizenship, laws are rules, probability

Topics: family, minibeasts, fitness, China, persuasion, revolution, dinosaurs, presidential elections, World War II, transportation, area and perimeter, the human body, verb conjugation, fractions, the rainforest, earthquakes, water, simple machines,

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Concepts: conflict change family power Revolution cooperation identity culture law and rules probability evolution persuasion

Facts: Minibeasts, fitness China WW2 dinosaurs presidential elections rainforest transport area and perimeter water human body verb conjugation fractions simple machines earthquakes.

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Is there a question to ask yourself to see if a context can be topic or concept?