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LE 2.1.1 1 Word 1 Phrase 1 Sentence template

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LE 2.1.1 1 Word 1 Phrase 1 Sentence template

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• Individually review Mario and Hussain's comments.
• Pair up with a like-minded person – come up with suggestions, strategies or ideas for how to address their concerns. Discuss how the readings from LE 7.1 might support a response to the challenge posed by the persona selected.
• Create a poster or some other visual representation to share the suggestions for their setting that would help the learning community comprehend agency. Consider the questions below in formulating a poster.
o What short-term or long-term goals might you have for developing student agency?
o How will you assess success in this area?
o Which strategies might you consider for supporting students to take action?
o Who from your learning community can support you?

• Undertake a gallery/virtual walk to read through the comments of others and consider how the suggestions, strategies, and ideas shared might be
useful in their school.

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How would you promote the sub-skills for your category in any unit of inquiry?

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In groups of 4, they read selected parts of the Concepts section in the digital resource:
• A concept-driven curriculum
• Concepts
• Key concepts
• Related concepts
• From concepts to conceptual understandings.

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LE 1.3 PYP: From principles into practices

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LE 1.3 PYP: From principles into practices

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LE 1.7 PYP: From principles into practice/Learningcommunity/A community of learners/A PYP learning community (Optional)

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LE 1.7 PYP: From principles into practice/Learningcommunity/A community of learners/A PYP learning community (Optional)

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Participants consider the similarities and differences between the mission statements of their school and that of the IB. Discuss the similarities and differences in their table
group.

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LE 4.3 SORTING ACTIVITY CONCEPT OR FACT 

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LE 4.3 SORTING ACTIVITY CONCEPT OR FACT 

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SORTING CONCEPT OR FACT - Google Jamboard

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Based on prior knowledge and this workshop, what do you understand is meant by:
• Based on inquiry
• Focused on conceptual understanding
• Developed in local and global contexts
• Focused on effective teamwork and collaboration
• Designed to remove barriers to learning
• Informed by assessment?

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LE 5.1.1 PYP: From principles into practice/The learner/The early learner/Approachesto learning in the early years (for EY educators)

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LE 5.1.1 PYP: From principles into practice/The learner/The early learner/Approachesto learning in the early years (for EY educators)

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LE 4.5.1 Home reading 2: PYP: Principles into practice/ The learner/Learner agency

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LE 4.5.1 Home reading 2: PYP: Principles into practice/ The learner/Learner agency

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LE 4.1 Key concepts (Learning and teaching, Figure CO01)

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LE 4.1 Key concepts (Learning and teaching, Figure CO01)

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LE 3.3.1 Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme

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LE 3.3.1 Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme

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LE 4.2.1 PYP: Principles into practice/Learning and teaching/Concepts

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LE 4.2.1 PYP: Principles into practice/Learning and teaching/Concepts

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LE 5.1.2 PYP: From principles into practice/Learning and teaching/Approaches to learning (for all educators)

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LE 5.1.2 PYP: From principles into practice/Learning and teaching/Approaches to learning (for all educators)

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LE 4.2.2 Concept-based teaching and learning by Lynn Erickson

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LE 4.2.2 Concept-based teaching and learning by Lynn Erickson

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Hi PYP friends, my name is Meilianny and you can call me Lenny. I have been practicing PYP since 2003 and stay in love ever since. I am a risk-taker since I like to try new challenge and willing to try new things. I am a dog lover and I have 12 kiddos that filled my days with their wagging tails. On daily basis, I have to drink coffee to boost me up :)

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LE 10.2 Think-Pair-Share: Approaches to teaching

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LE 10.2 Think-Pair-Share: Approaches to teaching

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1. Consider what success in these areas might look like and what approaches you could use to continue learning post workshop.
2. Consider what evidence would demonstrate your growth as a PYP teacher.
3. Find a partner and exchange email addresses. Plan on a date for emailing or Skyping to check in on progress.

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LE 10.1 What is an IB Education, IBO, 2017

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LE 10.1 What is an IB Education, IBO, 2017

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LE 9.1.1 PYP Principles into practice: The learning community/Learning environments

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LE 9.1.1 PYP Principles into practice: The learning community/Learning environments

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LE 9.1 I used to think.....Now I think.....

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LE 9.1 I used to think.....Now I think.....

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In group of 3-4 people or individually, choose to either:

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

Or

Time now to have a look at the queries posed by our personas. Either explore these concerns, or think about the learning environment and spaces in their settings. Think about how best to co-construct:
• Learning spaces in which the children may interact with ease
• A learning environment that offers favourable situations for purposeful play
• The chances to provoke and stimulate independence and responsibility
• Spaces to provide for agentic learning.

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A room with a view to learning | IB Community Blog

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Technology
Digital and non-digital technology literacies are considered when designing learning spaces as they extend when, where and how learning and teaching takes place. Effective design provides space for students to safely learn about technology and through technology. Adequate access to digital technologies and the internet is increasingly important to support student inquiries as they develop in the classroom or other learning spaces. (Learning community/Learning environments, p.45)

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In group
• Analyse the sample central ideas to determine if they are globally significant and
invite student inquiry.
• If they do not provoke enduring understanding, re-work the central ideas to get
them to fit the criteria of a good central idea
• Choose two key concepts and develop the related concepts and the lines of inquiry
• Explore the rest of the planner and zoom in on the assessments
• In groups, devise the relevant assessments and note into the planner
• Discuss different ways of monitoring and supporting student learning through assessment.

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Take a moment to think about how they collaborated with others throughout the day.
• What did you find easy?
• What did you find more challenging?
• What understanding of collaboration will you take back to apply in your own setting?

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LE 8.1.1 PYP Principles into practice: Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme/Collaboratively designing a programme of inquiry/Collaboratively developing units of inquiry

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LE 8.1.1 PYP Principles into practice: Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme/Collaboratively designing a programme of inquiry/Collaboratively developing units of inquiry

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LE 8.1.2 PYP Principles into practice: Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme/Collaboratively designing a programme of inquiry/The PYP planning process and planners

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LE 8.1.2 PYP Principles into practice: Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme/Collaboratively designing a programme of inquiry/The PYP planning process and planners

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Individually review Mario and Hussain's comments.
• Pair up with your learning buddy – come up with strategies or ideas for how to address their concerns. Discuss how the readings from session 7 IB resources might support a response to the challenge posed by the persona
selected.
• Create a poster or some other visual representation to share the suggestions for their setting that would help the learning community comprehend
agency. They consider the questions below in formulating a poster.
o What short-term or long-term goals might you have for developing student
agency?
o How will you assess success in this area?
o Which strategies might you consider for supporting students to take action?
o Who from your learning community can support you?

• Undertake a gallery/virtual walk to read through the comments of others and consider how the suggestions, strategies, and ideas shared might be useful in your context.

You may make manual/digital poster.
If you choose to make a digital poster, share the link in the comment section below

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LE 7.1.1 PYP Principles into practice: The learner/Learner agency

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LE 7.1.1 PYP Principles into practice: The learner/Learner agency

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LE 7.1.2 PYP Principles into practice: The learner/Action

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LE 7.1.2 PYP Principles into practice: The learner/Action

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LE 7.1.3 PYP Principles into practice: Learning and teaching/Assessment

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LE 7.1.3 PYP Principles into practice: Learning and teaching/Assessment

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LE 6.3 Respond to the persona challenge Activity

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LE 6.3 Respond to the persona challenge Activity

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Having read Toni and Andrea’s dilemmas, in pairs choose one of the personas to address their concerns. Use the digital resource section on Inquiry, along with your own experience, to suggest a sustainable resolution for them.

Think about how they might convey information to develop awareness, understanding, and appreciation of the powerful impact of inquiry learning. Then, compose a response that disseminates relevant information to open up either parent or teacher thinking. The response posted is to describe, from your perspective, how conceptual understanding through inquiry can be monitored, documented, and assessed.

Read the response of other participants and see what ideas could apply in their school context to enable students to have more agency in the inquiry process.

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LE 6.2.1 PYP Principles into practice: Learning and teaching/Inquiry/Inquiry in the PYP

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LE 6.2.1 PYP Principles into practice: Learning and teaching/Inquiry/Inquiry in the PYP

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LE 6.2.2 PYP Principles into practice: Learning and teaching/Assessment

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LE 6.2.2 PYP Principles into practice: Learning and teaching/Assessment

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Participants to:
1. Review the graphic that shows the three components of the PYP - the Learner, Learning and Teaching and the Learning Community.
2. Individually, consider the elements that have been explored throughout this workshop and how they could fit together into a visual metaphor.
3. Construct their own visual representation (for example, a collage of images, a diagram or a mindmap) of how they see the PYP as a holistic, transdisciplinary and coherent learning experience.
4. Post their ‘map’ into the workshop padlet. They then have a bank of thoughts for
future consideration.

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Participants to select two teacher capabilities (see session 10 slides), based on the IB approaches to teaching that they would like to focus on developing in their classroom
or school at the conclusion of this workshop.

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LE 5.2 Think-Puzzle-Explore Activity (Optional)

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LE 5.2 Think-Puzzle-Explore Activity (Optional)

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1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. How can you explore this topic?

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● Reflecting on your experience, provide responses to the challenges faced by your chosen persona.
● Add notes which represent the current situation your persona is facing (use the box at the lower section of the ladder).
● Brainstorm ideas which represent a desired situation or ‘the bigger picture’ he or she would like to see happening (use the box at the upper section of theladder).
● Identify forces that could help the growth of the ATL and place these outside the upper left side of the ladder.
● In the lower right section outside the ladder, identify and list the forces which may inhibit the resolution of the challenges faced by your chosen persona.
● Select and highlight the top one or two issues that will need to be worked on if the desired state is to be achieved.

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LE 5.1.3 Explicitly teaching thinking skills

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LE 5.1.3 Explicitly teaching thinking skills

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LE 5.1.4 MyIB_PRC_TSM: Explicitly teaching thinking skills

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LE 5.1.4 MyIB_PRC_TSM: Explicitly teaching thinking skills

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ATL and sub-skills (Learning and teaching, figure ATL02)

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ATL and sub-skills (Learning and teaching, figure ATL02)

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LE 4.5.2 Home reading 1: PYP: Principles into practice/The learner/Action

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LE 4.5.2 Home reading 1: PYP: Principles into practice/The learner/Action

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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 4.2 Transdisciplinary themes and descriptors

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LE 4.2 Transdisciplinary themes and descriptors

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1. Review the graphic that shows the three components of the PYP - the Learner, Learning and Teaching and the Learning Community.
2. Individually, consider the elements that have been explored throughout this workshop and how they could fit together into a visual metaphor.
3. Construct your own visual representation (for example, a collage of images, a diagram or a mindmap) of how they see the PYP as a holistic, transdisciplinary and coherent learning experience.
4. Post your ‘map’ into the workshop padlet. They, have a bank of thoughts for future consideration.

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LE 2.3 PYP: From principles into practice /Learning community/ International - mindedness

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LE 2.3 PYP: From principles into practice /Learning community/ International - mindedness

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LE 2.5 PYP: From Principles into Practice/Learning and teaching/Language

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LE 2.5 PYP: From Principles into Practice/Learning and teaching/Language

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Develop a plan of things participants could implement in their classroom or school to embed international-mindedness.
• Can you make this change alone?
• Who might you need to collaborate with?
• Is this a short-term strategy or a long-term strategy?
• How will you know it is working?

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1. Which heading do you feel most strongly connected to, and why?
2. Which area do you feel you need to extend your understanding?
3. What challenges do you have in relating these three headings to your current context?

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LE 3.1 Jamboard: Matching the TD Themes and Descriptors

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LE 3.1 Jamboard: Matching the TD Themes and Descriptors

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TD Themes and Descriptors - Match them up! - Google Jamboard

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LE 3.2 Sentence strip: Reflect on TD Learning in your context

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LE 3.2 Sentence strip: Reflect on TD Learning in your context

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Sentence strip: Reflect about transdisciplinary learning

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LE 3.3.2 Learning and teaching/Transdisciplinary learning/Overview/ A model of transdisciplinary learning

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LE 3.3.2 Learning and teaching/Transdisciplinary learning/Overview/ A model of transdisciplinary learning

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LE 3.3.3 Learning and teaching/Transdisciplinary learning/Overview/ Characteristics of the PYP framework

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LE 3.3.3 Learning and teaching/Transdisciplinary learning/Overview/ Characteristics of the PYP framework

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LE 8.3 What is an IB Education, IBO, 2017

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LE 8.3 What is an IB Education, IBO, 2017

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Present pitches - either as individuals or a collective.

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GOT WANT Reflection: Revisit donut diagram

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GOT WANT Reflection: Revisit donut diagram

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Reflect on how workshop expectations were met. Identify up to 3 ‘gots’ and 3 ‘wants’ with regard to the workshop outcomes. Discuss as a table group. Choose the commonalities and post these onto the Got/Want section of the workshop blog.

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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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1. How is your thinking extended by the reading?
2. What challenges are provoked through the reading?

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Write a central idea for the transdisciplinary theme they have been working on in their groups, using the related concepts you have identified.

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LE 1.6 IB Learner Profile Quiz (Optional)

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LE 1.6 IB Learner Profile Quiz (Optional)

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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LE 1.7 Read and engage The Learning Community (Optional)

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LE 1.7 Read and engage The Learning Community (Optional)

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PYP: From principles into practice/Learning
community/A community of learners/A PYP learning community

Table groups could read the text under the following headings and come up with a quick visual that represents the ideas expressed:
• A shared commitment
• Living peacefully together
• Prioritizing people and their relationships

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LE 2.5 Circle of view points (Alternative)

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LE 2.5 Circle of view points (Alternative)

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Incorporate the learner, learning and teaching, and the learning community perspectives. Circle could be made up of student, teacher, and parent view points.

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LE 1.8 Matching activity: IB Learner Profile descriptors

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LE 1.8 Matching activity: IB Learner Profile descriptors

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IB Learner Profile Descriptors Matching Activity - Google Jamboard

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IB Learner Profile Descriptors Matching Activity

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Time now to have a look at the queries posed by our personas. Either explore these concerns, or participants to think about the learning environment and spaces in their
settings. Think about how best to co-construct:
• Learning spaces in which the children may interact with ease
• A learning environment that offers favourable situations for purposeful play
• The chances to provoke and stimulate independence and responsibility
• Spaces to provide for agentic learning.

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1. Each pair is assigned either number 1 or number 2.
2. Groups of two pairs to be made. with a number 1 and a number 2. Each group of 4 stands together to form a circle of groups around the room.
3. They debrief to each other about the ideas from the responses to Toni and Andrea that could be applied in their school setting.
4. Then move the number 1s on to the next group.
5. They de-brief to the number 2s they join.
6. Then move the number 2s on to the next group.
7. They debrief to the number 1s they join.
8. When all pairs have debriefed to other pairs, the engagement is complete.

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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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In table groups – choose either Toni or Hussain or a scenario set by the Workshop Leader to discuss with the group (5 minutes to discuss and 5 minutes for whole group
feedback). Synthesize the key messages into a communication to share with the participants’ school communities (for example, tri-fold leaflet, a post on the school
website, an email, communication to parents, a slideshow presentation etc.).

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LE 2.6 Design a flyer that can be shared with parents about the importance of encouraging a love of language and reading. (Optional)

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LE 2.6 Design a flyer that can be shared with parents about the importance of encouraging a love of language and reading. (Optional)