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LE 6.2 Read and explore PYP: Principles into practice

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LE 6.2 Read and explore PYP: Principles into practice

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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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what-is-an-ib-education- Page 38 of the planner

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A room with a view to learning | IB Community Blog

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A transdisciplinary programme of inquiry

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LE 6.2 Read and explore PYP: Principles into practice

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LE 6.2 Read and explore PYP: Principles into practice

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Evidence for Learning - Developing a truly personalised approach for SEND learners and ALL Learners

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_G2_ Where We Are In Place And Time -Assessment Tool

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The Learner guide for the participants from my IB.

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PYP Online Professional Development Courses

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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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Introduction

This information video describes a process of how schools can use the PYP planner. It is aimed at supporting teachers as they collaboratively plan for inquiries that are structured around a central idea.

The PYP planner has been developed for use by all teachers whose teaching is organized around the exploration of a central idea. All teachers, including single-subject teachers, should be using the planner to facilitate the collaborative planning process and ensure that the pedagogy of inquiry is pervasive throughout the school and in all areas of the curriculum. The planner is not to be considered a document for planning individual lessons; rather, it is to be used to facilitate more extensive inquiries. All teachers in the school have a responsibility for developing or contributing to the development of planners to support the units of inquiry documented on the programme of inquiry.

Teachers of 3- to 5-year-olds must plan and teach a minimum of four units of inquiry, which include a unit under the transdisciplinary theme "Who we are" and another under the theme "How we express ourselves". These two themes in particular are considered fundamentally relevant to all young students. All other teachers in the PYP should teach six units each year, each one under a different transdisciplinary theme.

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This information video describes a process of how schools can use the PYP planner. It is aimed at supporting teachers as they collaboratively plan for inquiries that are structured around a central idea. The PYP planner has been developed for use by all teachers whose teaching is organized around the exploration of a central idea.

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Learning and Teaching guide for the participants from my IB.

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Sample units of inquiry- Page 32 of planner

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© International Baccalaureate Organization |
Mission statement |
Learner profile

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Refer to page 16 of the planner MTPH- optional resource 

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Three circle graphic of international mindedness to support reflection point for this session

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Three circle graphic of international mindedness to support reflection point for this session

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How multilingual is my school—A self-audit tool

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The learning community guide for the participants from my IB.

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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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LE 4.3 Concept or fact sorting activity (OPTIONAL)

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LE 4.3 Concept or fact sorting activity (OPTIONAL)

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EY Resources- collection for EY teachers. A valuable source with all links embedded in one document.

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PYP learners: Take ownership of their learning Page 39 of the planner

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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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Important for all as it gives an insight into the history and values of the IB

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The Primary Years Programme as a model of transdisciplinary learning

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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 2.1 strategy -What is international-mindedness?

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LE 2.1 strategy -What is international-mindedness?

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View Powtoon link in PowerPoint about creating central ideas from concepts

(https://youtu.be/UmVE3GiwlEc)

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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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The impact of the PYP exhibition on the development of international-mindedness- A good read to understand how we can encourage international mindedness

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The impact of the PYP exhibition on the development of international-mindedness

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LP Posters for visual representation can be printed too.

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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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Learner Profile Attributes and the Global Context (1)

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IB Resources and PD Reading list for PYP Teachers

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summative assessment choice board grade 4 where we are in place and time economics

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Explore National Geographic. A world leader in geography, cartography and exploration.

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This website is designed and maintained by Deanna Knox and Rachel Mainero, teachers at Reuther Middle School, in an effort to help educators promote a culture of thinking in their school and...

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Social & Emotional Learning (SEL)

Guiding students to create an ongoing cycle of growth in self-regulation starts with having them set explicit goals for themselves.

Self-regulation is a skill that takes a long time to learn and may take a lifetime, in truth, to really master. We can get better at it with practice, and our students' social, emotional, and character development requires that we provide routine opportunities in classrooms and schools for them to work on this skill.

1. Have students determine their goal-the aspect of self-regulation they'd like to improve. You can ask them to work on up to two out of the four areas below at any given point in time.

2. Have them create a plan for how they will improve in that area in the short term.

3. Ask students to review their goal and plan with a classmate who will act as their support partner and then get final approval from their support team-a small group that includes classmates and you.

4. Students should periodically evaluate the plan against the goal they set and determine whether their plan needs adjustment. They should finalize this adjustment after review and approval by their support team.

5. When students meet one goal, have them set another and create a new plan to share with the support team.

Developing self-regulation as a skill is for everyone, not just those who are experiencing difficulty in some area of their life. The concept here is one of continuous improvement. Self-regulation means identifying and taking steps to help one get better at things that are important for that person's individual development. Everyone, at all ages, no matter their degree of accomplishment or shortcoming, can participate in an improvement process.

In helping students learn to self-regulate, consider following these five steps, which are to be repeated in an ongoing cycle for continued growth and improvement.

Four Areas for Self-Regulation Improvement

While improvement plans can be made in any area, I suggest focusing on study skills, social and emotional competency, physical health, or citizenship. I've designed improvement plan worksheets for these four areas .

Study skills: Everyone, no matter how committed or organized, can improve their study habits. Perhaps that means learning to take notes better, or finding the most suitable space in which to read, or developing ways to remember unfamiliar vocabulary words, or improving one's grip on a pencil. When studying is less burdensome, we're more likely to do it.

Character-social-emotional competencies: Everyone, no matter how virtuous or socially and emotionally skilled, can be kinder, more responsible, more appreciative, more empathic, and more solution focused. As more and more schools adopt social and emotional learning competencies and character virtues, students will benefit from learning to improve in these aspects of their lives.

Physical health: As a complement to what is learned in health classes, students can set goals around fitness, nutrition, and healthy habits. By learning self-management as a part of health education, students will come to understand that improving their health is an ongoing responsibility, as is helping others become healthier.

Community member: What better way for students to understand that they can and should be positive assets to their community than to have them participate in that community? In preschool, all children have jobs and understand, at their level, that the class needs and benefits from them learning to do those jobs, doing them well, and helping their classmates become better at their jobs. After all, if the cups are not put out right-side up and flat, the juice pourer will not do his or her job very well.

Sometimes these important lessons are lost in secondary education. All students, preschool to 12th grade, need opportunities to develop at being good citizens-in the classroom, in extracurricular programs, on teams and in performance groups, and in their communities.

The improvement plan worksheets are meant to be modified so as to meet needs specific to different groups of students. They can and should be tailored to students' developmental levels and current status in each of the four areas. There is little point in setting objectives that are clearly beyond a student's capacity. The point is to set up a process and mindset of gradual improvement and self-efficacy, as well as to promote an attitude of helping classmates and colleagues as a way of making them, and ourselves, better. And this applies to the adults in a school as well as students.

While the examples provided are geared toward students, every aspect of the process applies to staff members (and parents and caregivers). There's no better way to encourage improvement in young people than the visible modeling of improvement strategies by adults.

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Guiding students to create an ongoing cycle of growth in self-regulation starts with having them set explicit goals for themselves.

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Co-creating success criteria, Sara Carroll