https://janetaylor.net/exploring-the-4-different-types-of-power/

https://www.powercube.net/other-forms-of-power/expressions-of-power/

Sayaka-Skillset, motivation, action

Outside school, I try to connect and help people and items, join volunteers and struggle raising a pre-teen son.

Apologies as EAL, I may have some difficulty understanding complex vocabs, and I have some accent.

Thanks for reading and looking forward to learning together.

I have been an IB Educator for 7 years now (time flies!) and am currently the Service as Action Coordinator in my milieu.

When not engaging with work, I love photography, writing poetry, and watching quality cinema.

I look forward to interacting and learning from all of you. See you soon!

I like to engage in sustainable practices and help students make thoughtful, responsible choices in their art-making.

Beyond teaching, I enjoy spending quality time with my family—it keeps me grounded and inspired.

I’m looking forward to learning from all of you and sharing experiences as we continue to grow within the IB community.

During my free time, I love to explore new places, and play online games.

I am looking forward to learning from you all in this workshop.

Meeting ID-952 6804 5412

Password-250831

This is our workshop link starts at 9:00

Engagement in PYP looks like when students combine empathy, awareness and agency while taking or planning their actions

However, now that I have engaged with literature on the same, it all adds up. My choice category of power is 'power within' because it compels someone to consider both power to and power with, especially in relation to taking meaningful action.

In my current role, I believe it is important for me to explore the different forms of power with students in order to foster a sense of agency towards taking action.

• The purpose/why is important for engagement.

• I understand the content of PD, it feels all natural and obvious to me. At the same time I can't feel the strong take away from today and I am wondering what's inhibiting me from learning/discovering new.　(What capacity/ability am I missing to learn deeper?)

Day2 Lunchtime

• Leadership decides the direction of the school culture. To influence them, bring the idea with data/evidence to propose. And bring the proposal to the right/appropriate person. There can be lots of resistance, and it usually takes time. Embrace the small change you have achieved and be persistant.

• I am still wondering which kind of WHY behind motivation is most powerful, and how can I support students endeavor of searching why.

• I am still wondering if there's an evidence of being service involved better in any ways. (Preferably academically because it's easier to pursuade teachers and parents.)

End of Day2

• Learned how to improve the unit - I used to be a teacher in Japanese education system but reflection, questions, differenciation and possibly service weren't included in my planner. I have more skills.

• Learning isn't only during class time. Counselors, parents and environment outside school , of course, influence a lot. With appropriate support, academically struggling students don't necessarily feel self-worthless in the study setting.

To begin with, I was challenged to view the SDGs differently: there are issues that are applicable to the local context and some to the global context.

As a teacher, it is important to offer necessary guidance so students take MEANINGFUL action depending on context. As our facilitator Shameek rightly put it, "Context is KING".

I also learnt the importance of engagement in the learning process and my understanding is aptly captured in the following quote, once again from Shameek, "an engaged teacher always creates an engaged student".

In which parts of the unit planner can service be meaningfully included?

Big Idea: Stories

Power OVER:

When one student in a group task decided how the story should go without listening to others’ ideas, some voices were excluded. This led to a class discussion on why it's important to include everyone’s voice in storytelling.

Power WITH:

Students collaborated to edit and illustrate their stories. They gave each other feedback and worked as a team to design a class storybook. Together, they organized the book sale, showing that shared effort leads to stronger, more inclusive outcomes.

Power WITHIN:

Each student used their imagination, culture, and personal experiences to create a unique story. Their belief in their own voice and creativity gave them the confidence to share their work publicly. This inner strength empowered them to make their voices heard and valued.

Power TO:

Students took action by turning their storybook named (100 tales of PYP 1), into a fundraiser. They planned and held a book sale, then donated the money to the organization Books for All, using their learning to create real-world impact and support literacy for others.

If so, what kind of “why” is the strongest force and how can we help finding each students’ these types of why?

One thing that is very effective is to merge into the curriculum so that they can study and serve at the same time. But if it’s just a service club, how can we encourage students to stick to one project to make it a reality? Also, unlike lower grades, service clubs are student-led. Besides why, what kind of skill is most needed for those situations?

After exploring various texts and perspectives on this concept, everything started to make sense. The form of power that resonated with me the most is power within, which highlights the importance of inner strength and self-belief, and how they influence both power to and power with, especially when striving to create meaningful change.

Most notably, I was challenged to view the sitting plan in my classroom in a new light by placing high achievers to challenge each other. This is a timely insight especially since I have been having slight challenges engaging a high achiever in my Diploma classroom. Therefore, I look forward to implementing this adjustment in the next academic year.

Key Concept: Logic

Related Concepts: Quantity and Simplification

Global Context: Identities and Relationship (Human Connections)

Area of Exploration: Humans engage in many different activities which allow them to connect with their families, communities, and culture.

SOI: Using logic to simplify and manipulate quantities can help us explore human connections with families, communities, and cultures.

Summative Assessments:

Criterion B: Exploring Food Traditions Through Mathematical Patterns

Criteria C & D: Global Foods: Scaling and Sharing

Key Concept: Creativity

Related Concept: Purpose and Genre

Statement of Inquiry: Authors make creative choices across genres to convey powerful messages about environmental sustainability. 

Creative Assessments: Writing an Opinion Column and a review.

Analytical Assessments: Writing a comparative essay and responding to comprehension questions based on the eAssessment.

TD theme - How We Express Ourselves

Specified concepts: Form, Connection, Responsibility

Learner Profile: Inquirer, Communicator, Thinker

Learning Engagements:

Tuning In through the picture provocation and audio visual presentation

Finding out through research and inquiry

Sorting Out: The key characteristics and the use of lines, shapes and patterns(Elements of art)

Going Further: Exploration and creation of an artwork

Reflection and sharing: Co-construction of the success criteria and the gallery walk

Towards which goals are they learning?
Students are learning to explore the interconnectedness of the Earth and space, understanding how celestial patterns influence life on Earth. These goals are aligned with science and transdisciplinary skills, and students revisit them regularly through reflection and inquiry.

What are they learning?
Learners are engaging with rich content about planets, the sun, moon phases, Earth's rotation and revolution, and how these affect day, night, and seasons. They also touch on historical changes in space knowledge. Content delivery is well-structured but can be further enriched by including more perspectives from Indigenous and global astronomy.

3. Learning Activities

How are they learning?

The students learn through a mix of, hands-on activities, experiments (like shadow tracking), model creation,Google Lens, story-based inquiry, and digital exploration (e.g., virtual space tours). They also collaborate to create fact books or perform presentations. The activities are engaging and inquiry-based, but could be enhanced with more open-ended investigations led by student questions.

4. Teacher Role

How is the teacher facilitating their learning?
I act as a guide and co-learner, facilitating inquiry circles, encouraging questioning, and scaffolding research skills. Growing effort to increase student agency in how they approach their investigations.

5. Materials and Resources

With what are they learning?
We use posters, books, space models, videos, simulations, and digital apps (e.g., NASA Kids Club). However, there’s a limitation in accessing updated or multilingual resources. I aim to source more diverse and interactive tools to support varied learning styles.

6. Grouping

With whom are they learning?
Groupings are often teacher-assigned, especially for tasks requiring support or differentiation. Students collaborate in pairs or small teams for model-building and research.

7. Location

Where are they learning?
Learning is primarily classroom-based, with some digital exploration and guest lectures from ISRO and NASA. The unit would benefit from outdoor sky observation, use of planetarium apps during recess, or even a field trip to a science center or observatory.

8. Time

When are they learning?
While core concepts are covered, time sometimes feels tight for deep dives into student-led inquiries.

9. Assessment

How is their learning assessed?
Assessment includes formative check-ins, space journals, model rubrics, oral presentations, peer feedback, and summative reflection tasks. Students are encouraged to self-assess using simple checklists and reflections. Assessment is meaningful, though I’d like to see more student-generated criteria.

Power over

What is an example of power in which one has control over another?

The circulation of certain commodity products which dry up resources extraction is enabled by those in power. They push out unsustainable production practices for large companies and even governments who can afford to do so. They heavily promote excessive consumption or prevent access to goods that are more sustainable in nature.

Power with.

What about an example of power in which it is applied?

In the community, we see schools and businesses coming together to reduce waste, to bring in recycling programs, to push forward sustainable products. It is produced through collective action and solidarity that we saw in responsible consumption and production.

Power within.

What about examples of power within?

We each have the capacity to even recognize our own value when it comes to the environment’s protection. The rubbish we throw into the world comes from what we have within. Often we see this when people take onus for the environment and demonstrate this in their daily lives by choosing to reduce, reuse and rethink what we buy.

Power to.

What may be an example of power over?

The ability to create change in matters such as conducting sustainability awareness campaigns or establishing reuse and recycle activities. This capacity allows people and groups to witness and cause observable changes in the use of resources in our communities.

It highlighted the value of fostering student agency, inclusive practices, and authentic connections to global contexts.

• I realized that effective engagements become truly meaningful when they are intentionally designed to connect with students' interests and real-world issues. This significantly boosts motivation and ownership.

• Using the KSAV framework linked to SDGs gave structure to my planning and reminded me to intentionally nurture not just knowledge and skills, but also attitudes and values that align with the Learner Profile.

• Spider Web Chart gave me clarity on how well-balanced my unit planning is across key curriculum elements. It helped me identify strengths in aims and assessment, and areas for growth like flexible grouping and agency.

SDG: Gender Equality

TD Theme: Who We Are

Central Idea: Understanding and respecting gender equality helps build a fair and inclusive society.

 Gender equality is a fundamental human right for each one of us 

K-Knowledge :

• what is gender and gender equality

• Roles and responsibilities in the society

• Inclusive environment

• Human Flourishing and Human Rights

• Real life examples or case studies to understand it better

S-Skills:

• Research skills: gather information through various resources

• Thinking skills:  identifying unfair situations and taking action, Understanding different perspectives

A-Attitude:

• Empathy – understanding how others feel

• Tolerance – accepting differences

• Compassion

• Confidence – to speak up for oneself and others

• Cooperation

• Appreciation – recognizing and valuing others’ ideas and strengths

V-Value:

• Belief in fairness and equality

• Respect for human dignity

Engagement-

• Language (persuasive writing, reflective journaling), 

• Math (data on job roles or classroom roles), art, and 

• Even PE (equal participation in team games)

Action: 

• Students can create an awareness campaign to promote Gender Equality, equality wall, an equality radio show or talk show

• Role plays, talk shows, debate, story telling

• Conducting sessions with the support staff to spread awareness

• Guest speaker sessions

The KSAV framework (Knowledge, Skills, Attitudes, Values) reminded me of the importance of nurturing the whole child, not just academically but also socially and ethically. When these components are intentionally addressed, learning becomes more authentic, engaging, and relevant.

PYP 5 Plan

SDG 14 : Life under water

TD Theme: Sharing the Planet

Central Idea: Human actions impact marine life and our shared responsibility to protect ocean ecosystems.

Specified concepts: Connection, Causation, Responsibility

Question- 

Connection- How is marine life connected to life on land?
Causation -What human actions are harming marine life and why?
How does plastic pollution or overfishing affect ocean ecosystems?

What causes coral bleaching or marine habitat destruction?

Responsibility-How can our choices make a difference in the health of the oceans?

What actions can we take to be more responsible citizens of the planet

Attention: Through picture provocation followed by Visible thinking routine (See, Think, Wonder)

VTR

Need – Establish the Problem

• Formulating questions

• Research Activities:
  Students explore overfishing, plastic pollution, coral reef damage, and climate change effects on oceans.

• Reading/Media Analysis:
  Explore news articles, infographics, and documentaries on marine threats.
  
  

3. Satisfaction – Explore Solutions

• Expert Talk / Virtual Tour:

• Class Discussions:

• Skill-Building Engagements:

  • Upcycling art project using waste materials

  • Analyzing and evaluating the data
    
    

4. Visualization – Envision the Outcome

The Next Normal!!- Life in the 2050s could be vastly different from today

5. Action – Call to Act

• Host an awareness campaign or exhibition on marine conservation

• Start a school-wide plastic-free week

• Create ocean-themed art from trash to display publicly

• Record short awareness videos to post on the school platform
  
  

• Assessment:
  Use reflection journals, peer feedback, and the KSAV chart to assess student understanding and growth in:
  
  

  • Knowledge: About ocean issues and ecosystems

  • Skills: Communication, research, creative problem-solving

  • Attitudes: Empathy, curiosity, commitment

  • Values: Responsibility, respect for nature, sustainability

 ATL Skills in Focus:

• Research skills – Investigating marine ecosystems and pollution

• Thinking skills – Analyzing problems, generating solutions

Learner Profile Attributes:

• Caring – Showing empathy for marine life

• Knowledgeable – Understanding global environmental issues
  
  

Thank you Mr. Shameek for such a thought-provoking and well-structured session. Your guidance has not only added depth to my planning but also strengthened my belief in the power of purposeful education.

I realized that Monroe’s Motivated Sequence is a powerful framework for helping students think critically, connect emotionally, and inspire action, aligning seamlessly with the values of the IB Learner Profile.

Once again, thank you for your guidance. I hope to see you in future IB-organized workshops.

Moreover, I learnt about Monroe's Motivational sequence which is very effective as a tool for documenting the journey towards meaningful action.

Lastly, we had a collaborative unit planning session where we explored the practicality of organizing learning activities surrounding an SDG of choice. This was an integral exercise which allowed us to apply the concepts we had explored in the three days of the workshop.