1. When planning for a unit of inquiry it is best to begin at the end product. What concepts do you want your student to be able to connect to something in another context?

2. When planning for a unit of inquiry it is best to think about the engagements you are going to use from multiple perspectives. Do these engagements ask students to think beyond surface information? How can you help them develop a better understanding/ a deeper understanding of the concept in focus.

3. When planning for a unit of inquiry it is essential to think out, write out, draw out each stage of the planning and inquiry process to support concept based inquiry

2 Things I want to learn more about

1. One thing I want to learn more about is how to create truly engaging lessons through the IB process.

2. One thing I want to learn about is efficient ways of the planning and inquiry process in order to marry the ideas that come from district expectations with IB expectations

1 question I have

1. One question I have is can teachers be provided with other learning engagements that have been adapted or enhanced for this unit of inquiry?

Chris Banner

1. Conceptual learning isn’t just about memorizing facts, it’s about building understanding that can transfer to new situations.

2. True transfer doesn’t happen by accident. It requires purposeful planning, where the learning engagements push students beyond surface-level content.

3. Even if we can’t always see whether transfer has happened outside the classroom, we can still structure learning in ways that increase the chances of it occurring.

2 Things I Want to Learn More About:

1. How to design learning engagements that stretch students’ thinking without overwhelming them.

2. Ways to notice or track when conceptual transfer shows up outside the classroom.

1 Question I Have:

What are some small, everyday classroom things that help students naturally connect concepts across disciplines?

This deepened a lot of what I’ve already come to understand about learning. The idea that facts are locked in time, while concepts evolve and transfer is something I’ve seen in my own students. They often surprise me with connections I didn’t explicitly teach.

Challenges:

The challenge is in the planning: how to design learning that supports this kind of conceptual movement without slipping back into content delivery. It takes discipline to keep the inquiry open enough for deep thinking, but structured enough to guide understanding. Also, not always seeing the outcomes can make it feel uncertain.

Concepts:

The seven specified concepts were helpful to see laid out so clearly. I liked the way each one offers a pathway into different kinds of thinking. I’m particularly drawn to connection and perspective right now, because they open space for students to move beyond themselves.

Changes:

This reframed how I see central ideas. They are not just containers for content, but catalysts for conceptual exploration. I want to be more deliberate about choosing and unpacking them with students, letting the concepts drive the inquiry instead of trying to fill in blanks.

1. I’ve come to understand that concept-based learning helps children build a deeper, more meaningful understanding of what they’re learning. It shifts the focus from just knowing facts to exploring the why behind the ideas.

2. I’ve realized that this kind of learning encourages curiosity and exploration. It gives students space to ask questions and connect their thinking to bigger ideas that stretch across different experiences.

3. I also learned that concept-based learning allows children to transfer skills and understanding across subject areas. It helps them see how their learning is connected, whether they're in math, story time, or a science activity.

2 Things I Want to Learn More About:

1. I would like to learn more about how to notice and assess conceptual understanding in young children, especially through their play, conversations, and day-to-day interactions.

2. I am also really interested in how to support language development while teaching big ideas, especially for students who are just beginning to express their thinking or are learning English.

1 Question I Have:

1. What does concept-based inquiry really look like in a play-based, early years classroom? How do I balance structure with flexibility so young learners can explore big ideas through their natural curiosity?

I can really see how concept-based learning fits with how young children learn best—through play, curiosity, and hands-on experiences. The strategies like using visuals, concept maps, and provocations make a lot of sense for early learners. I also see how concepts like change or responsibility can come up across different areas, like in Art, PE, or even during morning meetings and story time.

Challenges:

One thing I find tricky is figuring out how to explore big concepts in a way that makes sense for my kinders. Since many of them are still developing their language skills, it’s not always easy to see how deeply they understand an idea. Their thinking often shows up more in their play or drawings than in what they say. I’d like to get better at noticing those little moments of understanding and finding ways to document and reflect on them.

Concepts:

What really stood out to me is that big ideas like change, responsibility, and perspective are not just extra words we add into our planning. They actually help give meaning to what we do in the classroom. These concepts help kids make sense of their learning and connect it to their own lives and to the world around them.

Changes:

This learning is definitely making me think differently about how I plan. I want to be more intentional about picking concepts that are meaningful and developmentally appropriate for my students. I also want to use more visuals and group discussions to help my students express their thinking in different ways.

1.- Concept-based learning focuses on transferable understanding rather than just facts or skills. It's about the “big ideas” that connect different areas of learning.

2.- Concepts help learners make sense of the world, and the PYP uses key concepts (like form, function, connection) to drive inquiry and deepen thinking.

3.- Teaching through concepts encourages student agency, because learners can connect their personal experiences and ideas to the central concepts.

2 Things I Want to Learn More About:

1. How to design concept-driven learning experiences that still meet curriculum outcomes.

2. How to assess understanding of concepts, not just knowledge or skills.

1 Question I Have:

• How can I ensure that all students are engaging with the conceptual understanding, especially those who might struggle with abstract thinking?

Connections:

I see that PYP learning is deliberately structured around concept‑driven inquiry. It emphasizes engagement, challenge, hands‑on experiences, and meaningful application. When my teaching begins with conceptual questions, students feel a genuine sense of relevance and autonomy.

Challenges:

One tension that stands out is assessing understanding instead of recall. In many classrooms, assessment defaults to “right answer” checklists. However, the IB warns that this often masks whether deep thinking has occurred. Meaningful evidence emerges when students reflect through tools like concept mapping or exit slips rather than traditional tests.

Concepts:

My classroom invites students to move from ‘wondering’ to inquiry: Students ask questions, explore with materials or texts, collect ideas and examples, reason together, and finally conceptualize their learning.

Change:

Planning starts with the concept I want students to carry forward, not with facts. Learning engagements, provocations, and assessment tasks all intentionally revolve around unpacking that concept in meaningful contexts.

1. I've learned the importance of creating learning experiences that connect ideas to help students grasp understanding rather than just memorizing knowledge.

2. Connections are made through this approach because students are able to make connections between concepts and how it relates to us as individuals.

3. To make these connections meaningful, it is important to start with what you want your end result to be.... what lesson you want students to take from this learning experience, and just build from that moment.

2 Things I Want to Learn More About:

1. How to successfully implement learning experiences that tie in with IB.

2. The best way to brainstorm ways that are clear and show clear connections between what students already know and ways that we can add to that knowledge with engaging learning experiences that students will remember and enjoy.

1 Question I Have:

How do I know that I have successfully tied IB to content areas appropriately and meaningfully?

Challenges- One challenge for sure is to make students learning experiences more meaningful. Meaning not learning by memorizing, but learning through hands on experiences, taking a deeper dive into building that connection between context and self, and having the experience to effectively guide students in the direction of the concept you are trying to teach in the end.

Concepts- This is like having content organizers. Just broad and we have to find ways to input every detail into learning experiences so that they have a grasp of what concept is being taught. And just build on this knowledge. I think this is important because when you view something or learn something by starting off small and then keep building on it, the chances of you learning this concept heightens because you are diving deeper into the experience rather than just the reason of because.

Changes- Changes deeply involves the transformation of one's thoughts, beliefs, perspectives, or the way we understood something before. So, one thing I will definitely like to input is to make sure I make learning experiences more hands on and present the information multiple ways to ensure that students not only learn something new but also build on what they know to make sure they can relate to it to make that connection as deep as possible. To make sure they maintain what they have learned and be able to apply it everyday life.

Specifically thinking of college years, when I first learned about multiple education

supreme court cases, I recall how the teaching was very factual, matching dates to court cases and or a description of the case with its name. However, I would have really interpreted and understood the concept if I was given a concept approach to understand and apply.

Challenge: I think concepts should be really an educational approach, all students

should have the opportunity to learn in such methods beyond factual data. This lense of educating should be enforced and allowed in every education facility in the world. I feel it may be challenging to have enough time to teach through concepts.

Concepts are important because they lead students towards the appreciation of ideas

that transcend disciplinary boundaries. By focusing on teaching through concepts, I feel my students will acquire skills to learn and not simply to know. Gaining deeper

understanding of their learning to apply in different contexts. In first grade we really start to embed the open-ended questions and students realize how to make connections to enhance learning. But I would like to purposely plan for opportunities to explore complex

issues or ideas that may not be relatively familiar to them.

Changes: The article shifted my thinking about “intentional planning” and the “productive struggle” students experience in learning. In my intentional planning I will begin looking at concepts to purposely give opportunities to think critically in all disciplinaries of learning adding depth and rigor to student thinking.

1. A way to guide conceptual learning is by breaking it down into looking at change & perspective.

2. When keeping activities broad/ open-ended it leaves opportunity for transfer to occur.

3. Engagement that is used to learn facts can become transferable by extending them. Allowing you to teach subject specific content while also tying it to conceptual understanding.

2 things I want to learn more about:

1. How to extend activities to hit both TEKS & conceptual understanding.

2. scaffolds that support conceptual learning for learners when extending/taking content "below the surface".

1 Question I have:

1. Is there a way to measure conceptual understanding?

1. Teachers need to be intentional when planning to not only identify and incorporate conepts, but engagement pieces to help guide student learning.

2. How to take a closer look between an engagement piece that is more conceptual based compared to fact/knowledge based- giving examples/nonexamples of a particular concept.

3. When incorporating different engagement strategies practicing the concept, it is important that you are reaching all learners with using different styles- media, writing, reading, speaking and listening, etc.

2 Things I Want to Learn More About:

1. More specifics/examples on engagement strategies and how they can be utilized in a Kinder classroom.

2. Making deeper connections between the concepts and the skills- trying our best to make TEKS fit in each planner where they could make the most sense.

1 Question I Have:

1. What are the various resources provided by MyIB? Are there templates or more examples to help us guide our instruction?

The texts discusses how conceptual understanding enables learners to "conceive multiple solutions to a problem"; this is something we do daily in our work as teachers. We have to have a conceptual understanding of the topics we teach in order to plan and prepare for the needs or misconceptions our students may face and how we plan to address them based on their individual needs and/or learning styles.

Challenge:

One section states that concepts can "directly shape a coherent curriculum". I would like to argue this because sometimes facts are just facts or a skill is just a skill and doesn't necessarily fit into a concept. We discussed this in our training that sometimes parts of curriculum won't fit into a unit of inquiry/concept and that it's okay for that to occur at times.

Concepts:

An idea that I think is worth holding onto is, "conceptual understandings are better understood as transition points rather

than endpoints". It can be easy to want to look for an endpoint in a traditional school setting, but that is not what is being looked for with concept-driven curriculum.

Changes:

A change in thinking that is promoted in the text is that learning doesn't have to be linear like the traditional school setting promotes. It also promotes that students can be involved in the process of their own learning and understanding vs. being directly taught all the time.

1. Conceptual learning is when the learning is transferrable to new situations.

2. Teachers facilitate this learning with purposeful planning and strong engagements that go beyond just the facts.

3. I never realized how true it is that we may never actually see if students transfer their knowledge in the real world that is why it is imperative that we must continue to push the learning past surface level content.

2 Things I want to learn more about

1. I want to learn more on how to strengthen my planning to create more engaging lessons.

2. I want to learn how I can make more connections between the concepts across all subjects.

   
   

   One question I have is there a way to collect data or show data on my students grasp of certain concepts.

2. Challenge
In the Kindergarten classroom, challenge means encouraging children to think a little deeper, ask questions, and try new ideas—even if they’re unsure. Conceptual learning helps me present ideas in ways that stretch their thinking gently, supporting risk-taking in a safe and playful environment. We celebrate mistakes as part of learning.

3. Concepts
Concepts provide a foundation for inquiry in early years. Rather than focusing on isolated facts, I help students explore big ideas like "change," "responsibility," or "similarities and differences." These concepts give meaning to our learning and help young children organize their understanding in flexible, lasting ways.

4. Changes
Young children are constantly changing—socially, emotionally, and cognitively. I see how their understanding of concepts grows over time through play, conversation, and experience. As a teacher, I reflect on how to revisit big ideas in new ways so that children can deepen their understanding as they develop.

The PYP fosters meaningful connections by using transdisciplinary themes as bridges between subjects, helping students match big ideas to their own lives and experiences. This is something that most kiddos love to do and can very easy to implement especially in the Beginning of Year and/or the Who We Are Planner.

Challenges-A challenge that I have had has been making sure to not lead my students to much- too much teacher talk- but to really let their own questions guide the inquiry. Being intential to select concepts to match the units, I think their natural curiosity will lead inquiry and discussion.

Concepts- Taking a look at my grade level's central idea and lines of inquiry, it's now easier to see that each of them include on the concepts, even if I didn't initially see. Taking those single word concepts, I think it will be easier to start the discussion because I can now see better where we want the discussions and acitivites to lead to the understandings.

Changes- Like above, this will help me take a more critical eye on what we already have in our planners and try to find the clear concepts. We then can also look to see if there are some concepts that we include more than once and could replace it with a different but closesly related concept.

1. Conceptual learning promotes transfer of understanding to other contexts. Like the girl in the first video, students who learn conceptually can begin to make sense of something totally new because they have a greater understanding they can apply to it. This is the goal of concept-based teaching.

2. There is room for facts in concept-based learning experiences, but when learning experiences are concept-based they allow for deeper inquiry and connection making, which then promotes transfer of that understanding to other contexts.

2 Things I Want to Learn More About

1. Strategies I can share with my teachers to support conceptual understanding. I noticed in Mr. Lundy's planning book he has the strategy named before the learning experience. They read very bite-size and accessible...the kind of easy takeaway teachers sometimes crave from professional learning. I know project zero...but is there another list of these strategies on MyIB somewhere?

2. I'd love to connect with other PYP coordinators in traditional American public schools to see how they are integrating state standards and conceptual learning. Thi is more of a "to-do" than something to learn, but how can we continue to make our units more transdisciplinary and conceptual while still meeting our obligations as public school teachers?

1 Question I still have

1. How do you know when concept-based learning has been successful? Is it enough to assess with transfer to a new context?

I always struggle to help make IB to make sense to teachers new to our campus, especially ones with prior teaching experience, and especially when they have a gazillion other things on their plates. I have been looking for the language of "concepts as content organizers" and "concepts as curriculum organizers" as I explain the form and function of a IB unit planner. These sections make it so clear! I will share with them next time we are IB unit planning.

Challenge:

What does differentiated concept-based teaching look like? The text mentions that students bring varying degrees of prior knowledge diverse sets of background knowledge to learning, which is definitely the case at our school. When it comes ot our units and central ideas some of our students seem to "get-it" even before we've taught it, while others struggle to develop the understanding even after weeks of exploration.

Concepts:

The second bullet in the summary box is a key big idea that I see in this text: "Conceptual understanding creates opportunities for learners to make connections, transfer and apply skills, knowledge, and understanding across, between and beyond subjects." Within that statement I see the form, function, and causation of concept-based teaching and learning. Another idea that sticks out to me is, "Conceptual understanding enables learners to be aware and critical of their own knowledge and understandings." I can think of nothing more that I want for our students than this, especially in a world of misinformation.

Changes:

This text reaffirms my thinking rather than changes it, and refreshes my language on how to explain what conceptual learning is to new teachers, administrators, and parents. I am preparing to speak to parents (both new and returning) at our Meet the Teacher and I am going to use this document to explain and justify our PYP programme. The parents have been our greatest allies in promoting and protecting our PYP programme through systemic change, and sharing this knowledge with them can help sustain their support this year.

1. Conceptual learning ensures that the student is able to apply what they have learned and understood to other topics and real life situations. It allows the learner to make connections through out their being a life time learner.

2. I have learned in reflecting on my own teaching that though I make a point to bring our discussions to "how or where we can apply what we've learned in other places", I need to be better in my planning to guide questioning in a more conceptual learning outlook.

3. I have been re-reminded of how well conceptual learning is for students curiosity about learning and life. Pushing them to explore and find connections. Allowing them to drive their own learning once they have found an interest.

2 Things I want to learn more about:

1. I would like to learn how to better bring in conceptual learning in my social studies lessons. I have seen student grow curious about events in history and trying to make connections but I would like to be able to facilitate that better.

2. I would like to find a way to build a thinking map or supplemental aid to go along with scaffolding to help students in their wondering and thinking process.

1 Question I have is:

1. Is there a school that is using conceptual learning very well that has resources or videos that allow other teachers to see how they implement it within their school? Plans and information that shows students growing in connection to it.

3 things learned: specified concepts are critical to the ib,  it is important to utilize a neutral voice from teacher deliver. Transdisciplinary learning is vital

2 things want to learn more: want to learn more about how to incorporate specified concepts, what ib conceptual learning looks like (examples) in a early ed years (4-5yr old)

1 question: How can I incorporate real life experiences/learning into the classroom for kindergarten?

1. I learned that conceptual understanding is really what we should as teachers strive for with our students because it extends learning in a meaningful way, and I almost feel guilty in that so much of HISD's focus is linear and singular focused on our state standards, and that's what ends up being the focus.

2. I liked the exercise that allowed us to write in what we thought would be good extensions, and then IB's suggestions as to what you could do with a certain activity. I learned to be intentional in how questions are asked so that we prompt students to think and engage with a question better.

3. That utilizing facts alone won't allow for students to engage in deeper meaning for a unit, and Mr. Lundy's planner taught me to really look at how we can make a connection between topics.

   
   

2 Things to Learn More About:

1. I want to be able to have a bank of resources that are applicable to any unit, so that I don't feel like I'm inventing the wheel for every unit. I see the value in it, I really do, I just want to be able to implement a lot in a timely manner too.

2. I would like to learn more about how to extend this learning into appropriate field trips. Something that stuck out to me is how teachers ultimately may not know whether or not the learning stuck because so much of its application is outside of school, and I think I'd like to be present for some of those opportunities to see if that learning stuck.

A question I still have:

I wonder if there's any guidance on whether or not a conversation is appropriate for an age group. I thought of Rafi's point about plants and medicine, and it seems like that could turn into a discussion on drug use, and I don't that it's age appropriate to talk about those things with a seven or eight year old. Even this idea of heroes and villains isn't black and white, and I know that's the purpose the IB, to live in this area where answers don't have to be black and white, but I'm a little worried about parents being upset that we discussed a moral issue that they feel isn't age appropriate.

Challenge: And as far as challenging something in the text, I don't think I want to challenge any of those ideas directly, I agree greatly with them. The people that I challenge to read this text are the Texas Education Agency folks that create a rule and method of testing for our schools that are so rigid. The organization that provided our training at Chavez was called TIBS, which stands for Texas IB Schools, so why isn't the TEA focused on creating a better blend of the IB framework and TEA standards, because from what I can tell after a year in at an IB school is that I feel like I have a constant competing demands from IB, HISD, and TEA. They're not working well together, and I hope the folks above me that are being paid much more can come up with something to make it better.

Concepts: The concept I felt was really worth holding onto from the text was the emphasis on open ended questions. Those are questions that are worth asking, something that sparks curiosity, and encourages discourse amongst students. And it's something that I need to be better at doing. I spend too much time honing in on whether an answer is A, B, C, or D. I want to be able to prompt my students with questions that really spark their minds and turn them into inquirers that can reflect on their learning. I'm definitely going to take that away from this training and I hope I can implement it this year.

Changes: The changes that really have to happen in others for this to become true in classrooms has to be the move away from this state test. We even had our district convocation to open the school year, and all the super intendent did was harp on how much schools have improved, but his only measure for improvement are the results of the state test. And then you have principals who want to keep their jobs, so the only messaging that a third through fifth grade teacher gets is, "Make sure your kids do well on STAAR." And that's the score that goes to the public. Even the local newspaper publishes the results of a campus from 2023 to now as an indicator of whether or not a school is improving or not. The only thing that gets focused on by the state, district, and media outlets is the test score results. We can't get students to focus on form, function, and causation if all we're ever saying to them is, "I need you to do well on this test." I really feel like that attitude change needs to happen for us to feel successful in anything else.

Connections

When concepts are taught through a transdisciplinary lense students learning is deeper and neurons are stronger with their connections in the brain. Making sure that the concepts themselves drive the discussions and not district mandates...Making sure that the work is being driven by the concept and that it is student centered. This allows for more student engagement.

Challenges

Like above teaching the concepts in a transdisciplinary way such that an attempt to marry the way IB is structured with the desired structure of the district to which you pertain too. Challenges could be making concepts kid friendly, achievable.

Concepts

Explaining the big ideas and their impact in a way that reaches the students. Making the abstract concept less abstract by building on background knowledge. Making sure to not look at things from just one perspective. Viewing things from multiple perspectives.

Changes

In an everchanging world we need to continue to evolve the way we see things. We need to do our best to avoid leaning fully into ways of thinking/styles of teaching that contradict IB. Avoiding teaching to a test or screener. Focusing on what does the student know after I taught-reflection, did I reach the students with my lesson?

Challenges - Early Ed students are naturally able to make connections from the real world or prior knowledge to current topics discussed in class. Although students are able to do this without being explicitly taught, It is important to refine the skill so that understanding can happen at a deeper level. I would like to challenge myself to support more meaningful connections in the classroom. 

Concepts - Previously, I don't think i truly understood how integral the specified concepts are to the IB. I would like to take this year to incorporate the specified concepts on a more meaningful level. Often, we assume kindergarten students don't have the ability to grasp some concepts; thinking they're too abstract, however I believe these little learners are way more capable.                                                                                                                                                                                              

Changes-  Conceptual learning prepares students to adapt and respond to a changing world. By understanding the underlying principles behind what they learn, students are better equipped to face new challenges, embrace innovation, and become flexible, lifelong learners in an evolving global society.    

A connection I have made is with when I was teaching 5th grade. A large part of that year was helping students understand and break down their exhibition concepts and topics.

Throughout the year giving students the chances with assignments to practice those skills helped them in their reflecting on how to manage through their difficulties.

Challenges:

For younger learners the differentiation between concepts and topics can be a bit of a challenge. As learners age and experience more through general classroom and life experiences they are able to differentiate between them. Building visuals would be a largely needed item in helping the younger learners.

Concepts:

Making sure students understand the large ideas and how they can in act changes in multiple ways allows students multiple perspectives.

Stressing that perspective can impact how anything is taken in and or experienced.

Changes:

The text pushes me to continue to improve in my use of the IB language within my lessons and discussions. Making sue that my classroom provides clear viewing and explanations of terms used and allow visuals if able. I want to place noted talking points within my lessons as apposed to me being more on the go in the moment.

I learn the conceptual learning is a great way to help students make connections with other disciplines and allow them to think beyond the factual portion of the lesson.

In the same way I learn that students learn how to think and apply that thinking in different aspects of their learning. Finally conceptual learning encourages students to go drive their own learning.

2 things I want to learn more about:

1 I want to learn how to create conceptual lessons, that help students desire to learn more.

2 I want to learn how to become a better coach and facilitator for my students in the IB clasroom.

This year I had many students with a wide variety of background knowledge through personal experiences. These made it easy for them to connect with their own learning and make connections across different disciplines.

Concepts: When students understand concepts, they can move from facts to critical thinking and rationalize their own perspectives and make connections across disciplines.

Challanges:

Finding more creative ways to challenge students to further their lines of inquiry.

Changes: To create transdisciplinary Thems that are interesting and challenging for my students.