I teach to inspire and empower young minds, cultivating their natural curiosity and talents, and guiding them as they develop through inquiry the understandings, skills, and dispositions they need to make sense of our complex world, help improve it, and become lifelong learners. 

• Values:

• Attitudes:

• Approaches to teaching and learning:

• @Wunderledteaching
• @Wonderfullinquiry 
• @Trev_mackenzie
• @Jess_vanceedu
• @pypteaching
• @myclassbloom
• @Darlamyersclass
• @Dapchronicles
• @kjinquiry
• @leap_then_look
• @Edutopia
• @tonysbristol
• @today.in.kindergarten
• @janicenovakowski

1. Inquiry Being
   
   
2. JustWondering — KATH MURDOCH
   
   
3. Inspiring Inquiry
   
   
4. Ruby Tuesday
   
   
5. Trevor MacKenzie
   
   
6. The Learning Square
   
   
7. Thinking Pathways
   
   
8. PYP in Practice
   
   
9. Structural Learning
   
   
10. ASCD
    
    
11. Education Hub
    
    
12. The Second Principle
    
    
13. Edutopia
    
    
14. Making Good Humans
    
    
15. PYP Teaching Tools
    
    
16.  Inquiry Into Learning
    
    
17. Start With Joy
    
    

"even though two people may have a similar condition or disability, they are unlikely to have the same needs or experience of disability or require identical strategies and adjustments to support their learning.  Rather than make assumptions about the impact of a student's condition on their learning, ask them what assistance or accommodations they need."
(Inclusive Teaching: Specific Disabilities, n.d., para 2).

I can visualize such a curriculum as being responsive to community needs, problems, or interests and highlighting the vast interconnectedness of the local and the global in ways that are interdisciplinary, multimodal, artistic, academic, and multimedia.
(p.56)

The strength of this collective work and collaborative inquiry is demonstrated by the range of new evidence-informed practices being carried out in both K–12 and university classrooms. The outcomes of this initiative reinforce our commitment to issues of global and international concern, collaborative inquiry, and the institutional infrastructure that make such inquiry possible.

• Date: April 8, 2023
• Source: https://wakelet.com/@FlorenceKlode
  
  Towards the end of my M.Ed at UoPeople, I discovered this platform which allows you to collect different resources found online. I have therefore started my own Wakelet account and collections, with a specific focus on collecting resources for using technology, outdoors, play-based, inquiry approaches to learning and teaching in the preschool/primary years, as this is relevant to my future teaching position starting in September 2023. 

‘I wanted to educate people to be free, to think, to take action for themselves’. 

• What are three things Goldilocks did at the bears’ house? What was she doing when the bears came home? (Knowledge level) 
• Can you tell me in your own words what just happened in this passage? How do you think the bears felt when they found Goldilocks in their house? (Comprehension level)
• What kind of characters do we have in this story? What would Goldilocks do if she got into your home? (Application level)
• How different/similar are Goldilocks and the little bear ? What part of the story did you find the funniest? (Analysis level)
• What would have happened if it had been three fishes? What are the different parts to this story? (Synthesis level)
• Do you agree that Goldilocks was being a bad girl? Why/why not? What choices would you have made if you were Goldilocks/one of the bears? (Evaluation level)

1. Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.
   
   
2. All domains of child development—physical development, cognitive development, social and emotional development, and linguistic development (including bilingual or multilingual development), as well as approaches to learning—are important; each domain both supports and is supported by the others.
   
   
3. Play promotes joyful learning that fosters self-regulation, language, cognitive and social competencies as well as content knowledge across disciplines. Play is essential for all children, birth through age 8.
   
   
4. Although general progressions of development and learning can be identified, variations due to cultural contexts, experiences, and individual differences must also be considered.
   
   
5. Children are active learners from birth, constantly taking in and organizing information to create meaning through their relationships, their interactions with their environment, and their overall experiences.
   
   
6. Children's motivation to learn is increased when their learning environment fosters their sense of belonging, purpose, and agency. Curricula and teaching methods build on each child’s assets by connecting their experiences in the school or learning environment to their home and community settings.
   
   
7. Children learn in an integrated fashion that cuts across academic disciplines or subject areas. Because the foundations of subject area knowledge are established in early childhood, educators need subject-area knowledge, an understanding of the learning progressions within each subject area, and pedagogical knowledge about teaching each subject area’s content effectively.
   
   
8. Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and when they have many opportunities to reflect on and practice newly acquired skills.
   
   
9. Used responsibly and intentionally, technology and interactive media can be valuable tools for supporting children’s development and learning.

• one for recognition (the "what" of learning - student representation) 
• one for for the skills and strategies (the "how" of learning - student actions & expressions) 
• one for caring and prioritising (the "why" of learning - student engagement)

• These posters depict and describe each of the seven key concepts of the IB PYP framework for inquiry learning, and shows how each concept can be related to each of of the six subject strains. 

1. Prestructural: at this level, the learner is missing the point
2. Unistructural: a response based on a single point.
3. Multistructural: a response with multiple unrelated points.
4. Relational: points presented in a logically related answer.
5. Extended Abstract: demonstrating an abstract and deep understanding through unexpected extension.

1.  Determine your focus
2.  Start with an essential question 
3.  Brainstorm questions
4.  Brainstorm subtopics
5.  Select a subtopic
6.  Access prior knowledge
7.  Identify wonderings
8.  Research
9.  Make cross-curricular connections
10.  Perform, reflect and revise

1. “How can we make classroom assessments a positive and transformative learning experience for students?”
2. “how can classroom assessment effectively guide and enhance instructional decisions?”,
3. “how can we make classroom assessment an iterative and interactive process?”
4. and “which instruments can help make assessment a powerful and empowering tool for both learning and teaching?”

Although Bloom’s categories capture types of mental activity and thus are useful as a starting point for thinking about thinking, the idea that thinking is sequential or hierarchical is problematic. (p.6)

 it makes little sense to talk about thinking divorced from context and purpose. Furthermore, the idea of levels might best be considered with regard to the thinking itself. Rather than concerning ourselves with levels among different types of thinking, we would do better to focus our attention on the levels or quality within a single type of thinking. For instance, one can describe at a very high and detailed level or at a superficial level (p.7)

we might consider understanding not to be a type of thinking at all but an outcome of thinking. (p.8)

- Thinking doesn’t happen in a lockstep, sequential manner, systematically progressing from one level to the next. It is much messier, complex, dynamic, and interconnected than that. Thinking is intricately connected to content; and for every type or act of thinking, we can discern levels or performance. (p.9)

Begin by making a list of all the actions and activities with which your students are engaged in the subject you teach (if you are an elementary school teacher, pick a single subject to focus on, such as math, reading, or writing). You might want to brainstorm this list with a couple of colleagues or teammates. Now, working from this list, create three new lists:

1. The actions students in your class spend most of their time doing. What actions account for 75 percent of what students do in your class on a regular basis?
2. The actions most authentic to the discipline, that is, those things that real scientists, writers, artists, and so on actually do as they go about their work.
3. The actions you remember doing yourself from a time when you were actively engaged in developing somenew understanding of something within the discipline or subject area.

To the extent your first list—what students spend the bulk of their time doing—matches the other two lists, your class activity is aligned with understanding.
If the three lists seem to be disconnected from one another, students may be more focused on work and activity than understanding. They may be doing more learning about the subject than learning to do the subject. 

To develop understanding of a subject area, one has to engage in authentic intellectual activity. That means solving problems, making decisions, and developing new understanding using the methods and tools of the discipline.

One major goal of making thinking visible is to facilitate greater understanding among students. Another aim is to enhance students’ engagement and independence.

The contention of this book is that we need to overhaul, update, and inject life into our curriculum and dramatically alter the format of what schools look like to match the times in which we live. Our responsibility is to prepare the learners in our care for their world and their future. There is rising concern about 21st century skills and tools for our learners, although it is noteworthy that as of the writing of this book, almost 10 percent of the 21st century has already passed.

_{the meaning of “knowing” has shifted from being able to remember and repeat information to being able to find and use it (p.5).}

_{"During the first week of school Barb Johnson asks her sixth graders two questions: “What questions do you have about yourself?” and “What questions do you have about the world?”  The students begin enumerating their questions, “Can they be about silly, little things?” asks one student.  “If they’re your questions that you really want answered, they’re neither silly nor little,” replies the teacher. After the students list their individual questions, Barb organizes the students into small groups where they share lists and search for questions they have in common.  After much discussion each group comes up with a priority list of questions, rank-ordering the questions about themselves and those about the world. Back together in a whole group session, Barb Johnson solicits the groups’ priorities and works toward consensus for the class’s combined lists of questions.  These questions become the basis for guiding the curriculum in Barb’s class. One question, “Will I live to be 100 years old?” spawned educational investigations into genetics, family and oral history, actuarial science, statistics and probability, heart disease, cancer, and hypertension.  The students had the opportunity to seek out information from family members, friends, experts in various fields, on-line computer services, and books, as well as from the teacher.  She describes what they had to do as becoming part of a “learning community.” 
At the end of an investigation, Barb Johnson works with the students to help them see how their investigations relate to conventional subject-matter areas.  They create a chart on which they tally experiences in language and literacy, mathematics, science, social studies and history, music, and art. Students often are surprised at how much and how varied their learning is."
(p.156)}

• Source 2: Mansilla, V., & Jackson, A. (2011). Educating for global competence. New York, NY: Asia Society.  https://asiasociety.org/files/book-globalcompetence.pdf
• Date: June 28, 2022

• Source 3: Asia Society/OECD. (2018). Teaching for Global Competence in a Rapidly Changing World. Asia Society, New York. https://doi.org/10.1787/9789264289024-en 
• Date: July 8, 2022

• Source 4: BattelleforKids & P21. (2019). 21st Century Learning for Early Childhood Guide.  https://static.battelleforkids.org/documents/p21/P21EarlyChildhoodGuide.pdf
• Date: February 26, 2022 

• Walker, S. (2021). Unit of Inquiry 1. Ruby Tuesday.
  https://seanpypparis.blogspot.com/2021/09/unit-of-inquiry-1.html

• Gostelow, D.(2018). Sharing the Planet: Our Journey Through Inquiry.  Inquiry Being. https://inquirybeing.org/2018/06/15/sharing-the-planet-our-journey-through-inquiry/

1. investigate the world, 
2. recognise different perspective as equally valuable, 
3. communicate ideas effectively, and
4. take action to improve conditions for all.

• What kinds of thinking do I value and want to promote in my classroom?
• What kind of thinking will learners engage with during this lesson?

• Locate the understanding that matches your answer

• Look at the routines that promote this understanding and select the one(s) you want to use with your learners

The 8 Thinking Moves 
1. Wondering 
2. Consider Different Viewpoints
3. Reason with Evidence
4. Make Connections
5. Uncovering Complexity 
6. Capture the Heart and Form Conclusions 
7. Build Explanations
8. Describe What’s There  

If we really want to empower our students for life after school, we need to prepare them to be able to use, understand, control, modify, and make decisions about a class of technology that does not yet exist. That means we have to help them develop genuinely mathematical ways of thinking. 
(p.401).

• The six transdisciplinary themes
• Conceptual understandings/central ideas
• Lines of inquiry
• Concepts (key and related)
• Questions (Teacher and student-initiated)
• Approaches to learning (ATLs) - formerly known as transdisciplinary skills 
• Learner profile attributes
• Resources and provocations

For a unit to be transdisciplinary, relevant and authentic connections need to be made between at least two disciplines. A multi-disciplinary (cross-curricular) unit on bears, for example, is simply thematic and lacks a conceptual focus. Collaboration, and sufficient time and structures to collaborate well, are essential to develop strong transdisciplinary connections and consider what "needs" to be taught rather than an exhaustive and unnecessary list of what "could" be taught. This way, there is time and space for students to be curious about and investigate the big ideas most relevant to them. A unit might be led by a single-subject or homeroom teaching team. Connections between transdisciplinary units are also possible and encouraged. 
(para 16)

As we strive to meet the needs of learners from diverse settings, the words and experiences of children should help to guide our choices in literacy instruction. 
(p.54)

pp. 48-49: Interview step-by-step and checklist

pp. 81-82: Focus group note-taking and checklist

DAP is heavily influenced by Piaget’s learning theory which emphasises the explorative capacities of young children combined with the suggestion that learning experiences should match children’s stages of development. This theory treats children’s cognitive, social and emotional development as a standardised, almost universal process that is organised in stages. The child seems to progress alone, with little emphasis given to the child social-cultural context.
(para 2)

Developing a shared pedagogy definitely is a key strategy, an ongoing journey of thinking and listening rather than a finite destination of ‘reproducing’ and ‘doing’. This kind  thinking, listening and being requires time and a willingness to engage in the cognitive 'tension' instigated when our beliefs are challenged, stretched and deepened. It also raises the question to what extent we nurture diversity as we move towards a shared set of beliefs around ‘who is a child, what is the purpose of school and what is learning?’.
(para 4)

1. Strategies to effectively map Related Concepts across Transdisciplinary Themes and National and State curriculums
2. The List of each Related Concept across all Transdisciplinary Themes and Subject areas

"In short, assessment-capable learners enact the deep knowledge we now possess about the significant roles that motivation, goal setting, self-regulation, and feedback play in learning" (p.46)

Thinking and learning can at times seem a mysterious, opaque, and veiled processes locked in a learner’s head.  As a result, we often focus on the tests and work students produce as evidence of learning and thinking.  This may feel somewhat easier and certainly more familiar with our experience of schooling.  However, in doing so we deprive our students of opportunities to grow as learners and thinkers and as a community of learners.  Furthermore, we rob ourselves of the very information needed to enrich and guide our teaching. 
(para 1)

informing instruction and better understanding learning are certainly two very important goals of making learning and thinking visible.  At the same, time research has shown a host of other benefits as well.  With respect to learners:  visibility helps to shape the type of learner a person becomes, visibility supports the development of expertise and deep learning, and visibility can lead to better learning outcomes.  Where teachers are concerned, visibility is the key to a rich formative assessment practice and visibility helps shape the culture of the classroom.
(para 2)

By making the dancers visible, we are making it much easier to learn to dance. 
(p.2)

1. Rigorous – embody and afford the demonstration of a high level of understanding. 
2. Rewarding – intrinsically motivating to the student and not just “work.” 
3. Requires Independence – students make choices that shape the performance and are largely selfdirected. 
4. Real – have an authentic quality in that they mirror work of adults working in the discipline. 
5. Rich in Thinking – require more than memorization and replication. The types of thinking required can be identified.
6. Revealing – uncover students level of understanding as well as any misconceptions. 
7. Reflective – written reflections on the process and learning often enhances the performance 

Educators who aspire to help students become globally competent must both develop the criteria outlined in the rubric in themselves and find ways to foster them in students. (para 1)

So that is where the research is leading us; the suggestion is that manipulatives can be powerful tools to support sense making, mathematical thinking and reasoning when they are used as tools to support these processes rather than as adjuncts to blindly following a taught procedure to arrive at an answer (p.6)

"High quality learning is a social and experiential practice. It sparks students' curiosity and stimulates their natural creativity. It inspires them to strive for excellent, and to take ownership of their own inquiry and research. It shapes the learner and the learning community, nurturing growth and new understandings."

"What if we set our sights on creating an environment where our central and shared goal, as we teach and lead, is to understand the experiences and perspectives of those who share our space and to make decisions based on what would serve them best?"
(para 4)

‘Whole class feedback’ refers to any method which allows the teacher to gain information concerning the knowledge and understanding of all the students in a class. Further in this document there are twenty-five examples of such methods.

The techniques explained here have frequently helped teachers to ‘work smarter’, allowing them to deal with misconceptions on-the-go and onmass. Many also enable peers to aid one another’s learning, decreasing reliance on the teacher and increasing awareness of the learning process.
(slide 3)

• Section 1: Learning and Cognitive Theories 
• Section 2: Learner-Centered Theories 
• Section 3: Inquiry Strategies 
  • Inquiry Strategies: Tasks
  • Inquiry Strategies: Changing Learners' Minds
• Section 4: Tools for Teaching and Learning 
  • Tools for Teaching and Learning: Changing or Encouraging Human Behaviors 
  • Tools for Teaching and Learning: Technology Tools
• Section 5: Socially Oriented Theories 
• Section 6: Direct Instruction Strategies 

1. Chapter 1 Behaviorism 
2. Chapter 2 Stages of Cognitive Development 
3. Chapter 3 Social Cognitive Theory 
4. Chapter 4 Sociocultural Theory 
5. Chapter 5 Theory of Moral Development 
6. Chapter 6 Experiential Learning Theory 
7. Chapter 7 Bioecological Model of Human Development 
8. Chapter 8 Psychosocial Theory of Identity Development 
9. Chapter 9 Theory of Multiple Intelligences 
10. Chapter 10 Bloom’s Taxonomy 
11. Chapter 11 Theory of Human Motivation 
12. Chapter 12 Information Processing Theory

As experienced teachers, we believe that all teachers operate according to theories. Our practice is driven by our “theories” about what will work for our students. Some of those theories are explicit and are learned in school; some are tacit and are the products of years of experience in schools—as teachers, parents, and students. The theories we briefly explore here have enormous potential both for helping teachers explain why they teach in the ways they do and for disturbing those patterns and prompting teachers to rethink their practice. 
(p.14)

Oracy can be described as learning to talk and learning through talk. This article focuses on the latter, we are particularly interested in how using active discussions can form the foundation for pupils understanding of curriculum content.
(para 2)

• Harris MaKay, S. (). Story Workshop: new possibilities for young writers.
  
  
• Building Number Sense.
  
  
• Early Years Theories.
  
  
• Inquiry Mindset: Elementary Edition.
  
  
• Mindset Mathematics.
  
  
• Mudoch,K. (2022). Getting Personal with Inquiry. 

• Ritchhart, R. (2023). Cultures of Thinking. 

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future.  (p. 04) 

•  Powell, W. & Kusuma-Powell, O. (2010). Making the Difference: Differentiation in Internaitonal Schools. 

• MacKenzie, T. (2016). Dive into Inquiry. Seastar Education.

• Murdoch, K. (2015). The Power of Inquiry. Seastar Education.

• Alvarez, C. (2016). Les Lois Naturelles de l'Enfant. Arenes.

• Alvarez, C. (2019). Une Année pour Tout Changer. Arenes.

• Claxton, G.(2021). The Future of Teaching: And the Myths that Hold it Back. Routledge.

• Bauer, S. (). The Story of the World Collection.

• Fox, M. (). Reading Magic.
  
  
• Tyler, . (19). Curriculum and instruction
  
  
• Gallagher, E. (). Equal Rights to the Curriculum.
  
  
• Curtis & Carter. (). The Art of Awareness. 
  
  
• Adventuring in the Early Years.
  
  
• Nelson, J. (). Positive Discipline.
  
  
• Mathematics Explained to Primary Teachers.
  
  
• Perry, B. & Szalavitz, M. (2010). Born for Love: Why Empathy is Essential -- And Endangered. HarperCollins Publishers Inc

• Gordon, M. (2009). Roots of Empathy: Changing the World Child by Child. The experiment.

• Westman, L. (2021). Teaching with Empathy: How to Transform Your Practice by Understanding Your Learners. ASCD.

_{Each and every child, birth through age 8, has the right to equitable learning opportunities—in centers, family child care homes, or schools—that fully support their optimal development and learning across all domains and content areas. Children are born eager to learn; they take delight exploring their world and making connections. The degree to which early learning programs support children’s delight and wonder in learning reflects the quality of that setting. Educators who engage in developmentally appropriate practice foster young children’s joyful learning and maximize the opportunities for each and every child to achieve their full potential.
(para 1).}

1. Purpose
2. Statement of the Position
3. Defining Developmentally Appropriate Practice
4. Core Considerations to Inform Decision Making
5. Principles of Child Development and Learning and Implications That Inform Practice
6. Guidelines for Developmentally Appropriate Practice in Action: Using Knowledge of Child Development and Learning in Context
7. Creating a Caring, Equitable Community of Learners
8. Engaging in Reciprocal Partnerships with Families and Fostering Community Connections
9. Observing, Documenting, and Assessing Children’s Development and Learning
10. Teaching to Enhance Each Child’s Development and Learning
11. Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals
12. Demonstrating Professionalism as an Early Childhood Educator
13. Recommendations for Implementing Developmentally Appropriate Practice
14. Recommendations for Schools, Family Child Care Homes, and Other Program Settings
15. Recommendations for Higher Education and Adult Development
16. Recommendations for Policymakers
17. Recommendations for Research
18. Conclusion

1) How to Prepare as a First-Year Teacher:
- Design your Classroom Management Plan
- Plan your first couple of weeks
- Select and Plan Get-to-Know-You Activities
- Create Paperflow and Material Systems
- Create data collection systems
- Bonus: Shop school supply sales like mad

2) Things New Teachers Should De-prioritize:
- Pinterest-Perfect Classroom Decor
- Planning out ALL the units
- Anything else that distracts you from setting up a smooth-running, welcoming classroom or getting to know your students

How will you foster strong relationships in your classroom from day one?

How will you find out about your students’ interests?

How will you ensure the classroom is ‘owned’ by the students? How will you involve them in creating the learning space?

How will you ensure that curiosity thrives in your classroom?

How can you make some of your beginning of the year ‘activities’ more inquiry-based?

How will you use questions to drive learning?

How will you help students learn and use the language of learning?

How will you make room for the unexpected?

How will you get connected?

How will you prepare the way for inquiry to grow in your classroom this year?  

How will you nurture your own inquiring mind?

•  environment

1. Really get to know your standards for the first 6-9 weeks of school

2. Get yourself a good planning binder setup (it’s okay if you don’t know everything that you’ll need/use yet – it’ll be great to have a place to put things)

3. Really list out a daily routine you’d like to have established by week 4/5 of school.

4. If you can also write down a list of your classroom management expectations (down to the nitty gritty) you’ll be glad you’ve thought through how to react before hand.

• Maths - the big ideas
• Developing mathematical language in play
• Loose parts maths
• Exploring maths through stories
•  Going further - books and podcast recommendations

^{I value learning that involves children themselves as thinkers and engaged in a process of meaning-making. I also want children to find value in what they learn so it is framed in authentic and meaningful contexts. There are many varied approaches to developing phonological and phonemic awareness, but being clear about my values helped me to develop playful routines so children became more confident and skilled in using phonics to read and write more independently. 
(para 3)}

1. Developing effective working relationships with students
2. Training students on how learning takes place in your classroom
3. Protecting and leveraging time
4. Anticipating student behaviors in well-written lesson plans
5. Establishing standards of behavior that promote student learning

 At school we learn all about our ABCs, So why don’t we also learn our SDGs? (p.1)