Tag Archives: IB-PYP

IB-PYP Attitudes & Workplace Attitudes: How do you ‘grow’ attitudes?

workplace-bullying-1057606I’m a member of a number of teacher forums and have been surprised by the increasing number of teachers looking to leave our profession. Some of these teachers are still in their first years of teaching and some are very experienced. What I found confronting was… that it is not always the classroom, students, work load or parents creating issues, it is the behaviour of other teacher colleagues and the employment process!

Some comments I’ve received have come from teachers who have been through a competitive employment process within their school. Most have been retained by their respective schools, however, the process has left them feeling over whelmed, isolated and criticised.

Can you build a team environment and promote collaboration when the system of employment is ultimately competitive?

Please email me your thoughts. I receive more emails than comments on my blog and I’m hoping this will bring about future discussion.

How would you change the current system of school employment and is it even possible?

I  recently received a detailed comment from a teacher feeling bullied and isolated. How can this happen in an organisation and world which openly states bullying is not OK? Programs are in place to teach children that we do not tolerate these behaviours and there are consequences. What if the behaviour is coming from a colleague…

All schools have beliefs/attitudes promoted within their community. When walking into a school or classroom these attitudes are clearly displayed for all to see and are crucial to the ethos of the school.

mile shoeThe IB -PYP has attitudes which are essential to the programme. They are: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.

These attitudes are taught, valued and embedded within the school curriculum and should be the ‘heart’ of the school. So how do educators ‘grow’ these attitudes in their students and within their community? How can schools insure and assess that these attitudes are embedded, valued and exhibited in the everyday actions of all community members.

How do educators ‘grow’ these attitudes within themselves?

Lots of wonderings here…but I think as learners teaching learners, we should all reflect on our interactions with others and hope that we have been the best we can be.

Maybe, before we think and say something, we should put on someone elses shoes on and go for a walk. Just saying…

Cheers Nina

 

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Powerful video & text: How one action prevented a youth suicide – Why the IB- Learner Profile should be lived and breathed by students, teachers and the community!

A psychiatrist friend shared this video with a message on Facebook…

‘It is something everyone should read – especially school kids.’

I always watch or read anything Angela shares because I know her work. The video is confronting, but so is youth suicide.

The IB -PYP clearly mandates that the Learner Profile is embedded into the curriculum. It is unpacked from the very first day of school.

All schools have values they embrace but I wonder how well the values are embedded across the curriculum. It takes time to unpack the Learner Profile with students in a real and meaningful way. The Learner Profile has to be lived and ‘breathed’ by students. It’s not a wish list, its part of what embodies an IB teacher, student and IB school community.

An IB school also has to meet the standards of the IB to be endorsed as an IB school. There are many checks and balances!

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This is an example of how I unpacked the Learner Profile in my classroom over a year. When a student really understands and lives the Learner Profile, they understand the impact of their ‘footstep’.

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‘Never underestimate the power of your actions. With one small gesture you can change a person’s life.

Thank you for sharing this video and text Angela!

Cheers Nina

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The teaching text we/I need! Just imagine…

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To the many teachers who contact me about the work of Angela Stockman and Steve Peha.

Just imagine having at your fingertips a writing text or texts which take you from curriculum design to implementation to assessment and where instruction is guided from student work… and written for the Australian Curriculum and other curriculums. That would be something because I know there’s a gap. Yes, there is some excellent material out there but it’s difficult to implement. Imagine…. if the text and extras were cloud based as well. I can!!

Just maybe, and I mean maybe, this could happen and I’ll keep all posted here! Fingers crossed!

Cheers Nina

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Student Agency Part 3: The Teacher

Student/Learner Agency is essential if we are preparing our learners for their future. Student/Learner Agency starts from a child’s first year of school for the teacher. In previous posts I’ve talked about the student and the task and now I’ve added the teacher. All three components are crucial to Student/Learner Agency. Student-Teacher-Task

The Role of the Teacher

Plans collaboratively for student needs based on a sound knowledge of curriculum and students.

Refers to the 5 essential IB elements – Knowledge, Concepts, Skills, Attitudes and Action.

Provides tools and strategies for students to be aware of, and monitor, their own learning e.g. pre-Assessments, continuums, rubrics, exemplars, etc.

Supports students to use evidence when personalising and revising their learning goals.

Clarify students’ misconceptions, in order to refine individual learning goals.

Discusses connections between learning goals, learning activities and assessment requirements.

Help students make sense of connections within and between curriculum areas.

Supports students to identify ‘stretch’ goals and set goals to achieve them.

Plans collaboratively to meet student needs based on a sound knowledge of exemplary teaching practice.

Develops students’ metacognitive skills by modelling the language of thinking, and providing tools and strategies to assist them to be aware of, and monitor, their own learning.

Monitors students for cues and notices when students need assistance.

Makes students responsible for establishing deliberate practice routines.

Provides students with a choice of learning activities that apply discipline- specific knowledge and skills including literacy and numeracy skills.

Facilitates processes for students to select activities based on agreed learning goals.

Supports student to select learning engagements that support their areas of strength and areas for development.

Ensure dialogue is distributed, so that teacher and students both take an active role.

Raises students’ awareness of the characteristics of inquiry and the process of inquiry.

Involves students in adapting the learning space to support everyone’s learning.

Shares responsibility with students for reinforcing agreed learning expectations and refers to agreed routines and protocols throughout the lesson.

Paces the lesson, giving students enough time to intellectually engage with the concepts, reflect upon their learning and consolidate their understanding.

Demonstrates respect for all students’ ideas and ways of thinking.

Negotiates group arrangements with students, appropriate to particular learning goals.

Designs activities that incorporate cross-curricular applications and real world connections.

Present concepts of the discipline in multiple ways to all students and identify diverse perspectives when presenting content.

Supports students to hold each other to account for their contributions to the group’s outcomes.

Facilitate students’ self-assessment by giving them tools to assess, and reflect on, their own work.

When articulating assessment requirements, the teacher uses examples of student work to demonstrate the expected standards.

Organises opportunities for students to articulate what they have learnt and to say which learning strategies are most effective for them.

Explain the taxonomy used to structure the learning activity and to inform the assessment criteria, so that students understand the intellectual demands of the task.

Provides students with opportunity to reflect critically on the strategies they have used to complete the learning task.

Negotiate assessment strategies with students, ensuring these are aligned with learning goals.

Supports students to assess their own use of academic language and measure their own progress in this area.

Support students to critique one another’s ideas, in order to increase the intellectual rigour of the conversation.

Uses a variety of formative assessment activities to help students assess their own progress.

Provides opportunities for immediate feedback. Kunyung PS

Cheers Nina

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Student Agency Part 2: The Task!

In the previous post I wrote about the behaviours of a learner developing Student Agency. In this post I’m describing the elements of tasks which empower Student Agency.

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Supports students to identify their learning goals

Encourages self-responsibility.

Allows students to be immersed in the possibilities open to them.

Provokes thinking beyond the known, opening up further possibilities.

Makes connections to appropriate tools e.g. pre-tests, continuums, rubrics, exemplars, reflection, etc.

Incorporates a variety of transdisciplinary skills.

Incorporates cross-curricular applications and real world connections.

Makes connections to previous learning, reflections and evidence.

Designed to allow students to achieve their learning goals.

Allows for connections between learning goals, learning activities and assessment requirements.

Provides a range of options for students e.g. teacher focus group, peer tutoring, hands-on, thinking routines, etc.

Develops students’ metacognitive skills, providing tools and strategies to assist them to be aware of, and monitor, their own learning.

Makes students responsible for establishing deliberate practice routines.

Provides students with a choice of learning activities that apply discipline- specific knowledge and skills including literacy and numeracy skills.

Allows for students to select activities based on agreed learning goals.

Allows for the use of the characteristics of inquiry and the process of inquiry.

Allows for students to intellectually engage with the concepts, reflect upon their learning and consolidate their understanding.

Allows for group arrangements, appropriate to particular learning goals.

Incorporate cross-curricular applications and real world connections.

Supports students to hold each other to account for their contributions to the group’s outcomes.

Supports students to generate their own questions that lead to further inquiry.

Supports students to use different representations to develop their understanding of particular concepts and ideas.

Incorporate cross-curricular applications and real world connections.

Includes multiple entry points.

Supports the development of academic vocabulary through oral and written construction.

Involves the community – parents, peers, other classrooms.

Various assessment tasks and tools for students to select from to assess and reflect on their own work.

Allows for a variety of thinking routines.

Promotes the use of evidence and assessment criteria to support assessment outcomes.

Provides opportunities for students to articulate what they have learnt and to say which learning strategies are most effective for them.

Allows for the critique of one another’s ideas, in order to increase the intellectual rigour of the conversation.

Builds in a variety of assessment, reflection and feedback systems (teacher, self, peer). Kunyung PS

Quality planning, accurate assessment, point of need learning goals and rich tasks are required to develop Student Agency. Part 3 will outline the role of the teacher.

Cheers Nina

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Student Agency Part 1-#EduTechAU What the twitter feeds are telling me: The Student!

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Bill Ferriter  Follow the link to read more from Bill Ferrier

Learner Agency is something we talk about often, but what does this look and sound like? Engagement is a word teachers use but has its meaning changed? So what is Learner Agency and why do we want our students to be empowered?

A student developing Learner Agency strives to:

Identify their learning goals using appropriate tools e.g. Learning Cycle, pre-tests, continuums, rubrics, exemplars, reflection, etc.

Identify their learning goals based on previous learning, reflections, evidence, etc.

Be open to and explores possibilities for appropriate learning goals.

Use learning goals to monitor and advance their own learning.

Manage a number of learning goals at the same time – incorporating different transdisciplinary skills.

Identify ‘stretch’ goals and understands the incremental steps to achieve them.

Focus on the process, in addition to the product.

Articulate why they are learning it and how it connects to previous and future learning and how they will use it in life.

Make sense of connections within and between curriculum areas.

Make connections between learning goals, learning activities and assessment requirements.

Select learning activities which best support learning goals e.g. teacher focus group, peer tutoring, hands-on, thinking routines, etc.

Select group arrangements appropriate to learning goals.

Select activities that best engage them (Thinking routines, watch a clip rather than reading, writing)

Hold themselves and others to account for their contributions to the group’s outcomes.

Use the characteristics of inquiry to deepen understanding.

Identify the process of inquiry and working through the various stages towards authentic action.

Make cross-curricular applications and real-world connections.

Use a range of strategies to solve problems when learning becomes difficult.

Seek support when ‘all else fails’ to maximise learning time.

Manage transitions to maximise learning time.

Adapt the learning space to support everyone’s learning.

Respond to questions, formulate own questions and share ideas with the class.

Connect classroom practices to the world beyond the classroom.

Practise and transfer learned strategies into independent activity.

Display learner profile attributes.

Select appropriate method to demonstrate learning.

Provide evidence to demonstrate meeting learning goals.

Use exemplars, rubrics, success criteria and other methods to monitor progress.

Reflect on formative and summative assessment to support development of learning goals.

Articulate what they have learnt and which learning strategies are most effective for them.

Develop rubrics according to the specific learning goals.

Initiate self-reflection using appropriate tools

Invite peers and teachers to provide feedback.

Critique one another’s ideas, in order to increase the intellectual rigour of the conversation.

Reflect on previous learning in Transdisciplinary theme.

Taking authentic action as a result of their learning. (Kunyung PS)

These behaviours/actions are goals for a student who exhibits high level Learner Agency. There is also the role of the teacher and the quality of the tasks required to support the student which need documenting. However, I agree when a student starts exhibiting a sense of Learner Agency they are indeed empowered and certainly engaged!

Keep tweeting #EduTechAU

Cheers Nina

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i=Change- The Business of Giving Back: RetailGlobal Conference 2016! Did you know in the retail world I am an INFLUENCER?

This week I attended the  RetailGlobal Australian conference, something very new for me. I found out that I’m part of a group called influencers. This means that I can influence others via my blog to support organisations and I do!

One session I attended was called The Business Of Giving Back presented by Jeremy Meltzer. Jeremy is the founder of the organisation called i=Change. When you buy online from a supporting brand the i=Change platform will appear on the brand’s site and you simply choose where to send the brand’s donation! The donation is $1 and 100% of funds raised go to development projects. Visit the site and have a look at the retailers who are supporting i=Change and buy from them.

As a teacher I’m always looking for balance. Yes, the conference was about online retail but the notion of giving back was something I heard often. Philanthropy and business seem to mix well and that’s powerful.

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Cheers Nina

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