Tag Archives: IB-PYP

READING: Two presentations complete and I’m still learning!

This week I presented the new PM Benchmark Reading Assessment RAR for Cengage Learning and other resources which support comprehension. I’ve always loved PM for many reasons. The PM Assessment RAR impresses me because it provides ‘point of need’ information. I’ve snipped a few of my slides to share here.

My first presentation was for a small group of teachers and I thank them for coming. I enjoyed chatting to them and ‘soaking up’ their commitment and passion for what they do!

My second presentation was to a much larger audience and I had the opportunity to speak to a number of them after the presentation. They were amazing and inspiring! Some were working in special education settings and I loved the commitment they had to maximizing the potential of all students.

Teacher Judgement and Student Learning: There will always be a need for teacher judgement. We know our students! Regardless, we must have accurate assessments to plan for future learning.

Teacher Judgement

Philosophy

I love the fact that the philosophy of PM starts with success and enjoyment. We want our students to love reading and understand what they’re reading at their point of need.

Core skills

These six core skills are the main skills and I’m saying it.  We need to unpack and build a deep understanding of what each means in terms of teaching and learning.

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Given how busy teachers are we need to be…

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Allocating our time carefully to make sure what we are doing will be effective in our classrooms is vital. Being constructive, productive can mean evaluating what we are doing and making changes.

How can it be used.

What I really love! This is just an example of a few future learning goals for a student I assessed. There is so much more! And the assessment and online RAR gives me this information about the student so I can plan. This is just a snippet…

Recommendations

Planning teams

Unpacking future learning goals in teams and what it means at different stages of reading is powerful and effective use of our time. The online program can have as many students as you want – whole school data.

I’ve snipped a copy of a document I’ve printed which will guide my future planning for this student. It contains recommended learning goals for reading behaviours, retelling and comprehension and I can also add my own. I’ve also printed a document which tells me what the student is doing. Effective!

Emma RAR

There are so many amazing resources which I’m loving which support comprehension!

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Next week I’m in QLD! Above photo: Love the NLD Comprehension…

Tuesday 10/5 – Robina: Improving Comprehension Skills

Wednesday 11/5 – Camp Hill: Assessing and Teaching Reading Comprehension

Thursday 12/5 – PM Benchmark and New Digital Software

Cheers Nina

 

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The IB-PYP: Futures Planning & Learning

World Economic Forum The World Economic Forum 2014 -Skills needed in the 21st Century The World Economic Forum 2014 Skills needed in the 21st Century Video 1: What will learning look like in 2028?

video 2: How do we plan for 10, 20 or 30 years time?

These videos are worth viewing. As a trained IB teacher having extensive experience working in an IB-PYP school, I believe the IB program provides the education our students need now and will need in the future.

Video 1: Why 2028? Students at my previous school are already partaking in many of these initiatives now!

The World Economic Forum 2014 -Skills needed in the 21st Century – developed this diagram outlining the skills students will need for future employment.

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Link: World Economic Forum

What do you think?

Tomorrow is the first day of school for students in Victoria, Australia. Some young learners will be starting school as will many new teachers. Having taught all primary levels and later specialising in younger learners I have a few comments to make.

From the moment young learners walk through the school gates they are making judgements about others and themselves as learners. Its natural for students to compare themselves with each other. We’d like to think they don’t but they do.

This is where we teachers and parents can have an enormous influence. It may seem too early but it’s essential to get the message across to our students that we all have different learning needs.

The Learner Cycle used at my previous school by all teachers and learners is personalised in classrooms to include:

What do I want/need to learn?

How  best will we/I learn?

How will I/ we know what we have learned?

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Personalising learning for each student is one way of avoiding learners comparing themselves. Planning learning goals is crucial and I’ll expand on this in another post.

The last point I would like to make is: 

The young learners starting their Foundation year already know a lot about learning. Our role as teachers is to help our learners make connections from what they already know to new learning. I’ve posted Piaget on Piaget and its worth looking at!

Cheers Nina

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Remembrance Day 2015: Weary Dunlop and the IB Learner Profile and attitudes.

Firstly, 2015 was a busy year so my posting was not as frequent as I would have liked. This didn’t stop me writing and recording my learning and my students’ learning. Many of my posts will be uploaded over the following weeks and cover a number of topics. My learners are 6,7 and 8 year’s old.

I’ve also taken a huge step and am no longer working in the Victorian state school system. Moving to inner Melbourne, Victoria in 2015 has meant the transit time to my previous school was unworkable long term. I will state that I was incredibly fortunate to work in an amazing school. However, I am equally excited to embrace new challenges in 2016, whatever they end up being!

Remembrance Day 2015 published on Australia Day 2016 to recognise a great Australian.

Each year our program includes the recognition of Remembrance Day. I start hunting for special picture story books appropriate to my students that will be used as launches for written responses. The books or poems chosen need to be displayed in the classroom for at least two weeks prior to being planned into the classroom program and read often. This enables young learners to develop a familiarity with the text, ask questions at home and collect further information if they choose.

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Providing an opportunity for young children to express themselves in many ways is crucial. My students were asked to create a portrait of Weary after listening to the text. We decided to limit the colors to show our feelings about this time of Weary’s life and use the illustrator’s front cover for inspiration.

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When reading their writing I was looking for links to the IB – Learner profile, attitudes and the traits of successful people. Although, I had not asked my students to make these links; I was hoping that they would. The Learner Profile and attitudes are naturally embedded into our daily discussions.

I’ve selected some random examples of my students work. Some learners have added their own elaborations to Weary’s experiences. You will notice that many of my students are using paragraphs without prompting. They also underline their spelling errors as they write and will make corrections after writing. My students know about paragraphs through an inquiry. They looked at paragraphs in books and developed their own criteria to assist them and others to use paragraphs. Some students are still experimenting with their use but are able to discuss where they could use them during a writing conference.

These young learners were also asked to think of a different heading for their response.

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Cheers Nina

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Successful people have certain behaviours: The IB Learner profile and its conection to the traits of a successful people. Year 1 and 2 students explore and respond!

Recently I was introduced to the traits of successful people compared to the traits of unsuccessful people. Having reviewed the traits myself, I decided to introduce this document to my students. My students are in Year 1 and 2 in Australia and very capable of looking at and discussing this document. My school is an International Baccalaureate (IB) school. The IB introduces students to the Learner Profile so my students already have an understanding of what being a successful learner and person encompasses. We are now unpacking the successful traits and connecting them to the IB Learner Profile and attitudes.

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Link: http://www.workingmomsonly.com/2011/07/25/eliminate-the-jealousy-factor-and-success-will-follow/

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My students discussed the traits and were given one trait to respond to and make connections to their life.

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This is what I call thinker’s writing. The learners aren’t using a set genre and have to structure their own response. Many made connections to their own life. These are examples of first drafts written independently by my students.

Cheers Nina

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IB-PYP: Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin – Inquiry is an approach to learning not a method.

Inquiry as a pedagogical approach is not a method of doing something. It is an approach to learning which is about posing questions. Inquiry starts with a question, wondering, problem or idea which engages learners into investigation, the creation of knowledge and testing of what they know.

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Recently, a group of young learners ( 7 & 8 year old students)  asked me if they could spend time on their personal inquiry. Naturally I was excited that this group were personally motivated and wanted time dedicated. I decided to watch their progress and photograph their work. I also made a conscious decision to sit back and evaluate their use, and my teaching of the school’s Inquiry Process.

This group of young learners surprised me by their understanding of the process. They set about planning, focussing and preparing their inquiry. They were developing a central idea and had created a list of wonderings.  They wrote what they called a big wonder (How do wars start?) and had a number of key questions, some which they said they will park in the Parking Lot. The Parking Lot is a place where questions and wonderings are placed that are not part of the focus but may be answered later or as part of their learning.

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They discussed their questions individually and chose the big questions they wanted to investigate. Then they talked about how they would find information (Finding Information). I was impressed by their confidence and ability to talk about each part of the process.

This is where the learning process results in true Learner Agency- student choice, student responsibility for learning and actions, a meaningful curriculum and learning initiated by learners.

Cheers Nina

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IB-PYP: Maps – Gathering prior knowledge: Show me the way to your home from school. What did I learn? I should have known more about this student!

We’re learning about maps so I asked my students to show their way home from school. They could choose how they would show their journey. One of my students started drawing…. What did I learn? I know that how we ask children to show what they know is incredibly important and when gathering prior knowledge we can’t assume what a child knows. One of my very quiet 7 year old students started drawing their map.

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Can I find the way to my student’s home? YES How did this student know what they know? Would I have discovered what I now know about this student and their thinking if I’d presented my initial question a different way? QUESTIONS!

Cheers Nina

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The IB – PYP: That’s where we’ll hang our hat! Part 1 – At the grass roots…

This is the year of the circle.

My father always said children need something to hang their hat on and something bigger than them.

So what does this mean in terms of learning? Schools are our young peoples’ community, something bigger than them and where they can hang their hat. Primary schools exist for young learners, but they are also children (so keep that thought). A school has a greater responsibility than just teaching the 3Rs. Schools are where our young people learn about relationships, community and develop a sense of self.

My school is an IB-PYP school. So why be an IB school? It’s a question I’ve thought about for some time and relates to what my father told me. Children need something greater than themselves and so does a school! Schools are an important part of their local community, but where does a school hang its hat and be part of something bigger than it?

Example 1. Developing a sense of community: The IB Learner Profile.

The IB has developed a framework known as the Learner Profile. The Learner Profile relates to all learners, teachers, administrators and wider community members. The IB Learner Profile recognizes the broad needs of young learners and young people across the world.

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Let’s take a look at the IB – PYP at the grass roots – my Australian Year 1-2 classroom…

Example 2. Developing a sense of community: Being part of something bigger.

My students understand that we are a team and being part of a team has associated responsibilities. Our team is part of the school community, local community, government education system and IB World Community. Young learners (6, 7 & 8 year olds) need to grow their understanding of responsibility by being part of a community and the classroom is where they start.

Two Simple Diagrams:

Two simple diagrams underpin my students’ learning about being part of a team and managing relationships.  I bring everything back to the IB Learner Profile and attitudes. The picture below is our Learner Profile circle and ‘working wall’.

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The learner Profile represents our classroom essential agreements. My students know that as learners we make mistakes and learn from them, however, they also understand that being a member of the team is about demonstrating the Learner Profile through our actions. The Learner Profile is part of our daily learning. It’s not just a pretty display, it is a living and growing record of our growth as learners and young people.

Diagram One: The Team Circle

Sometimes someone may not have exhibited the Learner Profile and as a consequence moves to the side of the team. The young learner then has to develop the trust of the team to move back. Being a member of the team is very important to these young learners and they are incredibly supportive of each other. It has become a very positive approach to classroom management. It would require another post to explain how students learning self management is powerful for their confidence and learning.

Diagram two: Friendships and relationships

This one was developed to show how ‘he said, she said’ works. Two friends have an argument and involve others and rarely, but sometimes parents get involved. However, by the time the two best friends have sorted their differences, the outside circles are still arguing! This is where we learn CHOICE and my students are now thinking about the choices they make. They will help sort out problems but rarely become part of the problem. They are incredibly mature and honest! Simple diagrams but visible…

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Cheers Nina

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