Tag Archives: IB-PYP

IB-PYP: How the World Works – 6,7&8 year olds in an Australian Primary School

Our Inquiry into…

How the World Works

Central Idea: All living things go through a process of change.
Concepts: cycles, transformations, offspring
Communication Skills: speaking, reading, presenting
Self- Management Skills: organisation, safety
Thinking Skills: acquisition of knowledge, comprehension
Social Skills: co-operation
Attitudes: curiosity, enthusiasm
Learner Profile Attributes: knowledgeable, inquirers

As part of our inquiry into living things and change we visited the Melbourne Zoo for our provocation. The children looked at various animals, their external features and offspring. The conversations centred on unpacking the central idea and their writing displayed the connections they are making to the central idea and themselves.

The children were very curious about the external features of various animals. They selected a photo of an animal they had observed at the zoo and drew it, carefully making their picture as authentic as they could. Added to this was a writing activity where they wrote dot points about their animal using vocabulary they had learnt.

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Zoo 100

Just beautiful!

Cheers Nina

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Our Claim: Inquiry is constructivist! Our Staff Meeting tonight…

Today the Inquiry Professional Learning Team (which I am a member of) led the first of three staff meetings on inquiry.
Our Goals:

To develop a common understanding of what Inquiry looks like at our school using an inquiry approach.
To provoke thinking that may influence practice.

We hear a about project based learning, inquiry based learning, etc… What does that mean? What does it look like when schools shift away from “drill and kill” learning towards big ideas, questions, and “no right answer” kind of learning?

Our Claim: Inquiry is constructivist

Staff viewed the first 4 minutes of Piaget speaking about the constructivist theory.

The feedback from staff has been very positive and considering we’ve had a school Walkathon and whole school transition session today this is fantastic!

If you were asked the following question: What is Inquiry Learning? What would be your answer?

Cheers Nina

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IB-PYP Risk-taker: Using a mentor book & Independent Writing- Archie’s Haircut by Lindy Smith: 6/7&8 year old writers respond to a quote from the text.

The name mentor book was introduced recently to me and although I’ve always used fiction and non-fiction books to hook students in and support teaching and learning, I’m now strategic with my approach to their planned use. Last week I was thinking about a text to reinforce the IB Learner Profile Risk-takers. One literacy focus for writing was verbs and for reading it is writer’s purpose and message.

Risk-takers: Definition

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. IB-PYP

Last weekend I stumbled across an author selling her picture story books. I’m keen to support writers who have the courage to self-publish. The book is Archie’s Haircut by Lindy Smith and is part of a growing series of Archie the Black Alpaca stories. When I read the text I knew the story would be perfect to support discussion around risk-taking when learning. The vocabulary supported a focus on verbs and the author’s message is articulated clearly within the text.

My students were read the story and asked to think about the author’s message. After a oral Think, Pair and Share students were asked to respond to the following quote and describe the author’s message.

Even if you don’t succeed you will learn a lot when you try.

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Student A:

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Student B:

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Student C:

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Student D:

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Student E:

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Student F:

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Student G:

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Student H:

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Student I:

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This is a random selection of writing from my grade. The bigger lined books are used by 6/7 year olds and the smaller lines by my 7/8 year old students. My students are responsible for the editing of their writing and their Have A Go spelling books are supporting this well.

Cheers Nina

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Not a Box by Antoinette Portis: IB-PYP Inquiry – How we express ourselves!

Central Idea
Imagination is a powerful tool for extending our ability to think, create and express ourselves.
Concepts: perspective, reflective
Related Concepts: creativity, interpretation, imagination
Communication Skills: reading, writing, viewing, speaking, listening, presenting ideas
Self-management: Adopting a variety of roles, cooperation, group decision making, accept responsibility
Learner Profile: reflection, risk taker

Not a Box

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‘A box is just a box . . . unless it’s not a box. From mountain to rocket ship, a small rabbit shows that a box will go as far as the imagination allows. Inspired by a memory of sitting in a box on her driveway with her sister, Antoinette Portis captures the thrill when pretend feels so real that it actually becomes real–when the imagination takes over and inside a cardboard box, a child is transported to a world where anything is possible.’

PROVOCATION
Purpose: To highlight that people view things differently and use their imagination in many ways
Book: Not a Box
In small groups children turn a box into something of their choice.
Reflection: Children share their designs with the class.
Question: Why do you think everyone’s is different?

My students enjoyed this simple story and were able to talk about how they imagined what their box would look like. They were totally engaged in creating their ‘not a box’. All groups presented their creations to the class. Young children need time to explore, collaborate and create.  Reflection: Plan opportunities for my young students to create and make.

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August 2013 122

Cheers Nina

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6,7 and a few 8 Year olds take their parents ‘ON A TOUR OF MY LEARNING’

This week we had Student-Led-Tours. The parents have a booklet which contains the following:

‘Let me take you on a tour of my learning…

  • I will start by telling you about our Essential Agreement

Units of Inquiry:

  • Share my learning

Language:

I will:

  • Show you different tools I use to help me spell words.
  • Share strategies I use to help me understand what I am reading.
  • Share a piece of narrative writing and talk about the features and structure.

Mathematics:

I will:

Show you what I have been learning about number. This is what I am learning now and these are some of the tools I can use.

Explain how shapes describe my world. This is what I am learning about shape.

It’s wonderful to hear the mature way these young children explain their learning and show their workbooks etc. to their parents. My role was to observe. Total control of the tour is given to the students.

Activities were left for children to demonstrate their learning with their parents and for the parents to ‘have a go’ as well. When planning we wanted the parents to experience a comprehension task. We chose Goldilocks and the Three Bears as our text because most parents would be familiar with the story.

The parents with their children had two questions to answer. The children enjoyed this activity.

How might the story have been different if Goldilocks had visited the three fish?

Do you think Goldilocks was good or bad? Why do you think so?

Here are some of the answers to the above questions:

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Cheers Nina

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How do I keep my brick wall strong?

The first term of 2013 finished last week coinciding with Easter and it’s time to reflect on my year so far. This year I’m teaching a junior grade made up of grades 1 and 2. After a number of years teaching a Prep grade, following on with a junior grade was a logical move for me as an educator. Having said this, I’ve been around long enough to have taught all levels of primary education a number of times.

Time changes best practice and I’m working with a colleague where I’m definitely the learner. The teaching of maths is my personal focus this year. Last week, I was able to be a part of one of my colleague’s math sessions, and as I love being in the ‘learner’s seat’, it was enlightening. I have so many questions!

Each year I find something to inspire my personal professional development. It doesn’t always mean attending out-sourced costly professional development. I have the mentor in my own work place!

Personalising Learning: My favourite words – I need help or I don’t understand….

Setting the scene: I want my students to understand that being a learner is about taking risks… Recently, we discussed brick walls.

Learning Walls and Personal Walls

Analogy: Our learning is just like a brick wall. What happens if some of the bricks are missing or not placed properly? What makes a wall strong?

They knew instantly! The beauty of this analogy is the children know you can take out wobbly bricks, position the brick again and make a strong wall. You just have to know which bricks are wobbly. That’s why pre-assessing knowledge and sharing results with children is important. They also explored their personal school/ learning wall and how to keep this wall strong. It was a great topic for the children to write about. How can I keep my brick wall strong?

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Cheers Nina

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Self Portraits created by 6, 7 & a few 8 year old children in Australia

Our Visual Arts program is valued by our community. The array of creative experiences our students receive is wonderful. It’s fairly obvious when looking at my blog that I believe providing many opportunities for children to create is essential in a balanced teaching program.

I really enjoy seeing what my students are doing in Visual Arts and this week I decided to share their creations with my readers.

Self Portraits

Step 1: Children are photographed.

Step 2: Children put a tracing sheet on their photo and trace their features using a black pen.

Step 3: Children put a sheet over their traced portrait and use artist charcoal to trace their portrait. Smudging techniques are used to create shadows and highlight facial features.

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Visual Arts 2013 003 Visual Arts 2013 005

These are very young artists!

Cheers Nina

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Toy Story: Stage 2- Final Preparations for Toy Expo 2012

Today my students checked their Toy Design Briefs to make sure they had completed their color swatch, displayed their material samples and recorded their equipment and join materials. They continued to paint their toys and tomorrow they will add the final touches to their toy in preparation for the Toy Expo on Thursday. The whole school and our student’s families visit the expo. The students are asked questions about their toys by expo visitors as they proudly display their toy and talk about their design. A gold coin donation is requested with the Preps donating monies raised to a worthy children’s cause.

Cheers Nina

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Toy Story: IB – PYP How the world works… 5&6 Year Olds design & make a toy.

Transdisciplinary Theme: HOW THE WORLD WORKS

Central Idea: Toys have changed over time due to technology.

Key Concepts: Function & Change

Related Concepts: Communication & Transformation

Lines of Inquiry:

Toys are made of a variety of materials

Toys move in different ways

Technology has changed toys over time
My students are loving their inquiry into toys. They are in the process of designing their own toy and have started creating their toy after commencing their design brief. My Preps have designed their toy, inquired into various ways of joining their chosen materials, selected their materials and completed the first stage of making their toy prototype.

Cheers Nina

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International Baccalaureate Learner Profile – Caring and …. 5/6 Year Olds

The International Baccalaureate Learner Profile

Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective

Learner Profile: CARING

They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.

Last week my students brainstormed in groups what being caring  means to them and the actions associated with being a caring person. This is a totally independent activity with no input by the teacher.

 

The children have written individually about the ways they are caring at home and at school. They’ve also written letters to Santa asking for presents for themselves and others.

Cheers Nina

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