Learner agency in the assessment process: does it work?The views and opinions expressed on this blog are those of the authors of the articles who are independent of the IB and are based upon their own experiences of the PYP. The presence of a link is not an IB endorsement of the site and the IB is not responsible for the content of external Internet sites. In this article, we will reflect on our role as teachers making inroads into the virtual learning environment. Disclaimer - The ideas and resources presented in this blog have been developed independently from and are not endorsed by the International Baccalaureate (IB).
This article from a newly authorized school talks about their transformative journey with the enhanced PYP as they explore […]Get every new post delivered right to your inbox.Continuing our series of blog posts following four schools at different stages of their IB journey, as they share their experiences and approach to understanding and implementing PYP: From principles into practice, in their own context.
How do we handle your personal data? She studied at Brown University and Stanford University.While making self-management skills an integral part of learning, we specifically focus on managing time and tasks effectively, mindfulness, perseverance, emotional management, self-motivation, and resilience. In this section, we look at one of these foundational and ubiquitous skills – Communication skills. The IB Approaches to Learning are 5 interrelated skills aimed to support children of all ages to become self-regulated learners who know how to ask good questions, set effective goals, and pursue their aspirations with the determination to achieve them.
Find out Peer-feedback and how it can be used to exercise agency in the early years, based on Austin’s butterfly video (Ron Berger, 2012) Imagine you have an incredible learning experience with your class. Skills and dispositions in online learning. Suddenly, you […] Time to celebrate: Your digital resource PYP: From principles into practice is now available on the Promoting learner agency throughout the inquiry cycle Our focus will specifically be listening, interpreting, speaking, using language to gather and communicate information, and investigating information.
We have been waiting for this moment for the past four and a […]In this article, we will reflect on our role as teachers making inroads into the virtual learning environment. Grade 3 learners at Singapore International School, Mumbai took initiative, expressed their thoughts and ideas and made choices […]© International Baccalaureate OrganizationBuilding stronger learners – Burgess-Peterson Academy—Part 3Sharing news, updates and effective practice for the IB Primary Years ProgrammeStonehill International School – part 4. These challenges provide learners with opportunities to plan short- and long- term tasks, set goals that are realistic, use time effectively and appropriately, demonstrate persistence, and practice positive thinking and language. Teaching and Learning Approaches In general, teaching and learning approaches of IBDP-1. We can support the development of these skills by providing authentic, integrated, and meaningful contexts such as below. Archive | approaches to teaching. Your all-in-one platform for PYP planning, student portfolios, reports, and family communication! The approach teachers take to teaching can therefore be described as on a continuum from a focus on content to a focus on the learner (Kember & Kwan, 2000). Parita is the head of learning at Toddle and the bridge between teachers & engineers. Agency and developing student voiceSkills and dispositions in online learning engage learners through active participation as inquirers and thinkers 2. address diversity 3. ensure development of IB learner profile 4. provide opportunities to enrich interaction between teacher and student, and between student and student.
Our […]Action Planning to Build for the Future – Burgess-Peterson Academy—Part 4 In these challenges, we will focus on collaborating, using self-control, managing setbacks, and becoming more empathetic.
Continuing our series of blog posts following four schools at different stages of their IB journey, as they share their experiences and approach to understanding and implementing PYP: From principles into practice, in their own context. These challenges provide children with choices and ownership as they formulate and plan, gather data, synthesize and interpret, and apply technology to independently build research skills.Teachers often embed the ATL in the classroom culture by modeling the skills, using the language of the skills, giving feedback on the skills, and highlighting the use of the skills in daily routines and learning spaces. We have applied our IB learner profile attributes in each learning experience proposed and we have adapted the lesson plans according to the new requirements for the benefit of our students and the community.