Welcome to PYPteachingtools.com

CONCEPT BASED LEARNING:

Concept maps are a valuable thinking routine in the inquiry based classroom. They visually represent relationships between concepts, fostering critical thinking and facilitating the exploration of complex ideas. For teachers navigating the terrain of inquiry-based learning, leveraging concept maps can be a game-changer in supporting students' conceptual understanding. If you havent tried them, I promise you....pick one, train your kids how to use it then sit back and watch the magic unfold. 

Why I'm A Fan:  I’ve been using these in my IB PYP classroom for years and years and years and, every time, they stimulate thought provoking conversations from the children all whilst aiding in developing conceptual awareness. Simple to implement and integrate into any inquiry, any subject, you will get a lot of bang for your buck!

I usually begin using them as part of doing the groundwork in the first week of our inquiry as we are tuning in, unpacking...

Regardless of the age you are teaching, integrating Visible Thinking Routines into any IB PYP classroom can significantly enhance student engagement and learning outcomes. Today, Im bringing you five effective ways to introduce Visible Thinking Routines (VTRs) into your classroom that I have found to be most effective:

1. Begin with a Foundation:

• Before diving into Visible Thinking Routines, establish a positive and open classroom culture where students feel comfortable sharing their thoughts and ideas. This sense of community enables a feeling of security and that there is a partnership to the learning.
• Ensure that your students have a fundamental awareness of their metacognition and what it means to BE an inquirer and a thinker, underlining this is a practical way to bring these attributes to life; what it looks-sounds-feels and acts like. I ALWAYS begin the school year with a focus on Thinking Skills, specifically the sub-skill of Reflection, which includes metacognitive...

I've shared a lot about project based learning with our Instagram IB PYP community and how it fits into our student-led inquiry framework. Many have asked me if it offers fidelity to the inquiry process, to student agency and to transdisciplinary learning.  With this post, my intention is to share my perspective based on my experience and hopefully bring some clarity as to how project based learning fits seamlessly within the unit of inquiry.

There is a common misconception that PBL is not as rigorous or as organic a form of inquiry-based learning. I say, that depends on:

• *Our understanding of an inquiry-based project
• *How we implement the process
• *How we differentiate inquiry
• *How we support student's voice within the project
• *How flexible we are with plans
• *How open we are to multiple strategies
• *How we view structure in the learning environment

 

 

 

 

View this post on Instagram

 

 

 

 

A post shared by Susan Powers...

As we continue to navigate the dynamic landscape of student led inquiry in the IB PYP and beyond, one thing remains constant: the importance of fostering effective communication skills and nurturing inquiry-driven minds.  I'm delighted to share another innovative strategy, albeit not that new, that empowers facilitation of a transdisciplinary inquiry through collaboration and communication skills.  Today, I have some strategies for tuning in and developing communicators. And I'm excited to introduce you to a powerful tuning in and provocation tool: Concept Discussion Mats. 

Why Communication Matters

Effective communication lies at the heart of the IB Primary Years Programme.  It's not just about conveying information but also about collaboration: actively listening, exchanging ideas, and constructing meaning collaboratively. In an increasingly interconnected world, the ability to communicate effectively is a fundamental skill that empowers students to...

8 Ways to Use Task Cards in the IB PYP Classroom for Skills-Based and Collaborative Learning

Can we take a few minutes to chat about task cards as a solution to our constant search for innovative methods to engage our IB PYP students in meaningful learning experiences. Task cards, versatile tools that offer a wide range of applications, are a valuable resource for promoting skills-based learning and collaborative activities in the classroom. They are not only versatile but also provide us with an opportunity to infuse creativity and interaction into our approaches to teaching. In this article, we will explore eight effective ways to use task cards to enhance skills-based and collaborative learning.

1. **Skill Stations:** Create skill stations in your classroom by placing task cards at different learning centres and even around the room. Each station can focus on a specific skill, such as listening to understand, math problem-solving, grammar development, or critical thinking....

When it comes to reflection and assessment of our IB PYP transdisciplinary inquiries, we are fundamentally assessing the abstract; understanding of concepts, transfer of knowledge and development of skills. These are not things that can be monitored with multiple choice assessments. (If you'd like to explore more about assessment in the PYP, start with this article here. ) Part of our assessment strategies include on-going documentation of the learning process, which includes the children's thinking and this is where the valuable visible thinking routines assist. I am delighted to welcome my guest writer, Jahnavi Aswani, a homeroom teacher-facilitator with PYP 3 from Mount Litera School International, Mumbai. She is bringing her experience with visible thinking routines and practical ideas to share with our community. As you read through Jahnavi's article, consider the Approaches to Learning Skills that are put into practice within the different thinking routines. Read on for some...

There is no doubt that within most of the IB PYP units of inquiry we have those subjects that have to be addressed as "stand alone" lessons that require explicit teaching and a very real need for paper and pencil work. However, when it comes to engagement, we need to remember that hands on investigation, authentic application of the skills and student input is far more memorable for the children, enables transfer of understanding and supports a sense of ownership. Let's talk about the collaborative learning experience. I am using maths and reading skills as an example but it can be applied to any subject.  Welcome to OPERATION COOPERATION.

..... it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students  -Oxford Mathematics & IBO

I will be sharing some real-world examples from...

[caption id="attachment_10297" align="aligncenter" width="300"] Meet Karen Myrick, certified mindfulness practitioner and IB PYP teacher.[/caption]

I am thrilled to have Karen Myrick, IB PYP teacher and certified mindfulness coach, as my guest writer for this article. I met Karen through Instagram @themindfulteacher.co, as she shared her strategies for introducing a mindfulness practice into her classroom.

Karen has since developed many resources for bringing this important self-management sub-skill into our daily classroom routines. As important, she has also developed mindfulness supports specifically for us as teachers.

Ask yourself, how much do you actually model a mindfulness practice as much as you model being a lifelong learner and inquirer?

As you read through Karen's story, I have no doubt you may be able to relate to some parts of her story. If youre looking for a mindfulness practice to help you on a personal level, as well as some simple and easy to implement...