Planning for concept driven learning…

Cross-posted at Inquire within, following on from Inquiry: to what end? by Cristina Milos. In a concept driven, inquiry based learning environment, we do NOT plan a series of activities to ensure coverage of the requirements of our national curriculum. Instead we spend our planning time reflecting collaboratively, exploring which conceptual lenses will produce the deepest learning and designing a few powerful […]

Concept driven inquiry learning…

There’s a buzz in the room as 11 year olds sit in groups around large sheets of butcher paper, talking animatedly. I like visiting this classroom, seeing how the two teachers collaborate and the children engage in their learning. Today they are brainstorming the ‘big ideas’ in ‘Sharing the Planet’, one of the trans disciplinary themes in […]

5 misconceptions about professional learning…

We have just experienced a week of professional learning with Sam Sherratt and Chad Walsh of ‘Time Space Education‘ and it couldn’t have been better. My first reflection here, relates to commonly held misconceptions about effective ‘PD’. I hope I can do the learning justice in further posts. Misconception #1. Presenters should be known ‘experts’. […]

Concept based learning…

‘Hands up if you often forget the things you learn in class.’ ‘Hands up if you’re sometimes overwhelmed by information overload.’ Both times, all hands go up, including mine and Jocelyn’s. I’m in her Year 6 class to help them consider the big ideas in their learning and develop their understanding of concepts. This will […]

Concept driven learning…

Some ‘big ideas’ about concept driven learning: (From this week’s little #pypchat on Twitter) The world is changing. Knowledge is changing. The ability to view the world with a more flexible mind is invaluable. (Steve) Concept based learning is about big transferable ideas that transcend time, place, situation. (Ed) Content just focuses on facts while […]

Key Concepts…

As teacher and learner in the IBO Primary Years Program, I believe that inquiry is a powerful vehicle for learning which challenges students to engage with significant ideas. The PYP curriculum is driven by key concepts which give the inquiries direction and meaning. The concepts deepen an understanding of the subject areas while providing further opportunities to make connections throughout […]

Aligning actions with values and beliefs…

“School culture is a manifestation of the relationships, beliefs and values of a learning community. It shapes the ways members act and interact, and expresses the principles and values that underpin thinking and communicating.” (IB PYP Principles into Practice 2020) We know what we value in the members of our learning community (the attributes of […]

What does it mean to be ‘assessment capable’?

I used to think being ‘assessment capable’  just implied things like setting tests, planning summative tasks, grading and giving feedback. A thought provoking conversation the other day with @YuniSantosa and @MKPolly, in relation to various workshops we will lead in the new year, highlighted the following questions assessment capable teachers and learners might ask ourselves: […]

When planning is an inquiry…

We used to plan all the learning experiences in advance. If the entire unit is planned out in detail, where are the opportunities for learners to drive the inquiry? How do they take ownership of their learning and lead it in new directions? We do, at my school, plan the big picture, of course. We […]

The biography of a central idea…

Building community creates a sense of belonging. This is the ‘central idea’ that will form the basis of our whole school inquiry in 2020. As teachers work on building cohesion, learners will inquire into different aspects of this conceptual idea. I’m hopeful to facilitate a parent inquiry group too. Each IB PYP unit of inquiry […]