Grade 5 teacher shares how round table discussions are used in the classroom as a powerful way to promote speaking and listening.
Giving students the opportunity to participate in deciding and designing their assessment tools, and finally reviewing their learning through peer editing and feedback were the highlights of this unit on economic activities under the transdisciplinary theme How we organize ourselves.
Tim Gascoigne, a teacher at Mont’Kiara International School in Kuala Lumpur, Malaysia, looks into the use of infographics and videos as tools to create a powerful message.
Steve Box, the team leader 4-6 and the Grade 5 teacher at Moreton Bay Boys’ College in Brisbane, Australia, reveals how the reflective process can be the most valuable aspect of self-directed inquiry.
This post is an excerpt from a post entitled “Don’t lock me into 8 key concepts” by Shannon O’Dwyer. The full post explains concepts in a nutshell and why concept-driven teaching is both easy and hard. This excerpt provides an insight into how teachers can make it happen.
“As an inquiry-based teacher, I am always searching for new strategies and ideas to provoke and engage my students in their own inquiries. One of the latest strategies that I have found effective is the use of maps and infographics as a way to engage students in questioning and searching for a deeper meaning. For […]
A practice example of how PYP teachers can provoke and inspire students to make their own discoveries through inquiry.
Mary McCarney is British and has been teaching for 25 years, mostlyin the UK. Five years ago she joined Atlanta International School, USA, where she is currently a fourth grade PYP English teacher.
There is 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 transdisciplinary […]
Join two PYP educators as they join a language and learning working group to create teacher support materials, and have their ‘aha’ moment…
The International School of Turin – ACAT (IST) was originally founded by a group of managers from local American companies as the American Cultural Association of Turin (ACAT). It has offered the IB Diploma Programme for over 20 years and received certification as an official “ECO School” in December 2013.
Shane Ross is a PYP teacher at Gyeonggi Suwon International School in South Korea. The school is one of two schools in Korea that offer the IB Continuum. He says, “In my first year, amazing teachers supported me and I learned so much from them. We definitely have a collaborative environment so I am continually […]
The international publication TES (Times Educational supplement) is interested in contributions from IB teachers around the world. They are seeking essays focusing on the topics of “My Best Lessons” and “How I Teach.”
Possessing an open mind is a significant part of IB learning. IB students are open-minded since they understand and appreciate cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.
Sharing PYP: “I wanted my students to go beyond rules to the reasons behind them and understand that what we value is most reflected by how we act, so why not start there? What is most important to us should remain at the forefront of our minds so we can remember why we want to […]