Author Archive | Jerica

PYP early years series: Concept based learning

Série « Petite enfance et Programme primaire » : l’apprentissage reposant sur des concepts (épisode 2)

Dans ce deuxième épisode de la série consacrée au matériel de soutien pédagogique du PP intitulé La petite enfance dans le cadre du Programme primaire, Sue Tee s’est entretenue avec Anne van Dam et Kathryn O’Connell (deux professionnelles de l’éducation spécialisées dans la petite enfance ayant travaillé dans des contextes locaux et mondiaux), afin d’explorer […]

Continue Reading 0
Summary of IB voices: PYP Early Years series- episode 3

Série « Petite enfance et Programme primaire » : la consignation de l’apprentissage (épisode 3)

Dans ce dernier épisode de la série consacrée au matériel de soutien pédagogique du PP intitulé La petite enfance dans le cadre du Programme primaire, Sue Tee s’est entretenue avec Anne van Dam et Kathryn O’Connell (deux professionnelles de l’éducation spécialisées dans la petite enfance ayant travaillé dans des contextes locaux et mondiaux), afin d’explorer […]

Continue Reading 0
Smiling little constructor

Série « Petite enfance et Programme primaire » : la petite enfance dans le cadre du PP (épisode 1)

Dans ce premier épisode de la série consacrée au matériel de soutien pédagogique du PP intitulé La petite enfance dans le cadre du Programme primaire, Sue Tee s’est entretenue avec Anne van Dam et Kathryn O’Connell (deux professionnelles de l’éducation spécialisées dans la petite enfance ayant travaillé dans des contextes locaux et mondiaux), afin de […]

Continue Reading 0
Inquiring into things that grow through virtual classroom sessions in Early Years

Une recherche sur les choses qui grandissent menée en classe virtuelle dans le cadre de la petite enfance

Lorsque les enfants participent activement à leur propre apprentissage, alors l’intégralité du processus d’éducation est bien plus qu’une simple histoire de mémorisation. L’approche constructiviste centrée sur l’enfant aide à susciter sa curiosité et à développer son amour pour l’apprentissage. Le rôle de l’animateur est de créer des occasions d’apprentissage et de guider ce dernier sans […]

Continue Reading 0
[vc_row][vc_column][vc_column_text]<span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9">This piece draws from experiences in an early childhood PYP context in </span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9">Switzer</span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9">l</span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9">and</span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9">.  </span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9">Reflections are shared on ways the</span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9"> Approaches to Learning have the potential to be powerful tools for supporting children’s agentic identities</span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9"> with a particular</span></span><span class="TextRun SCXW94824305 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW94824305 BCX9"> focus on environments, experts and teacher talk.</span></span><span class="EOP SCXW94824305 BCX9" data-ccp-props="{"201341983":1,"335559738":120,"335559739":440,"335559740":240}"> </span>[/vc_column_text][vc_single_image image="60134" img_size="1200x800" alignment="center"][vc_column_text]By <span class="TextRun SCXW78959413 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW78959413 BCX9">Andrea Mills</span></span><span class="EOP SCXW78959413 BCX9" data-ccp-props="{"201341983":1,"335559738":120,"335559739":240,"335559740":240}"> </span>[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]<span class="TextRun SCXW172418215 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW172418215 BCX9" data-ccp-parastyle="Normal (Web)">Young children were invited to share reflections about what it means to be a </span></span><span class="TextRun SCXW172418215 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW172418215 BCX9" data-ccp-parastyle="Normal (Web)">RESEARCHER: </span></span><span class="EOP SCXW172418215 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_column_text css_animation="fadeInDown" el_class="pq1vr"]<span class="TextRun SCXW95449827 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW95449827 BCX9" data-ccp-parastyle="Normal (Web)">“It’s somebody who like discovers or investigates stuff. Like we are like scientists. Like we find stuff out.”</span></span><span class="TextRun SCXW95449827 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW95449827 BCX9" data-ccp-parastyle="Normal (Web)"> - K., aged 4</span></span><span class="EOP SCXW95449827 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_column_text css_animation="fadeInDown" el_class="pq1vr"]<span class="TextRun SCXW60025516 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW60025516 BCX9" data-ccp-parastyle="Normal (Web)">“We look at the trees and maybe they changed. Maybe they’re pink now. Maybe we can write it down.” - </span></span><span class="TextRun SCXW60025516 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW60025516 BCX9" data-ccp-parastyle="Normal (Web)">R., aged 3</span></span><span class="EOP SCXW60025516 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_column_text css_animation="fadeInDown" el_class="pq1vr"]<span class="TextRun SCXW76998942 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW76998942 BCX9" data-ccp-parastyle="Normal (Web)">“We need the right stuff like maybe those glasses [magnifying glasses].”</span></span><span class="TextRun SCXW76998942 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW76998942 BCX9" data-ccp-parastyle="Normal (Web)"> - K., aged 4</span></span><span class="EOP SCXW76998942 BCX9" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_column_text css_animation="fadeInDown" el_class="pq1vr"]“Maybe if I get the idea of something. Maybe I get it in a book or maybe I tell [my sister] I’m going to be the one who knows it. Who found it out.” - D., aged 4[/vc_column_text][vc_column_text]<span data-contrast="none">These reflections by three- and four-year-olds are ideas that have been thoughtfully cultivated as part of in-depth inquiries and a classroom culture that actively seeks to nurture a sense of agency. We educators have found that thinking deeply about the </span><b><span data-contrast="none">Approaches to Learning as tools for sup</span></b><b><span data-contrast="none">porting children’s identities</span></b><span data-contrast="none"> as scientists, makers, artists, and in the example above, RESEARCHERS has framed how we plan for explorations connected to inquiries.</span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>  <span data-contrast="none">The young children’s reflections on what it means to be a researcher make clear that they are quite capable of developing a strikingly self-actualized sense of </span><i><span data-contrast="none">themselves</span></i><i><span data-contrast="none">. </span></i><span data-contrast="none">Without hesitation, they identify </span><i><span data-contrast="none">THEMSELVES</span></i><span data-contrast="none"> as the researchers—citizens of our community who are highly capable as active participants in meaning-making with strong images and identities as learners.</span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>  <span data-contrast="none"><a href="http://blogs.ibo.org/files/2022/01/123961367_641275759878450_853837899745850264_n-1.jpg"><img class="size-medium wp-image-60138 alignleft" src="http://blogs.ibo.org/files/2022/01/123961367_641275759878450_853837899745850264_n-1-225x300.jpg" alt="Supporting Children's Agentic Identities through the Approaches to Learning " width="225" height="300" /></a>Many children in our school community are developing English as an additional language, so we educators also bring in other ways for children to share thinking and tell us about who they are as learners. A confident scientific drawing, ease with using materials to represent ideas—these traces of learning give us lots of information about agency, identity and learning.</span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>  <span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span><span data-contrast="none">But getting back to those articulately shared ideas about what it means to be a researcher…  As teachers, we have been considering how lines of inquiry and connected proposals to support learning outcomes might be optimized through the lens of the Approaches to </span><span data-contrast="none">l</span><span data-contrast="none">earning (ATLs). Playing with the idea of developing the skills of Researcher (or Thinker/Communicator, etc.) as central to planning, we have identified three areas which have had a significant impact, including: </span><i><span data-contrast="none">Learning Environments</span></i><span data-contrast="none">, </span><i><span data-contrast="none">Experts</span></i><span data-contrast="none"> and </span><i><span data-contrast="none">Language</span></i><span data-contrast="none"> (Teacher Talk).</span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_column_text css_animation="fadeInDown" el_class="pq1vr"]"Children are natural scientists, and an open-ended outdoor setting inherently promotes a sense of wonder and a space ripe for questioning, inquiring and theory-building."[/vc_column_text][vc_column_text] <h3><b><span data-contrast="none">Learning Environments</span></b></h3> <a href="http://blogs.ibo.org/files/2022/01/123965261_799664737266493_4292048202954807101_n-1.jpg"><img class="size-medium wp-image-60142 alignright" src="http://blogs.ibo.org/files/2022/01/123965261_799664737266493_4292048202954807101_n-1-300x300.jpg" alt="Supporting Children's Agentic Identities through the Approaches to Learning " width="300" height="300" /></a>  <span data-contrast="none">For an inquiry into ways of how </span><span data-contrast="none">‘</span><i><span data-contrast="none">exploring and caring for the natural environment leads to discovery</span></i><i><span data-contrast="none">’</span></i><i><span data-contrast="none"> </span></i><span data-contrast="none">(Sharing the Planet),</span><span data-contrast="none"> much of the “fieldwork” happens in outdoor environments. Dedicated time learning outdoors in the forest, pond and garden provides inspiration for observing, questioning and collecting data. Children are natural scientists, and an open-ended outdoor setting inherently promotes a sense of wonder and a space ripe for questioning, inquiring and theory-building. The outdoors is the ultimate space for developing research skills, but there are others. Classrooms, for instance, have endless potential to support identity and agency. More on that from my far more knowledgeable former colleagues and me </span><a href="https://www.professionallearninginternational.com/pyp-enhancements-learning-environment-icsz-ey-team/"><span data-contrast="none">he</span><span data-contrast="none">r</span><span data-contrast="none">e. </span></a><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span> <h3><b><span data-contrast="none">Experts: A Different Approach</span></b><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span></h3> <span data-contrast="none">Opportunities to connect with members of the wider community have been important components of many of our inquiries. A visiting musician, an engineer and a professional dancer are just some examples of experts we have hosted. These visits often promote a meaningful exchange of dialogue, sharing of skills and connection. As a team, we have thought a lot about how to optimize these visits. Instead of the traditional invitation to come in and share expertise, we wondered how we might rethink these experiences with a view to reframe the relationship between the children and visiting </span><span data-contrast="none">experts. </span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>  <span data-contrast="none"><a href="http://blogs.ibo.org/files/2022/01/IMG_0620-scaled.jpg"><img class="size-medium wp-image-60146 alignleft" src="http://blogs.ibo.org/files/2022/01/IMG_0620-225x300.jpg" alt="" width="225" height="300" /></a>Recently, we were fortunate to have a scientist visit as part of a science focused inquiry. Before the visit, we shared that “</span><span data-contrast="none">Dr.</span><span data-contrast="none"> O” was interested in hearing about the children’s work/projects/research and that a professional scientist might have interesting ideas to share back with us. The children were extremely motivated to share an ongoing </span><span data-contrast="none">color</span><span data-contrast="none"> mixing project. </span><span data-contrast="none">Dr.</span><span data-contrast="none"> O was able to make connections to his work by sharing, among other things, about how his research also takes place in a lab much like our classroom. Of course, this took some preparation and “frontloading” for our guest but he was grateful to have the teachers provide direction and shared how impressed he was with the children’s work and how it made a lot of sense for him to connect to their work and not the other way around. Our aim was to actively cultivate the children’s identities as Researchers/ Scientists </span><span data-contrast="none">by valuing their work in real time as opposed to something precluding the work they might someday aspire to</span><span data-contrast="none"> </span><span data-contrast="none">- a sh</span><span data-contrast="none">ift in the role of expert toward a dialogue between researchers.</span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_column_text css_animation="fadeInDown" el_class="pq1vr"]<span class="NormalTextRun SCXW202984735 BCX9" data-ccp-parastyle="Normal (Web)">"In thinking about </span><span class="NormalTextRun ContextualSpellingAndGrammarErrorV2 SCXW202984735 BCX9" data-ccp-parastyle="Normal (Web)">words</span><span class="NormalTextRun SCXW202984735 BCX9" data-ccp-parastyle="Normal (Web)"> we use to describe children, we asked ourselves as teachers how this strong image of children as learners might inform the way we speak to children and each other in our classroom communities."</span>[/vc_column_text][vc_column_text] <h3><b><span data-contrast="none">Language (Teacher Talk)</span></b></h3> <span data-contrast="none">PYP teachers do lots of thinking about how to support the development of the Learner Profile. In my context, some of us have spent dedicated time developing a shared understanding of young children as capable, curious and motivated to be active participants in their learning. In thinking about words we use to describe children, we asked ourselves as teachers how this strong image of children as learners might inform the way we speak to children and each other in our classroom communities. Circling back to those self-actualized young children/researchers at the beginning of this post, we see that their words are weighted heavily with a sense of agency. They spontaneously employed action verbs like </span><i><span data-contrast="none">investigating</span></i><span data-contrast="none">, </span><i><span data-contrast="none">discovering</span></i><span data-contrast="none">,</span><span data-contrast="none"> </span><i><span data-contrast="none">finding out</span></i><span data-contrast="none">. They identified </span><b><span data-contrast="none">themselves</span></b><span data-contrast="none"> as the </span><b><span data-contrast="none">researchers</span></b><span data-contrast="none">. They knew what “tools” they required. As teachers, we hope that our conscious use of empowering language contributed</span><span data-contrast="none"> to the </span><span data-contrast="none">childrens</span><span data-contrast="none">’ </span><span data-contrast="none">metacognition—their ideas about themselves—as learners.  </span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>  <span data-contrast="none">For most educators, the day-to-day planning for teaching/learning is a practical, often creative, but usually time-consuming labo</span><span data-contrast="none">u</span><span data-contrast="none">r of love. The time we set aside to consider the impact our choices have on children’s agentic identities for lifelong learning is also time to appreciate the beautiful work of early childhood education. </span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>  <span data-contrast="auto"> </span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> </span>[/vc_column_text][vc_separator][/vc_column][/vc_row][vc_row][vc_column width="1/4"][vc_single_image image="60130" img_size="300x300" alignment="center" style="vc_box_shadow_circle_2"][/vc_column][vc_column width="3/4"][vc_empty_space][vc_column_text]<a class="Hyperlink SCXW143902456 BCX9" href="http://twitter.com/andreamills" target="_blank" rel="noreferrer noopener"><span class="TextRun Highlight Underlined SCXW143902456 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW143902456 BCX9" data-ccp-charstyle="Hyperlink">Andrea Mills</span></span></a><span class="TextRun Highlight SCXW143902456 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW143902456 BCX9"> currently works as both a Primary Teacher and </span></span><span class="TextRun Highlight SCXW143902456 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SpellingErrorV2 SCXW143902456 BCX9">Atelierista</span></span><span class="TextRun Highlight SCXW143902456 BCX9" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW143902456 BCX9">/Arts Specialist at The Inter-Community, Zurich. She is from the </span><span class="NormalTextRun ContextualSpellingAndGrammarErrorV2 SCXW143902456 BCX9">US, and</span><span class="NormalTextRun SCXW143902456 BCX9"> has a range of international school experiences. Passionate about play based learning, she is also a trained Forest School Leader and is inspired by the educational projects of Reggio Emilia.</span></span><span class="EOP SCXW143902456 BCX9" data-ccp-props="{"201341983":1,"335559738":120,"335559740":280}"> </span>[/vc_column_text][/vc_column][/vc_row]

Renforcer l’agentivité des enfants grâce aux approches de l’apprentissage

Ce billet s’inspire d’expériences vécues dans le contexte de la petite enfance du Programme primaire en Suisse. Il présente des réflexions sur la manière dont les approches de l’apprentissage peuvent être des outils efficaces pour renforcer l’identité des enfants en matière d’agentivité, en accordant une attention particulière aux environnements, aux experts et au discours des […]

Continue Reading 0