In the current scenario children are confined to their homes. Keeping in mind their need to play and the relevance according to their age we have customized the ‘loose parts’ play and taken them into the virtual classroom.
This piece draws from experiences in an early childhood PYP context in Switzerland. Reflections are shared on ways the Approaches to Learning have the potential to be powerful tools for supporting children’s agentic identities with a particular focus on environments, experts and teacher talk.
This describes my journey into developing a collaborative learning group classroom environment and programme, with a class of grade 1 and 2 students. It outlines the processes involved in helping young students identify and use collaborative learning skills effectively, which was also part of my own growth.
Making real-life connections to events strengthens students’ conceptual understanding across subjects, enabling them to transfer their learning and draw meaningful inferences. They develop a broader appreciation of what it means to be citizens of the world. It gives them an opportunity to connect with their learning, a sense of purpose to their experience and enables their voice to shine through. […]
If you are struggling with giving your students the authority to decide for and plan the path of their own learning journey or if you are in two minds whether student agency will throw your classroom discipline and your well-designed lesson plans into question, then keep reading to the end! It’s totally understandable that shifting […]
There is intentionality behind setting up a meaningful provocation for inquiry. During this playful inquiry, children showed excitement in understanding school systems, demonstrated ownership of learning, and applied mathematical skills in a real context while collaborating with peers. Neev Academy, North Campus’ academic year kicked off with lots of hopes and possibilities for all the […]