In this article you will read about how Primary Years Programme students demonstrated choice, voice and ownership through making connections between two transdisciplinary themes. When ownership is given to learners, the results are endless and the learning is fun—that is what they discovered.
Tag Archives | central idea
This article draws from learning that took place within the transdisciplinary theme of “sharing the planet”. Listening to learning within the context of the Reggio Emilia philosophy of the Hundred Languages of the Child resulted in a beautiful and authentic path traveled along this inquiry.
This successful experience with the kindergarten students promotes the “agency” and helps to understand what it means to “raise your voice”, “act”, “solve problems”.
In this article you will read about fourth grade students choosing to contribute to the efforts of reducing the excessive use of single-use plastic, by giving advice to their families and reusing plastic caps to manufacture objects to cover some classroom needs.
In this article you will read about how the first grade team has made changes each year to a unit of inquiry under the transdisciplinary theme “How the world works”, based on the developmental level, interests and inquiries of students.
This article focuses on how a fundamental mathematics concept can be learned in an enjoyable manner, through the celebration of Pi Day, thus, reinforcing the conceptual understanding and making real life connections.
This article illustrates how to use social media to include approaches to learning skills in a Primary Years Programme classroom.
This article is about exploring the concept of perspective and how it is vital to understand and respect different perspectives which is core to the IB values.
This article showcases the concept of living things through the process of inquiry. It also reflects the constructivist approach where a child constructs knowledge through experiences gained by exploring the environment.
This article demonstrates how the development of thinking skills can help build a bridge between subjects such as physical education and social studies. Through a contemporary dance approach, the author supports students’ creativity and leads them to express their understanding of the unit ‘Sharing the planet’ in a meaningful way.
How can students effectively develop their own learning pathway through questioning? Read about PYP students who wanted more ownership of their learning: to design their own inquiry. This is a case study of how one year 6 class applied a questioning process to lead their own learning.
This article describes the journey of PYP exhibition – from the start and through the high and low points during its course.
This article reflects on how to make summative assessment more meaningful for the early years learners.
This article describes a PYP educator’s experiences conducting the PYP exhibition after having returned to the classroom from an absence of 6 years. It applies to the exhibition as a tool to improve student’s learning and as a reflective tool for practice.
This article puts forward three different approaches to the creation and use of the central idea, including early sharing, student creation and parent creation of the central idea. It shares the benefits and drawbacks of all three approaches.