This article describes the use of accordion journals and the Understanding Map developed at Project Zero to help students reflect on their learning in a fourth grade classroom. It offers a way for students to take ownership of, and reflect on, their learning.
This article questions various aspects of inquiry in the early years.
This article presents international schools in host culture contexts through the transdisciplinary theme ‘How the world works’.
In this article you will read how first graders explore the transdisciplinary theme ‘Who we are’ and learn to compare and contrast cultures from around the world.
This article illustrates how a year 1 teacher supports students with unpacking a central idea under the transdisciplinary theme How we organize ourselves and how the student took the action.
This video shows a physical education/art integration for grade 3/4 students. It is a movement unit that involved light painting and fire dancing.
This article illustrates how technology transforms teaching and learning and how digital tools become commonplace in many classrooms.
This article promotes students development of a deeper intercultural understanding through literature and technology.
This article describes the preparations, planning process and reflections on student-led conferences.
The author of this article shows how a central idea was rewritten to become more transdisciplinary in nature.
This is the last of a two-part article about integrating technology into the curriculum. The first part explains how a flexible schedule might look like in a school.
This is the first of a two-part article about integrating technology into the curriculum.
This is the first of a two-part article about integrating technology into the curriculum. As EdTech specialists, our role within the PYP is to authentically integrate technology into the curriculum. In many schools, this means fitting these into weekly scheduled lab sessions and this can be frustrating. The students often do not finish projects during […]
A school has created a video to illustrate how the school collaborated to develop the Grade 2 unit of inquiry on Weather.
What happens when teachers stay “neutral” during units of inquiry?
