When faced with the challenge of implementing new practices, often organizations go through an implementation dip because previous expertise no longer suffices in the new programme. The organization can support teachers through some processes, which when combined provide what Drago-Seversen (2009) calls “holding environments” for professional learning. Holding environments are specific structures and processes, which help […]

Last week I was able to see some smart groups at work. In the MYP, collaboration is a large part of our work. It’s one of our set of standards, producing some of our best work as a programme.  Just to name some products of collaboration, we work together to create the subject overview, interdisciplinary […]

Now that we are only some 80-something days away from the end of the school year, thoughts turn toward what we are completing in our action plan this school year, and what we want to accomplish next school year. As we think about achievements and goals, we are thinking about which protocols to use for […]

A student’s reflection recently illustrated how performance of understanding can emerge as a conceptual dialog between teacher and student. In this Arts inquiry, the Key concept is creativity and the Related concepts are expression, boundaries, narratives. The unit’s Global context is Identities and relationships, framing the learning around building expressive skills for performance, requiring the actor to […]

Please help me thank Tania, a PYP Educator who commented on a previous post Portrait of a Self-Directed Learner and nudged some thinking about how skills are linked to conceptual understanding. Tania said, My first thoughts from a PYP perspective were that we use the Transdisciplinary Skills (ATLs) to help develop the conceptual understanding in our young […]

When we develop curriculum in schools, we’re saying “scope and sequence,” to mean the progression of learning experiences we design for our students. The term “scope and sequence” suggests that learning is a linear progression from a beginning point, through a series of points, ending at a particular point. This linear model might have evolved […]

As we develop Approaches to Learning skills in our students, we are essentially presenting them with this question (rephrased from Costa & Kallick, 2014) to ask themselves: When the solution to this unfamiliar problem is not readily apparent, what do I do to learn? For MYP Year 5, we ask the question of our students […]