“We will have to learn our way into understanding.”– Eleanor Drago-Severson I asked a question this morning to my Twitter PLN of educators engaged in implementing IB programmes. It was a simple question, “What might be some questions you’d have liked answered when you first became an IB Coordinator?” Perhaps the intention for posting this […]
A TOK student brought this video in last week, enriching the class dialog about the value, purposes and limitations of school. The video provoked some reflection on one principle that creates relevance, meaning and sustenance to the work of teaching and learning. The video laments, among lots of other things, that “I wasn’t taught how 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 […]
Part 2, ATL Articulation through the Core and Policies Criterion B in all MYP subjects including the Projects and Interdisciplinary Units (IDU) explicitly unpack within its strands a learning cycle or process. Year 1s spent some time thinking about learning cycles, and below is an example of their understanding. The thinking visible in the sample above teaches […]
