We are improving or we are regressing by standing still. That there is no status quo in organizations (Powell & Kusuma-Powell, 2013) is mirrored in how the world works. Futurist Gerd Leonhard in this video suggests the exponential change we need to address now for the future that seems to be rushing at us sooner […]

Self-directed change as performance of understanding In every unit of inquiry there is potential for student-generated assessment. As learning is a response to deliberately designed experiences, learning is a change in the learner’s skills, knowledge, understanding as well as post-unit decisions or actions. Action as a result of learning can be owned and led by […]

In rethinking the shift to constructivist approaches in the classroom, one guiding principle stands out as key in considerations around inquiry. Warren Berger, in his book A More Beautiful Question, captures the process of inquiry, “Ambitious, catalytic questioning tends to follow a progression, one that often starts with stepping back and seeing things differently and […]

A PHE teacher once told me that a struggle in implementing a balanced PHE programme was the attitude that PHE is just “a gym class.” As a gym class, the implication was that (1) PHE was not ‘academic’ because (2) students did not learn anything except how to play sports or games, (3) everything health in PHE […]

The MYP eAssessment is a logical next step for our school. We shifted to a conceptual curriculum three years ago, realizing that learning through a spiraling conceptual curriculum would allow our students to transfer knowledge, understanding, skills and attitudes more easily across a range of open-ended problems to solve. The eAssessment requires this sort of transfer […]

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 […]

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 […]