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8 Ways to Use Task Cards in the IB PYP Classroom for Skills-Based and Collaborative Learning

Can we take a few minutes to chat about task cards as a solution to our constant search for innovative methods to engage our IB PYP students in meaningful learning experiences. Task cards, versatile tools that offer a wide range of applications, are a valuable resource for promoting skills-based learning and collaborative activities in the classroom. They are not only versatile but also provide us with an opportunity to infuse creativity and interaction into our approaches to teaching. In this article, we will explore eight effective ways to use task cards to enhance skills-based and collaborative learning.

1. **Skill Stations:** Create skill stations in your classroom by placing task cards at different learning centres and even around the room. Each station can focus on a specific skill, such as listening to understand, math problem-solving, grammar development, or critical thinking. Encou...

There is no doubt that within most of the IB PYP units of inquiry we have those subjects that have to be addressed as "stand alone" lessons that require explicit teaching and a very real need for paper and pencil work. However, when it comes to engagement, we need to remember that hands on investigation, authentic application of the skills and student input is far more memorable for the children, enables transfer of understanding and supports a sense of ownership. Let's talk about the collaborative learning experience. I am using maths and reading skills as an example but it can be applied to any subject.  Welcome to OPERATION COOPERATION.

..... it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students  -Oxford Mathematics & IBO

I will be sharing some real-world examples from my classroom with m...

The Inquiry-Based Math Project in the IB PYP

Integrated maths inquiry, concept based maths, project based learning….it doesn’t matter what you call it, well designed projects support learning through a guided inquiry that has enough scope to ensure that maths concepts are approached authentically and with a student-led perspective. These projects naturally lend themselves to support all types and levels of learners. They are transdisciplinary in nature, allowing concepts and skills to be transferred and applied towards an end product that has largely been created with the children's voice as an obvious part of the process. They're open-ended enough to allow your students room to expand and direct the project yet structured enough to support those learners who aren’t quite ready to take that leap into independent inquiry.  As you watch the following video, where I share my strategies together with Parvana Guliyeva (an IB PYP grade 4 teacher, currently in Portugal) consider our transd...

Concepts are such a big part of our IB PYP lives. They begin with our transdisciplinary planning and end with the students' assessment of their conceptual understanding. And in between, we are nurturing and developing their awareness of those big ideas so that they may transfer their knowledge and understanding across disciplines and the programme of inquiry.

Following on from my conversation on Facebook, LIVE with  Misty Paterson from Pop-Up Studio, I wanted to offer some ideas that I have used for developing concept-seekers. I'm going to give you the super-quick tutorial on conceptual learning and planning before I dive into the tools I use to develop conceptual thinking within my students. If youre looking for ideas for assessing the additional concepts within our transdisciplinary themes, you will LOVE this article that shares my strategy for rich, rigorous and student-led conversations to reflect and assess those additional concepts. Take a look at this article below:

Enhancin...

As an international teacher, it is highly likely that you will be teaching English as a second or even third foreign language. In many international schools, we find ourselves with a beautiful broth of multiple languages and cultures within our classrooms. And, we deliver our inquiry-based framework to the children in English. For many others, we are teaching in a host country, to a class full of native speakers from our host country and, again, part of our repertoire is to teach those children to not only speak in English but also to learn in English.

Language therefore becomes more than simply a means of conversation. We are teaching a language, about language and through language and we do all of this with that authentic, inquiry-based approach that we truly believe in.  In this article, I will be sharing a recent video from a conversation I had live on Facebook with grade 4 teacher, Maria Vidal. ( @bilingualising on Instagram) [caption id="attachment_2738" align="aligncenter" wi...

Concepts vs. Topics: Let's Get clear.

In Module 1, Lesson 2 of my online professional development course, Essentials for Inquiry: Getting Started with Student-Led Inquiry, I dive into bringing inquiry teachers an understanding all about conceptual teaching and learning. As an inquiry teacher, it's that important to have this fundamental understanding right from the beginning because we approach our teaching through a transdisciplinary lens, and it is through those concepts that the children are able to make their meaning far more enduring, transferring this understanding across disciplines, time and place. As we plan conceptual learning experiences for and with the students, we want their learning to have this authenticity and the scope for expansion as they begin to make those rich connections, forming meaning for themselves. In this article, I'm delighted to be sharing teacher-author, Misty Paterson, as she helps to uncover the difference between concepts and topics.  The followin...

The early years in the IB PYP can be a whole new experience for teachers new to student-led inquiry. It is a beautiful mix of play-based exploration,  guiding invitations leading to inquiry and  provoking wonder all led by the children's natural curiosity.

I do not profess to be an expert with this age-group. Having never taught in an early years classroom, it amazes me when I see creative early years teachers working their magic and bringing the elements of the PYP seamlessly into practice with our youngest learners.

Common Challenges

I often hear from early years teacher-facilitators that their challenges include questioning and developing this skill with the children.  Such struggles include:

• How do I get the children to ask meaningful questions?
• How can we use thinking strategies with such young children?
• They can't  read or write, how do I plan for inquiries?
• They're too young to ask good questions.

Perhaps you can relate to one or a few? Well, I am delighted to be a...

There is partnership of thinking taking place at this stage of inquiry. It goes beyond setting the scene of the inquiry and triggering background knowledge. We are dipping into the possibilities, inviting our students to connect what they know with what they want to know and with what excites them. This requires our creativity with linking this opening learning experience to the concepts we will explore in such a way that will excite, engage, invite wonder and spark curiosity. This is where the magic begins and the student-led inquiries stem. This is the art of the provocation.

But what exactly does it mean? What is this thing we call "a provocation"? These synonyms from the definition of the noun (provocation) from  the Oxford English Dictionary are  indicators of what we are aiming for:

We want the provocation activity to...

If we are inquiry teachers, facilitating a student-led inquiry process, then it makes absolute sense that we have to be able to teach the children the art of questioning. Questions are, after all, the beginning of each and every inquiry.  Questioning plays an important role in building a true student-led inquiry, beginning with the initial provocation. So, where do we start? Well, allow me to share my experience with you and, hopefully, bring you some practical strategies to take back to your own class of inquirers.  If you missed the first part of this discussion about developing the Approaches to Learning Thinking Skills, click  here to catch up with how I begin to develop those sub-skills.  In this article, I have provided a free video that also offers practical suggestions. But, let’s start by doing.

Using simple thinking routines with the children, as the one below,  I would work up to each of those skills: observing, identifying our schema, inferring and questioning; progressi...

Welcome back! And if you’re just showing up….welcome! I have had an overwhelming response to video number 1! I’m beyond grateful for everyone who commented, sent me private messages and all in all, expressed thanks. I feel incredibly thankful to be a part of such a fabulously supportive, global community of teachers.

Video number 2 is here! Following on from training video number 1, where I introduce the idea of using concepts within teaching and learning, I’ll now go on to give you some practical ideas for developing conceptual thinkers.

These videos are a snapshot of my new online professional development course, Essentials for Inquiry: Getting Started with Inquiry-Based Teaching, which I shall be releasing SOON! I receive so very many questions from teachers all around the world and this course is designed to get you off to an effective start from planning, through the inquiry process, to assessment. It comes complete with lesson suggestions and ready-made resources. I’m pretty ...