I’ve been reflecting lately on the books I’ve used as read alouds throughout our various units of inquiry, that have both reinforced the inquiry as well as integrated many reading skills and strategies. I’ve compiled a list that may help you also, when planning your units of inquiry and aligning them with the elements of the PYP as well as your reading standards. Over the years, I have taught mainly from 3rd grade ( Primary 3/4) up to 6th grade ( Primary 7) and so you’ll find these books to fit the upper elementary age range more.
There is another blog post relating specifically to books that I love when reinforcing the traits of the Learner Profile. You can link to that post here. But this list is more for read alouds that will tie to many of the essential elements of the PYP, as well as slot in nicely to particular Transdisciplinary Themes.
I have created this list for your convenience. You can click on the picture and the title of...
Drama! It brings out the risk taker in many and inspires Oscar-worthy acting in others. It really is one of my favourite activities in the classroom that incorporates so many skills, which is why I wanted to share some ideas with you regarding using drama with your class. Perfect for any IB PYP theme, especially How We Express Ourselves, it can be incorporated into all subject areas quite seamlessly, not to mention a fabulous way to enhance an Exhibition presentation.
The IB PYP Approaches to Learning Skills ( formerly known as the transdisciplinary skills) are grouped into five areas of skills that we use in our daily journey of learning – Thinking, Communication, Social, Self Management and Research. You can link to a separate post that focuses on developing the children’s awareness of these skills here. I have found that when I throw some drama into the mix of my plans, things really start to spice up when it comes...
Engagement. You know the scene; the entire class is actively involved in their learning. There’s a quiet buzz going on all around. Children are chatting to each other, conversations are focused discussing ideas, plans, strategies. There is movement around the room, with tools and equipment being independently gathered, heads are together, collaboration is seen all around. You know that you’ve nailed it when the busyness of learning is their business!
But…..and there’s definitely a but, how do we keep this going across the curriculum? Is it too idealistic? Time consuming? Can we cover all standards this way? Can we really trust the kids to run with this? How do we, as the teacher, fit it in?
This post isn’t about what engagement looks like in your classroom but rather about how to initiate and maintain the engagement within authentic inquiry focused learning. Engagement is so much more than just keeping the children busy with...
It never fails to amaze me, when given the opportunity to take the lead, how much our students rise to the challenge. With the enhancements to the IB PYP having recently been unveiled, I felt that this would be a great time to address co-planning the unit…..with your students as your co-planners!
Encouraging greater student agency in your classroom is more than simply listening to the student voice. In my previous post about implementing student agency, I mentioned the difference between passive learning and active learning. Allowing the children to actively contribute to the planning of their own learning, absolutely promotes meaningful student involvement.
The unit of inquiry has been planned in a variety of ways over the years: