Technology Integration & Collaborative Planning in #IBPYP

Although my default compass point is West, the last 4+ years in a Pk-12 instructional coaching role have allowed me to hone my East skills. More and more I strive to make a systemic impact on student learning (a large part of why I left the classroom). Below is one small way that this plays out in my daily practice.

After attending the PYP Collaborative Planning workshop in October at AISQ8, my desire for trying to figure out how to better collaborate with my colleagues in order to positively impact student learning increased exponentially (it was already pretty high). Thankfully, Sanja and I were invited to each of the ES grade level planning meetings for the upcoming units. Our goal during this first round of meetings was to be non-judgmental observers, providing input only upon request, in order to better understand the structure and flow.

We still have a lot of (collaborative) work to do in figuring out how to best be part of the unit planning process. However this week we wanted to follow-up with teams. My Eastern (and Western) tendencies came out in taking (extra) time to draft a standard email that we could use across the grade levels. We wanted it to be focused on teaching and learning, not simply technology. I used a What? So what? Now what? structure to guide our communication. Our goal was to make sure teachers felt heard before (re)introducing our ideas. Below is our general structure and an example.


Good morning/afternoon grade _ team,

Thank you for allowing us to be a part of your 3-block planning for the ______ unit. We appreciated the peak into the teaching and learning that is occurring in grade _ classrooms.

What
What the unit planner says, what we heard them say
During your discussions, we heard you focus on…
We heard you say that technology might be integrated in the teaching and learning in the following ways…

So what
Connection to Learning w/ Technology Standards
In the Teaching and Learning with Technology document released by the IB last year, they introduce the AID lens. The three principles (Agency, Information & Design) are intended to aid and extend teaching and learning. Based on your unit planner and what we heard you say, your unit might be viewed through the ____ lens where ___.

[A future version will focus on our new standards that are in development.] The Learning w/ Technology Standards are AIS standards that are we are currently drafting and piloting. They are based on the ISTE Standards, ALA Standards and IB documents. Based on your unit planner and what we heard you say, your unit connects to _____ (strands). Specifically, the following standards might enhance student learning:

Now what
Our ideas
Based on and in addition to this, some ways that we might be able to support you in integrating technology would be_________. These also connect to your ______ (Common Core) standards.

How can we support you and your students as you continue to create opportunities to make connections outside our school walls?

How can we support you in using the AID lens to consider how subject areas and themes can be combined with technology to create new learning experiences?

How can we support you and your students as you continue to create authentic, real-world assessments?

Looking forward to continuing to collaborate with you in order to positively impact student learning!

 


Good morning/afternoon grade 1 team,

Thank you for allowing us to be a part of your 3-block planning for the How Do We Express Ourselves unit. We appreciated the peak into the teaching and learning that is occurring in grade 1 classrooms.

During your discussions, we heard you focus on students inquiring into cultural identity and expression. We heard you say that technology might be integrated into the teaching and learning in the following ways:

  • Research
  • Search engines accessible for grade 1 students
  • Netflix (Human Planet)
  • Video recording interviews during the International Day

The Learning w/ Technology Standards are AIS standards that are we are currently drafting and piloting. They are based on the ISTE Standards, ALA Standards and IB documents. Based on your unit planner and what we heard you say, your unit connects to Global Communicator and Collaborator and Knowledge Constructor. Specifically, the following standards might enhance student learning:

  • Global Communicator and Collaborator
    • GCC1: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
    • GCC3: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
    • GCC4: Students publish or present content that customizes the message and medium for their intended audiences.
    • GCC5: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
    • GCC6: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
  • Knowledge Constructor
    • KC1: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
    • KC3: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Based on and in addition to this, some ways that we might be able to support you in integrating technology would be to facilitate connections to other countries, schools, and students and investigate/share grade level appropriate research databases. These also connect to your Speaking and Listening (Comprehension and Collaboration) and Geography (G1 and G2) standards.

How can we support you and your students as you continue to create opportunities to make connections outside our school walls?

How can we support you and your students as you continue to create authentic, real-world assessments?

Looking forward to continuing to collaborate with you in order to positively impact student learning!

Inquiring into Technology

In the fall two grade 3 teachers asked my colleague and I to introduce iPad apps to their classes. After some coaching, we decided to start with introducing the big ideas behind presenting information before the apps. We’ve done that (post coming soon) and now the classes are ready to go further with some practical application of Contrast, Alignment, Repetition and Proximity. But because I like to think big (and make more work for myself), I wondered what a learning experience would look like for introducing any app to students.

Could we create a learning experience that could be adapted by teachers/instructional coaches for any creation app/program (and would not be boring or repetitive for students)?

After doing some brainstorming with Andria based on Kath Murdoch‘s Inquiry Cycle, I drafted the learning experience below. Anyone with the link is able to comment…looking forward to your warm and cool feedback!

Introducing creation apps/programs in #IBPYP

In the fall two grade 3 teachers asked my colleague and I to introduce iPad apps to their classes. After some coaching, we decided to start with introducing the big ideas behind presenting information before the apps. We’ve done that (post coming soon) and now the classes are ready to go further with some practical application of Contrast, Alignment, Repetition and Proximity. But because I like to think big (and make more work for myself), I wondered what a lesson plan would look like for introducing any app to students.

Could we create a lesson plan that could be adapted by teachers/instructional coaches for any creation app/program (and would not be boring or repetitive for students)?

After doing some brainstorming with Andria based on Kath Murdoch‘s Inquiry Cycle, I drafted the lesson plan below. Anyone with the link is able to comment…looking forward to your warm and cool feedback!

#AISQ8chat – an #IBOLP series

Sometimes I’m really dedicated to blogging. Sometimes I’m not. If I’m absent for an extended period of time it’s because I’m just too dang busy living life to sit and write about it. In order to prompt me to actually sit down and blog, I need to be so excited about something that I just can’t help myself. After 5 months, today is the day!

Thanks to the efforts and excitement of a lot of my colleagues, #AISQ8 has grown from 4 or 5 people to over 30 in the last year! If that isn’t something to get excited about, I don’t know what is. Besides sharing the great things happening in our school (we were inspired by #sisrocks), I have enjoyed engaging in discussion on a weekly basis ever since Christina and I started #AISQ8chat in February. Browse our 2014-15 topics, 2015-16 topics and all the archives.

Since its beginnings, I’ve wanted to do a multi-week series. Part of my motivation was that Christina and I never seemed to have enough topics to chat about and many times we were still coming up with questions on Monday evenings. But most of it was that I wanted to go further with my colleagues about how (and why) we actually live and teach the IB Learner Profile. Thanks to Heidi and Christina, today this became a reality! [Insert giddy squeal here]

Here are the details & vocab you need to know to participate in the #AISQ8chat Learner Profile series:

  • Everyone is welcome!
  • Starts Tuesday, 10/27, and will continue for the next 14 Tuesdays (except December 22 & 29).
  • View the IB Learner Profile
  • We made up some new hashtags:
    • #IBOLP = International Baccalaureate Organization Learner Profile
    • #IBOLPT = IBO Learner Profile Traits
  • IBOLPT Continuum: ⌧ checking the box <——————————————–> way of life
  • We will be releasing the questions each Sunday (although they will be the same each week, just with a different #IBOLPT).
  • In week 1 we will explore why and how we, as stakeholders in the school community, live the #IBOLPT.
  • We will spend 1 week on each of the IBOLPT starting with Risk-Takers next week.
  • After exploring 6 traits, the week before (12/15) and after (1/5) winter break we will take time to reflect and make some conclusions.
  • Our last chat (2/9) will focus on hiring staff who live (professionally & personally) the IBOLP.

Here are a few tips & tricks I shared with #AISQ8:

  • During our Tuesday slow chats we usually release Q1 by 8am, Q2 at 11am and Q3 by 2pm (just in time for our faculty meetings!). However you are welcome to reply to any question at any point throughout the day.
  • When you have time on Sunday and Monday, start formulating your As to the weekly Qs. Then use Hootsuite to schedule them for Tuesday so that you don’t have to take time away from teaching. [Don’t worry, you can still edit pending Tweets if you change your mind.]
  • When you do have a couple free minutes on Tuesday, browse #AISQ8chat and engage in the conversation. Ask the community clarifying or probing questions. Twitter is your Personal Learning Community – you will get out what you put in 🙂
  • Christina will be Storifying #AISQ8chat every Wednesday morning. Didn’t have a chance to engage in the conversation on Tuesday? We still want to hear from you! Feel free to answer any of the previous week’s Qs from Wednesday to Monday. Please just remember to include #AISQ8chat. You can also add #AISQ8unchat if you’d like.

#AISQ8chat banner 10.27.15

Ancient civilizations coming to life

Have I mentioned that I one of my biggest passions is connecting classrooms around the world? Hopefully that’s old news because I’ve let it ooze into most of the posts I write. The grade 2 blog about Sharing the Planet w/ a focus on water is up and running – and they’re eager to read posts & comments from classrooms & experts around the world.

Next up – grade 3! Andria and Anna have been going through the COETAIL journey together and are gearing up to start their course 5 final project. They have chosen the IB PYP unit of Where We Are in Place and Time in which the students will be learning about ancient civilizations. Read more specifics here and here.


via Stux on Pixabay

Andria and Anna are hoping to connect their students to other classrooms that live in the ancient civilizations they will be studying – China, Egypt, Rome/Italy, Greece, Maya (southern Mexico, Belize, Guatemala, Honduras, El Salvador) and Mesopotamia (Iraq, Iran, Turkey, Syria). Although Mesopotamia is the closest to Kuwait, it might also be the most difficult to connect to.

Their unit starts at the beginning of March. If you or anyone you know is interested in connecting to a grade 3 class in Kuwait, please let one of us know! They are open to Mystery Skypes, video chats, asynchronous communication and any other ideas you have 🙂

AISK grade 2 wants to share the planet with you


Photo Credit: woodleywonderworks via Compfight cc

Our IB PYP grade 2 classes are getting started this week with their next Unit of Inquiry – Sharing the Planet. In order to enhance and share their learning, they have started a blog. Our classes will be posting but they want to hear from YOU (teachers, students, experts, etc)! Here’s how you can help:

  • leave comments on their posts
  • become an author on the blog
  • share how/why you conserve water
  • participate in & share simple experiments with water
  • share something about water (stories, feelings, how you use it, how much you drink or waste, etc)

If you (or someone you know) have any questions or would like to participate, please let us know! They are excited to get perspectives from classrooms all over the world.

More about their unit:

Central Idea: Survival depends on conservation of resources.

ThemeSharing the Planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.

Focus: Earth Science; Chemistry; Language; PSPE; Social Studies; Math

Lines of inquiry:

  • the properties of water
  • how living things depend on water
  • the availability and distribution throughout the world
  • our responsibility toward the conservation of water

Internationalism: Students will be encouraged to inquire into global issues related to the usage and conservation of water.

Transdisciplinary Skills:
Research Skills: Students will formulate questions, collect data, organize data, and record data. Students will keep record of their usage of water. They will find ways to conserve water. They will also research different animals and plants to inquire into the ways they use/need water.
Thinking Skills: Students will think about themselves, their learning, and those around them. They will carefully consider the ways they use water and how to persuade those around them.

Learner Profile Traits:
Reflective: Students will reflect on their water usage, how they can conserve it and the importance of water to all living things.
Principled: Students will be encouraged to reflect upon their usages of water in their daily lives and improve their practices.

Attitudes:
Integrity: Students will be encouraged to start making better choices and to inspire others to make better choices when using water.
Commitment: Students will be committed to conserving water throughout the rest of the year. Classes will be encouraged to create a contract about water conservation.

Assessment Strategy: Performance Assessment
The students will create a persuasive media piece about conserving water. The media piece must include an overview that details the properties of water, how living things depend on it and why it is important to conserve this resource. The media piece must also include recommendations about how to conserve this resource. Students will be given guided framework for their research.