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Something BIG is Coming for Inquiry Teachers!

At PYPTeachingTools.com, I know how much you pour into creating meaningful, engaging, and wonder-filled learning experiences for your students. I also know how hard it is to juggle planning, professional development, and everything else on your plate.

How do I know? Because you told me.

I receive many, many questions from our community, every month. And I hear you.That’s why I'm thrilled to announce something game-changing for inquiry-based educators everywhere!

Introducing: PYP Teaching Tools Inquiry Membership

Your one-stop monthly membership designed to empower inquiry teachers with done-for-you resources, practical tools, and professional learning—all focused on concept-based inquiry and student-led learning.

This is more than a subscription. It’s a time-saving lifeline packed with everything you need to develop thinkers and inquirers, provoke wonder in your students, and enhance your teaching practice—all...

Unpacking Project-Based Learning for the IB PYP: A Concept-Based, Transdisciplinary Approach

Consider all the benefits of experiential learning and the myriad ways it reaches ALL learners and learning styles. This is why I love authentic inquiry-based projects for ALL disciplines and project-based learning (PBL) is just another powerful way to engage students in the inquiry cycle, enhancing their research skills and connecting their learning to real-world issues. In the IB PYP, inquiry-based math projects offer powerful opportunities for students to explore math in a way that connects to real-world issues Let’s look at how the PBL approach can be adapted for the IB PYP classroom within our concept-based, transdisciplinary approach to teaching. 

I have provided several examples for both upper and lower grades. Read on to find high-engagement ideas for your students' age and ability level. 

 Why Project Based Inquiry?

I create inquiry-based...

You know that way when your students' reflections are just regurgitated and not really giving us insight as to their conceptual understanding? When it comes to reflection and assessment in the IB PYP, fostering student voice and agency is at the forefront of creating engaged and lifelong learners. At the heart of this endeavour we want our students to truly understand what it means to BE reflective. Not only an attribute of the Learner Profile but being reflective is also a key Thinking Skill. The importance of this skill comes into play when we are assessing the concepts around which we plan and implement our inquiries. Concepts serve as the backbone of the IB PYP curriculum. Concepts not only deepen understanding but also empower students to take ownership of their learning experiences. 

Easy Strategies to Develop Reflective Thinkers

I'm excited to introduce a powerful approach to enhance reflection and inclusive assessment in the IB PYP through the lens of conceptual...

Empowering Your Classroom with Accountable Talk: A Pathway to Deeper Learning

Have you ever noticed how some classroom discussions just fizzle out, while others spark curiosity and connection? That’s where Accountable Talk steps in, breathing life into conversations and adding oomph to student-driven learning. It’s not just another buzzword—it’s a powerful tool for fostering communication, critical thinking, and collaboration in our IB PYP classrooms. When students take ownership of their words and ideas, they’re not only talking—they’re learning.

Let’s dive into what accountable talk really is, why it’s essential, and how you can seamlessly weave it into your everyday teaching.

 What is Accountable Talk, Anyway?

Fundamentally, Accountable Talk is about keeping discussions purposeful, respectful, and learning-focused. It’s conversation that pushes understanding forward, where students are responsible for their words...

Newsflash: Concept based learning is not exclusive to the IB PYP and it is not new. It may be buzzing around right now but it is certainly not simply the latest buzz word. It is how we have brought depth to understanding and transferrable knowledge within inquiry, ANY inquiry, in ANY subject, for a very long time. If you are just now learning about a concept based approach to learning, then welcome. You will never go back from here. :)

Form: What is Concept-Based Inquiry?

If you are new to this idea, consider that working from a concept-based approach to inquiry is going to bring two approaches to teaching together. We are merging inquiry-based learning with concept-based learning to produce this multi-dimensional approach that supports student agency, develops 21st century skills, amplifies understanding and enhances transfer of knowledge. 

Traditional learning typically chases facts and skills, bringing a two-dimensional approach to teaching and learning. Knowing facts...

I've shared a lot about project based learning with our Instagram IB PYP community and how it fits into our student-led inquiry framework. Many have asked me if it offers fidelity to the inquiry process, to student agency and to transdisciplinary learning.  With this post, my intention is to share my perspective based on my experience and hopefully bring some clarity as to how project based learning fits seamlessly within the unit of inquiry.

There is a common misconception that PBL is not as rigorous or as organic a form of inquiry-based learning. I say, that depends on:

• *Our understanding of an inquiry-based project
• *How we implement the process
• *How we differentiate inquiry
• *How we support student's voice within the project
• *How flexible we are with plans
• *How open we are to multiple strategies
• *How we view structure in the learning environment

 

 

 

 

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A post shared by Susan Powers...

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....

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...

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...

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:

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