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A Community of Learners (Compass Points Thinking Routine (:pencil2: (EAST,…
A Community of Learners
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Brief OverviewA shared community commitment to the IB mission• The learning community recognizes that education is a social endeavour benefiting all its members individually and collectively
- Education is a social endeavour
- The learning community is inclusive of all members: students, families, staff, etc.
Collectively, the community
- lives peacefully together
- prioritizes people and relationships
- shares responsibility for its members learning, health and well-being
- functions in a way that supports the agency of all members
- The PYP Stance on student grouping
Frequent and fluid movement between settings for learning, including individual and varied types of group experiences
“Minimization of impact on student self-concept and motivation associated with ability grouping/streaming, etc. (a practice not supported by the PYP)”p. 126
Role of the teacher to facilitate, monitor, scaffold, etc.
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- Other highlights from A Community of Learners
Specific reference to LP attributes that are key to this section, e.g. principled, caring and reflective community members
Emphasis on intercultural experiences as a forum for challenging fixed perspectives, for building understanding of identities, cultures, etc.
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- Possible missed an opportunity (although perhaps it’s addressed elsewhere in the document) to provide suggestions for staff meetings as professional learning opportunities rather than as times to disseminate functional information
- Questioning the usefulness of the lists of practices in their current form under the subheadings of Teachers and colleagues and School, parents and legal guardians. Without elaboration they seem somewhat inadequate, a little like after thoughts.
- Need for time to teachers to connect, extend and question the information in each of the enhancement sections. For example, there is a need to provide time for teachers to deepen their understanding of what was meant in this section by “the curriculum an associated learning engagements are a lived experience.” Giles, 2011
Reading of research docs. referenced for this section revealed “Rather than being a passive recipient of information, the student is fully engaged relationally with the teacher towards new learning possibilities (Palmer 2000). In this way, the curriculum is a lived experience between, and shared by, a teacher and a student (Riley-Taylor 2002).”
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- Moving forward it will be important to focus on the prioritization of relationships - that each member of a school/learning community independently and collectively has agency and their contributions are of value to the community
Schools need to be intentional in developing structures that support the cultivation and flourishing of relationships amongst all members
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N = What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?
S = What is your current stance or opinion on the idea / proposition? What should your next step be in your evaluation of this idea/proposition? How might you move forward in your evaluation of this idea or proposition?
