1.1 Co-constructing central ideas with students (Connections to the…
1.1 Co-constructing central ideas
Aspects of the PYP which this supports:
"Taking meaningful action"
"supporting voice, choice, ownership"
"move towards a student-led exhibition"
The Learning Community
community of learners
"foster...self-efficacy and agency across the school community"
"draws on a range of capabilities to innovate and encourage agency"
Teaching and Learning
"an explicit focus on agency - voice, choice, ownership - will encourage active, inquiring students to take responsibility for their own learning."
Connections to the Teacher Capabilities
4. Teachers are able to build and maintain collaborative relationships
"provide opportunities for student collaboration"
By allowing the students to rank the central ideas in order of broad scope for inquiry to least scope, they are having to collaborate, communicate and justify their decisions. They are also having to come to a collaborative consensus.
"Share their thinking about why they chose the most effective central ideas"
"Discuss their rankings...provide justification for their choices...share their top decisions..."
3. Teachers are able to design inquiries using local and global context
"support students to initiate and engage in their own inquiries"
By allowing the students to their own criteria for the creation of central ideas, moving forward, they now can be agents of their own learning by using this criteria to guide their own unit creation. "it gives them full ownership...it is a student-driven platform from which the students can launch their inquiries"
"promote student reflection and action in response to their learning"
2. Teachers are able to build/develop conceptual understanding within and across subjects
"provide opportunities for students to make connections and transfer learning to new contexts and across subjects"
By allowing students to co-create their own central ideas, they are extending their learning. They can take their new knowledge and apply it in a new way.
"The impact on students is they can drive the inquiry in the direction of their interest and this integral curiosity ensures student-led learning and action"
5. Teachers are able to foster supportive environments that remove barriers to learning
"support student innovation and creativity through a cycle of inquiry-action-reflection"
By allowing students to extend their learning by co-creating their central ideas, they are able to use the cycle of inquiry by actively engaging in the learning at hand, taking action by creating their own UOIs and by reflecting on their learning and action. "If the students develop their criteria early in the year then they are able to use them frequently during their units of inquiry"
"thoughtful use of resources to develop flexible and diverse approaches to learning and teaching"
Grouping and regrouping the students and allowing them to discuss and create in various manners with a diverse number of peers (individual, pair, small group, whole group).
"discuss their rankings in pairs...share with another pair"
"These can be developed independently, as a pair or in a small group"
Source: "Transition Guide for the PYP"
Source: "Teacher Capabilities informing PYP workshop structure and design"
Source: "Co-constructing central ideas with students"