The students and I understood that the virtual PYPX would be different from the physical exhibition they had seen last year. From the beginning, we worked together virtually and formed essential agreements, or as our students called them, the “guiding stars” of driving an online PYPX. We have thought about and taken the following steps. Impressive!!! A great compliment to the 5th grade students and their moderators of dpS International School for the virtual setting up of the PP exhibition Actually very attractive and so well integrated!! Really impressed. The students used their time during the lockdown so fruitfully bravo!!! Continue, may God bless a presentation compiled for both groups that showed their entire journey from the exhibition, and it was shared with the parents. What I noticed is that despite the title, many class agreements are still rule lists. Do a quick Google image search for “class rules” and “class chords” (or “essential chords” as they are called in the PP) and see if anything surprises you. In a DU PP school, every class, every team, even the whole school has an essential agreement that sets the tone for collaboration and teamwork. Otherwise, how would we know what the common standards and expectations are? There are endless possibilities to develop such agreements, and as this is the beginning of a new school year in Australia, all our teams and classes have been working on theirs. Today, Jocelyn and I have developed our class agreement. We started by asking the children to think carefully, and then write down what helps them learn and what hinders their learning. Later, we brought back a list of all the things they had written, and in the groups, students pointed out the ones they considered most important for an essential agreement in the classroom that will maximize learning for all. This is put together, brought back again to make sure everyone agrees, and then we have our essential agreement to the class! A short video to capture students` ideas on important agreements to enable effective collaboration and group work.
At DPSI, we enjoy reading newspapers, which helps improve language and communication skills. During the lockdown, we sent them electronic copies of a newspaper to keep the reading spirit alive. The students used the journals to find articles that could help them in their search for exposure. In a PYP school, each working group (teacher or student) begins to create an “essential agreement”. In the classroom, this means that it is not the teachers who impose rules, but everyone works together to reach an agreement on how the classroom works. They showed the ATL skills and attributes of the learner profile and reflected on their skills with the Padlet online collaboration tool. They also reflected on their journey through the PYP`s virtual exhibition. The word shows the keywords from the original list of students, which helps them learn. We believe it is important to reach an essential agreement based on the creation of a learning environment and not on rules and regulations. Our teaching and learning team has an “essential agreement” inspired by this clip: . and promote the above to everyone we work with. Ambika, what an amazing documentary based on student data.
I particularly like the different formats of the concept map and the way they used Padlet for reflection. Thank you again for taking the time to document this window in student requests. They were able to understand that changes in any system will affect all parts of that system. Therefore, we concluded that the measures taken by the government to prevent the spread of COVID-19 are having both positive and negative effects. They analysed various graphs in order to critically question the situation in the host country. Taking action is an important part of PYPX. Some students have created an ecological disinfectant recipe. Guiding Principle: Pandemics inspire innovation and have consequences to prevent the spread.
I am impressed by the central ideas that are being formulated. The Ib philosophy of the learning agency and the contemporary connection are shown. Has there been the integration of languages in the display or search? The book Plague is a must-read book for pandemic research. Congratulations to the young learners and moderators. Some are even more extreme and less associated with learning. Students performed a SWOT analysis of technology in the arts and integrated into the visual arts. They created digital art with various apps on the theme “What do they think the world will look like in 20 years”. Using their skills to analyze poems, they analyzed a poem about inventions. They also created a verse in Hindi on the same theme. Here are some of the most engaging inclusions I`ve found that are more likely to support an environment conducive to learning.
and isn`t that the purpose of the school? Over the next few weeks, we have met virtually to conduct an in-depth investigation into all the different pandemics that have hit the world in the past and present. The students began their research by virtually creating a concept map using the online tool “Lucidchart.com”. Students gained insight into how art can be used as a means of expression. They analyzed various art examples and shared views on how art can be applied to raise awareness of Covid-19 and integrate with the visual arts. Central idea: Human inventions and discoveries are a response to needs and develop over time. .