WIP

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 About the Author

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Cindy is an experienced PYP educator and is

passionate about sharing her learnings in the form

of visual, engaging, easy-to-access teaching and

learning resources. She has worked internationally

in PYP schools for over eight years and in pedagogical

leadership for the past four in Albania, China,

Thailand, and Madagascar. She is a believer in digital

collaboration and loves connecting with teachers from

around the world to share best practices.

@mscindypyp

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 About Toddle

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Developed by experienced IB educators, Toddle streamlines planning,

portfolios, assessments, and reports - all from one beautiful interface.

Toddle Community connects thousands of PYP educators from around

the world for exchange of best practices and resources.

Visit www.toddleapp.com to learn more about how you can use Toddle

in your school.

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Disclaimer - This webinar is organised independently of and not endorsed by the IB. Toddle's events and webinars are organised to enable exchange of practices and ideas within the educator
community and are not a replacement for the IB o!cial workshops. Views and opinions expressed by the speakers are their personal views and should not be construed as o!cial guidance by the IB.
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 1.1 About our Visual Guide to the PYP

The PYP is an incredible framework for supporting

concept driven, transdisciplinary, inquiry based
education. However, for beginners, the programme
can feel daunting to unpack and understand.

The goal of creating this resource was to synthesize

Principles to Practice: Learning and Teaching in a
visually engaging and interactive format for
teachers and teams to explore. We wanted to help
bring these big ideas to life and give teachers tools
for both understanding the framework and planning
for engaging and meaningful learning experiences.
These resources represent our understanding of the
PYP and are not IB authorized materials.

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 Understanding the PYP: A Transdisciplinary Programme
"What skills and understandings might I need to solve real world problems?"

Transdisciplinary learning is represented as a cake where

the ingredients are no longer distinguishable and the result
is something completely di!erent ( Choi and Pak 2006)

Transdisciplinary Themes
Through the essential elements, students go beyond siloed subjects to solve real
world problems identified in the Transdisciplinary Themes.

Knowledge Concepts Action Approaches Learner Profile

to Learning Attributes

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 Understanding the MYP: An Interdisciplinary Programme
"What skills and understandings might an expert use to solve problems in my community?"

Interdisciplinary learning is represented as a stew where

ingredients are partially distinguishable (Choi and Pak 2006)

Global Contexts
Through the subject areas, students learn disciplinary skills to solve real world problems
identified in the Global Context.

Language Language Individuals

Sciences
Acquisition and Literature and Societies

Phycial & Health

Math Arts Design
Education

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 Understanding the DP: A Multidisciplinary Programme
"How can I show that this is the best model for solving this problem in the real world?"

Multidisciplinary learning is represented as a mixed salad

where the ingredients remain seperate and distinguishable
(Choi and Pak 2006)

Theory of Knowledge
Disciplines are supported by Theory of Knowledge which asks students to use
metacognition and understand how we know what we claim to know.

Language Individuals
Language Acquisition
and Literature and Societies

Math Arts Sciences

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 Why the Transdisciplinary Themes?

The themes address real world problems that help students

better understand our shared humanity without regard for
subject boundaries.

Subjects become one of the instruments/tools/resources to

explore the themes, real world problems and concepts in depth.

Students move away from finding the "correct" answer and

towards making sense of a changing world through collaboration
and connection making.

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 Knowledge Concepts Learner Profile Attributes Action Approaches to Learning

How we organize ourselves Where we are in place & time How we express ourselves
Globalization & Sustainability Orientation in Space & Time Personal & Cultural Expression
An inquiry into the interconnectedness of An inquiry into the orientation in place and An inquiry into the ways in which we
human-made systems and communities; time; personal histories; homes and discover and express ideas, feelings,
the structure and function of journeys; the discoveries, explorations and nature, culture, beliefs and values; the
organizations; societal decision-making; migrations of humankind; the relationships ways in which we reflect on, extend
economic activities and their impact on between and the interconnectedness of and enjoy our creativity; our
humankind and the environment. individuals and civilizations, from local and appreciation of the aesthetic.
global perspectives.

Sharing the planet How the world works Who we are

Fairness & Development Scientific & Technical Innovation Identities & Relationships

An inquiry into rights and responsibilities An inquiry into the natural world An inquiry into the nature of the self;
in the struggle to share finite resources and its laws; the interaction between beliefs and values; personal, physical,
with other people and with other living the natural world (physical and mental, social and spiritual health;
things; communities and the biological) and human societies; how human relationships including
relationships within and between them; humans use their understanding of families, friends, communities, and
access to equal opportunities; peace and scientific and technological advances cultures; rights and responsibilities;
conflict resolution. on society and on the environment what it means to be human.

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 Knowledge
Elements of Transdisciplinary Learning

• Students in the PYP explore six subject knowledge areas:

language; mathematics; science; social studies; arts; physical,
social and personal education.

• Teachers consider subjects in relational terms to each other—and

to the theme—as opposed to in isolationist or oppositional terms.

Teachers plan the Units of Inquiry based on the 6 Trandisciplinary

•
Themes and the PYP Subject Scope and Sequence documents. The
Scope and Sequence documents are available on MyIB.

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 Key Concepts
Elements of Transdisciplinary Learning

• Concepts provide the language and the mental structure to

foster ways of knowing and thinking across di!erent subjects.

• The PYP has identified seven key concepts and multiple

related concepts that provide a structure to explore authentic
content and transfer understanding.

Your one-stop shop for subject wise

descriptions of the key concepts.
Download the posters now!

Download the posters now!

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 Approaches to Learning
Elements of Transdisciplinary Learning

• Students learn how to learn. Through the ATL, they develop the
skills to take responsibility for their learning.

• The PYP has identified five categories of interrelated skills that help
students become self-regulated learners, ask good questions, set
e!ective goals, and pursue their aspirations.

Discover authentic Approaches to Learning

tasks and learning experiences for your
students on Toddle Community!

Access them for free by joining at

www.toddleapp.com/community

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 Learner Profile Attributes
Elements of Transdisciplinary Learning

• The IB has identified a set of ten attributes for the learner profile to nurture
active, compassionate and lifelong learners.

• Students aim to become inquirers, principled, knowledge, open-minded,

risk-takers, thinkers, communicators, balanced, reflective, and caring.

Download these Learner Profile continuum posters

built on the personal, local, and global framework
to support your learning community in developing
a strong understanding of the attributes!!

Download the posters now!

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 Action
Elements of Transdisciplinary Learning

• Students show understanding by taking action to make

the world a better place.

Social
Participation Advocacy Social Justice Lifestyle Choices
Entrepreneurship

Being actively involved in Taking action individually Taking action for positive Supporting positive social Making positive lifestyle
the learning community or collectively to publicly change relating to human change through responding changes in response
and showing commitment support positive social, rights, equality and equity. to the needs of local, to learning
to contributing as environmental or political Being concerned with the national and global
individuals and as change. advantages and communities; applying prior
members of a group. disadvantages within knowledge and skills to
society, and with social identify and address
well-being and justice for all. challenges and opportunities
in innovative, resourceful
and sustainable ways.

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Get the elaborated poster here!
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 Get your template here!
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25 Looking to read more? Go straight to the source! Principles to Practice: Learning and Teaching
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 In this section, you are going to practice planning for a transdisciplinary
unit of inquiry! This is your opportunity to get hands-on.

1 To start, pick one of the six transdisciplinary themes,

2 Then, create a central idea for your grade level

3 Make a note of 2-3 Lines of Inquiry that children will be exploring

4 Now, for each subject area, list some ideas of disciplinary skills or
concepts that might help students to explore the central idea. Try to
avoid brainstorming activities until you have clarified what
students will know, understand and be able to do as a result of
their learning.

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Get your template here!
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 2.1 Approaches to Learning

When planning a unit, it is essential that all stakeholders are

aligned in their thinking: what do we want students to know,
understand, and be able to do as a result of their learning? By
forming clear objectives, we are better able to support student
thinking and provide meaningful opportunities for learning
and growing.

To me, the ATL is like a bridge that connects the conceptual

understandings to our curricular expectations. Using the ATL
to develop our content and language objectives creates a sense
of cohesion and clarity for planning and teaching.

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A New Way to Plan for the ATL

Overview What do we want students to do?

The first three sections summarize For each language function, I created
Principles to Practice and provide an sentence stems that are di!erentiated
overview of the ATL, goals for teaching, using the SOLO Taxonomy Model. These
and some ideas regarding best practices. language functions can be shared explicitly
with students and can be used to form and
track objectives connected to the ATL.

Language of the ATL Objective planner

Using the descriptors for expected outcomes This planning tool can be used to explicitly
for the ATL skills, I identified a list of the key identify the knowledge, understandings,
language functions. A language function and skills to be taught in a unit.
refers to what students do as they engage I have also included an exemplar planner
with content and interact with others. as a reference.

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 Self-
Thinking Communication Research Social
management

Students analyze Students use diverse Students have Students learn to Students develop
ideas and explore media to express their systems for finding manage their time, empathy and the
creative solutions ideas and share their and sharing their tasks, and emotions skills to engage
to solving real thinking with others. questions and successfully. successfully in a
world problems. understandings. learning community.

Get the poster here!

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Importance of the Approaches to Learning

• Ask open-ended questions

• Set e!ective goals

Importance of • Show motivation and perseverance

the Approaches
to Learning • Try di!erent learning processes

• Self-assess and self-adjust

• Reflect on achievement

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Best practices to develop the ATL

Recognize and
Model and
support natural
sca!old skills
abilities and talents

Identify, model, and teach

Use explicit strategies
the language students will
for providing feedback
need to be successful with
and challenge
FEAC0 the skills

Use flexible grouping

Set, monitor, and
to allow peers to
reflect on goals
learn with and from
related to the ATL
each other

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Thinking Skills
Thinking Skills
Language Functions:

. Analyze

. Evaluate

. Deduce

. Explain

. Investigate

. Reflect

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 What do we want students to do in Thinking Skills?
Measurable and Assessable Skills

Break down in order to bring out the essential elements or structure; to identify
Analyze
parts and relationships, and to interpret information to reach conclusions

Assess the implications and limitations; make judgments about the ideas, works,
Evaluate
solutions or methods in relation to selected criteria

Deduce Reach a conclusion from the information given

Explain Give a detailed account including reasons or causes

Observe, study, or make a detailed and systematic examination, in order to

Investigate
establish facts and reach new conclusions

Reflect Think about deeply; consider

41 Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy
Language of the ATL
What language can students use to share their understanding of Thinking Skills?

I can form
I have one/many ideas I can connect my ideas
generalizations

A relationship I noticed is...

I noticed... This is organized like...
Analyze If... then...
One problem I see is... One part to notice is...
We could try...

I think the best solution is... I think the best solution is...
Evaluate I think... because... Another perspective to Another perspective to
consider is... consider is...

Based on (new information), It might not be possible, but

Deduce We should...because... we could try... what if we tried...
Let me show you what I mean... I used to think...but now I think...

This connects to what we I could use this

I remember...
Explain learned in... understanding to...

I could use my knowledge

I noticed... What if...
Investigate I learned that... I could find out by...
of... to help me explore...
One method I could try is...

I learn best when/with...

One area of strength/
Reflect A new skill I learned is... Next time I could...
growth for me is...
I could create...

Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy 42
Communication Skills
Communication Skills
Language Functions:

. Negotiate

. Justify

. Outline

. Inform

. Persuade

. Entertain

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 What do we want students to do in Communication Skills?
Measurable and Assessable Skills

(Listening/interpreting) Consider an argument or a concept in a way that

Negotiate
uncovers the assumptions and interrelationships of the issue

Justify Give valid reasons or evidence to support an answer or conclusion

Outline Give a brief account or summary

Inform Display or share information in a thoughtful or logical form

Cause someone to do or think something di!erent

Persuade using logic and reason, emotion, and/or authority

Entertain Consider the needs of a diverse audience; use multiple modalities and creativity to
help an audience engage with new ideas

45 Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy
Language of the ATL
What language can students use to share their understanding of Communication Skills?

I can form
I have one/many ideas I can connect my ideas
generalizations

What makes you say... One assumption I had was...

Negotiate I think we should... Can you explain what you We could connect our ideas by...
meant by... If...then... If we change...then...

I respectfully disagree because...

Justify I think... because... Based on...my opinion is...
One di!erence in our thinking is...

....is like...
Outline First...next...then...last To summarize...
I can show you my thinking by...

The best medium to help

Another way I could help
Inform I learned...
someone understand this idea is...
my audience understand
would be...

Some ways you can make a

I noticed... This thought/action aligns
Persuade di!erence are...
I learned that... with your values because...
The impact of...is...

Thinking about my audience,

Another way to show this
Entertain I could show my learning by... I could...
idea would be...
I could create...

Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy 46
Research Skills
Research Skills
Language Functions:

. Prove

. Demonstrate

. Interpret

. Explore

. Document

. Discuss

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 What do we want students to do in Research Skills?
Measurable and Assessable Skills

Prove Use a sequence of logical steps to obtain the required result in a formal way

Prove or make clear by reasoning or evidence, illustrating with examples

Demonstrate
or practical application

Use knowledge and understanding to recognize trends and draw conclusions

Interpret
from given information

Explore Undertake a systematic process of discovery

Credit sources of information used by referencing (or citing) following one

Document recognized referencing system; references should be included in the text and also
at the end of the piece of work in a reference list or bibliography

O!er a considered and balanced review that includes a range of arguments,

Discuss factors or hypotheses; opinions or conclusions should be presented clearly
and supported by appropriate evidence

49 Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy
Language of the ATL
What language can students use to share their understanding of Research Skills?

I can form
I have one/many ideas I can connect my ideas
generalizations

My plan for finding out is... The best tool to use would
A question I have is...
Prove I could start by... Some tools I could use are... be...because...

I could show my thinking by... This idea could be used for...

I learned that...
Demonstrate One thing I learned is...
Another example of... is... Another way to understand
You could sort these by... this is...

The author states... A current trend in thinking...

Interpret I know... so...
Based on the evidence... One theory about this is...

One thing I want to

My plan for better I learn best by..
Explore know
understanding this is... This questions is connected to...
about is...

I saw...
According to the author(s)... A pattern than emerged
Document I noticed...
Many people think... from the data is...
I learned...

Another perspective to
Discuss My opinion is... I (dis)agree with...because consider is...
Some people believe... but others...

Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy 50
Self-management Skills
2
Self-management Skills
Language functions:

. Organize

. Prioritize

. Suggest

. Apply

. Comment

. A!rm
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 What do we want students to do in Self-management Skills?
Measurable and Assessable Skills

Put ideas and information into a proper or

Organize
systematic order

Prioritize Give relative importance to, or put in an order of preference

Suggest Propose a solution, hypothesis or other possible answers

Use knowledge and understanding in response to a given situation or real

Apply circumstances; use an idea, equation, principle, theory or law in relation to a
given problem or issue

Comment Give a judgment based on a given statement or result of a calculation

Practice positive thinking and language that reinforces

A!rm
motivation of the self and group

53 Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy
Language of the ATL
What language can students use to share their understanding of Self-management Skills?

I can form
I have one/many ideas I can connect my ideas
generalizations

My goal is to... A challenge I might face is... To organize myself/my group,

Organize Some steps I could take are... Some tools I could use are... I will...
This is a SMART goal because...

The most important part ...might take the most time I value...so...
Prioritize of this project is... We will need to work together We could delegate these tasks by...
to...

Given our areas of strength

Our group could manage
Suggest I need... to be successful
conflict by...
and areas of growth...
To avoid distraction, we could...

I work best when/ We could show a growth We could be more (learner

Apply with... mindset by... profile) by...
Based on...we should From this setback, we learned...

My area of strength/ Using the criteria, I/you Based on this feedback, a

Comment growth is... next step I could take is...
could improve on...

Even though...we could... One strategy we could

A!rm You/we/I can do it!
use is...
I like how...

Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy 54
Social Skills
Social Skills
Language Functions:

. Empathize

. Advocate

. Cooperate

. Regulate

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 What do we want students to do in Social Skills?
Measurable and Assessable Skills

Empathize Listen and relate to someone else's emotional experience and perspective

Advocate Stand up for the rights and needs of one's self and others

Cooperate Find compromises based on the needs of the individuals and the group

Regulate Be self and socially aware; adjust actions to meet the needs of a situation or group

57 Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy
Language of the ATL
What language can students use to share their understanding of Social Skills?

I can form
I have one/many ideas I can connect my ideas
generalizations

Would you like my help in

Do you feel/need... I can hear/see/sense that...
Empathize I hope you feel better... I'm here to listen...
figuring this out?
What I hear is...Is that right?

We could help others by...

I need...to be successful I feel... and I need...
We could increase access by...
Advocate I need help because... We/I have a right to...
When you say/do...It makes
I'm confused about... Some things that help me are....
me feel...and what I want/need is...

I'd like to hear...'s opinion

I (don't) think we We could all share our ideas by...
Cooperate should...because
What are our individual and
One compromise we could make is...
group goals?

Based on our essential

It seems like we need... agreements, I think we should...
Regulate I am feeling...
Does everyone feel.... How might we solve this
problem?

Developed using: Principles to Practice: Learning and Teaching, MYP Command Terms, & SOLO Taxonomy 58
 Explore authentic Learning Experiences focussed on the
IB Approaches to Learning on Toddle Community
Access them for free by joining at www.toddleapp.com/community

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 Applying our ATL Understanding

Teachers in the PYP aim to make connections and embed the Approaches to Learning in
a meaningful way into the Unit of Inquiry. In the template on the next page, you are
going to consider the ATL and the Language of the ATL from the previous section to
write learning goals and success criteria for a unit of inquiry.

• Before you fill the planner, please make sure you have identified a Trandisciplinary
Theme, a Central Idea, and Lines of Inquiry.

• Then you can use the language of the ATL to set intentional learning goals and success
criteria. You can also look at the sample planner for inspiration and guidance!

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 Applying our ATL Understanding

Get your template here

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All ideas are from Principles to Practice: Learning & Teaching 62
 “
As they are guided through inquiry,
students learn how to reflect, find,
and solve problems themselves.

Learning & Teaching

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 Structured inquiry
Students reach their own conclusions based on
a process and evidence provided by the teacher.

Guided inquiry
Teachers support students in selecting the best
processes and evidence to make sense of the
questions they have related to curricular content
determined by the teacher.
*guided inquiry is emphasized as the leading pedagogical
approach in the PYP

Student directed inquiry

Students find answers to questions using their
own process.

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Asking
Strategies for Provoking
Strong Student Questions
 Step 1: Explore Step 2: Form Step 3: Refine
Background knowledge & interests Initial questions Questions and go further

illustration illustration illustration

Explore photographs Provide idea banks of potential Sort, Sort, Sort (ex: by level of
and artifacts topics of interest interest, level of challenge,
similarities, concepts, topic,etc.
Find out what students Share conceptual
know/think/like teacher questions
Encourage research on areas of
Read books or watch videos Provide sentence stems interest to promote deeper
questioning
Play! Provide open inquiry
Explore the key concepts
time in an engaging setting
Ask why: Why do you want to
Think, Pair, Share/Square
Create interest learn this? What might you do
exploration centers
Model open vs. closed questions with what you learn?
Share your personal
areas of interest Refer back to your Transdisciplinary
Theme - how does your question help
you to solve real world problems?

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Thinking
Answering Questions and
Reflecting on Learning
 Curating resources
Thinking

How can you organize information to facilitate thinking, reflecting, and generalizing?

. Identify strong case studies to explore . Organize digital resources based on student
concepts and challenge misconceptions areas of interest. Include a variety of media
including pictures, videos, and articles
. Sort your classroom library to make
information accessible . Co-create or provide research organizers to
sca!old thinking
. Add post-its to interesting /helpful
pages . Invite experts from the community (or
. Hide questions or clues in the pages online) to share their thinking or answer
questions
of books
. Create research boxes/folders . Engage in simulations or experiments

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 Processes
Thinking

What can students do to find answers and think through problems?

. Make thinking visible! Use thinking routines . Work towards authentic individual or
to process through new information class goals. Get everyone onboard
behind the "why" of learning
. Use a variety of reflection tools to reflect on
both learning and metacognition: . Use the language of key concepts to
promote the formation of generalizations
. Exit Slips
. Sentence Stems . Use the design cycle to apply learning
. Accountability Partners to solving a problem
. Group Discussions
. Drawing/Acting

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Doing
Ideas for Taking Action to
Make the World a Better Place
 Knowing

Having a better understanding of the

world around you
How can you record your learning so that you
revisit it later?
Acting How can you connect your learning across Thinking
disciplines?

Taking action to make the world a better Becoming more open-minded; finding
place new ways of looking at problems

How could you change your personal I used to think... but now I think…
habits or actions? How can you share your thinking
How could you get involved locally? with others?

Saying
Doing Being

Having the words and skills to express Aligning your actions with your values
your thoughts and feelings
Do your daily actions mirror your beliefs and
values?
How could you creatively express yourself?
How could you advocate for what you believe?
How could you use your voice to help others?
Feeling

Being more responsive to yours and

others feelings
How could you be more kind to yourself
and others?

How can you productively respond to

your feelings?

Get your template here! 76

 Asset maps

Create an app
Petition/Protest
Promote volunteerism
Write letters to o!cials

Present at town hall or

School board meetings

Connect people to opportunties:

Change laws/policies:

Taking
Action
Develop community spaces: Get your template here!
Increase accessibility:

Design a space to meet a

need
Consider diverse needs
Beautify or clean up
Use language to build
Add art or life to a space connections

Design a product or
system

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Start a club

Host a party
Social media
Connect digitally
Newspaper articles

Posters

Build relationships:
Design a challenge/
game
Raise awareness:
Train/teach skills

DIY tutorials

Teach someone:
Change a behavior/idea:
Raise money

Create a TED talk

Sell something
Design a workshop or
Walk-a-thon class

Concert/ Make a documentary

performance

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