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PYP Module 3 Reflection

  Module 3 has been both inspiring and challenging, especially as I navigate concepts like Agentic learners taking action, The inquiry process, and planning with the role of the planner in mind. One of the most rewarding aspects has been observing how even young children can take meaningful action when given opportunities to explore their interests and ideas. For example, during a unit about “caring for our environment,” I noticed how my students began initiating small but significant actions, such as reminding each other to recycle or suggesting ways to reduce waste in the classroom. Moments like these reaffirm the power of student agency, even in early childhood, and motivate me to create more opportunities for authentic action. However, I’ve found the inquiry process to be both exciting and challenging. Encouraging students to ask questions and follow their curiosity is natural in a kindergarten setting, but guiding these inquiries to align with the central ideas while maintain...
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Module 2 Reflection

  As a kindergarten teacher new to the PYP framework, Module 2 has been both enlightening and challenging as I work to integrate transdisciplinary learning, a concept-driven curriculum, and approaches to learning (ATL) into my teaching practice. One of the initial challenges I faced was shifting my mindset from a subject-based approach to a more integrated, transdisciplinary one. In kindergarten, where foundational skills like literacy and numeracy are critical, it can feel daunting to weave these into larger concepts and inquiries without losing focus on skill development. Additionally, unpacking the big ideas behind the concepts and facilitating student-led inquiries required me to rethink my role as a teacher—from being the primary source of knowledge to a guide and collaborator in the learning process. Despite these challenges, I’ve seen notable progress. I’ve begun to appreciate how young children naturally inquire about the world around them, and I’m learning to use their cu...
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PYP Module 4 Reflection

  Through this workshop, I have selected three key PYP teacher capabilities to focus on developing in my classroom and school. These include integrating transdisciplinary and disciplinary concepts, knowledge, and skills to create a coherent and connected learning experience for students, establishing and maintaining collaborative relationships that support the wellbeing of the learning community, and situating learning in global contexts to help students understand human commonalities through transdisciplinary themes. Success in these areas will involve students demonstrating the ability to connect concepts across disciplines, cultivating a classroom and school culture grounded in trust and collaboration, and engaging learners with real-world global challenges that inspire action. To continue my growth, I will collaborate with colleagues to design integrated units of inquiry, incorporate global issues into learning experiences, and reflect regularly on my practices using student an...
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Making PYP Happen: Module 1 Reflection

  As a South African foreign kindergarten teacher in China, my understanding of PYP  principles and practices is likely evolving in several ways: 1. Cultural Integration: • Contextualizing Learning: In China, I am working with a diverse cultural context, which enriches my understanding of how IBPYP’s inquiry-based approach can be adapted to fit the local cultural dynamics. I am learning to balance Chinese educational norms with the IB’s emphasis on global perspectives and respect for diverse viewpoints. • Language and Communication: As I  teach children whose first language may not be English, I am learning how to scaffold language learning while maintaining the integrity of IBPYP’s philosophy. This helps me adapt my teaching methods to be inclusive, supporting both language and conceptual development. 2. Inquiry-Based Learning: • Encouraging Curiosity: The IBPYP’s focus on inquiry means that I am increasingly focusing on creating an environment where...
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