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 students ask questions, investigate, and explore topics in-depth. In China, where education may lean more toward rote memorization, I am eflecting on how to foster an inquiry-driven, student-centered learning approach.

• Adaptation of Transdisciplinary Themes: The IBPYP framework is built around six transdisciplinary themes that provide a structure for inquiry. As I progress, I am becoming more skilled at weaving these themes into my lessons, adapting them to the students’ local context and interests, while still aligning with the IBPYP standards.

3. Assessment and Reflection:

• Formative Assessment: In the IBPYP, assessment is continuous and centered around student development. As I’m gaining experience, I’m becoming more adept at using formative assessments to guide my teaching practices and reflect on how well Im able to meet the individual needs of my students.

• Self-Reflection: I’m honing my skills in self-reflection and considering how my teaching aligns with the IBPYP learner profile, such as being reflective, open-minded, and caring. The feedback loop from both students and colleagues help me deepen my understanding of how the PYP principles support holistic development.

4. Collaborative Teaching:

• Team Collaboration: The IBPYP encourages a collaborative approach to teaching, and working in a diverse international setting allows me to collaborate with other teachers from around the world. I’m learning how to integrate different teaching styles and practices, which deepen my understanding of IBPYP principles.

• Community Engagement: Working in a different cultural context, I’m  learning how to better engage with the local community, whether that’s through parent involvement, local field trips, or connecting your classroom to broader global issues.

5. Professional Development:

• Continuous Growth: Being in a cross-cultural teaching environment means Im accessing various professional development opportunities that enhance my understanding of the IBPYP framework, through workshops, peer feedback, and IB conferences and online communities.

• IBPYP Standards: I’m becoming more familiar with the IB’s standards for teaching and learning, as well as its philosophy of educating the whole child. I am also refining my approach to developing students’ social and emotional learning in line with IB’s focus on building well-rounded, globally aware citizens.

My evolving understanding of IBPYP principles and practices is  becoming richer and more nuanced as I navigate the blend of inquiry-based education with the cultural and linguistic context of my students in China. My ability to foster an environment of curiosity, global-mindedness, and collaboration is likely strengthening as I reflect on and adapt my teaching practices.

Agency is supported and nurtured throughout the workshop process in several impactful ways:

1. Student-Centered Approach:

• Active Participation: In IBPYP workshops, teachers often design activities and discussions that actively engage students. By allowing students to contribute to planning and reflecting on their learning, workshops promote the idea that students are not passive recipients but active agents in their learning journey.

• Choice and Voice: Teachers are encouraged to give students choices about the types of inquiries they pursue or how they wish to express their learning. For example, during a workshop, students may be allowed to choose their research topics within a theme or select their preferred medium to demonstrate understanding (e.g., artwork, presentation, or written reflection).

2. Inquiry-Based Learning:

• Questioning and Investigating: One of the central aspects of IBPYP is the focus on inquiry, where students are encouraged to ask questions and seek answers through investigation. Workshops nurture this by guiding students in developing their own lines of inquiry and choosing the direction of their exploration. Teachers might model how to ask deep, open-ended questions, and students can then take the lead in seeking out answers.

• Collaborative Learning: Workshops often involve group work and collaboration, which allows students to exercise agency within a social context. By working together, they can negotiate ideas, take on leadership roles within the group, and decide how to approach a problem or task.

3. Reflection and Self-Assessment:

• Metacognition: In an IBPYP workshop, students are encouraged to reflect on their own learning processes. This reflection fosters self-awareness and allows students to monitor their own progress, adjusting their approaches based on their insights. This process helps them to take ownership of both their successes and areas for growth.

• Feedback and Goal Setting: Teachers help students set personal goals and monitor progress, providing feedback that encourages further inquiry and self-regulation. This ongoing process of reflection and self-assessment is an essential way in which agency is nurtured. Students learn to make choices about how to act on feedback and how to direct their own learning.

4. Empowerment Through the Learner Profile:

• Developing Attributes: The IBPYP learner profile encourages students to become inquirers, thinkers, communicators, risk-takers, reflective, caring, principled, open-minded, balanced, and knowledgeable. Workshops provide opportunities for students to embody and practice these attributes, which in turn nurtures their sense of agency.

• Personal Responsibility: Teachers emphasize that students are responsible for their own learning, reinforcing the idea that they have the power to make decisions, solve problems, and collaborate in ways that align with the IB values.

5. Collaboration and Dialogue:

• Co-Creation of Knowledge: Workshops often foster dialogue between teachers and students and among students themselves. Teachers may encourage students to share ideas, pose challenges, and ask questions that deepen the inquiry process. This helps students recognize that they have the agency to co-create knowledge and collaborate in shaping the learning environment.

• Learning from Peers: Agency is further supported by allowing students to learn from each other in a peer-to-peer context. This collaborative environment provides opportunities for students to take leadership roles, make decisions, and learn to respect and incorporate others’ ideas.

6. Action and Real-World Connections:

• Taking Action: An important component of the IBPYP framework is the emphasis on “taking action” based on learning. In workshops, students might be given opportunities to apply their knowledge in real-world contexts, such as designing projects, solving problems in their communities, or engaging in service learning. These activities empower students to see that their learning can have tangible outcomes, reinforcing their sense of agency.

• Connecting Learning to Life: Teachers may also facilitate connections between the content of the workshop and real-life issues, helping students recognize how their learning relates to their broader world. This relevance encourages students to take ownership of their education and think about how they can apply their learning in meaningful ways.

7. Teacher as Facilitator:

• Guiding, Not Directing: In an IBPYP workshop, the teacher’s role shifts from being the “sage on the stage” to a “guide on the side.” Rather than providing direct answers or solutions, the teacher facilitates the learning process by prompting questions, suggesting resources, and encouraging exploration. This approach fosters agency by allowing students to steer their own learning experiences while still having the support they need.

Agency in an IBPYP workshop is nurtured through an environment where students are encouraged to take initiative, reflect on their learning, collaborate with others, and make choices that impact their learning journey. Teachers play a key role in providing the tools, guidance, and opportunities for students to take responsibility for their own learning, ensuring that students not only engage in inquiry but also feel empowered to shape the learning process.

• How am I developing international-mindedness in my students?

As a foreign teacher in China, I am developing international-mindedness by fostering an inclusive, open-minded classroom where cultural diversity is respected and celebrated. Through the IBPYP’s focus on global perspectives, I am helping my Chinese kindergarten students appreciate different cultures, languages, and viewpoints. By incorporating international themes, encouraging curiosity about the world, and modeling the values of empathy and respect, I am nurturing an understanding that transcends borders. My own background as a South African adds another layer of richness, allowing me  to bridge cultural gaps and guide students toward becoming globally aware, compassionate individuals.

• How do I get the learning of language to encompass being international minded?

To foster international-mindedness through language learning, create a classroom environment that celebrates linguistic and cultural diversity. Integrate materials, stories, and songs from various cultures, helping students understand language as a bridge to different worldviews. Encourage students to explore and appreciate multiple languages, and show how language connects people globally. By linking language skills to cultural understanding and promoting respect for different perspectives, you nurture an awareness that language is not just communication, but a means to engage with and appreciate the broader, interconnected world.

• How am I embedding the learner profile into learning and teaching?

I am embedding the IB learner profile into my teaching by actively encouraging students to develop qualities such as being inquirers through open-ended questions and hands-on exploration, thinkers by fostering problem-solving and critical thinking, and communicators by giving them opportunities to share their ideas in diverse ways. I promote being caring and open-minded by nurturing a classroom culture of empathy, respect, and collaboration, while also encouraging risk-taking through creative challenges. By modeling these attributes in my own behavior and creating learning experiences that align with the learner profile, I help students develop as reflective, principled, and balanced individuals, ready to engage with the global community.

• How am I encouraging students to engage with local and global issues and challenges?

I encourage students to engage with local and global issues by incorporating real-world topics into our classroom discussions and activities. For example, we explore themes like environmental sustainability, cultural diversity, and community care, linking them to both local Chinese contexts and global challenges. I provide opportunities for students to express their thoughts through art, storytelling, and collaborative projects, fostering a sense of responsibility and awareness. By making these issues relatable and emphasizing their role as global citizens, I help students understand how their actions can impact the world around them.