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Hi Leanne,

I have been teaching for 8 years. I have spent my teaching career in Early Childhood so far. I have been a homeroom teacher for nursery, PreK and currently KG. The ECC at WAB is a Reggio inspired center. I have participated in some Reggio trainings and conferences over the years. I haven't had the chance to visit Reggio yet but it is definitely on my list. I have worked with quite a few very experienced teachers whom was passionate about the philosophy and practice. The ECC colleagues just came back from Yokohama International school last week and I couldn't wait to hear what they have learnt from this Reggio inspired PYP school.

Tracie

__Teaching and Learning Workshop__ •Individual teachers’ beliefs and experiences related to teaching affect the way they perform. •All teachers use the pedagogy of inquiry across the curriculum •Inquiry-based learning directly supports the personal construction of meaning; effective learning is collaborative and social •Inquiry-based learning leads to active responsible learning, where students choose ↔ act ↔ reflect •An inquiry driven curriculum facilitates and promotes the use of a range and balance of teaching strategies to meet specific individual learning needs •An inquiry process allows students to revisit and revise prior knowledge in the light of new experience in order to extend their learning •The learning environment and classroom culture are collaboratively created to support and promote student inquiry •The experiences, interests and developmental needs of individual learners informs planning, teaching and assessment (differentiation) •Flexible grouping and scheduling strategies support student learning •There are a range of IB professional development resources to support teaching and learning.
 * To develop the following understandings:**

Standard C3: Teaching and learning Teaching and learning reflects IB philosophy. 1.Teaching and learning aligns with the requirements of the programme(s). 2.Teaching and learning engages students as inquirers and thinkers. 3.Teaching and learning builds on what students know and can do. 4.Teaching and learning promotes the understanding and practice of academic honesty. 5.Teaching and learning supports students to become actively responsible for their own learning. 6.Teaching and learning addresses human commonality, diversity and multiple perspectives. 7.Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. 8.Teaching and learning demonstrates that all teachers are responsible for language development of students. 9.Teaching and learning uses a range and variety of strategies. 10.Teaching and learning differentiates instruction to meet students’ learning needs and styles. 11.Teaching and learning incorporates a range of resources, including information technologies. 12.Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others. 13.Teaching and learning engages students in reflecting on how, what and why they are learning. 14.Teaching and learning fosters a stimulating learning environment based on understanding and respect. 4Programme standards and practicesProgramme standards and practices for all programmes 15.Teaching and learning encourages students to demonstrate their learning in a variety of ways. 16.Teaching and learning develops the IB learner profile attributes.

From Victoria

The school has been open for 5 years. We have children aged 18 months to 6 years old and were authorized last October to be an IB World school. We draw a lot of our inspiration from the educational projects in Reggio Emilia and this influences our teaching practice, interactions and environments. Emergent curriculum forms a significant part of teaching and learning. We have had a new Pre-School Director since August, a number of new staff and some changes placed on the school by the management and as a result of our authorization visit. There has been a lot of change. We are now more settled and moving forward as a group, with some of the changes being recognized as being for the better. We are a dual language school. Each classroom has 3 educators – a Core teacher, an Associate teacher and a Mandarin teacher. All of our teachers are qualified in Early Childhood to various levels. There will be approximately 40 staff at the PD, one third are Mandarin speakers. We have met to talk about the work shop and would like to share the following with you. We felt that any PD **should be ‘hands on’ for teachers**. We know that our staff work best with more ‘doing’ than sitting and listening. They are a creative group of educators who like to be active when engaged in PD! We would like PD to be within in our context. I have already shared with you a little about this, but am happy to share more if you would like further clarification. We would like to ensure that the impact of the PD is not lost over time. We would like to conclude the PD with some staff commitment towards implementing what we have learned in order to move the school forward. We look to you for your suggestions as to how this could be facilitate. In relation to Standard C3 we feel we are **//good//** at: Teaching and learning aligns with the requirements of the programmes. The school ensures that inquiry is used across the curriculum and by all teachers. **__C3:3__** **(a)** Teaching and learning builds on what students know and can do -Teaching and learning addresses the competencies, experiences, learning needs and styles of students. Teaching and learning addresses human commonality, diversity and multiple perspectives. Teaching and learning supports students to become actively responsible for their own learning. Teaching and learning demonstrates that all teachers are responsible for language development of students. Teaching and learning uses a range and variety of strategies. Teaching and learning differentiates instruction to meet students’ learning needs and styles -the school provides for grouping and regrouping of students for a variety of learning purposes. Teaching and learning fosters a stimulating learning environment based on understanding and respect. **__C3:15__** Teaching and learning encourages students to demonstrate their learning in a variety of ways. Teaching and learning develops the IB learner profile attributes In relation to Standard C3 we would like to **//improve//** on: The school ensures that students experience coherence in their learning supported by the five essential elements for the programme regardless of which teacher has responsibility for them at any point in time. Teaching and learning engages students as inquirers and thinkers. -we would like to explore the identification of children’s misconceptions and how they can help develop inquiries, inform learning. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language other than mother tongue. Teaching and learning incorporates a range of resources, including information technologies - ** we would like to explore incorporating ICT into the inquiries in an Early Childhood setting to a greater degree. Our ICT is limited, very limited, but we would like to explore the possibilities – perhaps we need to talk about this some more? ** Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students own needs and the needs of others. Teaching and learning engages students in reflection how, what and why they are learning.
 * As a dual language school, all of our PD is in English and Mandarin. We have experimented with a few models in order to find out how dual language PD works best for us. We feel that being together as a whole school at the start of the day when embarking on PD is important, as well as for a time of shared reflection at the end of the day. We have found that when we have separate PD (English and Mandarin) we are able to cover a lot more, conversations are deeper, as they are only in one language which results in better understandings and learning by staff. We would like to work with a similar model during our 2 days with you. **
 * Main areas that we have identified for the PD are: **
 * - Identification of misconceptions that inform learning and how they can be used to drive the inquiry **
 * - The importance of learning provocations to inform and initiate mathematics, language, TD Skills and concepts. **
 * - The importance of asking ‘good’ questions – and what are ‘good’ questions? **
 * - Making learning visible – documentation as a tool for sharing learning in the classroom over time, as a means of reflection and identifying daily inquiry engagement. **
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