Embedded Files
Based on Inquiry
Based on Inquiry
A strong emphasis is placed on students finding their own information and constructing their own understandings.
Kath Murdoch's Inquiry Cycle is one way to structure inquiry-based learning.
This is a picture of when Mrs Flugrad met the author and inquiry expert Trevor MacKenzie at an IB conference. Visit his website for more information and great resources about teaching through an inquiry approach. In the article "Four Inquiry Qualities at the Heart of Student-Centered Teaching" by Trevor MacKenzie, he explains:
- The learner is actively involved in the construction of understanding.
- The teacher acts as a guide and mentor.
- The whole child is celebrated and nurtured.
- Structures and frameworks exist but learning isn't overly prescribed or standardized.
"See, Think, Wonder" is a Making Thinking Visible Routine that promotes inquiry!
Focused on Conceptual Understanding
Focused on Conceptual Understanding
Concepts are explored in order to both deepen disciplinary understandings and to help students make connections and transfer learning to new contexts.
IB PYP Curriculum focuses on conceptual understandings within an IB Program of Inquiry (POI). There are six units of inquiry every year. Each IB unit of inquiry explores a central idea across subject areas within one of the six Transdisciplinary Themes:● Who We Are● Where We Are In Place And Time● How We Express Ourselves● How The World Works● How We Organize Ourselves● Sharing The PlanetLearn more about our school's Program of Inquiry (POI) on the IB Teaching & Learning at Harmony Grove Elementary School web-page.
Our Math Coach Ms Holt created this video about Transdisciplinary Learning!
Developing in Local and Global Contexts
Developing in Local and Global Contexts
Teaching uses real-life contexts and examples, and students are encouraged to process new information by connecting it to their own experiences and to the world around them.
Local connections
Local connections
Local connections are an important part of the PYP experience for meaningful learning. Field trips, borrowing artifacts from local museums, and inviting special guests/experts into the classroom are some ways we connect our learning to the world around us. The photo above shows our kindergartners exploring a Framingham firetruck as they learned about Community Helpers. The photos below show 3rd graders learning about Forces & Motion and 4th graders learning about engineering and wind energy through Museum of Science visiting programs.
Global connections
Global connections
Global connections are also very important as students develop international-mindedness. Students make global connections when we read books from around the world and inquire about different countries and cultures. We often highlight music and cultural traditions from around the world at our school-wide Global Gathering assemblies. We find opportunities to reflect on global current events and sometimes that leads to student-led inquiry and taking action. The photo above shows how 5th graders were inspired to start a school-wide fundraiser when they learned about the devastating Australian wildfires.
The photo above shows letters and photos sent by 4th graders and their Peace Corps pen pal Katie who volunteered in Zambia.
Focused on Effective Teamwork and Collaboration
Focused on Effective Teamwork and Collaboration
This includes promoting teamwork and collaboration between students, but it also refers to the collaborative relationship between teachers and students.
Social-emotional learning is an important part of a PYP education through the Approaches to Learning (ATLs). Students develop social skills, communication skills, and self-management skills through experiences that promote teamwork and collaboration. All classes begin their day with a Morning Meeting where students and teachers build a caring community through greeting each other, participating in a sharing activity and/or game, and reflecting on the Morning Message. Morning Meeting incorporates routines from Responsive Classroom and also includes social-emotional curriculum including the Zones of Regulation and Second Step lessons.
Differentiated to Meet the Needs of Learners
Differentiated to Meet the Needs of Learners
Teaching is inclusive and values diversity. It affirms students’ identities and aims to create learning opportunities that enable every student to develop and pursue appropriate personal goals.
In October 2019, every classroom at our PYP school read this book and discussed the IB Learner Profile "Caring." K-5 students all made similar connections to how this message "All Are Welcome" reflects our caring and inclusive school community.
Informed by Formative and Summative Assessment
Informed by Formative and Summative Assessment
Assessment plays a crucial role in supporting, as well as measuring, learning. This approach also recognizes the crucial role of providing students with effective feedback.
This is an excellent children's book about how to accept feedback.
The "Austin's Butterfly" video is a clear example of how to teach students to improve their work by giving and receiving effective feedback that is specific, honest, and respectful.
Read our Harmony Grove Elementary School's Assessment Policy for more information:
Read our Harmony Grove Elementary School's Assessment Policy for more information:
Woodrow Wilson Assessment Policy_English.pdfWoodrow Wilson Assessment Policy_Portuguese.pdfWoodrow Wilson Assessment Policy_Spanish.pdfPage updated
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