Using the PYP’s 7 Key Concepts to Talk about Race, Injustice and Change

NOTE: PYP Coordinator Melissa Powers and I collaboratively authored this post. In addition to being a PYP Coordinator in Arizona, United States, Melissa is a part of the IB Educator Network (IBEN), leading PYP workshops and participating in site visits. She and I first went through our initial IBEN training together. I am grateful for her partnership, her thoughtful perspective and her voice.

The International Baccalaureate’s (IB) Primary Years Programme (PYP) posits that “The Learning Community” is inclusive of everyone involved in the life of the school. Together, this community’s goal is to, “live peacefully together, prioritize people and their relationships, and assume shared responsibility for learning, health and well-being,” (A Community of Learners from PYP: From Principles into Practice > The Learning Community).

With the recent murder of George Floyd in Minneapolis, Minnesota at the hands of police officers, there is a sense of urgency from principled and caring elementary-school teachers to speak with their learning communities — their students — about issues of safety, race, justice, change and action.

As we engage with our immediate learning community, it is important to have a clear objective and structure. Successful teachers use thinking routines and discussion protocols so that conversations that center around seemingly controversial topics do not stray off course. As PYP teachers, we are empowered to take risks and should not be afraid to facilitate these discussions in our classrooms. 

Those who work in PYP schools can leverage the components of the PYP’s international framework to help structure spaces and opportunities for meaningful processing and reflective conversation. The PYP’s key concepts are seven powerful, broad and abstract organizing ideas that can frame conversations and drive learning. When PYP teachers identify topics and investigate them through the key concepts, students learn to be inquirers and think critically about big ideas. It is essential to explicitly teach critical thinking skills so that students learn how to think for themselves and not blindly emote. 

When teachers view the key concepts as a set of open-ended questions, they can more easily direct purposeful and manageable conversations (Concepts from PYP: From Principles into Practice > Learning and Teaching). Below, we have brainstormed key concept questions with the intention of provoking PYP teachers to think about how they will provide safe spaces and opportunities for their students to critically engage in meaningful conversations that lead to authentic and mindful action.

We sorted the questions by primary and intermediate, as the conversations that will take place in these two different settings will inevitably require different approaches, however we encourage teachers to use the questions that best fit the needs of their contexts; you know your students the best!

Think of the questions below as a start. We call to you, dear reader, to contribute questions that you'd want to ask your students. As you put forth ideas, we’ll update the collection below.

Form

• Primary
• What is racism?
• What is antiracism?
• What is a protest?
• Intermediate
• What is racial injustice?
• What is systemic racism?
• What does it mean to be an antiracist?
• What is a protest?
• What is implicit bias?
• What is prejudice?
• What is privilege?

Function

• Primary
• If someone does something wrong, how can they make it right?
• Intermediate
• How important is the study of racial injustice?

Causation

• Primary
• Why do people protest?
• Intermediate
• What effect do dehumanizing and devaluing black and brown people have?

Change

• Primary
• How can something unfair change into something fair?
• Intermediate
• What can young people do to promote change?
• How can you challenge any implicit biases you might have to make a change in your own beliefs and actions?

Connection

• Primary
• How are different people groups connected to each other?
• What sets us apart and makes us unique?
• Intermediate
• How is the US’s history of slavery and Jim Crow connected to current events?
• How are the seemingly separate incidents of violence against black and brown people connected?
• Are racism and prejudice the same thing? How are they different?

Perspective

• Primary
• What are the ways we can appreciate and celebrate others who don’t look like you / are different from you?
• Intermediate
• Why do we say “Black Lives Matter” and not “All Lives Matter”?
• What biases do you have about racial groups different from yours?

Responsibility

• Primary
• How can you show other people you care?
• How can you stand up for other people when wrong is being done to them?
• Intermediate
• What action can you take to fight racial injustice? Use the PYP’s 5 types of action to help frame your thinking: social justice, advocacy, social entrepreneurship, participation, lifestyle choices.
• How can you be a responsible inquirer and critical thinker? Why is it important?
• How can you show other people you care?
• How will you learn about racial groups that are different from yours?
• How can people examine their own privilege and use it to help?

For more information about facilitating challenging or difficult conversations, check out this resource from Common Sense Education: A best-of-the-best collection of resources for social justice- and equity-focused educators.

Student in ACTION: Bringing Corn Snakes to South St. Paul

Did you know that residents of South St. Paul, Minnesota were not allowed to keep corn snakes as pets? Recently, one of our third grade students, Soreal, worked to change that. Learn about her story below. But first, some reflections on action in general in the Primary Years Programme of the International Baccalaureate.

Prior to the release of PYP: From principles into practice, little guidance was given to schools on action, an essential element of the PYP.

In Making the PYP Happen, the action cycle (figure 10 shown below) represented the suggested steps students go through as they contemplated what action they could take as a result of learning. Voluntary action, be it grandiose or simple, individual or collaborative, was to be initiated by the student.

In the enhanced PYP, action is still meant to be authentic, meaningful, mindful, responsible and responsive. However, much more guidance is provided to PYP schools around this core element of our international framework. I see three big ideas emerge as I digest the Action section under The Learner.

Action is an integral part of the learning process

• Action can be taken at any point during an inquiry cycle and is itself a part of learning.

Action can take on many forms

• In the new digital resource, the PYP outlines five types of action: participation, advocacy, social justice, social entrepreneurship and lifestyle choices. They also provide concrete definitions and examples of each type.

Adults must support action

• Although action can be initiated by students, the PYP has now provided a framework that guides adults in ways that they can support students taking action. Figure AC03: Supporting Action from PYP: From principles into practice (shown below), shows different ways that adults and students can collaboratively work together to plan, carry out and reflect on meaningful action that is integrated into the learning process.

Now, back to Soreal.

In the fall during the unit of inquiry How We Organize Ourselves, third graders explore the balance of rights and responsibilities that citizens have in a democracy. Students inquire into the function of government and the responsibilities citizens have to identify problems and to work to solve them by communicating with local, state and nationally elected leaders.

The embedded video below shows Soreal in action at our community's city council meeting. We're very proud of students like Soreal who work collaboratively with adults to initiate positive change in our community.

Soreal at the South St. Paul City Council Meeting

Soreal got her corn snake!

Learner Agency

In January 2018, the elementary teachers in our district's two PYP schools set out to explore the enhanced PYP content that make up the document "PYP: From principles into practice." Many thanks to elementary principal and guest blogger, Mike Fugazzi, for authoring this post on concepts in the PYP.

In an effort to further support PYP schools, the IB released additional resources through the digital, “PYP: From principles into practice”, this past fall. The online resource is designed to help learners (adults and children) foster a deeper understanding of the PYP’s framework and how to implement the program.

The PYP: From principles into practice, organizes the PYP under the concept of Agency, which is directly in support of the self-efficacy of learners. The concept of Agency is not new to the PYP, nor the world of education. It has always existed in the PYP as what we’ve usually referred to as student “voice, choice, and ownership”. Agency and self-efficacy are also at the forefront of Visible Learning research, underpinning Collective Teacher Efficacy and Self-Reported Grades, the top two influences on student learning (Hattie 2017). The strong research backing of the impact of Agency and self-efficacy further reinforces their importance to learning in the PYP.

Agency, as supported by the PYP, “enables people to play a part in their self-development, adaptation, and self-renewal with changing times” (Bandura 2001). Self-efficacy in the PY is described as an individual’s belief in their “capabilities to organize and execute the courses of action required to produce give attainments” (Bandura 1997). These two are interconnected, as a strong sense of self-efficacy directly influences the agency an individual will engage in.

Students are able to show agency when they:

• are aware of their learning goals
• direct and adjust their individual learning
• express interest
• make decisions about their learning
• are able of voice opinions
• ask questions

Students who use their own initiative and will, and take responsibility and ownership of their learning are demonstrating agency. The impact of doing as such is a strong sense of identity and self-belief. This can fosters a community and awareness of global citizenship.

Teachers are able to support agency when they:

• Build relationships
• Personalize learning based on student interest and need
• Extend student voice
• Provide open ended tasks
• Allow student to be creative and take risks
• Use assessment data to inform teaching and learning
• Reflect on student needs and provide feedback and intervention 
• Help students set high expectations for their learning
• Help students set and monitor goals for their learning

Recommendations for educators:

• All members of the school community should be familiar with agency and self-efficacy.
• Learning leaders should shift to more coaching and less teaching. Teachers can help guide and coach students to take agency over their learning.
• Educators should look for ways to include student voice and choice in the classroom community. This can, and should be, supported in partnership.
• Students should understand their current levels and work with teachers to determine goals and next steps to reach them.

Action that I will take:

• I will help design professional development for staff that promotes adult agency and self-efficacy.
• I will work with teachers to understand assessment data and how that can be used with students to raise self-efficacy and agency.
• I will foster a school culture of agency where staff can be risk-takers, just like the students.
• I will find additional ways to include student voice in decision making for the school.

A Transdisciplinary programme of inquiry

In January 2018, the elementary teachers in our district's two PYP schools set out to explore the enhanced PYP content that make up the document "PYP: From principles into practice." Many thanks to elementary teachers and guest bloggers, Paulette Spafford and Dianne Spannbauer for authoring this post on a transdisciplinary programme of inquiry.

A Transdisciplinary programme of inquiry

Through the use of a transdisciplinary programme of inquiry, students in a PYP setting will be offered a balanced learning experience rooted in conceptual understanding and given opportunities to explore human commonalities. Teachers will work collaboratively to develop and continuously improve the six transdisciplinary themes in their programme of inquiry. The goal being that students will revisit the six transdisciplinary themes throughout their years in school and be provided an opportunity to extend their understanding on the themes.

Teachers in a PYP setting should be familiar with the six transdisciplinary themes. They are:

Transdisciplinary themes	Description
Who we are	An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time	An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.
How we express ourselves	An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works	An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves	An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet	An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Figure POO1: Transdisciplinary themes

Our Recommendations:

1. In planning and preparing for the units, teachers and stakeholders in the community, should reflect on their current community of learners to better plan units that will meet the needs and honor the experiences of the learners. The teachers must also plan the units collaboratively, either vertically or horizontally.

All six units in the POI need the following:

• Transdisciplinary Theme 
• Central Idea 
• Key Concepts 
• Related Concepts 
• Lines of Inquiry

2. Teachers must know that they are required to review and adjust their units at least annually. During the annual review process, teachers should be prepared to refine the central ideas and find ways to make them more balanced and  interconnected to the scope and sequence documents or to the local/national curriculum.

While planning and revising units, keep in mind that units should try to make connections with a global perspective. Consider finding connections in the following ways:

• Culturally 
• Ecologically 
• Politically 
• Economically 
• Technologically

3. It is recommended that specialists and other members of the learning community are included in each step of the planning and review process.

4. Teachers need to help students understand that there is a connection between all subjects and teachers can support that by:

Moving from	Moving towards
Subjects as collections of related facts and isolated skills	Subjects as collections of key and related concepts, skills, theories, methodologies and examples that contribute to an understanding of how a subject connects to the central idea
Stand-alone subjects as the sole driver for learning	Subjects as part of transdisciplinary learning
Teaching subject-specific lessons in isolation from the unit of inquiry	Making connections between one subject and another in planned, spontaneous or incidental ways through units of inquiry
Subject-specific knowledge, conceptual understandings and skills viewed through the lens of age-specific development	Assessing prior knowledge and the needs of students before the selection of subject-specific conceptual understandings, knowledge and skills
Measuring students’ abilities within a subject only	Monitoring, documenting and measuring students’ capacity to understand and apply subject-specific knowledge, conceptual understandings and skills within authentic contexts

Figure POO6: Transdisciplinary learning across, between, and beyond subjects

Our Actions:

After reading through, “A transdisciplinary programme of inquiry” of the IB Document, “PYP: From principles into practice”, our personal action steps will be to:

• Continue to meet regularly with our team and PYP Coordinator to reflect upon and plan for the units of inquiry 
• Look for ways to integrate the new math curriculum (possible start date of Fall 2019) into our six transdisciplinary units in hopes of creating a better balance and understanding of connectivity for all students 
• Advocate for more vertical planning and planning with specialists to better serve our learners

In summary, we wish you well on your journey of collaborative planning and reflecting as you attack with vigor and courage the new, enhanced PYP.

Exhibition

In January 2018, the elementary teachers in our district's two PYP schools set out to explore the enhanced PYP content that make up the document "PYP: From principles into practice." Many thanks to fifth grade teacher and guest blogger, Robbyn Wincentsen, for authoring this post on concepts in the PYP.

Do the thing you think you cannot do. It’s the quote I display in my classroom to start off every Exhibition Season. That’s what I think of Exhibition as now, after more than ten years of being a final year PYP teacher. It’s a season. While students in other grade levels are winding down the year, looking forward to their end of year picnic, fifth graders are gearing up to share the biggest project most never even dreamt they could accomplish.

It’s a love-hate relationship that I have with this thing many misspeak and call Expedition. Really, the misnomer isn’t completely wrong. According to Webster Dictionary, the definition of an expedition is: a journey or voyage undertaken by a group of people with a particular purpose, especially that of exploration, scientific research or war. There are days during Exhibition Season that I honestly feel I’ve been through a battle. So the misnomer is fitting, not to mention the other keywords journey, group, particular purpose and research. Furthermore, it’s a much more appropriate word substitute than the one I made up after a particularly tough day of battle.

Technically, the exhibition is an authentic, student driven culmination of the Primary Years Program. In layman’s terms it is a collaborative, research-action based project that is presented. That’s how I explain it to people who ask what exhibition is but don’t need to know all of the dirty details. In reality, it’s so much more. Like how it’s an experience where students gain conceptual knowledge (using key concepts as a guide). Like how students use transdisciplinary skills and attitudes they’ve acquired along their PYP journey. Like how students initiate the learning and have lots of support from their classroom teacher, mentors, and usually an expert in their topic area. This is TMI for most.

Because of my logical sequential nature, I think of Exhibition as five main phases:

1. Topic selection- Students choose a globally significant issue related to one of the PYP themes. 
2. Becoming an expert- Inquiry/guiding questions/key concepts/gain conceptual knowledge
3. Central Idea and lines of inquiry- Focus inquiry and continue becoming an expert
4. Action
5. Presentation- Share and reflect on learning, attitudes and the overall exhibition journey

Exhibition is messy and complex and busy and crazy and difficult and wonderful and mind-blowing and overwhelming and rewarding. It’s probably a lot like running a marathon. There always comes a point during Exhibition Season that I say, “That’s it! I’m going to a different grade level because I don’t ever want to do Exhibition again!” Then, I look at my students and how far they’ve come. I see them solving problems, their creativity, the knowledge they’ve gained. I see so many of my students burst with pride because they did the thing they thought they could not do. Then I say, “That was hard, but it was so worth it. How could I ever not do this again?”

The personal action I take and will continue to take is to remember what the end looks, and feels like. Through the reading I was also reminded that Exhibition can be guided, student-led or somewhere in between. I do the somewhere in between (with the most capable groups nudging the student led type) which is why it’s messy and hard. There are anywhere from 5-8 different groups (and topics) in a classroom which contributes to the messiness and level of difficulty to manage as a teacher. I could simplify and do a class wide guided exhibition or use the elements of guided exhibition for struggling groups. I also need to remember the process is more important than the final product.

My recommendations for what PYP schools should do for a successful exhibition are:

• Elements of the PYP need to be focused on and mastered in prior grade levels.
• Keep Exhibition in mind with in every other unit of inquiry.
• Find mentors and experts for each group because these people make all the difference!
• Embrace the messiness of Exhibition...remember, it is magical to see your kids do great things and makes feeling like you’ve survived something like a battle or a marathon so worth it.

Concepts in the PYP

In January 2018, the elementary teachers in our district's two PYP schools set out to explore the enhanced PYP content that make up the document "PYP: From principles into practice." Many thanks to fifth grade teacher and guest blogger, Lauren Ryan, for authoring this post on concepts in the PYP.

As an educator in the fast-paced, digital era of the 2000s I feel fortunate to be a teacher at a PYP school where inquiry, curiosity and student-centered learning is celebrated. I remember seeing a meme on the Internet a few years back about how readily information is available to people in today’s world. It depicted a math teacher from decades ago saying to his class of students who were sitting in well defined, compliant rows, “Now you better memorize this because it’s not like you’re going to be carrying a calculator around with you in your pocket every day.” Enter a picture of a pocket-sized smartphone.

People today have access to endless amounts of facts and information at the click of a button, on a device that is regularly not more than a few feet from us at any given point. It makes me wonder what a teacher can provide to her students in today’s world that they can’t receive from a quick Internet search. The answer- a conceptually-based, inquiry driven curriculum.

The Primary Years Program says that “concept-based inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas.” It is a way for learning to be built around big ideas that transfer across subject areas and can be applied to new situations. The seven Key Concepts defined by the PYP are form, function, causation, change, connection, perspective and responsibility. Teaching through these concepts allows me to help students construct mental models of how things work and connect throughout the world. It is a way to connect new, abstract, or complicated learning with things that students already know and to extend their learning to new ideas and topics.

An example of this is when I taught first graders about addition through the concepts of change and balance. While addition can feel complicated and abstract for students, I was able to help students explore the idea that an addition sign will change a number by adding more to it or making it bigger. We also explored the idea of balance when thinking about the function of an equal sign. The equal sign is often thought of by kids as meaning “the answer”, which is a narrow way of thinking and has implications for future learning when it comes to more complex math topics, such as algebra. Additionally, we looked at the concept of balance so that students understood the idea that both sides of an equal sign had to be the same. Looking at addition through the lens of balance helped our students make the connection to the idea of “same as” instead of just “equal to”. For example, we read basic addition as 2 + 2 is the same as 4 rather and just 2 + 2 = 4. Now, as an intermediate teacher I value conceptual teaching even more as I see how much more successful a student can be when he or she is able to make connections to previous learning and transfer past knowledge to new situations.

In general, concepts help guide the way I construct learning experiences in the classroom and they help my students think critically about big ideas. They are a launching point for questions around a topic and help students develop their curiosity and understanding. When key concepts are too broad, related concepts act as way to explore concepts in more detail or to add depth to an area of study. Related concepts are narrower and more focused, often addressing content specific information, or standards that must be addressed on a more local level.

Knowledge is accessible nearly everywhere in today’s world, but true understanding of the world is the heart of what a PYP teacher’s role is in preparing students for success in school and beyond. Key and related concepts allow teachers in today’s age to root essential learning of skills, facts and knowledge in concepts that are deep, transferable, broad, abstract and not locked in place or time, so that students are able keep pace with a fast-moving world, full of complex systems and relationships.

As a PYP teacher I feel I get to address the evolving needs of students in an environment that encourages me to think about the enduring understanding I want my students to walk away with. An area of action for me is to be more intentional about teaching conceptually in stand-alone units or in content areas that do not align directly with a unit of inquiry. This might look like writing concepts on my “Learning Targets” bulletin board, or leading a lesson with questions about a topic that are concept driven. It might also look like backwards planning an ELA or math unit thinking about the long term concepts or deep understanding I want my students to understand and creating lesson content that will drive towards deeper conceptual understanding of a topic.

As a school, PYP buildings have a unique opportunity to provide students with common language that develops the skill of conceptual learning. All teachers, from kindergarten through intermediate grades, can teach students to recognize patterns in learning and talk about content in terms of key concepts. This can be supported through collaborative time for team teachers to plan units and lessons that align with concepts that will provide students with common and rigorous learning experiences and through vertical alignment of content so that conceptual understanding begins at a young age and is carried on through a child’s PYP experience. Furthermore, PYP coordinators can work with their teachers to develop skill as writers of curriculum and help craft lessons and units that are conceptually driven and be provided with support for developing inquiry opportunities that support students’ ability to access curriculum in a way that connects to their natural interest and prior knowledge.

Source:
The PYP Curriculum Framework. International Baccalaureate Organization, 2005-2018, <https://resources.ibo.org/pyp/works/pyp_11162-51681?c=2972d4b6>

Learner Agency in 7 different ways

At the end of October 2018, the IB's Primary Year's Programme released the much-anticipated new digital resource, "PYP: From principles into practice" (available on My IB's Programme Resource Centre). This digital document helps educators working in PYP schools better understand the PYP's framework for international education, full of the PYP enhancements.

Reading through this new document and exploring the teacher support materials will be an essential first step in deepening PYP teachers' understanding of the enhanced PYP.

When I hear, read or experience something for the first time, if I have the chance to create something, I find I understand the new content better. To better understand the contents of "PYP: From principles into practice", I thought it would be a good idea to create digital content in response to what I read.

To begin, I read the first section of the new digital resource on Learner Agency (IB, 2018). Afterward, I created different forms of digital content, using different digital media to synthesize my understanding of what I read. I ended up created 7 different digital products: a voice-over screencast, a podcast, a vlog, an infographic, a mindmap, a presentation, and a blog post. All the same content, just presented in different ways. Thumbnails and links of each are below, along with notes about what digital tool I used to create each.

Creating these gave me the opportunity to explore ideas about learner agency and in sharing them with you, I hope you're able to grow in your understanding of learner agency, a new term, yet familiar concept to the PYP.

Voice-over screencast

created using Google Slides & Screencastify

Podcast

created using Anchor.fm

Vlog (Video blog)

created using Flipgrid

Infographic

created using Google Draw

Mindmap

created using Creately

Presentation

created using Google Slides

Blog post

created using Blogger

After reading different sections of the new digital resource and exploring the teacher support materials, "PYP: From principles into practice", what will you create?

Christopher Columbus: Hero or villain?

Around this time of year, the debate over what October 12 should be called comes creeping into conversations online, in the break room, around the dinner table and in the classroom. The central question is: "Should we continue to honor Christopher Columbus or reclaim the day as Indigenous People's Day?"

Currently at our school, in fifth grade, students are studying the transdisciplinary unit of inquiry where we are in place and time as they explore the central idea: expansion causes consequences. During this unit, they inquire into decisions made by European explorers and colonizers, the causes of their actions, the changes that ensued whilst considering the perspectives of indigenous peoples and Africans who were affected by these Europeans.

To meaningfully dig into the ideas presented in the "Columbus Day v. Indigenous People's Day" debate, a fifth grade teacher with whom I work led her students through the AVID strategy Philosophical Chairs.

First, she had students watch the TED-Ed video History vs. Christopher Columbus by Alex Gendler. As they watched, students took notes organized by a hero/villain t-chart.

To prepare for Philosophical Chairs, she had the students practice with low-risk topics (and used this slide deck as support).

  

With each example, she promoted the use of academic language, encouraging students to use the sentence stem below.

To prepare further for philosophical chairs, we had the students watch the video one more time, adding to their notes they had previously taken. First, we had them pick a side: Columbus Day or Indigenous People's Day.

Then, as they watched the video, they were to look for evidence that would back up their opinion. To aid in their comprehension, we used an EdPuzzle version of the video, which periodically stops and suggests important pieces of evidence that they could potentially include in their t-chart.

Finally, after all the preparation, students were ready to begin the routine of philosophical chairs. We had them write their opinion and one supporting piece of evidence on an index card and then separated the students by "Pro Columbus Day" on the west side of the room and "Pro Indigenous People's Day" on the east side.

The teacher facilitated the conversation by asking students to both share their opinions and supporting evidence and listen to the points provided by the alternative side of the argument. Students' attention to each other was evident as they shared their own evidence only after repeating what they had heard their peer say from the other side of the room. As students heard evidence that swayed their opinion, they changed sides of the room. Students remained engaged and civil throughout the conversation and brought up strong reasons for why they felt that either October 12 should be remain Columbus Day or be renamed.

We closed the conversation by praising the students' participation and inviting the students to act on their learning: "Now that you know what you do about Christopher Columbus and the consequences of his actions, what will you do with this information?"

In the elementary classroom, there are certainly lots of ways to thoughtfully examine multiple perspectives of a contentious issue. The AVID strategy Philosophical Chairs is an impactful strategy that provides students an opportunity to develop inquiry, oral language and argumentation skills.

The PYP Attitudes are going away!

Before the roll out of the official Enhanced PYP documents last fall, rumors started to swirl within the IB World Community about what changes to the program would be coming from the IB. One such rumor was that the IB was doing away with the PYP attitudes.

Last fall when The learner in the enhanced PYP was released, one line mentioned what was happening to the attitudes: "'Attitudes’ in the PYP have now been subsumed within the descriptors of the learner profile," (p. 4).

It is important to point out that although the PYP attitudes will no longer be articulated as a separate list of dispositions we want students to feel, value and demonstrate, the PYP is still committed to and focused on "the development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group," (p. 24 of Making the PYP Happen).

Subsuming the PYP attitudes within the descriptors of the learner profile aligns the focus of the development of international-mindedness and reinforces how central the learner profile is to not only the PYP, but to all programs under the IB umbrella.

Special note: If some of you are like me and have never heard the word 'subsumed' before, it is defined as "to include or absorb [something] in something else". :)

In order to "see" where these attitudes are within the descriptors of the IB learner profile attributes, I created a poster (based on the IB learner profile poster) which highlights the attitudes in the PYP.

Tolerance is the only current PYP attitude which doesn't appear by name in the descriptors of the IB learner profile attributes, although students obviously work on being sensitive about differences and diversity in the world and being responsive to the needs of others as they develop many of the attributes of the IB learner profile.

Click here for a PDF of my version of the IB learner profile poster with the attitudes highlighted.

My hope is that being able to see the attitudes highlighted in this way within the descriptors of the attributes, teachers, students and families will be able to easily understand how the development of the PYP attitudes support the students' development of the attributes of the IB learner profile.