关于教与学，你的个人信仰和价值观是什么？

在探究过程中，哪些活动有效促进学习者培养目标的发展？

教室布置如何更好地呈现学习者培养目标？

概念是什么？

怎么培养学生国际情怀？

......

围绕着幼小学项目实施的能动性，在一个个烧脑的问题抛出、剖析、讨论以及给出解决方案等过程中，我们始终贯穿着联系、参与探索、创作、反思、证据，来了解小学项目介绍，理解国际情怀和语言角色，进入超学科的学习，反思着如何利用概念帮助学生在学习过程中创造意义和建立联系，如何将探究作为一种教学方法来鼓励学生对自己的学习负责并积极参与其中，为学校的协作备课过程带来的新想法。每位教师都在IB教学理念下对自己的探究教学有了更深刻的认识和定位，同时也确定了在探究实施过程中的策略方向。

IB这套始于1997年经过验证的教育教学系统，从十大培养者目标，六大超学科主题，六大学科领域到学习方法、学习者社区、概念驱动等等都有明确地指导，将这些内容与课程进行深度融合，帮助老师进行复核孩子探究规律的教学设计，帮助孩子们获得最底层的学习能力和全面发展的个人品质，简单来说，小朋友获得知识的过程是自己一点一滴亲自探究来的，这个学习过程，会给孩子的知识体系赋予了融合体验的、有生活温度的色彩。

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感谢这次 IB Workshop的相聚，喜悦中满是丰收，老师们充分发挥自我效能，感受IB课程的巨大魅力与学习乐趣，Tool Box工具箱里又增添许多新技能。

作为国际文凭的学习者，

期望项目的每个结业生在教育征程上坚守初心，

永葆仁爱，终身学习，

在育人中既遵循全球共识，也凸显文化特色，

成为华外PIEP爱培幼儿园培养的国际化教师代言人。

Being a PYP teacher

PIEP teachers are working hard towards gaining professional PYP certification, as all of the teachers are joining a verified training held by the IB organization. The school will soon become a full fledged World PYP School. Congratulations!

How can PIEP be a First-Class kindergarten?

By ensuring that all of our teachers are developing their professional skills towards teaching and managing in their early childhood educational portfolio, PIEP arranges a series of training events in different themes, which connect the academic research with the real school learning environment. The purpose of teacher development is to support our students’ all-round development.

Conceptual Understandings and Agency

Local and global context support human commonalities, and transdisciplinary conceptualism gives our teachers the ability to gain a deeper understanding of complex ideas. Children reach the goal using their own agency, while we guide them towards their own goals and make note of their achievements. For example, the “wish tree” in the classroom, which allows us a window into the thought process of a child’s developing mind.

Trans-Language

Purpose-driven play and free play can be a teacher-guided connection to the language development unit of inquiry, in both a constructed and deconstructed way. What’s more, teachers can use literature for children to acquire language. In our IB course, the trainer showed a book “Du Iz Tak”, which is an Egyptian language to introduce learning comprehension of an unfamiliar language. 

Approaches to Learning

Using Approaches to Learning (ATL) in our daily lives; our thinking, research, interpersonal communication, social interactivity skills, and self-management skills. For instance, instead of posting the key words in the classroom, teachers could choose some pictures related to the student’s experiment ensuring the ATL is at an accessible level. 

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Concept -Driven Learning

Concepts connect the ways we approach knowing and thinking across the various disciplines, allowing students to engage with complex ideas and to transfer their learning. Conceptualism can enhance teacher’s and children’s lateral thinking. Different words and phrases can be introduced for us to identify the concepts and topics like oceans and geography.

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Provocation and Assessment

Provocation is a very necessary process to better understand the ability of children via different forms. For example: statements; questions; and videos. And assessments of their output through monitoring, documenting, measuring, reporting better allow for proper long term guidance.

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Central Idea and Inquiry Based Learning

It is the enduring understandings, the answering to the “so what” of a particular study, inducing innovative thinking and questions. The inquiry cycle revolves around the process of tuning in, finding out, sorting out, going further, making connections, and taking action. For example, in the “fairy scientist” video, she believes something from based on observed phenomena, developing a hypothesis, finding out the evidence, and conducting extensive research.

文 | Sandy Katherine

图 | Wendy Candy 

视频 | Candy Tina

编辑 | Wendy