IB catalogue 2025 web ready - Flipbook - Page 54
PYP
Teaching for Success
Teaching For Success
PAPERBACK
Simon Davidson, Dr Kimberley O’Brien, Katherine Muncaster with
Shirley Clarke
Teaching for Success provides tips, tricks and strategies to develop
learning communities, instil a growth mindset culture and support your
pupils’ physical and mental wellbeing.
a Implement effective strategies to develop a learning community that
supports student agency and self-efficacy
a Embed a growth mindset culture, essential for supporting agency,
physical and emotional wellbeing, and inquiry-based learning
a Action effective strategies to create flexible, inviting, and intentional
learning spaces, essential for supporting physical and emotional
wellbeing.
Agency for IB Programmes – Learners in Charge • 9781510481121
Growth Mindset for the IB PYP – Every Child Learner • 9781510481169
Wellbeing for the IB PYP • 9781510481602
CHAPTER
Chapter 1 What
1 What is agency?
is agency?
Voice
IN A NUTSHELL
red approaches
Even in student-cent
been very teacher-led.
on their
they can be very dependent
can be overlooked, and
students’ perspectives
their learning.
can increasingly
teachers for organizing
better on how students
agency helps us focus
their own learning.
to be autonomous , to
determine and drive
self-efficacy – their ability
to look at students’
own goals.
their
attain
to
courses of action
and ownership.
organize and carry out
aspects: voice, choice
three interconnected
communities ,
■ This extends across
we develop our schools’
implications for how
t of our staff.
■ Agency has huge
professional developmen
interaction, and the
which I will
communication and
four levels of agency
is a continuum, I introduce
following chapters.
■ To help show agency
and ownership in the
develop for voice, choice
ut mainly supe
t abo
rfic
ial
Cha
■ Teaching has traditionally
■ The concept of
te
ta
us
sk
preferences
io n
s
n by
their
le
m ple
iv e
cis
s’
dr
n si
de
r
ng
ed
de
do
m
Stu
ni
fo
nt
in
e
ar
ta
lec
s se
ent
Stud
se
re
ca
s
ba
is c
Ownership
Learners
driving
learning
es
ed
g
in
rn
ea
nl
be
ow
n
i t is t h eir
si o
p as
e n ts w o r k w it h
S t u d en t s o w n s o m
View free sample
Stud
Look inside
Agency
own lives and take
as they learn to run their
Students develop agency
talk about their
Agency grows when they
charge of their own learning.
l to them. We see their
in ways that are meaningfu
learning and their lives
and how to learn, so
in decisions about what
agency when they are involved
a contrast to traditional
quite
is
This
learning.
their
that their school is about
that is laid out by the
are recipients of learning
students
where
schooling,
ls organize almost
that responsible professiona
teacher under the assumption
scenarios are
following
the
of
Perhaps some
everything for the students.
thi
ng
s
rough the core o
f le
k th
Tal
ar
ni
ng
■ We use agency
ct
iv
i ti
Choice
Since we will look
at agency mainly
look at the IB’s
from an IB point
approach to agency
of view, we will
now
, which helps identif
and recall
y its key feature
■■ Agency in
■■ Scenario 1: Copy
s.
board and write
the IB
down the sentences on the
Agency has formal
Now boys and girls, copy
ly been part of
times.
ten
out
the IB Primary
since October
them
from
Year Programme
2018. However,
as a history lesson, a stereotype
all IB programmes
(PYP)
since the foundi
tred
I hope that this is only familiar
have
ng of the DP in
by a narrow model of teacher-cen
1968, when it went had student agency
an internationall
when learning was dominated
the exciting, modern
beyond
y
before
recogn
age,
simply
ized
previous
a
to
university admiss
providing
transmission. It harks back
ions qualification
electronic devices. young people. The IB has
always had high
worksheets and glorious
for mobile
aspirations for
world of photocopiers, countless
receptacles of teaching young people with the person
developing mature
al and mental
students were seen as passive
global citizens.
qualities to act
We think back to when
up. We can be
The start of the
as responsible
learned something or gave
IB Diploma has
(Hill & Saxton
and were drilled until they
included three
such outdated and
, 2014), which
core elements
all develop studen
we have moved well beyond
� In the Extend
happy – smug even – that
ts’ agency:
ed Essay studen
ts develop and
ineffective lessons.
research.
follow their own
lines of
� In Theory
of Knowledge (TOK)
they study multip
knowledge and
le perspectives
develop awaren
about
ess and agency
5
over their own
thinking.
familiar to you.
9
9781510481121_Ch0
1.indd 9
51
Have a question about our resources?
Talkto
tothe
your
local Consultant
at
Return
contents
page
hachettelearning.com/here-to-help
12/16/19 3:21 PM
ANY QUESTIONS?
Talk to your local consultant:
Buy online
hachettelearning.com/here-to-help
51
