We will examine how the IB Early Years aligns with the Reggio-inspired approach. We will analyze what things we incorporate well in our own teaching and learning and if there are things we still need to improve.
Video on IBO website: PYP in an Early Years Setting
Booklet on IBO website: PYP in the Early Years.
Video on OCC website: Early Years in the PYP: Educator's Perspective
Additional link to revise in the future
Visible Thinking & ATLs (transdisciplinary skills) in Early Years
Argelia: I connected with engagement with the kids in the classroom. We can be very close with the children and respect their actions and listen closely to their opinions. Be involved with their thoughts. With this program they have time to explore and the provocations really allow them to explore. The teacher's comments in the video about kids identifying a problem and solve it and our kids can look to solve different situations we have --that's really good skill.
ReplyDeleteI connected with the idea of being a role-model. The trusted and respected student will give you more than you would have ever thought because you stop putting your own limitation on THEM. I think this a philosophy that I always have in my mind. There are times when basic classroom management requires more teacher-centered discussion/mediating, but even in this case I'm trying to learn how to give them greater independence in their self-management skills.
ReplyDeleteI have the desire to continue to evolve the classroom as a "third teacher" (even with given limitations). I look forward to the future MET students who will have a purpose-built facility.
Estefania and Gabriela: what we liked the most about the video was that the teacher is not the only source of knowledge in the classroom, this gives the children the opportunity to learn by themselves and proves that they are capable to guide their own learning and solve their problems through their own knowledge and interest. Our goal is to be able to be part of their learning without a constant guide, we want to keep learning and let them explore more everyday.
ReplyDeleteStephanie and Linda: We relate to the fact that the children are self-directed in their own learning with the environment being the third teacher. In our classroom community, we foster independence and make the environment accessible and clear to the children so that the learning can be self-directed and independent. We also relate to the children being problem solvers, i.e. when our class house broke, the children first brainstormed and then set out to fix it with the materials at hand. We are trying to follow the interest of each child. Sometimes, certain children go "under the radar" and we are working on making sure everyone is seen.
ReplyDeleteWhat stood out to me in this pyp video was how independent and self-directed the children were and how in charge of their learning they were. This is also prominent in Reggio and in our classrooms. One thing that I wonder about was that a lot of the classroom decorations were teacher made or store bought. Now that I realize how important it is for children to take an active role in what goes up on the walls, I notice how much store-bought things we teachers use sometimes!
ReplyDeleteA lot of students seemed very "focused" in the video. Many teachers talked about how students can explore and play based on their interest, which helps them become more engaged and "focused". I feel that in the EC program at the MET, students are also in the same environment where a teacher would support their wonderings and help guide them further. I have been trying to guide students better. At first I was worried that I was interrupting their play. Lately I've been playing with them a little bit more to help them go further into a project. We are their role models as they said in the video.
ReplyDelete-Respecting their interest and how the teacher has trust in them
-Giving them opportunities to explore and play ..but guide them
-Teacher being a role model