This document summarizes the topics covered in Dr. Zoe Todd's week 9 class, which included a discussion of readings from previous weeks and an overview of issues facing indigenous communities in Siberia and Sápmi related to land rights and development. The class then reviewed articles and presentations about reindeer herding traditions, climate change impacts, and the work of anthropologist Dr. Olga Ulturgasheva who researches these topics. The document concludes with summaries of chapters from Robin Kimmerer's book about traditional ecological knowledge and the importance of reciprocal relationships with the land.
This document outlines the syllabus for an Indigenous studies course called "Indigenous Ecological Ways of Knowing and the Academy" taught at Carleton University in winter 2021. The course will examine Indigenous perspectives on relationships with the land, water, sky and more-than-human beings. It will draw on case studies and texts from Indigenous communities around the world. The instructor is opening some course materials to the public online, including weekly summaries and discussion questions. The 13-week course schedule lists readings and optional texts on topics like earth, fire, plants and environmental racism from Indigenous perspectives.
INDG3015 Week 3: Earth/Soil/Land
Week 3 explores relationships Indigenous ecological relationships to earth/soil/land drawing on readings by Vanessa Watts, Leroy Little Bear, Enrique Salmón, and Robin Wall Kimmerer
This document provides an overview of an Indigenous and Canadian Studies course on Indigenous Ecological Ways of Knowing offered at Carleton University in Fall 2021. It outlines the course structure, readings, topics, and schedule across 14 weekly classes. The course introduces students to environmental knowledges from various Indigenous regions around the world, with a focus on North and South America, the Caribbean, Africa, Asia, Oceania, and the Arctic. Readings include texts like Fanon's "The Wretched of the Earth" and cover topics such as traditional ecological knowledge, environmental racism, colonization, and relationships between humans and the environment. Students are encouraged to engage with course materials on social media and the final assignment is due at the end
This document summarizes a class on human-environmental relations, environmental racism, colonization, and Indigenous Studies. It defines environmental racism as the disproportionate exposure of racialized communities to environmental risks. It discusses examples of environmental racism like hazardous waste facilities being located in non-white communities. The class covers topics like the story of Africville and the Chemical Valley region in Canada. It also discusses the concepts of reciprocity and relationality from Robin Wall Kimmerer's book Braiding Sweetgrass.
This document summarizes a class taught by Dr. Zoe Todd on Indigenous and environmental knowledges in the Caribbean and TransAtlantic regions. The class covered the histories of genocide and enslavement experienced by Indigenous and Black communities, and how these violent histories shape relationships with the environment. It discussed works by Tiffany Lethabo King on the concept of the "Black Shoals" and how Black thought interrupts theories of colonialism, and Christina Sharpe's concept of the "Trans*Atlantic" and how the Black Atlantic has always included queerness. It also summarized Sarah Vaughn's article exploring mangrove restoration efforts in Guyana and how this project acknowledges the complexity of mangrove ecosystems and expertise beyond human frameworks. The
This document summarizes a class on Indigenous ecological knowledges in South America taught by Professor Zoe Todd. It includes discussions of Kimmerer's concept of gratitude and reciprocity, Francia Márquez's environmental activism in Colombia, Indigenous groups in Bolivia sustainably managing forests, and working across different worldviews to protect lands in Peru. The class covers Indigenous farming techniques like the Three Sisters and videos about plant knowledge keepers.
This document summarizes the topics covered in Dr. Zoe Todd's week 9 class, which included a discussion of readings from previous weeks and an overview of issues facing indigenous communities in Siberia and Sápmi related to land rights and development. The class then reviewed articles and presentations about reindeer herding traditions, climate change impacts, and the work of anthropologist Dr. Olga Ulturgasheva who researches these topics. The document concludes with summaries of chapters from Robin Kimmerer's book about traditional ecological knowledge and the importance of reciprocal relationships with the land.
This document outlines the syllabus for an Indigenous studies course called "Indigenous Ecological Ways of Knowing and the Academy" taught at Carleton University in winter 2021. The course will examine Indigenous perspectives on relationships with the land, water, sky and more-than-human beings. It will draw on case studies and texts from Indigenous communities around the world. The instructor is opening some course materials to the public online, including weekly summaries and discussion questions. The 13-week course schedule lists readings and optional texts on topics like earth, fire, plants and environmental racism from Indigenous perspectives.
INDG3015 Week 3: Earth/Soil/Land
Week 3 explores relationships Indigenous ecological relationships to earth/soil/land drawing on readings by Vanessa Watts, Leroy Little Bear, Enrique Salmón, and Robin Wall Kimmerer
This document provides an overview of an Indigenous and Canadian Studies course on Indigenous Ecological Ways of Knowing offered at Carleton University in Fall 2021. It outlines the course structure, readings, topics, and schedule across 14 weekly classes. The course introduces students to environmental knowledges from various Indigenous regions around the world, with a focus on North and South America, the Caribbean, Africa, Asia, Oceania, and the Arctic. Readings include texts like Fanon's "The Wretched of the Earth" and cover topics such as traditional ecological knowledge, environmental racism, colonization, and relationships between humans and the environment. Students are encouraged to engage with course materials on social media and the final assignment is due at the end
This document summarizes a class on human-environmental relations, environmental racism, colonization, and Indigenous Studies. It defines environmental racism as the disproportionate exposure of racialized communities to environmental risks. It discusses examples of environmental racism like hazardous waste facilities being located in non-white communities. The class covers topics like the story of Africville and the Chemical Valley region in Canada. It also discusses the concepts of reciprocity and relationality from Robin Wall Kimmerer's book Braiding Sweetgrass.
This document summarizes a class taught by Dr. Zoe Todd on Indigenous and environmental knowledges in the Caribbean and TransAtlantic regions. The class covered the histories of genocide and enslavement experienced by Indigenous and Black communities, and how these violent histories shape relationships with the environment. It discussed works by Tiffany Lethabo King on the concept of the "Black Shoals" and how Black thought interrupts theories of colonialism, and Christina Sharpe's concept of the "Trans*Atlantic" and how the Black Atlantic has always included queerness. It also summarized Sarah Vaughn's article exploring mangrove restoration efforts in Guyana and how this project acknowledges the complexity of mangrove ecosystems and expertise beyond human frameworks. The
This document summarizes a class on Indigenous ecological knowledges in South America taught by Professor Zoe Todd. It includes discussions of Kimmerer's concept of gratitude and reciprocity, Francia Márquez's environmental activism in Colombia, Indigenous groups in Bolivia sustainably managing forests, and working across different worldviews to protect lands in Peru. The class covers Indigenous farming techniques like the Three Sisters and videos about plant knowledge keepers.
This document summarizes a class on Indigenous ecological ways of knowing in North America. It discusses a watershed activity where students locate important waterways in relation to where they are. It covers Kimmerer's discussion of relationality and reciprocity in Potawatomi languages. Specifically, it examines how Potawatomi is verb-based rather than noun-based, focusing on actions and relationships rather than ownership. The document also discusses applying a grammar of animacy to environmental issues by considering more-than-human beings as agents rather than objects.
This document outlines the syllabus for a university course called "Indigenous Ecological Ways of Knowing" taught by Dr. Zoe Todd. The course will explore the experiences of indigenous groups around the world and examine how colonialism, capitalism, and white supremacy have impacted indigenous communities and their relationships with the environment. It will take an intersectional approach in analyzing solidarities between indigenous groups and how indigenous cosmologies differ from dominant Western societies. The first class includes introductions and an activity where students reflect on indigenous peoples in the territory where they live.
Tansi! welcome to INDG 2015. This term I’m opening up some aspects of the course to the public. So feel free to read along with whichever texts you can. I’ll post weekly versions of the course powerpoints, with links, discussion questions and summaries of the materials. Feel free to share your thoughts about (and/or artistic, audio-visual or other responses to) the week’s readings and concepts using the hashtag #INDG2015 on Twitter, Instagram, and Facebook. If I have the capacity throughout the term, I may also upload some other materials as we go. We’re so excited to have you join us in thinking through these important ideas.
#INDG2015 Week 11 November 18: Introduction to Environmental Knowledges in Oc...Zoe Todd
This week's readings for the Indigenous Ecological Knowledges class covered topics related to Oceania and the Pacific, including:
- Alice Te Punga Somerville's discussion of Māori identities as both indigenous to Aotearoa and with ancestral connections to broader Pacific homelands
- Tracey Banivanua Mar's examination of the histories of imperialism in the Pacific region following World War 2 and the impacts on indigenous peoples and territories.
The class also discussed readings from Kimmerer on traditional ecological knowledges of salmon and forest ecosystems among indigenous communities in North America. A final reflection question prompted students to consider how issues raised in the readings could provide insight when thinking about topics explored regarding other
This document summarizes a presentation about developing global competency in Chinese learners.
[1] It defines global competency and discusses how it relates to the 5Cs framework of the National Standards for Foreign Language Education.
[2] Examples are provided of how standards-based Chinese curriculum and instruction can help students develop global competency by investigating the world, recognizing perspectives, communicating ideas, and taking action.
[3] The presentation includes examples of lesson plans and units integrating language, culture and content to teach global topics like endangered animals and food security using the 5Cs framework.
#INDG2015 Week 13 - Wrap up and Optional indigenous environmental issues publ...Zoe Todd
December 2: wrap up
Braiding Sweetgrass, Chapter 5, “Burning Sweetgrass” (pp.341-379) <strong>update: the page numbers don't correspond in all versions of the book so I'll start listing sections instead: People of the Corn, People of the Light, Collateral Damage, Shkitagen: People of the Seventh Fire, Defeating Windigo
Braiding Sweetgrass, Epilogue: Returning the Gift (pp.380-385)
OPTIONAL ACTIVITY: If you have enjoyed the course, you are welcome to make your own version of the final course assignment, which is a portfolio about Indigenous environmental issues of your own choosing. When you post it to the platform of your choice, feel free to share it on Twitter/Facebook/Instagram with the hashtag #INDG2015 so that others can learn from your work!
Sustainability Superheroes Celebrate Earth Day 3rd grade Yumonomics
This document provides information and guidance for students to research which sea turtle is most endangered and in need of protection. It introduces the problem and gives the alternatives of green, leatherback, loggerhead, and hawksbill sea turtles. Criteria for the students to consider include the turtles' endangered status, predators, lifespan, and reasons for being in trouble. Students are directed to research the alternatives using provided websites on sea turtle threats, conservation status, and NOAA information. They will then rank the turtles and write a response to NOAA explaining their decision.
This document discusses endangered species in Australia and provides information and assessments for students to learn about protecting threatened animals. It notes that over 200 years, many Australian species have gone extinct due to human activity that destroys habitats and introduces diseases. Students will learn why species become endangered, strategies to protect them, and complete two assessments: 1) creating an online poster about a specific endangered species and 2) investigating a threatened local animal and creating an audiovisual presentation to raise awareness and inspire conservation efforts. The purpose is for students to understand endangered animals and help ensure future protection of Australia's disappearing wildlife.
Three sentences:
Humans are largely responsible for endangering many animal species through destroying habitats, pollution, overhunting, and introducing invasive species. Students will learn about threatened Australian animals and ways to help prevent their extinction by creating informative posters and multimedia presentations about specific endangered local species to raise awareness of the threats they face and actions people can take to protect them. The assessments are designed to help students understand why animals become endangered and develop strategies to conserve threatened species.
This document outlines an academic session on change and globalization. It includes topics like natural resource use, globalization, sustainable development, resilience, and signs of human maladaptation. A lecture will cover these topics with a focus on natural resources, change, and globalization. A discussion will also take place on ecological and slavery footprints to assess each student's impact. Videos and readings from Norton (2005) will supplement the lecture. Groups will also participate in photo elicitation activities.
PYP Exhibition - Coffee Morning PresentationSonya ter Borg
This is the presentation we gave to our parents to introduce the idea of 'The Exhibition' to them at a morning coffee event. We decided to visually represent the ideas we wanted to get across rather than read to them words off the screen.
The PYP Exhibition is a culminating project for students in the Primary Years Programme (PYP) at the International School of Düsseldorf. It is a collaborative inquiry project where students explore a topic of personal interest related to their local community. Over the course of 8 weeks, students research their topic in groups, applying skills learned in previous years. They demonstrate their learning through a presentation and show how they can take positive action as a result. The Exhibition is assessed based on the process, not the product or end result. Students are evaluated on transdisciplinary skills and attitudes through self-assessment and teacher rubrics.
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
The Exhibition is the culminating project of the IB PYP program for 5th grade students. It involves students working in groups to conduct an open-ended inquiry into a real-world issue of their choosing. Over the course of 5 weeks, with guidance from mentors and teachers, students research their topic, develop their understanding of key concepts and skills, and create a final multimedia presentation to share their findings. The goal is for students to independently apply what they've learned over their PYP experience to an issue that interests them personally and globally. Progress and work is assessed using rubrics, with the focus being on the learning process rather than just the final product.
The document provides guidance for students to define the purpose of their PYP Exhibition group project. It instructs students to first create a concept map linking their area of interest to PYP concepts and related concepts. They are then asked to share their concept maps with their group to add ideas and questions. Next, the group will brainstorm possible purpose statements to guide their inquiry, assessing the statements against guidelines before deciding on one to write in their journals. The purpose statement should connect to the transdisciplinary theme and central idea while including concepts with both local and global relevance.
The document outlines an agenda for a PYP Exhibition group meeting to discuss manners, team agreements, effective email writing, and refining their purpose statement. It includes tasks for the students to develop team agreements, watch videos on manners and teamwork, and learn best practices for writing emails with proper greetings, introductions, clearly stating the purpose, and closings. It also instructs students to refine their purpose statement based on teacher feedback.
This document explores different ways to present information for an exhibition, including through information reports, posters and displays, digital media, timelines, models, theatre, puppet shows, drama, dance, and considers which language and issue to focus on and whether the presenter feels confident speaking to others.
The document provides information about the PYP Exhibition for grade 5 students, parents, and mentors. The exhibition is a student-led inquiry project that takes place over 10 weeks where students research and take action on a real-world issue. Students are expected to demonstrate their learning, skills, and development. Parents are encouraged to support their child's independent work and celebrate their learning at the exhibition gala. Teachers act as mentors, meeting regularly with student groups to guide their research and action plans.
The document discusses three key rights that everyone has: the right to play, the right to a name, and the right to privacy. It asserts that while some rights can be lost through criminal offenses, core rights like these are still retained. It provides examples of these three rights and defines some related terms, reinforcing the central idea that all people have inherent rights regardless of their actions or circumstances.
The document provides instructions for several greeting activities that can be used during morning meeting to help build community in the classroom. Some of the greeting activities described include having students greet each other using gestures or motions that start with the same letter as their name, passing around bean bags while calling out names, silently greeting with eye contact and smiles, and greeting across the circle with enthusiastic "ta da!" responses on either side. The document aims to offer teachers different options for engaging and interactive greetings to start the school day.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
This document summarizes a class on Indigenous ecological ways of knowing in North America. It discusses a watershed activity where students locate important waterways in relation to where they are. It covers Kimmerer's discussion of relationality and reciprocity in Potawatomi languages. Specifically, it examines how Potawatomi is verb-based rather than noun-based, focusing on actions and relationships rather than ownership. The document also discusses applying a grammar of animacy to environmental issues by considering more-than-human beings as agents rather than objects.
This document outlines the syllabus for a university course called "Indigenous Ecological Ways of Knowing" taught by Dr. Zoe Todd. The course will explore the experiences of indigenous groups around the world and examine how colonialism, capitalism, and white supremacy have impacted indigenous communities and their relationships with the environment. It will take an intersectional approach in analyzing solidarities between indigenous groups and how indigenous cosmologies differ from dominant Western societies. The first class includes introductions and an activity where students reflect on indigenous peoples in the territory where they live.
Tansi! welcome to INDG 2015. This term I’m opening up some aspects of the course to the public. So feel free to read along with whichever texts you can. I’ll post weekly versions of the course powerpoints, with links, discussion questions and summaries of the materials. Feel free to share your thoughts about (and/or artistic, audio-visual or other responses to) the week’s readings and concepts using the hashtag #INDG2015 on Twitter, Instagram, and Facebook. If I have the capacity throughout the term, I may also upload some other materials as we go. We’re so excited to have you join us in thinking through these important ideas.
#INDG2015 Week 11 November 18: Introduction to Environmental Knowledges in Oc...Zoe Todd
This week's readings for the Indigenous Ecological Knowledges class covered topics related to Oceania and the Pacific, including:
- Alice Te Punga Somerville's discussion of Māori identities as both indigenous to Aotearoa and with ancestral connections to broader Pacific homelands
- Tracey Banivanua Mar's examination of the histories of imperialism in the Pacific region following World War 2 and the impacts on indigenous peoples and territories.
The class also discussed readings from Kimmerer on traditional ecological knowledges of salmon and forest ecosystems among indigenous communities in North America. A final reflection question prompted students to consider how issues raised in the readings could provide insight when thinking about topics explored regarding other
This document summarizes a presentation about developing global competency in Chinese learners.
[1] It defines global competency and discusses how it relates to the 5Cs framework of the National Standards for Foreign Language Education.
[2] Examples are provided of how standards-based Chinese curriculum and instruction can help students develop global competency by investigating the world, recognizing perspectives, communicating ideas, and taking action.
[3] The presentation includes examples of lesson plans and units integrating language, culture and content to teach global topics like endangered animals and food security using the 5Cs framework.
#INDG2015 Week 13 - Wrap up and Optional indigenous environmental issues publ...Zoe Todd
December 2: wrap up
Braiding Sweetgrass, Chapter 5, “Burning Sweetgrass” (pp.341-379) <strong>update: the page numbers don't correspond in all versions of the book so I'll start listing sections instead: People of the Corn, People of the Light, Collateral Damage, Shkitagen: People of the Seventh Fire, Defeating Windigo
Braiding Sweetgrass, Epilogue: Returning the Gift (pp.380-385)
OPTIONAL ACTIVITY: If you have enjoyed the course, you are welcome to make your own version of the final course assignment, which is a portfolio about Indigenous environmental issues of your own choosing. When you post it to the platform of your choice, feel free to share it on Twitter/Facebook/Instagram with the hashtag #INDG2015 so that others can learn from your work!
Sustainability Superheroes Celebrate Earth Day 3rd grade Yumonomics
This document provides information and guidance for students to research which sea turtle is most endangered and in need of protection. It introduces the problem and gives the alternatives of green, leatherback, loggerhead, and hawksbill sea turtles. Criteria for the students to consider include the turtles' endangered status, predators, lifespan, and reasons for being in trouble. Students are directed to research the alternatives using provided websites on sea turtle threats, conservation status, and NOAA information. They will then rank the turtles and write a response to NOAA explaining their decision.
This document discusses endangered species in Australia and provides information and assessments for students to learn about protecting threatened animals. It notes that over 200 years, many Australian species have gone extinct due to human activity that destroys habitats and introduces diseases. Students will learn why species become endangered, strategies to protect them, and complete two assessments: 1) creating an online poster about a specific endangered species and 2) investigating a threatened local animal and creating an audiovisual presentation to raise awareness and inspire conservation efforts. The purpose is for students to understand endangered animals and help ensure future protection of Australia's disappearing wildlife.
Three sentences:
Humans are largely responsible for endangering many animal species through destroying habitats, pollution, overhunting, and introducing invasive species. Students will learn about threatened Australian animals and ways to help prevent their extinction by creating informative posters and multimedia presentations about specific endangered local species to raise awareness of the threats they face and actions people can take to protect them. The assessments are designed to help students understand why animals become endangered and develop strategies to conserve threatened species.
This document outlines an academic session on change and globalization. It includes topics like natural resource use, globalization, sustainable development, resilience, and signs of human maladaptation. A lecture will cover these topics with a focus on natural resources, change, and globalization. A discussion will also take place on ecological and slavery footprints to assess each student's impact. Videos and readings from Norton (2005) will supplement the lecture. Groups will also participate in photo elicitation activities.
PYP Exhibition - Coffee Morning PresentationSonya ter Borg
This is the presentation we gave to our parents to introduce the idea of 'The Exhibition' to them at a morning coffee event. We decided to visually represent the ideas we wanted to get across rather than read to them words off the screen.
The PYP Exhibition is a culminating project for students in the Primary Years Programme (PYP) at the International School of Düsseldorf. It is a collaborative inquiry project where students explore a topic of personal interest related to their local community. Over the course of 8 weeks, students research their topic in groups, applying skills learned in previous years. They demonstrate their learning through a presentation and show how they can take positive action as a result. The Exhibition is assessed based on the process, not the product or end result. Students are evaluated on transdisciplinary skills and attitudes through self-assessment and teacher rubrics.
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
The Exhibition is the culminating project of the IB PYP program for 5th grade students. It involves students working in groups to conduct an open-ended inquiry into a real-world issue of their choosing. Over the course of 5 weeks, with guidance from mentors and teachers, students research their topic, develop their understanding of key concepts and skills, and create a final multimedia presentation to share their findings. The goal is for students to independently apply what they've learned over their PYP experience to an issue that interests them personally and globally. Progress and work is assessed using rubrics, with the focus being on the learning process rather than just the final product.
The document provides guidance for students to define the purpose of their PYP Exhibition group project. It instructs students to first create a concept map linking their area of interest to PYP concepts and related concepts. They are then asked to share their concept maps with their group to add ideas and questions. Next, the group will brainstorm possible purpose statements to guide their inquiry, assessing the statements against guidelines before deciding on one to write in their journals. The purpose statement should connect to the transdisciplinary theme and central idea while including concepts with both local and global relevance.
The document outlines an agenda for a PYP Exhibition group meeting to discuss manners, team agreements, effective email writing, and refining their purpose statement. It includes tasks for the students to develop team agreements, watch videos on manners and teamwork, and learn best practices for writing emails with proper greetings, introductions, clearly stating the purpose, and closings. It also instructs students to refine their purpose statement based on teacher feedback.
This document explores different ways to present information for an exhibition, including through information reports, posters and displays, digital media, timelines, models, theatre, puppet shows, drama, dance, and considers which language and issue to focus on and whether the presenter feels confident speaking to others.
The document provides information about the PYP Exhibition for grade 5 students, parents, and mentors. The exhibition is a student-led inquiry project that takes place over 10 weeks where students research and take action on a real-world issue. Students are expected to demonstrate their learning, skills, and development. Parents are encouraged to support their child's independent work and celebrate their learning at the exhibition gala. Teachers act as mentors, meeting regularly with student groups to guide their research and action plans.
The document discusses three key rights that everyone has: the right to play, the right to a name, and the right to privacy. It asserts that while some rights can be lost through criminal offenses, core rights like these are still retained. It provides examples of these three rights and defines some related terms, reinforcing the central idea that all people have inherent rights regardless of their actions or circumstances.
The document provides instructions for several greeting activities that can be used during morning meeting to help build community in the classroom. Some of the greeting activities described include having students greet each other using gestures or motions that start with the same letter as their name, passing around bean bags while calling out names, silently greeting with eye contact and smiles, and greeting across the circle with enthusiastic "ta da!" responses on either side. The document aims to offer teachers different options for engaging and interactive greetings to start the school day.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
This document provides an agenda and discussion prompts for a meeting about digital citizenship. It includes activities like sharing thoughts on readings, discussing student examples using a rubric, and considering how to address digital citizenship concepts in school policies. Reflection questions encourage thinking about how to apply ideas to improve teaching practices and drive changes around educational technology.
This document provides an agenda and resources for a workshop on digital citizenship for PYP educators. It includes introductions, terminology, opportunities for reflection, and discussions of key concepts like the three areas of digital citizenship (safety, skills, interaction), 21st century skills, the IB learner profile, and implications of web 2.0 and 3.0 technologies. Participants collaborate on an online glossary and revise definitions of the learner profile to consider digital opportunities. The goal is to help educators prepare students for a world impacted by rapid technological change through developing responsible digital citizenship.
Global Education Conference: Connecting with Coding ~ the Flat Scratch Cat Pr...Jennifer Fenton
The document describes the Flat Scratch Cat Project, which aims to promote global collaboration through coding. Students in different schools create Scratch projects and share them as chapters of a collaborative story about a traveling cat. The project was launched at a Maker Faire and involved schools in Europe passing the cat between them. The document also provides ideas for future global coding projects, such as code-a-thons, collaborative game challenges, and virtual art galleries. Resources for coding education are listed at the end.
Curriculum Night at the 4D Doodling Doughnuts school welcomed parents and had them piece together a jigsaw puzzle message from their child. It introduced learning intentions and success criteria for a clapping activity. The written, taught, and assessed curriculum were outlined, including units of inquiry driven by central ideas and essential elements. Literacy and mathematics were described, along with home learning routines and important dates like assemblies and camp. Parents were invited to post any questions on the Wonder Wall.
The document discusses notes from a group meeting about the PYP Exhibition. It focuses on taking effective notes during inquiry, including jotting down key points and phrases from multiple sources and recording personal thoughts and connections. The document also mentions bibliographies, email etiquette for mentors/supervisors, reflection sheets for mentor meetings, and documenting all aspects of the inquiry in a journal.
This document outlines the agenda and tasks for a PYP Exhibition group meeting on May 7, 2012. It instructs students to discuss and refine their purpose statement in specific terms connected to concepts. It also prompts them to identify lines of inquiry and questions to drive their research into better understanding their topic. The document guides the group to develop the key elements of their exhibition project, including transdisciplinary theme, central idea, purpose, lines of inquiry and questions.
Evaluating our investigation ideas for the PYP ExhbitionJennifer Fenton
The document discusses determining areas of focus for an investigation into how the past has shaped the present. It provides success criteria for evaluating potential areas of investigation, including that they connect to the central idea and transdisciplinary theme, are substantial enough for an in-depth study, have potential for action, and can be researched using various sources. Students will evaluate suggested areas of focus in small groups and rate them for their suitability for an exhibition focusing on how the past influences the current world.
Grade 6 students at a school are preparing newsflashes to share what they have learned about the theme "Where We Are in Place and Time" from articles they have found. Students will find articles on topics related to the theme, write a summary and response, and present their newsflash to the class. Success criteria include highlighting key points, summarizing the article, responding with their opinion, and connecting the article to the theme or their own experiences.
This document outlines the schedule and tasks for 6D and 6E students working on their PYP Exhibition project called "Sharing the Planet". It provides details on 9 group meetings to be held between May 6-23. The key tasks discussed are forming groups, developing essential agreements, researching an issue, creating a digital story and article, conducting peer reviews, analyzing data, and preparing for the exhibition.
The document outlines expectations for students in Grade 6 to investigate issues related to sharing the planet as part of their PYP Exhibition. Students are asked to find news articles on topics like rights, resources, communities, or peace/conflict and prepare a 3-minute newsflash presentation summarizing the key points of the article and connecting it to the unit of inquiry. Success criteria include choosing a current issue, summarizing and demonstrating understanding of the article, making real-world connections, considering how information could inspire action, and asking thought-provoking discussion questions.
This document provides information about the PYP exhibition and assessment in the PYP. It discusses the essential elements of the PYP including knowledge, concepts, skills, attitudes and action. It explains how the PYP organizes learning through units of inquiry and describes the focus on formative and summative assessment as well as the use of portfolios and progress reports. Parents are encouraged to support their children's learning through discussing events, allowing a balance of activities, checking the class website, and communicating with the teacher.
Classroom libraries help students attain reading achievement by providing opportunities to read interesting books and introducing students to different genres and authors. This promotes increased reading frequency and more diverse reading experiences. Classroom libraries also allow for social interaction as students discuss books, which enhances comprehension. When planning a classroom library, teachers should include fiction and non-fiction at various reading levels to meet student needs, and different genres and formats. The library should be organized in a user-friendly way to help students select books and updated each year.
This document summarizes a presentation on best practices in literacy instruction. The presentation included an agenda that covered reviewing current practices, the Primary Years Programme (PYP) approach, balanced literacy, and a jigsaw activity. It discussed strategies like two stars and a wish for attentive listening. It explained that language learning involves learning language, learning about language, and learning through language. The document provided examples of how inquiry can support different aspects of language learning. It also included a sample literacy framework outlining various instructional strategies and structures.
1. SHARING THE
PLANET
Your last unit of inquiry in the PYP
2. Definition of the
transdisciplinary
theme
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
7. add them up
✴Add up the numbers listed
on the card.
✴Write the total on the front.
✴Circle it.
8. Possible Issues to Investigate
• Animal abuse • Access to education
• Air pollution • Shark finning
• Ecological conservation • Poverty
• Endangered species • Women’s rights
• Child labour • Renewable energy
• Water pollution • Minimum wage
• Discrimination • Waste management
• Human Rights • Abandoned animals
• Deforestation • War
• Disabilities • Animal rights
• Beach pollution