sunflower IB training reflection

ALAN

The IB Primary Years Program. The PYP focuses on the development of the whole child as an inquirer, both in school and in the world beyond. The goal of this program is to raise a balanced child that can be a good thinker, reflective, caring opened minded and with good communication skills as well. The PYP school provides an education where teachers are just assistants, teachers should pay attention to the students ideas and provide opportunities to express their thinking, students have the right to choose , speak and lead, children can intuitively display learning results, teachers provide support to students actions, create the atmosphere of a teamwork and cultural exchange.

PYP learners know how to take ownership of their learning, collaborating with teachers to deepen understanding and increase their confidence and self-motivation. Through actively engaging in integrated ongoing assessment they become effective, self-regulated learners who can act on constructive feedback.

BILL

My reflection: On Monday, Shirley and I discussed the main causes of unwanted behaviours and how to solve them. Shirley shared some of the effective solutions to cope with unwanted behaviours which include positive talk as well as giving the children different options to choose from. Today I had the chance to put the latter in practice. I was observing Galina’s class this morning and I took this opportunity to interact with some of the students. While they were printmaking together, I realised that Qiqi was reluctant to share the print and the colour that he used with other students. So I decided to offer him some other prints with different shapes. I realised that when given different options, Qiqi was willing to let go of the material he had been using and to share them with his friends. I also realised how important the training is, and that even though education, in general, may sometimes be criticised for being too theoretical, it can always be put into practice within the right context.

GALINA

IB has been rapidly gaining popularity in China.

It is based on not just educating the mind, but stressing the importance of cultivating character and personal traits of a global citizen. IB system is based on teaching students up to six Transdisciplinary Themes throughout the year. Through these, students learn about themselves and the world around them freely: they are allowed to choose their topics of interests, they are encouraged to take ownership of their learning results and to develop their critical thinking skills, as well as work on their personal traits at the same time. There are Learner Profiles that show students what is expected of them as members of an (international) community, which I believe should be explicitly taught to students in PYP but might be a little too challenging to explain to children under 6 years old. It makes a lot of sense to introduce them to students who are planning to stay in IB school environment, though. 

Another important feature of IB is the key role that environment plays in education. In PYP, learning is strongly supported by environment and community. It is undeniable, that real-life knowledge helps us build deeper and stronger connections in our brain. When students learn about the world in a real-life setup, they tie their newly acquired information to their prior knowledge and make meaningful discoveries that have practical usage and value. Including families, communities and hands-on experiences in the learning process has proven to be extremely valuable for students’ growth and development of their social connections, their self-realization as a part of one big community and the world.

From my own experience, IB is one of the most liberating educational systems that awakens genuine interest in learning in students and, therefore, turns them into life-long learners, who are never afraid to take risks, ask questions, share their ideas, and never stop learning.

小曾：

1、今晚的IB培训让我进一步了解了PYP课程核心:以探究作为学生学习的主要方式，六大超学科主题为学生提供探索未知世界的框架，师生要围绕这六个主题设计教学单元计划。

2、对四大教育方针印象深刻:

★独立判断的思考者 

★终身不渝的学习者

★世界事务的参与者

★有责任感的世界公民

让我意识到教育是与世界发展紧密相连的，而不是单从纸上谈兵。

3、对十大培养目标有进一步的认识，教学中老师在表扬孩子的时候可以用IB语言具体化，如You are a risk taker /caring kid.  另外，也应该结合十大培养者目标设计活动，在班里做评比活动，让孩子们朝着十大培养者目标发展💪

Vicky

《IB培训-如何建立学习者社区》

今天的培训跟着视频我们又重新回顾了IB的6大探究主题，5大学习方法技能和10大培养者目标。我很喜欢视频中分享的小故事，将这6个研究主题串联了起来。曾经有这么一个人，TA是谁呢？（Who we are？）那TA在哪里呢？（Where we are in place and time?）有一天TA遇到了一些新朋友，那该如何进行自我表达呢？（How we express ourselves?）那又该如何组织自己和新朋友呢？（How we organise ourselves? ）那这个世界又是如何运作的呢？（How the world works?）我们都在这个世界上生存，我们该如何来共享地球呢？（Sharing the planet ）

今天的培训对我有以下启发：

第一，记得使用IB语言。

学会使用IB的语言来进行提问，使用IB的语言来表扬幼儿。IB有十大培养者目标，每当小朋友表现出任何一种目标时，老师需要及时的用IB语言对此进行表扬。比如，A喜欢观察，对于身边的事物保持好奇心喜欢问“为什么”。那么，老师要及时表扬A，并且慢慢让A感受到原来这就是思考，我是一个棒棒的thinker。

第二，PYP幼儿园是什么样呢？

1.成人和老师是辅助者。

2.成人和老师要倾听孩子的想法，并给幼儿提供表达观点的机会。

3.幼儿拥有选择权，发言权，主导权。

4.幼儿能直观的展示学习成果。

5.教师为幼儿的行动提供支持。

6.因材施教

7.团队合作的氛围

8.乐于分享，善于包容的园所文化

知道了PYP幼儿园是什么样子，我也明确了一名PYP幼儿园的老师应该是什么样子。

我会不断地努力让自己朝着这个目标前行💪💪

CAROL：

一、在一日生活中用用十大培养者目标赞美孩子；

但是对于3-4岁的孩子，在表扬你是如此心胸开阔之前，的让孩子明白心胸开阔是什么意思？在表扬他们是好的交流者之前也需要让孩子明白什么才是好的交流者，好的交流者会倾听，也善于用语言和动作表达，所以我在想，在使用IB语言表扬低龄孩子之前，用简单的词汇，比如表扬孩子你是敢于冒险的之前，先用你真勇敢、你敢于尝试新的环境，会不会比较好呢？

二、探究是所有社区老师的责任，而非仅仅是班级老师。

比如：ib需要各科老师集体备课、融合各个学科，做一个各种口味的蛋糕。

ib里的有一些概念，比如尊重、平等，需要社区的每个人互动起来，才可以创造一个氛围给孩子，比如爸爸妈妈、老师和孩子一起搓泥巴、一起玩泼水、一起制造泡泡等等。

分享一个小故事，有感于今天的学习：

DUSTIN刚入园的时候，分离很难，妈妈每天送都会哭，DUSTIN没有安全感，因为爸爸妈妈和奶奶在每次分离时都悄悄走掉，后来为了帮助DUSTIN脱离分离焦虑，吴园，Shirly和K1班级老师一起和爸爸妈妈沟通，楼下Lulu和Arya 和家服团队一起布置好玩的户外玩具，爸爸妈妈也帮忙给他带了他最爱的小兔子来学校，全校和家长配合，DUSTIN两三天后就不哭了，融入到学校的环境中。10月国庆长假回来第一天我预想DUSTIN会哭，可是令人惊喜的是他早上入园不吵不闹地跟妈妈挥手告别，坚定地背着书包，抱着小兔子，走在我前面，往楼梯口走去。可是我明明在DUSTIN转身的时候听到他哽咽的声音，他还是在分离的时候习惯性地想哭，可是忍住了。我突然觉得很感慨，DUSTIN成长了，变得勇敢起来，就在这么短短几天的时间里。爸爸在入园报告的反馈中说希望DUSTIN变得更勇敢，没想到这么快，我自己也很感动。

社区一起配合真的可以看到很好的果效，一起为孩子创造更好地学习环境，不管是孩子的探究活动还是品格塑造。

LULU：

今天下午的IB培训让我们又对IB的各大概念进行了深入的总结和学习。

近期我一直在做新生面试评估，我发现绝大多数孩子在短短的评估时间内都不难发现“积极探究”这一点，今天老师也讲到孩子就是天生的学习和探索者，在孩子的学习过程中，老师仅仅是辅助者和支持者，虽然我是一名较有经验的老师，但是对于幼儿“自主”这一块一直把握不太准确，也是在今后的工作中我需要不断提醒自己“管住嘴、睁大眼、竖起耳”，多去关注孩子的需求和兴趣，给他们表达和主导的机会，鼓励他们多去思考为什么。

另外，在十大培养者目标这一点我们讨论到IB语言，例如十大培养者目标这些关键词可以运用在日常生活中，但是像“积极探究”、“知识渊博”、“擅于交流”这样的词N2的孩子可能不太懂，我觉得我们可以多去说说这些差不多意思的句子让孩子们理解“IB语言”，例如“你今天会用嘴说出来告诉我你想干什么了！”“真开心你今天又有新的发现！”“你今天帮助了你的朋友，真的是个友好的宝宝！”等等，等到K1的时候，我们应该就会发现孩子们的十大者培养目标越来越多啦！

ARYA

经过今天的培训后，我对十大培养者目标的应用有了新的认识。培训里详细地讲解了如何在环创中应用十大培养着目标。

1. 利用环境布置里的十大培养者目标，时时刻刻提醒老师培养学生的目标。

2. 利用十大培养者目标做评比，让孩子们明白十大培养者目标与自己的行为的关联，让孩子们有朝着十大培养者目标发展的概念。

3. 老师随时可以看到十大培养者目标，并且在表扬孩子的时候结合十大培养者目标。比如，孩子在关心他人的时候，老师可以表扬孩子：你真的是一个关爱他人的孩子。

除了环境布置里的十大培养者目标，在活动中我也应该结合十大培养者目标设计活动。

1. 培训中有提到针对小学、初中、高中，他们有设计不同挑战性的户外活动来培养孩子们克服困难的能力，成为一个risk taker。以后我设计幼儿园的户外活动时，也应该结合相应的培养者目标，让IB教学目标渗透到每一个活动。

在IB培训到后半段，吴园还提到了IB课程的包容性，解释了我们教室人偶玩具里有残疾人是为了让我们的孩子对各种各样的人都具有包容性，平等看待所有人。很感谢吴园的讲解与分析去，让我对深奥的IB教学更加尊重。