In a PYP school, the entire community works synergistically to support students on their own journey of inquiry as they construct new understandings in a diverse world.
In a Primary Years Program (PYP) school, all learning is guided by the principles of internationalism and open-mindedness. People from diverse backgrounds, with their unique experiences, bring rich perspectives to the understanding of the world we share. It is from these various perspectives and experiences that new understandings are constructed.
Student versus teacher control: Perhaps the most satisfying aspect of teaching and learning in a PYP school is that the teacher is permitted to step back. While direct instruction remains an integral and vital part of any teacher/student relationship, in a constructivist classroom it is balanced with student-driven inquiry and open-ended learning. Thus, in a PYP classroom it is common to see the teacher in the role of facilitator, supporting learning rather than directing it. One of the key teacher roles is to model the behaviors of a reflective life-long learner.
Grouping strategies: In a PYP classroom, grouping strategies are varied and balanced. Whole group, individual, paired and small group instruction, inquiry, assessment and reflection all play a role.
Use of physical space: Variety and balance again is the watchword in a constructivist classroom. There may be areas of the classroom set up for individual exploration of a topic, group work or for students working in pairs. Materials will be readily available to the students, and may include not only items to support artistic expression and exploration, but ICT, science, geography, literature and other resources as well.
Strategies for language learning: Language learning strategies, too, will be rich, balanced and varied in a PYP setting. They will include separate instruction in a non-English language for all students, the honoring and support of students’ home languages, and additional support, as necessary, for English language learners.
Assessment practices: Assessments will not be limited to traditional pencil and paper tests, but at all stages – formative, ongoing and summative – it will be varied to include opportunities for students to show the depth of what they know and are learning. Students may use various media, including ICT, to demonstrate what they understand. The teacher adjusts assessment strategies as student inquiries grow. Assessment is not viewed as a “final stage” but is part of an ongoing, cyclical, reflective process.
Classroom management: Essential agreements regarding interactions among all members of the classroom community are constructed with meaningful input from students. Learner profiles and attitudes guide students in making responsible, principled, thinking choices.
Written by Jack Donachy in collaboration with Barbra Donachy. See more about life in Mongolia at Cutterlight.com