Hodder Education International Baccalaureate Catalogue 2024 - Catalog - Page 7
PYP
Teaching For Success
PAPERBACKS
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.
• Implement effective strategies to develop a learning community that
supports student agency and self-efficacy
• Embed a growth mindset culture, essential for supporting agency, physical
and emotional wellbeing, and inquiry-based learning
• Action effective strategies to create flexible, inviting, and intentional learning
spaces, essential for supporting physical and emotional wellbeing.
£43.00 each
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
1
Chapter 1 What
is agency?
What is agency?
Voice
ed approaches
ut mainly supe
t abo
rfic
ial
Cha
learning.
re
te
ca
ta
sk
s
us
s’
le
preferences
m ple
io n
s
n by
their
r
iv e
cis
de
dr
de
Stu
n si
ed
m
fo
nt
in
e
ng
is c
Ownership
Learners
driving
learning
do
ed
g
in
rn
ea
nl
be
ow
n
i t is t h eir
si o
pas
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
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.
to them. We see their
in ways that are meaningful
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
their learning.
that their school is about
that is laid out by the
are recipients of learning
students
where
schooling,
s organize almost
that responsible professional
teacher under the assumption
scenarios are
following
the
of
some
Perhaps
everything for the students.
Stud
Look inside
thi
ng
s
rough the core o
f le
k th
Tal
ar
ni
ng
– their ability to
ni
Even in student-centr
can be
courses
and ownership.
organize and carry out
aspects: voice, choice
three interconnected
communities,
■ This extends across
we develop our schools’
of our staff.
implications for how
■ Agency has huge
professional development
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
ar
ta
lec
s se
ent
Stud
se
determine and
self-efficacy
to look at students’
own goals.
■ We use agency
of action to attain their
ba
students’ perspectives
their
can increasingly
teachers for organizing
better on how students
agency helps us focus
■ The concept of
drive their own learning.
be autonomous, to
es
IN A NUTSHELL
been very teacher-led.
on their
can be very dependent
■ Teaching has traditionally
overlooked, and they
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 identify
and recall
its key features.
■■ Agency in
■■ Scenario 1: Copy
board and write
the IB
down the sentences on the
Agency has formall
Now boys and girls, copy
y been part of
the IB Primary
since October
them out ten times.
from
Year Programme
stereotype
2018.
a
lesson,
Howev
as a history
er, all IB program
(PYP)
since the foundin
tred
mes have had student
I hope that this is only familiar
g of the DP in
by a narrow model of teacher-cen
agency
1968,
dominated
an
was
when
interna
learning
it went beyond
when
tionally recogni
the exciting, modern
simply providing
zed university
to a previous age, before
admissions qualific
transmission. It harks back
electronic devices. young people. The IB has
ation for mobile
always had high
worksheets and glorious
aspirations
world of photocopiers, countless
receptacles of teaching young people with the persona
l and mental qualitie for developing mature
students were seen as passive
global citizens.
We think back to when
up. We can be
The start of the
s to act as respons
learned something or gave
IB Diploma has
ible
(Hill & Saxton
and were drilled until they
included three
such outdated and
, 2014), which
core elements
all develop student
we have moved well beyond
� In the Extend
happy – smug even – that
s’ agency:
ed Essay student
lessons.
s
develop
ineffective
research.
and follow their
own lines of
� In Theory
of Knowledge (TOK)
they study multipl
knowledge and
e perspectives
develop awaren
about
ess and agency
5
over their own
thinking.
familiar to you.
9
9781510481121_Ch01.i
ndd 9
Return to the contents page
12/16/19 3:21 PM
ANY QUESTIONS?
Talk to your local consultant:
hoddereducation.com/here-to-help
5