My professional goal for this school year was to create a responsive learning environment that invited playful interactions with my learners.  I want them to truly feel like they can create freely and use all of the materials in the classroom.  But, how do we make this happen with limited resources and money. 

​I decided to find out from the experts directly at a workshop held by Sean Walker and Anne van Dam at the Berlin Brandenburg International School (BBIS).  This workshop focused on building responsive learning spaces through loose parts, intelligent materials, and intentional proposals. 

It was also an excuse to spend the weekend in Berlin and see my friend Merve.  Win-win!

There is something magical about attending a professional learning event in a new place.  There is a sense of awe and wonder.  This might have to do with our two amazing presenters.  

When I think of masters at their craft in the early years, Anne and Sean's names both come to my mind.  I have been following both of them online for years and it was simply a delight to learn alongside them.  The energy in the room was a buzz with new ideas, aha moments, and active planning for change. 

Here are some key questions that sum up my takeaway for the day. 

• There are loose parts, but do we know the difference between them and intelligent materials?  
• How can we use intelligent materials to spark curiosity and bring about deeper connections through play?
• What is the difference between an invitation and provocation?
• How can we provoke learners to take a deeper look?

The answers to these questions can be explored by attending one of their workshops.  What I will share is that it completely changed my mindset around loose parts.  They have different purposes and we need to vary their usage to make the most of the learning. 

More than anything, I enjoyed the deep dialogue with the people at my table group who were from all around Europe.  I just felt a wonderful energy of excitement as we made deeper connections to our existing ideas. 

Here is a peek of our action plan template. 

Part of the workshop was to roam around the early years center at BBIS to notice and wonder.  I want to highlight the intentionality of the design, while respecting the intellectual property of the school.  There will only be a few pictures shown. 

I saw many wonderful classrooms and co-teaching spaces that were stunningly beautiful with natural and recycled materials working in harmony.  Class displays shared the community values. It was a truly spectacular space that you need to visit. 

To me what spoke to my educator heart was the bathroom.  It spoke to intentional planning for the early learner.  Everything was made for their height from the toilet stalls, the trash bins, the sinks, and coat hooks.  There were no stools needed, because it was installed at the developmental height of an early learner. This told me a lot. 

An educator build this early years center, not an architect.  The school community turned to the experts, the educators, and consulted them on the placement of materials that would be serve their little community.  This makes me what else has been purposefully built to make this program thrive. 

I had the time to spend time learning with my friend Merve, the PYP Coordinator at Stuttgart International School.  We met by chance and have built a wonderful friendship over the past couple of years.  She is definitely a keeper as we say in America.  We were participants together in this workshop and had so much fun catching up on breaks and dinner afterwards. 

Also, I got to spend time with Sean Walker again, who inspired this challenge I am currently taking on in my own practice.  I'm not posting everyday like he is, but my posts are made with intention, which is something else he taught me.  He is such a leader of the early years and I appreciated this his insight and his unique way of explaining ideas.  it was so relatable and practical. 

Anne van Dam has been a person I have admired for a long time.  As my best friend would say, "She is everything!" Anne has a way of speaking and crafting learning that makes you hunger to learn more.  More than anything, she is just as nice as you imagine her to be in person.  Kind, passionate, and humble.  I can't wait for our paths to cross again.  

I may be fangirling over about these three people made this event for me. Even a month afterwards, I can't stop thinking about it.  I'm a wee bit late in posting, but as they say, better late than never. 

If you are an early years teacher, consider signing up for a training with these two amazing humans.  They will open your mind to new possibilities. 

As an educator, this spoke volumes to me, because Beth is willing to put in the effort to support the work.  Oftentimes, school leaders support an event through money, release time, and snacks.  Yet, they are often off doing other things. 

Another thing that caught my attention is that she is the first female head of primary in the history of Berlin Brandenburg International School.  Next year, she will become the first female Head of School/Director.  From what I experienced, I know there are many amazing things to watch out for at BBIS. 

​​I’m just tired of people using the learner profile attributes as character traits.  They are SKILLS required to create a DISPOSITION.  More than ever, we need young people who know how to think, feel, and act.  The only way that we will get them there is by using the language of the learner profile in our practice everyday.  You heard me, every single day. 

Since owning my practice issues, I have been reflecting on how I am more intentionally planning with the learner profile in mind.  Here is how I break down the language so it is quite accessible for me. 

I break up the learner profile descriptor from a paragraph to bullet point sentences. 

Instead of risk-taker being this: 

We approach uncertainty with forethought and determination; We work independently and cooperatively to explore new ideas and innovative strategies.  We are resourceful and resilient in the face of challenges and change.

I do this:

• We approach uncertainty with forethought and determination
• We work independently and cooperatively to explore new ideas and innovative strategies  
• We are resourceful and resilient in the face of challenges and change

As a systems thinker, the minor change has a major impact.  Now I am not overridden by a massive paragraph of words that have no meaning to me.  Instead, I now have a choice menu of options on HOW I might explore what it means to be a risk-taker.  Such a difference. 

Look at your content standards and find a learner profile bullet point that speaks to the skill development that you want mastered.  

I go through the list of bullet points and think of the long-term goal of teaching my content and choose one statement to get me there.  Because there are six units of inquiry and only ten attributes, we will repeat attributes in the year.  Now, I won’t have to repeat teaching the same focus.  Instead, now I have a couple other options of HOW I will explore the attribute with my content.  

Poof…my mind was blown when I figured out this simple hack.  It’s not revolutionary, but about changing something that is clunky and turning it into a product that works for you.  We all have the possibility, especially specialist and supporting teachers. 

Put the list of learner profile attributes and bullet points in ABC order.  

This sounds logical I know, but you would be surprised how many people begin with knowledge.  I did at first.  By putting the list in ABC order, it’s easier to navigate the descriptor options and you can keep track of the bullet points you have already used much easier.  

Once again, I am a systems person, so putting things in order makes sense to my brain.  I need small chunks that are organized and easy to use.  This works for me.  In fact, I was just using my list today as I was planning for my next unit that begins next week.  I followed the same process that I described, which helped to bring all of the ideas together.  

I fell in love with the process all over again. 

If you are nice, I just might pop my list into my blog post about this episode at thinkchat2020.com.  

​What did you come up with in the last challenge? 

I know your brain works in a different way, which is equally valid.  I’m sure your way will greatly enrich your practice and make it easier to use the learner profile attributes in a more meaningful way. 

You can also listen to the podcast version of this blog post on this website too.  Enjoy listening!

During winter break, I had a dream about my classroom.  I'm one of those teacher nerds.  In my night time vision, I saw that desks were on the wall for more floor space to sprawl out and learn comfortably. 

Upon return to school this Thursday, I shared my dream with my learners.  At first, they laughed at their silly teacher.  Then, we had an earnest chat about the physical layout.  They agreed that it needed to be reset. 

As co-creators, I asked my learners how they envisioned the new space.  At first, they were stumped, so I shared an example of two sets of tables on the wall with an exposed corner where a learner could sit while silently reading.  This woke them up to the possiblities.  Here is what it looks like now. 

Our class decided to rip off the name tags on each seat and make it a more fluid space.  My learners want to be able to move every two weeks and work with different people.  Sometimes, they will only want to work with a partner and this is okay.  Other times, they will be open to working in a big group, which is equally alright.  The big thing is that they feel comfortable with their living space. 

Immediately, one of my learners commented on the extra space to stand and collaborate.  This sparked a different discussion of bringing in blankets, additional rugs, and pillows to make the space more our own. 

The learners who sat at this table group wanted to be with others to share ideas.  It became a table of only girls, which is fine right now.  We will have to sit by those silly boys soon. 

My desk area got a facelift as well. My learners shared that I should have a special place where I can put my things with organized cords and materials.  What a lovely sentiment. I can look out when it is snowing too. 

As we begin the next installment of learning (mid-term or beginning of the year), how will you set the space with your learners? 

There is more to come.  I need to capture more images when I go back to school on Monday.  

​In today's world, I wonder what it means to be neighborly to our small cihldren.  Does being a caring neighbor mean the physical person that lives next to you or is it a metaphor?  Do they care for their neighbors?  I like to believe so.  I've seen a lot of good come out of my learners this year, so I am hopeful. 

All of these thoughts have rushed into my mind as I took a train from Garmisch-Partenkirchen to Frankfurt airport this afternoon. A woman and her two children boarded the train mid-journey and she was very disheveled.  People were staring at her while she was frantically trying to find her seats, because one of her chidren has cerebral palsy and was in a wheelchair.  

After the initial shock, everyone worked together to get her situated.  Two women who were sitting in their correct seats moved, so the family could sit together.  We found places where all the luggage could go, so everyone was safe and comfortable.  

Won't You Be My Neighbor? 

​​Welcome to the eighth episode of our specialist and supporting teachers series.

​​We are going to spend our time unpacking the learner profile in a new way.  Oftentimes, the learner profile attributes are reduced as a way to connect with behavior and they are much more than that.   

As specialist and supporting teachers you have a possibility to use the learner profile as a set of skills that create a learning disposition in your classes. It won’t take too much planning, but it requires you to have them in your mind while you plan.  I hope that makes sense.  

​The first thing, let’s broach the subject of what the learner profile is called. It’s quite simple. 

• Correct way:  learner profile attributes

​

• Incorrect way:  learner profiles, learner profile traits

Why does this matter?  Whole school language is so important to learning transfer.  The learner profile are so much more than a bunch of character traits.  They are dispositions of an internationally minded learner.  As such, we need to look at them differently in our practice. 

Here is mental image that completely changed my idea about the learner profile attributes.  In the age prior to photography, an artist would often place a person behind a screen with a lit candle.  This would create a side profile of what the person might look like and the artist would cut out their profile and it would be framed in the home.  

A learner in our school also has a profile of who they are and how they learn best.  Although each learner is different, we use common language to describe the skills and dispositions to describe the learning experience.  We want them to use this language to describe themselves, their peers, and the learning happening around them.  By giving such rich language, we raise the bar of expectation and rigor of our thinking. 

​I haven’t been the most consistent with my learners this year with regards to the learner profile attributes.  My class of learners went through a lot of change in second grade, so I spent most of the first term establishing routines and systems for their success.  Now that we have this in place, I can be a bit more consistent with the learner profile in their use. 

Why do I share this?  We all have moments when we just can’t do everything, even when you are highly experienced.  The needs of our learners are great and we try to work with them where they are at.  This takes energy and gobbles up times. 

Now that I feel our systems are working, I am going to be more experimental and consistent in the second half of the year reflecting through the lens of the learner profile. Let’s take a moment to understand how to use the attributes in our practice, so we can modify them to our learners' needs. 

In my eighth year of the PYP, I realized that I truly did not understand them.  It was teacher appreciation week and our fabulous PTO provided lunch for a week. One day, I was lined up waiting my turn when I read the learner profile attributes definitions on a poster in the teacher’s lounge.  In particular, I zoomed into what it means to be a risk-taker in the world.

Up to that point, I related being a risk-taker as being open to others, trying new things, and taking risks like jumping out of an airplane.  The actual descriptor is: 

We approach uncertainty with forethought and determination; We work independently and cooperatively to explore new ideas and innovative strategies.  We are resourceful and resilient in the face of challenges and change.

When I read this descriptor, I realized that my personal opinion of being a risk-taker was overriding the IB’s interpretation.  This was largely due to the poster set that I downloaded from Teachers Pay Teachers for $1.99.  They were cute and kid-friendly, but completely misaligned to the actual definition. 

This really began to bother me.  How could I have misunderstood the attributes for so long?  How did I miss something that is clearly on page 5 of every IB document?  It’s very simple. I was busy and I couldn’t see what was right in front of me.  This happens to everyone, but I knew I had to change my practice. This is what we are going to focus on together. 

​Take a look at the learner profile descriptors on page 5 of any IB document.  What do you notice?  Personally, I see a lot of writing on one page and it kind of gives me the hives.  I’m a type of learner that gets easily overwhelmed by too much print.  I need white space between each idea and each descriptor is chock full of 2-3 ideas each. 

How can we remedy this?  This is going to be your challenge.  How do you take a paragraph descriptor for each learner profile attribute and make meaning of it?  Will you make a mind map, bullet points, visuals, etc.?  This is completely up to you. 

I’ve deviated from the normal thing, because this can be done by specialist and supporting teachers.  I can’t wait to see what you come up with and I’ll share my process in the next episode.  It's an inquiry in action!

Lately, I have been thinking about the power of physical and mental dreams and how they manifest it reflects of our level of self-care.

When I think of physical dreams, I think of ones that we have when we sleep at night.  These are visions of what our mind, body, and soul desires. In these dreams, our subconcious mind unleashes messages from deep within and we can either choose to listen or not. 

We also have mental dreams of what the future might become.  These dreams are our hopes, passions, and goals. They are deeply routed in our value system. 

As I embrace life in 2025, I am wondering what are my physical and mental dreams for my future as an educator, friend, and family member. Some are easily pictured in my mind based on my personal desires.  While others are buried deep within due to fear and vulnerability. 

I recently had a dream that literally woke me up in a panic.  When I woke up to process the dream, I was rather disturbed by this feeling of abandonment.  I couldn't place the reasoning, but the feeling was so strong that I began to cry.  With a few days of reflection, I finally realized the cause and I'm actively working towards resolving it. These moments when our subconcious comes alive can impact how we operate in the world. 

How is this connected to our lives as educators?  It's called self-care.  This term has been used in response to burn out and work/life balance.  I believe our dreams speak to the our level of self-care.  When we have shocking dreams, it's our subconcious sharing that something is not quite right.  Conversely, when we have an affirming dream, it means that we are on the correct path. 

When these dreams emerge, are you listening to them?  Are you trying to decipher what they might mean to you?  They might be driving certain behaviors that you are unaware are happening. 

How does this impact our role as an educator? If we are not taking care of ourselves, it has a direct impact on how we treat our learners, how we think of ourselves as educators, and the learning that is happening.  Self-care is real.  It's about honoring your body and mind to recover from the pressures at work and home.  Our dreams often reflect this level of self-care. 

What are your dreams telling you about your level of self-care?  Mine are telling me that I need more balance between my physical, mental, and spiritual health.  What a great time of year to calibrate and be kinder to ourselves. 

For those who are new to the IB, the My IB platform is a depository of official programme documents, teacher support materials, and the IB Exchange.  The IB Exchange has materials created by experienced educators who give examples of how to break down the language and requirements.  There are materials for early years, the primary years, the middle years (coming soon), and the diploma (high school). 

To register for My IB, there are multiple steps, but it's not too difficult.  Here is a simple guide to help you get started. 

To register for My IB, go to the login page and register for an account with your personal email address.  This will allow you to take your account with you should there be a school or life change.  

​Once you are registered, your PYP coordinator needs to go into the school account to accept you as a member of the community.  Once this is completed, you will be able to enter the site.  

​Upon entering My IB, you will be directed to a dashboard with various icons.  Please note: your dashboard will not have the same icons as mine, because I have several roles in the IB.  You will not have access to the Workshop Resource Center, IBEN Central or the IB Exchange. 

The good news is you can apply for the IB Exchange icon to be added to your dashboard quite easily.  Once you are looking at this dashboard pictured below, scroll down to the bottom of the page to MY IB ROLES and click on MANAGE YOUR ROLES.

​
​Scroll down to SCHOOL ROLES and find TEACHER

​Fill out the registration form.  If you are a PYP Coordinator, click all the grade levels in your school, so you can access both early years and primary grade materials.  

Once you have registered, you should see the IB Exchange on your My IB dashboard within 24-48 hours.  If it takes longer, I suggest that you email [email protected].  They are quite responsive and should be able to sort you out quickly.  Once they have added the IB Exchange icon to your dashboard, it will look something like this. 

I hope this helps you with your My IB and IB Exchange journey.  There are heaps of resources and ways to connect to other experienced practitioners.  The IB identifies the author of each resource, so you can message them directly with your questions and connections. 

Welcome to the next phase of your learning journey!

As I reflect on 2024, I have made many mistakes that have helped me to grow as a person.  I took risks and it felt great.  I didn't always get what I wanted, but that is part of growing as a human being.  When we do finally get it, we will be a bit more appreciative or so I keep telling myself. 

For 2025, I want to reflect on something that I love about myself and something that can be improved.  We can all grow and it shows vulnerability and truth to admit them.  I'll begin. 

Our relationship with ourself is the longest lasting connection we will make.  Sometimes, we have to face ourselves and share what we like and need to change. 

• I am resilient with change.  I have a high tolerance of bouncing back after being hurt, disappointment, and setbacks.  I've had many in my life, but I know they help me to become stronger, even when my heart breaks. 

 

• I struggle to admit my fears.  Putting them out on paper helps me to sit with them.  We often create vision boards, but what about uncertainty boards?  I plan to put down my fears, so I can figure out how I might tackle them, instead of pretending they don't exist into 2026. 

I want to find a healthy balance in my social health.  I tend to squirrel away on the weekends after a long work week and chat with my friend Netflix.  I'm trying to figure out what is the next best step. 

• I am quite a caring person.  I like to help others feel at ease in social situations and connecting people together.  It makes my heart happy when I see new friendships flourish.  
  

• Because I am a caring person, I tend to get hurt when others are not equally invested in me.  In a way, I put expectations on them that are outside of their comfort zone.  I need to get better at reading people and their intentions, before investing whole-heartedly. 

Sometimes,  I take things too personally.  I listen to external voices tell me what I can and cannot do.  I am trying to listen to the only one that matters, which is my gut instinct.

• I have overcome my fear of sharing my ideas with the world through my podcast, blogging, and videos.  It took a long while to get over the sound of my voice, the look of my body, and aging.  Now, I focus on the message that I am sharing and try not to consider the rest. 

• I get too invested in social media outside of work.  I need to find a balance where I post and interact, but do not internalize messages that distract from my purpose.  I will put myself on a social media allowance each day, so I am more wired into to the world in front of me and not on a screen. 

To be honest, this process of highlighting a strength and growth area has been cathartic.  I needed to get these ideas down and hold myself accountable.  Once I get home from my winter break, I plan to sit for awhile to map out how I might reach each goal area. 

Are you willing to be vulnerable do the same?  I guarantee that you will feel much better on the other side and it won't feel like a list of your shortcomings, but ideas to help you to move forward. 

After my post yesterday, I received a lovely message from Barbara Bray.  Apparently, the Crosswalk for Learners has been updated, since the release of her book, How to Personalize Learning.  I must have missed this update, so I am sharing it with you now. 

The Crosswalk for Learners now reflects voice, choice, engagement, ownership, and motivation.  Below is a picture of the new learning tool.  You can find your copy here. 

In addtion to the Crosswalk for Learners, you will find individual posters for each, which I have used and adapted in my practice.  Barbara is very giving of her time and resources, which is one thing I love about her. 

​Please check them out and let me know what you think. 

​As I was reflecting on learner agency for specialist and supporting teachers, I came across an interesting document by Barbara Bray and Kathleen McClaskey.  I regularly follow the work of Barbara, because she has so many interesting ideas about learning, particularly regarding agency.  

In reading the post, I was suprised to find seven elements of agency, since most only refer to voice, choice, and ownership.  The broader range of elements really delves into what learners need in order to feel comfortable to show independent thinking and doing.  The seven elements are in alphabetical order: 

• choice
• engagement
• motivation
• ownership
• purpose
• self-efficacy
• voice

As you look at this list, which area(s) do you think is the easiest to implement in your practice?  Which one(s) will take the longest?  

Barbara and Kathleen created Crosswalk of the Elements of Learner Agency across the Stages of Personalized Learning Environments, which examines the seven elements of agency and how they support the development of a personalized learning environment.  It is a wonderful success criteria that helps teachers to examine where they are currently (teacher-driven, learner-centered, or learner-driven) and where they want to go next. 

Additionally, you can find resources about personalized learning on their website.  To access the website, scan the QR code. 

Something to consider as we enter in 2025. 

I believe that agency is a huge part of getting learners to read on their own.  Not everyone is going to want to read about cats, fairies, and monster trucks.  We need to provide a variety of reading materials, because everyone has different preferences.  The important thing is to get learners reading on their own and doing it as much as they can. 

This year, I've seen my learners turn the corner from being reluctant to avid readers who explore various topics.  This is the power of agency. 

I am striving to build a bit of balance into my life, I say this as I am blogging on Christmas Eve.  :)  

One of the things that gives me absolute pleasure is European Christmas markets.  I began my obsession with them during the four years I lived in Koeln, Germany beginning in 2009.  What a place to get introduced to markets!  

Now that I live in Europe again, I had to continue my quest to visit more markets and see beyond Koeln.  To be honest, they will always remain my favorite, because of four beautiful, difficult, and growing years.  They are part of the fabric of my life's journey. 

Did I make Traveling Teacher videos?  No.  I was so enthralled by the experience that I completely forgot. This must be what it means to enter your second childhood. 

I was fortunate to visit three markets in Belgium: Bruges, Gent, and Brussels.  Some people might want to compare the Beligan markets to German, but there is no point.  They are two different countries with constrasting cultures.  The things that I found were the same: good food, glühwein, and handicrafts.  

In Germany, I was able to go back to Köln, but it was jam-packed.  I could barely walk in Heumarkt and Neumarkt.  It was not fun.  I realized that when I lived in Germany, I would avoid the weekends, which made it so much fun. 

On the flipside, I was also able to visit Aachen, München, and Garmisch-Partenkirchen.  I was fortunate to find lesser populated spots in each of these markets and really enjoy the environment.  There is something magical of being cold, drinking a hot beverage, and being amongst people.  

Seven markets in total is amazing.  Next year, I plan to visit Stuttgart, Weimar, Strasbourg, and Vienna.  I can so do this!

For those who don't celebrate Christmas, these markets are still fun.  There are non-alcohol and veggie options.  It's about being together, celebrating happiness, and enjoying the season.  

More the merrier, I always say!  Join me next year for more market mayhem. 

As a child, I remember singing I Heard the Bells on Christmas Day with my grandparents at their Sunday service.  This particular hymn struck me, because of these two verses.

I heard the bells on Christmas day
Their old familiar carols play
And mild and sweet their songs repeat
Of peace on Earth, good will to men

And in despair I bowed my head
"There is no peace on Earth, " I said
For hate is strong and mocks the song
Of peace on Earth, good will to men

As I say goodbye to 2024, I have two choices.  Do I focus on the sweet songs that lift me up or look towards the hate that mocks my happiness?  Either choice will determine how I progress into the next year. 

For me, I want to remember the sweet songs that repeat in my ear of peace on earth and good will to men.  There have been many challenges in my life during this year that I will never forget.  But, there were many small moments of sweetness that helped me move forward.  
​
As an eternal optimist, I believe that good prevails in the world and there is still more good to be done.  This world is not perfect, but every good act helps lift up someone else. Let us find the joy as we finish out 2024 and look brightly towards the uncertain future. 

One thing we don't talk about is Holiday Blues.  It's an unwritten rule that people must be jolly during the Christmas season.  What if you aren't feeling jolly?  How are you supposed to act during the happiest time of the year? 

I'm a pretty jolly person, because some years it can be really tough for me.  I lost my mum six years ago and the last time I really spent time with her was at Christmas.  The holiday was a big deal in our home.  Even the bathrooms were fully decorated.  Nothing made my mum happier than being able to spread Christmas cheer to her friends and neighbors. 

Some years, I just want to be a humbug.  I want to curl up and watch nonstop Hallmark movies, eat lots of unhealthy snacks, and lock out the world.  Once you've experienced years of magical Christmases, it's really difficult to go back to mediocre. 

How do we help the humbugs in this world?  We give them space to breathe and work through their emotions.  We let them know that we are nearby should they need a shoulder to cry on.  Sometimes, this is the only thing we can do. 

Here's to a holiday season of grace, kindness, and friendship. 

In follow up to Day #9, I have been thinking about what I want my walls to look like.  Naturally, they are going to be reflective of our learners needs and desires.  This is number one.  But how do I make this happen? 

When I was a full-time trainer, I came up with the idea of an inquiry tool wall.  I wanted a place where I could place all of the mind maps and thinking routines that we explored together.  WIth time and practice, I wanted my learners to self-select the various tools they would use to answer complex problems on their own, leading to personal inquiries.

When discussing this idea with my third-graders, they were eager to get started with this process.  They shared that the tools helped them to solve problems easier, but they were still quite challenging at times.  What I heard...we are in productive struggle when we use these tools.  Win-win. 

My first wall was the mind maps.  These were easier to use, because my learners were already familiar with them.  The next step, we discussed their purpose, which is to organize ideas, so we can make meaning.  This was a huge concept that many of my learners had not considered before.  It's been wonderful to see them use the mind maps with the purpose of organizing for meaning.  

We are still growing in our practice of mind maps.  By the end of the year, I hope to have six to eight different mind maps in use that are regularly used to think, chat, and create. 

The next area that we have been working on is thinking routines.  This has taken a bit longer, because they've never used them before.  By the end of the year, I plan to introduce six to eight different routines.  We have been using See Think Wonder and See Wonder Think.  It's been quite magical to see my learners get so connected with these tools.

With time, I want my learners to mix and match between the mind maps and thinking routines, so that it's a fluid process.  In my opinion, this is what it means to support agentic thinking.  

Watch this space for the evolution of my walls. 

For a long time, I felt the pressure to make a pretty classroom.  I remember veteran teachers advising me to create a space that is comfortable, since I spend most of my time there.  Make it my home away from home.

In some campuses, there was an internal competition to see who could create the most asthetically pleasing classroom.  I admit it, at times I felt the pressure to conform.  It's real.  Schools want pretty looking classrooms that they can showcase to prospective parents. This made me frequently ask this question.

WHOM is the classroom designed for? The teacher or the learners?

This classroom below represents a trend for teachers to create a classroom that reflects a theme, in this case it's all about creating a farmhouse motif.  I don't have a problem with a theme, but it's about the design. Notice all of the pre-printed materials that can easily be put up with little or no reflection of the actual learning happening in the classroom.  This is what makes it difficult for me. There is little or no reflection of the learners in the learning space design.

Some of you are probably thinking this classroom looks extreme, but I have passed many that have looked this way.  All I see...this is the teacher's classroom and the learners are welcome to visit, but they will not have a say in how it is designed. 

Here is a more realistic display within an elementary/primary classroom.  There is a bright display with a shared calendar and a center of organized materials. I love the organized materials part, because it allows for learner independence, but these questions still keep popping up in my mind.

• Who decided the display design?  What is it's overall purpose?
• Who chose these materials?  Why them and not others?
• What is the goal of this space?  

On a positive note, I do see some learner-created artwork to the right, which means they have some creativity in the day.  The thing I am focused on is this, how responsive is the learning environment in meeting the needs of the learners? How do the walls speak about their learning journey, rather than the teaching journey?  

This is a continual struggle as we pivot from teacher to learner-driven experiences.  

I get to visit many schools as I present IB workshops and each of them leave a different impression on my heart. At Shu Ren International School, I felt like I was meeting long lost family again.  These educators were so full of passion and love of learning, which was evident in their level of enthusiasm for the PYP programme.  It's been 18 months since I've had the chance to meet them, yet they still manage to shape the corners of my mind.  

Take a peek at this video to learn more about this fabulous school in Berkeley, California. 
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Levi Allison, a friend of mine, challenged a group of us to ask ChatGPT to create an image that reflected the prompts we have used so far.  Can it create an image that reflects the essence of who we are and what we value.  Here is mine.  

I never knew that I was a latina.  ChatGPT must know something that I don't.  :)  I do agree that I love to share my voice through my podcast.  

What does ChatGPT say about you? 

​As I've been traveling the world, I've had to face many obstacles along the way.  In September 2023, I was headed to Brussels to spend the fall working in Europe and Africa.  My first leg to JFK was massively delayed and I ended up missing my connection to Brussels.  Thankfully, Delta Airlines was so accommodating and booked me on the same flight the following evening. 

As a result of the interrupted flight, I had to quickly find a place to stay in the nearby area.  Due to the heavy storms, all of the airport area hotels were booked.  I had to go farther afield to Long Beach, NY.  

What seemed like a terrible disaster at first became a new adventure.  I stayed in a marvelous room in a lovely hotel.  The staff were so welcoming and accomodating.  I spent the next day walking up the beach board walk and eating lovely seafood. 

In this situation, I had two choices: complain about my situation or turn it into an opportunity.  When we turn it into an opportunity, we become resilient.  We learn to manage our obstacles and setbacks with grace and see the bigger picture. 

Did I complain in the beginning?  Of course, I am only human.  But, I quickly realized that the situation could have been much worse, like sleeping in the airport for 24 hours without a warm bed or shower.  

How are we teaching our learners about the importance of resilience in managing the difficult moments?  Where are there opportunities within our curriculum to discuss times when things do go our way.  

Something to think about when planning your next unit or lesson plan for the week. 

One of my connections on LInkedIn posted their year in review and it made me curious about what AI would say about me.  Here is what it summed up after a year of posting my thoughts, dreams, and hopes for education. ​

I found it interesting that this quote was the one that resonated with people the most.  I know that I am very aware of my humanity and consider every day how I might leave this world a brighter place. 

What does your LinkedIn Rewind say about you? 

The beautiful thing about inquiry is that it's different for every person.  There are common threads that join inquiry-rich experiences, but people can use a wide variety of strategies and tools to get there.  

How do we know that we are doing it correctly? 

​In my personal opinion, I don't think there is a correct way to use inquiry in your classroom.  There are many models, strategies, and tools available, but it's up to teachers to decide with their learners what is the best fit. 

I believe inquiry is happening when learners are engaged in their own thinking and are able to share their ideas with others.  They pose questions, make predictions, experiment, give examples, and reflect on their experiences.  The learners are doing the thinking, planning, and preparing, not the teacher. 

Because inquiry is not one simple task or pathway, it can be intimidating for many teachers.  I understand this whole-heartedly.  It was difficult for me to let go of control in the beginning.  I was worried if I was "covering" all of the content by the end of the year.  What I didn't realize is that learners acquire more understanding when they apply the things they are learning in their own way. 

How can I begin? 

This year, I've struggled with my neurodivergent learners to create a scaffold that helps them understand the big ideas of what they are learning.  One of the ways I've attempted to address it is through a shared inquiry process. 

My class thought three skills started off the inquiry process: observe, question, and play.  Some learners observed something, which would bring about a question that needed to be tested.  While others played with materials, which sparked a curiousity through observations. Althought they were happening simultaneously, different skills emerged for each learner based on how they process information. 

Just like the onset of an inquiry, we decided that planning and predictions were open for interpretation.  Some learners need to make a detailed plan of how they will explore the question or observation.  This process helped them to come up with a prediction of what might happen in their inquiry.  While others made predictions on prior knowledge and then made their plan.  

Similarly, we created analysis and conclusions in the same way. 

Where Next? 

Inquiry is still a process for my learners.  They are still becoming comfortable with leading their own learning, because it's a new experience for them.  This is quite understandable.  

By the end of the year, I want them to experiment with the process and create their own unique pathway.  I'm going to present some shared inquiries with a conclusion from prior learning and determine how we might move forward by creating a plan or prediction.  Then, consider what types of questions will they ask, observations they will make, and things they will do to come to a deeper understanding.  I literally will flip the process on its head. 

Why would I want to do this?  I want my learners to realize that it doesn't matter what order they use, but it's the connections that matter more than anything.  We want to inquire out of curiousity and not to a particular order of a cycle or system.  

Welcome to our seventh episode in our series for specialist and supporting teachers.  This has been a passion project that has been frequently delayed with my return to the classroom, a school-wide adventure camp, International day, the IB global conference, a trip to London (my favorite city in the world like so many others), and a workshop in Dubin, Ireland with the Nord Anglia school.  As I go through this list, I am excited, yet invigorated at the same time. 

One of the things that surprised me within the past few months is the connectivity this podcast has given some people.  I met several people at the global conference who mentioned how much this podcast has meant to them.  Thank you for sharing.  This has always been a passion project to help others and it truly warms my heart when I hear your stories. 

These interactions made me curious about the reach of the podcast today and I was quite surprised by the results. Here are the top five cities within its reach of all time.

• Melbourne, Australia
• Sydney, Australia
• Singapore
• Mumbai, India
• Dubai, UAE

As I looked through these locations, it really warmed my heart.  Melbourne is where I learned to find my voice as an adult.  The place where I discovered my unique self and found mates who I will forever cherish like Kelly Thong, Angel Trudgeon, and Greg Woodford.  Singapore was my main stopover for many years and I came to love their Dr Scholl’s massage parlor and day trips into the city.  India is where I learned about the beauty of color and the continual celebration of life through gratitude.  Dubai is where I found the educator within me.  It’s the safe place that helped me to grow and try out new things, even if I made mistakes.  I dusted myself off and tried again.  Thank you lovely listeners.  Your cultures truly helped me on my life’s journey and I can’t wait to return to create new memories. 

Next school year, I would like to return to the region to share ideas with fellow educators.  If you are interested in participating or hosting, please contact me via my website www.thinkchat2020.com.

​As we finish going through this series, I would like to weave in some tidbits that I’ve learned along the way and apply it back to your role as a specialist or supporting role educator. 

This episode, we are going to take a moment to pause and reflect on what we have explored so far and take it a step deeper.  This challenge will focus on what we know about agency and inquiry in the specialist and supporting role.  

As I’ve returned to teaching, I have been on the constant search for ways to bring about more agency in my classroom.  It’s difficult when we live in a world with so many pre-printed materials and lesson plan ideas that make teaching more interesting with very little planning on our parts.  I don’t know about you, but this is difficult to resist resources on Teacher pay Teachers that look engaging and they are ready to go. 

As you consider your practice, how much of the learning is driven by your learners and not by you? Take a moment to examine a recent week of teaching and/or supporting learning
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• What materials did you use?
• Were there opportunities for your learners to use a wide-variety of materials?
• How flexible were the learning processes and products? 
• Are there opportunities to change the process and product?

Something that has been continuously on my mind as I prepare my units of inquiry and lesson plans is control.  Control can be a drug to some teachers.  It’s the power to shape young minds of tomorrow.  That is a heavy burden that has been placed on our shoulders.  At the same time, if we do not share this burden with our learners, it will not adequately prepare them for their future, which is quite uncertain at this point.  

To aid in the process, we need to reflect our need to be the sage on the stage, the keeper of knowledge, and the creator of dreams.  Instead, we are a provocateur, we set the stage for learners to discover the world in their own way and on their terms.  This is where learning becomes truly powerful. 

Let’s take some time to evaluate our practice. 
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• Do I control everything?  
• Do my learners control everything?  
• Is there a half-way point where we share the decision-making? 
• Who is doing the talking, thinking, and doing?  Is it me or my learners?

These questions matter, because they determine what the learning will look like in practice. 

When we consider the learning in our classrooms and roles, what is the primary purpose?  This may seem quite simplistic, but the goal of the learning is just as important as what is being explored.  The goal will determine if the teacher is being the expert or the learners are gaining expertise in various skills and ideas. Here are questions I ask myself. 
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• What are my learners doing to connect to the prior knowledge?
• How am I using this information to guide my lesson and unit planning?
• What questions am I using to provoke, deepen thinking, and bring about reflection?
• How do my learning engagements incorporate the approaches to learning and learner profile attributes? 
• What are different ways that learners are inquiring into their ideas? 
• How have I modeled different products and processes? 

Take a moment in this challenge to reflect on agency and inquiry in your context.  This is the foundation for the next steps and we need to consider how they uniquely weave in our practice.  

​Every culure has certain traditions that they love.  Mine is Secret Santa.  What is that you ask, it's where we select a name of a colleague and we buy them several little gifts that reflect who they are.  We have to inquire about their likes, dislikes, and passions.  This takes effort.

Pictured below are socks my secret santa bought for me.  They are so me, which is why I'm willing to show my feel.  

What is one of your favorite holiday traditions?  Why is it so special to you? 

As I was reviewing pictures from the beginning of the year, I realized that I had completely thought about what my process what before setting up my essential agreements and unpacking the central idea.  When we are stuck in the work, it's difficult to think beyond, especially if you are reflecting backwards.  Here's my attempt to recreate those early moments. 

I decided from early on that I was not going to set up my classroom on my own.  If I truly wanted to have an agentic classroom, I would need my learners to help me make design decisions. I decided to push the desks and chairs to one corner of the room until the first day of school.  Nothing was on the walls, even for parent open house.  I made it clear that I wanted to create a space where the learners felt empowered to make decisions about the environment and their learning. 

At the same time, I knew I need to get my materials together, so they aligned with the big ideas from my units of inquiry.  My school purchased the Fountas & Pinnell classroom library kits and I wanted to use them intentionally.  I matched the genres, purposes for reading/writing, and the central ideas of the units of inquiry to choose my titles.  

For instance, we are currently learning about the transition between narrative fiction to realistic fiction as a bridge to nonfiction.  The books available in this series include biographies, relatable realistic fiction stories, and expository texts.  This range of titles has helped my learners to see how we go from facts to fictionalized stories.  This has been powerful. 

Here is an example of how the texts are displayed in my classroom.  I brought titles from home that are just for fun.  Learners have a range of titles to read when they are looking for something beyond Raz-Kids or Epic Books. 

One thing that has changed for me is involving the learners in every design decision, not just about learning.  We are constantly in dialogue about what is working within our learning environment and how it can be improved.  

It's still a work in progress, which is why I am attending the responsive learning environment workshop with Sean Walker and Anne van Dam in January 2025.  I don't want to be good, but I want to be better. 

One thing that made my heart burst one day was seeing how well my learners were able to self-manage without me being present.  These small moments are what you hold onto when it feels like nothing is working out.  My kiddos were struggling with organizing their materials, but they finally figured it out. 

In many countries in Europe, young children receive their Christmas presents on Dec 6th or better known as St. Nicholas Day.  This is the day that St. Nicholas brings good girls and boys presents to reward them for being good all year long.  Commonly, chidren are given little presents and sweets to eat.