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presents

F O R P Y P F A M I L I E S
T A B L E O F

CONTENTS

01 Introduction to the Virtual Learning


Toolkit for Families

02
Set up a learning space at home
• Workspace checklist and ideas
• School supplies checklist and ideas

03
Create daily and weekly plans to
supercharge routines
• Daily and weekly schedules with strategies

04
Create connections and check-in
on feelings with temperature cards
• Feelings and temperature cards
• Feelings journal
Establish Essential Agreements
for learning and sharing

05
• Infographic on virtual learning
expectations and space behaviour

• DIY essential agreements poster

06
Focus on holistic growth with the
Learner Profile attributes weekly
reflection tool

07
Create goals and monitor
progress with the Approaches
to Learning cards

08 Engage in inquiry with the


Inquiry question prompts

Disclaimer: The ideas presented in this resource have been developed


independently from and are not endorsed by the International Baccalaureate (IB).
01 Introduction to the Virtual
Learning Toolkit for Families

It takes a village to raise a child! Every parent, teacher and care-giver understands
the need for the entire community to come together for a child to grow in a safe
and healthy environment. As familiar structures and practices change due to the
pandemic, it becomes even more important for us to take on new roles as partners
and co-learners to ensure the wellbeing of our children and set a strong foundation
for learning. As we move into different forms of education, it is crucial for us to build
a common understanding and language and set ourselves and our students up
for success.

In order to build this shared understanding, we have designed this resource pack of 8
tools to be used at home or in the classroom. For each resource in the toolkit, we have
shared ideas and strategies for using them. This toolkit will enable you to:

• Ensure that you are ready to effectively set up a learning space at home with a
checklist for materials

• Plan and keep track of student learning with the help of daily and weekly planners

• Set clear behavioural and space expectations and procedures with the help of the
virtual learning infographic and template

• Focus on student wellbeing by engaging in activities, reflections and


meaningful conversations

• Support student independence and growth through Learner Profile Attributes,


Approaches to Learning and Inquiry-based reflection tools
02 Set up a learning
space at home
Checklist of considerations and materials to create a learning
nook at home

Setting up a designated workspace is one of the first and most important steps in
getting your child ready for learning. Most children thrive when provided with some
form of routine or structure to their day. In this constantly changing world, a
designated workspace will help provide this structure and help families set clear
expectations around learning from home. Even though it might be difficult for
everyone to assign a permanent spot, it is still important for children to identify a
particular room or corner as their ‘learning’ space.

Here are a few considerations to help families in identifying and organizing their
child’s workspace. Following these will give the student’s voice, choice, and
ownership of their learning space.

Get the workspace and materials


checklist to help you and your child set
up the best learning space at home!

Download Now!
8 things to consider when setting up a
learning space at home

Find an easily accessible area.


Your child should be able to go and
1 sit there independently. This reduces
work for adults and gives children a
sense of independence.

Make sure that the seating


is comfortable
The ergonomics of the learning
environment contribute to how focussed
and engaged your child is in their learning.
2
Identify or create a simple seating spot.
No beds, no lying down, no cushions,
no slouching.

Ensure that the space allows


for concentration
While assigning a workspace, it is
3 important to identify a distraction-free
location, one with the least amount of
traffic at home, and that has good lighting.

Ensure that technology is


set-up and running smoothly
You’ll need a device with internet
access, headphones, chargers,
4
webcam and speakers (if not in-built).
Pay attention to the background
It is important to ensure that other children
5 do not get distracted by your child’s
background. If you are unable to find a space
with a blank wall as the background, adding
a curtain or separator could help.

Set up a clock or timer

This will allow your child to keep track of


deadlines and online classes. For
younger children, you could set up 6
timers and alarms. Use a weekly checklist
or schedule to keep track of all the
assigned tasks.

Set up school supplies.


If possible, let this space be a permanent

7 home for all school-related supplies. This


will empower students to take ownership
of organizing and maintaining the space
and its materials.

Finally, co-create essential


agreements for the workspace.
Display the essential agreements in the
workspace as a constant reminder of 8
what are the best practices to follow in
this space. Use the DIY essential
agreement template to create one for
your space!
Workspace Checklist
Here is a checklist to ensure you and your
children are set up for success!

1. Quiet space with minimum distractions and


good lighting

2. Comfortable seating spot

3. Devices that are charged and at a good height for


the your child

4. Working webcam and microphone

5. Headphones

6. Printed login-credentials

7. School supplies and materials

8. Daily and weekly schedule

9. Timer or clock

10. Essential agreements poster

11. Your child’s favourite toys, books, materials


that make the space personal

Discuss this list with your child and encourage them to


add elements to it! Give your child the voice, choice, and
ownership of designing their own learning space at home.
Workspace Checklist
You can add your own items here

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.
School Supplies Checklist

It might seem daunting to try and replicate a physical classroom at home. While
schools and classrooms have different resources and manipulatives to drive learning
and inquiry, similar learning centers can be created at home with a few easily
accessible resources! Meaningful investigations and provocations can be created
using objects readily available at home.

Our checklist is created with 2 considerations in mind - most common supplies used
by teachers in a classroom and items that can be easily found in most homes and
neighbourhoods. Objects such as old boxes, newspapers and clothes are versatile
everyday items that provide students with multiple opportunities to explore and be
creative.

We have also provided ideas for loose parts that will allow younger learners to
engage in open-ended provocations and play experiences. These loose parts can be
used in multiple ways, be it for pretend play, art, or math! So the next time you get a
package, buy groceries or go to the park with your family, get this checklist out and
start collecting!

Get started with collecting school supplies

• Take a print of the School Supplies Checklist or keep it handy on a device!

• Play games such as Scavenger Hunts and I Spy to collect the resources in the
checklist below. Children can also curate their own list after reflecting on items
they can find, reuse, and recycle.

• Gather baskets, trays, and old shoe boxes to organize learning resources. Students
can decorate and label these organizers for easy identification.
School Supplies Checklist
Get started with collecting your school supplies with this checklist!

1. Papers - writing paper, graph paper, plain paper


of different colours and textures

2. Scissors

3. Glue sticks

4. Pencils

5. Erasers

6. Sharpener

7. Colours - colour pencils, multicultural and


regular crayons, paint supplies, markers

8. Laminated white paper or dry erase board

9. Dry erase markers

10. Ruler

11. Highlighter

12. Dice

13. Deck of cards


School Supplies Checklist
Get started with collecting your school supplies with this checklist!

14. Blocks, Lego

15. Old scarves, towels, dresses, shirts,


hats, jewellery

16. Bags, briefcases, pens, folders, clipboards

17. Loose Parts: sticks, stones, sand, shells, cardboard,


newspaper, wrapping paper, flowers, pinecones,
seeds, rolling pins, cups, trays, beads, straws, yarn,
scarves, old boxes, toothpicks, skewers

18. Ice cube trays or egg cartons

19. Bowls and Spoons

20. Notebooks

21. Weekly and daily planner

Co-constructing the learning space along with your child


will empower them to have choice and take ownership
of their learning and their materials. It will be an
opportunity for them to think more proactively about
waste-management, recycling, and becoming more
responsible members of the world we live in. Students
will also build learner profile attributes of being caring
and reflective!
03
Create daily and weekly
planners to supercharge
routines

Download our visual cards and planner to get started

In physical classrooms, many students would walk into the classroom every morning
and first look at the schedule for the day on the wall or board. Students thrive on
routines and providing a clear plan for the day helps them become familiar with
expectations and makes their day predictable. This predictability reduces anxiety
and allows students to feel safe. For many students, this year might be a combination
of synchronous and asynchronous learning, and therefore it is essential to encourage
students to create their daily schedule. Creating a daily schedule will foster a ritual to
make the learning day more effective. It will also go a long way towards easing
students’ transition to learning from home. As students create or co-create their daily
schedule, they will develop self-management skills and become responsible for their
daily tasks.

This template allows students to take ownership of their day by providing frequent
visual reminders.
How to create daily and weekly schedules

Make copies of the templates for your child and yourself. As

1 teachers do, you should model routines that you want your
children to demonstrate. Dedicate time every morning for you
and your child to fill in the daily schedule.

Discuss the progress on your goals at the end of the day. This

2 will provide an opportunity for students to talk about how their


day went and provide feedback to parents about how your child
is adapting to learning from home.

3 Encourage younger learners to illustrate and label their things to


do and agenda for the day while the adults scribe.

Dedicate a spot in your child’s learning space to display the

4 schedules. This will enable students to transition between tasks


independently, with little supervision from adults.

Download the daily and weekly


planner pack with intentional
routine cards to help children
make the most of their day!

Download Now!
Monday

Done Time Activity Done

Daily
Planner
Use the routine cards in the
following pages as prompts
for your child to fill their
daily planner!

Tuesday Wednesday

Time Activity Done Time Activity Done


Thursday Friday

Time Activity Done Time Activity Done

Saturday Sunday

Time Activity Done Time Activity Done


Learning Routine Cards
We designed learning, morning, and evening routine cards to serve
as prompts for your child to meaningfully fill their daily planner
Morning and evening
routines
We designed learning, morning, and evening routine cards to serve
as prompts for your child to meaningfully fill their daily planner

Eat Eat
Breakfast Dinner

Make Eat
Bed Lunch

Get
Dressed Go to Bed
04 Create
connections
Create connections and check-in on feelings with these
temperature cards and feelings journal

If you remember walking the lanes of a school, you might recall the warm greetings
exchanged by teachers and students or the high-fives at the door or the mindfulness
routines or the temperature checks during morning meetings. Students and teachers
might not be in the same physical space as each other, but now more than ever, we
need to focus on checking in on students' feelings, creating connections within the
classroom community and the home environment, and building trust.

We’ve designed these temperature cards to encourage students to begin identifying


their feelings as well as give teachers and families opportunities to have conversations
around emotions. Through meaningful conversations, students can begin creating a
bank of strategies that helps them regulate their emotions and seek support. These
cards could be used by teachers during morning meetings or at the end of the day,
to get a pulse on how students are feeling. We have designed activities to do at home
and in the classroom with these temperature cards to help students self-regulate and
share their feelings.
Temperature Cards
Print the temperature cards to use them at home and in class

Excited Sad

Happy Scared

Angry Nervous

Loving Calm
How to use these temperature cards

Unpacking feelings: Adults can introduce one feeling at a


time with the help of stories. Students can make text to self
connections and think about the feelings of the character, as

1 well as how they would feel in that situation. The Colour


Monster, The Feelings Book, When Sophie gets Angry, The
Way I Feel, Glad Monster, Sad Monster are a few examples of
books that can be used to unpack feelings.

Stack’em up: Stack these cards face down. Ask the child to

2
flip a card and share what makes them feel that way. Adults
need to model this for children as it helps provide them with
relevant vocabulary and normalizes their emotions.

Feeling of the day: Select a feeling card every day. Adults

3
can use their card to discuss what makes them feel that way
and co-create strategies that would help overcome these
feelings. Display these strategies at a place easily accessible.

Reflect on your feeling of the day: Ask your child to pick

4 their feeling of the day. Encourage them to describe what


they feel and why they think they feel a certain way.

Make your feelings visible using a feelings journal: Use

5
the journal below to help students make their feelings visible.
By writing down how they’re feeling, they will be able to
mindfully think about why they feel a certain way and develop
strong self-management skills.
Feelings Journal
Journaling is a reflective process through which children can develop a deeper
understanding of their thoughts and emotions and gain a sense of self. This
powerful tool allows children to creatively explore and identify their emotions,
examine situations in hindsight and plan strategies to overcome challenging
situations. Maintaining a journal is especially helpful for children who find it
challenging to express their feelings and needs verbally. We’ve designed this
journal keeping both independent reflection and sharing opportunities in mind. The
tracker gives students and adults an opportunity to identify frequent emotions and
collaboratively create strategies to overcome stressful situations. The vocabulary
sheet is created to increase student vocabulary while giving them an opportunity to
express themselves in the best way possible. Individual reflection sheets can be
used by students to illustrate and write about their experiences.

How to encourage journal writing


• Make copies of the journal for each member of the community. Watching adults
express themselves through journaling will inspire students to try that themselves.

• Discuss the importance of keeping a journal. It is important to introduce journal


writing as time for private reflection, as this allows students to feel safe while
sharing their experiences.

• Allocate time at the end of every day for journaling.

• Get creative! Encourage students to illustrate, doodle, write, and find different
ways to express themselves.

• Allow students to share only what they choose to. Encourage students
to share their conclusions, learnings and overall reflections and use the emotions
tracker to identify overarching emotions. We have outlined a few conversation
prompts to help start this conversation.
Writing prompts for the Feelings Journal
Here are some things I can think about when I am writing in the feelings journal

How did you feel today?

What made you feel _________ today?

Which feeling did you feel the most this week? Why do you think
you felt _______?

What could have happened differently to make you feel better?

What did you do when you felt angry/ sad/ afraid/ nervous? What strategies
did you use to feel better?

What can you do differently if you feel ________?

How can I help you feel better the next time you feel ________?

Use this personalized journal


to keep a track of your feelings
and experiences, everyday!

Download Now!
___________________________’s

Feelings
Journal
Feelings
Vocabulary

Vocabulary

Happy- delighted, joyful, elated, pleased, cheerful

Sad- upset, unhappy, depressing, dreary, dismal

Scared- afraid, frightened, alarmed, terrified, panicked

Loving- affectionate, friendly, loyal, generous, thoughtful

Nervous- anxious, apprehensive, uneasy, hesitant

Angry- frustrated, mad, furious, irritated, tense

Calm- relaxed, soothing, serene, unwind, rest

Excited- surprised, inspired, jumpy, energized, motivated


Feelings
Journal
Today I felt because
Feelings
Journal
Feelings
Tracker
Refer to the feelings vocabulary & colour the
circles corresponding to emotions you experience each day

Monday

Happy Sad Scared Loving

Nervous Angry Calm Excited

Tuesday

Happy Sad Scared Loving

Nervous Angry Calm Excited


Wednesday

Happy Sad Scared Loving

Nervous Angry Calm Excited

Thursday

Happy Sad Scared Loving

Nervous Angry Calm Excited

Friday

Happy Sad Scared Loving

Nervous Angry Calm Excited


Saturday

Happy Sad Scared Loving

Nervous Angry Calm Excited

Sunday

Happy Sad Scared Loving

Nervous Angry Calm Excited


05
Establish Essential
Agreements for learning
and sharing
Use our virtual learning infographic and essential
agreements template

When teaching students face-to-face, teachers spend the first six weeks focussing on
fostering routines and co-constructing expectations that will set the class community
up for success! In the virtual learning setting, it is ever more important to do just that -
be organized, be predictable, be familiar, and be simple. With our duo - the
infographic on virtual learning and space behaviour and DIY Essential Agreements
poster, parents and teachers have the opportunity to discuss important expectations
for learning from home.

Infographic on virtual learning expectations and


space behaviour
Use our infographic on virtual learning and space behaviour to discuss the concept
of digital citizenship, rules and (n)etiquette of online learning, and similarities and
differences between physical and virtual classrooms.
Virtual Learning

Safe
Keep your information safe

Materials
Gather all your materials before
getting started

Ask
Always check with an adult
before working with technology

Respect
Remember to be kind and patient
when learning with others

Tell
Talk to an adult if something
upsets you

Space
Sit in a quiet and comfortable
space while learning
Questions to consider before creating your
Essential Agreements

Who is a stranger? What should we not tell a


1 stranger? Are there strangers online?

2 How do you want to feel while in a virtual class?

How do you want to learn during virtual classes


3 and home learning?

Watch videos online about internet safety and


4 deep dive into the topic

How can we show respect to the speaker when in


5 a virtual classroom?

What can you do to keep yourself safe while


6 learning online?

Why is it important to ask an adult for help


7 during learning from home?
DIY Essential Agreements Posters
At the start of the year, students in PYP classrooms create their Essential Agreements -
a set of co-created statements that function as reminders and reinforcers for a safe
and positive learning environment. Our DIY Essential Agreements Poster can be used
by students to reflect and co-create their very own poster of key expectations for their
Home Learning Space. To meaningfully design essential agreements, teachers,
students, and parents should start by discussing why it is important to remain safe and
focused while learning online. Below are prompts that can be used by teachers and
parents to support students in making their own Essential Agreements.

Prompts to discuss and co-create essential


agreements

These would be used by the teacher in the virtual classroom and can be used by
parents to have a deeper conversation about creating a safe and positive learning
environment.

Synchronous Learning

1. How do we want to feel when we're with one another?

2. How will we respect one another and participate without teachers controlling mute
buttons, or students going off-screen/camera moving around?

3. How will we communicate our ideas and give feedback using chat and comments?

4. How can we signal that we may need to leave the screen?


Asynchronous Learning

1. How do we model guided discovery on technology?

2. How and when can we communicate with our teacher?

3. What are we going to do when we get stuck or frustrated at home (develop


self-reliance strategies)?

4. What makes a good space for home learning?

5. How can I co-create a routine with my caregiver to support my home learning?

Teachers should give students the voice to be able to share the points they believe
are most important. As a class community, teachers and students will decide on 4-6
key points that may feature in your Essential Agreements.

As parents, you should empower students to use the Essential Agreements template
to create their version of the poster for their Home Learning Space. Younger students
should be encouraged to draw and the adult can scribe the agreement for them.
Make sure they sign it and make it official :) Ask them to put it up in their space and
take a photo to share with the class.

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__________________________________’s

Essential Agreements

* I here by agree with the terms & conditions of this agreement

Signature here
06 Weekly Learner Profile
Reflection and Goal-Setting

Reflecting on and developing on the IB Learner Profile Attributes

Learner Profile Attributes Weekly Reflection Tool

The IB Learner Profile represents 10 attributes that help students become responsible
members of the society. By engaging in learning experiences of local, national, and
global significance, students develop international mindedness and become
action-taking individuals. To provide students with opportunities to develop the
Learner Profile Attributes that go beyond the classrooms, we have designed
intentional tools for reflection and inquiry.

Create a weekly routine to reflect on the Learner Profile Attributes using the PYP
Learner's Notebook
PYP Learner's Notebook
Circle the Learner Profile Attribute you demonstrated
this week & elaborate on how you showcased it.

Inquirers

Open
Minded

Knowle-
dgeable

Caring

Thinkers
PYP Learner's Notebook
Circle the Learner Profile Attribute you demonstrated
this week & elaborate on how you showcased it.

Risk-Takers

Commu-
nicators

Balanced

Principled

Reflective
How to build a shared understanding of the Learner
Profile Attributes at home!

• Deep dive into the Learner Profile Attributes Trailblazer Posters. You can also make
them visible by printing them and putting them up in your child’s room.

Use the Trailblazer Posters to


deep dive into community
members who demonstrated
the Learner Profile Attributes!

Download Now!

• Share what it means to embody these attributes. You can talk about what
it looks like, feels like, and sounds like to be caring, to be a risk-taker, to
be an inquirer, and so on.

• Discuss other trailblazers you or your child would want to add to the
current posters. Encourage your child to make their own version of the
Trailblazer Posters too!
07 Develop your ATL skills
through reflection
Create goals and monitor progress with our Approaches to
Learning duo

The IB Approaches to Learning are 5 interrelated skills aimed to support children of all
ages become self-regulated learners who know how to ask good questions, set
effective goals, and pursue their aspirations with the determination to achieve them!
The Approaches to Learning or ATLs build the foundation of the PYP along with the 7
key concepts, 6 transdisciplinary themes, and 10 learner profile attributes. The
Approaches to Learning include Thinking Skills, Communication Skills, Research Skills,
Self-Management Skills, and Social Skills.

When students are learning at home or learning from home, the IB Approaches to
Learning can provide a strong framework for students to set their own goals and
reflect on their goals. We’ve designed simple goal-setting cards that use the
vocabulary of the IB Approaches to Learning. Students can use the “I can” statements
to construct their goals and actions, track their progress, reflect on the ATLs, and in
turn take ownership of their learning journey.
How to set goals and use the ‘I Can’ cards

Students can use these ‘I Can’ cards to set their goals on each of the Approaches to
Learning categories. For communication skills, a first grader might write “I will
interview a family member so ‘I can’ learn to respectfully listen to other perspectives”.
She has successfully used the PYP vocabulary from our ‘I Can’ statement cards and
crafted a goal.

As parents, you can encourage your child to read the ‘I Can’ cards and set Approaches
to Learning Goals. Once the goals are set, you can engage them in ongoing
conversations about their goals! Please be sure to have fun with this process.
Encourage your child to set engaging and enjoyable goals! You can encourage them
to showcase their skills by taking photos, making videos, and sharing progress with
their teachers.

Teachers can co-create goals with students and assign learning experiences that
would help students achieve them. Teachers can get students to set a new goal at the
beginning of the week and reflect on their progress during individual check-ins
throughout the week.

Download your Approaches to


Learning reflection tool here

Download Now!

Toddle’s IB Approaches to Learning Adventures to do at home might provide a great


starting point for your children to start setting their own ATL goals!

These cards have been developed keeping all PYP students in mind. Teachers can
select cards keeping in mind their grade levels and learning opportunities.
Thinking Skills ‘I Can’ Statements
Use these to reflect on the approaches to learning skills
you demonstrated this week
Communication Skills ‘I Can’ Statements
Use these to reflect on the approaches to learning skills
you demonstrated this week
Research Skills ‘I Can’ Statements
Use these to reflect on the approaches to learning skills
you demonstrated this week
Self-Management Skills ‘I Can’ Statements
Use these to reflect on the approaches to learning skills
you demonstrated this week
Social Skills ‘I Can’ Statements
Use these to reflect on the approaches to learning skills
you demonstrated this week
My Approaches to Learning
Goals and Actions

My Thinking Skills Goals Reflections Using ‘I Can’ Statements

My Communications Skills Goals Reflections Using ‘I Can’ Statements

My Research Skills Goals Reflections Using ‘I Can’ Statements


My Approaches to Learning
Goals and Actions

My Self- Management Skills Goals Reflections Using ‘I Can’ Statements

Social Skills Goals Reflections Using ‘I Can’ Statements

Doodle your thoughts here


08 Supercharge inquiry with
our question prompts
Use our intentionally designed question prompts to make inquiry
a part of your home culture

“Inquiry” is the leading pedagogical approach of the PYP and the focus is on making
all learners “inquirers”. Inquirers are actively engaged in their own learning by asking
questions, exploring, wondering, experimenting, understanding what-ifs, and making
connections. If you were to walk into a PYP classroom, there would be a buzz of
questions and wonder in the air - “why are we using this tool? I wonder what if we
used… How could we….”. Questions from both teachers and students form the
backbone of an inquiry classroom. Teachers work hard to set up a culture of
questioning and explicitly use questioning strategies. Whether it be play, math or an
independent project, teachers continuously ask questions to encourage higher order
thinking to help make learning visible.

Our question prompts are designed to help drive inquiry, whether in school or at
home! These question prompts will prompt learners in all stages of their inquiry
journey, by provoking them to investigate, observe, sort and share their
understanding.
How to use these cards?

Students can take a print of these cards, cut them, and stick them

1
on popsicle sticks! Students should make sure that these inquiry
question prompts are always in their learning environment. They
can serve as a daily reminder for how to frame good questions.

As parents, you can use these question prompts to support


learning at home and extend it beyond the classroom. Use these
prompts with your child as they immerse in any kind of learning
or play. Your child might have just spent time reading a picture

2 book, you can use these question prompts to further their


thinking. Or you and your child are having a robust discussion on
dinosaurs, you can keep these inquiry cards handy and take turns
to raise questions. Empower your child to ask you questions using
these prompts.

As we begin to ask the right questions, we notice students getting

3 more curious, leading to an enriching and exciting learning


process both in school and at home.

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Inquiry Question Prompts to
Print and Use!
Inquiry Question Prompts to
Print and Use!
Inquiry Question Prompts to
Print and Use!
About Toddle

Developed by experienced IB educators, Toddle streamlines


planning, portfolios, assessments, and reports - all from
one beautiful interface. Toddle Community connects thousands of
PYP educators from around the world for exchange of best practices
and resources.

Visit www.toddleapp.com to learn more about how you can use


Toddle in your school.