This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.
We understand the power of empathy. It can help us find a sense of belonging. It can help us cross boundaries in reaching those around us. It can help us process our past pain and understand the struggles of others.
Surely, such a powerful attitude should never be taken for granted where our students are concerned. Here are resources to help them investigate it.
Resource #1: Scarlett, by the STUDIO NYC
Resource #2: The Invisible Boy by Trudy Ludwig
Resource #3: If We Could See Inside Others’ Hearts
https://www.youtube.com/watch?v=Wl2_knlv_xw
Resource #4: Empathy by Brene Brown
Provocation Questions:
What is empathy like?
What is empathy not like?
What is the relationship between empathy and connection?
What are the different perspectives on a empathy?
How does a person’s ability to feel empathy change?
It was another day of library time in fourth grade. Most of my classmates headed to the fiction section. A few dared the dark musty nonfiction corner (I still have no idea why it was always so poorly lit in that corner!). And I went for the picture books. I just couldn’t get enough of the pictures, and I certainly didn’t have the patience to spend 20 minutes reading just one page.
So it had gone week in and week out — until that momentous day that my sweet librarian, Mrs. Lutz, chose to intervene. She had apparently noticed my quiet reading habits, and chose to step in to offer a challenge. And what could easily have turned me off from reading instead launched me into the world of children’s fiction and deepened my self-identity as a reader.
How did she strike that careful balance of providing challenge without judgement?
Here’s what she did not do:
Tell me the books I was reading were babyish or below my level.
Prevent me from reading books of my choice.
Here’s what she did do:
Listened to what kept me coming back to the picture books (the pictures, of course).
Shared some books that she loved (that conveniently included some pictures).
Encouraged me to keep stretching my reading muscles.
It can seem an impossible task to help our students stretch themselves while simultaneously honoring their choices. And while choice should ultimately take precedence for their personal reading, finding this balance can help students expand their view of literary possibilities.
A few weeks ago, our local library hosted Mac Barnett and Jon Klassen as they shared their newest book, “The Wolf, the Duck, and the Mouse.”
It was a 3-generational fan-girl geek-out.
Hearing authors read their own stories is always a treat…
…but having an illustrator demonstrating their process, too? For my young aspiring author/illustrator, it was nothing short of magical.
As we waited in line to get our copy signed, my daughter grew a little nervous. But as soon as we got up to the front of the line, she told Mac and Jon all about her large box of books she has created, and they told her to never get rid of any of them, no matter what anyone ever says (and that they still get ideas from stories they made as kids).
What I love most about AuthorLinks is it gives kids the chance to see authors and illustrators as real people. Suddenly, the idea of making a book isn’t some abstract fantasy, but one with concrete choices and steps and possibility. For this gift for my daughter, and for the gift for my future students with whom you can bet I’ll be sharing these photos and videos, I’m grateful! Thanks so much Mac Barnett and Jon Klassen, and authors everywhere who take the time to connect with kids.
There’s a reason that our first lessons on bringing detail into our writing often revolve around the 5 senses. There’s a rich, visceral connection we all make with our senses of touch, taste, sight, sound, and smell.
In this way, this week’s provocation can be a wonderful application for a writing unit, or else perhaps for science concepts such as adaptation, human development, etc.
Concept books — picture books centering on ideas like numbers, letters, and colors — can be tricky. So many seem to possess as much complexity and charm as this humorous example from comedian, Brian Regan:
“For some reason, we seem as a culture to think that precocious counting is more important than cultivating habits of thought like attentiveness, wonder, and eagerness to engage with ideas.”
All that said, there are plenty that evoke more thought, joy, and emotion than your run-of-the-mill concept book. If you’ve been searching for some recommendations that you’ll actually enjoy reading with your kids, this is the list for you!
Z is For Moose by Kelly Bingham and Paul O. Zelinksy
I couldn’t believe that the same artist who gave us the exquisitely illustrated Rapunzel brought this book to life. The playful and hilarious illustrations absolutely make this alphabet, and will have you rooting for Moose long before you reach Z.
Once Upon An Alphabet: Short Stories for All the Letters by Oliver Jeffers
As you would expect from Oliver Jeffers, each story is full of delightfully silly and surprising twists (I especially love the repeated appearances from certain characters…).
Doggies by Sandra Boynton
This is a counting book our whole family loves to read and listen to again and again — we all have our own way of making all the different woofs (I still think my “nnn…nnn…nnn…” is the best), and it never fails to bring smiles all around.
Press Here by Hervé Tullet and Christopher Franceschelli
A delightful and interactive composition that shares colors with a more unique approach.
Hippopposites by Janik Coat
Graphic design meets concept book here in a way that will keep kids (and you) turning pages to find out how else the author can picture a hippo!
The Turn-Around, Upside-Down Alphabet Book by Lisa Campbell Earnst
Always a fun book to handle and look at letters with new perspective.
The Day the Crayons Quit by Drew Daywalt and Oliver Jeffers
This hilarious story brings new perspective to the experiences of each color — from a crayon’s experience.
Antics! An Alphabetical Anthology by Cathi Hepworth
Though kids will almost certain know their letters long before they comprehend the word “Antics,” this is still one even older kids love visiting again and again.
One by Kathryn Otoshi
This beautiful story goes much deeper than simple numbers — it’s a fabulous read into bullying, friendship, and unity.
Brown Bear, Brown Bear by Eric Carle
Is any list of concept books complete without Eric Carle? I don’t think my kids and I will ever tire from the bouncy rhythm of this book.
This is part of a series of inquiry-based provocations for essential elements of the PYP. For more, click here.
I remember receiving a box of laminated cut-outs to display in my classroom which were intended to help remind us about our goals as teachers and learners using the International Baccalaureate (IB) PYP Programme — specifically, the 5 Essential Elements of the PYP.
Use of these cutouts went about as well as my feeble attempts to use Key Concepts questions (read that story here — fortunately, it does have happy ending).
In retrospect, I realize that my mind was in such a frenzy trying to “get it together” as a new teacher, I never had the quiet time necessary to sit and process in its entirety this more subtle approach to teaching and learning.
As I’ve continued to reflect on my experiences at a PYP school, and on inquiry in general, I’ve come to better glimpse how and why all five of these elements truly are essential. This week’s provocation is intended as an investigation on where they come into play for learners. (I will also plan on designing additional provocations based on individual essential elements in the future!)
Resource #1: The Potter, video by Josh Burton
Resource #2: Soar by Alyce Tzue via The CGBros
Provocation Questions:
What is the connection between a growth mindset and these essential elements?
Why are concepts, skills, knowledge, attitudes, and action necessary for learning? What would happen if one element was missing?
