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Guided Play resonates well with me,i think fun learning allows students challenge the boundaries without worrying about failure,with play,students are free to experiment new things while enjoying the process therefore promotes high level of creativity.
I am very interested in Passion as the energy needed to perform the other P’s, but I know it is not always the case where you identify your Passion so the other P’s can very much help to find that passion.
I hate grading so much that I decided not to work at educational institutions with grading systems but instead work at museums, libraries, and other places where one can teach/share knowledge but does not need to do grading lol
I’m interested in Projects, to be more precise in finishing them lol. One of my personal struggles is finishing projects. It’s easy for me get really passionate about something, to play with it and to involve or include peers, but finishing projects is a true struggle for me. Learning more about the projects process is one of my goals
I am curious about Play. Through research about free play, I came across Peter Gray. He is a psychology researcher and an advocate of learning through play. I truly believe that letting kids explore individually and with peers without constant supervision and structure builds skills like problem solving, self regulation and much more.
Peers Pressure, Peers peers learning, is most important in creativity thing and help to develop collaboration and cooperation
What a beautiful thing 
The P that I am most interested in is Projects! This is a way for me to measure play and visualize how play meets function!
Very cool and creative Play~
I’m interested in all four Ps and how they fit together. Play, projects, and peer I easily use in my learning environment. However, pulling passion from some students is difficult. They will play, work on projects, and help/teach their peers, but some have no drive for passion or creativity.
I’m currently most interested in passion.
Reflecting on my learning experiences that I most value, I noticed that interest and motivation have been important parts. When I’m passionate about a topic, it feels easier to focus on it, spend time on it, ponder it in my background mind, remember it, and overcome obstacles.
Consequently I’m curious to learn about ways to discover passions and, once they’ve been discovered, ways to magnify and maintain them.
When learning a topic, I think it’d be interesting to have a tutor specifically for the interest aspect. They can help you to understand why they’re passionate about the topic and help you to foster your own passion for it.
Play it’s my choice , because it requires engagement , propose and share an alternative to " reality" with others that also became players
Hi Victor, I taught IB PYP and IB Diploma Programme. I am familiar with IB MYP frameworks, but never taught this level.
I saw all four Ps pretty much equally distributed across PYP curriculum. Inquiry was at the center and naturally embodied all four Ps.
When I switched over to Diploma Programme, I noticed many of my peer educators were focused mostly on Project. The rest were a distant second. Peer/Passion (equally present, but more performative than authentic. Peers would just split the work to lessen their work load and then copy their group mates with no real interest in understanding. Passion was often relegated to student choice from a prescribed list which resulted in students choosing based on the least objectionable option rather than what inspired their individual passion), almost nonexistant was Play. The teachers seemed to think play was too time consuming and did not add value.
I am really glad to see you are making a point to infuse play into your MYP curriculum. I also try to keep all four Ps present. The one I am struggling the most with now is Peer because many students are having a difficult time allowing others to contribute, They are so invested that their own idea is the “right” answer that they are having difficulty listening to other perspectives and recognizing that there are many paths and many “rights” to develop an innovative solution.
My most favorite lessons (and how I measure success) is when the 4 Ps interlock and feed each other.
I want to focus on Peer a bit because I am observing lots of students recently struggling in this area (maybe due to isolated pandemic learning and they are just out of practice collborating). many students are having a difficult time allowing others to contribute, They are so invested that their own idea is the “right” answer that they are having difficulty listening to other perspectives and recognizing that there are many paths and many “rights” to develop an innovative solution.
There are so many Ps that have value.
I like Perseverance (as opposed to Persistence) and also Perspective.
I’m most interested in Play and Peers. As I’m working with adults, I often feel that we are super serious and often want to be professional and it kills playfulness that can encourage creative and more open approach to thins we’re learning. Then, when it comes to Peers - I feel that adults are often focused on their own development, especially professional development what can result in treating other people in the group (both trainers and other participants) as tools to gain knowledge and skills instead of thinking of the two-ways process of learning and being a group member.
@Yulia I’m interested in learning more about my own process too. Heard maker Sophy Wong speak about process and was so inspired.
She said she’d noticed that she gets to 75%-80% of the way through a project, and that’s her vulnerable point. At that point she’s learned so much, she realises she’d liked to have made a lot of project choices differently, starts doubting everything and hits a wall. She noticed this repeatedly happening and found her own way to handle this internal challenge - by telling herself “Oh, this is ‘that’ moment again!” : D
Play! of course, Over the years I have learnt that learning takes place easily when children learn by playing. Unconsciously, children learns everyday by playing. Learning does not become imposing when the learning activities involve playing. This also elicit creativity and problem solving unconsciously.
I’m particularly curious about passion. How to encourage my student’s passions while managing different interests among students? Also, how could I welcome their passions to our classroom and projects and still work within the specific academic goals required by the school?
Passion, I pick passion.
For you like to Play because games move you passion for imagination; you like to do things with your Peers because they are the answer to your passion for sociality; you like to work on Projects only when they light your passion to solve a problem you recognise.
Passion stands on top.