I chose this artifact because it was helpful in bridging my connection of theories learned in ETEC 530 to the authentic context of my pedagogy and vice-versa. Still quite new to the International Baccalaureate's (IB) Primary Years Programme (PYP) at my new school in Suzhou, China, I naturally had the desire to quickly understand and integrate its philosophy into my pedagogy. Especially since I was still quite new to teaching through concepts and inquiry as well, I was quite interested on how the two complimented the constructivist theory I was learning in this course.

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The major links I found between the PYP and constructivism were: Learning sequences are grounded in authentic activity in the context of the learner (i.e. no textbooks); a focus on social construction of knowledge in the planning by teachers and learning by students; and, a strong focus on reflective practice. All of these aided by an Understanding by Design (i.e. backwards) approach to planning in the PYP which thinks about what you want the students to know first, then thinking of the learning sequences to get them to that understanding second (McTighe & Wiggins, 2012).