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![[BIS] Intro to PYP For Parents Sept 2012](https://cdn.slidesharecdn.com/ss_thumbnails/introtopypforparentssept2012-121002020241-phpapp01-thumbnail.jpg?width=640&height=640&fit=bounds)
IB PYP overview
- 1.
- 2. Horseshoe Activity Inthis activity I would like you to create a horseshoe. There will be 4 areas that you will be asked to stand in but you will get to choose. 1) New to PYP 2) Knows enough to be dangerous 3) Has a very good understanding and is ready to implement. 4) I can be considered an expert.
- 3. 3 Kinds ofInquiry 1. Personal Inquiry – Children completely in control. Their interests alone are the focus. 2. Collaborative Inquiry – Teacher and student collaboration. Teacher engages students but the focus of the subject is then agreed upon 3. Guided Inquiry – Teacher poses problem and students find answers.
- 4. Expert Groups Knowledge ConceptsSkills Attitudes Action What is the big idea or key question? How does your element impact on planning, teaching, learning and assessment? Where did you get your evidence?
- 5. The PYP Planner(Bubble Planner) Every grade level and every specialty is expected by IB to have a Bubble Planner created for each unit of study. The PYP planner consists of 9 stages that need to completed by all teachers who are involved with the planning. Stages 1-4 are completed before we begin the unit. Stages 5-9 are competed after we finish the unit (no later than 2 weeks)
- 6. 1. What isour purpose? To inquire into the following: transdisciplinary theme central idea Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Class/grade:Age group: School: School code: Title: Teacher(s): Date: Proposed duration: number of hours over number of weeks Central Idea The central idea connects to the theme and description. The central idea is the thing we want students to understand. It should be relevant enough to spend 6 weeks of teacher time; and should link to a real world issue/situation.
- 7. 1. What isour purpose? To inquire into the following: transdisciplinary theme central idea Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Class/grade:Age group: School: School code: Title: Teacher(s): Date: Proposed duration: number of hours over number of weeks Choose 3 concepts to guide the unit. The concepts will help us explore the central idea.
- 8. 1. What isour purpose? To inquire into the following: transdisciplinary theme central idea Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Class/grade:Age group: School: School code: Title: Teacher(s): Date: Proposed duration: number of hours over number of weeks To guide the inquiry, we also use 3-4 lines of inquiry to guide and focus students through the 6 weeks.
- 9. 1. What isour purpose? To inquire into the following: transdisciplinary theme central idea Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Class/grade:Age group: School: School code: Title: Teacher(s): Date: Proposed duration: number of hours over number of weeks Teachers questions are ‘concept’ questions of the lines of inquiry
- 10. 1. What isour purpose? To inquire into the following: transdisciplinary theme central idea Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Class/grade:Age group: School: School code: Title: Teacher(s): Date: Proposed duration: number of hours over number of weeks Teachers should model asking ‘concept’ open- ended questions throughout the unit.
- 11. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? How do we know what students already know? What activities will we do to find out our students’ prior knowledge?
- 12. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Formative (continuous) assessment. How will we know if students are learning as we move through the unit?
- 13. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Formative (continuous) assessment. How will we know if students are learning as we move through the unit?
- 14. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Learning activities that we will do throughout the unit to explore the central idea
- 15. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Activities and assessments are planned by all teachers, taught by all teachers and assessed by all teachers.
- 16. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Focus on the specific skills that can be practiced during the 6 weeks.
- 17. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Attitudes and Learner Profile: which characteristics will students experience and how?
- 18. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? List specific resources: print, multi-media, internet, people and places in the school.
- 19. 3. How mightwe know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Provoking interest: how will we decorate the classroom? Where will we take students outside the school to further their understanding?
- 20. 6. To whatextent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme? 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: develop an understanding of the concepts identified in “What do we want to learn?” demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection. Was the unit a success? Did students show understanding of the central idea?
- 21. 6. To whatextent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme? 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: develop an understanding of the concepts identified in “What do we want to learn?” demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection. How could the teaching team improve the unit if it is taught again?
- 22. 6. To whatextent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme? 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: develop an understanding of the concepts identified in “What do we want to learn?” demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection. Record the most successful parts of the unit – the best activities and learning experiences.
- 23. 6. To whatextent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme? 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: develop an understanding of the concepts identified in “What do we want to learn?” demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection. How did the students show understanding and development of skills, attitudes and profile?
- 24. 8. What student-initiatedinquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 9. Teacher notes Record any interesting students questions or student initiated research.
- 25. 8. What student-initiatedinquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 9. Teacher notes All teachers discuss and record a combined summary of the unit: any successes, challenges, problems and how we overcame the problems; any changes needed for next time?
- 26. Kath Murdoch’s InquiryModel 1. Tuning In 2. Finding out 3. Sorting out 4. Going further 5. Making connections (Drawing Conclusions) 6. Taking action
- 27. Video – Wherewe are in place and time Central Idea – Knowing about our family histories enables us to discover our cultural origins and develop historical awareness. We will be talking about: Evidence that you see or hear about inquiry, reflection, collaboration & transdisciplinary learning.
- 29. Inquiry, Curriculum, andStandards: A Conversation with Kathy Short Please take 10 minutes to read this article. Complete the Chart Below. Insights Lingering Questions
- 30. Created By: MariaTran, PYP Coordinator Canadian International School of Beijing
Editor's Notes
- #5 Read pages 10 – 27 People will be broken up into groups. Each group will be assigned an element from the Essential elements of the written curriculum. Use the jigsaw method to regroup people. In your groups you will then do research and present your information to the rest of the group. Once they have presented, have them look at the sample bubble planner. They can look at the planner and you can then show the video or a class that pertains to this bubble planner.
- #6 With Bubble Planner, have teachers go through and read the finished planner and address and questions they may have using the slides.
- #27 Kathy Short and Kath Murdoch both have inquiry models that work in the PYP framework. We are going to talk a little bit about Kath Murdoch’s model.