IB PYP dunia is a network that consists of IB PYP schools around Indonesia. One of the programs that they have is the PYP Dunia Job- Alike, where teachers have opportunities to learn from each other in a kind of discussion session with other PE teachers from IB PYP Schools around Indonesia.
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IB PYP PE Job Alike 2016
1. PRIMARY YEARS PROGRAMME (PYP)
PHYSICAL EDUCATION JOB-ALIKE
Mariskha Primasari & Yohana Windy W
Friday, 19 February 2016
Gandhi Memorial International School,
Jakarta
2. Human Graph
• How long have you been teaching PE?
• How long have you been teaching PE in PYP?
3. • To understand Backward by Design
process1
• To be able to use PYP planner2
• To be able to use Backward by Design
Process in assessment3
• To be able to apply inquiry based Learning4
Learning Intentions
4. The Backward by Design Process
• PRE-ASSESSMENT
Consensus
PLACEMAT ACTIVITY (group of 4)
1
2
3
4
5. The Backward by Design Process
A method of designing educational
curriculum by setting goals before
choosing instructional methods &
form of assessment.
6. The Backward by Design Process
Identify
desired
results.
Determine
acceptable
evidence.
Plan learning
experiences
and
instruction.
7. THE BACKWARD BY DESIGN
PROCESS
Identify
desired
results.
Determine
acceptable
evidence.
Plan learning
experiences
and
instruction.
8. • What should students know,
understand and be able to
do?
• What is worthy of
understanding?
• What enduring
understandings are
desired?
(In this stage we consider our
goals, standards and
curriculum expectations)
THEBACKWARDBYDESIGNPROCESS
Stage 1
Identify
Desired
Result
9. THE BACKWARD BY DESIGN
PROCESS
Identify
desired
results.
Determine
acceptable
evidence.
Plan learning
experiences
and
instruction.
10. • How will we know if
students have achieved the
desired results and met the
standards?
• What will we accept as
evidence of student
understanding and
proficiency?
THEBACKWARDBYDESIGNPROCESS
Stage 2
Determine
Acceptable
Evidence
11. THE BACKWARD BY DESIGN
PROCESS
Identify
desired
results.
Determine
acceptable
evidence.
Plan learning
experiences
and
instruction.
12. • Giving clearly identified
results (enduring
understandings) and
appropriate evidence in
mind, educators can plan
instructional activities.
THEBACKWARDBYDESIGNPROCESS
Stage 3
Planning
learning
experiences
and
instruction
14. Standard and Practices
IB scope and sequence
School scope and sequence
Curriculum Mapping
PE PYP Planner
(Stand alone & Integration,
including Assessment Plan)
Weekly Plan
15. THE ESSENTIAL ELEMENTS
• Knowledge Pre Existing - Facts
• Concepts Conceptual Understanding (Cover CI & LOI)
• Skills Discipline based and Transdiciplinary Themes
• Attitudes Demonstrating
• Action What next Show in students portfolio
17. ATTITUDES & IB LEARNER PROFILES
• Making PYP Happen page 4 & 35
• Guiding Question
How do students demonstrate attitudes and IB
learner profiles in the PE lesson?
18. TEACH PE BEYOND SPORT SKILLS
• Students enjoy solving very specific,
challenging movement problems that require
the utmost concentration and inspire a high
level of personal expression.
• Movement and dance are integral to
learning-from exploring a curriculum topic,
such as letter shapes, or concept, such as
cause and effect, to making a dance.
19. TEACH PE BEYOND SPORT SKILLS
• The benefits of inviting students to work with
movement and dance are numerous and far-
reaching. Movement and dance help students:
Focus and engage in learning
Apply their kinesthetic intelligence
Understand concepts and themes
Develop and refine their higher level thinking skills
Communicate in unique ways and appreciate the artistic
expression of others
Develop spatial awareness
Cooperate and collaborate with each other
20. STAND ALONE & INTEGRATION UNIT
OF UNQUIRY
• What do the stand alone
and integration unit of
inquiry look like in the PE
lesson?
• How do we put these
planning in the PYP
Planner?
GROUP DISCUSION
Practice stand alone PE PYP
Planner
25. What a planner has been designed to
• To facilitate planning
• To help teachers construct meaning and deepen
understanding of planning in the PYP
• To prompt discussion
• To scaffold inquiry process
• To improve learning
• To focus on conceptual development
27. THE DESIRED RESULT
GRASPS
• Goal
• Role
• Audience
• Situation
• Product/performance
• Standard & Criteria: (Indicators)
28. THE DESIRED RESULT
Summative Assessment: GRASPS
• Goal: Create movements
• Role: You are a choreographer
• Audience: same class students
• Situation: You are a choreographer that will
perform your movement
• Product (performance): Movement
performance
• Standard & Criteria: (Indicators)
30. Activity: Group Discussion
Learning Experiences
• Inquiry based
• Read MPYPH p. 29: How Does
Inquiry Looks Like
• Choose one PE strand
• Design the WALT, WILF and
learning experiences that uses
inquiry approach
• Please consider the characteristic
of an Inquiry class
31. Inquiry Characteristics
(Making PYP Happen Book pg. 29)
• Exploring, wondering and questioning
• Experimenting and playing with possibilities
• Making connections between previous learning and current learning
• Making predictions and acting purposefully to see what happens
• Collecting data and reporting findings
• Clarifying existing ideas and reappraising perceptions of events
• Getting deep understanding through the application of a concept
• Making and testing theories
• Researching and seeking information
• Taking and defending a position
• Solving problems in a variety of ways.
34. SHARING YOUR
SCHOOL PRACTICES
Reflect your learning experiences using checklist
provided
o Is it inquiry based?
o Is it based on the learning intention?
o How do you decide your learning experiences?
Share your reflection with your group
Share how your school uses the PYP planner
Present interesting findings from your group
