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  • Meet-and-greet: give out name badges and ask them to decorate. Begin making name badges that indicate how they would like to be addressed and that show symbols related to “who they are” Introductions in table groups. Begin with human graphing: -years at ISS -PYP experience
  • Explain the workshop structure: mix of activities-group share, independent thought, pair,/concrete info and self reflection, using others as resources mix of media-written, photos, video, handout, active participation I will try to be explicit about why we are doing certain activities the way we are Model of classroom but using an adult topic
  • Mention KEY understandings: Play “Find your corner” and share name tags with that group. -if you have moved: never, 1-2 times, 3-4 times, more than 5 times -if you speak: 1, 2,3, more languages -if your home is in: Europe, Asia, North America, somewhere else -if your favorite activity is: sports, the arts, reading, technology
  • Context
  • Linking school mission to that of the IB program
  • Present participants with the model: Thinking routine I see......I think.......I wonder........
  • A broader definition of international-mindedness we aim to develop lifelong global citizens: over time they will expand below the surface in their thinking Ask them to circle the concepts that they think would be appropriate to a primary curriculum. Debrief.
  • Link back to international mindedness and the learner profile
  • The Curriculum model: write a few quick thoughts / explain POI Scope and sequence Methodology
  • Before the next slide What type of attributes do we want students to have (notes)
  • Compare with this list - how do they connect? similar / different?
  • Subjects - which do they connect with?
  • point our tdt posters and on PoI
  • Example at G5 level Which TDT do you think?
  • Go through our Program of Inquiry for more examples. Talk about how the other subject areas fit in- particulalry as the activities get developed. Transdisciplinarity means the subjects are used together as lenses for developing thinking and learning, and Scope and Sequences (disciplinary knowledge and skills) and resources can then be mapped to the PoI as is relevant to uncovering the central ideas (concepts). (rather than the other way around).
  • What attitudes do students need to be able to
  • link to attitudes again: appreciation, independence, integrity, commitment, etc.
  • There is a certain process. this is what a unit of inquiry follows See WB
  • Some ways our inquiries become visible in the classroom why does it matter to us - involving emotions
  • what we already know as a starting point
  • more
  • the next step: what are our questions
  • the outcome: also an assessment - if we find out!!!
  • the role of the learner profile for taking action
  • Let us know about the actions that your children take!
  • Show transdisciplinary skills as those needed to participate in the inquiry process.
  • action and summative assessments (presenting/sharing findings/reflection in inquiry cycle) norm vs. criterion referenced
  • Tidy bedroom scenario = how would all of these things relate - how do they connect to real learning? Model these with participants
  • Collect this on chart paper
  • What was the role of the teacher and of the learner? How did Vashti model the attitudes and profile?

PYPparentws13 PYPparentws13 Presentation Transcript

  • Welcome An introduction to the Primary Years Program (PYP) Alex Whitaker PYP Coordinator
  • Before we start.... PYP workshops model the philosophy and pedagogy of the PYP
  • Find your corner
  • ISS Mission Statement : (Our purpose) Leading education for internationally- minded families. Our mission is to inspire, challenge and actively support our students and each other to become positive participants in a changing world.
  • International awareness is encompassed in the IB Learner Profile. It is further developed through the five essential elements.
  • Text Curriculum Teaching Assessmen t
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  • "21st Century Learning"
  • “No matter how well planned, how interesting, stimulating colourful or relevant the lesson. If the teacher does all the interacting with the material, the teacher’s, not the students’ brain will grow new connections.”-Dr Pat Wolfe, Brain researcher -Dr Pat Wolfe, Brain researcher ✎Reflection: How might this apply to us all during this workshop?
  • The central idea should be written in one sentence that expresses concisely an enduring understanding. It should be substantial enough to generate in-depth inquiries, be concept-driven, and promote the ability to think critically. It should challenge and extend students’ prior knowledge, and should be a means of extending students’ understanding of the transdisciplinary theme.
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  • The Programme of Inquiry and the subject scope and sequences are components of the curriculum, which, when used together, define a coherent curriculum.
  • At the heart of the curriculum cycle is the learner constructing meaning.
  • Thinking about an issue through the key concepts: Keeping my bedroom tidy Form - What is it like? Function - How does it work? Causation - Why is it like it is? Change - How is it changing? Connection - How is it connected to other things? Perspective - Are there different points of view? Responsibility - What is your / our responsibility? Reflection - How do you know?
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  • Finding a personal connection
  • Connecting with prior knowledge
  • Finding our tensions and wonderings
  • Finding out
  • Finding out
  • Synthesis of learning
  • Consolidating our thinking
  • Sharing our findings
  • Sharing our findings QuickTime™ and a decompressor are needed to see this picture.
  • Presenting our learning
  • The result of our learning: Design a way to keep your locker neat. Taking Action! Systems keep us organized.
  • Reflecting on our learning
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  • Caring, Communicating, Open-minded
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  • organizing reviewing rehearsing summarizing comparing and contrasting opportunities for: modeled guided shared independent learning Effective practice: the teacher... Meaning Motivation
  • Transdisciplinary Skills: What skills are needed across all disciplines for life-long learning? •Self management •Social •Communication •Research •Thinking
  • Self assessment Peer assessment Teacher feedback Summative evaluation Type of assessment you may see Checklists Reflections Rubrics Tests Portfolios Reports
  • Questions?