International Baccalaureate Primary Years Program What does this mean for Chandler Oaks Cheetahs?
The Road to IB
Training, conferences, workshops
Application for candidacy- turned in Spring 2011. We are now a Candidate school!
More training, conferences, workshops
Work with a consultant – this Fall
Application for authorization- Fall 2012
Verification Visit- likely Spring 2013
Reevaluation in 3 years, then every 5 years
For all children ages 3-12 (school wide)
RRISD PYP campuses: Anderson Mill, Spicewood, and Caldwell Heights (candidate school)
TEKS with a twist: 6 Units of Inquiry at each grade level under unifying themes such as Sharing the Planet , How the World Works and Where We Are in Place and Time
Core Components of PYP
Academically rigorous by any nation’s standards
Concepts and big ideas that are universally important
Global perspectives on the curriculum
Learning to respect all people and cultures
Mastering a second language
Students become thinkers, scientists, authors and historians
Curiosity highly valued
“ Organized wonder”
Research and communication skills honed
Students taking action
The Mission of IB: The Learner Profile International students are….
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 (What are the points of view?) Responsibility (What is our responsibility?) Reflection (How do we know?) Concepts: What do we want the students to understand?
The Disciplines Languages Math Social Studies The Arts Science and Technology Personal/Social/Physical Education Units of Inquiry Transdisciplinary Significant Relevant Engaging Challenging Knowledge: What do we want the students to know about?
Who We Are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where We are in Time and Place An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How We Express Ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Units of Inquiry Organizing Themes
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Units of Inquiry Organizing Themes
Transdisciplinary Skills What do we want the students to be able to do? Communication Skills Social Skills Self-Management Skills Research Skills Thinking Skills
What do we want the students to be able to do?
The search for conceptual understanding is central to the Primary Years Program
Also includes a fundamental recognition of the importance of developing skills
The PYP focuses on a wide range of skills beyond those we normally call “basic”.
These suggested skills transcend individual disciplines
Attitudes What do we want the students to feel? Appreciation Commitment Confidence Cooperation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance
Action How do we want the students to act? How students demonstrate their ability to Choose Act Reflect
Practices How best will we learn? Planning Collaborative Involves students Fewer units, to be explored in depth Builds on prior knowledge and experience Connections between disciplines Recognizes a range of student abilities Explores culture, broad human experiences, focuses on major issues Teaching Uses a range and balance of teaching strategies Flexible student grouping Multiple resources & perspectives Involves students actively in their own learning Empowers students to feel responsible & to take action Open-ended inquiry and real-life investigations Addresses needs of second language learners and different levels of ability Assessment Planning, teaching, and assessing is an interconnected process Uses a range and balance of assessment strategies Peer and self-assessment Shared reflection Students see assessment as a means of describing learning Teachers evaluate collaboratively
Assessment How will we know what we have learned? Formative Assessment Summative Assessment Evaluation Rubrics Checklists Performance Assessments Observations Portfolios Open-ended Tasks Tests/Quizzes Benchmarks/Exemplars Anecdotal Records Continuums The PYP Exhibition
Why IB? In a nutshell…
We want our students to be aware of the problems and challenges the world faces while feeling confident in their own ability to help solve them. The best way to keep any of our students from being victims is to equip them with the compassion, awareness, and skills to be advocates for social justice, scientists, artists, and committed world citizens who never stop inquiring.