Bbi Pd Meeting Oct 09
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Bbi Pd Meeting Oct 09 Presentation Transcript

  • 1. Learning Intentions; -develop sufficient confidence and knowledge to plan concept based units for term 1 and 2 of 2010 -approach IB trial with openness about concept based learning
  • 2. Guy Anne McS Louise Rachel Greg Grace Heather Carrie Carina Will Ian D Carol Denis Pete Stacey Karyn Keith Aaron Kerry Stu Kim Di F Katrina Shirley Bob Whitney Melissa Anne B Ed Johno Alanah Dawn Phebe Lyn Ronnie IB Groups
  • 3.  
  • 4. LEVERAGE Systemic Structures Vision Patterns of behaviour Events Mental Models
  • 5. Curriculum Assessment Pedagogy
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  • 10. The ‘Avocado’ Model of Powerful Learning ‘Avocado’ Model of Powerful Learning
  • 11. Scratching the surface; -Knowledge and understanding is limited -Based on facts and received information -Low level understanding and thinking about issue -Limited or no application of learning other than ‘cosmetic’ -Hides the gaps/ cracks
  • 12. Scratching the surface; -Knowledge and understanding is limited -Based on facts and received information -Low level understanding and thinking about issue -Limited or no application of learning other than ‘cosmetic’ -Hides the gaps/ cracks Digging Deeper; -More useful to know, can be synthesised -Provokes some thought or emotion -Worth sharing
  • 13. Scratching the surface; -Knowledge and understanding is limited -Based on facts and received information -Low level understanding and thinking about issue -Limited or no application of learning other than ‘cosmetic’ -Hides the gaps/ cracks Digging Deeper; -More useful to know, can be synthesised -Provokes some thought or emotion -Worth sharing The seeds of something new; -Can be put into action, grows into something bigger and more productive -(Its legacy) Lasts the longest -Takes the longest to expose
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  • 17. Who we are An exploration of the nature of the self; our beliefs and values; personal, physical, mental, social, and spiritual health; of our families, friends, communities, and cultures; our rights and responsibilities; of what it means to be human.
  • 18. Where we are in time and place An exploration of our orientation in place and time; our personal histories; history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind;of the contributions of individuals and civilizations
  • 19. How we express ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.
  • 20. How the world works An exploration of the physical and material world; natural and human-made phenomena; of the world of science and technology.
  • 21. How we organise ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us.
  • 22. Sharing the planet An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things; of communities and of the relationships within and between them.
  • 23. Moving from topical to conceptual
    • An Inquiry Learning Approach
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  • 24. Transportation The Anzacs NZ Parliament Kiwiana Healthy Eating The Rainforest Topical-Thematic
  • 25. Movement Conflict and Peace Governance What makes us who we are Nutritional Change Conservation of Habitats Conceptual
  • 26. Movement Conflict and Peace Governance What makes us who we are Nutritional Change Conservation of Habitats Conceptual Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection
  • 27. Conceptual Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection Form Causation Function Change Connection Responsibility Perspective Reflection
  • 28. Conceptual Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection Form Causation Function Change Connection Responsibility Perspective Reflection What is it like? How does it work? Why is it the way it is? How does it change? How is it connected to other things? What are the points of view? What is our responsibility? How do we know?
  • 29. Topic/Thematic Based Units Integrated/Inquiry Based Units often selected at random are based on topics of substance and significance activities often loosely linked to topic emphasise the connectedness of knowledge and unify the curriculum based more on factual knowledge assist the learner in understanding ‘big ideas’ student input is limited- teacher often selects from bank of related activities values the experiences, prior learning and interests of the learner no necessary sequence of learning- activities often discrete creates sustained learning experiences rather than one-off lessons
  • 30. Topic/Thematic Based Units Integrated/Inquiry Based Units largely driven by curriculum areas- these become focus emphasises open ended activities which offer learner some choice often attempt to include every area of the curriculum empowers the learner to act on his/her understanding allow teacher to ‘step-out’ of the unit to focus on another curriculum area considers the needs and interests of students in planning
  • 31. Other models; Levels of engagement Head Be aware Knowledge Heart Be moved Compassion Hand Be involved Action
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  • 35. Where we are in time and place T1W2 - T1W7 Sharing the planet T1W7 - T2W3 How the world works T2W3 - T3W2 Who are we? T3W2 - T3W7 How we express our-selves T3W7 - T4W3 How we organise our-selves T4W3 - T4W7 W1-4 Testing School swimming sports Lloyd Elsmore: Water Safety Camp W7-8 Water Safety W5-6 Science Fair exhibition Life Education Production? Arts festival Puberty IB UNITS OF INQUIRY 1 2 3 4 5 6 TERMS/ BBI EVENTS T1 T2 T3 T4
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  • 37. Micro Meso Macro
  • 38. Student collects facts and information on a subject Student’s learning prompts thoughts about wider issues Student feels empowered into personal and social action Micro Meso Macro
  • 39. Student collects facts and information on a subject Student’s learning prompts thoughts about wider issues Student feels empowered into personal and social action Micro Meso Macro To social action
  • 40. Student collects facts and information on a subject Student’s learning prompts thoughts about wider issues Student feels empowered into personal and social action Micro Meso Macro To social action
  • 41. Student collects facts and information on a subject Student’s learning prompts thoughts about wider issues Student feels empowered into personal and social action Micro Meso Macro To social action
  • 42. Social action touches local/ immediate community Social action does not have impact beyond student Social action reaches beyond student’s community- inspires others to take action Micro Meso Macro
  • 43. Locally based issue Issue impacts immediately on student’s life Nationally based issue Student recognises that issue has an impact beyond their own community Student recognises their issue is part of a wider, globally affecting concept Micro Meso Macro