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IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
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IB Induction
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IB Induction
IB Induction
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IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
IB Induction
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IB Induction
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IB Induction

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Inducting new members of staff to the IB PYP at Bucklands Beach Intermediate.

Inducting new members of staff to the IB PYP at Bucklands Beach Intermediate.

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  • Goals for sessions Questions at any time Toilets at any time
  • Overview of IB, PYP and how we are connected to it at BBI
  • Melbourne visit- coordinator Holistic programme- need to show passion and model values and attributes NOT a series of actions that need to be performed- see next slide Programme for developing r-brained people and learners being organised and put in place by left brained teachers and administrators!!
  • Being IB- going beyond learning the systems Going beyond admiration Bringing about action in teaching and relationships with the teachers, students and learners Connected to the IB cycle of reflect/ choose/ act
  • IB Learner Profile Clip Very right brained, emotional, transcendant, fulfilling clip reflective of programme
  • IB Mission and Vision
  • BBI Mission Draw comparisons- shared goals and reflection of these shared values with IB (one of the expected standards)
  • Go through grid PLUS........History of IB 1968 Geneva- still based in Europe- broken into continental offices and governance Initial rationale- international students- consistency in international schools- perception about elitist? Standards and values grew demand for other students- younger and younger leading to develop MYP and PYP over time Non-for profit organisation GLobal reach- goals for 2020 to have 20,000 IB recognised schools and 1,000,000 IB connected students Rapid growth in NZ and Asia Handful of state IB schools in NZ- Glendowie, Sherwood, Willow Park, TNIS Global network of schools, resources and teachers
  • 3 Programmes PYP up to 12; Transdisciplinary, no formalised assessment, builds into curriculum and practices of schools MYP from 10/11 Multidisciplinary, more standardised assessment tasks/ challenges, subject based DP qualification for University entrance Overlap years- why BBI selected PYP- similarities to current practice/ organisation
  • 6 Learning/ Knowledge areas Activity- match the IB descriptor to the Knowledge area Loose connection to 'traditional' disciplines- BUT goal is to make connections (transdisciplinary) Difference between trans and mulit disc MYP approach- classrooms/ moving from one to another, external views of the 'subject of lessons' Children's response to 'What are you learning in class?' What would response be? We are learning about... We are doing.... Mention concepts? Mention central idea? Mention SUBJECTS?
  • BBI Overview of the programme 6 Knowledge areas- SO BBI now 6 units through year- each Knowl area 1x per academic year 8 concepts- each at least once through year- no hard and fast rules about No. of times or what connects well Selection of appropriate skills and attitudes which can be exploited through the inquiry- good to match what is already happening in school thru year e.g. speeches, sports, Sci Fair Skills, Attitudes link in to LP attributes- these also connected to the unit and time of year for sensible fit Consult KC's for further opportuntiies to develop students' learning skills (No formal assess of KC's or LP att's BUT used as a framework for students to report to parents and conferencing
  • Social Sciences- Active, critical, informed, responsible citizens (NZC) Clip is good discussion point to begin exploring the attributes of an active, critical, informed, responsible citizen
  • PORTABILITY, relevance and authenticity (Share Beare excerpt- who can tell what is going to be relevant in 10,20, 30 years etc?) Back to roots of IB- international students and schools looking for consistency- what is worth knowing? (Share Bill's reading)
  • 'Normal' classroom 'topics' Lack of portability or authenticity Ask- What 'enduring understandings' are students likely to emerge with from the 'topic' Kiwiana- What makes us unique? What is a culture? Are all cultures the same? Rainforest- What other habitats are endangered? What factors affect the features of an ecosystem? How are some habitats changing?
  • Broader ideas- more relevant and 'portable' to students becoming global citizens
  • 8 concepts Each concept at least 1x during year Around 2 or 3 concepts used each unit to view learning and form questions Vocab of concepts set by IB and we need to unpack with kids and speak common language
  • Each concept has its own little 'question' which can be applied (to help remember it) Activity; Match up the concept and question with the description/ rationale
  • Check solutions to the activities Give out the copies of the overviews and ideas in different learning areas AND the synonyms- aid better understanding of the concepts and how they work in practice The concept questions can be adapted or used as is- best to seek synonyms and get children to recognise and connect ‘other’ words to illustrate concepts Show some books that illustrate the concepts- Zoom, Window etc Show 2 clips- can they work out which concept are being explored??
  • Good example- current Y7 unit Could have been a topic collecting personal info, celebrating our uniqueness, knowing that z% of students came from diff countries and mapped the informaion Broadened- Culture and heritage- what makes us unique, how do we each contribute to our class, school, community, nz Broadened- Migration and Immigration- what brought us together, what changes us as a class through the year, what are the challenges for us, school, community, country? Broadened- Concepts Portable- Societal change, interconnectedness, resistance to change, benefits, people's opinions? “ The IB organisation aims to develop inquiring, knowledgeable, and caring young people who help create a better more peaceful world through intercultural understanding and respect.”
  • Going deeper- an analogy Bill Fenton- when asked about inquiry
  • Skin- first thing we get rid of Can't be used for anything else (synthesis) Least useful of all parts of the avo
  • -Something useful -Flesh can be utilised- often in more than one way -Effects last longer than skin (nutritional value) BUT still limited value (finite)
  • -Infinite- keeps regenerating -Generates action (growth)
  • Head- heart- hand Promoting change in students (behaviour, thoughts, actions, responses) Striving for action
  • Point out action wall- ways of recognising students who are putting the attributes of the LP into action and take some form of action- celebrations round school Example of ESOL class applying concepts to enhance learning and encourage action/ change
  • Words connected to concept of responsibility- synonyms
  • Could be seen as a ‘topic’ Science fair activity- often ‘step-by-step’ DOING Sc Fair- very little portable learning e.g. Katie- followed process, Sc F about hearing- where is the ACTION?? -What can we recycle? What can we NOT recycle? -Where does the recycling go? -Why is recycling good?
  • Viewed through concept spectacles of ‘responsibility’
  • Good example of the synonyms forming questions which also
  • Questions forming which will guide the inquiry into recycling
  • THIS IS ONLY ONE of the concepts- when paired with a second, complimentary one, becomes even more powerful. MORE ABOUT developing Inquiries later.
  • Provoking our students into action Having lofty goals for the classes to become active citizens Pink- Rise of right brain thinkers (artistry, empathy, pursuing the transcendent, creativity) and shift away from left brain (detail, text, sequence)
  • Start with listing and brainstorming some of YOUR best attributes as a learner (inc. teacher) and member of the BBI community- list- ready to make some connections to the attributes of the LP Continue with some students to come and speak about the impact of IB on them- their experiences and reflections- changes in BBI.
  • Back to the IB mission and BBI mission statements. What is an ‘internationally-minded’ ‘global’ learner?? Best definition is through the LProfile- It is someone who has developed the following 10 attributes
  • 10 attributes of the LP. Dictated by the IB programme- show connection documents of IBLP (KCLP doc) and what we previously valued (still do) in our IB learners Notice how some of the IB skills and attitudes are woven into the LP attributes Attributes are what you ARE Attitudes are what you SHOW Skills are what you can USE/DO
  • Research skills- Many- Integral to attrib of Inquirer Independence as an attitude to show Ethical decisions- show the attitude of principled Working effectively in collaboration develops the SOCIAL skill of adopting different roles Appreciation is a value NB- The skills and attitudes and attitudes are MANY layered and cross over- not specific to a ‘tick box’ to say DONE THAT!
  • Some thoughts and ideas about using and developing the LP Staff activity- ‘The Important Thing...’ Show book and discuss what staff did Good activity for unpacking LP- more to follow
  • Look at this as a good example
  • Stop at this one- good clip- example of something we do in assembly.
  • Activities; (As well as 'Important Thing' poem and interesting clips of LP in action -This goes with that.... What will you (students) do in order to be a successful learner in room 28 this year? Give post it notes- 5 each and proceed with activity -WORDLE Clouds -And the winner is... -Looks like, sounds like, feels like Activity EXTENSION; -Taking an event from news and breaking it into the attributes in action
  • 10 attributes of the LP. Dictated by the IB programme- show connection documents of IBLP (KCLP doc) and what we previously valued (still do) in our IB learners Notice how some of the IB skills and attitudes are woven into the LP attributes Attributes are what you ARE Attitudes are what you SHOW Skills are what you can USE/DO
  • ‘ Bubble’ planner refers to the exemplar used by IB in their materials 4 pages- 1st 2 refer to BEFORE and last 2 to reflections We HAVE TO use this planner We can add more detail with NZC supplements (show later)
  • IB Driven Each TDT once each year Some connection btween y7 and y8 WWAiPAT units helps to develop understanding NOT ALL of the theme descriptor must be used- can be broken into strands- IMAGINE doing this in a 6 year primary school- there would be a lot of repetition!!!
  • Central ideas are big ideas that can be inquired into, investigated AND challenged. They are NOT questions They should be ‘born’ from the TDT descriptor They should reflect the 2 chosen concepts AND may even use synonyms to make the connection clearer e.g. Migration of animals is NOT explored e.g. The inquiry is not about the different ways over time that people have migrated to new places (Change/ Function)
  • Concepts need to be covered at least once each year
  • Lines of inquiry- statements Help guide students to identify what they KNOW and would like to know e.g. Student wanting to inquire into animal migration would be pointed to TDT descriptor e.g. Student wanting to learn about how they could go about migration would be pointed to choice of concept (NOT function) e.g. Student wanting to find out about transport and how it has made migration easier would need to look at lines of inquiry (Not HOW people have migrated) THEY ARE OUR ‘BOUNDARIES’ and allow students independent learning whilst allowing teachers to keep students relatively together AND to plan for class activities, immersions, provocations, KNOWLEDGE dumping etc more accurately.
  • Reflection of the lines of inquiry (to guide student thinking and learning) Should support the TDT Should support the concepts AND could even use some of the concept synonyms
  • What will students do, write, say, draw What will teachers see, hear, read, view etc that show that students have learned something? What 'enduring' understandings do we want students to emerge with? What avocado seeds have we sewn?
  • Activities and learning opps are a guide/ selection NOT to be completed one by one Activities in box 4 should be guided by the concepts, LoInquiry and Questions on p1. Assessment activity (Next slide) -scripted video or audio interview (criteria and model shared with students beforehand- teachers and group even modelled a good example of what to aim for) -presentation to class (using same criteria) BEWARE of assessing through... 1 size fits all process, 2 too repetitively- verbal presentations or imovies, 3 lack of authentic tasks (think of how Phebe used speeches for community challenges) FINAL STEP = Reflection- Team and yr group meetings, scribble on planner, student and teacher reflections
  • Activities and learning opps are a guide/ selection NOT to be completed one by one Activities in box 4 should be guided by the concepts, LoInquiry and Questions on p1. Assessment activity -scripted video or audio interview (criteria and model shared with students beforehand) -presentation to class (using same criteria) BEWARE of assessing through... 1 size fits all process 2 too repetitively- verbal presentations or imovies 3 lack of authentic tasks (think of how Phebe used speeches for community challenges)
  • Creativity- shifting the focus and developing students who have ownership over their own learning because they are able to think creatively (Share some readings- Beare, Robinson, Pink)
  • ‘ Typical’ progress of an inquiry Alternative inquiries- challenges, problems, competitions help learning become more authentic because of consideration of audience Give out ‘other’ model (Murdoch)
  • Classroom environments- elements of the ‘essential agreements’ we made about classrooms.
  • -Pictures- 'What's happening?' then add one question before passing on -Look for connections -Why do people migrate? Use post-it notes? -Lea's challenging statements -Make connections between some of the reasons THEN -Sort post its into challenges, risks and opportunities and add any others they know- formative assessment- what do they know...what do they WANT to know? Go thru Karyn's sheet/ activities- and
  • Review the day- any further questions?
  • Transcript

    1. Whaia te Tikitiki Introduction into the International Baccalaureate Primary Years Programme
    2. Session 1 (9.00 to 9.20) -Understand what IB is and how we are connected to it through the Primary Years Programme (PYP) -Understand the principles of IB education -Name and identify the elements of the IB PYP Session 2 (9.25 to 10.20) -Explore the use of the concepts in PYP Session 3 (10.40 to 12.00) -Explore how to unpack the Learner Profile -Make connections between the LP and Key Competencies Session 4 (1.35 to 2.50) -Follow a Unit of Inquiry (UoI) from start to end -Use visible thinking as a starting point, provocation and assessment tool -know some starting points for Feb 2011
    3. Session 1 (9.00 to 9.20) -Understand what IB is and how we are connected to it through the Primary Years Programme (PYP) -Understand the principles of IB education -Name and identify the elements of the IB PYP
    4. Whaia te Tikitiki <ul><li>“ You can’t just do IB, </li></ul><ul><ul><ul><ul><ul><li>you have to be IB.” </li></ul></ul></ul></ul></ul>
    5.  
    6.  
    7. <ul><li>International Baccalaureate Mission and Vision Statement </li></ul><ul><li>“ The IB organisation aims to develop inquiring, knowledgeable, and caring young people who help create a better more peaceful world through intercultural understanding and respect.” </li></ul>
    8. <ul><li>Bucklands Beach Intermediate School Mission Statement </li></ul><ul><li>“ To educate, guide and mentor all students to become successful, internationally minded, lifelong learners.” </li></ul>
    9. Whaia te Tikitiki Shared Unique to BBI 6 Transdisciplinary Themes Attributes of the Learner Profile Skills and attitudes displayed by IB learners Vocabulary of IB Bubble planner Scope and Sequence Use of Inquiry BBI Developed Units of Inquiry (UoI) How learning behaviours look in your room, the KC’s How you explore and exploit the skills and attitudes through KC’s How you display and define the terms What learning experiences go on your planning NZ Curriculum BBI Inquiry Model
    10. Primary Years Programme Middle Years Programme Diploma Programme 10-13 y/o
    11.  
    12.  
    13. Juan Mann (Free Hugs)
    14. Session 2 (9.25 to 10.20) -Explore the use of the concepts in PYP
    15. Moving from topical to conceptual <ul><li>An Inquiry Learning Approach </li></ul>_______________
    16. Transportation The Anzacs NZ Parliament Kiwiana Healthy Eating The Rainforest Topical Kiwiana
    17. Movement Conflict and Peace Governance What makes us who we are Nutritional Change Conservation of Habitats Conceptual Culture and Heritage
    18. 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 Culture and Heritage
    19. 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
    20. 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?
    21.  
    22.  
    23. Who we all are- Our class Culture and Heritage Migration and Immigration Change and Perspective
    24. The ‘Avocado’ Model of Powerful Learning ‘Avocado’ Model of Powerful Learning
    25. 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
    26. 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
    27. 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
    28.  
    29. RESPONSIBILITY <ul><li>There is the need to develop in students the habit of identifying and picking up responsibility, and of taking socially-responsible action. </li></ul>What is our responsibility?
    30. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>authority duty liability obligation privilege values citizenship rights
    31. Recycling
    32. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>
    33. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>authority duty liability obligation privilege values citizenship rights
    34. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>duty What is my as a consumer?
    35. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>authority duty liability obligation privilege values citizenship rights
    36. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>right Do I have the to choose what I buy?
    37. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>authority duty liability obligation privilege values citizenship rights
    38. RESPONSIBILITY <ul><li>What is our responsibility? </li></ul>citizen Am I being a responsible if I don’t recycle?
    39. Daughtry
    40. Morning Tea
    41. Session 3 (10.40 to 12.00) -Explore how to unpack the Learner Profile -Make connections between the LP and Key Competencies
    42. <ul><li>International Baccalaureate Mission and Vision Statement </li></ul><ul><li>“ The IB organisation aims to develop inquiring, knowledgeable, and caring young people who help create a better more peaceful world through intercultural understanding and respect.” </li></ul>Bucklands Beach Intermediate School Mission Statement “ To educate, guide and mentor all students to become successful, internationally minded, lifelong learners.”
    43. <ul><li>International Baccalaureate Learner Profile </li></ul>
    44. <ul><li>International Baccalaureate Learner Profile </li></ul>
    45. <ul><li>IB Learner Profile </li></ul><ul><li>‘ The Important Thing...’ </li></ul>Adapted from ‘The Important Book’, Margaret Wise Brown (1949) PD Session- 5 Minute Slot- 16/2/10
    46. Principled The most important thing about being principled is maintaining your true integrity, honesty, fairness, respectfulness. Drop your integrity- lose all. Remember; Humpty Dumpty had a great fall and couldn’t be put together at all. So the most important thing about being principled is to hold on to your honesty, fairness, respectfulness- don’t let it fall.
    47. Balanced The most important thing about a balanced learner is being well rounded. They use their body, brain and feelings in appropriate situations. They don’t emphasise one attribute, but the most important thing is they are a balanced learner.
    48. Communicator The most important thing about a communicator is that they understand and express ideas confidently. They are creative people and have an appreciation for other languages. They also work well with others. But the most important thing about communicators is that they understand and express ideas confidently.
    49. Thinker The most important thing about thinkers is that they think. They think about the good, the bad, the positive and negatives, what’s possible. They love problems and finding solutions. They search, seek and reflect. But the most important thing about thinkers is that they think.
    50. Open-minded The importance of being open-minded is that you listen. You are willing to accept others’ point of view. You are willing to learn from others and accept we are all different. Part of being open is a willingness to change your mind, but the importance of being open-minded is that you listen.
    51. Inquirer The important thing about being an inquirer is that you are curious. You need to know what you know and what you want to find out. And you need to be able to ask searching questions in order to find your answers. But the most important thing about being an inquirer is that you are curious.
    52.  
    53. Knowledgeable The important thing about being knowledgeable is that you know more. You explore ideas and gather information. You look for things that are important to you and the world. You learn lots. You have a wide bank of knowledge. But the most important thing is that you know more.
    54. Risk-taker The important thing about a risk-taker is they’re not scared to make mistakes. They have outgoing personalities. They are courageous and driven. They are not hindered by failure. But the most important thing about a risk-taker is they’re not scared to make mistakes.
    55. Caring The most important thing about caring is that it is bright and warm. It comes in all shapes and sizes. Caring is kind and respectful, caring is helpful. But the most important thing about caring is it makes a difference.
    56.  
    57. Reflective The important thing about being reflective is that you can ask yourself difficult questions and receive honest answers. Being reflective needs learners to look both backwards and forwards in time. It can be done alone, in pairs or in groups. But the most important thing about being reflective is that you can ask yourself difficult questions and receive honest answers.
    58. <ul><li>Unpacking the </li></ul><ul><ul><li>Learner Profile </li></ul></ul>
    59. <ul><li>International Baccalaureate Learner Profile </li></ul>
    60. Nickleback
    61. Lunch
    62. Session 4 (1.35 to 2.50) -Follow a Unit of Inquiry (UoI) from start to end -Use visible thinking as a starting point, provocation and assessment tool -know some starting points for Feb 2011
    63.  
    64. Selected from the 6 TDT’s
    65. Selected from the 6 TDT’s ‘ Designed’ by BBI teachers
    66. ‘ Designed’ by BBI teachers Driven by chosen concepts Selected from the 8
    67. Driven by chosen concepts Selected from the 8 ‘ Designed’ by BBI teachers Starting to combine the TDT description, NZ Curriculum AO’s and the chosen concepts
    68. Driven by chosen concepts Selected from the 8 ‘ Designed’ by BBI teachers Turned into questions to spark student inquiry reflecting all TDT, NZC and concept influences
    69. Assessment by design- beforehand (What will we see, hear, read?)
    70. Assessment by design- beforehand (What will we see, hear, read?) Selection of learning activities to spark inquiry and stimulate independent student discovery
    71. Emerging Achieved Excelling Only able to identify 1 cause for migration. Identify at least 2 causes for migration. Identify at least 3 causes for migration. Identify at least 4-5 causes for migration. Identify more than 5 causes for migration. Only able to identify 1 perspectives of how people view migration. Identify at least 2 different perspectives of how people view migration. Identify at least 3 different perspectives of how people view migration. Identify at least 4-5 different perspectives of how people view migration. Able to justify each perspective with reasoning. Able to identify how migration may affect a range of people. Identify more than 5 different perspectives of how people view migration. Able to justify each perspective with researched facts and information. Able to identify how migration may affect a range of people. Identify across a number of examples either 1 challenge, 1 risk or 1 opportunity. This student may not able to identify a challenge, risk or opportunity. Identify across a number of examples either 1 challenge, 1 risk or 1 opportunity. Identify within one example or event at least 1 challenge, 1 risk and 1 opportunity. Identify within one example or event more than 1 challenge, 1 risk and 1 opportunity. This student is able to make connections between the challenges, risks and opportunities. Identify within one example several challenges, risks and opportunities. This student is able to make clear and detailed connections between the challenges, risks and opportunities.
    72. Sir Ken Robinson
    73.  
    74.  
    75.  
    76. Visible Thinking
    77. Session 1 -Understand what IB is and how we are connected to it through the Primary Years Programme (PYP) -Understand the principles of IB education -Name and identify the elements of the IB PYP Session 2 -Explore the use of the concepts in PYP Session 3 -Explore how to unpack the Learner Profile -Make connections between the LP and Key Competencies Session 4 -Follow a Unit of Inquiry (UoI) from start to end -Use visible thinking as a starting point, provocation and assessment tool -know some starting points for Feb 2011
    78. Sir Ken Robinson (2)

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