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Presentation for An Introduction to the curriculum model workshop in Quito.

Presentation for An Introduction to the curriculum model workshop in Quito.

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  • Aqui puedes agregar tus datos
  • Esta es una actividad que usamos en otro taller con Agustin pero podemos pensar en cualquier otra para la presentacion. Puede ser human graph, en parejas presentarse o usar otra. Si queremos esta es solo traducirla.
  • Este es un buen momento para hablar sobre los dos documentos que vamos a usar en el taller, el Making the PYP y el cuadernillo. Aqui tambi ’ en podrian hacer una comparacion entre la misi ’ on del IB de su colegio.
  • Esta cita es buena para discutir la naturaleza colaborativa y el rol de los participantes en su propio proceso de aprendizaje.
  • Aquí podemos unicamente mencionar el modelo curricular como una forma de introducción y explicar que a lo largo del taller estaremos explorando estos aspectos.
  • Importante mencionar aqui que estos aprendizajes no se van a ver de forma aislada si no integrada a lo largo del taller, es decir que en una sesi ’ on se pueden abordar mas de un aprendizaje a la vez.
  • Podemos tambien agregar aquí el que hagan un action plan
  • No estoy segura de los horarios pero podemos agregar esto cuando lleguemos alla y nos cuenten los horarios
  • Por si queremos poner esto aca o lo hacemos de una forma mas rápida. Yo personalmente prefiero gastarle muy poco tiempo a esto para aprovechar el tiempo en otros aspectos.
  • The PYP Tree
  • Este video es bueno para tener una mirada general del PYP, Lo puse tambien en la carpeta de dropbox.
  • This is GREAT especially when only use the black markers (Reggio tactic) We come back to this at the end of the workshop to add new knowledge and it is really powerful for the participants.
  • Con este diagrama los hacemos reflexionar sobre la estructura del taller modelando la filosofia del PEP, les preguntamos sobre que etapas hemos visitado hasta el momento y con que actividades.
  • Aquí podemos unicamente mencionar el modelo curricular como una forma de introducción y explicar que a lo largo del taller estaremos explorando estos aspectos.
  • We will pick Inquirers just to see how it develops across the school
  • Con este diagrama los hacemos reflexionar sobre la estructura del taller modelando la filosofia del PEP, les preguntamos sobre que etapas hemos visitado hasta el momento y con que actividades.
  • Put on chart and display
  • En las siguientes dos sesiones estaremos viendo el Written y taught curriculum, la idea es que a través de la siguiente experiencia experimenten los componentes del curriculum a través de una indagación estructurada. Lo hice en mi colegio y funciono muy bien. A lo largo del taller podemos volver a este ejercicio y trabajar todo los componentes en mas detalle.
  • Yo tengo todos estos articulos, todos hablan sobre una revolucion desde algun área curricular. Aquí podemos incluir documentos sobre alguna revolución Ecuatoriana y asi abordamos aquello de los temas nacionales, etc. La idea del Tic tac toe es de Rebecca y es una idea para incluir aquí una idea de diferenciación
  • 5 minutos lectura y 10 minutos de discusión ? Discutir que tienen en comun las lecturas y contestar la pregunta de Que es una revolucion?
  • 5 minutos lectura y 10 minutos de discusión ? Discutir que tienen en comun las lecturas y contestar la pregunta de Que es una revolucion?
  • Aquí tenemos una variedad de objetos conectados con diferentes revoluciones, la idea es usar real life objects o fuentes primarias. Yo tengo muchos que podemos usar, de pronto pudieras llevar algo de Mexico.
  • En este momento se reflexiona sobre lo que han vivido con esta experiencia. A cada grupo se le da una o dos etapas del ciclo de la indagación y ellos deben discutir que se hizo en la actividad anterior para trabajar en cada una de las etapas. Deben dar ejemplos concretos.
  • Juanita
  • Esto ayuda a reflexionar sobre el tipo de recursos y sobre como el uso de un solo libro de texto podria haber reducido la indagación. Asi mismo se aborda un poco la naturaleza transdisciplinaria del programa ya que a trvés de conocimiento específico de cada disciplina estamos formando el concepto de revolucion.
  • Esto es util para mirar los temas transdisciplinarios y tener una discusión sobre la forma en como estructuran el currículo escrito.
  • Aqui podemos usar esta estrategia u otra que queramos, la idea es aterrizar todo lo que hemos traajado hasta el momento sobre curriculum con lo que dice la documentacion del PEP

Transcript

  • 1. An introduction to the PYP curriculum model Quito – Ecuador July 27 th , 28 th and 29 th 2011 Isela Consuegra - Christianne Cowie
  • 2.
    • Learning is a social activity. Much can be learnt from the experiences and perspectives of others.
  • 3. Who are we?
    • Isela Consuegra - Principal
        • Escuela Lomas Altas – México City
        • IB workshop leader and visiting team member for IB Americas
        • PYP Consultant
        • Online workshop facilitator
    • Christianne Cowie - Deputy Head and PYP Coordinator Colegio Anglo Colombiano, Bogotá
        • Colegio Anglo Colombiano
        • IB workshop leader and visiting team member for IB Americas
        • PYP Consultant
        • Online workshop facilitator
  • 4. Who are we?
    • Memory challenge
      • Names and a word starting with your same initial that somehow defines you
  • 5.
    • Mission Statement
    • The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
    •  
    • To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
    •  
    • These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
    • IBO 2007
    What is the purpose of the PYP? MTPYPH page 2 Booklet P3
  • 6. What is the purpose of a workshop?
    • When teachers engage in reflective practice, collegiality, and shared leadership, they come to understand themselves and their work differently. This new understanding causes a shift in their beliefs and norms. This shift in turn creates new opportunities, new visions of what can be done. The new professional development is a cultural, not a delivery, concept.
    • Linda Lambert,Educational Leadership, September 1989
  • 7. What is the purpose of this workshop?
    • To introduce the PYP as a systemic and all encompassing curriculum through the study of ‘ Making the PYP Happen: a curriculum framework for international education ’
    Booklet Page 5
  • 8. What are the components of the PYP curriculum framework?
  • 9. What are the aims of this workshop?
    • We aim to develop the following understandings:
      • I ndividual teachers’ beliefs and experiences related to teaching affect the way they perform.
      • The IB learner profile is the expression of the PYP philosophy and contributes to the development of international awareness.
      • The PYP defines curriculum as all aspects of student life that the school is responsible for. The curriculum is written, taught and learned.
      • The essential elements of curriculum – concepts, knowledge, skills, attitudes and action are interdependent components of a balanced curriculum.
      • Inquiry, collaboration and reflection are fundamental to the teaching/learning process .
    Workshop Booklet page 5
  • 10. What are the aims of this workshop?
    • We aim to develop the following understandings:
      • Assessment is integral to all teaching and learning.
      • Planning in the PYP is a collaborative process that allows for the synthesis of the essential elements and the subjects of the curriculum.
      • The Programme of Inquiry is but one component of the PYP within a school. It is a frame work, organized into transdisciplinary themes, which provides a balanced, integrated school-wide experience.
      • Where there is learning, there is action arising from learning. Reflection is essential for planning for action.
      • The IB standards and practices provide guidance for implementation of the PYP
      • There is a range of IB professional development available to support the implementation of the PYP.
    Workshop Booklet page 5
  • 11.
    • Performance Task:
    • In groups you will create a presentation highlighting the enduring understandings of the workshop, which can be used to report back to your school.
    • Criteria for the task:
    • The presentation should be no longer than 5 minutes.
    • All members of your group should be involved in the presentation in some way.
    • You may choose which presentation strategies to use (e.g. visuals, charts, drama, music, etc.)
    • The presentation should show evidence of learning from one or more sessions of the workshop
    What is the summative assessment for this workshop?
  • 12. What will be our agenda?
    • (8:30-10:00) Session 1:
    • (10:30-12:00) Session 2:
    • (12:30- 2:00) Session 3:
    • (3:00 – 4:30) Session 4:
  • 13. What perspectives do we share about making a successful workshop?
    • Essential agreements are:
      • Few in number
      • Concisely written
      • Refer to how something is done, not what is learnt
      • Are binding on all involved
    • Are the existing agreements acceptable? What can we add to make them more effective?
  • 14. What are our Essential Agreements?
    • In your group establish 1-2 additional essential agreements using the transdisciplinary skills provided that will make this workshop work for you . Use chart on left to guide your thinking.
    • Share responses with large group.
    • We will add these to the existing list for a comprehensive list of essential agreements
    Questions to consider … Effective Classroom Strategy!
  • 15.
    • It is acknowledged that learners have beliefs about how the world works based on their experiences and prior learning. Those beliefs, models or constructs are revisited and revised in the light of new experiences and further learning.
    • Making the PYP Happen page 6
  • 16. What do we know about the PYP?
  • 17. How can we show our thinking in a visual way
    • Using the paper, make a mental map, a list or any other type of visual representation that shows your current understanding of the PYP curriculum model.
    • Use black markers ONLY
    Classroom strategy
  • 18.  
  • 19.
    • Questions are a powerful way to identify the learning needs of a group and to help plan an inquiry to uncover understanding.
  • 20. What do you want to know?
    • Consider all of the discussions that we have had during this session
    • Reflect in your learning journal about any questions that you may have regarding the PYP
    • Feel free to write your “ burning questions ” on the papers provided at your table and post them with the others that are located in our Burning questions wall.
    Effective Classroom Strategy!
  • 21. Self reflection
    • Where are you?- Identify the person that most represents you on the Blob Tree at the moment
    • Learning Journal - write down what it is that you are wondering about the PYP curriculum model.
    • Where are we on the inquiry cycle ?
    • Where do the activities from this session fit on the inquiry cycle?
    • What have you gained from this workshop so far?
    Workshop Booklet page 7 Classroom strategy
  • 22. Recess!!
  • 23.
    • The learner profile is central to the PYP definition of what it means to be internationally minded, and it directs schools to focus on the learning.
  • 24. What are the components of the PYP curriculum framework?
  • 25. IB learner profile
    • Inquirers
    • Knowledgeable
    • Thinkers
    • Communicators
    • Principled
    • Open-minded
    • Caring
    • Risk-takers
    • Balanced
    • Reflective
  • 26. What is the role of international mindedness in the PYP classroom?
    • Do they foster and model the IB Learner Profile?
    • Why and how?
    • Can you think of others?
    • Discuss in your team.
    Effective Classroom Strategy!
  • 27. What about you? Me?
  • 28. What is the role of international mindedness in the PYP classroom?
    • Reflect on the way each of those attributes is evident in your school.
      • Think and share at least one example
    Workshop booklet page 8
  • 29. The IB Learner Profile
  • 30. Self reflection
    • Learning Journal - write down what it is that you are wondering about the PYP curriculum model.
    • Where are we on the inquiry cycle ?
    • Where do the activities from this session fit on the inquiry cycle?
    • What have you gained from this workshop so far?
    • Burning questions?
    Classroom strategy
  • 31.  
  • 32. Break!!
  • 33.
    • Please take your items and move to a new table with colleagues that have the same colored stick as you.
    Are you ready for a shuffle? Classroom strategy
  • 34.
    • A PYP school needs to demonstrate that all teaching and learning for which it is responsible is seen as an interpretation of the PYP in action.
  • 35.
    • Individually, write your definition of curriculum
    • Use the “ Think, pair and share ” strategy with a partner
    • Share your individual definition and create a new definition
    What is our perspective of curriculum? Classroom strategy
  • 36. What are the components of the PYP curriculum model?
  • 37. What is a revolution?
    • In groups, define the concept of a Revolution
  • 38. What is a Revolution? Inquiring trough the disciplines TIC, TAC, TOE
    • We will all watch the video
    • You should all select a revoution from Ecuador
    • You may choose another one according to your preferences
    The origin of 0 Russian revolution Scientific revolution Copernican revolution Neolithic Revolution The invention of writing How do Revolutions Happen? Blog TED Talk Video Neolitic revolution Eloy Alfaro & the Liberal Revolution The struggle for Independence Full body Swimsuit Banned Classroom strategy
  • 39. What is a revolution?
  • 40. What is a Revolution? Inquiring through the disciplines
  • 41. What is a Revolution? In groups discuss and come to a definition and some conclusions on what a revolution is, in light of the articles.
  • 42. What is a Revolution? Inquiring through the disciplines
    • Observe the object, painting, poem, etc.
    • How is it connected with a Revolution?
    • What was it ’ s purpose or role during that revolution?
    • How has it changed or could change our lives?
  • 43. Recess!!
  • 44. What is a revolution?
    • Go back to your initial definition of a revolution…
      • Make any changes…
      • Add ideas in order to create a revised version of your answer.
  • 45.  
  • 46.
    • 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
    • deepening 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.
        • Making the PYP Happen page 29
    What does inquiry look like? MTPYPH Page 29
  • 47. What type of resources have we used? What other resources could we use for this inquiry?
  • 48. What is a revolution?
    • Read through the different Transdisciplinary themes
    • Under which one could we place this Inquiry?
    • Why?
    MTPYPH P 12
  • 49. What is structured inquiry?
    • Transdisciplinary Theme: 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.
    • Central Idea : Revolutions cause transformations to society that transcend time and space
  • 50.
    • Read Making the PYP Happen pages 8 and 9
    • “ Stand and deliver ” : after reading, underline the most important sentence, phrase or words according to you.
    • One by one, when ready, stand up and share your sentence. After reading it, stay standing until everybody reads.
    What is our perspective of curriculum? Classroom strategy
  • 51. Self reflection
    • Where are you?- Identify the person that most represents you on the Blob Tree at the moment
    • Learning Journal - write down what it is that you are wondering about the PYP curriculum model.
    • Where are we on the inquiry cycle ?
    • Where do the activities from this session fit on the inquiry cycle?
    • What have you gained from this workshop so far?
    Workshop Booklet page 7 Classroom strategy
  • 52. Homework
    • Group one should read “ The educated Person ” pages 64 on…
    • Group two reads “ Towards a coherent curriculum ” pages 78 on…
    Workshop Booklet Classroom strategy
  • 53. Reflection of the day
    • Exit Card :
      • Two stars and a wish
        • Two positive aspects and/or learnings from today
        • A wish for tomorrow
    Classroom strategy
  • 54.