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Planner Session2



IB Planner designed to plan the Introductory PYP workshop for new teachers.

IB Planner designed to plan the Introductory PYP workshop for new teachers.



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    Planner Session2 Planner Session2 Document Transcript

    • Planning the inquiry 1. What is our purpose? Class/grade: Second grade Age group: To inquire into the following: School: CAC School code: • transdisciplinary theme Title: What a concept! HOW WE ORGANISE OURSELVES PYP planner An inquiry into the interconnectedness of human-made systems and communities; the structure Teacher(s): Jennie Devine and Christianne Cowie and function of organizations; societal decision-making; economic activities and their impact on hu- mankind and the environment. Date: September 19th 2008 Proposed duration: 2 hours •central idea The written curriculum The 5 essential elements of the PYP – concepts, skills, attitudes, knowledge and action are interrelated components of a balanced curriculum. 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? What lines of inquiry will define the scope of the inquiry into the central idea? Concept driven curriculum • • Trasdiciplinary themes • At the end of the workshop Miss Sarah will ask all participants to create an 5 essencial elements • action plan. • Self assessment for this session: write a reflection of what they learned using a What teacher questions/provocations will drive these inquiries? set of guiding questions. • What is the PYP perspective of curriculum? (Form) • How does a transdiciplinary curriculum work? (Function) • How are the 5 essential elements connected? (Connection) © International Baccalaureate Organization 2007
    • Planning the inquiry 4. How best might we learn? 3. How might we know what we have learned? As they go in they will receive a piece of a 3 piece puzzle. They have to locate the other 2 people with the same puzzle and This column should be used in conjunction with “How best might we learn?” sit with them. • What are the possible ways of assessing students’ prior knowledge and skills? Welcome and Agenda of the day. Story “A school in the forest” • After the story share a bit of PYP’ s History and general philosophy .Link to the story. What evidence will we look for? • Show and discuss the PYP Perspective of curriculum (Virtuose circle) (Knowledgeable) They will be given a reading (The futility of trying to teach everything of • Explore the difference Between Transdiciplinary vs topic work. Share a Power Point slide and ask them to importance” compare and contrast. (group discussion) Share some ideas. Link with last week’s work on internationalism We already had interviews with the teachers in which we identified the prior and the need to explore big ideas of global relevance. (Inquirer and research skills) knowledge they have about the programme and some questions and needs they Re grouping find 2 more people as different from you as you can (Social and thinking skills) have. • Groups to read the “Sustain to Maintain” article and create a BIG IDEA from it. It should be a statement. Using the questions on a Power Point “evaluate” that central idea, design some lines of inquiry. Place them under the correct transdiciplinary theme on a wall. Give out all the central ideas of our POI and ask them to What are the possible ways of assessing student learning in the context of the sort them out first on their tables. To do that they will have to place them in silence, using only body and sign lines of inquiry? What evidence will we look for? language. Then 2 minutes to discuss. Explain how our POI is organized and that we also have aspects outside the POI but that are taught the same approach; Inquiry based. For those we have scope and sequence documents.(Inquirer, thinker and Communicator) • • Evaluate a central idea they create + some lines of inquiry (they will have a set Write questions to develop the understanding of the Central Ideas they wrote. Sort them according to of guiding questions) concepts, silently first and then discuss and then paste on the wall. (Similar to previous exercise) Group discussion on the outcome. (Thinker) • Place different central ideas under the correct transdiciplinary theme. Regroup find in 1 minute 2 people you have not worked with today. (Social Skills and time management) • Generate questions and classify under concepts • Ask them to highlight using the skills continuum the skills they will develop through that unit. Clarify that this continuum was created by the Anglo. Refer to Making the PYP happen for the IBO explanation on the skills. • Use the skills continuum and highlight which skills they could develop with • Using the MPYP happen and the attitudes decide which attitudes as well. (Thinker) the central idea they created. • On a big piece of paper with the word ACTION written in the middle ask them to write all the possible actions that could come from the unit. What does this article inspire you to do? • PYP hexagon and explain how all elements are integrated. • Reflection time. Ask them to make a line in alphabetical order. 11 go to one group and 11 to another. Outside make 2 circles. People to stand facing each other. In one share one enduring understanding or even maybe a question with the person in front of you. Participants rotate. They then go back and write their individual reflection on the given paper. (Reflective) • Homework to read from page 56 to 62 MPYP happen. (Commitment and Independence) 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? 7 illustrations cut in 3 pieces for first grouping, Power Point presentation, “Sustain to Maintain” magazine article, Transdiciplinary themes on a piece of paper in every table. Also have a sheet of paper with the Concepts and the guiding questions for every concept.. Strips of paper with all the central ideas in our POI. Skills Continuum. How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Transdisicplinary themes with the descriptors on the wall and Flip chart with the Concepts + the guiding questions. Big roll of paper with the word ACTION in middle. © International Baccalaureate Organization 2007
    • Reflecting on the inquiry 6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP? Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to: understanding of the central idea. The reflections of all teachers involved in the •develop an understanding of the concepts identified in “What do we want to planning and teaching of the inquiry should be included. learn?” •demonstrate the learning and application of particular transdisciplinary skills? •develop particular attributes of the learner profile and/or attitudes? How you could improve on the assessment task(s) so that you would have a In each case, explain your selection. more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme? © International Baccalaureate Organization 2007
    • Reflecting on the inquiry 9. Teacher notes 8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. © International Baccalaureate Organization 2007