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Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
Workshop for Teachers 2
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Workshop for Teachers 2

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This presentation was designed for a PYP Introductory Workshop for new teachers in my School.

This presentation was designed for a PYP Introductory Workshop for new teachers in my School.

Published in: Education, Health & Medicine
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  • 1. Friday 19 th September 2008 PYP Teacher Training Session 2 THE WRITTEN CURRICULUM
  • 2. Agenda
    • A School In The Forest…
    • Topic vs Transdiciplinary
    • The PYP Perspective of Curriculum
    • The Written Curriculum and The 5 Essential Elements.
  • 3. Once upon a time some forest animals decided to do something to face the problems of the “ New World”. So they started a school.
  • 4. They adopted a CURRICULUM they thought was appropriate and relevant for all and had courses such as… Climb trees, swim, fly and running . To make it easier all animals were matriculated in all courses .
  • 5. The duck was an outstanding student in the “ swimming class”. Actually he was even better than the teacher. He got an “ S” in “flying” but in “running” he turned out to be “ Deficient”.
  • 6. Since the duck was a very hard working student he worked until his feet were unable to continue, and then he turned into an “ average ” student in “swimming”. But an average student was OK in that school so nobody worried except for the duck off course!
  • 7. Since the duck was a “ slow learner” he had to stay late in school improving his running skills and as a consequence he dropped his swimming lessons due to lack of time.
  • 8. The squirrel was an outstanding student “climbing trees” until she became very frustrated in the “Flying” class. Her teacher insisted that she had to start from the floor instead than from the top of the tree which was the way she knew how to do it. She got really bad cramps due to all the effort and at the end the teacher gave her an “S” for effort and an “Acceptable” flying.
  • 9. The rabbit was an excellent runner, but had a nervous breakdown due to excess work in swimming.
  • 10. The eagle was a “Problem Child” and received many bad grades in discipline. In the flying class he was better that everyone else but he insisted on doing things his own way!
  • 11. At the end of the year a subnormal EEL , that was a very good swimmer, was able to run a bit and fly over the water, won the BEST STUDENT AWARD!
  • 12.
    • The PYP perspective of Curriculum .
    The written curriculum The taught curriculum The assessed curriculum How do we know what we have learned What do we Want to learn? What is the best way to learn ?
  • 13.
    • The Apple Unit
    • For two weeks a 3rd grade class engages in a unit on apples. The students engage in a variety of activities. In language arts they read Johnny Appleseed and view an illustrated strip of the story. They write creative stories involving apples and then illustrate their stories using tempera paints. In art, students collect leaves from crab apple trees and make a giant leaf collage that hangs on the displayboard. The music teacher sings songs about apples and in science they use their senses to observe the characteristics of different kinds of apples. They go to a local apple orchard and at the end of the unit they have an “Apple fest” where teachers dress as apples and the children rotate through a variety of stations were they have apple word searches, cook apple sauce, solve mathematics word problems about apples and they all end up bobbing for apples.
    Unit on Nutrition On a unit on nutrition this 3rd grade class explores why nutrition is important for a healthy living. They first learn about the different food groups and sort pictures of foods in each group. They build a food pyramid together and then discuss daily needs for a child their age. They then record for a few days their own individual eating patterns and contrast their diets with the daily needs recommended to children their age. After that, students are asked to compare their diets and suggest plans to improve it. They also research about some health problems related to a poor diet and discuss some myths such as “healthy food tastes bad”. They look for recipes to cook healthy food in a very tasty form. At the end of the unit they are asked to create a 3 day balanced menu for the school that is tasty and appealing for all students.
  • 14.
    • Interdisciplinary
    Transdiciplinary The Pirates Science P.E Social Studies Art Mathematics Music ICT Geography History Language Interdisciplinary: Contents Exploration Unit of Inquiry Language Geography History Art Science Form, function, cause, change, connection, perspective, responsibility, reflection Transdiciplinary: Concepts
  • 15. Sustain to Maintain What’s the Big Idea?
  • 16.
    • What is a good Central Idea?
    • Significant:
    • Is the content really worth knowing about?
    • Does it include knowledge that will be a pre - requisite for future learning?
    • Does it allow to concepts to be explored in depth?
    • Is it possible to explore it from multiple perspectives?
    • Relevant:
    • Is it worth studying it for students from multiple cultures?
    • Does it allow for learning to take place in a significant and meaningful context?
    • Is it based on students’ prior knowledge and experiences?
    • Does it deal with a subject related to the way human beings understand their experiences and the world around them?
    • Engaging:
    • Is it age - appropriate and does it take into account the students developmental stage?
    • Will it allow students to apply their previous knowledge, experiences and skills?
    • Does it allow the use of multiple resources?
    • Is it possible to explore it from a transdiciplinary perspective?
    • Challenging
    • Could you explore it from multiple intelligences and ability levels?
    • Does it allow for students to build their own understanding?
    • Will it help students question their own points of view and to defend their perspectives?
    • Will it help develop the acceptance of dealing with complex situations?
  • 17.
    • Transdiciplinary Themes
    An inquiry into Who we are An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human. An inquiry into Where we are in time and place An exploration of our orientation in place and time; of our personal histories; of 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 civilisations. An inquiry into 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. An inquiry into 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. An inquiry into How the world works An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology. An inquiry into Sharing the planet An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.
  • 18.
    • Interdisciplinary
    Transdiciplinary The Pirates Science P.E Social Studies Art Mathematics Music ICT Geography History Language Interdisciplinary: Contents Exploration Unit of Inquiry Language Geography History Art Science Form, function, cause, change, connection, perspective, responsibility, reflection Transdiciplinary: Concepts
  • 19.
    • 5 Essential Elements
    • Knowledge
    • Concepts
    • Skills
    • Attitudes
    • Action
  • 20.
    • Sharing the planet
    Who we are Language PSE Science Arts M athematics Social Studies How we express ourselves Where we are in place and time How the world works How we organize ourselves Action Skills Concepts Attitudes Curriculum
  • 21.  
  • 22. Reflection
    • One Enduring Understanding I will take with me is…
    • What is the PYP perspective of curriculum?
    • How does a transdiciplinary curriculum work?
    • Did I understand what a central idea is?
    • Was I able to plan taking into account the 5 essential elements?
    • How are the 5 essential elements connected?
    • What will I be able to implement in my teaching practice?
  • 23. Homework and further reading…
    • Making the PYP Happen pag 56 to 62
    • How to develop a transdiciplinary programme of Inquiry
  • 24. Thank you

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