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PYP PDPresentation
Horseshoe Activity In this activity I would like you to create a horseshoe.There will be 4 areas that you will be asked t...
3 Kinds of Inquiry1. Personal Inquiry – Children completely in control. Their   interests alone are the focus.2. Collabora...
Expert GroupsKnowledge   Concepts   Skills   Attitudes   ActionWhat is the big idea or key question?How does your element ...
The PYP Planner (Bubble Planner) Every grade level and every specialty is expected by IB to have a Bubble Planner created ...
1. What is our purpose?                                                                     Class/grade:Age group:To inqui...
1. What is our purpose?                                                                     Class/grade:Age group:To inqui...
1. What is our purpose?                                                                     Class/grade:Age group:To inqui...
1. What is our purpose?                                                                     Class/grade:Age group:To inqui...
1. What is our purpose?                                                                     Class/grade:Age group:To inqui...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
3. How might we know what we have learned?                                                    4. How best might we learn?T...
6. To what extent did we achieve our purpose?                                                7. To what extent did we incl...
6. To what extent did we achieve our purpose?                                                7. To what extent did we incl...
6. To what extent did we achieve our purpose?                                                7. To what extent did we incl...
6. To what extent did we achieve our purpose?                                                7. To what extent did we incl...
8. What student-initiated inquiries arose from the learning?                                      9. Teacher notesRecord a...
8. What student-initiated inquiries arose from the learning?                                      9. Teacher notesRecord a...
Kath Murdoch’s Inquiry Model1. Tuning In2. Finding out3. Sorting out4. Going further5. Making connections (Drawing Conclus...
Video – Where we are in place and time Central Idea – Knowing about our family histories enables us to discover our cultur...
Inquiry, Curriculum, and Standards: AConversation with Kathy Short Please take 10 minutes to read this article. Complete t...
Created By: Maria Tran, PYP CoordinatorCanadian International School of Beijing
PYP New Teacher Induction PD
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PYP New Teacher Induction PD

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  • Read pages 10 – 27People will be broken up into groups. Each group will be assigned an element from the Essential elements of the written curriculum. Use the jigsaw method to regroup people.In your groups you will then do research and present your information to the rest of the group.Once they have presented, have them look at the sample bubble planner. They can look at the planner and you can then show the video or a class that pertains to this bubble planner.
  • With Bubble Planner, have teachers go through and read the finished planner and address and questions they may have using the slides.
  • Kathy Short and Kath Murdoch both have inquiry models that work in the PYP framework. We are going to talk a little bit about Kath Murdoch’s model.
  • Transcript of "PYP New Teacher Induction PD"

    1. 1. PYP PDPresentation
    2. 2. Horseshoe Activity In this activity I would like you to create a horseshoe.There will be 4 areas that you will be asked to stand in but you will get to choose.1) New to PYP2) Knows enough to be dangerous3) Has a very good understanding and is ready to implement.4) I can be considered an expert.
    3. 3. 3 Kinds of Inquiry1. Personal Inquiry – Children completely in control. Their interests alone are the focus.2. Collaborative Inquiry – Teacher and student collaboration. Teacher engages students but the focus of the subject is then agreed upon3. Guided Inquiry – Teacher poses problem and students find answers.
    4. 4. Expert GroupsKnowledge Concepts Skills Attitudes ActionWhat is the big idea or key question?How does your element impact onplanning, teaching, learning andassessment?Where did you get your evidence?
    5. 5. The PYP Planner (Bubble Planner) Every grade level and every specialty is expected by IB to have a Bubble Planner created for each unit of study. The PYP planner consists of 9 stages that need to completed by all teachers who are involved with the planning. Stages 1-4 are completed before we begin the unit. Stages 5-9 are competed after we finish the unit (no later than 2 weeks)
    6. 6. 1. What is our purpose? Class/grade:Age group:To inquire into the following: School: School code: transdisciplinary theme Title: Teacher(s): central idea Central Idea Date: Proposed duration: number of hours over number of weeksSummative assessment task(s): The central idea connects to the themeWhat are the possible ways of assessing students’ understanding of the central idea? Whatevidence, including student-initiated actions, will we look for? and description. The central idea is the 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, thing we want students to understand. responsibility, reflection) to be emphasized within this inquiry? It should be relevant enough to spend 6 What lines of inquiry will define the scope of the inquiry into the central idea? weeks of teacher time; and should link to a real world issue/situation. What teacher questions/provocations will drive these inquiries?
    7. 7. 1. What is our purpose? Class/grade:Age group:To inquire into the following: School: School code: transdisciplinary theme Title: Teacher(s): central idea Date: Proposed duration: number of hours over number of weeksSummative assessment task(s):What are the possible ways of assessing students’ understanding of the central idea? Whatevidence, including student-initiated actions, will we look for? 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? Choose 3 concepts to What lines of inquiry will define the scope of the inquiry into the central idea? guide the unit. The concepts will help us What teacher questions/provocations will drive these inquiries? explore the central idea.
    8. 8. 1. What is our purpose? Class/grade:Age group:To inquire into the following: School: School code: transdisciplinary theme Title: Teacher(s): central idea Date: To guide the inquiry, we Proposed duration: number of hours over number of weeksSummative assessment task(s): also use 3-4 lines ofWhat are the possible ways of assessing students’ understanding of the central idea? Whatevidence, including student-initiated actions, will we look for? inquiry to guide and 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, focus students through responsibility, reflection) to be emphasized within this inquiry? the 6 weeks. What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries?
    9. 9. 1. What is our purpose? Class/grade:Age group:To inquire into the following: School: School code: transdisciplinary theme Title: Teacher(s): central idea Date: Proposed duration: number of hours over number of weeksSummative assessment task(s):What are the possible ways of assessing students’ understanding of the central idea? Whatevidence, including student-initiated actions, will we look for? 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? Teachers questions are ‘concept’ questions of What lines of inquiry will define the scope of the inquiry into the central idea? the lines of inquiry What teacher questions/provocations will drive these inquiries?
    10. 10. 1. What is our purpose? Class/grade:Age group:To inquire into the following: School: School code: transdisciplinary theme Title: Teacher(s): central idea Date: Teachers should model Proposed duration: number of hours over number of weeksSummative assessment task(s): asking ‘concept’ open-What are the possible ways of assessing students’ understanding of the central idea? Whatevidence, including student-initiated actions, will we look for? ended questions 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, throughout the unit. responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries?
    11. 11. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? How do we know what students already know? What activities will we do to find out our students’ prior knowledge?5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    12. 12. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? Formative (continuous) assessment. How will we know if students are5. What resources need to be gathered? learning as we move through the unit?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    13. 13. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? Formative (continuous) assessment. How will we know if students are5. What resources need to be gathered? learning as we move through the unit?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    14. 14. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? Learning activities that we will do throughout the unit to explore the central idea5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    15. 15. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? Activities and assessments are planned by all teachers, taught by all teachers and assessed by all teachers.5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    16. 16. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? Focus on the specific skills that can be practiced during the 6 weeks.5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    17. 17. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? Attitudes and Learner Profile: which characteristics will students experience and how?5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    18. 18. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? List specific resources: print, multi-media, internet, people and places in the school.5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    19. 19. 3. How might we know what we have learned? 4. How best might we learn?This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage Provoking interest: howWhat are the possible ways of assessing students’ prior knowledge and skills? What evidencewill we look for? the students to engage with the inquiries and address the driving questions? will we decorate the What opportunities will occur for transdisciplinary skills development and for the classroom? Where willWhat are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for? development of the attributes of the learner profile? we take students outside the school to further their understanding?5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
    20. 20. 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’ understanding of the What were the learning experiences that enabled students to:central idea. The reflections of all teachers involved in the planning and teaching of the develop an understanding of the concepts identified in “What do we want to learn?”inquiry should be included. demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.How you could improve on the assessment task(s) so that you would have a more accuratepicture of each student’s understanding of the central idea.What was the evidence that connections were made between the central idea and thetransdisciplinary theme? Was the unit a success? Did students show understanding of the central idea?
    21. 21. 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’ understanding of the What were the learning experiences that enabled students to:central idea. The reflections of all teachers involved in the planning and teaching of the develop an understanding of the concepts identified in “What do we want to learn?”inquiry should be included. demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.How you could improve on the assessment task(s) so that you would have a more accuratepicture of each student’s understanding of the central idea.What was the evidence that connections were made between the central idea and thetransdisciplinary theme? How could the teaching team improve the unit if it is taught again?
    22. 22. 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’ understanding of the What were the learning experiences that enabled students to:central idea. The reflections of all teachers involved in the planning and teaching of the develop an understanding of the concepts identified in “What do we want to learn?”inquiry should be included. demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.How you could improve on the assessment task(s) so that you would have a more accuratepicture of each student’s understanding of the central idea.What was the evidence that connections were made between the central idea and thetransdisciplinary theme? Record the most successful parts of the unit – the best activities and learning experiences.
    23. 23. 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’ understanding of the What were the learning experiences that enabled students to:central idea. The reflections of all teachers involved in the planning and teaching of the develop an understanding of the concepts identified in “What do we want to learn?”inquiry should be included. demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.How you could improve on the assessment task(s) so that you would have a more accuratepicture of each student’s understanding of the central idea.What was the evidence that connections were made between the central idea and thetransdisciplinary theme? How did the students show understanding and development of skills, attitudes and profile?
    24. 24. 8. What student-initiated inquiries arose from the learning? 9. Teacher notesRecord a range of student-initiated inquiries and student questions and highlight any that wereincorporated into the teaching and learning.At this point teachers should go back to box 2 “What do we want to learn?” and highlight theteacher 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 Record any interestingreflect, to choose and to act. students questions or student initiated research.
    25. 25. 8. What student-initiated inquiries arose from the learning? 9. Teacher notesRecord a range of student-initiated inquiries and student questions and highlight any that wereincorporated into the teaching and learning.At this point teachers should go back to box 2 “What do we want to learn?” and highlight theteacher 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 All teachers discuss andreflect, to choose and to act. record a combined summary of the unit: any successes, challenges, problems and how we overcame the problems; any changes needed for next time?
    26. 26. Kath Murdoch’s Inquiry Model1. Tuning In2. Finding out3. Sorting out4. Going further5. Making connections (Drawing Conclusions)6. Taking action
    27. 27. Video – Where we are in place and time Central Idea – Knowing about our family histories enables us to discover our cultural origins and develop historical awareness. We will be talking about: Evidence that you see or hear about inquiry, reflection, collaboration &transdisciplinary learning.
    28. 28. Inquiry, Curriculum, and Standards: AConversation with Kathy Short Please take 10 minutes to read this article. Complete the Chart Below. Insights Lingering Questions
    29. 29. Created By: Maria Tran, PYP CoordinatorCanadian International School of Beijing
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