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PYP Parent Induction in Chinese

PYP Parent Induction in Chinese

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  • The PYP has constructed a set of eight key concepts, which answer the question: What do we want the students to learn? Questions in each unit of inquiry can fit into one of these key concepts.
  • As part of the PYP, we focus on the development of positive attitudes towards people, towards the environment and towards learning. At CISB, the Attitudes are addressed explicitly throughout every aspect of our curriculum. 
  • Teachers will be using a planning tool from IB. All teachers will be teaching the same unit, but inquiry allows children to come to their own understanding so what occurs in one grade 2 class may not be identical to what occurs in another grade 2 class.
  • Is the nature of their inquiry developing over time? Do they apply their knowledge base to new inquires? Etc.Assessing, Recording and Reporting of curriculum- We also have to report on the learner profile.
  • Use this to review the 5 essential elements.Knowledge, Skills, Attitudes, Actions and Concepts
  • Parents will be provided with individual sheets to complete and leave with us.A few will share their worries and strengths they see in the PYP


  • 1. CISB PYP Parent Presentation
  • 2. Please note: Not all Chinese translations come from official IBO documents. 本幻灯中的中文翻译并非全部出自IBO官方文件
  • 3. What do you already know? Discuss, write and share. Your ideas about the PYP Your questions about the PYP
  • 4. International Baccalaureate The International Baccalaureate (IB) began in 1968 in Geneva, Switzerland 国际文凭组织(IB)于1968 年创立瑞士日内瓦。 IB began its Diploma Program (DP) for internationally mobile students who were preparing for university. IB 为准备申请大学的国际学生提供了文凭课程项目。 A non-profit educational and non-governmental organization (NGO) 其属性为非盈利、非政府教育机构 Funded by fees from IB World Schools 资金源于全球IB学校提供的相关费用
  • 5. IB has expanded and now consists of 3 programs.IB 由三个项目构成:1. Primary Years Programme 国际文凭小学项目 3-12 year old students PreK3 – Grade 5 at CISB2. Middle Years Programme 国际文凭中学项目 11-16 year old students Grade 6 – 10 at CISB3. Diploma Programme 国国际文凭大学预科项目 16-19 year old students Grade 11 -12 at CISB
  • 6. 国际文凭组织使命宣言 国际文凭组织的目标是培养勤学好问、知识渊博、富有 爱心的年轻人,他们通过对多元文化的理解和尊重,为 开创更美好、更和平的世界贡献力量。 为了实现这个目标,国际文凭组织与众多的学校、政府 以及其它国际组织进行合作,开发出一系列具有挑战性 的国际教育项目和严格的评估制度。 这些项目鼓励世界各地的学生成长为既积极进取又富有 同情心的终身学习者,他们理 解尽管人与人之间存在 着差异,他人的意见也可能是正确的。
  • 7. What does it mean to be “internationally minded” and why is it important? It is a thoughtful, critical perspective that applies to who we are and what we do. 它是一种思维方式,能够有深度、具批判精神地应答“我们是谁?”“我 们该做什么?”等问题。 It includes how we communicate, our political awareness, cultural understanding, celebrating diversity, global awareness of global issues 它让我们思考如何沟通、培养政治意识、提高文化了解、拥护多样性、 并全面认识全球问题等内容。 It is a reflection on how knowledge is constructed and applied. At CISB, we would like to focus on moving students toward becoming people who reflect the characteristics of the “Learner Profile.” 它反映了如何构建、应用知识。 在CISB,我们致力于把学生培养成 能够具备“ ” Learner Profile
  • 8. International Mindedness“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. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.” PYP “ ” “ ” Learner Profile Making the PYP Happen, p. 2 ©IBO 2007
  • 9. Teaching and Learning in the PYP “Commitment to structured, purposeful inquiry that engages students in their own learning.” “致力于设置使用步骤分明、有目的性的询问,使学生在参与过程 中学会学习”。 “inquiry… is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry allows each students’ understanding of the world to develop in a manner and at a rate that is unique to that student.” “询问可以使学生在学习中发挥主动性,并且为自己的学习负责。询 问使得学生能够选择适合自己的学习方式和学习速度来认知世界。How does PYP differ from “traditional” methods? Work in groups and share.
  • 10. Traditional Teaching MethodologyTeacher Students
  • 11. Constructivism theory/methodology Teachers, Students and Other Adults
  • 12. The Learner Profile Inquirers 探究者  Open-minded 胸襟开阔的 人 Knowledgeable 知识渊博的 人  Caring 富有同情心的人 Thinkers 思考者  Risk-takers 敢于冒风险的人 Communicators 交流者  Balanced 全面发展的人 Principled 有原则的人  Reflective 反思者 Which of these best describes your child?
  • 13. PYP Curriculum Written Curriculum 书面课程What do we want to learn? Taught Curriculum 教学课程How best will we learn? Assessed Curriculum 评估课 程How will we know what we havelearned?
  • 14. Essential elements: How are they described in the PYP curriculum? Knowledge 知识 Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding在考虑到学生以前的经历和知识的基础上,我 们希望学生发现和了解的,最为重要和 相关的内容。 Concepts ✦ Skills Powerful ideas that have relevance within Those capabilities the students need to the subject areas but also transcend them demonstrate to succeed in a changing, and that students must explore and re- challenging world, which may be disciplinary or explore in order to develop a coherent, in- trans-disciplinary in nature. depth understanding.在本学科中但又不局限于本领域中的有影响力 学生需要证明自己拥有能够在当今变化的, 的想法。这些想法是需要学生自己不断 有挑战的世界中获得成功的能力。 的探究从而达到一个条理清晰的深层的 这些能力可能某学科或跨学科的。 理解。 Page 16
  • 15. Essential elements: How are they described in the PYP curriculum? Attitudes 态度 Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people个性:价值观,信仰,对于学习,环境和人的感 受。 Action 行动 Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements通过有效的行动反映出深层次的学习过程和其它 重要元素的实践过程。 Page 17
  • 16. Knowledge: What are the PYP transdisciplinarythemes? 小学项目的跨学科主题 Who We Are 我们是谁 这是对自我本质的探究:信仰与价值观;个人、身 体、心智、社交和精神等方面的 健康;各种人际 关系,包括家庭、朋友、社区和文化;权利与责任 ;作为人的意义何在。 Where we are in place and time 我们身处什么 时空探究我们在时空中的方位;个人的历史;家庭和旅程; 人类的各种发现、探索与迁徙;从本地与全球的观 点考察个人与文明之间千丝万缕的联系。 Page 18
  • 17. Knowledge: What are the PYP transdisciplinary themes? How we express ourselves我们如何  How we organize ourselves 我们如何 表达自己 组织自己探究我们发现和表达观点、情感、大自然、 探究人类创造的制度与社区之间的相互联系; 文化、信仰与价值观的方式;我们反思 各种组织的结构与功能;社会决策机制 、扩展、享受我们创造力的方式;我们 ;经济活动及其对人类与环境的影响。 的审美鉴赏。  Sharing the planet 共享地球 How the world works 世界如何运作 探究努力与他人及其他生物分享有限资源时的探究自然界以及自然规律;(物质的与生物 权利与责任;群体/社区以及他们内部及 的)自然界与人类社会的互动;人类如 之间的关系;机会均等;和平与解决冲 何利用他们对科学原理的理解;科技进 突。 步对社会与环境的影响。 Page 19
  • 18. Concepts Form – What is it like?  Connection – How is it connected other things? 形式 它是什么样子的? 连系 它与其它事物如何连系起来? Function – How does it work?  Perspective – What are the points 功能 它是怎样运作的? of view? Causation – Why is it like it is? 观点 有哪些观点? 原因 它为什么是这样的?  Responsibility – What is our responsibility? Change – How is it changing? 责任 我们的责任是什么? 变化 它是怎样改变的?  Reflection – How do we know? 反思 我们是如何知道的?
  • 19. Social Skills Thinking Communicatio Research Self社交技能 Skills n Skills Skills Management 思考技能 沟通技能 研究技能 Skills 自我管理技能Accepting Acquisition of Listening Formulating Questions Gross /Fine MotorResponsibility knowledge 听 公式化问题 全面能力/小技巧承担责任 知识的获得Respecting others Comprehension Speaking Observing Spatial Awareness尊重他人 领悟 说 观察 空间认知Cooperating Application Reading Planning Organization合作 应用 读 计划 组织能力Resolving Conflict Analysis Writing Collecting Data Time Management解决冲突 分析 写 收集数据 时间安排Group decision making Synthesis Non-Verbal Recording Data Safety小组决策 综合 非语言 记录数据 安全性Adopting a variety of Evaluation Organizing Data Healthy Lifestylesgroup roles 评估 组织数据 健康生活方式接纳各种组织角色 Dialectical Thought Interpreting Data Codes of Behaviour 辨证想法 解释数据 行为准则 Metacognition Presenting Research Informed Choices 后设认知 findings 知情选择 阐释研究发现
  • 20. Attitude Changes Everything Appreciation 欣赏  Empathy 同理心 Commitment 投入  Enthusiasm 热诚 Confidence 自信  Independence 独立性 Cooperation 合作  Integrity 正直 Creativity 创意  Respect 尊重 Curiosity 好奇心  Tolerance 宽容
  • 21. Action 行动 成功的评价探究会引发学生 的有效的行动。 体验这种经历,付之行动或 不付之行动的过程都会对学 生建立自己的价值观产生积 极的影响。
  • 22. Inquiry is the leading pedagogical approach of PYP Exploring, wondering and  Making predictions and acting questioning purposefully to see what happens 探索,思考和提问  预测并有目的地操作,以观察结 Experimenting and playing with 果 possibilities  Collecting data and reporting 实验并探求可能性 findings Making connections between  收集数据和汇报发现 previous learning and current learning  Clarifying existing ideas and reappraising perception of 将已有知识与当前学习之间联系 events 起来  阐明现有想法以及重新评估对目 标的认知
  • 23.  Deepening understanding through the application of a concept 通过概念的应用加深了解 Making and testing theories 提出并检验理论 Researching and seeking information 研究和寻找信息 Taking and defending a position 找到自己的立场并为之辩护 Solving problems in a variety of ways. 用多种方式解决问题
  • 24.  There is a place for drill and practice in the classroom, but IB believes that concept based teaching is the most substantial form of learning. 尽管训练和练习还应在教室中留有一席之地,但是IB认为基 于概念的教育是根本的学习形式。 Planning is done collaboratively using the PYP planner which is structured around a central idea and lines of inquiry. 围绕中心主题及询问的渠道构建PYP规划,与此同时完成计 划。 Planning in and out of the units of inquiry should be done on the PYP planner. PYP规划中应灵活计划教学内容使其与询问单元相吻合。
  • 25. The Assessed Curriculum Program standards and practices, overall learning outcomes and subject-specific overall expectations are assessed 要根据《项目的标准与实施要求》、根据对学习成果的总体 要求以及每个单一学科的总体要求来评估学生的表现 The process of inquiry and the products of inquiry are also assessed 小学项目的评估方式认为:评价探究过程与评价探究结果同 样重要,并试图把两者结合为一个整体,给予同样的支持 Summative Assessment and formative assessment will be used我们会运用总结性评估和形成性评估
  • 26. Methods of AssessmentMany methods of assessment will be used to provide a balanced view of thechild such as:运用多种评估方式以提供综合观点,例如: Observations 观察  Open-ended tasks in which children are presented with a Performance assessment of stimulus and asked to tasks with established criteria communicate an original that are authentic challenges response and problems  开放式仸务:激励孩子用自己的 对真正的挑战与问题,使用现存 方式应答 标准对其完成情况进行评估  Portfolios of children’s work. Selected response assessments such as tests and  孩子的作品成果合辑。 quizzes 选择答题类评估方式,例如测试 和测验
  • 27. 6 MonthsInterested School Consideration Candidate January 2011 Phase School C a 12-18 Months n d i d a t February 2012 e P 12-18 Months h a 5 Years s e April 2013 3 Years IB World School Authorization Phase
  • 28. Why is PYP important at our school? PYP在本校为何如此重要?CISB students CISB的学生们• Will be taught WHY they should know something•将被告知他们为什么应该了解某事,获取知识• Will learn HOW it connects to other subjects and the world around them•将了解这些知识如何延伸到其他主题和他们周围的世界• They will experience high quality teaching and learning•将享受优质的教育与学习过程• Will have great opportunities to study for college/university worldwide, andopportunities to make friends with other students at IB schools around the world.•将拥有进入全球各地大专院校学习的丰富机会,并与全世界IB学校的学生结成朋友。
  • 29. Why PYP for CISB? 为什么CISB应开 展PYP 项目? Structured inquiry as the vehicle for  International standards for measuring learning teaching and learning 以结构强的询问为学习方式  采用国际标准对教学工作进行评估 Six trans-disciplinary themes provide the  Challenging academic programs framework for exploration and construction of knowledge  富挑战性的学术项目 六个跨学科的主题为知识的探索和构建提供  A global professional network for 框架 educators to learn effective classroom practices and teaching strategies Students develop an understanding of important concepts, acquire essential  为教育者提供高效课堂训练与教育策略的全 skills and knowledge, develop particular 球性专业网络 attitudes and learn to take socially responsible action.  Curriculum framework, program evaluation and mentoring 学生可以获得对重要概念的理解,获取必需 的技能和知识,形成对事物独特的见解并学  课程框架、项目评价和良师 会采取具有社会责任感的行动。  Smoother transition to the Middle Years Programme (MYP)  与中学项目更加自然顺利的衔接
  • 30. Let’s Reflect What worries do you have about the programme? 对本项目,您是否有任何疑问? What strengths do you see in the programme? 您是否了解了到本项目的优势?
  • 31. Sources used in compiling this presentation Mrs. Jade Harrold – PYP Presentation Making the PYP Happen- A curriculum Framework for an International education Making the PYP Happen- Pedagogical Leadership in the PYP Primary Years Programme A Basis for Practice Western Academy of Beijing – Curriculum Framework Dubai International Academy – PYP Presentation