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Bubble Planner Bubble Planner Presentation Transcript

  • Planning for the PYP
  •  
  • Planner: Please use original format planner & submit 1 x Chinese 1 x English ( plan together ) View slide
  • Planner: Please take your planner. View slide
  • Purpose What are we going to learn? Why are we going to learn it? How are we going to know we have learned it?
  • Central Idea Final Assessment (Summative) Concepts Lines of Inquiry Teacher Questions
  • Assessing Prior Learning Continuous Assessment (formative) Classroom Activities Skills Development Learner Profile/Attitudes
  • Resources Classroom Environment Community Field Trip Expert
  • Teacher Reflection Did we have a successful unit? How can we improve the assessments when we do the unit again? Did the students understand the central idea? How do we know?
  • Teacher Reflection Did students understand the concepts? How? Did students practice the skills? How? Did students develop the learner profile/attitudes? How?
  • Teacher Reflection What questions or inquiries did students pursue? Were there any student actions? Teacher notes?
  • The PYP Planner
    • The PYP planner consists of 9 stages that need to be completed by all teachers who are involved with the grade level.
    • Stages 1-4 are completed before we begin the unit
    • Stages 5-9 are completed after we finish the unit (no later than 2 weeks)
  • In your planning groups, look at, read and discuss the theme and description. Collect perspectives from colleagues.
  • Central Idea The central idea connects to the theme and description. The central idea is the thing we want students to understand. It should be relevant enough to spend 6 weeks of teaching time; and should link to a real world issue/situation.
  • Summative assessment is how you will check the students’ understanding of the central idea at the end of the unit .
  • Choose 3 concepts to guide the unit. The concepts will help us to explore the central idea
  • To guide the inquiry, we also use 3-4 lines of inquiry to guide and focus students through the 6 weeks
  • Teacher questions are ‘concept’ questions of the lines of inquiry
  • Teachers should model asking concept (open-ended questions throughout the unit)
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? How do we know what students already know? What activities will we do find out our students’ prior knowledge?
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Formative (continuous) assessment. How will we know if students are learning as we move through the unit?
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Formative (continuous) assessment. How will we know if students are learning as we move through the unit?
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Learning activities that we will do throughout the unit to explore the central idea
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Activities and assessments are planned by all teachers, taught by all teachers and assessed by all teachers.
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Focus on the specific skills that can be practised during the 6 weeks.
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Attitudes and Learner Profile: which characteristics will students experience and how?
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? List specific resources: print, multi-media, internet, people and places in the school.
  • 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. 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 opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 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? Provoking interest: how will we decorate the classroom? Where will we take students outside the school to further their understanding?
  • Post Teaching & Learning
    • Teacher reflection
    • Purpose: How well did we succeed and how could we improve if we did the unit again?
  • 6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a 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?
    • 7. To what extent did we include the elements of the PYP?
    • What were the learning experiences that enabled students to:
      • develop an understanding of the concepts identified in “What do we want to learn?”
    • 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.
    Was the unit a success? Did students show understanding of the central idea?
  • 6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a 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?
    • 7. To what extent did we include the elements of the PYP?
    • What were the learning experiences that enabled students to:
      • develop an understanding of the concepts identified in “What do we want to learn?”
    • 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 could the teaching team improve the unit if it is taught again?
  • 6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a 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?
    • 7. To what extent did we include the elements of the PYP?
    • What were the learning experiences that enabled students to:
      • develop an understanding of the concepts identified in “What do we want to learn?”
    • 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 did students show understanding of the theme ( and description ).
  • 6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a 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?
    • 7. To what extent did we include the elements of the PYP?
    • What were the learning experiences that enabled students to:
    • develop an understanding of the concepts identified in “What do we want to learn?”
    • 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.
    Record the most successful parts of the unit - the best activities and learning experiences.
  • 6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a 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?
    • 7. To what extent did we include the elements of the PYP?
    • What were the learning experiences that enabled students to:
    • develop an understanding of the concepts identified in “What do we want to learn?”
    • 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 did the students show understanding and development of skills, attitudes and profile?
  • 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. 9. Teacher notes Record any interesting student questions or student initiated research.
  • 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. 9. Teacher notes Record and specific actions by students as a result of the teaching & learning.
  • 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. 9. Teacher notes All teachers discuss and record a combined summary of the unit: any successes, challenges, problems and how we overcame the problems; any changes needed for next time?