Induction planner 10

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Induction planner 10

  1. 1. PYP Induction September - December 2010 CONTENT OR CONCEPTS / TIMING PROCESS RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES UNDERSTANDINGS AREA SESSION ONE Getting to know What do we want to MTPYPH Whole group ourselves and know, finding out prior AISD ES Binder • Introduce self others knowledge and setting a • Share goals, central idea & inquiry points of the workshop on chart paper climate for learning. • Introductions and getting to know each other – Wander and Wonder sheets- LP Trait photos wander around the room and ask a different participant one of the following Learner Profile questions – write their names and replies in each box on the grid – no one should Chart paper be asked twice. What color do you feel like today and why? What is your strongest method of • goals learning (give examples). What are you passionate about? What makes you go quiet? Name someone • CI/LoI you admire and why? What are you most proud of? What questions do you have about the PYP? Name something you long to do but have not yet managed this. What has been a tough learning • toolbox experience for you and why? What do you love about teaching? I feel as comfortable with the PYP Stationary as… Stickies • Return to seats (regroup by sticker on the back of booklet) and look back over the answers collected. What does this info tell us about this group? How might this impact our learning during these workshops? What can we do about this? What is international (What’s what?; So what?; Here’s what!Monday, education? • Model and establish Essential agreements – what can we do to ensure that this2 August, International - Mindedness What do we want our workshop is a success?1:00-3:00 The learner students to be? • Working in those same pairs, use one of the 6 headings, “Respect, cooperation,pm profile is the Learner Profile reflection, curiosity, creativity, responsibility “ to focus for diff. groups (relate to expression of the classroom use). philosophy of the There are 12 attitudes • Assessing prior knowledge. What do you already know about the PYP? PYP and which the PYP seeks to Participants can use KWL sheet in booklet or mindmap it. contributes to the develop in students. What do you want to know? development of • Knowledge continuum – AISD/PYP “Tree”; Pair & Share how you feel about the international Linking values and PYP at this moment awareness beliefs of AISD to PYP Introduce Emily (LP story; to be revisited over course of the induction) Developing the attributes in school: share practical • Visualize the ideal learner; identify attributes teachers want in their students or ideas of how to make this children. happen • Make relationships between the mission statements using the definitions of the Learner Profile (teachers are expected to actively display the profileKassandra Boyd / AISD PYP Induction Program 2009-2010
  2. 2. SESSION TWO CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS What strategies The PYP defines MPYPH Whole group - Regroup using colored dots (3 colors, 5 each) have we used so curriculum the ES Binder far and how school takes POI The Learner Profile in action at AISD: actively display in the classroom. could we responsibility for. Yearly planners Brainstorm ways to integrate the LP in your classroom The curriculum is Sample planner transfer these to written, taught and Visit the toolbox and list through the strategies used so far in the workshop. our practice? learned. Have participants share some of the ways that they can transfer these into their classroom practice. The PYP At the heart of the Curriculum curriculum cycle is Standards and Practices: Compare/contrast AISD mission statement with IB statement. How do they Framework the learner Standard A1 and A2 reflect the learner profile? Tuesday, (The learning constructing 3 August, cycle; 5 essential meaning. PYP movie on main website8:30 – 9:30 elements) am The five essential Standards and Practices: Mini lecture on the PYP, its curriculum model and how it fits together elements of the Standard C1 and C2 • (arrows cyclical & double ended; learners constructing knowledge; curriculum Key areas of curriculum - written, taught, learned; are interdependent PYP framework made up of 5 essential elements) components of a balanced curriculum. Half-Jigsaw 5 essential elements: number off 1-5 at table groups; 1- knowledge p11, 2-concepts p15, 3-skills p20, 4-attitudes p24, 5-action p25; expert groups read relevant section in MPYPH then find a way to share what they’ve learned to whole group. POI What does this look like at AISD? Look at the Programme of Inquiry (POI) Yearly planners and yearly planner. Share in table groups. Record questions and place on wall. (organize into ‘planning, teaching, assessment, other’)Kassandra Boyd / AISD PYP Induction Program 2009-2010
  3. 3. CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION THREE Inquiry & PYP is committed to MPYPH Whole group – grade level/single subject groups Assessment structured purposeful ES Binder Inquiry: inquiry POI Reflection – Take a moment to think of something that you feel you Yearly planners understand really well. It might be something that you can explain to others In order to conduct Sample planner or something you have applied to solve a range of problems. purposeful inquiry and be Write down or draw as much as you can about the learning experiences that equipped for life-long you had, which contributed to this understanding. learning, students need to master a range of skills Share your experience with your table group and together make a list of the that transcend the experiences that assisted you in developing this understanding: individual disciplines. The IB perspective on inquiry: pp28-30 – read individually/highlight Inquiry, collaboration and reflection are Sort the methodology chart Tuesday, fundamental to the 3 August, teaching learning Reggio pictures 10:00 am- process. 12:00 pm Develop an understanding of the teacher driven activities and learning engagements (slides); Review stage 4 of sample planner, looking for teacher driven versus inquiry based activities. Jot down ideas you have. Assessment: Review assessment calendar: tech skills chart, essential agreements for portfolios, p/t conferences, Look at planner and identify formative and summative assessments; job down ideas you have. Look at report cards, Q & A Meet with 6 o’clock partners to reflect on ideas/learning’s about inquiry and assessment. TIMING CONTENT OR CONCEPTS / RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTESKassandra Boyd / AISD PYP Induction Program 2009-2010
  4. 4. PROCESS AREA UNDERSTANDINGS SESSION FOUR Collaborative Whole group - Regroup using colored dots (3 colors, 5 each) Planning The role of classroom teachers, ta’s and single subject teachers in planning; essential agreements at team levels (start keeping a list of some things that encourage or hinder your participation in meetings) Blank planner Introduce planner Pair up with 3 o’clock and discuss your expectations regarding collaborative planning (roles at each planning stage, etc); debrief as a whole group (call on Rob & Nadine - perspective as a single subject or class teacher) Tuesday, 3 August, Review the steps of the collaborative process (who, what, where, when, 1:00-3:00 how) pm Introduce Atlas Rubicon as documenting tool; log in & explore; browse vs develop; Revisit the toolbox and list through the strategies used. Give a brief overview of the three IB websites (general/public; IBIS/IBNET; OCC jigsaw– go over the purpose, etc. The jigsaw takes participants through each website to learn more about them, what can be found on them, how they can be used as a resource. Mad V video – Thanks, good luck, perspectives, enjoy the next few weeks CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION FIVEKassandra Boyd / AISD PYP Induction Program 2009-2010
  5. 5. Online Expert group task sheets OCC Jigsaw-Expert groups meet to discuss and consolidate what they Curriculum learned about the area they investigated. They need to work out what’s Centre Blank paper in WB to take important to share with others and how they will share that with their home notes groups. Area to investigate on OCC Expert Groups Forums Lara, Melissa, Ranu E-library & News Eromie, Adrienne, Susie PYP Exhibition Lia, Nadine, Robert Resources Peter, Laila, Arunima, Maria Support Areas Briana, Karen, Amy, RebeccaWednesday Home Groups25 August Nadine, Amy, Laila, Maria, Melissa, 2010 Adriennd3:00-4:15 Ranu, Susie, Robert, Arunima, Rebecca Lara, Eromie, Lia, Peter, Briana, Karen Anna Bravo’s classroom Field trip to view Anna’s classroom (suggested from participant) to ‘see’ what we’ve learned so far ‘ in action’. Anna suggested showing them the students black action passports in their work boxes and their inquiry folders to look at unit work. Ask participants to identify displays, etc that represent some of the things we’ve learned so far. What would they like to take away? What would they like to think about a little more? CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION SIX: InquiryKassandra Boyd / AISD PYP Induction Program 2009-2010
  6. 6. Knowledge & Reflection – Take a moment to think of something that you feel you Concepts understand really well. It might be something that you can explain to others or something you have applied to solve a range of problems. Write down or draw as much as you can about the learning experiences that you had, which contributed to this understanding. Share your experience with your table group and identify commonalities’ between your experiences. Ask table to share commonalities and chart their ideas. 8 Donut discussion: Participants form two circles, each with the sameSeptember number – one circle inside the other. Participants face each other. Each 2010 student tells their facing partner something they learned or would like to 3:00-3:45 reflect on about the article “Unpacking Inquiry”.(day before Eid) Participants should bring their article with them. -What is something you highlighted in the article? -What is something you learned from the article? -What is something you’d like to learn or think more about? Article reflection – Participants use sentence strips to write down one thing they heard from a partner that they want to remember from the article. Revisit the toolbox and list through the strategies used. CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION SEVENKassandra Boyd / AISD PYP Induction Program 2009-2010
  7. 7. Inquiry . The IB perspective on inquiry: pp28-30 – read individually/highlight Create Wordle Mini lecture discussing the continuum-like slide between discovery learning and teacher led classroom; introduce models of inquiry Teacher groups: Using their most recent planner, planning teams go through the activities planned for the unit and cut them up and place them under headings of the different stages of inquiry (K Murdoch model). Discuss as a group the strengths that they have in their planning and the areas that they need to focus on further. Group reflection on how they have covered aspect of inquiry. 22 Done in year level groups and specialist groups.September 2010 Admin group: Use the cycle to think about bringing innovation to 3:00-3:45 the school and how it could be used as a process for exploration. Video: Immanuel Primary College Video Matching activities to the stages of the inquiry cycle – 6’oclock partners Due by end of Sept: Develop an analogy for inquiry “Inquiry is like…” Write any questions that have arisen on post it notes and place on a question wall. Next session is 13 October CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION EIGHT13 October Attitudes/ Learner Slideshow Who is the most internationally minded? 2010 Profile Present participants with photographs of 10 internationally known people 3:00-4:00 and ask them to rank them in order from 1-10, with the most internationally pm International minded person as number 1 and the least internationally minded person asKassandra Boyd / AISD PYP Induction Program 2009-2010
  8. 8. mindedness number 10. (Mother Teresa, Barack Obama, Liu Xiaobo, Angelina Jolie, Mohamed Yunis, Sacha Baron Cohen, Kofie Annan, Pope Benedict XVI, Osama bin Laden, Princess Diana) Compare lists with table mates, see where you agree and disagree. Based on your lists, how did you define international mindedness? Whole group discussion of main points. Connecting international mindedness to Learner Profile/Attitudes. Show the video “Miniature Earth” or “Meet the World” Taking Action – what are some ways we can highlight or explicitly teach the learner profile or attitudes in our classrooms? What can this look like in single subject classrooms, the library, in pull out classes? CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION NINE 8 Assessment How do students retain, transfer and understand knowledge?November 2010 MPYPH p 8,9 PYP definition of curriculum3:00-3:45 Traditional versus concept driven curriculumKassandra Boyd / AISD PYP Induction Program 2009-2010
  9. 9. Knowledge vs concepts Transdisciplinarity Questions – envelopes; categorize the questions Emily HW – Please read The Educated Person and or the Futility (will be emailed to you), What burning issues do you still have? Brainstorm ideas for next session on 8 December • assessment • attitudes • transdisciplinarity CONTENT OR CONCEPTS / TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES PROCESS AREA UNDERSTANDINGS SESSION TEN Action 10December 20103:00-3:45Kassandra Boyd / AISD PYP Induction Program 2009-2010
  10. 10. • What is constructivism? – look at definition and how it links to PYP understanding.• Produce graphic organizer to illustrate the note sheet from Constructivism quotes, in groups of 3 o What do learners do when they construct meaning? o What helps a child learn well? o What hinders a child in their learning?Share other group’s graphic organizers• What are they? Why are they called Transdisciplinary?• Participants to work in pairs with A3 sheet to look deeper into one of the main areas of TS. Choose 2 – 3 of the specific skill areas under main heading – refer to AISD TS Standards and Benchmarks – find a grade level to focus on. Identify ways/examples those particular skills present themselves in different aspects of our teaching.• Brief reference back to Learners constructing meaning diagram - The Taught Curriculum. • Article discussion as participants come in; group into those that read the same article; discuss main focus, links/relevancy to PYP/best practice, notable quotesIntroduce and determine which Attitudes support each of the learner profiles (brings it back full circle to international mindedness and learner profile)Kassandra Boyd / AISD PYP Induction Program 2009-2010

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