PYP overview for parents


Published on

Slides used for an introductory workshop on the PYP for new parents

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Origins: ISCP – a group of international educators created the International Schools Curriculum Project as a response to the growing international school population. It is a curriculum framework with an emphasis on international-mindedness. Inquiry: a pedagogical approach; we use structured inquiry – see the inquiry cycle later… Constructivism: promotes the construction of knowledge and allows students to make connections with life outside of school, building on previous knowledge; differentiation. Transdisciplinarity: framed from the work of Ernest L. Boyer who says, “a truly educated person must make connections across disciplines, discover ways to integrate the separate subjects and ultimately relate what they learn to life.”
  • The IBO introduced the DP in 1968, the PYP was added in 1992, adopted from the work of the ISCP.
  • We discussed the strengths of the children and areas that they could be stretched.
  • Concept based learning: key concepts and related concepts link with other subjects to develop a deep understanding. Knowledge is used as the vehicle to reach understanding. For example, learning about the causes behind war and the concept of needs and wants that lead to war, rather than the focus on memorizing facts around a particular war. With the concept as the driving focus of the unit, students have options for inquiry into different content (interest based) that builds the same understanding of the concept, as well as creating a platform for differentiation. Through this process, students develop essential skills, knowledge and understanding. Which ultimately, we hope, leads to action – using their learning.
  • The PYP endeavors to strike a balance between the transdisciplinary programme of inquiry and the traditional subjects. All science, social studies and personal, social education is taught through the Programme of Inquiry, which is organized around six transdisciplinary themes. The understanding of these themes is developed each year through the units of inquiry. Subjects support inquiry and are linked to life (work of Ernest L. Boyer). Basic skills are not ignored – literacy and math skills are essential to learning.
  • Our happy learner in the middle – ultimately the 5 essential elements in the PYP work together to develop this internationally-minded, life-long learner who embodies the Learner Profile! 
  • A synthesis of all of the elements with our learner constructing meaning in the middle. Benchmarks are found in the written curriculum.
  • A scaffold used by the classroom teachers to guide the inquiry process – pre-assessment and front-loading of ideas begin at the “tuning in” stage and the inquiry progresses from there.
  • The POI is found on the AAS school website under the ES link.
  • Hope this helps! Please let me know if you have any questions! Vania Brumley PYP Coordinator [email_address]
  • PYP overview for parents

    1. 1. The PYP at AAS An introductory workshop for parents January 31, 2012
    2. 2. What is the PyP? What do you want/need to know about it?
    3. 3. The PYP <ul><li>Origins </li></ul><ul><li>Objectives </li></ul><ul><ul><li>Development of the whole child </li></ul></ul><ul><ul><li>Best research practice from a range of national systems </li></ul></ul><ul><ul><li>Relevant, engaging and challenging for learners </li></ul></ul><ul><li>4 pillars </li></ul><ul><ul><li>Profile: Internationally-minded </li></ul></ul><ul><ul><li>Based on inquiry </li></ul></ul><ul><ul><li>Constructivism </li></ul></ul><ul><ul><li>Transdisciplinarity </li></ul></ul>
    4. 4. The PYP and the IBO <ul><li>The PYP, the Middle Years Programme (MYP) and the Diploma Programme (DP) </li></ul><ul><li>A continuum for international education </li></ul><ul><ul><li>Citizens of the world </li></ul></ul><ul><ul><li>Human values </li></ul></ul><ul><ul><li>Cultural awareness and identity </li></ul></ul>
    5. 5. An educated person <ul><li>What does that mean to you? </li></ul><ul><li>Take a few minutes to brainstorm your ideas </li></ul><ul><li>Discuss what this means to you with your group and try to come up with 4-5 common ideas </li></ul><ul><li>What do we want to educate children to become? </li></ul><ul><li>The Learner Profile </li></ul>
    6. 6. IB Learner Profile <ul><li>Risk-takers </li></ul>Thinkers Balanced Open-minded Caring Knowledgeable Communicators Principled Inquirers Reflective Learners strive to be:
    7. 7. Some differences between traditional teaching and the PYP Traditional Classroom PYP classroom Curriculum begins with parts of the whole. Emphasizes basic skills. Curriculum emphasizes big concepts, beginning with the whole and expanding to include parts. Strict adherence to fixed curriculum is highly valued Pursuit of student questions and interests is valued Materials are primarily textbooks and workbooks Materials include primary sources and manipulatives Learning is based on repetition Learning is interactive, building on what the student already knows Teachers disseminate information to students; students are recipients of knowledge Teachers have a dialogue with students, helping students construct their own knowledge Teacher’s role is directive, rooted in authority Teacher’s role is interactive, rooted in leadership Assessment is through testing, correct answers Assessment includes student work, observation, points of view, as well as tests. Process is as important as product. Knowledge is seen as inert Knowledge is seen as dynamic, ever changing with our experiences Students work primarily alone Students work primarily in groups
    8. 8. Focus on skills, attitudes and concepts (Five essential elements) <ul><li>A basis for life both academically and socially </li></ul><ul><ul><li>Developing the whole child </li></ul></ul><ul><li>Life-long learners </li></ul><ul><ul><li>Necessary skills to continue learning </li></ul></ul><ul><li>Concept based learning focuses on understanding </li></ul><ul><li>Promotes action </li></ul><ul><li>Knowledge used as a tool to reach understanding </li></ul>
    9. 9. Role of the subjects <ul><li>Tools for learning and living </li></ul><ul><ul><li>Language, mathematics, science and social studies skills </li></ul></ul><ul><li>Knowledge </li></ul><ul><ul><li>Means through which we reach enduring understandings and concepts </li></ul></ul><ul><li>Transdisciplinary themes </li></ul><ul><ul><li>Subject focus </li></ul></ul>
    10. 10. <ul><li>Appreciation </li></ul><ul><li>Commitment </li></ul><ul><li>Confidence </li></ul><ul><li>Cooperation </li></ul><ul><li>Creativity </li></ul><ul><li>Curiosity </li></ul><ul><li>Empathy </li></ul><ul><li>Enthusiasm </li></ul><ul><li>Independence </li></ul><ul><li>Integrity </li></ul><ul><li>Respect </li></ul><ul><li>Tolerance </li></ul><ul><li>Social </li></ul><ul><li>Research </li></ul><ul><li>Communication </li></ul><ul><li>Thinking </li></ul><ul><li>Self-management </li></ul><ul><li>Reflection choice action </li></ul><ul><li>To enhance learning </li></ul><ul><li>To provide service </li></ul><ul><li>Form </li></ul><ul><li>Function </li></ul><ul><li>Causation </li></ul><ul><li>Connection </li></ul><ul><li>Perspective </li></ul><ul><li>Responsibility </li></ul><ul><li>Reflection </li></ul><ul><li>Subject specific </li></ul>ESSENTIAL ELEMENTS -Who we are -How the world works -Where we are in time and place -Sharing the planet -How we organize ourselves -How we express ourselves KNOWLEDGE ATTITUDES ACTION SKILLS CONCEPTS
    11. 11. The Units of Inquiry When we work on our units, we learn about other countries, cultures, ways to take action, and ways we can share the planet with other people and other living things. We learn ways to express ourselves, we learn about who we are, how our world works, and how our world is organized.
    12. 12. An overview
    13. 13. How is it done? <ul><li>Concept-based curriculum </li></ul><ul><ul><li>Enduring understandings and backward design </li></ul></ul><ul><li>Inquiry </li></ul><ul><ul><li>Questioning, reasoning, analysing, thinking, producing and taking action </li></ul></ul><ul><li>Role of the teacher </li></ul><ul><ul><li>Guiding and facilitating, learning with the process </li></ul></ul><ul><li>Differentiation </li></ul><ul><ul><li>Different needs and levels </li></ul></ul>
    14. 14. Kath Murdoch Inquiry Model
    15. 15. AUTHENTIC assessment <ul><li>In authentic assessment: </li></ul><ul><ul><li>Students are involved in setting goals and criteria for assessment </li></ul></ul><ul><ul><li>Students perform, create, produce, or do something. </li></ul></ul><ul><ul><li>Tasks require students to use higher-level thinking and/or problem solving skills </li></ul></ul><ul><ul><li>Tasks often provide measures of metacognitive skills and attitudes, collaborative skills and interpersonal skills as well as the more usual intellectual products </li></ul></ul><ul><ul><li>Assessment tasks measure meaningful instructional activities </li></ul></ul><ul><ul><li>Tasks are contextualized in real-world applications </li></ul></ul><ul><ul><li>Student responses are scored according to specified criteria, known in advance, which define standards for good performance. </li></ul></ul>
    16. 16. Benefits (Aha!- Some!) <ul><li>It promotes the construction of knowledge </li></ul><ul><li>It promotes inquiry and questioning (life long learning) </li></ul><ul><li>It promotes international-mindedness </li></ul><ul><li>It requires varied and valid assessment. </li></ul><ul><li>It promotes self-concept and self-confidence (MI theory) </li></ul><ul><li>It focuses on understanding rather than knowing </li></ul><ul><li>It develops thinking, communication and social skills </li></ul><ul><li>It helps students transfer skills to the real world </li></ul><ul><li>It promotes intrinsic motivation to learn </li></ul>
    17. 17. How can you support the programme??? <ul><li>Allow questioning </li></ul><ul><li>Know the units our children are involved in (POI) </li></ul><ul><li>Share your thoughts and reasoning </li></ul><ul><li>Use the learner profile and attitudes (as a model and as a reflection tool) </li></ul>
    18. 18. Just the tip of the iceberg <ul><li>For more info: </li></ul><ul><ul><li>Go to </li></ul></ul><ul><ul><li>Look for inquiry-based learning articles on the web </li></ul></ul><ul><ul><li>Look for authentic assessment articles on the web </li></ul></ul><ul><ul><li>Become involved- offer your expertise in a unit of inquiry- see it in action </li></ul></ul><ul><ul><li>Video: Education for a Better World </li></ul></ul>