Meet-and-greet: give out name badges and ask them to decorate. Begin making name badges that indicate how they would like to be addressed and that show symbols related to “who they are” Introductions in table groups. Begin with human graphing: -years at ISS -PYP experience
Explain the workshop structure: mix of activities-group share, independent thought, pair,/concrete info and self reflection, using others as resources mix of media-written, photos, video, handout, active participation I will try to be explicit about why we are doing certain activities the way we are Model of classroom but using an adult topic
Mention KEY understandings: Play “Find your corner” and share name tags with that group. -if you have moved: never, 1-2 times, 3-4 times, more than 5 times -if you speak: 1, 2,3, more languages -if your home is in: Europe, Asia, North America, somewhere else -if your favorite activity is: sports, the arts, reading, technology
Linking school mission to that of the IB program
Present participants with the model: Thinking routine I see......I think.......I wonder........
A broader definition of international-mindedness we aim to develop lifelong global citizens: over time they will expand below the surface in their thinking Ask them to circle the concepts that they think would be appropriate to a primary curriculum. Debrief.
Link back to international mindedness and the learner profile
The Curriculum model: write a few quick thoughts / explain POI Scope and sequence Methodology
Before the next slide What type of attributes do we want students to have (notes)
Compare with this list - how do they connect? similar / different?
Subjects - which do they connect with?
point our tdt posters and on PoI
Example at G5 level Which TDT do you think?
Go through our Program of Inquiry for more examples. Talk about how the other subject areas fit in- particulalry as the activities get developed. Transdisciplinarity means the subjects are used together as lenses for developing thinking and learning, and Scope and Sequences (disciplinary knowledge and skills) and resources can then be mapped to the PoI as is relevant to uncovering the central ideas (concepts). (rather than the other way around).
What attitudes do students need to be able to
link to attitudes again: appreciation, independence, integrity, commitment, etc.
There is a certain process. this is what a unit of inquiry follows See WB
Some ways our inquiries become visible in the classroom why does it matter to us - involving emotions
what we already know as a starting point
the next step: what are our questions
the outcome: also an assessment - if we find out!!!
the role of the learner profile for taking action
Let us know about the actions that your children take!
Show transdisciplinary skills as those needed to participate in the inquiry process.
action and summative assessments (presenting/sharing findings/reflection in inquiry cycle) norm vs. criterion referenced
Tidy bedroom scenario = how would all of these things relate - how do they connect to real learning? Model these with participants
Collect this on chart paper
What was the role of the teacher and of the learner? How did Vashti model the attitudes and profile?
An introduction to the
Primary Years Program
Before we start....
model the philosophy
of the PYP
ISS Mission Statement : (Our purpose)
Leading education for internationally-
Our mission is to inspire, challenge and
actively support our students and each
other to become positive participants in
a changing world.
International awareness is
encompassed in the
IB Learner Profile.
It is further developed through
the five essential elements.
“No matter how well planned, how
interesting, stimulating colourful or
relevant the lesson. If the teacher does
all the interacting with the material, the
teacher’s, not the students’ brain will
grow new connections.”-Dr Pat Wolfe, Brain
-Dr Pat Wolfe, Brain researcher
How might this apply to us all during
The central idea should be written in
one sentence that expresses
concisely an enduring understanding.
It should be substantial enough to
generate in-depth inquiries, be
concept-driven, and promote the
ability to think critically. It should
challenge and extend students’ prior
knowledge, and should be a means
of extending students’ understanding
of the transdisciplinary theme.
QuickTime™ and a
are needed to see this picture.
The Programme of Inquiry
and the subject scope and
sequences are components
of the curriculum, which,
when used together, define
a coherent curriculum.
At the heart of
the curriculum cycle
is the learner
Thinking about an issue through the key concepts:
Keeping my bedroom tidy
Form - What is it like?
Function - How does it work?
Causation - Why is it like it is?
Change - How is it changing?
Connection - How is it connected to other things?
Perspective - Are there different points of view?
Responsibility - What is your / our responsibility?
Reflection - How do you know?
QuickTime™ and a
are needed to see this picture.