2. Check out essential agreements
- creating using the attitudes (split into groups)
"we agree to..."
Brainstorm responses to questions and allow students to collate them.
Think
Something I think about the pyp? Child centered and removed boundaries. The
chn have more ownership of the learning.
Something that puzzles me..it's meant to be formative and inquiry based yet
summative tasks are planned from the off, lead some of my practice to be
driven by this.
How I can solve this...draw on the practices of others.
Which learner profile is the most important? Give one to each group and have
them persuade the rest of the group their profile.
Students to draw and write their own learner profiles and have them on
display.
Day 1
3. "Becoming International" by Niki Singh
*avoid tokenism through food, flags and fashion
*the learner profile under pins international minded ness.
*language is mandatory
*the transdiciplinary themes help to teach international minded ness which in
turn reflects the learner profile.
*pyp reflects "an international curriculum for schools"(Bartlett, 1996)
Me as teacher to promote/nurture international minded ness
*model
*recognise the students showing it
*celebrating examples
*recognise famous examples of the profile or from members of the school
community.
Look to improve on...
Authentic links through our unit of inquiry, more reflections
Reflection
Exit Cards on post it's ~ one understanding, one question and one memory
from today.
Day 1 cont…
4. Making the PYP Happen ~ Day 2
Doughnut activity~make an inside circle facing out and an outside circle
facing in. Students make buddies with who they are facing.ask a question
and then inside circle moves around. Ask next question and then carry
on.
Make a date ~ use a clock face and put a name by each number. Then
ask at points "go to your nine o'clock buddy" etc.
Bec Clement's Video
Examples of Knowledge
*Central idea and lines of inquiry on the wall
*Assessed against the central idea
*Linked to other specialist
*Started locally and went globally
*Given the choice to show the understanding
*Made their own rubric
Day 2
5. Do your reflections weekly against the five key elements!
Select learning engagements that will link to the concepts.
Unpack the concepts (linked to a line of inquiry) for a unit. Then
make the questions aligned against them.
What would your headline be about today's learning?
"elementary super Sunday!"
"pyp shocker! Tobin get his head around concepts."
Day 2
6. Pictionary with Learner Profiles.
Inquiry is like...
A blossoming tree because it goes in it's own direction to produce something
beautiful.
Total football, it's interchangeable and flowing while still achieving goals.
Artifact provocation
1) choose a bag, feel and sketch the object.
2) look inside and note down questions about it.
3) find the person who it belongs to and find out about it.
Fruit salad ~ students stand in a circle, one person in the middle says an "I
believe (something about the learning)" and students who agree move. Last
person out of the circle is the next to go in the middle.
This American life democracy school
Day 3
