Why? - Why did we do the Marshmallow challenge? What was the reason for it? It was fun, but why did we do this? Understanding and perspective – the whole aim of today’s fun activity is to give you more of an insight into the PYP and the teaching methods that are at the center of it. The heart of the PYP program – As you will see, this activity will really highlight the value of the PYP and how our new direction not only begins to understand and support the way in which children really learn, but prepares children for so many areas in their daily lives. Video – but before looking deeper into the PYP, let us first watch a video about how other people have done with this challenge.
This was a fun activity, but the question that I want to pose to you is this….
“What learning was going on within these groups?”
In each and every group, all of these things were going on…. (Click)
Curiosity – before the challenge even began, you were curious at what the challenge was about. All of the materials were in the paper bag, and when looking at them before the teacher told you what to do, you wondered and began to think. Planning – in all groups lots of discussion and planning was very much a central part of the process. Problem solving – all of you were trying to think what is the best way to reach your goal, so that you could be successful Experimenting – it was important to some of you that you try things out, test your theories and experiment with the materials that you had to work with Collaboration – you only had 18 minutes, so you had to collaborate very quickly and as effectively as you could, even with people you didn’t really know. Roles had to be decided and they had to be decided quickly Resourcing – you had to think about how to resource the materials to reach the goal. For example, how much tape to use when taping the pasta together so there is enough? what to do with the string? do we even need the string? All of these questions regarding the resources were asked Generating ideas together – it’s more effective to bounce ideas off each other and not just go with your own opinions. The tower will be more successful if you generate ideas together and discuss what will work and what will fail. Making Connections / Knowledge and understanding – you had to draw on previous knowledge on what would be the best way to build the tower. You knew that spaghetti has a a weak property and that using two pieces of spaghetti will make it stronger, or maybe you knew that triangles are the strongest shape. You used your previous experiences to help you through the current challenge. Creative thinking – this was something that you have never tried before, so of course as a group you really needed to think creatively, while at the same time, still following the rules. Teamwork – in order for this tower to succeed, you need to be good at working in a team, not just collaborating but working effectively as a team, roles had to be decided quickly and you had to be fluid, dealing with all of the challenges together, though good communication and using your social skills. Enthusiasm – it was fun! You don’t get to make a tower out of spaghetti every day, so it was lots of fun. It was different, exciting and you got to use your skills, naturally making you enthused to try and be the winning team and reach the goal of having the highest tower.
I’m sure you will agree, there is a lot going on beneath the surface of a very fun activity. And this is what the PYP is all about. Through the marshmallow challenge we can now being to understand the very nature and hear of the IB Primary Years Program.
By doing the Marshmallow challenge we can begin to understand the very nature of the PYP model and the perspectives that are at its heart
Experiential – the value of process and the experience of learning. If children are able to think, feel and be actively doing something that requires all three of those elements then the deepest kind of learning can take place. Driven by the child – within the PYP the role of the teacher is not to ‘teach’, but to facilitate learning. Today the teacher did not tell you how to make a strong tower, you used your skills, your knowledge and understanding of the world and your ability to work with others to achieve that goal. That is how a unit of inquiry unfolds – teachers create a provocation to get the children interested in the experience, but other than that help the children to wonder and try things out for themselves. A teacher might have initial questions, but in the end they are simply to provoke the thoughts and curiosities in the children. Progressive – according to educational theorists and esteemed psychologists consider learning as “the creation of meaning when an individual links new knowledge to existing knowledge” and that is what we do here in Sunnyside. It is by allowing the children to make links and connections between previously learned concepts and new concepts that they can progress. Assessment – it is important that we understand the value of assessment. By assessment we do not mean tests, but instead a repertoire of many different strategies like observations, photographs, asking the children conceptual questions that make them think about the learning and engaging the children in discussions that help them to reflect and assess themselves. It is the teachers job to assess in this way, so that feedback is given to both the students and the parents so that in partnership, next steps can be made. Values – all teaching and learning seeks to develop the children’s personal values: by engaging the children in deeper thoughts and reflection, teachers can help children to make links between their own daily experiences to that of the global society
The Learner Profile - The IB learner profile represents 10 attributes valued by IB World Schools. These attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
How many of these attributes did you use during the marshmallow challenge? Quite a few.
Transdisciplinary Themes - These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas. Transdisciplinary Skills - Social Skills, Research skills, Self management skills, Thinking skills, Communication Skills. 6 Subject areas - language, social studies, mathematics, science and technology, arts, and personal, social and physical education.
Collaboration / Marshmallow Challenge
What learning was taking place?
PYP Teaching and Learning
Experiential - 試す、やってみる providing
children the chance to think, feel and do
Driven by the Child - 生徒が主体
facilitated by the teacher, but the children
decide the direction of the learning – truly
Progressive - 段階を積む all learning
builds upon the children's existing
knowledge and understanding about the
world – i.e. making connections
Assessment - 評価（自らを知る） ongoing
and informs next steps
Values - 価値観の育成 establish values
that seek to develop internationally-
The Learner Profile – a set of human attributes that we seek to
develop: always at the heart of the teaching and learning
Transdisciplinary Themes – incorporating global issues into
the curriculum 万国共通の普遍的課題とカリキュラムがつながっ
Transdisciplinary Skills – giving the children the tools to be
ready for joining the global society in the 21st Century 将来国際
6 Subject areas – interconnected. Never treated as isolated
Written, Taught and Assessed Curriculum - providing
structure for the PYP 計画カリキュラム 授業カリキュラム 評価
IB PYP Framework