[BIS] Intro to PYP For Parents Sept 2012

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[BIS] Intro to PYP For Parents Sept 2012

  1. 1. Introduction to the Primary Years Programme: The main features together in a unit of inquiry 11th September 2012
  2. 2. Ice Breaker Look at the words which are all about the PYP and make a sentence using as many of these words as you can, e.g. The PYP fosters lifelong learning. Who can make the sentence including the most words?OR Draw a picture including the different concepts mentioned. You have 4 minutes.
  3. 3. What is the PYP?The International Baccalaureate Primary YearsProgramme, designed for students aged 3 to 12, is atransdisciplinary programme of internationaleducation designed to foster the development of thewhole child as an inquirer, both in the classroom andin the world outside. It encompassessocial, physical, emotional and needs in addition toacademic development, and prepares students to beactive participants in a lifelong journey of learning.The PYP … creates arelevant, engaging, challenging and significanteducational framework for all children. From EarlyChildhood and Elementary Programme Handbooks
  4. 4. A central ideaThe PYP is a transdisciplinaryprogramme of internationaleducation designed to foster thedevelopment of the whole child as aninquirer, both in the classroom andin the world outside.
  5. 5. W.I.L.F: To be actively involved inthis workshop through you tryingout activities and asking andanswering questions.T.I.B: The more you knowabout the PYP, the moreable you are to help yourchildren.
  6. 6. Agenda1. What are the essential elements of the PYP?2. What are the different stages of a unit of inquiry?3. How are students assessed?4. Where can we get more information?
  7. 7. Tuning in: Question Dice 1. Work in groups. The first person throws the dice, the second makes a question e.g. How would… / Why is … about the PYP and the third adds the question to the question dice mat. Each of the four sections has a different heading: How; When/Where; Why; Who/Which/What. (10Curiosity is at the heart of mins) learning. 2. Go to another group and try to answer their questions. (5 mins)
  8. 8. PLANNINGCollaborative Planning and Reflecting Days occur between two class teachers, whofinalise the planning of their current or upcoming units e.g. by fine tuning assessmenttasks based on what they have learnt about the students during the tuning in stage. Theyalso review and evaluate their most recent units of inquiry. Single subject and other classteachers also attend.
  9. 9. UOI planner – section one1. What is our purpose?To inquire into the following: Transdisciplinary themeHow the world works. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles, the impact of scientific and technological advances on society and on the environment . Central ideaThe production of energy has an impact on our lives and on the environment . Summative assessment task(s)Students produce a model of an energy efficient home, demonstrating as manytypes of renewal energy and energy saving devices as they can. The modelhouse will demonstrate their understanding of circuits to run light globes andsmall fans. The houses will be presented during theme week where the studentswill be able to discuss the energy saving components they have used and thereduced impact this will have on the environment). The genre focus for this unitis ‘explanation’ and students will be expected to produce both a written and oralexplanation of their model houses.Curriculum focus: Science, Social studies
  10. 10. Summative assessment
  11. 11. ????? Encourages students to link what they are doing with real life applications. Takes into account visual, auditory & kinaesthetic learners. Students learn new skills such as problem- solving or research skills through exploration & experimentation. Teachers can focus on how learning is taking place not just what is being learnt. This allows students to independently plan, develop & monitor their progress & encourages them to develop strategies for more effective learning.
  12. 12. Advantages of creating /producing Encourages students to link what they are doing with real life applications. Takes into account visual, auditory & kinaesthetic learners. Students learn new skills such as problem- solving or research skills through exploration & experimentation. Teachers can focus on how learning is taking place not just what is being learnt. This allows students to independently plan, develop & monitor their progress & encourages them to develop strategies for more effective learning.
  13. 13. Inquiry: accumulating necessary skills and knowledge In groups, complete the programme of inquiry (POI) quiz. Answer the True / False questions by looking at the information on the PYP noticeboard. (8 mins) In inquiry-based learning students are involved in gathering information and finding out for themselves – not simply being told by the teacher. Learning new skills often happens through exploration with the teacher teaching a skill (or getting other students to teach it) at the point of need.
  14. 14. What do we want to learn?The written curriculum incorporates five essential elements:• CONCEPTS• SKILLS• ATTITUDES• ACTION• KNOWLEDGEThe first four – concepts, skills, attitudes and actions – arerelevant in and across all subject areas and provide the framework forstructured and purposeful inquiry.The fifth element is knowledge, a holistic understanding of ideas, not simply the acquisition of facts and skills.
  15. 15. Essential elements Work in two groups – A or B. Categorise each word or phrase into six groups: concepts, skills, attitudes, action, kno wledge; and learner profile attributes. Go to the other group and check their answers. Together you will have complete answers for four of the essential elements.
  16. 16. Essential elements: KeyconceptsForm 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 What are the points of view?Responsibility What is our responsibility?Reflection How do we know?
  17. 17. AttitudesAppreciation CommitmentConfidence Cooperation Integrity Independence Respect CreativityCuriosity Empathy Tolerance Enthusiasm
  18. 18. Action Develops the student’s learning ◦ Could be as simple as bringing a book to school to share May have a wider social impact ◦ Could involve community service ◦ Can show responsibility for others and the environment
  19. 19. Our units are organised around 6 transdisciplinary themes: Who we are Where we are in place and time How we express ourselves How the world works How we organise ourselves Sharing the planet
  20. 20. Throughrelevant, challenging andengagingprogrammes, we inspirestudents to becomeskillful andcourageous, empoweringthem to participateresponsibly, successfullyand with integrity in theglobal community. BISIB LearnerMission Statement ProfileDeveloping the learnerprofile attributes will help BALANCEDour students to becomeinternationally minded.
  21. 21. How to find out moreThe Primary Years ProgrammeTowards a continuum of international educationAvailable online athttp://www.ibo.org/documentlibrary/programmeguidesdocuments/index.cfm Class newsletters / blogs and iBIS BIS website www.bisedu.or.id and IBO website PYP notice board and wall of fame Fabulous Friday class presentations More BIS workshops coming up in 2012-2013 Ask your child / portfolio Ask your child’s teacher (or Ms. Mary / Ibu Vini)
  22. 22. Did we achieve our goals?1. What are the essential elements of the PYP?2. What are the different stages of a unit of inquiry?3. How are students assessed?4. Where can we get more information?Have our questions been answered?Please fill in an Exit Card, and return to either of us. Thank you .
  23. 23. Thank youfor coming 

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