This document outlines an agenda for a series of professional development sessions for teachers on concept-based learning and the IB Primary Years Program. The sessions introduce topics like 21st century skills, inquiry-based learning, integrating standards, and supporting student action. Teachers practice modifying lessons and units of inquiry to emphasize transferable concepts over topics. The goal is to help teachers design concept-based, inquiry-driven curriculum and instruction that aligns with PYP requirements.

1. Inquiry, Concept-Based Learning and Action in the IB Primary Years Program
Belvedere Elementary - Stephanie Barrus
August 2014 – April 2015
“Students cannot possibly learn everything of value by the time they leave school, but we can instill in them the desire to keep
questioning throughout their lives.”
Understanding by Design
Grant Wiggins and Jay McTighe
Session 1: August (Various Dates) – 9:00 AM – 12:30 PM
Instruction and the Structure of Knowledge
*Until our next session,continueplanningand reviewingupcoming units of inquiry with the IB coordinator and your CLT using what
we have learned.
Session 2: September 29 – 9:00 AM – 12:30 PM
Concept-Based Learning and the 21st Century Classroom
9:00 “I Choose ‘C’” Video: https://www.youtube.com/watch?v=dY2mRM4i6tY
As a group, drawa pictureor describewhat you think a 21st Century classroomshould look like.
9:20 Read “How to Bring Our Schools Out of the 20th Century” - Time Magazine
- What is 21st century learning?
- How does itrelate to the PYP?
Add to your picture or description of a 21st Century classroom.
10:20 Break
10:30 Concept-based Provocation – Group one completes a topic-based task.Group two completes a concept-based
task.
10:45 Review Concept-based Curriculumand Instruction for the ThinkingClassroom:Chapter 2 – The Structure of
Knowledge.
As a group, complete a blank structure of knowledge diagramsort
11:00 Read Concept-based Curriculumand Instruction for the ThinkingClassroom:Chapter 1 – The ThinkingClassroom
Vote as a tableon the type of response (graffiti board,cloningthe author, Jot)
11:30 ClassroomTeachers:Review next PYP unit for concept-based learning
Specialists:Review next unitfor concept-based learning
3:15 Overview of writingworkshop
3:30 Examples of how writingworkshop can work within the PYP
Possibleschedulefor writingwithin or duringa PYP unit
4:00 Benefits of WritingWorkshop
*Until our next session,continueplanningand reviewingupcoming units of inquiry with the IB coordinator and your CLT using what
we have learned.
9:00 Topic/Concept Sort: teachers sortwords/phases into two columns without knowing the subjects of the columns.
9:10 Read Concept-based Curriculumand Instruction for the ThinkingClassroom:Chapter 2 – The Structure of
Knowledge/Chapter 4 – DesigningConcept-Based Units and Lessons (Pages 86-95)
GuidingQuestions:
- What is the difference between a topic and a concept?
- What is the difference between a principleand a generalization?
- What is the purpose of havingmicroconcepts?
- How do these ideas connect to the PYP?
9:45 Review Topic/Concept Sort: Ask teachers to give each column a title
Take “2-Dimensional Vs.3-Dimensional Instruction Self-Assessment”and set at least1 goal for the year
10:00 Break
10:15 – 12:30 ClassroomTeachers:Plan 1st unitof inquiry thinkingaboutconcepts
Specialists:Review programof inquiry and possibleconceptual connections

2. Session 3: November 3 – 9:00 AM – 12:30 PM
Inquiry-Based Learning and Concept-Based Learning Working Together
9:00 Encapsulation:Using140 or fewer characters,describe inquiry-based learning.
How does concept-based learningsupportor relate?
9:15 PowerPoint: Inquiry-based and concept-based learninggo hand-in-hand – a conceptual lens encourages inquiry-
based learning
9:30 Read Taking the PYP Forward: The Future of the IB Primary Years Program – Chapter 1: Inquiry as a stanceon
curriculum
Guidingquestions
- What is inquiry?
- What arethe steps of the inquiry cycle?
- What might the inquiry cyclelook likein your own classroom?
10:00 Perspectives on Inquiry – Compare scenario 1 and 2 and complete a Venn diagram(Learning Together Through
Inquiry)
10:20 Break
10:30 “The Power of a Provocation”video http://vimeo.com/77575622
- What strategies encouraged inquiry?
10:45 Blank inquiry map – Consider an upcomingunit. Add experiences for each section of the map.
11:15 ClassroomTeachers:Evaluatea PYP unitfor inquiry and a unitoutside of the POI
Specialists:Evaluatea unitfor inquiry
*Blog Post: Before our next session,respond to these prompts on our school blog – “Describe one strategy you use to teach through
inquiry.Describeone challengewith inquiry-based learning.”Read and respond to at least2 other participants on the blog.
Session 4: February 2 – 9:00 AM – 12:30 PM
Taking the “High-Road” Approach to Standards
9:00 Concept-based Curriculumand Instruction for the ThinkingClassroom:Chapter 3 – Meeting Academic Standards
with Integrity (Pages 47-61)
GuidingQuestions:
- What is the “low-road” approach to standards?
- What is the “high-road” approach to standards?
- How can you meet academic standards whileteachingconceptually?
9:30 As a grade-level group, use three different colored highlighters to review the standards placed in an upcoming
unit. Highlightthe topics (specific,nontransferable),concepts (transferable,one or two words), a nd skills
(transferableabilities) in differentcolors.
9:45 Use these highlights to review your current key and related concepts, central idea,and lines of inquiry.
10:00 Break
10:10 Concept-based Curriculumand Instruction for the ThinkingClassroom:Chapter 4 – DesigningConcept-Based
Units and Lessons (pg. 71-88)
Performance/Activity overview and quiz
11:00 ClassroomTeachers:Use the Performance PlanningChartto review the learningexperiences for the same unit.
Specialists:Usethe Performance PlanningChartto review an upcoming lesson.
*Until our next session,continueplanningand reviewingupcoming units of inquiry with the IB coordinator and your CLT using what
we have learned.

3. Session 4: March 16 – 9:00 AM – 12:30 PM
Concept-Based Learning in the Classroom: Supporting Practices
9:00 Visualization: Usingwhatwe have learned so far,describewhat you would see, hear, and “feel” in a classroom
focused on concept-based instruction.
9:15 Concept-based Curriculumand Instruction for the ThinkingClassroom:Chapter 5 – Concept-Based Instruction
GuidingQuestions:
- How have/might you introduceconcepts to your students?
- How do constructivistlearning,inquiry,and differentiation supportconcept-based teaching?
9:30 Instructional Material Modification:Workingin groups,teachers will modify a type of instructional material and
will shareoutabout the modifications
9:45 Stirringthe Head, Heart, and Soul: Redefining Curriculum,Instruction,and Concept-Based Learning: Chapter 7 –
Concept-Based Instruction
GuidingQuestions:
- What aresome instructional strategies thatsupportconceptual learning?
- If you were observinga teacher in a concept-based classroom,what would you see/hear?
10:15 ClassroomTeachers/Specialists:Usingthe example lessons and instructional strategies as a guide,think about an
upcoming lesson or instructional materialsthatyou could modify to make more conceptual.
*Until our next session,continueplanningand reviewingupcoming units of inquiry with the IB coordinator and your CLT usingwhat
we have learned.
Session 5: April 6 – 9:00 AM – 12:30 PM
Actions speak louder than words
9:00 Pictures of students takingdifferent types of action:What do you notice about the actions?
9:15 Takingthe PYP Forward: The Future of the IB Primary Years Program – Chapter 8: Actions speak louder than
words
GuidingQuestions:
- How can you encourage students to take action without coercingthem?
- How can you facilitatereflection after students take action?
9:45 How can writingsupportstudents taking action?
10:00 Action Cycle: Teachers review the next PYP unit, and brainstormsituationsrequiringchoiceand action related to
the unit, possibleactionsthatstudents might take, and strategies for helpingstudents reflect.
10:30 Create a plan for one teacher-led action related to an upcoming unit. Think about how to model takingaction.
11:00 Review units for action