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Making PYP Happen
The document outlines the fundamental principles of the Primary Years Programme (PYP), emphasizing the significance of inquiry-based learning and the holistic development of students. It discusses the structure of the curriculum, including the written, taught, and assessed components, and the importance of language acquisition in fostering international-mindedness. Additionally, it highlights the reflective and collaborative nature of PYP classrooms, promoting high expectations and meaningful learning experiences.
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Making PYP Happen
- 1. Making PYP Happen: UnderstandingandImplementation NurkholisAinunnajib January 20, 2016
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- 4. Beliefs and Values (cont.) International- mindedness …isdefined by the outcomes of student learning in PYP schools, which can be identified from the learner profiles Evidence: look at what the students are learning, how they are demonstrating that learning, and how to nurture students within the school community
- 5. Curriculum TheWritten Curriculum What dowe want to learn? TheTaught Curriculum How best will we learn? The Assessed Curriculum How will we know what we have learned?
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- 7. TheTaught Curriculum It isthe written curriculum in action It is implemented in an inquiry process Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding It is planned collaboratively with a bubble planner
- 8. What does inquiry look like? experimenting and playing with possibilities making connections between previous learning and current learning making predictions and acting purposefully to see what happens collecting data and reporting findings clarifying existing ideas and reappraising perceptions of events deepening understanding through the application of a concept making and testing theories researching and seeking information taking and defending a position solving problems in a variety of ways
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- 10. Synthesizing all PYP IB components >>PYPPlanner >>IBLearnerProfiles
- 11. The Implication inplanning, teaching and assessing
- 12. The Implication inplanning, teaching and assessing
- 13. A PYP classroomis a lively place, characterized by collaborative and purposeful activity. It is also a reflective place, where thoughtful consideration of issues, problems and successes is valued highly. Above all, and in summary, a PYP classroom is an intelligent place. It is a place in which the easy option is seldom sought and where the expectations are high. It is an environment in which learning knows no limits.
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- 15. Overview Beliefs about LanguageLearning The Structure of Language Scope & Sequence How to Use Language Scope & Sequence
- 16. PYP beliefs about learning language The learning process simultaneously involves learning language, learning about language and learning through language Languages are not learned as isolated skill sets. Rather, it is learned within meaningful contexts The development of mother tongue is significant for all learners Acquisition of more than one language enriches personal development and helps facilitate international-mindedness Language provides a vehicle for inquiry
- 17. The structure of thePYP language scope and sequence the scope and sequence document presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years. Rather than categorized by age, the continuums are organized into some phases (considering the starting point)
- 18. How to usethe PYP language scope and sequence observable behaviours or actions to diagnose students’ progress the conceptual understandings need to be developed at each phase Enable teachers to do differentiated instruction No evaluative criteria for progression in sequential order
Editor's Notes
- #4 overall purpose as an organization promoting and developing programmes of international education
- #5 defined by the outcomes of student learning in PYP schools identified from the learner profiles They need to consider whether students are making connections between life in school, life at home and life in the world
- #7 Source: https://wcsibpyp.wikispaces.com/file/view/2014-09-17%2010_14_04-Elements_graphic_2Mudore.pdf%20-%20Adobe%20Reader.png Knowledge: it shows that IB acknowledge traditionally-bounded subjects but they are not taught in isolation. Rather, it creates transdisciplinary themes (inquiries) to help learners relate all the materials to life. Each unit is taught through inquiry cycle, with one central idea underpinning all processes and elaborated into lines of inquiry. Concept: key concepts that are developed into key questions, to help learners learn a unit of inquiry holistically, not just memorizing but also connecting it to the application in the real life. Attitudes: should also be addressed explicitly within the taught and assessed components of the curriculum Action: successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. It doesn’t have to be grande, small but self-initiated actions are much appreciated Summary: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action will result in international-mindedness, which can be seen from the learner profiles
- #11 http://www.mak-hhhs.edu.lb/images/IB-Model.jpg