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niscpypintro2012
- 1. PYP Induction Session1: Thursday 6 September 2012
- 2. Appreciation Research Commitment Where we are in place Thinking of •Acquisition •Formulating questions Formative and time Form •Observing Function knowledge Assessment •Comprehension Integrity •Planning Independence •Application •Collecting data Communication •Organizing data •Listening Transdisciplinary •Analysis •Synthesis Skills Tolerance •Interpreting data •Evaluation •Speaking •Presenting research •Reading findings Programme How we organize ourselves•Dialectical thought •Metacognition •Writing •Viewing Confidence of Inquiry Empathy Perspective Self Management •Presenting •Non-verbal ATTITUDES Creativity •Gross motor CONCEPTS Respect •Fine motor Transdisciplinary •Spatial awareness •Organization How the world works Connection Themes •Time management Cooperation •Safety Curiosity Social •Healthy lifestyle •Accepting responsibility •Codes of behaviour Sharing the Planet •Respecting others Responsibility •Informed choices Confidence •Cooperating •Resolving conflict How we express ourselves Change •Group decision making Enthusiasm Causation Who we are •Adopting a variety of roles
- 3. Primary Years Programme The International Baccalaureate programme for students who are 3-12 years old Established in 1997, after the MYP 1994 and DP in 1968 There are currently 835 PYP schools in the world.
- 7. Lifelong learner Global citizen Collaborative Creative thinker Communicator
- 8. Life-long learners International-mindedness Constructivist Inquiry Conceptually driven Inclusive Learners taking responsibility
- 9. Teachingand Learning - Inquiry, conceptually- driven, constructivist, transdisciplinary, forma tive assessment, learner taking responsibility, reflective, life-long learning Systems and structures - Collaboration, ongoing professional development, reporting, resourcing,
- 10. Interested school – March 2008 Preliminary Visit – September 2008 Candidate Status – October 2008 Pre-Authorization – February 2010 Authorization Visit– September 2011 Authorization Status – November 2011 Evaluation / Verification – September 2016
- 11. Based on Standardsand Practices Philosophy Leadership and structure Resources and Support Collaborative Planning Written Curriculum Teaching and Learning Assessment
- 13. Transdisciplinary Themes Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet
- 14. Form – What is it like? Function – How does it work? Causation – Why is it like it is? Connection – How is it connected to other things? Change – How is it changing? Perspective – What are the points of view? Responsibility – What is our responsibility? Reflection – How do we know?
- 15. Thinking Social Communication Research Self-management
- 16. Integrity • Enthusiasm Curiosity • Commitment Appreciation • Tolerance Independence • Creativity Empathy Cooperation • Confidence • Respect
- 17. An explicit expectation is that successful inquiry will lead to responsible action – initiated by the student as a result of the learning process. Units of inquiry that are significant, relevant, engaging and relevant provide students with opportunities to engage in purposeful and beneficial action.
- 19. TD Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet Theme An inquiry An inquiry into An inquiry into An inquiry into An inquiry into An inquiry into into the nature of the self; orientation in place and time; the ways in which we discover and express the natural world and its laws; the interconnectedness of human-made rights and responsibilities in the struggle to beliefs and values; personal histories; ideas, feelings, nature, culture, beliefs and the interaction between the natural world systems and communities; share finite resources with other people and personal, physical, mental, social and spiritual homes and journeys; values; (physical and biological) and human societies; the structure and function of organizations; with other living things; health; the discoveries, explorations and migrations of the ways in which we reflect on, extend and how humans use their understanding of societal decision-making; communities and the relationships within and human relationships including families, humankind; enjoy our creativity; scientific principles; economic activities and their impact on between them; friends, communities, and cultures; rights and the relationships between and the our appreciation of the aesthetic. the impact of scientific and technological humankind and the environment. access to equal opportunities; responsibilities; interconnectedness of individuals and advances on society and on the environment. peace and conflict resolution. what it means to be human. civilizations, from local and global perspectives. Central Creating and Idea Changes in the earth Digital media changes Biodiversity relies on Exploration leads to responding to art Choices people make and its atmosphere the way in which maintaining an discovery, opportunity develops an affect their health and have impact on the people access interdependent and new understanding of well-being. way people live their information and balance of organisms understandings. others and the world lives. connect to each other. within systems. around us. Key Function Causation Perspective Causation Change Causation Concepts Form Perspective Reflection Change Connection Function Reflection Responsibility Form Connection Responsibility Connection Related Well-being, balance, Discovery, exploration creativity, perception, Networks balance, biodiversity, Concepts Geology, adaptation, influence bias/interpretation, ethics, communication interdependence climate change, (energy) aesthetics Lines of What wellness is Reasons for How arts can be How the How connecting Ways in which inquiry How the choices exploration a reflection of different with others is ecosystems, we make affect (historical and societal values components of changing biomes and our health and personal) and issues the earth are How digital environments wellbeing How The contexts in interrelated media is used or are Different explorations which artworks Why the Earth organised interdependent sources of have taken place were created has changed and Evaluating How human information that over time * How learning about the is continuing to information interaction with help us make The arts develops appreciation change Our the environment choices consequences of Personal Human response responsibility in can affect the exploration preference in to the Earth’s virtual balance of appreciation of changes environments systems arts The consequences of imbalance within ecosystems
- 20. Planning the inquiry 1. What is our purpose? Class/grade: Age group: To inquire into the following: School: School code: transdisciplinary theme Title: PYP planner Teacher(s): Date: central idea Proposed duration: number of hours over number of weeks 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, Summative assessment task(s): perspective, responsibility, reflection) to be emphasized within this inquiry? What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? © International Baccalaureate Organization 2007
- 21. 3. How mightwe know what we have learned? 4. How best might we learn? This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving What are the possible ways of assessing students’ prior knowledge and skills? questions? What evidence will we look for? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
- 22. 6. To whatextent did we achieve our purpose? 7. To what extent did we include the elements of the PYP? Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to: understanding of the central idea. The reflections of all teachers involved in the • develop an understanding of the concepts identified in “What do we want to planning and teaching of the inquiry should be included. learn?” How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. • demonstrate the learning and application of particular transdisciplinary skills? What was the evidence that connections were made between the central idea and the transdisciplinary theme? • develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.
- 23. 8. What student-initiatedinquiries arose from the learning? 9. Teacher notes Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.