The document provides an overview of the International Baccalaureate Primary Years Programme (PYP). It discusses the origins and mission of the IB, describes the essential elements of the PYP curriculum including its transdisciplinary themes, concepts, and learner profile. It explains the importance of inquiry-based learning and international mindedness in the PYP. The presentation aims to address what parents already know about the PYP, explain its key aspects, and reflect on its value and potential benefits for students at the school.
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
This document provides an overview of a parent workshop about the International Baccalaureate Primary Years Programme (IB PYP). The workshop agenda includes discussions about inquiry-based learning, the PYP framework, the learner profile, and approaches to learning. It also covers how parents can access the school curriculum online and involves interactive music activities where parents practice rhythms and composing their own using percussion instruments. The workshop aims to help parents learn more about the IB PYP approach and allows time for questions.
The document summarizes an International Baccalaureate (IB) Parent Teacher Organization meeting about the school becoming an IB World School. It outlines the IB mission of developing inquiring, knowledgeable and caring students. It also discusses the school's mission and emphasis on rigorous, inquiry-based learning and respect for diversity. The document then explains key aspects of the IB Primary Years Programme the school is adopting, including its inquiry-driven approach and focus on international-mindedness. It provides an overview of the curriculum changes being made to align with the IB programme, such as rewriting lessons to be more concept-based and connected.
The document outlines the planning process for a PYP (Primary Years Programme) unit. It includes 9 stages to be completed by teachers for planning, teaching, and reflecting on a unit. The stages include determining the central idea, lines of inquiry, assessments, learning activities, and reflecting on what worked well and areas for improvement. Teachers are to collaboratively plan units to ensure concepts, skills, and attitudes are developed and assessed by all teachers involved.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
- Key aspects of the PYP including its focus on developing international mindedness through inquiry-based learning and teaching centered around six transdisciplinary themes.
- Elements of the PYP curriculum framework including knowledge, concepts, skills, attitudes and action.
La importancia de aprender a interpretar la cultura (1)lagotaenelojo
Este documento presenta ideas sobre la educación artística y la cultura visual. Propone que la educación artística conecta el arte y la educación. También discute la naturaleza interdisciplinaria de la cultura visual y cómo las representaciones artísticas reflejan concepciones culturales. Finalmente, enfatiza que el aprendizaje es un proceso social y comunicativo que involucra tanto a los estudiantes como a los profesores.
Here are some essential agreements I can make with my teachers:
- Communicate openly and respectfully
- Clarify roles and responsibilities
- Maintain confidentiality
- Be a team player and support the teacher
- Seek feedback and opportunities to grow professionally
- Uphold high standards for student learning and behavior
My expectations are to assist the teacher, support students, and help create a positive learning environment through cooperation, respect and flexibility. Effective communication and teamwork are key.
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
This document provides an overview of a parent workshop about the International Baccalaureate Primary Years Programme (IB PYP). The workshop agenda includes discussions about inquiry-based learning, the PYP framework, the learner profile, and approaches to learning. It also covers how parents can access the school curriculum online and involves interactive music activities where parents practice rhythms and composing their own using percussion instruments. The workshop aims to help parents learn more about the IB PYP approach and allows time for questions.
The document summarizes an International Baccalaureate (IB) Parent Teacher Organization meeting about the school becoming an IB World School. It outlines the IB mission of developing inquiring, knowledgeable and caring students. It also discusses the school's mission and emphasis on rigorous, inquiry-based learning and respect for diversity. The document then explains key aspects of the IB Primary Years Programme the school is adopting, including its inquiry-driven approach and focus on international-mindedness. It provides an overview of the curriculum changes being made to align with the IB programme, such as rewriting lessons to be more concept-based and connected.
The document outlines the planning process for a PYP (Primary Years Programme) unit. It includes 9 stages to be completed by teachers for planning, teaching, and reflecting on a unit. The stages include determining the central idea, lines of inquiry, assessments, learning activities, and reflecting on what worked well and areas for improvement. Teachers are to collaboratively plan units to ensure concepts, skills, and attitudes are developed and assessed by all teachers involved.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
- Key aspects of the PYP including its focus on developing international mindedness through inquiry-based learning and teaching centered around six transdisciplinary themes.
- Elements of the PYP curriculum framework including knowledge, concepts, skills, attitudes and action.
La importancia de aprender a interpretar la cultura (1)lagotaenelojo
Este documento presenta ideas sobre la educación artística y la cultura visual. Propone que la educación artística conecta el arte y la educación. También discute la naturaleza interdisciplinaria de la cultura visual y cómo las representaciones artísticas reflejan concepciones culturales. Finalmente, enfatiza que el aprendizaje es un proceso social y comunicativo que involucra tanto a los estudiantes como a los profesores.
Here are some essential agreements I can make with my teachers:
- Communicate openly and respectfully
- Clarify roles and responsibilities
- Maintain confidentiality
- Be a team player and support the teacher
- Seek feedback and opportunities to grow professionally
- Uphold high standards for student learning and behavior
My expectations are to assist the teacher, support students, and help create a positive learning environment through cooperation, respect and flexibility. Effective communication and teamwork are key.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP). It discusses the history and mission of the IB, describes the essential elements of the PYP curriculum including its transdisciplinary themes, concepts, and learner profile. It emphasizes that the PYP takes a constructivist, inquiry-based approach to teaching and learning with the goal of developing internationally-minded learners.
The PYP curriculum is an international curriculum recognized by universities worldwide. It aims to develop good thinking skills in students through an inquiry-based approach and conceptual learning. The written curriculum is organized into six units of inquiry per year covering transdisciplinary themes like who we are, how we express ourselves, and sharing the planet. It focuses on developing students' knowledge, skills, attitudes, and action through essential elements like concepts, skills, the learner profile, and units of inquiry. At PTIS, the PYP is implemented through subject areas like language, math, science, social studies, arts, and PSPE using programs like Second Steps and First Steps for writing.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
The International Baccalaureate (IB) MYP provides a flexible framework for students aged 11-16 that meets national standards while developing inquisitive, knowledgeable and caring young people. The MYP emphasizes contextual learning, intercultural understanding and reflection through its five subject groups and core components of approaches to learning, community and service, health and social education, and the personal project.
The document outlines the Primary Years Programme (PYP), a curriculum framework for international primary education from the International Baccalaureate. The PYP is driven by beliefs in international-mindedness and developing inquiring, knowledgeable and caring young people. It presents the written, taught, and assessed dimensions of the curriculum. Key aspects include focusing on knowledge, concepts, skills, attitudes and action; using inquiry-based learning; and assessing to help students construct meaning throughout the learning process.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
Visible thinking routines and ATL in ibdpShirin Bagchi
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
The Primary Years Programme (PYP) is a curriculum framework for students aged 3 to 12 that focuses on developing inquiring, knowledgeable and caring young people. It uses six transdisciplinary themes of global significance to structure teaching and learning. The essential elements that shape the PYP include knowledge, concepts, skills, attitudes and action. Key concepts explored across subjects include form, function, causation, change, connection and responsibility. Students engage in units of inquiry that allow them to construct meaning and develop understanding of important ideas.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate Organization. It describes the PYP as a framework for students aged 3 to 12 that focuses on developing the whole child through inquiry-based learning. Key elements of the PYP include its transdisciplinary themes, learner profile, essential elements of knowledge, concepts, skills, attitudes and action. The PYP curriculum is defined by the written, taught and assessed aspects that inform each other.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
The document summarizes an information session for parents about the IB Primary Years Programme (PYP) at Bandung International School. It discusses the vision, mission and values of the school, an overview of the PYP including its transdisciplinary themes and curriculum framework. It also covers student development of skills and attitudes, the programme of inquiry, parent workshops, and preparing for an IB evaluation visit to ensure the school is meeting IB standards and practices.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
The International Baccalaureate Primary Years Program (PYP) is a rigorous, internationally recognized program for students that develops globally-minded, inquisitive problem solvers. The PYP curriculum is inquiry-based and organized around six transdisciplinary themes, empowering students to take learning beyond the classroom. It focuses on developing knowledge, concepts, skills, attitudes, and actions in students outlined in the IB Learner Profile through five essential elements.
Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
Visible Thinking is a research-based approach to integrating student thinking with content learning across subjects. It requires overt, conscious, and deliberate acts from both students and teachers to make thinking visible. When thinking is visible, participants are aware of their own and others' thoughts and thought processes, leading to heightened individual and collective awareness and productivity. Visible thinking occurs routinely in effective groups and can be manifested in classrooms through teachers explaining their thinking aloud, students articulating thinking orally, and students engaging in discussions to form understanding.
Thinking is a key competency that is important but difficult. It involves internal dialogue and breaking down information in a variety of ways like analyzing, evaluating, applying, and creating. Teachers can help students learn thinking skills by modeling good thinking, explicitly teaching thinking strategies, and providing opportunities for practice and reflection. The classroom culture and interactions between teachers and students also influence whether thinking skills are adopted.
This document discusses concept-based learning in the PYP. It defines concepts as big ideas that are enduring, universal and help make sense of the world. There are 7 key concepts in the PYP: form, function, causation, change, connection, perspective and responsibility. Concepts are important as they add coherence to the curriculum and help students engage with complex ideas. Concept-based teaching focuses on conceptual understandings and empowers students. Teachers can promote conceptual understandings through carefully crafted questions and by modeling conceptual thinking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP). It discusses the history and mission of the IB, describes the essential elements of the PYP curriculum including its transdisciplinary themes, concepts, and learner profile. It emphasizes that the PYP takes a constructivist, inquiry-based approach to teaching and learning with the goal of developing internationally-minded learners.
The PYP curriculum is an international curriculum recognized by universities worldwide. It aims to develop good thinking skills in students through an inquiry-based approach and conceptual learning. The written curriculum is organized into six units of inquiry per year covering transdisciplinary themes like who we are, how we express ourselves, and sharing the planet. It focuses on developing students' knowledge, skills, attitudes, and action through essential elements like concepts, skills, the learner profile, and units of inquiry. At PTIS, the PYP is implemented through subject areas like language, math, science, social studies, arts, and PSPE using programs like Second Steps and First Steps for writing.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
The International Baccalaureate (IB) MYP provides a flexible framework for students aged 11-16 that meets national standards while developing inquisitive, knowledgeable and caring young people. The MYP emphasizes contextual learning, intercultural understanding and reflection through its five subject groups and core components of approaches to learning, community and service, health and social education, and the personal project.
The document outlines the Primary Years Programme (PYP), a curriculum framework for international primary education from the International Baccalaureate. The PYP is driven by beliefs in international-mindedness and developing inquiring, knowledgeable and caring young people. It presents the written, taught, and assessed dimensions of the curriculum. Key aspects include focusing on knowledge, concepts, skills, attitudes and action; using inquiry-based learning; and assessing to help students construct meaning throughout the learning process.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
Visible thinking routines and ATL in ibdpShirin Bagchi
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
The Primary Years Programme (PYP) is a curriculum framework for students aged 3 to 12 that focuses on developing inquiring, knowledgeable and caring young people. It uses six transdisciplinary themes of global significance to structure teaching and learning. The essential elements that shape the PYP include knowledge, concepts, skills, attitudes and action. Key concepts explored across subjects include form, function, causation, change, connection and responsibility. Students engage in units of inquiry that allow them to construct meaning and develop understanding of important ideas.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate Organization. It describes the PYP as a framework for students aged 3 to 12 that focuses on developing the whole child through inquiry-based learning. Key elements of the PYP include its transdisciplinary themes, learner profile, essential elements of knowledge, concepts, skills, attitudes and action. The PYP curriculum is defined by the written, taught and assessed aspects that inform each other.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
The document summarizes an information session for parents about the IB Primary Years Programme (PYP) at Bandung International School. It discusses the vision, mission and values of the school, an overview of the PYP including its transdisciplinary themes and curriculum framework. It also covers student development of skills and attitudes, the programme of inquiry, parent workshops, and preparing for an IB evaluation visit to ensure the school is meeting IB standards and practices.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
The International Baccalaureate Primary Years Program (PYP) is a rigorous, internationally recognized program for students that develops globally-minded, inquisitive problem solvers. The PYP curriculum is inquiry-based and organized around six transdisciplinary themes, empowering students to take learning beyond the classroom. It focuses on developing knowledge, concepts, skills, attitudes, and actions in students outlined in the IB Learner Profile through five essential elements.
Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
Visible Thinking is a research-based approach to integrating student thinking with content learning across subjects. It requires overt, conscious, and deliberate acts from both students and teachers to make thinking visible. When thinking is visible, participants are aware of their own and others' thoughts and thought processes, leading to heightened individual and collective awareness and productivity. Visible thinking occurs routinely in effective groups and can be manifested in classrooms through teachers explaining their thinking aloud, students articulating thinking orally, and students engaging in discussions to form understanding.
Thinking is a key competency that is important but difficult. It involves internal dialogue and breaking down information in a variety of ways like analyzing, evaluating, applying, and creating. Teachers can help students learn thinking skills by modeling good thinking, explicitly teaching thinking strategies, and providing opportunities for practice and reflection. The classroom culture and interactions between teachers and students also influence whether thinking skills are adopted.
This document discusses concept-based learning in the PYP. It defines concepts as big ideas that are enduring, universal and help make sense of the world. There are 7 key concepts in the PYP: form, function, causation, change, connection, perspective and responsibility. Concepts are important as they add coherence to the curriculum and help students engage with complex ideas. Concept-based teaching focuses on conceptual understandings and empowers students. Teachers can promote conceptual understandings through carefully crafted questions and by modeling conceptual thinking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Please note:
No Korean translations come from official IBO
documents.
한국어 번역은 공식적인 IBO 문서에서 온 것이
아닙니다.
3.
4. What do you already know?
Discuss, write and share.
Your ideas about the PYP Your questions about the PYP
5. International
Baccalaureate
The International Baccalaureate (IB) began in 1968 in Geneva,
Switzerland
국제 IB조직은 1968년에 스위스 제네바에서 시작되었습니다.
IB began its Diploma Program (DP) for internationally mobile
students who were preparing for university.
IB는 대학진학을 준비하는 국제 학생들을 위해 학위 프로그램을
제공하는 것에서 시작되었습니다.
A non-profit educational and non-governmental organization
(NGO)
Funded by fees from IB World Schools
6. IB has expanded and now consists of 3 programs.
1. Primary Years Programme IB초등프로그램
3-12 year old students
PreK3 – Grade 5 at CISB
2. Middle Years Programme IB중등프로그램
11-16 year old students
Grade 6 – 10 at CISB
3. Diploma Programme IB 학위 프로그램
16-19 year old students
Grade 11 -12 at CISB
7. IB의 사명과 선언
문화적 상호 이해와 존중을 통해 더 나은, 더 평화로운
세상을 만드는 호기심 많고 지식이 풍부하며 배려하는
마음을 가진 젊은이로 발전시키려는 목표를 갖고 있습니다.
이것을 위하여 IB는 국제적 교육과 엄격한 평가제도를 갖춘
진취적인 프로그램 개발을 위해 학교, 정부, 국제 기관 서로
협력하고 있습니다.
이런 프로그램들은 전 세계적으로 학생들로 하여금,
차이점을 가진 다른 사람들도 옳을 수 있다는 것을 이해하는
적극적이며 어진 마음을 가진 평생학습자가 되도록 합니다.
8. What does it mean to be “internationally
minded” and why is it important?
It is a thoughtful, critical perspective that applies to
who we are and what we do.
It includes how we communicate, our political
awareness, cultural understanding, celebrating
diversity, global awareness of global issues
It is a reflection on how knowledge is constructed and
applied. At CISB, we would like to focus on moving
students toward becoming people who reflect the
characteristics of the “Learner Profile.”
10. Teaching and Learning in the PYP
“Commitment to structured, purposeful inquiry that
engages students in their own learning.”
“inquiry… is recognized as allowing students to be
actively involved in their own learning and to take
responsibility for that learning. Inquiry allows each
students’ understanding of the world to develop in a
manner and at a rate that is unique to that student.”
How does PYP differ from “traditional” methods? Work in groups and share.
13. The Learner Profile
Inquirers 탐구하는 사람 Open-minded 열린 생각을
가진 사람
Knowledgeable 지식을 갖춘 사
람 Caring 남을 배려하는 사람
Thinkers 생각하는 사람 Risk-takers 위험을 감수하
는 사람
Communicators 의사소통을 하
는 사람 Balanced 균형잡힌 사람
Principled 원칙을 지키는 사람 Reflective 사려깊은 사람
Which of these best describes your child?
14. PYP Curriculum
Written Curriculum 학습과정
What do we want to learn?
Taught Curriculum 교수과정
How best will we learn?
Assessed Curriculum
평가과정
How will we know what we have
learned?
15.
16. Essential elements: How are they described in the PYP
curriculum?
Knowledge 지식
Significant, relevant content we wish the
students to explore and know about, taking into
consideration their prior experience and
understanding
학생들이 이전 경험과 이해력을 통해 탐구하고
알고자 하는 명확하고 관련성 있는 내용.
Concepts 개념
Skills 기술
Powerful ideas that have relevance within the
subject areas but also transcend them and that Those capabilities the students need to
students must explore and re-explore in order demonstrate to succeed in a changing,
to develop a coherent, in-depth understanding. challenging world, which may be
disciplinary or transdisciplinary in nature.
과목과 관련 있으며 그것 이상을 배우는,그리고
일관성 있고 깊이 있는 이해를 위한 끊임없는 학생들이 변화하고 도전적인 세상에서 성공할 수
탐구를 필요로 하는 강력한 사고력 있도록 함양할 필요가 있는 능력 – 학과와
관련성이 있거나 범학과적임
Page 16
17. Essential elements: How are they described in the PYP
curriculum?
Attitudes 태도
Dispositions that are expressions of
fundamental values, beliefs and feelings
about learning, the environment and
people
근본적인 가치관과 믿음의 표현, 학습과
환경과 사람에 대한 느낌을 표현하는
개성
Action 행동
Demonstrations of deeper learning in
responsible behaviour through
responsible action; a manifestation in
practice of the other essential elements
책임감 있는 행동을 통하여 책임감 있는
행위를 하는데 있어서 심층적인 학습의
표현; 다른 핵심적인 요소의 실행의 표현 17
Page
18. Knowledge: What are the PYP transdisciplinary themes?
Who we are우리는 누구인가
인간이 된다는 것은 무엇인가에 대한 탐구
Where we are in place and time 시간과
공간에서 우리는 어디에 있는가
시간과 공간의 근원에 대한 탐구 – 지역과
지구촌에 대한 조망
Page 18
19. Knowledge: What are the PYP transdisciplinary themes?
How we express ourselves우리는 How we organize ourselves 우리는
어떻게 자기를 표현하는가 자기자신을 어떻게 조직화하는가
우리는 어디에서 이상을 발견하고 표현하는 길을 인간이 만든 조직과 공동체의 상호 연관성에
찾는가에 대한 탐구 대한 탐구
How the world works 세상은 어떻게 Sharing the planet 지구에 대한 공유
움직이는가
다른 사람들과 다른 생명체와의 유한한
자연과 그 법칙들, 자연과 인간 사회의 자원의 공유를 위하여 노력함에 있어서
상호작용에 대한 탐구 권리와 책임에 대한 탐구.
.
Page 19
20. Concepts 개념
Form – What is it like? Connection – How is it connected
other things?
형식 – 무엇과 같은가?
연관성 - 다른 것들과 어떻게
Function – How does it work? 연관되는가?
기능 – 어떻게 작용하는가? Perspective – What are the points
of view?
Causation – Why is it like it is?
관점 – 관점이 무엇인가?
원인 – 왜 그러한가?
Responsibility – What is our
Change – How is it changing? responsibility?
변화 – 어떻게 변하는가? 책임 – 우리의 책임은 무엇인가?
Reflection – How do we know?
숙고 – 우리가 어떻게 아는가?
21. Social Skills Thinking Communicatio Research Self
사회적 기술 Skills n Skills Skills Management
사고적 기술 의사소통 기술 연구기술 Skills
자기관리 기술
Accepting Acquisition of Listening Formulating Gross /Fine Motor
Responsibility knowledge Questions
Respecting others Comprehension Speaking Observing Spatial Awareness
Cooperating Application Reading Planning Organization
Resolving Conflict Analysis Writing Collecting Data Time Management
Group decision Synthesis Non-Verbal Recording Data Safety
making
Adopting a variety Evaluation Organizing Data Healthy Lifestyles
of group roles
Dialectical Interpreting Data Codes of
Though Behaviour
Metacognition Presenting Informed Choices
Research findings
23. Action 행동
성공적인 질문은 학생에
의해 유발된 책임있는
행동을 이끈다.
경험을 해 본 사람과 행동을 반영하십시오 선택하십시오
취한 과정이거나 그렇지
않은 과정 모두 각 학생이
개인적 가치관을 세우는 데
기여하도록 의도된다.
행동
24. Inquiry is the leading pedagogical
approach of PYP
Exploring, wondering and questioning
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 perception of
events
25. 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.
26. There is a place for drill and practice in the classroom,
but IB believes that concept based teaching is the
most substantial form of learning.
Planning is done collaboratively using the PYP
planner which is structured around a central idea and
lines of inquiry.
Planning in and out of the units of inquiry should be
done on the PYP planner.
27. The Assessed Curriculum
Program standards and practices, overall learning
outcomes and subject-specific overall expectations are
assessed
프로그램의 표준과 실행, 전체 학습 결과물과 특성화된 과목의
전체적 기대치가 평가된다.
The process of inquiry and the products of inquiry are also
assessed
탐구의 과정과 탐구의 결과물도 평가된다.
Summative Assessment and formative assessment will be
used
총괄평가와 형성평가를 사용할 수 있다.
28. Methods of Assessment
Many methods of assessment will be used to provide a
balanced view of the child such as:
Observations
Performance assessment of tasks with established criteria that
are authentic challenges and problems
Selected response assessments such as tests and quizzes
Open-ended tasks in which children are presented with a
stimulus and asked to communicate an original response
Portfolios of children’s work.
29.
30. 6 Months
Interested
School
Consideration
Candidate January 2011
Phase School
C
a
12-18 Months n
d
i
d
a
t February 2012
e
P
12-18 Months h
a
5 Years s
e
April 2013
3 Years
IB World
School
Authorization
Phase
31. Why is PYP important at our school?
CISB students
• Will be taught WHY they should know something
• Will learn HOW it connects to other subjects and the world around them
• They will experience high quality teaching and learning
• Will have great opportunities to study for college/university worldwide, and
opportunities to make friends with other students at IB schools around the world.
32. Why PYP for CISB?
Structured inquiry as the vehicle for learning
Six transdisciplinarythemes provide the framework for exploration and
construction of knowledge
Students develop an understanding of important concepts, acquire essential
skills and knowledge, develop particular attitudes and learn to take socially
responsible action.
International standards for measuring teaching and learning
Challenging academic programs
A global professional network for educators to learn effective classroom
practices and teaching strategies
Curriculum framework, program evaluation and mentoring
Smoother transition to the Middle Years Programme (MYP
33. Let’s Reflect
What worries do you have about the programme?
What strengths do you see in the programme?
34. Sources used in compiling this presentation
www.ibo.org
Mrs. Jade Harrold – PYP Presentation
Making the PYP Happen- A curriculum Framework for an International
education
Making the PYP Happen- Pedagogical Leadership in the PYP
Primary Years Programme A Basis for Practice
Western Academy of Beijing – Curriculum Framework
Dubai International Academy – PYP Presentation
Editor's Notes
The PYP has constructed a set of eight key concepts, which answer the question: What do we want the students to learn? Questions in each unit of inquiry can fit into one of these key concepts.
As part of the PYP, we focus on the development of positive attitudes towards people, towards the environment and towards learning. At CISB, the Attitudes are addressed explicitly throughout every aspect of our curriculum.
In addition to the concepts and attitudes, knowledge of the curriculum, and the transdisciplinary skills of research, communication, thinking and self-management, action is one of the most important. The International Student is challenged to choose his or her action based on the learning. We want to give the students the opportunity and the power to choose their actions, to act, and then reflect on these action in order to make a different in the world. The action component of the PYP involves service in the widest sense of the word: service to fellow students, to the staff, and to the community. Through such service, students are able to grow both socially and personally, developing skills such as cooperation, problem solving, conflict resolution, and creative and critical thinking. These actions are, moreover, ways in which the students exhibit their commitment to the attitudes that teachers seek to engender within the PYP classroom.
Teachers will be using a planning tool from IB. All teachers will be teaching the same unit, but inquiry allows children to come to their own understanding so what occurs in one grade 2 class may not be identical to what occurs in another grade 2 class.
Is the nature of their inquiry developing over time? Do they apply their knowledge base to new inquires? Etc.Assessing, Recording and Reporting of curriculum- We also have to report on the learner profile.
Use this to review the 5 essential elements.Knowledge, Skills, Attitudes, Actions and Concepts
Parents will be provided with individual sheets to complete and leave with us.A few will share their worries and strengths they see in the PYP