10 11 induction slides

PYP INDUCTIONAmerican International School Dhaka

August-December 2010

ABOUT ME...

INTRODUCTIONS AND GETTING TO KNOW ONE ANOTHER

You need your Wander & Wonder grids + a writing implementRules of playWander around the room and ask a different participant one of the following questions:(be sure to write their names and replies in each box on the grid.) No one should be asked twice.

What color do you feel like today and why?

What are you passionate about?

What makes you go quiet?

Name someone you admire and tell why.

What are you most proud of and why.

What is your strongest method of learning (give some examples)

What questions do you have about the PYP?

Name something you long to do but haven’t quite managed to do yet.

What has been a tough learning experience for you and why?

What do you love about teaching?

USE THE STICKER ON THE FRONT OF YOUR BOOKLET TO REGROUP; MEET WITH THOSE OF THE SAME COLOR STICKERS. DISCUSS.

What’s what?

So what?

Here’s What!

ESSENTIAL AGREEMENTS

Respect

Responsibility

Cooperation

Reflection

Curiosity

Creativity

WHERE ARE YOU?

MEET EMILY

THE IDEAL LEARNER

THE LEARNER PROFILE

Look at the Learner Profile in your MPYPH p4

SESSION 2 - IBPYP AND AISD CONT’D

Be sure to grab a number tag and sit at that table

Learner

Profile in

action at

ACTIVE LEARNER PROFILE

Brainstorm ways you can think to use or integrate learning about the learner

profile into your classroom.

Share in your group.

TEACHER’S TOOLBOX

THE MISSION & VISION

How is the learner profile reflected in these statements?

AISD IB

IB Standards & Practices

Programmes: What are IB Programmes?The three IB Programmes each contain four core elements

Definition: How is the PYP defined?

The IB Primary Years Programme, for students aged 3 to 12 focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry- based learning.

Overview of the PYP

Learners constructing meaning: How is the PYP curriculum defined? Three interrelated components expressed in the form of three open-ended questions.

Written curriculum Taught curriculum Assessed curriculum

This is a model whereby all threecomponents inform each other.

WHAT IS CURRICULUM?

PYP defines curriculum as ‘broad and inclusive’–The Written Curriculum – commitment to continuous

school improvement

–The Taught Curriculum – equal emphasis to methodology

–The Learned Curriculum – assesses the actual learning and reminds us of our original purpose

The PYP definition of curriculum includes all three components

THE WRITTEN CURRICULUM

5 Essential Elements

KnowledgeConcepts

SkillsAttitudes

Action

(HALF) JIGSAW

1-Knowledge - p112-Concepts - p15

3-Skills - p204-Attitudes - p24

5-Action - p25

10:00 am

SESSION 3 - INQUIRY & ASSESSMENT

Please sit in grade level or single subject groups

Assessment

at AISD

1:00 pm

SESSION 4 - COLLABORATIVE PLANNING

Please regroup using the colored dots on your workshop booklets. (Red, Yellow, Blue)

Who will I be working with?

Collaborative planning at AISD

Open browser (Safari, Firefox, etc)

Click on Rubicon link on toolbar

Login using your name (letter of last name trick); password is “culture”

Follow the prompts to change your password; don’t forget this!

Your Atlas main page

Start exploring in browse mode

Can you find your units (inquiry, math, etc); can you find any attached/linked documents?; try downloading one of them

ATLAS RUBICON

TEACHER’S TOOLBOX

OCC JIGSAW

1-Forums2-E-library & News3-PYP Exhibition

4-Resources5-Support areas

ALL TEACHERS/ADULTS

Promote – Internationalism Model – Learner Profile

Teach – 5 essential elements

Programme of Inquiry

The PYP Curriculum Matrix

6 Trans-disciplinary units of work based on:

Science, Social Studies

Personal and Social Education

Stand Alone Inquiry

Mathematics

Languages Performing Arts

Visual Arts

Physical Education

Celebrations

Local Topics Incidental

Through

inquiry

SESSION 5 - IB’S ONLINE CURRICULUM CENTER

Please sit in your ‘expert’ group: Forums, E-library/News, Exhibition, Resources, Support Areas

EXPERT GROUPS

Discuss your findings, what you learned about that area.

What were some things that could be helpful?

Keep the people in your home group in mind.

What do you want to share with your home group?

Decide how best to share that information to your home group.

How much time do you need?

SHARING WHAT WE LEARNED

Return to your home group

Take turns round the table to share the area you explored on the OCC

Take notes on each section as your group mates share what they learning; something you could refer back to.

Now you should have some of the pieces to the puzzle of the OCC!

SESSION 6 INQUIRYSit anywhere you like...

DonutDiscussion

Article reflections

The IB

perspective on

inquiry

Read pp 28-30

and pp 41-43

MPYPH for next

session

Enjoy your holiday!

Eid Mubarak

SESSION 7 INQUIRYSit anywhere you like...

MODELS OF INQUIRY

Direct the inquiry

Help justify learning tasks

Build on experiences

Makes sense of learning to reach understandings

TEACHING & LEARNING CYCLE

Laying the groundwork

Exploration

Making connections

Branching out

KATH MURDOCH

Tuning In

(To gauge prior knowledge and immerse students in the inquiry)

Finding Out

(Collecting and gathering information)

Sorting Out

(To organize, represent and present collected data)

KATH MURDOCHGoing Further

(Extend or broaden experiences and consider other perspectives; investigate areas of personal interest)

Making Connections

(Analyzing and linking to themselves and their world)

Reflection

(To reflect on understandings and the process of learning; To draw conclusions and make connections between ideas)

Action

(To apply or act on what has been learned.)

Grade 3 Multiplication Facts Teacher Driven

•  Memorize each fact

•  Testing

•  Mad minutes •  Fact families – moving

towards inquiry but allow for discovery first.

•  Emphasis on the answer rather than understanding

Inquiry

•  Body maths – rows in a cinema which is best? 1x20, 20x1, 2x10, 10x2, 5x4 or 4x5? Is it the best for a bus?

•  Arrays – visual / manipulatives

•  Finding connections between 3x5 and 5x3

•  Different strategies to find the answer

Infants lesson on Floating and Sinking

Teacher Driven

•  Emphasis on books to

collect facts

•  Complete worksheet

with task

•  Closed sentences

and fill in missing

Inquiry

•  Free exploration of

objects in water tray

•  Prediction

•  Open ended

classification

•  Record findings and

decide on new inquiry

Grade 5 Recycling Teacher Driven

•  Read about items that

can be recycled on page

37 and complete

comprehension

•  Complete worksheet on

field trip to find numerous

Inquiry

•  Sort objects they think

can be recycled

•  Use 2-3 guiding

questions to keep focus

on field trip

•  Collect all paper that is

not put into recycled bin

and analyse data

Grade 1 Reading / Circle Teacher Driven

•  Read silently and answer a list of factual questions e.g. who is Leena’s friend?

•  Complete worksheet on the read chapter – comprehension with superficial questions

•  After complete of book complete test

Inquiry

•  After reading chapter think of a question and pass to next group to answer

•  Recount, relate and reflect

•  After completion of book decide a way to present it to rest of class e.g role play, interview with author

•  Compare characters points of view

•  Choosing book from selection with similar theme e.g friendship

6 o’clock partners

SESSION 8 - INTERNATIONAL MINDEDNESS

INTERNATIONALLY MINDED? RANK FROM 1-10

MotherTeresa

MuhammadYunus

BarackObama Liu Xiaobo Princess Diana

Kofi Annan Pope Benedict XVI AngelinaJolie

Sacha BaronCohen Osama bin Laden

BEYOND FOOD, FESTIVALS AND FLAGS

How internationally minded is AISD?

How aware are our students locally?

How aware are they globally?

MEET THE WORLD

MINIATURE EARTH

THE LEARNER PROFILE

Look at the Learner Profile in your MPYPH p4

ATTRIBUTES & ATTITUDES, OH MY!

What are some ways you explicitly teach the learner profile/attitudes in your classroom?

SESSION 9 - CONCEPTUALLY DRIVEN CURRICULUM

HOW DO STUDENTS RETAIN, TRANSFER AND UNDERSTAND

KNOWLEDGE?

WHAT IS CURRICULUMPYP defines curriculum as ‘broad and inclusive’–The Written Curriculum – commitment to continuous

school improvement

–The Taught Curriculum – Equal emphasis to methodology

–The Learned Curriculum – assessing the actual learning and reminds us of its purpose

The PYP definition of curriculum includes all three components

THE WRITTEN CURRICULUM

5 Essential Elements

ActionConcepts

KnowledgeSkills

Attitudes

Traditional Curriculum... is Topic Based

SCIENCE: Plants, snakes, fish, the human body, genes, volcanoes, the Earth, space travel, machines, water, mountains, streams…

AMERICAN HISTORY: American Revolution, Westward Movement, the Constitution, our Government, the Civil War, the 60’s, Franklin D. Roosevelt, Colorado leaders, Native Americans…

ENGLISH: Grammar, syntax, essays, Edgar Allan Poe, The Cay, Romeo and Juliet, Poetry, Fiction, Non-fiction, Skills…

ART: Van Gogh, Picasso, drawing, crafts, art appreciation…

Two Dimensional Curriculum Model-

Processes & Skills

Factual Content

Topic-based

Concepts &Principles

Processes & Skills

Factual Content

Three Dimensional Curriculum Model-Concept-based

Two-dimensional vs. Three-dimensional

Key Points

Two-dimensional vs. Three-dimensional Coverage-centered Idea-centered “inch deep, mile wide” -facts provide a foundation to understand conceptual, transferable ideas.

Key Points

Intellectually shallow Intellectual depth - lacks a conceptual focus -a “conceptual lens,” or focus, to create a factual/ requires mental processing on conceptual brain synergy the factual and conceptual levels-- producing intellectual depth in thinking and understanding.

Key Points

Inability to transfer Concepts and Generalizations Transfer factual knowledge -allows the brain to make connections - facts do not transfer; and see patterns. locked in time, place, or situation.

Key Points

Inability to transfer Concepts and Generalizations Transfer factual knowledge -allows the brain to make connections - facts do not transfer; and see patterns. locked in time, place, or situation.

Fails to meet the intellectual Develops the intellect to handle a world demands of the 21st century of increasing complexity and accelerating change.

Key Points

The Structure of Knowledge

Barry’s clipart.com

KNOWLEDGEIs it possible to identify a particular body of knowledge for international schools?

The PYP recognizes that it would be inappropriate to attempt to define any narrow, fixed body of knowledge as essential content which every student should know. Accepting this, the task has been approached from a different perspective.

Rather than designing a fixed syllabus, the PYP has set out to identify transdisciplinary themes –

areas of knowledge – which:

• have significance for all students, all cultures

• offer students the opportunity to explore knowledge which is of genuine importance in understanding the human condition

• address the fields which form the traditional disciplines but present these in a way which transcends these disciplines, therefore facilitating transdisciplinary planning and teaching

• will be revisited throughout the student’s years of schooling, the end result being an articulated curriculum content, from pre-kindergarten to secondary school

Early American settlers migrated west.

Early American settlers looked for new opportunities.

Westward Movement

• Migration • Opportunity

Westward Movement

• Migration • Opportunity• Needs • Freedom

People migrate to meet a variety of needs.

Westward Movement

People migrate to meet a variety of needs.Migration may lead to new opportunities or greater freedom.

Westward Movement

The Great Depression

At which levels does knowledge transfer?

Scarcity Supply & DemandEconomic Depression Leadership

•Economic depression in one country can significantly impact other nations.

•Economic depression in one country can significantly impact other nations.•In times of crisis, individual leaders can exert power and shape the course of events.

ConceptA concept is an organizing idea; a mental construct...

Concept

• Timeless

A concept is an organizing idea; a mental construct...

Concept

• Timeless• Universal

Concept

• Timeless• Universal• Abstract

Concept

• Timeless• Universal• Abstract• Represented by 1 or 2 words

Concept

• Timeless• Universal• Abstract• Represented by 1 or 2 words• Examples share common

attributes

Theory

Building

Generalizations Expressions of the relationship

Between two or more concepts

Concepts Classified/ categorized groups of related facts

Facts Truths about specific events, objects, people.

These are easily investigated From: Focus on

Inquiry by Joni

Wilson and Lesley

Wing Jan

From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

-truths about specific events, objects, people These are easily investigated

-expressions of reflections between two

or more concepts

-classified/categorized groups of related factsSt

t’s U

Teacher’s planning

TheoryBuilding

-expressions of reflections between two

or more concepts

t’s U

TheoryBuilding

Generalizations-expressions of

reflections between two or more concepts

t’s U

TheoryBuilding

Concepts-classified/categorized groups of related

factsStud

ent’s

TheoryBuilding

ent’s

TheoryBuilding

ent’s

Teacher’s planningOrganizing Themes

TheoryBuilding

ent’s

Key Concepts

TheoryBuilding

ent’s

Key Concepts

Knowledge

TheoryBuilding

ent’s

Key Concepts

Knowledge

Central Ideas

To develop the intellect and increase motivation for

learning, curriculum and instruction must create a

“synergy” between the lower (factual) and higher

(conceptual) levels of thinking.

The Conceptual Mind

engages thePersonal Intellect

It is the conceptual mind that…

creates connections to prior experience and finds relevance;

synergistically works with factual level knowledge to develop the intellect;

creates deeper understanding at the factual and conceptual levels;

recognizes the transferablity of knowledge.

creates the motivation for learning

Coordinated, Multidisciplinary

Topic Organizer:A Little Art

Use of Language Processes

A Little Literature

A Little Science

A Little Math

The “Potpourri Unit”of facts & activities

The Human Body

This cognitive processing requires an integrating, “conceptual lens” such as Interdependence or System to set up the intellectual synergy between the factual and conceptual levels of the mind.

Integrated, Transdisciplinary

Conceptual Lens: SystemHealth

ScienceMathCalculations: heart rate, body mass,StatisticsMeasurements: height, weightRatiosCharts; graphs

Literature

The Human Body

Physical EducationWellnessNutritionEating DisordersWeight ManagementSubstance AbuseDiseases

Circulatory SystemRespiratory SystemDigestive System, etc.Function & structureInterdependence

Body ControlMovementCoordinationMusculatory SystemFitnessEndurance

Draw a body:symmetry, line, shapeHuman forms - art realism, abstract, cubist

The Human Body (Science concepts)The Scarlet Ibis (J. Hurst) (limits of the human body)To the Top: Annapurna (Blum) (endurance, respiratory system)

Open the envelope on your table and have a

look at the questions inside.

What do you notice about them?

How could you categorize them?

Factual Questions:Why was the holocaust a significant event in world history?What beliefs did Hitler hold that drove his actions?Why is Hitler’s persecution of the Jewish people considered inhumane?

Conceptual Questions:

What examples of humanity can you cite from our world today?

What acts of humanity can you cite from our present-day world?

How are beliefs, values, and perspectives related to views of humanity and inhumanity?

Provocative (Debate, or Essential) Question:

Can one be inhumane and civilized at the same time?

1. Think of two specific topics you teach.

2. Choose potential lenses for each topic (you can use the list on the

table)

Do the lenses change the focus or add a dimension for thinking about

the topic?

Which lens do you find most engaging (or challenging) for your topic?

When we teach to the levels of concepts and

generalizations we are teaching for deep

understanding and the transfer of knowledge.

MEET EMILY

READINGSP 11 OR 12

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