parent pyp english presentation

CISB PYP Parent Presentation

PYP at CISB – Making Changes

What do you already know?

Your ideas about the PYP Your questions about the PYP

Discuss, write and share.

International Baccalaureate

The International Baccalaureate (IB) began in 1968 in Geneva, Switzerland

IB began its Diploma Program (DP) for internationally mobile students who were preparing for university.

A non-profit educational and non-governmental organization (NGO)

Funded by fees from IB World Schools

IB has expanded and now consists of 3 programs.

1. Primary Years Programme3-12 year old studentsPreK3 – Grade 5 at CISB

2. Middle Years Programme11-16 year old studentsGrade 6 – 10 at CISB

3. Diploma Programme16-19 year old studentsGrade 11 -12 at CISB

The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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.”

International Mindedness

“The learner profile is central to the PYP definition of what it means to be internationally minded, and it directs schools to focus on the learning. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.”

Making the PYP Happen, p. 2 ©IBO 2007

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.

Traditional Teaching Methodology

Teacher

Students

Teachers, Students and Other Adults

Constructivism theory/methodology

The Learner Profile

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Which of these best describes your child?

PYP Curriculum

Written Curriculum

What do we want to learn?

Taught Curriculum

How best will we learn?

Assessed Curriculum

How will we know what we have

learned?

Essential elements: How are they described in the PYP curriculum?

Knowledge

Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding

Concepts

Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

Skills

Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. Page 15

Essential elements: How are they described in the PYP curriculum?

Attitudes

Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people

Action

Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements

Page 16

Knowledge: What are the PYP transdisciplinary themes?

Who we are

Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where we are in place and time

Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Page 17

Knowledge: What are the PYP transdisciplinary themes?

How we express ourselves

Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works

Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organize ourselves

Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing the planet

Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

Page 18

Concepts

Form – What is it like?

Function – How does it work?

Causation – Why is it like it is?

Change – How is it changing?

Connection – How is it connected other things?

Perspective – What are the points of view?

Responsibility – What is our responsibility?

Reflection – How do we know?

Social Skills

Thinking Skills

Communication Skills

Research Skills

Self Management Skills

Accepting Responsibility

Acquisition of knowledge

Listening Formulating Questions

Gross /Fine Motor

Respecting others

Comprehension

Speaking Observing Spatial Awareness

Cooperating Application Reading Planning Organization

Resolving Conflict

Analysis Writing Collecting Data Time Management

Group decision making

Synthesis Non-Verbal Recording Data Safety

Adopting a variety of group roles

Evaluation Organizing Data Healthy Lifestyles

Dialectical Though

Interpreting Data Codes of Behaviour

Metacognition Presenting Research findings

Informed Choices

Attitude Changes Everything

Appreciation

Commitment

Confidence

Cooperation

Creativity

Curiosity

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance

Action

Successful inquiry will lead to responsible action that is initiated by the student

It is intended that the person taking the experience and that the process of taking action or not will contribute to each student establishing a personal set of values.

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

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.

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.

The Assessed Curriculum

Program standards and practices, overall learning outcomes and subject-specific overall expectations are assessed

The process of inquiry and the products of inquiry are also assessed

Summative Assessment and formative assessment will be used

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.

Authorization Phase

Consideration

PhaseCandidate Phase

IB World School

6 Months

12-18 Months

12-18 Months

3 Years

5 Years

Candidate School

Interested School

January 2011

February 2012

April 2013

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.

Structured inquiry as the vehicle for learning

Six transdisciplinary themes 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

Why PYP for CISB?

Let’s Reflect

What worries do you have about the programme?

What strengths do you see in the programme?

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