ib induction

Whaia te Tikitiki

Introduction into the International

Baccalaureate Primary Years Programme

Session 1(9.00 to 9.20)-Understand what IB is and how we are connected to it through the Primary Years Programme (PYP)-Understand the principles of IB education-Name and identify the elements of the IB PYP

Session 2 (9.25 to 10.20)-Explore the use of the concepts in PYP

Session 3 (10.40 to 12.00)-Explore how to unpack the Learner Profile-Make connections between the LP and Key Competencies

Session 4 (1.35 to 2.50)-Follow a Unit of Inquiry (UoI) from start to end-Use visible thinking as a starting point, provocation and assessment tool-know some starting points for Feb 2011

Session 1(9.00 to 9.20)-Understand what IB is and how we are connected to it through the Primary Years Programme (PYP)-Understand the principles of IB education-Name and identify the elements of the IB PYP

Whaia te Tikitiki

“You can’t just do IB, you have to be

IB.”

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are needed to see this picture.

International Baccalaureate Mission and Vision Statement

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

Bucklands Beach Intermediate School Mission Statement

“To educate, guide and mentor all students to become successful, internationally minded, lifelong learners.”

Whaia te Tikitiki

Shared Unique to BBI6 Transdisciplinary

Themes

Attributes of the Learner Profile

Skills and attitudes displayed by IB learners

Vocabulary of IB

Bubble planner

Scope and SequenceUse of Inquiry

BBI Developed Units of Inquiry (UoI)

How learning behaviours look in your room, the KC’s

How you explore and exploit the skills and

attitudes through KC’sHow you display and define

the termsWhat learning experiences

go on your planningNZ Curriculum

BBI Inquiry Model

Primary Years Programme

Middle Years Programme

Diploma Programme

10-13 y/o



Juan Mann (Free Hugs)

Session 2 (9.25 to 10.20)-Explore the use of the concepts in PYP

Moving from topical to conceptual

An Inquiry Learning Approach

_______________

Transportation

The Anzacs

NZ Parliament

Kiwiana

Healthy Eating

The Rainforest

TopicalKiwiana

Movement

Conflict and Peace

Governance

What makes us who we are

Nutritional Change

Conservation of Habitats

ConceptualCulture and Heritage

Movement

Conflict and Peace

Governance

What makes us who we are

Nutritional Change

Conservation of Habitats

ConceptualForm-Change-Perspective-Function-Causation-Responsibility-Connection-

Reflection

Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection

Culture and Heritage


Reflection


Form

Causation

Function

Change

Connection

Responsibility

Perspective

Reflection


Reflection


Form

Causation

Function

Change

Connection

Responsibility

Perspective

Reflection

What is it like?

How does it work?

Why is it the way it is?

How does it change?

How is it connected to other things?

What are the points of view?

What is our responsibility?

How do we know?

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Who we all are- Our class

Culture and Heritage

Migration and Immigration

Change and Perspective

The ‘Avocado’ Model of Powerful Learning

Scratching the surface;-Knowledge and understanding is limited-Based on facts and received information

-Low level understanding and thinking about issue

-Limited or no application of learning other than ‘cosmetic’

-Hides the gaps/ cracks





Digging Deeper;-More useful to know, can be

synthesised-Provokes some thought or

emotion-Worth sharing





Digging Deeper;-More useful to know, can be

synthesised-Provokes some thought or

emotion-Worth sharing

The seeds of something new;-Can be put into action, grows

into something bigger and more productive

-(Its legacy) Lasts the longest-Takes the longest to expose

RESPONSIBILITY

There is the need to develop in students the habit of identifying and picking up responsibility, and of

taking socially-responsible action.

What is our responsibility?

RESPONSIBILITYWhat is our responsibility?

authority

duty liability

obligation

privilege

values

citizenship

rights

Recycling


authority

duty liability

obligation

privilege

values

citizenship

rights


dutyWhat is my as a consumer?


authority

duty liability

obligation

privilege

values

citizenship

rights

right


Do I have theto choose what I buy?


authority

duty liability

obligation

privilege

values

citizenship

rights


citizenAm I being a responsible

if I don’t recycle?

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Daughtry

Morning Tea

Session 3 (10.40 to 12.00)-Explore how to unpack the Learner Profile-Make connections between the LP and Key Competencies

International Baccalaureate Mission and Vision Statement

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

Bucklands Beach Intermediate School Mission Statement

“To educate, guide and mentor all students to become successful, internationally minded, lifelong learners.”

International Baccalaureate Learner Profile

IB Learner Profile‘The Important Thing...’

Adapted from ‘The Important Book’, Margaret Wise Brown (1949)

PD Session- 5 Minute Slot- 16/2/10

Principled

The most important thing about being principled is maintaining your true integrity, honesty, fairness,

respectfulness.Drop your integrity- lose all.

Remember; Humpty Dumpty had a great fall and couldn’t be put together at all.

So the most important thing about being principled is to hold on to your honesty, fairness, respectfulness-

don’t let it fall.

Balanced

The most important thing about a balanced learner is being well rounded.

They use their body, brain and feelings in appropriate situations. They don’t emphasise one attribute, but

the most important thing is they are a balanced learner.

Communicator

The most important thing about a communicator is that they understand and express ideas confidently.

They are creative people and have an appreciation for other languages. They also work well with others.

But the most important thing about communicators is that they understand and express ideas confidently.

Thinker

The most important thing about thinkers is that they think.

They think about the good, the bad, the positive and negatives, what’s possible.

They love problems and finding solutions. They search, seek and reflect.

But the most important thing about thinkers is that they think.

Open-minded

The importance of being open-minded is that you listen.

You are willing to accept others’ point of view. You are willing to learn from others and accept we are all

different. Part of being open is a willingness to change your mind, but the importance of being open-minded is

that you listen.

Inquirer

The important thing about being an inquirer is that you are curious.

You need to know what you know and what you want to find out. And you need to be able to ask searching

questions in order to find your answers.But the most important thing about being an inquirer

is that you are curious.

Knowledgeable

The important thing about being knowledgeable is that you know more.

You explore ideas and gather information.You look for things that are important to you and the

world.You learn lots.

You have a wide bank of knowledge.But the most important thing is that you know more.

Risk-taker

The important thing about a risk-taker is they’re not scared to make mistakes.

They have outgoing personalities. They are courageous and driven. They are not hindered by

failure.But the most important thing about a risk-taker is

they’re not scared to make mistakes.

Caring

The most important thing about caring is that it is bright and warm.

It comes in all shapes and sizes. Caring is kind and respectful, caring is helpful.

But the most important thing about caring is it makes a difference.

Reflective

The important thing about being reflective is that you can ask yourself difficult questions and receive honest

answers.Being reflective needs learners to look both

backwards and forwards in time. It can be done alone, in pairs or in groups.

But the most important thing about being reflective is that you can ask yourself difficult questions and

receive honest answers.

Unpacking the Learner Profile

International Baccalaureate Learner Profile



Nickleback

Session 4 (1.35 to 2.50)-Follow a Unit of Inquiry (UoI) from start to end-Use visible thinking as a starting point, provocation and assessment tool-know some starting points for Feb 2011

Selected from the 6 TDT’s

Selected from the 6 TDT’s

‘Designed’ by BBI teachers


Driven by chosen conceptsSelected from the 8



Starting to combine the

TDT description,

NZ Curriculum

AO’s and the chosen

concepts



Turned into questions to spark student inquiry reflecting all TDT, NZC and concept influences

Assessment by design- beforehand(What will we see, hear, read?)

Assessment by design- beforehand(What will we see, hear, read?)

Selection of learning activities to spark

inquiry and stimulate independent student

discovery

Emerging Achieved Excelling

Only able to

identify 1 cause for

migration.

Identify at least

2 causes for

migration.

Identify at least

3 causes for

migration.

Identify at least 4-5

causes for migration.

Identify more than 5

causes for migration.

Only able to

identify 1

perspectives of

how people view

migration.

Identify at least

2 different

perspectives

of how people

view migration.

Identify at least

3 different

perspectives of

how people view

migration.

Identify at least 4-5

different perspectives

of how people view

migration.

Able to justify each

perspective with

reasoning.

Able to identify how

migration may affect a

range of people.

Identify more than 5

different perspectives

of how people view

migration.

Able to justify each

perspective with

researched facts and

information.

Able to identify how

migration may affect a

range of people.

Identify across a

number of

examples either 1

challenge, 1 risk or

1 opportunity. This

student may not

able to identify a

challenge, risk or

opportunity.

Identify across a

number of

examples either

1 challenge, 1

risk or 1

opportunity.

Identify within

one example or

event at least 1

challenge, 1 risk

and 1

opportunity.

Identify within one

example or event more

than 1 challenge, 1 risk

and 1 opportunity.

This student is able to

make connections

between the

challenges, risks and

opportunities.

Identify within one

example several

challenges, risks and

opportunities. This

student is able to make

clear and detailed

connections between

the challenges, risks

and opportunities.



Sir Ken Robinson

Visible Thinking

Session 1-Understand what IB is and how we are connected to it through the Primary Years Programme (PYP)-Understand the principles of IB education-Name and identify the elements of the IB PYP

Session 2 -Explore the use of the concepts in PYP

Session 3-Explore how to unpack the Learner Profile-Make connections between the LP and Key Competencies

Session 4-Follow a Unit of Inquiry (UoI) from start to end-Use visible thinking as a starting point, provocation and assessment tool-know some starting points for Feb 2011



Sir Ken Robinson (2)

ib induction

Education

international

primary years

express ideas

ib organisation

receive honest

low level

nutritional

caring young