the pyp coordinator - concordian international school · the pyp coordinator my experience my role...
TRANSCRIPT
The curriculum is being improved
every day and is on the walls and the website for you to
read
Having all of our teachers’plans on the walls allows the
whole school community to see what we are studying.
This way, our teachers, MrFrost, coordinators, Dr Russell and our mums and dads can have a look and see how they
can best help us.
Class/grade: Grade 4 Age group: 9 -10 years
School: Concordian International School School code:
Title: NGOs
Teacher(s): Rick and Sally
Date: Tri-Semester Two Part One
Proposed duration: number of hours over number of weeks:
1. What is our purpose? To inquire into the following: transdisciplinary theme: How we Organize Ourselves An 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. Central idea: Non Governmental Organizations provide a social support system for less privileged people of the world Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence will you look for? You are an education officer working for a Non Governmental Organization which helps people (not the environment or animals) of your choice. You have been asked to present to children in a Bilingual Chinese/English international school during a school assembly. You must prepare and present a short speech (lasting about 5 minutes) which describes how your NGO supports less privileged people and what the students at the school can do to help your cause. In addition to the speech, you must choose one or more aids to help your assembly presentation. Ideas could be pictures, posters, leaflets, songs, PowerPoint presentation etc.
Not Evident Emergent Proficient Mastery
Plight of less privileged people
Does not describe the plight of the individuals the NGO supports. The audience is not left with any feelings of
empathy
Describes the plight of the individuals the NGO supports giving one or no example of misfortune the individuals face. The audience is left
with slight feelings of empathy
Describe the plight of the individuals the NGO supports
giving some examples of misfortune the individuals face. The audience is left with feelings of empathy
Clearly describes the plight of the individuals the NGO
supports giving many examples of misfortune the
individuals face. The audience is left with strong
feelings of empathy
Systems in place NGO has
developed to help
Doesn’t describe ways which the NGO supports the people
of its cause
Describes one or two ways which the NGO supports the people in its cause (e.g. fund
raising, etc)
Describes with some examples a few ways which
the NGO supports the people in its cause (e.g. fund raising,
petitions, etc)
Clearly describes with many examples various ways
which the NGO supports the people in its cause (e.g. fund raising, petitions, volunteers,
education, loans, protest marches etc)
Ways students could take action
(this is not a measure of actual
action)
Doesn’t describe ways students could take action
Describes with examples ways which students could
take action published by their NGO
Clearly describes (with examples) various ways
which students could take action published by their
NGO
Clearly describes (with examples) various ways
which students could take action published by their NGO and in addition their
own action ideas
Transdisciplinary Skills, Learner Profile and Attitudes Self Assessment:
To be perfectly honest I couldn’t care less
about the people my NGO serve. After this
unit is over I won’t give them a second thought
I really and truly care deeply about the
people my NGO serve. After this unit is over
these people will really be in my mind for a
very long time to come.
Criteria to be determined by
students
Criteria to be determined by
students
I chose any old NGO I didn’t think about any particular reason why
I chose my NGO after carefully collecting lots of facts about several organizations and thinking deeply about
2. What do we want to learn? What are the key concepts (form, function, causation, change, conresponsibility, reflection) to be emphasized within this inquiry?
Form Function RespoThe enduring understanding we want the students to grasp is one of responsibility we wunderstand the plight of others less fortunate than themselves, empathize and to understandand how they may take action through the work of NGOs (function)
What lines of inquiry will define the scope of the inquiry into the ce
• Type and range of NGOs (form) • Social support systems provided by NGOs (function) • Ways we can get involved (responsibility)
What teacher questions/provocations will drive these inquiries? • What is an NGO and how do they work? (form, function) • How can we can get involved? (responsibility)
Provocations will include lots of visual stimuli from various NGOs highlighting(pictures displayed e.g. victims of crime, victims of abuse etc)
Profile Focus Attitude Focus Tran
Caring
We want the students to feel empathy for the plight of others less fortunate than themselves
Empathy
We want the students to feel empathy for the plight of others less fortunate than themselves
Verb(pu
Makiwh
Plan
What is a unit of Inquiry?
a Unit of Inquiry is a theme or topicthrough which many of the traditional
subjects are taught and a range of skills and attitudes are acquired
How do we start a unit?First we ‘tune in’ we find out what the children
already know about the subject we call this a‘pre-assessment’
Examples could be:
DiscussionTest
BrainstormPictures
Listing questions
I can see here in advance what I am going to learn about! Ms Candy
always reminds us what is coming up during the unit.
I can tell my mum and dad
I can go and get books from the library and start looking at
websites
Next we feed the children with information and stimuli about the subject. This ‘springboards’ their
interest and sparks questions and inquiry from the students
Once we have the children’s interest we let them know exactly
what they are going to be assessed on right at the end. We show them
the summative assessment.
Our assessments are put on the wall so we know in advance what we need to
learn.
That reminds me I need to ask Mr. Savage how to write a good introduction for my
brochure as I’m still not sure I understand properly.
Miss Penn and Miss Yvonne make it very clear what they expect a good assignment to look like. They write it on the wall and we discuss it often.
I can see from this chart that I need to produce a key for my map. What on Earth’s a map key I wonder?! I had
better ask Ms Penn tomorrow!!
You are an education officer working for a Non Governmental Organization which helps people (not the environment or animals) of your choice. You have been asked to present to children in a Bilingual Chinese/English international school during a school assembly. You must prepare and present a short speech (lasting about 5 minutes) which describes how your NGO supports less privileged people and what the students at the school can do to help your cause. In addition to the speech, you must choose one or more aids to help your assembly presentation. Ideas could be pictures, posters, leaflets, songs, PowerPoint presentation etc.
Not Evident Emergent Proficient Mastery
Plight of less privileged
people
Does not describe the plight of the individuals the NGO supports. The audience is not left with any feelings of empathy
Describes the plight of the individuals the NGO supports giving one or
no example of misfortune the
individuals face. The audience is left with
slight feelings of empathy
Describe the plight of the individuals the NGO
supports giving some examples of misfortune
the individuals face. The audience is left
with feelings of empathy
Clearly describes the plight of the individuals
the NGO supports giving many examples
of misfortune the individuals face. The audience is left with strong feelings of
empathy
Systems in place NGO has
developed to help
Doesn’t describe ways which the NGO
supports the people of its cause
Describes one or two ways which the NGO supports the people in
its cause (e.g. fund raising, etc)
Describes with some examples a few ways
which the NGO supports the people in
its cause (e.g. fund raising, petitions, etc)
Clearly describes with many examples various
ways which the NGO supports the people in
its cause (e.g. fund raising, petitions,
volunteers, education, loans, protest marches
etc)
Ways students could take
action(this is not a measure of
actual action)
Doesn’t describe ways students could take
action
Describes with examples ways which students could take action published by
their NGO
Clearly describes (with examples) various
ways which students could take action
published by their NGO
Clearly describes (with examples) various
ways which students could take action
published by their NGO and in addition their
own action ideas
To be perfectly honest I couldn’t care less
about the people my NGO serve. After this
unit is over I won’t give them a second thought
I really and truly care deeply about the people
my NGO serve. After this unit is over these people will really be in
my mind for a very long time to come.
Criteria to be determined by
students
Criteria to be determined by students
I chose any old NGO I didn’t think about any particular reason why
I chose my NGO after carefully collecting lots of facts about several organizations and thinking deeply about which cause I wanted to support
Why do we do this?
This is a fundamental life skill! At university, MYP, or in the workplace.
This is what the real world is like!
Together the student and teacher work their way and accumulate the skills and knowledge necessary to complete the assessment and all
the objectives on the planner.
This process is structured closely by the teacher. But, if children do
have ideas or questions we incorporate them into our teaching.
Often the teacher models the particular research skill (e.g. using a search engine) and the students then practise and apply
the skill to find an answer.
Action!
Towards the end of the unit it is hoped that the child will react to his/her new found
learning and be moved into authentic, self initiated ACTION. การปฏิบตัิ
This is one way which proves the student has learned what we wanted him/her to.