IBMA Academy August 6, 2015 Belvedere Elementary 5, 4, 3, 2, 1… LAUNCHING THE PYP! TIPS, STRATEGIES, AND RESOURCES
IBMA AcademyAugust 6, 2015
Belvedere Elementary
5, 4, 3, 2, 1… LAUNCHING THE PYP!
TIPS, STRATEGIES, AND RESOURCES
Belvedere PYP Timeline
Spring/Summer 2013
Parent meetings held
Staff meetings held
April – Application for candidacy submitted
June – Staff from each grade level trained
August – Additional staff trained
August – CLTs planned 1st unit and worked on POI
2013/14 School Year
In-house workshop held for staff not trained
4 units of inquiry planned, taught, reflected on
School-based inquiry PD
PYP school visits and conference calls
Assessment Policy
Language Policy
Mission Statement
PYP consultation visit
2014/15 School Year
October – All teachers trained
October - Apply for Authorization
All units of inquiry planned, taught, reflected on
School-based concept learning PD
Verification team visit
June 2015
School authorized as a PYP school
Standards
• Use transdisciplinary themes to organize standards
Concepts
• Review standards in transdisciplinary unit to identify concepts
Central Idea
• Use standards and concepts to create central idea (enduring understanding).
Summative Assessment
Lines of Inquiry
• Use standards to identify sections/subject-specific
Teacher Questions
• Identify conceptual questions to invite inquiry
Formative Assessments
Learning Experiences
• Create big learning experiences to support student inquiry
Skills, Attributes, Attitudes
PYP Transdisciplinary ThemesWho we are Inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
How the world worksInquiry 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.
Where we are in place and timeInquiry 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.
How we organize ourselvesInquiry 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.
How we express ourselvesInquiry 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.
Sharing the planetInquiry 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.
Group Standards Using Themes
Lessons Learned:
• Some grade levels have standards that need to be taught in a particular order.
• Some teachers are more attached to the way standards used to be grouped.
• Organizing the units of inquiry on Google Drive allowed us to manage them easier.
Types of Standards
Science Social Studies Mathematics
The student understands
that adaptations may
increase the survival of
members of a species.
The student knows the
social, economic, and
political challenges that
were confronted by the
North and the South during
the American Civil War.
The student uses place
value to represent whole
numbers and decimals.
How are these standards different?
Conceptual Factual Skill-Based
Lesson Learned:
• Sorting standards
first would have
been helpful
*Table from H. Lynn Erickson
Science Social Studies Mathematics
The student understands
that adaptations may
increase the survival of
members of a species.
The student knows the
social, economic, and
political challenges that
were confronted by the
North and the South during
the American Civil War.
The student uses place
value to represent whole
numbers and decimals.
Types of Standards
Science Social Studies Mathematics
The student understands that
adaptations may increase
the survival of members of
a species.
The student understands that
nations engaged in civil war
face social, economic, and
political challenges that can
reshape a culture over time.
The student understands that
place value can be used to
represent whole numbers
and decimals.
Use the phrase “the student understands that…”
to rewrite the social studies and math standards
so they are conceptual.
*Table from H. Lynn Erickson
Form
Function
Causation
Change
Connection
Perspective
Responsibility
Reflection
PYP Key
Concepts (Macro Concepts)
Program of Inquiry
Who we are Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
Sharing the planet
PreK Central Idea:
Concepts:
Lines of Inquiry:
Central Idea:
Concepts:
Lines of Inquiry:
Central Idea:
Concepts:
Lines of Inquiry:
Central Idea:
Concepts:
Lines of Inquiry:
Central Idea:
Concepts:
Lines of Inquiry:
Central Idea:
Concepts:
Lines of Inquiry:
K
1
2
3
4
5
Lesson Learned:
• Creating the complete POI
before teaching units of inquiry
will help in avoiding overlap.
Standards
• Use transdisciplinary themes to organize standards
Concepts
• Review standards in transdisciplinary unit to identify concepts
Central Idea
• Use standards and concepts to create central idea (enduring understanding).
Summative Assessment
Lines of Inquiry
• Use standards to identify sections/subject-specific
Teacher Questions
• Identify conceptual questions to invite inquiry
Formative Assessments
Learning Experiences
• Create big learning experiences to support student inquiry
Skills, Attributes, Attitudes
G - Students demonstrate an understanding that environment and natural events change living
things.
R - Students are scientists who have discovered a new plant or animal.
A - Other scientists
S - Students must present their findings at a conference
P - Students are given a type of environment. They create an animal or plant that might live in that
environment. They will create an informational board for a conference that includes non-fiction text features. Students then consider what type of natural disaster might happen in their environment and describe how their animal or plant would change. Students will then go look at other class projects and evaluate the environment, decide what natural event would most likely happen and how that group’s plant or animal would change.
S – Teacher rubric - The living thing’s form and natural event must match environment, changes must
connect to the natural event.
Science strands: Earth Resources, Life Processes--Standard 4-adaptations; Standard 5-food chains; Standard 8 b, c animal and plant life cycle; Standard 10 natural and human influences--Language arts: 3.6c /3.7b preview (features introduced before unit, application during the unit), 3.6 d ask/answer’ 3.6 fgh - main idea
Students work with groups to create the life cycles of their own plant/animal.
Science strand: Earth Patterns, Cycle, and
Change
Science: Standard 8 b and c
Students create and describe the adaptations of their own plant/animal.
Science strand: Life Processes
Science: Standard 4
Students write about their own plant/animal’s
changes due to a natural disaster.
Science strand: Earth Resources
Language Arts: Standards 3.6c/3.7b
Web – Students will stand in a circle, each will represent an animal or a plant. Students will roll a ball
of yarn to another student they depend on OR who depends on
them and explain how the relationship is interdependent.
Science strand: Living Systems
Science: Standard 5
FORMATIVE PERFORMANCE ASSESSMENT TASKS
Standards
• Use transdisciplinary themes to organize standards
Concepts
• Review standards in transdisciplinary unit to identify concepts
Central Idea
• Use standards and concepts to create central idea (enduring understanding).
Summative Assessment
Lines of Inquiry
• Use standards to identify sections/subject-specific
Teacher Questions
• Identify conceptual questions to invite inquiry
Formative Assessments
Learning Experiences
• Create big learning experiences to support student inquiry
Skills, Attributes, Attitudes
Additional Professional Development
Additional IB Workshops
In-house PD
Inquiry Why are School Buses Always Yellow? Teaching for Inquiry, PreK-5
Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding
Ladybugs, Tornados, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry
Taking the PYP Forward: Chapter 1: Inquiry as a Stance on Curriculum
Concept-based Learning
Concept-based Curriculum and Instruction for the Thinking Classroom
Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning
IBMA Networking Sessions
Outside PD on inquiry
Conference calls
School visits
Lesson Learned:
• Spending more time learning
about conceptual teaching
beforehand would have been
helpful.
PYP Pedagogical Team
Representative group of teachers
Mission statement
Staff reviewed mission statement and developed ideas
Implementation Team developed statement from ideas
Statement brought to community and revised
Assessment/Language policies
Reviewed best practices
Reviewed examples on OCC
Presented to community and
revised
Professional Development
IB Learner Profile
Monthly IB learner profile focus aligned with
counselor focus
Weekly BNN message about focus
Recognize students through “Role Model Moments”
Posters
Teacher bios with attribute
Morning Meeting
Specialists connect whenever
possible
Parent/Community Communication
Updates in monthly PTA newsletter and bi-weekly school newsletter
Information on county-wide portal
Information on school website
Parent packets PYP brochure, Belvedere
brochure, general regulations, opt-out form
PTA meetings
Parent center presentations
Back to School Night
Evening events highlighted
Program of inquiry displayed and other displays
Additional Language/Mother Tongue
FLES (Foreign Language in the Elementary School)
Spanish instruction begins in 1st grade
30 minutes of instruction two times per week
Support 2nd Language
Posters and materials in Spanish
Spanish word of the day on BNN
PIP (Partners in Print)
Focused on reading in native language
Library Resources
Evaluated resources and began building
Surveyed students about language spoken at home
Assessing PYP Implementation
Staff PYP implementation survey
Student IB learner profile survey
Team/student portfolios
PYP Standards and Practices
Record of standards met
State/school assessments
Inquiry survey
Lesson Learned:
• This required more planning
and thought.