CISB PYP Parent Presentation
CISB PYP Parent Presentation
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 Programme 3-12 year old students PreK3 – Grade 5 at CISB
2. Middle Years Programme 11-16 year old students Grade 6 – 10 at CISB
3. Diploma Programme 16-19 year old students Grade 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.
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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.
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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.
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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
Phase Candidate
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