Parent Presentation Tuesday, October 12, 2010 Falling into IB/PYP.

Parent PresentationParent PresentationTuesday, October 12, 2010Tuesday, October 12, 2010

FallingFallingintointo

IB/PYPIB/PYP

(IB) International Baccalaureate (IB) International Baccalaureate (PYP) Primary Years Programme (PYP) Primary Years Programme

IB – a non-of educational and non-governmental organization that offers three IB – a non-of educational and non-governmental organization that offers three programs of international education for students age 3-19 years old:programs of international education for students age 3-19 years old:

DP – Diploma Program for high school (9DP – Diploma Program for high school (9 thth -12 -12thth) ) Miami Beach Senior HighMiami Beach Senior High MYP – Middle Years Program for middle school (11 – 16 yrs old) MYP – Middle Years Program for middle school (11 – 16 yrs old) Nautilus MiddleNautilus Middle

PYP – Primary Years Program for early childhood and elementary school PYP – Primary Years Program for early childhood and elementary school (3- 12 yrs. old) (3- 12 yrs. old) South Pointe, North Beach, Biscayne, Fienberg-Fisher, and South Pointe, North Beach, Biscayne, Fienberg-Fisher, and Treasure IslandTreasure Island

In the end, here is a summary of In the end, here is a summary of what the IB/ PYP iswhat the IB/ PYP is::““The whole art of teaching is only the awakening of the natural curiosity of young minds.”The whole art of teaching is only the awakening of the natural curiosity of young minds.”

——Anatole FranceAnatole France

And this sums up And this sums up what the IB PYP is NOTwhat the IB PYP is NOT::““Passive acceptance of a teacher’s wisdom is easy for most boys and girls. It involves no effort ofPassive acceptance of a teacher’s wisdom is easy for most boys and girls. It involves no effort of

independent thought.”independent thought.”——Bertrand RussellBertrand Russell

POI –POI – the chart that displays the main components of the planners that will be the chart that displays the main components of the planners that will be

investigated by the students throughout the current school year:investigated by the students throughout the current school year:

Theme & TitleTheme & Title

Central IdeaCentral Idea

Lines of InquiryLines of Inquiry

Key ConceptsKey Concepts

Transdisciplinary Skills Learner Profile/AttitudesTransdisciplinary Skills Learner Profile/Attitudes

WHO WE AREWHO WE ARE WHERE WE ARE IN WHERE WE ARE IN PLACE AND TIMEPLACE AND TIME

HOW WE EXPRESSHOW WE EXPRESS OURSELVESOURSELVES

HOW THE WORLD HOW THE WORLD WORKSWORKS

HOW WE HOW WE ORGANIZE ORGANIZE OURSELVESOURSELVES

SHARING THE SHARING THE PLANETPLANET

TTHHEEMMEE

An inquiry into the nature An inquiry into the nature f self: beliefs and values; f self: beliefs and values; personal, physical, mental, personal, physical, mental, social, and spiritual health; social, and spiritual health; human relationships human relationships including families, friends, including families, friends, communities, and cultures, communities, and cultures, rights and responsibilities; rights and responsibilities; what it means to be what it means to be

human.human.

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

An inquiry into the ways An inquiry into the ways in in

which we discover and which we discover and express ideas, feelings, express ideas, feelings, nature, culture,, beliefs nature, culture,, beliefs

and and values; the way in which values; the way in which we reflect on, extend and we reflect on, extend and enjoy our creativity; our enjoy our creativity; our appreciation of the appreciation of the aesthetic.aesthetic.

An inquiry into the into An inquiry into the into the the

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

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

An inquiry into rights and An inquiry into rights and responsibilities in the responsibilities in the struggle to share infinite struggle to share infinite resources with other living resources with other living things; communities and things; communities and relationships within and relationships within and between them; access to between them; access to equal opportunities; peace equal opportunities; peace and conflict resolution.and conflict resolution.

PPRREEKK

Central Idea:Central Idea: Everyone has feelings.Everyone has feelings.

The lines of inquiryThe lines of inquiry - Good feelings- Good feelings - Bad feelings- Bad feelings - How to show feelings - How to show feelings appropriately appropriately

Central Idea: Central Idea: Communities are made up Communities are made up of groups of people that of groups of people that interconnect.interconnect.

The lines of inquiryThe lines of inquiry- Community- Community- Community helpers- Community helpers- Interaction among - Interaction among

community helperscommunity helpers

Central Idea:Central Idea: There are many forms of There are many forms of expression.expression.

The lines of inquiryThe lines of inquiry-Art as a form of -Art as a form of expressionexpression-Music as a form of -Music as a form of expressionexpression-Movement as a form of -Movement as a form of expression expression

Central Idea: Central Idea: Our planet consists of Our planet consists of

Sever lSever l continents that continents that share the same resources.share the same resources.

The lines of inquiryThe lines of inquiry - The continents- The continents - Similarities within the - Similarities within the continentscontinents - Differences within the - Differences within the continentscontinents

KKIINNDDEERRGGAARRTTEENN

Central Idea: Central Idea: Tolerance for similarities Tolerance for similarities and differences amongand differences amongindividuals is important.individuals is important.

The lines of inquiryThe lines of inquiry- Similarities among - Similarities among individualsindividuals- Differences among - Differences among individualsindividuals- The importance of - The importance of tolerancetolerance

Central Idea: Central Idea: The Earth has many The Earth has many different landforms.different landforms.

The lines of inquiryThe lines of inquiry - Landforms- Landforms - How landforms develop- How landforms develop - Famous landforms- Famous landforms

Central idea:Central idea:People express themselves People express themselves through traditions.through traditions.

The lines of inquiryThe lines of inquiry- Traditions- Traditions- How traditions develop- How traditions develop- Similarities and - Similarities and differences among differences among traditionstraditions

Central Idea:Central Idea:Animals go through life Animals go through life cycles.cycles.

The lines of inquiryThe lines of inquiry - Animal life cycles- Animal life cycles - Similarities in animal - Similarities in animal life cycleslife cycles - Differences in animal - Differences in animal life cycleslife cycles

Central Idea:Central Idea:People develop rules to People develop rules to establish and maintain establish and maintain order.order.

The lines of inquiryThe lines of inquiry - Rules- Rules - Importance of rules- Importance of rules- How rules establish and - How rules establish and maintain order maintain order

Central Idea:Central Idea:Things we use can be Things we use can be reduced, reused, or reduced, reused, or recycled.recycled.

The lines of inquiryThe lines of inquiry - Reusing, reducing and - Reusing, reducing and recyclingrecycling - Things people reuse, - Things people reuse, reduce, and recyclereduce, and recycle - How reusing, reducing, - How reusing, reducing, and recycling help the and recycling help the environmentenvironment

THEMESTHEMESSix Six identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from early childhood through grade 5. These Units of Inquiry provide the framework (as opposed to a text book early childhood through grade 5. These Units of Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each

Unit of Inquiry:Unit of Inquiry:

WHO WE ARE WHO WE ARE An inquiry into the nature of self: beliefs and values; personal, physical, mental, social, and spiritual health; human An inquiry into the nature of 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.relationships including families, friends, communities, and cultures, rights and responsibilities; what it means to be human.

WHERE WE ARE IN PLACE AND TIMEWHERE WE ARE IN PLACE AND TIME An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and

migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.and global perspectives.

HOW WE EXPRESS OURSELVESHOW WE EXPRESS OURSELVES An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,, beliefs and values; the way in An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,, beliefs and values; the way in

which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

HOW THE WORLD WORKSHOW THE WORLD WORKS An inquiry into the into the natural world and its laws; the interaction between the natural world (physical and biological) and An inquiry into the 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 technological advances human societies; how humans use their understanding of scientific principles; the impact of scientific technological advances on society and the environmenton society and the environment

HOW WE ORGANIZE OURSELVESHOW WE ORGANIZE OURSELVES An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; 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.societal decision-making; economic activities and their impact on humankind and the environment.

SHARING THE PLANETTHEMESHARING THE PLANETTHEME An inquiry into rights and responsibilities in the struggle to share infinite resources with other living things; communities and An inquiry into rights and responsibilities in the struggle to share infinite resources with other living things; communities and

relationships within and between them; access to equal opportunities; peace and conflict resolution.relationships within and between them; access to equal opportunities; peace and conflict resolution.

CENTRAL IDEA-CENTRAL IDEA-One well-written statement that encompasses the focus of the unit One well-written statement that encompasses the focus of the unit

and generate inquiry.and generate inquiry.

Central idea (2Central idea (2ndnd)) Knowledge of the solar system helps us understand how the Knowledge of the solar system helps us understand how the

world works.world works.

Central Idea (3Central Idea (3rdrd)) Stories have parts that are interconnected to enhance the Stories have parts that are interconnected to enhance the

reader’s comprehension.reader’s comprehension.

Central Idea (4Central Idea (4thth)) Governments provide structure for society.Governments provide structure for society.

LINES OF INQUIRYLINES OF INQUIRY - - define the scope of the inquiry (INVESTIGATION) into the central ideadefine the scope of the inquiry (INVESTIGATION) into the central idea

Central idea (2Central idea (2ndnd))

Knowledge of the solar system helps us understand how the world works.Knowledge of the solar system helps us understand how the world works.

(An inquiry/investigation into)(An inquiry/investigation into) -The solar system -The solar system -How movements of the solar system affect climate and landforms-How movements of the solar system affect climate and landforms -Tools used to understand the solar system -Tools used to understand the solar system

Central Idea (4Central Idea (4thth))

Governments provide structure for society.Governments provide structure for society.

The lines of inquiryThe lines of inquiry - How governments are established- How governments are established - The structure of different governments- The structure of different governments - How government affects society- How government affects society

KEY CONCEPTSKEY CONCEPTS – – There are 8 fundamental concepts expressed as key questions, to propel the process of inquiry. There are 8 fundamental concepts expressed as key questions, to propel the process of inquiry.

These universal concepts drive the research units—called UNITS OF INQUIRY (have you heard These universal concepts drive the research units—called UNITS OF INQUIRY (have you heard of this before?!)—but they also have relevance within and across all subject areas of this before?!)—but they also have relevance within and across all subject areas

(transdisciplinary).(transdisciplinary).

Form: What is it like?Form: What is it like? Function: How does it work?Function: How does it work? Causation: Why is it like it is?Causation: Why is it like it is? Change: How is it changing?Change: How is it changing? Connection: How is it connected to other things?Connection: How is it connected to other things? Perspective: What are the points of view?Perspective: What are the points of view? Reflection: How do we know?Reflection: How do we know? Responsibility: What is my responsibility?Responsibility: What is my responsibility?

TRANSDISCIPLINARY SKILLS –TRANSDISCIPLINARY SKILLS – There are 5 sets of transdisciplinary skills acquired in the process of structured There are 5 sets of transdisciplinary skills acquired in the process of structured

inquiry. Sets because each has specific sub-skills.inquiry. Sets because each has specific sub-skills.

Thinking -Thinking -Acquisition of knowledgeAcquisition of knowledge ComprehensionComprehensionApplicationApplication AnalysisAnalysisSynthesisSynthesis EvaluationEvaluationDialectical thoughtDialectical thought MetacognitionMetacognition

CommunicationCommunicationSocialSocialResearchResearchSelf-ManagementSelf-Management

ATTITUDESATTITUDES – –

The PYP promotes 12 attitudes that we want our The PYP promotes 12 attitudes that we want our students to feel, value, and demonstrate. students to feel, value, and demonstrate.

They are the daily expressions of the “Learner They are the daily expressions of the “Learner Profile” used by teachers in teaching and by Profile” used by teachers in teaching and by

students in their learning.students in their learning.

““Attitude is a little thing that makes a big difference.”Attitude is a little thing that makes a big difference.”--Winston Churchill--Winston Churchill

LEARNER PROFILELEARNER PROFILE – – According to the IB PYP, an According to the IB PYP, an

“internationally minded” person is “internationally minded” person is someone who demonstrates thesomeone who demonstrates the

attributes of the “Learner Profile.” attributes of the “Learner Profile.” These are qualities determined to be most These are qualities determined to be most

important in creating positive and important in creating positive and productive citizens of the world. productive citizens of the world.

It is a thoughtful, critical perspective that It is a thoughtful, critical perspective that applies to who we are and what we do.applies to who we are and what we do.

Knowledgeable You explore concepts,

ideas and issues that have local and global significance. You acquire in-depth knowledge across a broad range of disciplines.

Thinker You exercise initiative in

applying thinking skills critically and creatively to approach complex problems, and make reasoned and ethical decisions.

Communicators You understand and express ideas

and information confidently and creatively in more than one language and in a variety of modes of communication. You also collaborate with others.

Caring You show

empathy, compassion and respect towards the needs and feelings of others. You can make a positive difference to the lives of others and to the environment.

Inquirer

You are able to develop your natural curiosity. You conduct inquiry and research

and show independence in learning. You actively enjoy learning.

Principled You act

with integrity and honesty, with a sense of fairness, justice and respect for

individuals, groups, and communities. You take

responsibility for your own actions.

Open-minded You

understand and appreciate your own culture and personal history, you’re open to the values and traditions of others. You seek and evaluate a range of points of view.

Risk-takers You

approach unfamiliar situations with courage and you have the independence of spirit to explore new roles, ideas and strategies. You are brave and articulate in defending your beliefs.

Balanced You

understand the importance of intellectual, physical and

emotional balance to achieve personal well-being

for yourself and others.

Reflective You give

thoughtful consideration to your own learning and experience.

You are able to assess and understand your strengths and limitations in order to support

your learning.

ACTIONACTION – – Our students are encouraged to reflect, to make informed choices andOur students are encouraged to reflect, to make informed choices and

to take action that will help their peers, school staff, and the wider community. This is how our to take action that will help their peers, school staff, and the wider community. This is how our students demonstrate a deeper sense of learning, by applying their knowledge to service and students demonstrate a deeper sense of learning, by applying their knowledge to service and

positive action.positive action.

Reflect

Choose

Act

PLANNERPLANNER – page 1 – page 1Class/grade: Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

central idea

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

PLANNERPLANNER - page 2 - page 2

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

PLANNERPLANNER - page 3 & 4 - page 3 & 4

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.

At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

7. To what extent did we include the

elements of the PYP?

What were the learning experiences that

enabled students to: develop an understanding of the concepts

identified in “What do we want to learn?” demonstrate the learning and application of

particular transdisciplinary skills? develop particular attributes of the learner

profile and/or attitudes?

In each case, explain your selection.

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

9Teacher notes

BURNING QUESTIONSBURNING QUESTIONS