IB Induction
description
Transcript of 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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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.”
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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
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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
ConceptualForm-Change-Perspective-Function-Causation-Responsibility-Connection-
Reflection
Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection
Form
Causation
Function
Change
Connection
Responsibility
Perspective
Reflection
ConceptualForm-Change-Perspective-Function-Causation-Responsibility-Connection-
Reflection
Form-Change-Perspective-Function-Causation-Responsibility-Connection-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
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
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
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
RESPONSIBILITYWhat is our responsibility?
RESPONSIBILITYWhat is our responsibility?
authority
duty liability
obligation
privilege
values
citizenship
rights
RESPONSIBILITYWhat is our responsibility?
dutyWhat is my as a consumer?
RESPONSIBILITYWhat is our responsibility?
authority
duty liability
obligation
privilege
values
citizenship
rights
right
RESPONSIBILITYWhat is our responsibility?
Do I have theto choose what I buy?
RESPONSIBILITYWhat is our responsibility?
authority
duty liability
obligation
privilege
values
citizenship
rights
RESPONSIBILITYWhat is our responsibility?
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
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.
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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.
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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
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Nickleback
Lunch
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
‘Designed’ by BBI teachers
Driven by chosen conceptsSelected from the 8
Driven by chosen conceptsSelected from the 8
‘Designed’ by BBI teachers
Starting to combine the
TDT description,
NZ Curriculum
AO’s and the chosen
concepts
Driven by chosen conceptsSelected from the 8
‘Designed’ by BBI teachers
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.
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Sir Ken Robinson
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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
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Sir Ken Robinson (2)