IB Primary Years Programme Level 1B Angela Schmidt and Nely Miguel.

IB Primary Years Programme Level 1B

Angela Schmidt and Nely Miguel

Purpose of the Workshop

Explore the Essential Elements of PYP

Create and understand Central Ideas

Illuminate Central Ideas through Lines of Inquiry

Write authentic assessment

Use the elements of PYP throughout the workshop as you would in the classroom

Learn through and about inquiry

Elements of the Workshop Transdisciplinary Skills MIH pg 21 - 23

TRANSDISCIPLINARY SKILLS

SOCIAL SKILLS

COMMUNICATION SKILLS

THINKING SKILLS

RESEARCH SKILLS

SELF-MANAGEMENT

SKILLS

Accepting

Responsibility

Respecting Others

Cooperating

Resolving Conflict

Group Decision

Making

Adopting a Variety of

Roles

Listenin g

Speaking

Reading

Writing

Non -Verbal

Communication

Acquisition of

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Dialectical Thought

Metacognition

Formulating

Questions

Observing

Planning

Collecting Data

Recording Data

Organizing Data

Interpreting

Data

Presenting Research

Gross Motor Skills

Fine Motor Skills

Spatial Awareness

Organization

Time

Management

Safety

Healthy Lifestyle

Codes of Behaviour

Informed Choices

Elements of the Workshop Multiple Intelligences Howard Gardner

Elements of the WorkshopAttitudes MIH pg 24 - Profile MIH pg 4 - International Mindedness MIH pg 5

ACTION

MIH pg 25 - 27

Inquiry-based Teaching and Learning

Definition and characteristics

What are the attributes of an inquiry-based activity?Read MIH pg. 28 - 30 (10 minutes)Place mat activity (10 minutes)Shared list



The act of inquiring; a seeking for information by asking questions; interrogation; a question or questioningSearch for truth, information, or knowledge; examination into facts or principles; research; investigationUnderstanding is built on what the learner already knows and believesMoving from current level of understanding to a deeper level of understanding



Student-centered. Creates a learner-centered environmentCan be structured, guided or openUses multiple sources of informationAddresses multiple intelligencesEngages the learner, is interesting, provokes curiosityEngages the learner with the social and physical environment to make sense of the world



Involves higher order thinking like observing, selecting, clarifying, developing theories, connecting, synthesis, analyzing, interpreting, comparing, hypothesizing, explaining and providing alternativesAssessment criteria is set by the learner as well as the teacherAssessment is done by the learner as well as the teacher


Some definitions from research:

“Inquiry is transformation. The resolution of a problematic situation may involve transforming the inquirer, the environment, and often both. The emphasis is on trans-formation.”

John Dewey, 1938



“ Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflection in connection with results.”

Ann Peterson Bishop et al. 2004



“ Scientific inquiry refers to the diverse ways in which scientist study the natural world and propose explanations based on the evidence. Inquiry as a teaching technique is the creation of a classroom where students are engaged in open-ended, student-centered, hands-on activities.”

Alan Colburn, 2000


Reflection - Visible Thinking

I used to think…… but now I know…..

http://www.pz.harvard.edu/vt/index.htmlhttp://www.pz.harvard.edu/tc/routines.cfmhttp://www.thirteen.org/edonline/concept2class/inquiry/index.html

http://www.pz.harvard.edu/vt/index.html

http://www.pz.harvard.edu/tc/routines.cfm

http://www.thirteen.org/edonline/concept2class/inquiry/index.html

The PYP Curriculum ModelThe curriculum is written, taught and learned and emphasizes

learners constructing meaning

© IBO 2003

LearnersConstructing

Meaning How bestwill welearn?

How will weknow whatwe havelearned?

What dowe wantto learn?

PYP Essential Elements

KNOWLEDGE

CONCEPTS

SKILLS

ATTITUDES

ACTION

PYP Essential Elements

Number by 5’sJig-saw - read 10 minutes and then share1 - KNOWLEDGE 2 - CONCEPTS 3 - SKILLS4 - ATTITUDES5 - ACTION

MIH pgs. 10 - 27

Why a Conceptual Curriculum?

“The traditional design of a curriculum did not come into question when business operated with an industrial model that called for factory workers who could follow orders , carry on repetitive tasks with little thought, and work in relative isolation……


…But business has changed drastically, and education is adapting to meet the need for workers who can identify and solve complex problems, think independently as well as in team situations, and exhibit the characteristics of leaders no matter what their job in an organization.”

Lynn Erickson, 2002


A.K.A. Enduring Understanding - Power Standard - Central IdeaFrom the following list, with your table group, decide if the statement represents a central idea that is concept-basedIf it is not, change the central idea to make it concept based.Share out

CENTRAL IDEAS?

1. Natural and man-made disasters impact people and the environment.

2. My family tree has many branches.3. Computers help people in their daily lives.4. Survivors of the tsunami face risks and challenges.5. People need families and friends.6. Every country has qualities and attributes that make it

unique.7. Air supports our lives, and its uses are determined by

its properties.8. Rules and laws help people live safely and peacefully.9. A variety of signs and symbol systems were developed

to communicate.10. Family histories impact our past and present, and

influence our futures.

What transdisciplinary skills did you use?What attitudes did you demonstrate?What profile traits?Why was this inquiry?

Self Reflection Practicing the elements of the PYP

PYP Essential Elements: Knowledge

Content of learning

Integrate the standards

Guided by the lens of the PYP concepts

Written as “Inquiry”

3 or 4 per unit

Concepts and Knowledge

Enduring Understanding?

PYP Essential Elements:Active Learning

Create a Central Idea or Enduring Understanding

With corresponding inquiries or essential questions

Using the template, by specialty or grade level write a Central Idea

Criteria: Globally transferableTimeless - can be studied at any age and any eraRelevant and engagingChallenging and age-appropriately complexScope for transdisciplinary inquiryAcademic rigorNot value laden

PYP CONCEPTS

Form

Function

Causation

Connection

Perspective

Change

Reflection

Responsibility

What PYP Concepts will be emphasized in this unit?

Write 3 teacher questions that capture the essence of what is important to know

PYP Organizing Themes(Transdisciplinary)

Organizing themesInterdisciplinaryIntradisciplinaryTransdisciplinary

The organizing/transdisciplinary themes ensure a broad conceptual and knowledge base horizontally and vertically throughout the POI

ASSESSMENT

How will we know what we have learned?

PYP Essential Elements: What is Assessment?

Summative assessment Formative assessment Pre-assessment

Read MIH Pg. 44-53 Stand and Deliver

“When the cook tastes the soup, that is formative. When

the guests taste the soup, that is summative”

Robert Stakes

“Formative assessment is to summative assessment what a physical is to an autopsy ”

DuFour, DuFour, Eaker

“ You can enhance or destroy students’ desire to succeed in school more

quickly and permanently through the use of assessment than with any other

tools you have at your disposal.” Stiggins

PYP Essential Elements: What Makes Assessment

Authentic?Active Learning

How do you know that you know?Complete the activity “What Do I do Well”Synthesize characteristics of authentic assessment.

What Makes Assessment Authentic?

What do I Do Well?

How do I know I do it well?

What were the steps taken to learn it well?

Example: I have a good tennis serve

I often ace my opponents, even some who are better players than I am

My serve has spin

My serve has power

I toss high, bend my legs and put my body into it

Modeled by a proPracticedBroken down to one improvement at a time e.g. Toss height and location, legs, shoulders, Good analogies like throwing a ballModel -practice

Example: I listen well

People confide in me and seek me out for advice. People tell me I am a good listener. I give time to the person needing to talk. I listen to what is said and feed back what I have heard to the speaker to make sure I have understood the situation.

I have taken courses on active listening. I have practiced active listening in workshops with others. I have learned to listen to what is being said before formulating questions or solutions. I have developed this skill in my work as an administrator.


Active Learning

Synthesize characteristics of authentic assessment with your table

Share out


What Researchers Say

“A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.”

Jon Mueller



"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.”

Grant Wiggins



"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered."

Richard J. Stiggins


Reflection/Active Learning

Any additions, changes to our description of authentic assessment?

Develop a summative assessment for your Central Idea

Assessment Strategies and Tools Grant Wiggins

Creating a Balance of Assessment Strategies and Tools

How Best Will We Learn? Learning Activities and Formative

Assessments

What experiences will encourage students to address the driving questions?Think across disciplinesThink across intelligencesThink differentiated resourcesHow will we assess to adjust instruction?

MIH Pg. 41

Collaborative Planning WorkshopSelf-Assessment

WHAT DID I LEARN?The purposes of this workshopLook at your questionsDid we meet the purpose of the workshop?Did we answer your questions?What did you learn well enough to teach someone else?What are your “new” questions?

Purpose of the Workshop

Explore the Essential Elements of PYP

Create and understand Central Ideas

Illuminate Central Ideas through Lines of Inquiry

Write authentic assessment

Use the elements of PYP throughout the workshop as you would in the classroom

Learn through and about inquiry

Resources Barth, Roland. Restructuring Schools: Some Questions for Teachers and Principals. San Francisco: Jossey-Bass,1991. Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3:) 2004. Buzzeo, Toni. “Collaborating to Meet Standards: Teacher -Library Media Specialists Partners for K-6”.Ohio: Linworth, 2002.DuFour, Richard. http://www.allthingsplc.info (online) March, 2008 DuFour, Richard and Robert Eaker. “Professional Learning Communities at Work”. Virginia :Solution Tree: 1998.Erickson, Lynn. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.” California : Corwin Press: 2002. Gibbs, Jeanne. “Tribes: A New Way of Learning and Being Together”. California: Center Source, 2001. Hughes, Marcia and James Bradford Terrell. “The Emotionally Intelligent Team”. San Francisco : Jossey-Bass, 2007.Kanter, R. The Turnaround Solution. 2004Katzenbach, J.R., & Smith, D.K. The wisdom of teams: Creating the high performance organization. Boston, MA: Harvard Business School Press, 1993. “Leading Teams.” Boston : Harvard Business School Press, 2006. “Making It Happen.” International Baccalaureate.

Resources Montiel-Overall, Patricia. “Towards a Theory of Collaboration for Teachers and Librarians”. American Association of School Librarians, 2002.Robbins Harvey and Michael Finlay. “The New Why Teams Don’t Work.” San Francisco :BK Publishers, 1995. Patterson, Kerry, Joseph Greeny, Ron McMillan and Al Switzler. “Crucial Conversations: Tools for Talking When Stakes are High”. New York : MsGraw Hill, 2002.“ Running Meetings.” Boston : Harvard Business School Press, 2006. Schrage, Michael. “Shared Minds”. Random House: New York, 1990. Tuckman, Bruce. “Forming-storming-norming-performing”. 1970. Urbanski, A (1992) as quoted by Dunklee,, Dennis. “If You Want to Lead Not Just Manage”. California: Corwin Press, 2002. Tomlinson, Carol Ann and Jay McTighe. “ Integrating Differentiated Instruction and Understanding by Design”. Virginia: Association for Supervision and Curriculum Development, 2006.“What Work Requires of Schools: A SCANS Report for America 2000”. U.S.Department of Labor, June 1991, pp. xvii-xviii. Wndover, Robert . The Center for Generational Studies. http://ww w.gentrends.com/Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall; Expanded 2nd edition, 2005.

http://www.gentrends.com/





IB Primary Years Programme Level 1B Angela Schmidt and Nely Miguel.

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