Nicole Procacci Curriculum Coordinator St. Andrew’s School, The Bahamas Nelyda Miguel PYP...

Nicole Procacci

Curriculum Coordinator

St. Andrew’s School, The Bahamas

Nelyda Miguel

PYP Coordinator, Media Specialist

The International School at Dundee

Greenwich, CT

WELCOME!Collaborative Planning

in the PYP

PURPOSE OF THE WORKSHOP

1. Increase the effectiveness of collaborative planning by exploring IB standard C2

2. To assist participants to become knowledgeable about:

How to take action to realize IB programme standard C2 practices in classrooms/schools

Standards on page p. 14 Participant Resource Book

Collaborative Planning in the PYP

Collaborative Planning in the PYP

PURPOSE OF THE WORKSHOP

3. To ensure participants are familiar with:

The IB programme standards C1, C2, C3 and C4.The PYP Programme of Inquiry in their schoolsThe collaborative process of writing the planners

Standards on page p14 Participant Resource Book

Standards C1, and C2

C1. A comprehensive, coherent written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community.

C2. The school has implemented a system through which all teachers plan and reflect in collaborative teams.


Standards C3 and C4

C3. Teaching and learning at the school empowers and encourages students to become lifelong learners to be responsible towards themselves, their learning, other people and the environment and to take appropriate action.

C4. There is an agreed approach to assessment, and to the recording and reporting of assessment data which reflects the practices and requirements of the programme.


Elements of the Workshop

Combination of presentation and workshopKnowledge and Concepts: Research based information with resourcesPractice of Transdisciplinary SkillsInquiry-based, differentiated (multiple intelligences) activities for deep understandingMetacognition, self-assessment and actionExercise of PYP AttitudesPractice of “International-mindedness” (The Learner Profile)

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

Who Are We?Collaborative Activity - 4 Corners1 - Private schools 2 - Public schools

3 - Charter, magnet4 - Other

1 - Principals/other administrator2 - Coordinators3 - Classroom teacher

4 - Specialist teacher

1 - Not yet authorized2 - Authorized3 - Evaluation 4 - 2nd evaluation (5 years after first)

What is Collaboration?Why should we collaborate? “Placemats” Collaborative Active

Learning

Number off by 5Write your name and a definition of “collaboration” Identify one or two attitudes that you feel are your strength and how they would impact collaboration Agree with your group on a common definition for collaboration and the attitudes that are most important for collaboration. Why?Share out

Attitudes MIH p. 24

What is Collaboration? Some definitions from research:

“Two or more equal partners who set out to create a unit of study based on content standards in one or more content areas plus information literacy standards, a unit that will be team-designed, team-taught and team-evaluated”

Buzzeo, 2002


“Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students’ progress throughout the instructional process in order to improve student learning in all areas of the curriculum.”

American Association for School Librarians

“Collaborating is different from working together as a group. A group can work together, support each other and share ideas, and yet each participant pursues his/her own objectives and results. A collaborative team works together towards COMMON goals and results and the team holds the GROUP responsible for the outcomes.”

Katzenbach and Smith, 1993


The difference between a collaborative culture and a team is:

Interdependence Mutual accountability for results The result is change in classroom practice

Richard DuFour, 2006


Our Definition and Attributes of “Collaboration”

Reflection Based on the research shared, do we have anything to add to our definition and list of attributes of collaboration?For the learning activity, what intelligences did we choose from? Which did we demonstrate?What Transdisciplinary Skills did we use?Why is this an inquiry-based activity?

Inquiry-based Teaching and Learning

Definition and characteristics

What are the attributes of an inquiry-based activity?Read MIH pg. 28 - 30 (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

Why Collaborate?What researchers say:

“EDUCATORS MUST ACCEPT THEIR RESPONSIBILITY TO WORK TOGETHER AS TRUE PROFESSIONAL COLLEAGES. TRADITIONAL TEACHERS LABOR IN ISOLATION, THE TEACHERS OF A PROFESSIONAL LEARNING COMMUNITY SHARE IDEAS ABOUT PRACTICE AND WORK TOGETHER ON SCHOOLWIDE ISSUES. ”

DuFour, 1998

PP presentation “Did You Know 2.0?” The SCANS Report “Are They Ready for Work?” The Partnership for 21st Century Skills

Why Collaborate?What Researchers Say

Why Collaborate? What Work Requires of Schools:

A SCANS Report for America

Written by the Secretary's Commission on Achieving Necessary Skills

Commission was appointed by the secretary of labor in 1990

Report dated 1992

Why Collaborate? What Work Requires of Schools:

A SCANS Report for America, 1992

“A high-performance workplace requires workers who have a solid foundation in the basic literacy and computational skills, the thinking skills, and in the personal qualities that make workers dedicated and trustworthy. High-performance workplaces also require competencies: the ability to manage resources, to work amicably and productively with others, to acquire and use information, to master complex systems, and to work with a variety of technologies.”

Summary of the Report

http://wdr.doleta.gov/SCANS/

Written by the Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource ManagementBased on a survey of 431 human resource specialistsPurpose: to rate the work-readiness of recently hired graduates from high schools, two-year colleges or technical schools, and four-year colleges2006

Why Collaborate?“ARE THEY REALLY READY TO

WORK?”

“The future workforce is here, and it is ill-prepared.”

Why Collaborate?ARE THEY REALLY READY TO WORK?

2006

Summary of the Report

http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdf

What struck you the most?What do common threads did you see?How do they relate to the PYP elements of Knowledge - Concepts - Skills - Attitudes - Action?

MIH Pgs. 10 - 25

Why Collaborate?Journal Reflection

Why Collaborate? What researchers say:

“GOD DIDN’T CREATE SELF-CONTAINED CLASSROOMS, FIFTY MINUTE PERIODS, AND SUBJECTS TAUGHT IN ISOLATION. WE DID-BECAUSE WE FIND WORKING ALONE SAFER THAN AND PREFERABLE TO WORKING TOGETHER.”

BARTH, 1991

“The traditional norms of teaching – autonomy, egalitarianism, and seniority – exert a powerful and persistent influence on the work of teachers. They reinforce the privacy of the individual’s classroom, limit the exchange of good ideas among colleagues, and suppress efforts to recognize expert teaching. Ultimately, they cap a school’s instructional quality far below its potential.”

Susan Moore Johnson and Morgaen Donaldson Harvard’s Graduate School of Education


“Real improvement in education over the long run comes from hundreds of small improvements made by teachers and passed on to other teachers through collaborative learning.”

Chris Dougherty and Heather Zavadsky

Phi Delta Kappan, November 2007



“Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.”

Richard DuFour


ADVANTAGES OF COLLABORATION

Enables teachers to test their ideas about teaching and expand their level of expertise by allowing them to hear the ideas of others

Helps to reduce the fear of risk taking by providing encouragement and moral support


ADVANTAGES OF COLLABORATION

Can be linked to gains in achievement, higher quality solutions to problems, increased confidence among all members of the school community, more systematic assistance to beginning teachers, and an increased pool of ideas, materials, and methodsReinforces changes in school culture and commitment to improvement initiativesFosters better decisions and increase the likelihood of ownership in the decisions

Three Cornerstones for Permanent Change

Accountability: Sharing information and taking responsibility. Talking about learning,

not teaching.Collaboration:

Making strong interpersonal bonds. People are willing to help others to excel. They, in turn, feel they belong so they can take direction from others.Initiative:

People feel that what they do matters and will make a difference in outcomes, so they share ideas and suggestions.

Kanter, 2004


Get into school groupsSingles - join a group of your choicePage 14 - 18 in the Participant Resource BookRead the practices under standard C1 - C4Highlight the three that you feel your school needs to focus on and improve Hold on to these to create an action plan later on

Where is my school? Reflection

How do we Collaborate? Active Learning

Get together by colorgroups of redgroups of yellow groups of blue groups of green

Share your name, school, position Appoint a recorder and a reporterRead the Human Chain instructionsFind a place for your group

How Do We Collaborate? Active Learning and

Reflection

Read the transcript out loud with your team

Do a plus/minus/interesting on working as a team

Share out

Which Transdisciplinary Skills did you use?

What attitudes were needed for teamwork?

Why is this an inquiry-based activity? Checklist

“Real Change is Real Hard” Urbanski, 1992

“Real Change is Real Hard” Collaborative Learning Activity

Think - Pair - Share

Think about a time when you had to make a change in your life

What where your feelings?

Which skills did you use to come to terms with the change?

What did you gain?

Facts about People and Change Robbins, 1995

People feel awkward, ill-at-ease and self consciousPeople will think first about what they must give upPeople will feel alonePeople can handle only so much changePeople have different readiness levels for changePeople will fret that they do not have enough resourcesPeople will try to revert to their old behavior

Leading Through ChangeWhy transformation efforts fail - Kotter, 1995

No sense of urgencyNot creating a powerful enough guiding coalitionLacking a visionUnder communicating the vision by a factor of 10Not removing obstacles to the new visionNot systematically planning and creating short-term winsDeclaring victory too soonNot anchoring changes in the organization’s culture

Collaboration by Invitation Does Not Work

Create:Team concepts by gradeTeam concepts by shared studentsSchool wide team conceptsBuild in time into the school dayMake the purpose specificTrain staff to be effective collaborators

DuFour, 1998

Collaboration Day I Reflection and Action

Journal Entry

AHA’SI Wonder…I Used to think….. But know I think….When I get back to my school, I will…Copy wonderings/questions/suggestion onto a post it as a ticket out

Day II"When you arise in the morning,

think of what a precious privilege it is to be alive -to breathe, to think, to enjoy, to love."

Marcus Aurelius

Collaborative strategy - jigsaw 3 min each

Resource: www.greenwichschools.org/isd

The Team Process Recognizing the stages Tuckman, 1970

The Team Process The Forming Stage

Nervousness

Trying to fit in, yet remain individual

First impressions are made

Alliances and counter-alliances are formed

At this time, the team sets its mission, goals, protocols, resources and skills

The Team Process The Storming Stage

Competition among membersDisagreements on tasks and rolesConflict over difference of opinionsHidden agendas The leader’s role

Help the team create a team identity Guide the team back to the goalsUse the agreed problem solving modelAddress and neutralize hidden agendas

The Team Process The Norming Stage

Acceptance within the team

Relationships deepen

Hidden agendas have been addressed and neutralized

Less individual defenses, more focus and unanimity

Leader’s role: fade out formal leadership - introduce shared leadership

The Team Process The Performing Stage

Team members know and appreciate the skills of each individualThe team sees with “many eyes”Team members develop caring relationships with each otherConflict is over opinions or issues, not peopleDisagreements are confronted, discussed, analyzed and adjustments made

The Team Process The Transforming Stage

Self-evaluation and reflections

Sharing with the larger learning community

Adjustment and learning from mistakes

Implementation; anchoring in the culture of the larger organization: “The way we do things here”

Continuous monitoring

The IndividualWhat is your primary behavioral

profile? Robbins, 1995

Analytical

Driver

Amiable

Expressive


profile?

AnalyticalAt their best they are thoughtful, patient, rational, reflective, well-informed

At their worse they are stuffy, picky, indecisive, moralistic and critical

To work with them: Prepare in advance, be persistent, support their approach, be clear and follow through


profile?

DriversAt their best they get things done, they are practical, decisive, independent and efficientAt their worse they are tyrannical, pushy, harsh and dominating

To work with them: Be brief and efficient, clear and logical, disagree with the facts not the person, persuade by results


profile?

AmiablesAt their best they are understanding, flexible, respectful and agreeable

At their worse they are conforming, ingratiating, unsure and awkward

To work with them: Show respect, listen, be responsive, be non-threatening, draw their opinion and define what they should contribute to the task.

The IndividualWhat is your primary behavioral profile?

ExpressivesAt their best they are big-picture, stimulating, intuitive, creative and enthusiastic

At their worse they are manipulative, egotistical excitable and undisciplined

Be open, ask for their opinions and ideas, take time support your points by citing people they respect, offer incentives

Team Stages and The IndividualActive Learning

Break into teamsCreate a skit of a team situation where a decision needs to be made. Demonstrate:

The stages of teamsThe individual profiles in a team situation where a decision needs to be madeDemonstrate the worse side of each profile

Exercise the strategies to elicit the best of each profile represented

Demonstrate the best side of each profile

Act out to the group

The District/School Level: Historical Perspective

“American public schools were originally organized according to the concepts and principles of the factory model…It was management’s job to identify the one best way, train workers accordingly, and then provide the supervision and monitoring needed to ensure that workers would follow the prescribed methods”

DuFour, 1998

“In many schools , teachers and their opinions are still

considered to be insignificant.”

Richard DuFour

Negative School/ District Decision-making Model

The factory model or policy by mandateSelected committees with little input from the larger learning community

Committees get little training, unrealistic timelines and work for low wages in their time off Committee members may not feel ownership of the final product

Positive School/ District Decision-making Model

Committees that reflect the most skilled individuals for the taskRealistic timelines, appropriate resourcesGood information flows vertically and horizontallyForums gather the learning community's input and feedback

BUILDING A SUCCESSFUL AND PRODUCTIVE TEAM

Building Team Performance: Creation

Select members for skill not personality Establish urgencySet performance standards and clear direction

Build Team Performance: Trust

Create a team identity: name, logo, etc.Establish common goals and make sure to review frequentlySet some clear rules of behavior, norms, common vocabularyAccept all opinions, rephrase in positive language if necessaryFavor optimism and ‘can-do’ attitudes - focus on what you can controlAgree on a conflict resolution/decision-making model

Build Team Performance: Trust - Decision-Making Model

Build Team Performance: Productivity

Agree on a structure for meetings, a “parking lot”, “process check”, “rough consensus”, everyone speaks, time limits and time keeper Assign rotating roles for shared leadershipAsk members for opinions so all participateAvoid “same-think”. Deliberately review opposing points of viewFocus on collective performanceAgree on how and when the team’s work will be assessedEveryone takes responsibility for the team

Build Team Performance: Productivity - Possible Team Roles

FacilitatorLeaderTime KeeperNote-takerReporter

Build Team Performance:Momentum and Motivation

Set and seize upon a few immediate performance-oriented tasksChallenge the group regularly with fresh facts and informationShare positive feedback publicly and frequently, negative feedback privately and only if neededProvide recognition and rewardsSet and celebrate milestones

Build Team Performance:Conflict

“Americans make the terrible assumption that good relationships are about harmony. They are not. On the contrary, good relations are those that handle strife well. Our task is to know and teach that every relationship involves conflict and resolving conflict.”

Donald Shriver, president emeritus of Union Theological Seminary, quoted in an article by Julia Steiny

The Providence Journal, Nov. 11, 2007

Build Team Performance:Conflict

Conflict can be positive (based on issues, positions or opinions), or negative (personal, agendas)Do not shy away from conflict, use it to explore alternativesIntervene quickly “What are we trying to accomplish here?”, “We agree on…”Use the agreed upon conflict resolution/decision-making modelGet the problem out in the open.Listen, rephrase, check understandingBring different perspectives, research, expertsNegotiate win-winEstablish a common immediate goal and achieve itLearn to give feedback

Muticultural Collaboration

The age factorWorking with people from different countries or cultures

Muticultural Collaboration The Age Factor

Matures - prior to 1946Hard work, community, duty, thriftiness, right vs. wrong

Baby Boomers - 1946-1964The experience, rules are not for us, stress filled schedule, buy now and pay later, we deserve

Generation X - 1965-1980Balance of life, peer focus, skeptics, focus on quality, contractually oriented, resourceful

Millenials - 1981-1999Speed and impatience, shopping is entertainment and expression, skepticism of marketing, ‘other’ focused, non-stop fun, menu driven mentality, expect choice

Muticultural Collaboration The Age Factor Wendover, 2007

The younger generation’s beliefs:

Focus on outcome rather than the taskIn the long run, balance is more important than moneyTraining, knowledge and experience equal versatilityManagement should be partners with employeesLife is too short to “pay dues”

The Center for Generational Studies http://www.gentrends.com/

http://www.gentrends.com/



Multicultural CollaborationPeople from different countries and/or cultures

This will almost be a guaranteed experience for our studentsDiscuss ahead of time the possibilities of cultural misunderstandingsEstablish a protocol for discussing cultural differencesMake a commitment to give each other the benefit of the doubtBecome curious about other cultures. Ask questions, compare to yours, shareThe PYP Learner Profile reflects the “Internationally-minded Person”. Model it

MIH Pg. 2-3

A Word on Negative Feedback…..

Give feedback immediately unless you need time to cool offAcknowledge good performanceFocus on the negative behavior not the personalityExplain how the behavior affects the teamAsk for explanation. LISTEN. ParaphraseTry to reach a win-win resolutionWrite down the agreement. Follow up with a note or email

Reflection

Building a productive team - Handling multicultural/multiage

differences - resolving conflict

Building a productive team and handing differences and conflict is like a……..Snow ball

Creating Time and Including Specialists

Active Learning - Carousel

Group by school; singles join together or another schoolHow does your school make time for planning and collaboration? How do your specialists collaborate?Record the information to shareLeave an “expert” travel around, bring note paper


Why is it so hard?

“Time for reflection and discussion has traditionally been viewed as unproductive in the educational arena. Therefore, teachers are not usually given time to collaborate…. and so most educators continue to work in isolation - a situation that reduces their effectiveness.”

DuFour, 1998


Why is it so hard? “Ironically, American teachers already spend

more time in the classroom per week than teachers in Europe and Asia. Teachers in Japan, China, France, Switzerland, England and Germany teach students only 15 to 20 hours out of a 40-45 hour work week. The rest of the time is available for them to think about, and discuss the lessons that they teach; to share plans, materials, and ideas; to tutor students; or to consult with parents.”

Dufour, 1998

CollaborationReview

We have exploredThe definition and attributes of collaborationWHY collaborateHOW we collaborate (or not)WHO collaborates What do we collaborate FOR?

COLLABORATION WRITING CURRICULUM AND

REFLECTING THE PYP IN THE PLANNER

PYP Essential Elements

CONCEPTS KNOWLEDGESKILLSATTITUDESACTIONThese are synthesized on the planner

MIH pg. 56 -59

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

Resource: Participants Workbook pg. 43 - 53

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.

PYP Essential Elements: Knowledge

Content of learning

Integrate the standards

Guided by the lens of the PYP concept questions

Written as “Inquiry”

3 or 4 per unit

Concepts and Knowledge

Enduring Understanding?

PYP Essential Elements:Active Learning

Create a Central Idea or Enduring UnderstandingWith corresponding inquiries or essential questions

Using a blank planner, in groups by grade level (with specialists and administrators), write/review a Central IdeaCriteria: global, timeless, relevant, challenging, with scope for transdisciplinary inquiry, engaging, with academic rigor and intellectually stimulatingCan “specialists” integrate their curriculum into this Central Idea?What knowledge will the learners acquire? Write the inquiry connect to standards

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

MIH Pg. 44-53

“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 am environmentally friendlyChanged school awareness Started the Environmental Action committee for adults. Show ways to “ENACT” environmental change - 3 R’s Started club to look at ways to be more Green at school and home“Walk to School” campaign

I took an interest I read articlesI watched documentaries I contacted local groups with the same interestI shared my interest with others and started taking action to increase awareness


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?How will we make “Thinking Visible” Perkins, 2006

Think across disciplinesThink across intelligencesThink differentiated resourcesHow will we assess to adjust instruction?

MIH Pg. 41

http://www.newhorizons.org/strategies/thinking/perkins.htm

http://www.newhorizons.org/strategies/thinking/perkins.htm

Keeping Evidence

How do we document what we do?What is in your planner folders?How could you demonstrate instances of students’ involvement in their own learning? Self-assessment?How can you gather and share evidence of inquiry-based teaching and learning?

MIH Pg. 50

Collaborative Planning WorkshopSelf-Assessment

WHAT DID I LEARN?The purposes of this workshopReview the PYP standardsLook 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?

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.






Nicole Procacci Curriculum Coordinator St. Andrew’s School, The Bahamas Nelyda Miguel PYP...

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