PYP New Teacher Induction PD

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Transcript of PYP New Teacher Induction PD

  • 1.PYP PDPresentation

2. Horseshoe Activity In this activity I would like you to create a horseshoe.There will be 4 areas that you will be asked to stand inbut you will get to choose.1) New to PYP2) Knows enough to be dangerous3) Has a very good understanding and is ready to implement.4) I can be considered an expert. 3. 3 Kinds of Inquiry1. Personal Inquiry Children completely in control. Their interests alone are the focus.2. Collaborative Inquiry Teacher and student collaboration. Teacher engages students but the focus of the subject is then agreed upon3. Guided Inquiry Teacher poses problem and students find answers. 4. Expert GroupsKnowledge Concepts Skills Attitudes ActionWhat is the big idea or key question?How does your element impact onplanning, teaching, learning andassessment?Where did you get your evidence? 5. The PYP Planner (Bubble Planner) Every grade level and every specialty is expected by IB to have a Bubble Planner created for each unit of study. The PYP planner consists of 9 stages that need to completed by all teachers who are involved with the planning. Stages 1-4 are completed before we begin the unit. Stages 5-9 are competed after we finish the unit (no later than 2 weeks) 6. 1. What is our purpose? Class/grade:Age group:To inquire into the following:School: School code: transdisciplinary themeTitle:Teacher(s): central ideaCentral IdeaDate:Proposed duration: number of hours over number of weeksSummative assessment task(s):The central idea connects to the themeWhat are the possible ways of assessing students understanding of the central idea? Whatevidence, including student-initiated actions, will we look for?and description. The central idea is the2. What do we want to learn?What are the key concepts (form, function, causation, change, connection, perspective,thing we want students to understand. responsibility, reflection) to be emphasized within this inquiry?It should be relevant enough to spend 6 What lines of inquiry will define the scope of the inquiry into the central idea?weeks of teacher time; and should linkto a real world issue/situation.What teacher questions/provocations will drive these inquiries? 7. 1. What is our purpose? Class/grade:Age group:To inquire into the following:School: School code: transdisciplinary themeTitle:Teacher(s): central ideaDate:Proposed duration: number of hours over number of weeksSummative assessment task(s):What are the possible ways of assessing students understanding of the central idea? Whatevidence, 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? Choose 3 concepts to What lines of inquiry will define the scope of the inquiry into the central idea? guide the unit. The concepts will help usWhat teacher questions/provocations will drive these inquiries? explore the central idea. 8. 1. What is our purpose? Class/grade:Age group:To inquire into the following:School: School code: transdisciplinary themeTitle:Teacher(s): central ideaDate:To guide the inquiry, weProposed duration: number of hours over number of weeksSummative assessment task(s):also use 3-4 lines ofWhat are the possible ways of assessing students understanding of the central idea? Whatevidence, including student-initiated actions, will we look for?inquiry to guide and2. What do we want to learn?What are the key concepts (form, function, causation, change, connection, perspective,focus students throughresponsibility, reflection) to be emphasized within this inquiry?the 6 weeks.What lines of inquiry will define the scope of the inquiry into the central idea?What teacher questions/provocations will drive these inquiries? 9. 1. What is our purpose? Class/grade:Age group:To inquire into the following:School: School code: transdisciplinary themeTitle:Teacher(s): central ideaDate:Proposed duration: number of hours over number of weeksSummative assessment task(s):What are the possible ways of assessing students understanding of the central idea? Whatevidence, 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? Teachers questions are concept questions ofWhat lines of inquiry will define the scope of the inquiry into the central idea? the lines of inquiryWhat teacher questions/provocations will drive these inquiries? 10. 1. What is our purpose? Class/grade:Age group:To inquire into the following:School: School code: transdisciplinary themeTitle:Teacher(s): central ideaDate: Teachers should modelProposed duration: number of hours over number of weeksSummative assessment task(s): asking concept open-What are the possible ways of assessing students understanding of the central idea? Whatevidence, including student-initiated actions, will we look for? ended questions2. What do we want to learn?What are the key concepts (form, function, causation, change, connection, perspective, throughout the unit.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? 11. 3. How might we know what we have learned?4. How best might we learn?This column should be used in conjunction with How best might we learn? What are the learning experiences suggested by the teacher and/or students to encouragethe students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students prior knowledge and skills? What evidencewill we look for?What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?How do we know whatstudents already know?What activities will we do tofind out our students priorknowledge?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? 12. 3. How might we know what we have learned?4. How best might we learn?This column should be used in conjunction with How best might we learn? What are the learning experiences suggested by the teacher and/or students to encouragethe students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students prior knowledge and skills? What evidencewill we look for?What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?Formative (continuous)assessment. How will weknow if students are5. What resources need to be gathered?learning as we move throughthe unit?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? 13. 3. How might we know what we have learned?4. How best might we learn?This column should be used in conjunction with How best might we learn? What are the learning experiences suggested by the teacher and/or students to encouragethe students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students prior knowledge and skills? What evidencewill we look for?What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?Formative (continuous)assessment. How will weknow if students are5. What resources need to be gathered?learning as we move throughthe unit?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? 14. 3. How might we know what we have learned?4. How best might we learn?This column should be used in conjunction with How best might we learn? What are the learning experiences suggested by the teacher and/or students to encouragethe students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students prior knowledge and skills? What evidencewill we look for?What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?Learning activities that wewill do throughout the unitto explore the central idea5. 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? 15. 3. How might we know what we have learned?4. How best might we learn?This column should be used in conjunction with How best might we learn? What are the learning experiences suggested by the teacher and/or students to encouragethe students to engage with the inquiries and address the driving questions?What are the possible ways of assessing students prior knowledge and skills? What evidencewill we look for?What opportu