Download - PYP New Teacher Induction PD

PYP PD Presentation

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 in but you will get to choose.

1) New to PYP

2) Knows enough to be dangerous

3) Has a very good understanding and is ready to implement.

4) I can be considered an expert.

3 Kinds of Inquiry

1. 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 upon

3. Guided Inquiry – Teacher poses problem and students find answers.

Expert Groups

Knowledge

Concepts Skills Attitudes Action

What is the big idea or key question?

How does your element impact on planning, teaching, learning and assessment?

Where did you get your evidence?

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)

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?

Class/grade:Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

Central Idea

The central idea connects to the theme and description. The central idea is the thing we want students to understand. It should be relevant enough to spend 6 weeks of teacher time; and should link to a real world issue/situation.




central idea









Title:

Teacher(s):

Date:


Choose 3 concepts to guide the unit.

The concepts will help us explore the central idea.




central idea









Title:

Teacher(s):

Date:


To guide the inquiry, we also use 3-4 lines of inquiry to guide and focus students through the 6 weeks.




central idea









Title:

Teacher(s):

Date:


Teachers questions are ‘concept’ questions of the lines of inquiry




central idea









Title:

Teacher(s):

Date:


Teachers should model asking ‘concept’ open-ended questions throughout the unit.

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 are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

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?

How do we know what students already know?

What activities will we do to find out our students’ prior knowledge?











Formative (continuous) assessment. How will we know if students are learning as we move through the unit?











Learning activities that we will do throughout the unit to explore the central idea











Activities and assessments are planned by all teachers, taught by all teachers and assessed by all teachers.











Focus on the specific skills that can be practiced during the 6 weeks.











Attitudes and Learner Profile: which characteristics will students experience and how?











List specific resources: print, multi-media, internet, people and places in the school.











Provoking interest: how will we decorate the classroom? Where will we take students outside the school to further their understanding?

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?

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.

Was the unit a success? Did students show understanding of the central idea?










How could the teaching team improve the unit if it is taught again?










Record the most successful parts of the unit – the best activities and learning experiences.










How did the students show understanding and development of skills, attitudes and profile?

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.

9. Teacher notes

Record any interesting students questions or student initiated research.

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.

9. Teacher notes

All teachers discuss and record a combined summary of the unit: any successes, challenges, problems and how we overcame the problems; any changes needed for next time?

Kath Murdoch’s Inquiry Model

1. Tuning In

2. Finding out

3. Sorting out

4. Going further

5. Making connections (Drawing Conclusions)

6. Taking action

Video – Where we are in place and time

Central Idea – Knowing about our family histories enables us to discover our cultural origins and develop historical awareness.

We will be talking about:

Evidence that you see or hear about inquiry, reflection, collaboration & transdisciplinary learning.

Inquiry, Curriculum, and Standards: A Conversation with Kathy Short

Please take 10 minutes to read this article. Complete the Chart Below.

Insights Lingering Questions

Created By: Maria Tran, PYP Coordinator

Canadian International School of Beijing