IBMA AcademyAugust 6, 2015

Belvedere Elementary

5, 4, 3, 2, 1… LAUNCHING THE PYP!

TIPS, STRATEGIES, AND RESOURCES

Belvedere PYP Timeline

Spring/Summer 2013

Parent meetings held

Staff meetings held

April – Application for candidacy submitted

June – Staff from each grade level trained

August – Additional staff trained

August – CLTs planned 1st unit and worked on POI

2013/14 School Year

In-house workshop held for staff not trained

4 units of inquiry planned, taught, reflected on

School-based inquiry PD

PYP school visits and conference calls

Assessment Policy

Language Policy

Mission Statement

PYP consultation visit

2014/15 School Year

October – All teachers trained

October - Apply for Authorization

All units of inquiry planned, taught, reflected on

School-based concept learning PD

Verification team visit

June 2015

School authorized as a PYP school

Standards

• Use transdisciplinary themes to organize standards

Concepts

• Review standards in transdisciplinary unit to identify concepts

Central Idea

• Use standards and concepts to create central idea (enduring understanding).

Summative Assessment

Lines of Inquiry

• Use standards to identify sections/subject-specific

Teacher Questions

• Identify conceptual questions to invite inquiry

Formative Assessments

Learning Experiences

• Create big learning experiences to support student inquiry

Skills, Attributes, Attitudes

PYP Transdisciplinary ThemesWho we are Inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

How the world worksInquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Where we are in place and timeInquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we organize ourselvesInquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

How we express ourselvesInquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Sharing the planetInquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

Group Standards Using Themes

Lessons Learned:

• Some grade levels have standards that need to be taught in a particular order.

• Some teachers are more attached to the way standards used to be grouped.

• Organizing the units of inquiry on Google Drive allowed us to manage them easier.

Types of Standards

Science Social Studies Mathematics

The student understands

that adaptations may

increase the survival of

members of a species.

The student knows the

social, economic, and

political challenges that

were confronted by the

North and the South during

the American Civil War.

The student uses place

value to represent whole

numbers and decimals.

How are these standards different?

Conceptual Factual Skill-Based

Lesson Learned:

• Sorting standards

first would have

been helpful

*Table from H. Lynn Erickson

Science Social Studies Mathematics

The student understands

that adaptations may

increase the survival of

members of a species.

The student knows the

social, economic, and

political challenges that

were confronted by the

North and the South during

the American Civil War.

The student uses place

value to represent whole

numbers and decimals.

Types of Standards

Science Social Studies Mathematics

The student understands that

adaptations may increase

the survival of members of

a species.

The student understands that

nations engaged in civil war

face social, economic, and

political challenges that can

reshape a culture over time.

The student understands that

place value can be used to

represent whole numbers

and decimals.

Use the phrase “the student understands that…”

to rewrite the social studies and math standards

so they are conceptual.

*Table from H. Lynn Erickson

Form

Function

Causation

Change

Connection

Perspective

Responsibility

Reflection

PYP Key

Concepts (Macro Concepts)

Program of Inquiry

Who we are Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

PreK Central Idea:

Concepts:

Lines of Inquiry:

Central Idea:

Concepts:

Lines of Inquiry:

Central Idea:

Concepts:

Lines of Inquiry:

Central Idea:

Concepts:

Lines of Inquiry:

Central Idea:

Concepts:

Lines of Inquiry:

Central Idea:

Concepts:

Lines of Inquiry:

K

1

2

3

4

5

Lesson Learned:

• Creating the complete POI

before teaching units of inquiry

will help in avoiding overlap.

Standards

• Use transdisciplinary themes to organize standards

Concepts

• Review standards in transdisciplinary unit to identify concepts

Central Idea

• Use standards and concepts to create central idea (enduring understanding).

Summative Assessment

Lines of Inquiry

• Use standards to identify sections/subject-specific

Teacher Questions

• Identify conceptual questions to invite inquiry

Formative Assessments

Learning Experiences

• Create big learning experiences to support student inquiry

Skills, Attributes, Attitudes

G - Students demonstrate an understanding that environment and natural events change living

things.

R - Students are scientists who have discovered a new plant or animal.

A - Other scientists

S - Students must present their findings at a conference

P - Students are given a type of environment. They create an animal or plant that might live in that

environment. They will create an informational board for a conference that includes non-fiction text features. Students then consider what type of natural disaster might happen in their environment and describe how their animal or plant would change. Students will then go look at other class projects and evaluate the environment, decide what natural event would most likely happen and how that group’s plant or animal would change.

S – Teacher rubric - The living thing’s form and natural event must match environment, changes must

connect to the natural event.

Science strands: Earth Resources, Life Processes--Standard 4-adaptations; Standard 5-food chains; Standard 8 b, c animal and plant life cycle; Standard 10 natural and human influences--Language arts: 3.6c /3.7b preview (features introduced before unit, application during the unit), 3.6 d ask/answer’ 3.6 fgh - main idea

Students work with groups to create the life cycles of their own plant/animal.

Science strand: Earth Patterns, Cycle, and

Change

Science: Standard 8 b and c

Students create and describe the adaptations of their own plant/animal.

Science strand: Life Processes

Science: Standard 4

Students write about their own plant/animal’s

changes due to a natural disaster.

Science strand: Earth Resources

Language Arts: Standards 3.6c/3.7b

Web – Students will stand in a circle, each will represent an animal or a plant. Students will roll a ball

of yarn to another student they depend on OR who depends on

them and explain how the relationship is interdependent.

Science strand: Living Systems

Science: Standard 5

FORMATIVE PERFORMANCE ASSESSMENT TASKS

Standards

• Use transdisciplinary themes to organize standards

Concepts

• Review standards in transdisciplinary unit to identify concepts

Central Idea

• Use standards and concepts to create central idea (enduring understanding).

Summative Assessment

Lines of Inquiry

• Use standards to identify sections/subject-specific

Teacher Questions

• Identify conceptual questions to invite inquiry

Formative Assessments

Learning Experiences

• Create big learning experiences to support student inquiry

Skills, Attributes, Attitudes

Additional Professional Development

Additional IB Workshops

In-house PD

Inquiry Why are School Buses Always Yellow? Teaching for Inquiry, PreK-5

Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding

Ladybugs, Tornados, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry

Taking the PYP Forward: Chapter 1: Inquiry as a Stance on Curriculum

Concept-based Learning

Concept-based Curriculum and Instruction for the Thinking Classroom

Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning

IBMA Networking Sessions

Outside PD on inquiry

Conference calls

School visits

Lesson Learned:

• Spending more time learning

about conceptual teaching

beforehand would have been

helpful.

PYP Pedagogical Team

Representative group of teachers

Mission statement

Staff reviewed mission statement and developed ideas

Implementation Team developed statement from ideas

Statement brought to community and revised

Assessment/Language policies

Reviewed best practices

Reviewed examples on OCC

Presented to community and

revised

Professional Development

IB Learner Profile

Monthly IB learner profile focus aligned with

counselor focus

Weekly BNN message about focus

Recognize students through “Role Model Moments”

Posters

Teacher bios with attribute

Morning Meeting

Specialists connect whenever

possible

Parent/Community Communication

Updates in monthly PTA newsletter and bi-weekly school newsletter

Information on county-wide portal

Information on school website

Parent packets PYP brochure, Belvedere

brochure, general regulations, opt-out form

PTA meetings

Parent center presentations

Back to School Night

Evening events highlighted

Program of inquiry displayed and other displays

Additional Language/Mother Tongue

FLES (Foreign Language in the Elementary School)

Spanish instruction begins in 1st grade

30 minutes of instruction two times per week

Support 2nd Language

Posters and materials in Spanish

Spanish word of the day on BNN

PIP (Partners in Print)

Focused on reading in native language

Library Resources

Evaluated resources and began building

Surveyed students about language spoken at home

Assessing PYP Implementation

Staff PYP implementation survey

Student IB learner profile survey

Team/student portfolios

PYP Standards and Practices

Record of standards met

State/school assessments

Inquiry survey

Lesson Learned:

• This required more planning

and thought.

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