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InternationalBaccalaureateIB AmericasMaking the PYP happen in the classroom

Category 1

Hawthorn AcademyAugust 2015English

Simon Clark and Carrie Susong

© International Baccalaureate Organization 2012


Teacher Training Workshop

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The IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

1. Introduction 8

Abbreviation,Terms and Acronyms for IB 9

PYP Graphic Organizer 11

IB PYP Graphic Organizer 12

Making the PYP Happen - Quick Guide 13

Essential Agreements 14

2. International mindedness 15

IB Learner Profile Literature Connections 16

Culture iceberg 21

3. The written curriculum 22

The written curriculum 23

Section 1 and 2 of unit planner 24


Workbook contents

PYP bubble planner 26

How to write a CI 31

Person tree 32

3. The taught curriculum 33

Inquiry Observation Form 34

Crafting multifaceted unit questions 36

4. The assessed curriculum 38

Roles and Audiences and Products and Performances 39

Concepts vs topics 41

Think - Pair - Share 43

Concepts across the curriculum 44

A conversation with Kathy Short 47


Exploring the OCC 61

PYP Gap Analysis 63

Product and activity wheel 67

Visual Markers of a PYP Classrooms 68

Kid Tree 69

G.R.A.S.P.S 70

Clock partners 71

Give one - Get one template 72

Programme standards and practices 2014 73

Lined paper 97

Inquiry language 99

Evaluating a performance task 101


5. Related concepts 102

6. Program standards and practices 103

7. The OCC 104

8. Supplemental resources 105


1. Introduction

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Abbreviation, Terms, and Acronyms for IB

IB: International Baccalaureate: A global network of schools, educators, students, and parents whose mission is “to develop inquiring, knowledgeable, and caring young people who help create a better world through intercultural understanding and respect.” IBA: International Baccalaureate Americas: This region includes North America, South America, and the Caribbean. �PYP: Primary Years Programme: A transdisciplinary framework of international education for students aged 3-12. �MYP: Middle Years Programme: The IB programme for students aged 11-16. ��DP: The Diploma Programme: The IB programme for students aged�16-19. Specific to the PYP: �MTPYPH or MIH or MPH: This is the document Making the PYP Happen which is a curriculum framework for international primary education. Curriculum as defined by IB: “Includes all those student activities, academic and non-academic, for which the school takes responsibility, since they all have an impact on student learning”. ��PYP Curriculum Model (see pages 8-9 in MTPYPH): Comprised of 3 interrelated components expressed as open-ended questions: What do we want to learn? (Written Curriculum); How best will we learn? (Taught Curriculum); and How will we know what we have learned? (Assessed Curriculum). �Learner Profile: A set of ten attributes that IB believes develop a person who is “internationally-minded”. See page 4 of Making the PYP Happen. They are the “umbrella” over the entire program.

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�Essential Elements of the PYP: These five elements develop the whole child and provide a balance for the written curriculum. They include: Knowledge, Concepts, Skills, Attitudes, and Action. �PYP Attitudes: These 12 Attitudes (see page 24) directly support the�development of the traits of the Learner Profile. By developing these attitudes towards people, the environment, and learning, they contribute to the well being of the individual and the group. ��Concepts: Mental constructs (frames of mind) that are universal, timeless, abstract to some degree, and transferable. �8 PYP Key Concepts (see pages 15-20 of MTPYPH): These are broader “macro” concepts that provide a framework that helps to drive teacher and student initiated inquiries. They act as provocations to extend and deepen student inquiries. Related Concepts: Concepts that are more “subject-specific”. POI: The “Programme of Inquiry”. This is comprised of the entire school’s transdisciplinary units of inquiry, which are based on the six transdisciplinary themes of the PYP. There are generally six units per grade level. Part of the “Knowledge” Essential Element. Transdisciplinary Themes: (See page 12 of MTPYPH). Six themes. Largely based on the works of Ernest Boyer, which provide a framework for a school’s POI that are relevant, significant, challenging, and engaging. (Knowledge Essential Element) UOI (Units of Inquiry): The in-depth units of study that correspond with the six transdisciplinary themes. Generally last from 4-6 weeks. Transdisciplinary Skills (see pages 21-23 of MTPYPH): A set of five skills that prepare students for purposeful inquiry and lifelong learning, both inside the classroom and in life outside the school.

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PYP Graphic Organizer

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Themes

(Org

aniz

e c

urri

culu

m—

thin

k PO

I)

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 Skills (Tools students use to learn)

Thinking

skills

Research

skills

Self-

management

skills

Communication

Skills

Social

Skills

How does it

work?

How is it

connected to

other things?

How do we

know?

What is our

responsibility?

Concepts (Questions that

direct learning—

heart of

inquiry)

How is it

changing?

Why is it the

way it is?

What are the

points of

view?

What is it

like?

Learner

Profile (Goal for every student)

Inquirer

Thinker

Communicator

Risk-taker

Knowledgeable

Principled

Caring

Open-minded

Balanced

Reflective

Students own

the learning.

curiosity

appreciation

commitment

integrity

enthusiasm

confidence cooperation

independence

creativity

empathy

tolerance

respect

Lisa K. Stewart

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Making the PYP happen: A curriculum framework for international primary education (2009)

Focus Page(s)

IB Learner Profile 4 Curriculum model 9 Essential elements 10

PYP Transdisciplinary Themes 12 PYP Key concepts and related

questions 18 – 20

Skills 21 - 23 PYP attitudes 24

The action cycle 26 The PYP planner 33 - 36

The PYP bubble planner 37 - 40 The role of ICT 43

Effective assessments 46 Assessment strategies and

tools 48 - 49

The exhibition 53 - 54 School’s assessment policy 54 – 55

The synthesis of the essential elements 56 – 59

PYP Practices regarding Planning, Teaching and

Assessing 60 – 61

Language strands 72 - 74 Mathematics strands 86

Science strands 97 – 98 Social studies strands 106 – 107

PSPE strands 117 Arts strands 132

Simon Clark (adapted from Chris Overhoff) September 2014

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2. International mindedness

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!!

IB'Learner'Profile:''Literature'Connections'!

Balanced

Burns, Marilyn. The Greedy Triangle. Scholastic, 1994.

Dissatisfied with its shape, a triangle keeps asking the local shapeshifter to add more lines and angles until it doesn’t know which side is up.

Polacco, Patricia. The Keeping Quilt. Simon & Schuster Books for Young Readers, 1988.

A homemade quilt ties together the lives of four generations of a Jewish immigrant family, remaining a symbol of their enduring love and faith.

Sharmat,!Marjorie!Weinman.!Attila"the"Angry.!1st!ed.!New!York:!Holiday!House,!c1985.!!With!the!help!of!Angry!Animals!Anonymous,!Attila!the!squirrel!learns!how!to!control!his!angry!behavior.!

Caring

Canizares, Susan. Two Can Do It! Scholastic, Inc.,1999.

Photographs and simple text present various things that people can do together, including reading, playing and hugging. Nice section in back of book titled; Care about each other.

Penn, Audrey. The Kissing Hand. Child Welfare League of America, 1993.

When Chester the raccoon is reluctant to go to kindergarten for the first time, his mother teaches him a secret way to carry her love with him.

Peet, Bill . The Wump World. Houghton Mifflin, 1970.

The Wump World is an unspoiled place until huge monsters bring hordes of tiny creatures from the planet Pollutus.

Raatma, Lucia. Caring. Mankato, Minn.: Bridgestone Books/ Capstone Press, [1999], c2000. Describes caring as a virtue and suggests ways in which caring can be shown, such as recycling, donating to charity, helping others, and listening.

Raatma, Lucia. Consideration. Mankato, Minn.: Bridgestone Books/Capstone Press, [1999], c2000. Describes consideration as the virtue of being thoughtful and suggests ways in which consideration can be shown.

Stuve-Bodeen, Stephanie, 1965-. Elizabeti's Doll. 1st ed. New York: Lee & Low Books, c1998. When a young Tanzanian girl gets a new baby brother, she finds a rock, which she names Eva, and makes it her baby doll.

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!!

Wong, Janet S. The Trip Back Home. Harcourt, 2000.

A young girl and her mother travel to Korea to visit their extended family.

Zolotow, Charlotte. My Grandson Lew. Harper & Row, 1985.

Together Lewis and his mother remember Grandpa who use to come in the night, when Lewis called.

Communicators

Hobbs, Will. Howling Hill. Morrow Junior Books, 1998!

While separated from her family in the wilderness area along the Nahanni River, a wolf pup discovers that she can express her loneliness in a long, loud howl.

Lester, Helen. Hooway for Wodney Wat. Houghton Mifflin, 1999.

All his classmates make fun of Rodney because he can’t pronounce his name, but it is Rodney’s speech impediment that drives away the class bully.

Inquirers

Cannon, Janell. Verdi. Harcourt Brace, 1997.

A young python does not want to grow slow and boring like the older snakes he sees in the tropical jungle where he lives.

Keats, Ezra Jack. The Snowy Day. Viking Press, 1962.

The adventures of a little boy in the city on a very snowy day.

Rey, H.A. Curious George. Houghton Mifflin, 1993.

The curiosity of a newly captured monkey gets him into continuous trouble, but he is saved by his friend, the man in the yellow hat.

Knowledgable

Sis, Peter. Starry Messenger Farrar, Strauss, Giroux, 1996.

Describes the life and work of the courageous man who changed the way people saw the galaxy, by offering objective evidence that the earth was not the fixed center of the universe.

McDonald, Megan. Insects are my Life. Orchard Books, 1995.

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!!

No one at home or school understands Amanda Frankenstein’s devotion to insects until she meets Maggie.!

Open-Minded

Binch, Caroline. Gregory Cool. Dial Books for Young Readers, 1994.

When he goes to visit his grandparents and his cousin on the island of Tobago, Gregory misses home at first, but as he gets to know both the island ways and his relatives, Gregory begins to enjoy himself.

Garza, C. Lomas. Family Pictures. Children’s Book Press, 1990.

The author describes, in bilingual text and illustrations, her experiences growing up in a Hispanic community in Texas.

Hamanka, Sheila. All the Colours of the Earth. Mantra Publishing, 1996.

Reveals that despite outward differences children everywhere are essentially the same and all are lovable.

Laden, Nina. When Pigasso Met Mootise. Chronicle Books, 1998.

Pigasso, a talented pig, and Mootisse, an artistic bull, live across the road from one another, but when conflicts arise they build fences that ultimately become modern art masterpieces. Includes biographies of the real-life artists, Henri Matisse and Pablo Picasso.

Van Allsburg, Chris. The Widow’s Broom. Houghton Mifflin, 1992.

A witch’s worn-out broom serves a widow well, until her neighbors decide the thing is wicked and dangerous.

Woodson, Jacqueline. The Other Side. Putnam’s, 2001.

Two girls, one white and one black, gradually get to know each other as they sit on the fence that divides their town.

Zolotow, Charlotte. William’s Doll. Harper & Row, 1972.

William’s father gives him a basketball and a train but these do not make him want a doll less.!

Principled

Aliki. A weed is a flower: the life of George Washington Carver. New York: Simon and Schuster Books for Young Readers, c1988. Brief text and pictures present the life of the man, born a slave, who became a scientist and devoted his entire life to helping the South improve its agriculture.

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!!

Brown, Marc Tolon. Arthur and the true Francine. Boston: Little, Brown, c1996. Francine and Muffy are good friends until Muffy lets Francine take the blame for cheating on a test.

De Groat, Diane. Liar, liar, pants on fire. New York: SeaStar Books, 2003. Gilbert is nervous about portraying George Washington in front of the class, and he feels even worse when he cannot find his main prop.

Havill, Juanita. Jamaica’s Find. Houghton Mifflin, 1986.

A little girl finds a stuffed dog in the park and decides to take it home.

Henkes, Karen. Lilly’s Purple Plastic Purse. GreenWillow Books, 1996.

Lilly loves everything about school, especially her teacher, but when he asks her to wait a while before showing her new purse, she does something for which she is very sorry later.

McLenighan, Valjean. ; Jones, Brent. I know you cheated. Milwaukee, Wis. : Raintree Editions, 1977. A young child cheats on a spelling test and learns an important lesson in self-respect.

Pfister, Marcus. Milo and the Magical Stones. NorthSouth Books, 1997.

A mouse discovers an extraordinary stone that can bring delight or disaster to the world. Halfway through the book splits into two sections, each offering a different ending.

Polacco, Patricia. Chicken Sunday. New York: Philomel Books, c1992. To thank Miss Eula for her wonderful Sunday chicken dinners, three children sell decorated eggs to buy her a beautiful Easter hat.

Sharmat, Marjorie Weinman. ; Oechsli, Kelly,; (Illustrator - ill.). Walter the Wolf. New York: Holiday House, 1975. Tired of being perfect and never using his perfectly matched fangs, Walter the wolf yields to temptation.

Stuart, Jesse. A Penny’s Worth of Character. Jesse Stuart Foundation, 1993.

Shan is dishonest with the storekeeper in his rural Kentucky community, but he feels better about himself after his mother forces him to put things right.

Reflective

Bang, Molly. When Sophie Gets Angry—really, really angry. Blue Sky Press, 1999.A young girl is upset and doesn’t know how to manage her anger but takes the time to cool off and regain her composure.

Ziefert, Harriet. Sarah’s Questions. Lothrop, Lee & Shepard Books, 1986

A little girl asks many questions about the world while taking a walk with her mother.

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!!

Zolotow, Charlotte. Who is Ben? Harper Collins, 1997. On a moonless, starless night, a young boy feels at one with the darkness, thinking about where he came from before he was born and where he will go after he dies.

Risk-takers

Hoffman, Mary. Amazing Grace. Dial Books for Young Readers,1991.

Although a classmate says that she cannot play Peter Pan in the school play because she is black, Grace discovers that she can do anything she sets her mind to do.

Lester, Helen. Hooway for Wodney Wat. Houghton Mifflin, 1999.

All his classmates make fun of Rodney because he can’t pronounce his name, but it is Rodney’s speech impediment that drives away the class bully.

Mayer, Mercer. There’s a Nightmare in my Closet. Dial Books for Young Readers, 1990.

At bedtime a boy confronts the nightmare in his closet and finds him not so terrifying after all.

Thinkers

Barber, Antonio and Lynch, Patrick. Catkin. Candlewick Press, 1994.

When a tiny, magical cat carelessly allows a young girl to be captured by the Little People, he must confront her captors and solve three cunning riddles in order to rescue her.

Lionni, Leo. Swimmy. A. Knopf, 1987.!

Swimmy, a small black fish, finds a way to protect a school of small red fish from their natural enemies.

Slobadkina, Esphyr. Caps for Sale. W.R. Scott, 1947.

A band of mischievous monkeys steals every one of a peddler’s caps while he takes a nap under a tree.

!

!

!

! !

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3. The written curriculum

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Section 1A of the Unit Planner Template (What is our purpose?)

Central idea

Each unit of inquiry should have one central idea that is decided upon collaboratively among staff members. The central idea should be the “enduring understanding” that you want students to take away from the inquiry. Simply put, a central idea is a transferable statement of generalization that shows a relationship between two or more concepts. For example, the concept of cycle can be applied to seasons, animal life cycles, photosynthesis, water cycle etc. Over time, students make the connection between the different applications of the cycle concept. The same can be said for the concept of relationships (family, friends, food webs, habitat competition etc) Criteria:

! One concise sentence ! Connects to, and is relevant to the transdisciplinary theme it accompanies ! Written in such a way to invite student inquiry and that a range of responses is

possible ! Written in a neutral voice that does not convey a specific or particular value of

an individual or group ! Each central idea should be written as to promote conceptual understanding

supported by the PYP key concepts identified for the unit of inquiry o This does not mean that the name of a PYP key concept has to be

recorded in the central idea ! Be globally significant and relevant to students in all cultures and contexts

offering students the opportunity to explore commonalities of human experience

! Engaging, relevant, challenging and significant ! Present tense verbs ! No proper nouns ! Can be studied at any age ! True statement (may need a qualifier such as most, often, usually, can etc) ! Can be assessed. If there is no effective way in which students can

demonstrate (or teachers assess) their understanding of the central idea, then it will need to be revised

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Section 2 of the Unit Planner Template (What do we want to learn?)

Concepts

! All eight key concepts must be represented on the POI at each grade/year level

! Be decided upon early so that they are embedded in the central idea to extend the students critical thinking.

! No more than three PYP key concepts should be selected in any one unit of inquiry

! Related concepts from the subject areas but related to the key concepts should be listed

! Be mindful of repetition or under-representation of key concepts under each transdisciplinary theme

Lines of Inquiry

! 3 to 4 lines of inquiry per unit ! Should clarify and develop an understanding of the central idea ! Should be written as statements or phrases and not as questions, topics or

tasks ! Should be connected to an aspects of the designated transdisciplinary theme ! Should be written to develop conceptual understanding supported by the

identified key concepts and related concepts ! Should be relevant to the experience of the students within a particular

developmental range ! As a set, should define and extend the scope of the inquiry ! Should develop the student’s understanding through multiple perspectives ! Should be distinctive yet connected to one another

Questions/Provocations

! Use questions to frame the inquiry at the beginning of the unit ! Model asking open-ended, driving questions ! Promote conceptual development ! Provide a situation that “provokes” learning/interest when starting a unit of

inquiry e.g. o Rearranging the learning environment o Leaving materials out for students to explore o A visit from an expert o A field trip o A learning experience that allows students to make a personal

connection to an important concept in the unit

Adapted from Developing a Transdisciplinary Programme of Inquiry, February

2012. Cardiff, Wales. International Baccalaureate

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Planning the inquiry


1. What is our purpose?

1a) To inquire into the following:

● transdisciplinary theme

● central idea

Class/grade: Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

1b) 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?

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Planning the inquiry

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?

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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?


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Reflecting on the inquiry

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.


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Reflecting on the inquiry

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

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How to Write a Central Idea

1. Pair two or more concepts from your unit of study into a sentence conveying an important idea that will transfer through time and across cultures.

2. Use active, present tense verbs to convey timeless characteristic. Avoid using personal or proper nouns. Use qualifiers (may, can often) if your generalizations may not hold across all examples. (e.g. Migration may lead to cultural conflicts.)

Science Social Studies Economics Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium

Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence

Markets Supply and Demand Cost Interdependence Beliefs/Values Goods/Services Conflict Cooperation Perceptions Patterns Power

Put two or more of the concepts together and state your general idea.

Example: Unit of study: "Study of electric circuits" Systems? Interaction? Energy?

Central Idea: A system is a group of parts which interact to complete a new whole.

Lines of Inquiry: The parts of an electric circuit The role of conductors and insulators Other systems in nature The role of conflict as a function in systems

OR

Central Idea: An electric circuit creates an opportunity to get a power source out to many people.

Lines of Inquiry: The structure of an electric power grid Forms creating electrical energy: wind, water, solar, nuclear Patterns of development as connected to opportunities for power

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How do you see yourself as a PYP practitioner?

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3. The taught curriculum

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Chapter 5 Crafting multifaceted unit questions in the areas of interaction

MYP guide to interdisciplinary teaching and learning52

Environments

What are the physical, biological and cultural worlds like in which we live?What resources do we have or need and how do our needs for different kinds of resources complement or conflict with one another?How can I draw on multiple areas of expertise to understand and act on my responsibilities toward the environment?

Health and social education

How do I think and act as a biological, social and cultural being and how do these aspects of myself inform others?How am I changing in various dimensions of who I am?How can understanding the historical or environmental context in which I live help me look after myself and others?

The problem with “thematic units”All too often, interdisciplinary teaching in schools takes the form of “thematic units”, whereby a large theme such as “civilizations” or “water” is established and teachers are charged with finding how to connect these. Too broad a topic definition is likely to result in a lack of clarity about what exactly it is that we would like students to understand about the theme in question. As a result, not uncommonly, broad themes can yield superficial or forced connections and fragile understandings.

An example: Egypt

As a schoolwide theme, students aged 11 are studying Egypt. In history they learn about Egyptian lifestyle and theocracy. In art they examine Egyptian paintings and create their own motifs. In geography they study the patterns of flooding in the Nile. In mathematics they learn to estimate the surface and volume of pyramids and other shapes. In theatre students put together a show based on Cleopatra’s biography.

The hallway displays in the school suggest a schoolwide effort to provide students with a more integrated learning experience across subjects. However, the substantive integration of content is less than optimal. Why should students learn to estimate the surface of shapes including the pyramid to understand ancient Egypt? What is the significance of the flooding patterns in the Nile? To move beyond superficial links across subjects teachers must clarify their inquiry goals through the articulation of clear multifaceted unit questions. For example, teachers may ask “how do we know that the ancient Egyptians advanced a great civilization and what kind of society did they need to have to reach their peak?”

A question of this kind integrates an analysis of the pyramids and Egyptian art meaningfully. A real-size calculation of the surface of the pyramids may be used to estimate the number of individuals, indeed generations, needed to construct them. Students can then examine the type of social structure and government that would have been necessary to accomplish the task. Similarly, Egyptian drawings would not simply add enjoyment to student learning but serve as sources of evidence to identify markers of social structure and interactions.

A second multifaceted unit question within the same theme might emphasize “how did the Egyptians’ natural environment contribute to their great cultural production?” Here the long-studied and predictable patterns of flooding of the banks of the Nile may inform students’ further analysis of social structure and accumulated wealth. In these examples, learning in the subjects comes together purposefully to address clearly formulated questions that would not be satisfactorily answered through single disciplinary approaches.

Boix-Mansilla, V. May 2010. "Crafting multifaceted unit questions in the areas of interaction." MYP guide to interdisciplinary teaching and learning. Cardiff, Wales, UK. International Baccalaureate Organization. Pp 52-53.

Copyright 2010, International Baccalaureate Organization. All rights reserved.

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Chapter 5 Crafting multifaceted unit questions in the areas of interaction

MYP guide to interdisciplinary teaching and learning 53

The problem with field tripsLike thematic units, field trips hold the promise of integrative learning. Excursions into cities, parks and mountains genuinely engage students in real-life experiences that can be transformative and present opportunities for deep learning. Teachers capitalize on such opportunities when they structure the trip around key multifaceted unit questions for inquiry. Consider two contrasting examples.

A unit on national parks concludes with a day-long visit to the local park. A group of excited 14-year-old students step off the school bus and prepare to walk from one landmark area to another in the park—the sandy shore, riverside and mangroves. Their task is to listen carefully to the guide and gather as much information as possible about each area. For the first hour some students take notes diligently while others scribble haphazardly onto a page a few names of local species and information on local tourism. As the day unfolds it becomes clear that the main source of excitement for students is the experience of a day out of school.

In a different case (a unit portrayed in the next chapter) students visit a local park with an important purpose in mind. The area has been attracting tourists to the park and students are expected to measure levels of pollution at particular areas. They employ geographic and biological tools to map the three courses of the rivers and the shape of the shore, and to assess the conditions of the environment. Unlike their peers in the previous example, these students approach their fieldwork with multifaceted unit questions in mind. They ask the following.

How is human activity affecting the mangroves and sandy shores that attract tourism to the region?•

How can an ecotourism initiative support a sustainable and balanced relationship between water and •humans?

Reflection point

Consider the following themes commonly used in schools around the world. How might they be transformed into potent multifaceted unit questions?

My community•

Time•

Water•

The news•

Values•

Ancient civilizations•

Think about a field trip for your course. How might the field trip invite interdisciplinary learning and what multifaceted unit question might guide students’ inquiry during the trip?

Boix-Mansilla, V. May 2010. "Crafting multifaceted unit questions in the areas of interaction." MYP guide to interdisciplinary teaching and learning. Cardiff, Wales, UK. International Baccalaureate Organization. Pp 52-53.

Copyright 2010, International Baccalaureate Organization. All rights reserved.

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4. The assessed curriculum

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Possible Student Roles and Audiences

Actor Advertiser Artist/illustrator Author Biographer Board member Boss Boy/Girl Scout Businessperson Candidate Carpenter Cartoon character Caterer Celebrity CEO Chairperson Chef Choreographer Coach Community member Composer Client/customer Construction worker Dancer Designer Detective Editor Elected official Embassy staff Engineer Expert in _________

Eyewitness Family member Farmer Filmmaker Firefighter Forest ranger Friend Geologist Government official Historian Historical figure Intern Interviewer Inventor Judge Jury Lawyer Library patron Literary critic Meteorologist Museum director/curator Museum goer Neighbor Newscaster Novelist Nutritionist Observer Panelist Parent Pen pal Photographer

Pilot Playwright Poet Police officer Radio listener Reader Reporter Researcher Reviewer Sailor School official Scientist Ship’s captain Social worker Statistician Storyteller Student Taxi driver Teacher Tour guide Trainer Travel agent Tutor TV viewer TV or movie character Visitor WEB site designer Zookeeper

Source: Understanding by Design Professional Dev elopment Workbook, Grant Wiggins and Jay McTighe, 2004

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Possible Products and Performances

Written Oral Visual Advertisement Biography Book report or review Brochure Collection Crossword puzzle Editorial Essay Experiment record Historical fiction Journal Lab report Letter Log Magazine article Memo Newscast Newspaper article Play Poem Proposal Research report Script Story Test Web site

Audio tape Conversation Debate Discussion Dramatic reading Dramatization Interview Oral presentation Oral report Poetry reading Puppet show Radio script Skit Song Speech Teach a lesson Others ...

Advertisement Banner Cartoon Collage Computer graphic Data display Diagram Diorama Display Drawing Filmstrip Game Graph Map Model Painting Photograph Poster Power point show Questionnaire Scrapbook Sculpture Videotape Web site

Source: Understanding by Design Professional Dev elopment Workbook, Grant Wiggins and Jay McTighe, 2004

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Think-Pair-Share Name My partners name

Topic:

What I think about this topic What my partner thinks about this topic What we decided to share

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Concepts)across)the)curriculum)(source:)Making)the)PYP)Happen,)Lynn)Erickson,)IB)workshops))

L.)Arts) Math) Science) Socials) Arts) PE) PSPE)• communication)• Change)• System)• Relationship)• Interactions)• Interdependence)• Perception)• Character)• Passion)• Love)• Hate)• Conflict)• Power)• Identity)• Survival)• Fear)• courage)• friendship)• jealousy)• greed)• sacrifice)• compromise)• control)• justice)• humanity)• persuasion)• cooperation)

• probability)• quantification)• shape)• measurement)• comparison)• transformation)• trends)• percentage)• ratio)• pattern)• value)• logic)• space)• line)• direction)• order)• linear)function)• change)• continuity)• repetition)• symbol)• variance)• time)• system)• symmetry)• proportion)• number)

• adaptation)• change)• system)• order)• interaction)• interdependence)• survival)• revolution)• sustainability)• habitat)• equilibrium)• probability)• disease)• environment)• motion)• energy)• force)• momentum)• transformation)• pattern)• growth)• technology)• scarcity)• cycle)• discovery)• exploration)• equilibrium)

• Authority)• Beliefs)• Celebration)• Choice)• communication)• Citizenship)• Community)• Conflict)• Change)• Continuity)• System)• Patterns)• Interdependence)• Culture)• Trade)• Immigration)• Migration)• Power)• Identity)• Survival)• Idealism)• Control)• Justice)• Humanity)• Revolution)• Habitat)• Investment)

• Composition)• Melody)• Rhythm)• Harmony)• Form)• Texture)• Expression)• Colour)• Balance)• Communication)• Line)• Space)• Direction)• Perspective)• Tempo)• Illusion)• Change)• Creativity)• Invention)• Mood)• Feeling)• Repetition)• Aesthetic)• Tone)• Pitch)• Timbre)• Pattern)

• space)• form)• direction)• force)• strength)• endurance)• fitness)• speed)• ))

• balance)• behaviour)• choice)• conflict)• consequences)• identity)• survival)• fear)• courage)• friendship)• jealousy)• tolerance)• sacrifice)• greed)• compromise)• control)• justice)• humanity)• cooperation)• violence)• responsibility)• diversity)• commonality)• unity)• prejudice)• nutrition)• wellQbeing)

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• violence)• media)• advertisement)• prejudice)• tragedy)• genre)• structure)• form)• symbolism)• emotion)• composition)• imagination)

• equality) • evolution)• invention)• movement)• structure)• sustainability)• progress)

• Population)• interaction)• Transportation)• Slavery)• economy)• adaptation)• environment)• diversity)• commonality)• unity)• prejudice)• revenge)• alienation)• tragedy)• origin)• contribution)• war)• freedom)• community)• cycle)• discovery)• exploration)• liberty)• symbol)• civilization)• ethics)• equity)• freedom)• history)• government)

• Composition)• Structure)• Imagination)• censorship)

• attitude)• choice)• voice)• acceptance)• maturity)• aging)• mood)• feeling)• pride)

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• interaction)• organization)• pride)• tradition)• roles)• rights)• sustainability)• progress)• sustainability)

)))

)

)

)

)

)

!

!

!

!

Shanaz!Ramji,!Southridge!School,!2013!

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Siu-Runyan, Y. February 1999. “Inquiry, Curriculum and Standards: A conversation with Kathy Short.” The Colorado Communicator.

Reprinted with permission

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Where? Go to www.ibo.org ------> online curriculum centre OR Go to http://occ.ibo.org/

To log in enter your school code and username and password

The first time you log in you will be asked

to format your ‘home page’ to best suit your needs.

What? The OCC has many parts and uses. Some of the highlights are listed below.

• E-Library – Visit the E-library (PYP documents) for electronic copies of the following core publications produced by the IB –

o Making the PYP Happen o Pedagogical leadership in a

PYP school o A basis for practice o Exhibition guidelines o Introduction to the PYP scope

and sequence o Scope and sequence documents (Mathematics, Language, Social Studies,

Science, Arts, Personal, Social and physical education scope and sequence) o Science across the IB continuum o PYP planner template o Programme evaluation o History of the PYP o Sample units of inquiry

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o The role of ICT in the PYP o Developing a transdisciplinary programme of inquiry o A model of transdisciplinary learning o Bilingual glossaries of PYP terms o Cross-programme publications

• E-Learners – Visit E-learners (PYP community of learners) to find support and enhance your understanding of the programme.

o PYP discussion forum – participate in discussions with other PYP teachers around the world

o PYP resources (Teacher resource exchange) – you can find tried and tested resources submitted by teachers around the world and even add some of your own! This could be in the form of a book suggestion, Word document or idea for specific inquiries.

o Hot reads for the PYP – a short list of recommended reading from IBO staff members.

• News – Up-to-date information and articles about the IB and PYP. • IB Store – Resources and books to support you in your PYP journey (and some cool

IB merchandise). Why? It is a great source of information that brings teachers from all over the IB community together and provides you with another route of support outside of your school setting. Who? The OCC is updated with articles, news, publications and resources by IB administration, teachers and workshop leaders. When? The recommended reading is refreshed quarterly. Resources in the resource exchange and news articles are updated often. Since changes are made frequently it is a good idea to check back often. (Please excuse us if this information is dated by those changes!) Find two articles/publications/resources you will take back to your school with you and make a note of them below –

Simon Clark September 2014

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G___ PYP Gap Analysis Year _______

Attributes

who we are

place time

express world works

organize sharing

inquirers

knowledgeable thinker

communicator

principled open-minded

caring

risktaker

balanced reflective

Attitudes

who we are

place time

express world works

organize sharing

appreciation

commitment confidence

cooperation creativity

curiosity empathy

enthusiasm

independence integrity

respect tolerance

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Concepts

who we are

place time

express world works

organize sharing

form

function causation

change connection

perspective

responsiblity reflection

RESEARCH

who we are

place time

express world works

organize sharing

Communication

who we are

place time

express world works

organize sharing

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THINKING SK

who we are

place time

express world works

organize sharing

SOCIAL

who we are

place time

express world works

organize sharing

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SELF-MAN Tools

who we are

place time

express world works

organize sharing

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WHERE DO YOU SEE YOURSELF AS A PYP TEACHER?

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“GRASPS”

When developing summative assessment tasks, consider using the acronym “GRASPS” from Understanding by Design (Wiggins & McTighe)

G: Goal…What is the “enduring or transferable conceptual understanding” that you want for your students. Be sure to include language from the Central Idea within your summative assessment!

R: Role…What is the role your students will take?

A: Audience…Who is the desired reader/viewer/listener of their work/project?

S: Situation/Scenario…What is the situation or scenario in which the communicator (student) and the audience are working? (Try to make it an authentic, “real-world” task).

P: Performance/Product…What will the students create?

S: Standards…What are the criteria for success? (You should try to involve students when developing criteria).

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Note:

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that

Note:

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Notes ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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What does Inquiry sound like?

INQUIRY LANGUAGE

o Help me understand...

o Tell me more...

o I wonder if...

o That surprises you...

o So you think maybe....

o What do you think...

o In what ways do you know...

o There’s a part I want to ask about...

o I’m trying to figure out...

o I wonder why...

o Well maybe...

o I think that....

o I noticed....

o This is what I don’t get...

o It makes sense that...

o I thought it was....

o I wonder...

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Facilitating Discussions That Promote Inquiry

Turn the Thinking Back to the Students · What do you think? · How could you find out? · How could you solve this problem? · What ideas do you have? Focus on Students’ thinking · What made you think of that? · Can you explain your reasoning? · How did you solve that problem? · What made you decide to try that strategy? · How would you explain that idea to others? Probe to Clarify and Explore Students’ Thinking and Promote Reflection · Tell me more about …..? · What did you do first? Next? · What made you decide to solve the problem that way? · Where did you get stuck and what did you do when that happened? · What did you wonder about when you were working on …..? · What pictures are you seeing in your mind to help you think about that? Redirect Students to Each Other · Did you hear what _____ said? · Could you repeat what you said so everyone can hear it? · What do you think about that idea? · Do you agree or disagree? Why? · What would you like to add to what _____ said? Treat Routine Procedures and Social Issues Reflectively · What happened? What do you think caused that to happen? · How do you think _____ felt when that happened? · How would you feel if that happened to you? · What could you/they/she/he have done instead? · How could we/they help _____ so that won’t/wouldn’t happen again?

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How to recognize an authentic performance task:

(Adapted from Elizabeth Cohen)

Look over at least one of your summative assessments.

Criteria Yes No

1. Does it allow for more than one answer or more than one way to solve problems?

2. Is it intrinsically interesting and gratifying?

3. Does it allow each student to contribute according to his/her own aptitudes?

4. Does it require multiple skills and behaviors?

5. Does it take them beyond what they already know?

6. Does it have students apply what was learned to a new situation rather than memorization or regurgitation of facts?

7. Is it connected to the central idea (or use language directly from the central idea)?

8. Does it involve a task as well as an evaluative tool?

9. Does it allow for development of the learner profile, attitudes, and transdisciplinary skills?

10. Does it allow for conceptual understanding?

11. Does it allow for transfer of knowledge?

Adapted from Elizabeth Cohen’s “Designing Groupwork for the Heterogeneous Classroom”, Teachers College, Columbia University, New York, 1994.

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5. Related concepts

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6. Program standards and practices

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7. The OCC

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8. Supplementalresources

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Documents

International Baccalaureate - IB PYP Workshopibpypworkshop.weebly.com/.../workbook+-+making+the+pyp.compres… · The International Baccalaureate aims to develop inquiring, knowledgeable