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Housekeeping!
• Attendance• Agenda• Restrooms, etc….
OCC Website informationhttp://occ.ibo.org
School code: 000047Username: ISS08Password: ONLINEAccess available for two weeks
• Name the five wealthiest people in the world.• Name the last five Hesiman trophy winners.• Name the last five winners of the Miss America Pagent.• Name ten people who have won the Nobel or Pulitzer
Prize.• Name the last half dozen of Academy Award winner for
best actor and actress.
• List a few teachers who aided your journey through school.
• Name three friends who have helped you through a difficult time.
• Name five people who have taught you something worthwhile.
• Think of a few people who have made you feel appreciated and special.
From Charles Schultz
Introduction to the PYPCentral Idea:The PYP is an international curriculum framework that involves learners in their own construction of meaning through collaborative planning, purposeful inquiry and authentic assessment.
Lines of Inquiry:• The PYP curriculum framework• The role of collaborative planning• The role of inquiry and assessment• The synthesis of the components• The role of reflection
The PYP is an international curriculum framework that involves learners in their own construction of meaning through collaborative planning, purposeful inquiry and authentic assessment.
Key concepts:
Related concepts:
Lines of Inquiry:
Summative Assessment
Teacher questions
MPYPH pg. 37
Summative Assessment
• Participants will create a presentation for the parents/staff of their schools explaining the basic components of the Primary Years Programme.
• The presentation will be shared at the end of the workshop.
The PYP is an international curriculum framework that involves learners in their own construction of meaning through collaborative planning, purposeful inquiry and authentic assessment.
Key concepts:
Related concepts:
Lines of Inquiry:
Participants will create a presentation for the parents/staff of their schools explaining the basic components of the Primary Years Programme.The presentation will be shared at the end of the workshop.
Teacher questions
Fortune 500Rank Now Rank in
1977
Teamwork 1 10
Problem Solving 2 12
Interpersonal Skills 3 13
Oral Communication 4 4
Listening 5 5
Personal/Career Development 6 6
Creative Thinking 7 7
Leadership 8 8
Goal Setting/Motivation 9 9
Writing 10 1
Organizational Effectiveness 11 11
Computation 12 2
Reading 13 3
Who are we?
Create a name card and include:• Name• School and location• Grade Level/Position• Referring to page 4 in the Making the PYP
Happen notebook, choose two learner profile attributes which describe you and write them on your name card
• Be prepared to share!
Essential Agreements
• Be on time• Listen respectfully• Be present• Engage with and get to know others• Be Open-minded• Be respectful of each other’s time
How can we make this workshop run smoothly?
ESSENTIAL AGREEMENTS
Essential Agreements are:• few in number • concisely written • refer to how something is done, not what students learn • binding on all
When creating Essential Agreements ask: • What is it?• Why do we do it?• How does it work?• How often do we do it?• Who does it?• Who manages it?• Where is it kept?• Who has access to the information?
Inquiry is an expression of our curiosity.It leads us, as we question and wonder, beyond
present understanding.
The inquiry stance is:OpenWelcoming ideas, even conflicting ones
WonderingBeing playful with words and ideas
CommittedActively involved
Engaging with others Building on each others utterancesAgreeing and/or disagreeing with ones own ideas and the ideas of othersReshaping ones understandings or misunderstandings
Supportive of others' ideas and ones own
Offering evidence and opinions constructed from ones’ own understanding
The Human Graph Purpose: To gather data to inform instruction.
• We have several headings. Please find the one that best describes your role and form a line there.
• Meet and greet at least two other people in your line!
Where are we and who are we?
• Who is a new teacher at a PYP school?• Who is a teacher at a school that is changing to
PYP?• Who has written, taught and reflected on at least
one planner? • Who loves to travel? • Who owns a pet? • Who enjoys being creative/innovative?• Step forward the number of steps of continents
you have visited?
Do you have what you need?
• In this workshop we will be using a curriculum framework document called “Making The PYP Happen”.
• You should have white paper and other supplies at your table.
• Please let us know if you need materials. We will be happy to get them for you!
• Notice the walls and how we will collect important information in a variety of ways
How best will we learn?
Please be aware of the types of learning engagements designed for this workshop. We will note them up front. Be looking for the four main ways the PYP curriculum framework answers the question:
Reflection
Inquiry
Constructivism
Reflection
Developing Reflectiveness and Responsibility
These questions help children and adults reflect on their work and become responsible for strengthening their own learning.• How did you solve that?• Could you do it another way?• What is the most important part?• Does that make sense?• Did it come out like you thought it would?• Does this remind you of anything?• Has anything like this happened to you
before?• How do you know that it is right?• Does it sound right?• Does it look right?• Is there anything else you need to know?• How did it make you feel?
WISDOM
By three methodswe may learn wisdom:First, by reflectionwhich is noblest;second by imitation.which is easiest;and third by experience,which is bitterest.
- Confucius
Constructivism
Reflection
Think about your classroom, or
your role at your school.
Constructivism
Parking Lot***
• Please write your “burning questions” on a post it and place them on the “parking lot”!
• We will address these at different times throughout our workshop.
• Feel free to add questions at any time or remove them if they are answered.
What is international-mindedness?
There are a great range of interpretations of the meaning of International-mindedness. What we understand about international-
mindedness will influence how we teach in our classrooms. Form groups of 4.
Divide chart paper into 4 quadrants and determine a common middle section.
Each person writes their own definition of international-mindedness in a quadrant section.
Discuss with your group and together determine three to four common points and write them in the middle section.
Each group will share with the whole group.
_______________________________________________________________________________
What is international-mindedness?
International-mindedness
and the PYP“Stand and Deliver”
• Read Criteria for an International continuum. • Highlight a sentence or short passage that
stands out as a key idea of the article. What spoke to you?
• When most people are finished each person stands up one at a time and reads their highlighted sentence.
• Remain standing after you have read your phrase.
• Read your sentence even if it has already been read.
Reflection
Culture is the ‘medium of our social interaction, a convention developed by any group of humans who are in regular contact incorporating language, social style, agenda of concerns etc.
PYP Definition of Internationalism
The International Baccalaureate Organization 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 IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB Mission Statement
MPHPH pg. 2
The aim of all IB programs is to develop internationally minded
people who, recognizing their common humanity and shared guardianship
of the planet, help to create a better and more
peaceful world.
Learners strive to be:
IB programmes aim to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be:
InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
KnowledgeableThey explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
ThinkersThey exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-mindedThey understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience
Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment.
ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The Learner Profile
International Challenge!
• With your group, develop a list of five well-known people who your group would consider to be internationally-minded.
• From your list, reach consensus on one person who your group believes is the most “internationally-minded.”
• Make a visual indicating the profile words which best describe the person. Use MPYPH pg. 4 as a resource.
• Think outside the box!Constructivism
The Learner Profile
• Carousel Activity• Using MPYPH page 4, discuss how each profile
trait could be demonstrated, displayed, implemented in the school and record on chart paper
• Every 3 minutes, groups move to next profile
Constructivism
The heart of the Curriculum Cycle is the learner constructing meaning.
What is the PYP definition of curriculum?
Learners constructing meaning
The school’s curriculum includes all those student activities, academic and non-academic for which the school takes responsibility, since they all have an impact on student learning.
MPH 8, 9, 10
What do we want the learners to learn?
The Written Curriculum
The Five Essential Elements
What do we want
the learners to know?
Program of Inquiry
Transdisciplinary Themes
Work with your group to find the bullet points that fall under each of the six Transdisciplinary Themes.
• Do not look in your MPYPH until all strips are placed!!!• Once done, check your work on page 12.
Who we areWhere we are in place and time
How we express ourselvesHow the world works
How we organize ourselvesSharing the planet
What do these words mean?Disciplinary, Integrated, Multidisciplinary, Interdisciplinary, Transdisciplinary
Constructivism
Transdisciplinary Themes
What do we want
the learners to know?
Program of Inquiry
SignificantIs the subject matter really worth knowing? Is this knowledge that is a prerequisite for further learning at a later date? Does it allow for more than superficial coverage of important concepts at this time? Does it allow for multiple perspectives?RelevantIs it worth knowing for all students of all cultures? Does it allow learning to take place in meaningful and authentic contexts? Does it build on students’ prior knowledge and experience? Does it address issues of how people make sense of their experiences and the world
around them?EngagingIs it age and developmentally appropriate? Will it allow students to apply their experience, prior knowledge and skills? Will it allow for and promote the use of multiple resources? Will it allow for consideration of issues from the perspectives of many disciplines and / or
cultural viewpoints?ChallengingWill this allow for multiple intelligences and ability levels? Will it encourage students to construct their own meaning? Will it challenge students to question their perspectives and support their opinions? Will it
develop acceptance for and expectation of complexity?
Knowledge needs to be
Where we are in place and timeAn inquiry into orientation in place and time, personal histories, homes and journeys the discoveries, explorations and migrations of humankindthe relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives
Central Idea
Key concepts:
Related concepts:
Lines of Inquiry:
Summative Assessment
Key Concepts
• Key concepts are one of the essential elements of the PYP.
• Use pages 18-20 in the MPYPH to guide your formulations of questions about a travel destination of your choice.
• Place the destination in the center of your web. Around the center, write a question for each of the 8 key concepts about your destination.
• We will make connections with these concepts as we begin our work on the PYP Planner.
Key Concepts
What we want learners to be able to understand?
Central Idea
Key concepts:
Lines of Inquiry:
Summative AssessmentRelated concepts:
ATTITUDES• Quickly peruse p. 24 in MPYPH.• Send one person at your table to select a
children’s book from the table. Read it aloud to the group and then discuss what attitudes could be the focus with your students using the context of the book.
• Be prepared to share with the group.
http://pyplibrary.wikispaces.com/
IB programs aim to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be:
InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
KnowledgeableThey explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
ThinkersThey exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions.
CommunicatorsThey understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-mindedThey understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience
Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment.
ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Reflection
How do we want the learners
to feel?
http://pyplibrary.wikispaces.com/
Skills, profile and attitudes
Skills• Look at MPYPH pages 21-23.• Check the skills that you have used during this workshop
and the ones you teach• What do you notice?• Consider the value of these skills in your classroom and
discuss insights at your table Any surprises?
Reflection
What do we want the learners to be able to do?
Skills, profile and attitudes
How do we want the learners to act?
Reflect
Choose
Act
An Activity? Community Service? or Action?
Reflection
“The PYP believes that international education must extend beyond intellectual attainment to include not only responsible attitudes but also thoughtful and appropriate action.”
“The PYP believes that every student, every year, has the right and the duty to be involved in such action. …the PYP advocates a cycle of involvement which provides students with opportunities to engage in meaningful action.”
p.37, IBO(2000)
Action
Refer to Action pages in MPYPH p.25-27.
Take it personally! Concentric circle learning experience.
Inquiry
Constructivism
Reflection
Key concepts:
Related concepts:
Lines of Inquiry:
Teacher questions
“Teachers need to be mindful of the diverse forms of evidence that my indicate understanding of the central idea. Student initiated action may well be one form of this evidence.”
Homework (just a little!)
• Based on your assigned number, pick up the article:– 1. Inquiry by Teachers– 2. Inquiring into Inquiry– 3. Inquiry for Kindergarten– 4. An Inquiry Primer
• Read your article and be prepared to share your learnings tomorrow.
• On your way out, take a sticky-note and draw a symbol of yourself. Place it underneath the appropriate sign by the door. How are you feeling about PYP right now? Sunny? Partly Cloudy? Cloudy?
Ticket Out the Door
• Look at the list of Engagements.• How could you use each of the experiences in
your classroom? • Make list of activities that you will use once you
return to school.• On your way out, take a sticky-note and draw a
symbol of yourself. Place it underneath the appropriate sign by the door. How are you feeling about PYP right now? Sunny? Partly Cloudy? Cloudy?
• Have a WONDERFUL EVENING!Reflection
Introduction to the PYP-Day 2
• Welcome Back!.• Please sit with people who read the same
article that you read last night.• Specialists/administrators please choose a
group to join.• Discuss your understandings from the
article with your group.
Reflection JIGSAW
Building A Program Of Inquiry• Rearrange yourselves into grade level groups. • Specialists and administrators should join a group (try to
keep groups even if possible).• In these groups, brainstorm a list of big ideas that are
included in the curriculum at your grade level.• Choose ideas that, at your grade level, are generally
included in state/district or local standards. • Choose one of the ideas and write it on a sheet of • 8 1/2 by11 paper.• Consider the transdisciplinary theme for that big idea
and post in on the wall in our POI.Reflection
The PYP Inquiry Units or planners are guided by Central Ideas
Central ideas are NOT topical they are conceptual.
It is NOT about Transportation it is about movement and/or the wheel.
It is NOT about Oregon Trail or Trail of Tearsit is about migration
It is NOT the structure of Parliamentit is about governance
It is NOT about the food pyramidit is about nutritional needs changing over time
It is NOT about Presidential electionsit is about communications and influence
Central Ideas are the enduring understandings, the big ideas, the answer to the “so what?” of a particular study. Central Ideas make content …conceptual.
Conceptual understanding requires content knowledge, but the reverse is not true. Students knowing the science or social studies standards does not necessarily signify their deeper understanding of concepts and principles.
Teachers can:• Put a conceptual lens on a problem-solving study to get students to
think beyond the facts.
• Move toward thinking beyond the facts, understanding the conceptual structure of the disciplines, and clearly identify key ideas that illustrate deep knowledge.
• Understand that deep knowledge transfers across time and cultures and provides a conceptual structure for thinking about related and new ideas.
• Use a set of unifying concepts that provide a conceptual lens to facilitate integrated thinking.
• Help students draw from a fact base and see the patterns and connections
of science at a deeper level of conceptual understanding.
Concept-Based Curriculum and Instruction Teaching Beyond the Facts
And Stirring the Head, Heart and Soul by Lynn H. Erickson
CONCEPTSTimeless***Universal***Enduring Understanding
ScienceOrderOrganismsPopulationSystemsChangeEvolutions CycleInteractionEnergy/matterEquilibriumAdaptationInterdependence
Social Studies
Conflict/cooperation
Patterns
Populations
Systems
Change/continuity
Culture
Evolution
Civilization
Migration/immigration
Interdependence
Literature
Time
Space
Interactions
Change
Beliefs/values
Motivation
Conflict/cooperation
Perceptions
Patterns
Systems
Moving toward conceptual organizers
Topical Organizers Frame of isolated facts
Maintain lower level of thinking
Hold learning to the fact or activity level
Have short-term use – to cover an event, issue, facts
Increase the overload curriculum
Conceptual OrganizersProvide mental schema for
categorizing common examples
Lead to higher level of thinking
Aid in the development of higher order generalizations
Serve as a tool for processing life events
Reduce the overload curriculum by framing the most salient or critical examples of concepts
James Banks differentiates between lower-level (factual) and higher-level (conceptual) learning
statements.
• Chinese immigrants in the United States established various forms of social organizations.
• All groups that have immigrated or migrated to the United States have established social organizations.
• In all human societies, forms of social organizations emerge to satisfy the needs of individuals and groups.
1. Organisms survive in changing environments.
2. Organisms adapt to changing environments. (So what?)
3. In order to survive, organisms must adapt.
1. A celebration is to observe an important occasion with festivities.
2. All cultures have celebrations. (So what?)
3. Celebrations reflect the beliefs, values and heritage of a culture.
The American Revolution through the following different conceptual lenses.
• Economic need can create a dependence of one nation upon another.
• Social, economic or political oppression often leads to conflict or revolution
• A nation’s desire for political or economic freedom and independence may facilitate alliances with other nations.
A well crafted Central Idea:
• Incorporates Key and Related Concepts• Engages students and generates in-depth inquires• Relevant to the students' prior knowledge and experience• Challenges and extends knowledge, is concept-driven and
promotes the ability to think critically• Significant in contributing to an enduring understanding
and extends understanding of the transdisciplinary theme• Uses active present tense verbs• Transfers through time and across cultures
Central Ideas and Active Verbs
Plants are a life-sustaining resources for all other living things.
Plants function as a life-sustaining resource for all other living things.
Energy is needed to transport people and things.
Transporting people and resources requires energy.
Authors and illustrators help people to reflect on, and make connections to themselves, literature and the world.
Authors and Illustrators invite reflection and connections to oneself , literature and the world.
Developing Central Ideas
• With your grade level group, chose one of your big ideas in our Program of Inquiry.
• For that big idea, work with your group to write a central idea. Use your central ideas handout as a guide.
Make content conceptual!
Key concepts:
Lines of Inquiry:
Summative Assessment
Teacher questions
Related concepts: survival and adaptation
Central Idea
Introduction to the PYP-Day 2
• Welcome back!• Please put a sticky note on the “sunny, misty,
cloudy” pictures on the wall.• Your sticky note should reflect your
understanding of what we have covered so far in our workshop. You can move this as your understanding changes today and tomorrow!
• This is a strategy you could use at school!Reflection
Housekeeping
• Attendance• Agenda • Questions
Do the Central Ideas extend the students’ understanding of the transdisciplinary themes?
When reviewed horizontally
and vertically is the POI free of any conceptual duplication?
Are all of the concepts
included in each Transdisciplinary Theme addressed in the complete P.O.I.?
Will your students graduate
with the desire to act, and with the knowledge, concepts, skills and attitudes to be successful global learners and citizens?
Going clockwise, pass your central idea to another table.• Review the central idea you have received and write one ‘glow’ and one ‘grow’.
• Pass one more time and repeat above.• Retrieve your central idea and reflect.
Critical Friends
Let’s play a GAME!
How will we know what we have learned?
Assessment
We do want students to develop deep, conceptual understanding. And we can assess and evaluate, through performance, the student’s ability to use factual content to support the conceptual understanding. Be clear about process and content expectations.
What is assessment? The gathering and analysis of information about student performance.
Identifies what the student knows, understands, can do and feel at different stages of the learning process. Assessment informs every stage of the teaching/learning process.
Formative Assessment: Short term, daily assessment that helps teachers plant next stage of learning. Linked directly with teaching.
Summative Assessment: Happens at the end of the teaching learning process. Students show in specific ways what they have learned.
Evaluation: Process of judging student progress or program
effectiveness
Assessment Tools and Strategies
Assessment tools and techniques
Assessment Strategies
Rubrics Benchmark/Exemplars
Checklists Anecdotal Records
Continuums
Observation
Performance
Process- focused assessments
Selected responses
Open-ended tasks
Making the PYP Happen pg. 47-49
Transdisciplinary Theme: Sharing the PlanetCentral Idea: Plants function as a life-sustaining resource for all living things.
Assessment Tools and Strategies
Assessment tools and techniques
Assessment Strategies
Rubrics Benchmark/Exemplars
Checklists Anecdotal Records
Continuums
Observation
Performance
Process- focused assessments
Selected responses
Open-ended tasks
Making the PYP Happen pg. 47-49
Making balanced choices about daily routines enables us to have a healthy lifestyle.
Key concepts:
Related concepts:
Lines of Inquiry:
--Teachers use anecdotal records gained through observing students’ choices during the unit, as well as pictures of healthy and unhealthy lifestyles. Students responses to teacher questions are recorded.--Teachers look for evidence including the students’ examples of balanced choices and the reasons they give about why these enable them to lead a healthy lifestyle.--Teachers complete an assessment rubric following the conference that indicates whether students need more time, are developing, or are independent and advanced.--Teachers keep a record of the conference notes and rubric in the student portfolios.
Teacher questions
An 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; and what it means to be human.
New Bloom’s Taxonomy
Visual Comparison of the two taxonomies
Transforming Central Ideas into Summative Assessments
Turn a CENTRAL IDEA into possible SUMMATIVE ASSESSMENTS
that show what the students understand.
+ =Assessment
VerbCentral
IdeaSummative Assessment
Summative Verbs based on the Facets of Understanding from Wiggens and McTighe
Key concepts:
Related concepts:
Lines of Inquiry:
Summative Assessment
Teacher questions
Lines of inquiry:
• clarify, illuminate, and extend the central idea • 3-4 lines of inquiry• breakdown the big picture • have clear objectives • facilitate the teacher questions• are assessable • develop profile traits and attitudes• focus student research• deepen student understanding• develop concrete connections to the Central Idea• reflect the school’s scope and sequence
Questions guide the inquiry
• Teacher questions and provocations will “frame” inquiries at the beginning of the unit
• These questions are based upon the chosen concepts
• What 3-4 questions will you pose to be sure your students are headed towards an understanding of the central idea?
CI
Key concepts:
Related concepts:
Lines of Inquiry:
Summative Assessment
Teacher questionsEvaluating a Written Planner for Inquiry
checklist is on MPYPH page 41
Provocations
How best will we learn?
Inquiry MPH pg 29CollaborationConstructivismReflection
What is Inquiry?
Inquiry is an experience that begins with what we know, and proceeds to asking questions, observing, pondering, making predictions, finding information and integrating it into previous knowledge.
Inquiry
Directions for Inquiry in action:
Materials: Piece of paper, 3 pennies.Task: Develop an airplane, weighted down with 3 pennies, that will fly 10 feet. Rules: *Work as a team to create the plane *One team member will be the recorder and is to write
down the discussion that takes place during plane production – questions, utterances, directives, etc.
*Once the plane is created, you will fly your plane in competition with other teams.
Inquiry
Inquiry conversations
Characteristics of Inquiry Students are :• participating in problem solving • asking questions • actively seeking explanations • forming hypotheses and generalizations original to them Inquiry can: • last only a few minutes • require several class periods • be used in any subject area are or age level • require that student work alone or in groups
PYP focuses on the development of the whole child as an inquirer, both in the classroom and
in the world outside.
What is inquiry based instruction?
“ The creation of a classroom
where students are
engaged in essentially
open-ended,
student centered,
hands-on activities.”Alan Colburn, 2000
STRUCTURED INQUIRYThe teacher provides students with hands-on problems to investigate, as well as the procedures, and materials, but does not inform them of expected outcomes. Students are to discover relationships between variables or otherwise generalize from data collected.
GUIDED INQUIRYThe teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem.
OPEN INQUIRYThis approach is similar to guided inquiry, with the addition that students also formulate their own problem to investigate. Open inquiry, in many ways, is analogous to doing science. (ex: science fair)
LEARNING CYCLEStudents are engaged in an activity that introduces a new concept. The teacher then provides the formal name for the concept. Student takes ownership for the concept by applying it in a different context. Alan Colburn, an Inquiry Primer, Science Scope, March 2000
INQUIRY BASED INSTRUCTION
Effective Inquiry does the following:
• Increases student engagement • When open ended, allows students to connect at
their level with their interests. • Provides natural opportunities to develop all of
the essential elements (concepts, skills, knowledge, attitudes and action)
• Places responsibility for learning on the student. • Relieves teachers from having to be fountains of
knowledge • Yields a better understanding of subject matter.
We will effectively nurture inquiry if we…..
• Ask real, honest questions.• Recognize the many voices of inquiry: our questions may not
look like questions. • Nurture the language of inquiry (I wonder? or What would
happen if?)• Create a safe and open environment. • Model it ourselves .• Create opportunities to turn to someone else • Recognize that inquiry involves knowledge in action. • Understand that students will be successful if guided toward
understanding by discovering concrete concepts on their own (instead of memorizing facts)
Colburn and Barlett
Inquiry
• Participants will create a presentation for the parents / staff explaining the basic components of the Primary Years Program.
What I want to improve How I will improve How I will know I have improved
Planning
Teaching
Assessing
Reflection
What’s next?
• This workshop is meant to give you an intensive, but brief (!) overview of the PYP.
• Where will you go from here?• Check out your IB schematic. Look how much
you know.• Take out your blob tree. Where are you now?
Reflection
