Presentation on theme: "Baccalaureate Organization"— Presentation transcript:
1Baccalaureate Organization The InternationalBaccalaureate OrganizationAcronyms you might see:PYP – primary years programmeIBO – International Baccalaureate OrganizationPOI – programme of inquiryIBAP – International Baccalaureate Asia PacificStandards and Practices – bring it alongNeed – chart paper, transdisciplinary themes, central ideas (P1), KWL
2Chalk Talk: a silent conversation Welcome! We are all learners and part of a learning community... so let’s start learning!Chalk Talk: a silent conversationRespond in words/phrases to the question: What do we want our children to be like when they are adults?If there are not enough people for bingo....do concentric circles.Name of parent/name of son or daughter/class (circle 1)Experience with PYP (circle 2)What do you already know about the PYP? (circle 3)Review these and explain that as teachers, getting to know our students prior knowledge is very important. We recognize that our students come to class with knowledge and ideas about the concepts we are teaching and we also know that they come with questions. We honor those questions.Collecting data is very important for teachers and for the classroom. It gives us a sense of our learning community and helps us shape our programme in order to cater for our different needs.
3The PYP as a transdisciplinary curriculum model and essential elements Primary Years Programme 小學教育項目 Introduction for new parents Kowloon Junior School (KJS) October 2012Know:The PYP as a transdisciplinary curriculum model and essential elementsUnderstand: Internationally minded schools, teachers & studentsTransfer:Your newly constructed understanding to a KJS contextDo not hesitate to ask questions. This workshop will be very much me talking in order to give you a better understanding of the beliefs and values of the IBO.
4A Continuum of Education IBO is a non-profit organization that has been in existence since 1968.It was established to provide students with a balanced education, to facilitate geographic and cultural mobility and to promote international understandingThe three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.The Primary Years Programme (PYP) for pupils aged 3 to 12.The Middle Years Programme (MYP) for students aged 11 to 16.The Diploma Programme for students aged 16 to 19.It is important to note that students do not have to complete all three programmes. The three programmes have shared features but they do work independently of one another. You may go from a PYP school to a regular school or you may enter an MYP school without having been in the PYP school.There are links between the three programmes and the IBO is working to make the links stronger.
6BURNING Questions!Using the Post It notes on the table please take a moment to write down 1 or 2 “Burning Questions "you have about the IBO or about the PYP and also 1 or 2 things you already know about the programme.If these questions are not answered during our session we will have a Q&A at the end.You may also ask questions about VSA and the way our school operates as well.
7At Present There are over 969 authorized PYP schools worldwide 274 of these are in the Asia-Pacific regionThese numbers are constantly changing
8Philosophy of the PYPThe philosophy behind the PYP can be examined in two parts.Firstly, the mission statement of the IBO expresses the IBO’s overall purpose as an organization promoting and developing programmes of international education.Secondly, there is a set of beliefs and values which the IBO call “International Mindedness”– let’s look at this first!The PYP is not a curriculum. It is a framework for curriculum and it is a philosophy for international education.
9What does an internationally minded learner look like? In groupsvisualize what youthink that studentwould look like anddraw a picture of thatstudent on the paperprovided.Use big paper and ask participants to present their drawings to the class.
10Getting to the very heart of it- PYP LEARNER PROFILE 齊來了解小學教育項目的學習目標 PYP schools develop students who are:推行小學教育項目的學校致力培養學生成為:Inquirers 發問者Thinkers 思考者Communicators 交流者Risk-takers 冒險者Knowledgeable 知識淵博Principled 有原則Caring 關心別人Open-minded 思想開明Balanced 全面發展Reflective 會反思
11An International Person From the PYP’s perspective an international person is a person with the attributes and dispositions described in the learner profile.The LP is what we define as international mindedness. In a PYP school, all members of the school community are expected to display these attributes. It is a good idea to reflect with your children and talk about the ways that you demonstrate this as an adult and they way they can demonstrate it as a child.Have a LP focus at home.Standard A4:The school develops and promotes international mindedness and all attributes of the IB learner profile across the school community.
12IBO Mission Statement – can you identify the learner profile in it? 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 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.The IBO Mission Statement + The Learner Profile makes up the philosophy which drives the PYP.
14KJS Mission Statement“Success for every child” At KJS we create a safe, supportive and caring environment where beliefs and values reflect a respect of cultural diversity. We motivate individuals to become lifelong learners who are empowered to take action to make a positive difference in the world. The school community works together to develop global citizens with a sense of social awareness and responsibility through an engaging, relevant and challenging curriculum.To what extent does the KJS Vision and Mission statement assist us in developing our students as being ‘internationally minded’? Have a think!Are there clear and close connections between our school mission and that of the IBO?In groups discuss and point out the similarities and differences.
15So...what else is the ‘PYP’? The PYP is NOT a subject!It is not a prescribed curriculum.Designed for ages 3 to 12.Designed to foster the development of the whole child.Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them.Transdisciplinary means that it transcends the disciplines. All teachers in a PYP school are PYP teachers. All teachers in a PYP school use the PYP philosophy, beliefs and values in their teaching.Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action.The PYP is not a curriculum in the sense that they do not tell us what units we need to teach and what content we need to cover.
16Learner Profile Communicator Open minded Reflective Principled KnowledgeableLearner ProfileRisk takerInquirerCaringBalanced
17Learner Profile LANGUAGE ARTS PSPE MATHS SOCIAL STUDIES SCIENCE/ Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding.LANGUAGEARTSLearner ProfilePSPEMATHSSOCIAL STUDIESSCIENCE/TECHNOLOGY
18Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.CONNECTIONRESPONSIBILITYCHANGECAUSATIONLearner ProfileREFLECTIONPERSPECTIVEFORMFUNCTION
19Learner Profile SELF RESEARCH MANAGEMENT SOCIAL COMMUNICATION THINKING Those capabilities the students need to demonstrate to succeed in a changing,challenging world, which may be disciplinary or transdisciplinary in nature.SELFMANAGEMENTRESEARCHLearner ProfileSOCIALCOMMUNICATIONTHINKING
20Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.EMPATHYAPPRECIATIONENTHUSIASMCOMMITMENTINDEPENDENCECONFIDENCELearner ProfileINTEGRITYCOOPERATIONRESPECTCREATIVITYTOLERANCECURIOSITY
21Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements.Learner Profile
22What is the curriculum framework of the PYP? The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, and action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject area.The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, and action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject areas.I don’t want to go into too much detail about the essential elements.I do want you to become familiar with the outer part of the hexagon (the transdisciplinary themes) and the first layer (the six subject areas).
24Balance of all essential elements Unitof inquiryBalance of all essential elementsY1
25Y2 Y1 Unit of inquiry Balance of all essential elements Unit
26Y3 Y2 Y1 Unit of inquiry Balance of all essential elements Unit
27Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elements Unit
28Y5 Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elements Unit
29Y6 Y5 Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elements
30Programme of Inquiry Y6 Y5 Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elementsY6Unitof inquiryBalance of all essential elementsY5Programme ofInquiryUnitof inquiryBalance of all essential elementsY4Balance of all essential elementsBalance of all essential elementsUnitof inquiryBalance of all essential elementsY3Unitof inquiryBalance of all essential elementsY2Unitof inquiryBalance of all essential elementsY1
31What is inquiry? 什麼是探究?“Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings.”探究是一種學習模式, 是探索自然和物質世界的過程。它引領我們發問和發現, 讓我們對這個世界有新的認知和了解。(Exploratorium Institute for Inquiry)Inquiry is not something that is easily defined and most teachers in a PYP school struggle with it.Inquiry in a P1 classroom looks very different from inquiry in a P6 classroom, however it is the same in that it requires students to ask questions and form new understandings.
32Teacher StudentsIn a traditional classroom, possibly like the ones you’ve attended, the teachers are the only ones with knowledge and it is their job to teach the children everything they know.The children were thought of a empty vessels ready to soak in all of the facts and figures the teachers give them.The teacher has all of the knowledge. The students role is to listen and remember all of the facts and figures the teacher gives them.
33Enduring Understanding: At the heart of the curriculum cycle is the learner constructing meaning.In our classrooms we know that our students do not come without prior knowledge. We understand and value their prior knowledge and we use it to shape our units and lessons. We understand that as teachers we do not need to know everything. It is ok for us to say “I don’t know” and to learn along side of the children.It is becoming quite evident in today’s world that knowledge and facts are not static. They are changing and changing at a rapid rate. It is impossible for your children to learn all of the relevant knowledge needed for their lives. What is more important is to give them the skills needed such as research skills so they can find the answers and collaborative and cooperative skills so they can work with others to solve problems.Learner constructing meaning – we are all learners
34What was you most significant learning moment? Think about the following questions as well:How did you develop the interest?What experience led to this understanding?What resources did you use for your learning?How did you know that you really knew/understood?Think, pair, share!Think about a time (it doesn’t have to be in school) when you learned something new. A time when a light bulb went off and you knew you finally understood something.How did you develop the interest? Why did you want to learn that? Was it because you were interested in it or was it because someone told you, you had to learn it?What experience led to this understanding? Did you have prior knowledge or a prior experience to help you with your learning?What resources did you use for your learning? Did you seek any information from other sources, books, and people?How did you know that you really knew/understood? Were you assessed? Did you have to apply your new knowledge or skill?These are the questions teachers ask themselves when they are thinking about inquiry.There is a big difference between telling students what they are going to learn and asking them what they are interested in learning.In all inquiry student’s prior experiences should lead them to new understandings. We do not assume that our students come to school with the same understanding, experiences and backgrounds.Resources play a huge part in inquiry. This world is changing quickly and students are faced with more information than ever before. It is up to us to teach them about the difference between reliable resources and unreliable resources. Our students are too quick to use the Internet and google all of their questions. It is vital that they know how to find reliable information through primary sources, through books and other sources. We also must teach our children about academic honesty.Assessment plays a big part in the PYP. The unwritten understanding is that an activity is not worth giving unless it is being assessed. Students need to know how they are being assessed and they also need to know why they are being assessed.Self-assessment plays a large part in any PYP classroom. Students must constantly reflect on their own learning.
35End of session reflection... “The aim of education should be to teach us rather how to think than what to think – rather to improve our minds, so as to enable us to think for ourselves than to load the memory with the thoughts of others”James Beattie
36KWL – what have we answered and what questions do we still have? Q & AKWL – what have we answered and what questions do we still have?Supporting your child...Be interested, go through the website, read VW, ask questions...
37Further information:PYP NEWSLETTERSUNIT CURRICULUM STATEMENTSPARENTS AS PARTNERS WORKSHOPSYEAR GROUP SPLAT PAGES