IB Primary Years Programme Level 1B Angela Schmidt and Nely Miguel

Purpose of the Workshop Explore the Essential Elements of PYP Create and understand Central Ideas Illuminate Central Ideas through Lines of Inquiry Write authentic assessment Use the elements of PYP throughout the workshop as you would in the classroom Learn through and about inquiry

Elements of the Workshop Transdisciplinary Skills MIH pg 21 - 23 We will be referring to these, take them out and place them at hand.

A different view by Samantha A different view by Samantha. A nice reminder to keep around and refer to. 4

Elements of the Workshop Multiple Intelligences Howard Gardner Look for the inclusion of these in the activities that we will be doing

Elements of the Workshop Attitudes MIH pg 24 - Profile MIH pg 4 - International Mindedness MIH pg 5 One illustration of how the attitudes, in practice, lead to the development of the profile. Why is this international-mindedness? Refer to Making It Happen pages:

10 minutes MIH pg 25 - 27

Inquiry-based Teaching and Learning Definition and characteristics What are the attributes of an inquiry-based activity? Read MIH pg. 28 - 30 (10 minutes) Place mat activity (10 minutes) Shared list 30 minutes into workshop Talk about the learning activity. Lead into inquiry by making a list of the reasons participants consider this activity inquiry. 8

Inquiry-based Teaching and Learning Definition and characteristics The act of inquiring; a seeking for information by asking questions; interrogation; a question or questioning Search for truth, information, or knowledge; examination into facts or principles; research; investigation Understanding is built on what the learner already knows and believes Moving from current level of understanding to a deeper level of understanding Come back to this slide for participants compare their list and to further examine the activity 9

Inquiry-based Teaching and Learning Definition and characteristics Student-centered. Creates a learner-centered environment Can be structured, guided or open Uses multiple sources of information Addresses multiple intelligences Engages the learner, is interesting, provokes curiosity Engages the learner with the social and physical environment to make sense of the world Come back to this slide for participants compare their list and to further examine the activity 10

Inquiry-based Teaching and Learning Definition and characteristics Involves higher order thinking like observing, selecting, clarifying, developing theories, connecting, synthesis, analyzing, interpreting, comparing, hypothesizing, explaining and providing alternatives Assessment criteria is set by the learner as well as the teacher Assessment is done by the learner as well as the teacher Come back to this slide for participants compare their list and to further examine the activity 11

Inquiry-based Teaching and Learning Some definitions from research: “Inquiry is transformation. The resolution of a problematic situation may involve transforming the inquirer, the environment, and often both. The emphasis is on trans-formation.” John Dewey, 1938 12

Inquiry-based Teaching and Learning Some definitions from research: “ Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflection in connection with results.” Ann Peterson Bishop et al. 2004 Display these to each other 13

Inquiry-based Teaching and Learning Some definitions from research: “ Scientific inquiry refers to the diverse ways in which scientist study the natural world and propose explanations based on the evidence. Inquiry as a teaching technique is the creation of a classroom where students are engaged in open-ended, student-centered, hands-on activities.” Alan Colburn, 2000 Display these to each other 14

Inquiry-based Teaching and Learning Reflection - Visible Thinking I used to think…… but now I know….. http://www.pz.harvard.edu/vt/index.html http://www.pz.harvard.edu/tc/routines.cfm http://www.thirteen.org/edonline/concept2class/inquiry/index.html 40 minutes to finish inquiry Return to characteristics of inquiry and compare to the actvity. Add to the list generated if necessary. 15

Return to characteristics of inquiry and compare to the actvity Return to characteristics of inquiry and compare to the actvity. Add to the list generated if necessary. 16

Return to characteristics of inquiry and compare to the actvity Return to characteristics of inquiry and compare to the actvity. Add to the list generated if necessary. 17

Return to characteristics of inquiry and compare to the actvity Return to characteristics of inquiry and compare to the actvity. Add to the list generated if necessary. 18

The PYP Curriculum Model The curriculum is written, taught and learned and emphasizes learners constructing meaning Presentation Title recommended size is 20 point Trebuchet, all caps. Minimum Title size:18 point Trebuchet, all caps. Can be stacked in two lines if necessary. Maximum Title size 24 point Trebuchet, all caps. © IBO 2003

PYP Essential Elements KNOWLEDGE CONCEPTS SKILLS ATTITUDES ACTION

PYP Essential Elements Number by 5’s Jig-saw - read 10 minutes and then share 1 - KNOWLEDGE 2 - CONCEPTS 3 - SKILLS 4 - ATTITUDES 5 - ACTION MIH pgs. 10 - 27 Jigsaw 20 minutes 21

Why a Conceptual Curriculum? “The traditional design of a curriculum did not come into question when business operated with an industrial model that called for factory workers who could follow orders , carry on repetitive tasks with little thought, and work in relative isolation…… Notice the same comparison in a different context

Why a Conceptual Curriculum? …But business has changed drastically, and education is adapting to meet the need for workers who can identify and solve complex problems, think independently as well as in team situations, and exhibit the characteristics of leaders no matter what their job in an organization.” Lynn Erickson, 2002 Sounds like 21sr C skills?

Why a Conceptual Curriculum? A.K.A. Enduring Understanding - Power Standard - Central Idea From the following list, with your table group, decide if the statement represents a central idea that is concept-based If it is not, change the central idea to make it concept based. Share out Print large for reference

CENTRAL IDEAS? Natural and man-made disasters impact people and the environment. My family tree has many branches. Computers help people in their daily lives. Survivors of the tsunami face risks and challenges. People need families and friends. Every country has qualities and attributes that make it unique. Air supports our lives, and its uses are determined by its properties. Rules and laws help people live safely and peacefully. A variety of signs and symbol systems were developed to communicate. Family histories impact our past and present, and influence our futures. 10 minutes

Self Reflection Practicing the elements of the PYP What transdisciplinary skills did you use? What attitudes did you demonstrate? What profile traits? Why was this inquiry? This is the self-assessment you would do in class to use the language of PYP 26

PYP Essential Elements: Knowledge Content of learning Integrate the standards Guided by the lens of the PYP concepts Written as “Inquiry” 3 or 4 per unit Angela 27

Concepts and Knowledge

Enduring Understanding?

PYP Essential Elements: Active Learning Create a Central Idea or Enduring Understanding With corresponding inquiries or essential questions Using the template, by specialty or grade level write a Central Idea Criteria: Globally transferable Timeless - can be studied at any age and any era Relevant and engaging Challenging and age-appropriately complex Scope for transdisciplinary inquiry Academic rigor Not value laden 10 minutes

PYP CONCEPTS Form Function Causation Connection Perspective Change Reflection Responsibility 95 minutes into workshop 5 minutes to write concept ?’s What PYP Concepts will be emphasized in this unit? Write 3 teacher questions that capture the essence of what is important to know

PYP Organizing Themes (Transdisciplinary) Interdisciplinary Intradisciplinary Transdisciplinary The organizing/transdisciplinary themes ensure a broad conceptual and knowledge base horizontally and vertically throughout the POI Quick explanation and handout 110 minutes 32

How will we know what we have learned? ASSESSMENT How will we know what we have learned? 115 minutes 1:20 2 hours into workshop

PYP Essential Elements: What is Assessment? Summative assessment Formative assessment Pre-assessment Read MIH Pg. 44-53 Stand and Deliver 15 minutes 34

“When the cook tastes the soup, that is formative “When the cook tastes the soup, that is formative. When the guests taste the soup, that is summative” Robert Stakes

“Formative assessment is to summative assessment what a physical is to an autopsy ” DuFour, DuFour, Eaker 36

“ You can enhance or destroy students’ desire to succeed in school more quickly and permanently through the use of assessment than with any other tools you have at your disposal.” Stiggins 37

PYP Essential Elements: What Makes Assessment Authentic PYP Essential Elements: What Makes Assessment Authentic? Active Learning How do you know that you know? Complete the activity “What Do I do Well” Synthesize characteristics of authentic assessment. Nely 5 minutes intro activity takes 15 10 share

What Makes Assessment Authentic? What do I Do Well? What were the steps taken to learn it well? How do I know I do it well? Know how you know Perkins and Project Zero

Example: I have a good tennis serve Modeled by a pro Practiced Broken down to one improvement at a time e.g. Toss height and location, legs, shoulders, Good analogies like throwing a ball Model -practice I often ace my opponents, even some who are better players than I am My serve has spin My serve has power I toss high, bend my legs and put my body into it

Example: I listen well People confide in me and seek me out for advice. People tell me I am a good listener. I give time to the person needing to talk. I listen to what is said and feed back what I have heard to the speaker to make sure I have understood the situation. I have taken courses on active listening. I have practiced active listening in workshops with others. I have learned to listen to what is being said before formulating questions or solutions. I have developed this skill in my work as an administrator. 41

What Makes Assessment Authentic? Active Learning Synthesize characteristics of authentic assessment with your table Share out 2.5 hours (155 minutes) 10 minutes to synthesize and share

What Makes Assessment Authentic? What Researchers Say “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.” Jon Mueller

What Makes Assessment Authentic? What Researchers Say "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.” Grant Wiggins

What Makes Assessment Authentic? What Researchers Say "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." Richard J. Stiggins

What Makes Assessment Authentic? Reflection/Active Learning Any additions, changes to our description of authentic assessment? Develop a summative assessment for your Central Idea 10 minutes to create assessment 170 minutes

Assessment Strategies and Tools Grant Wiggins Scan in the Wiggins table. Print copies of our tables for all students

Creating a Balance of Assessment Strategies and Tools Scan in the Wiggins table. Print copies of our tables for all students 48

PYP Essential Elements: Skills, Attitudes and Action What transdisciplinary skills will the students demonstrate? Will they be aware of this? How? (metacognition) What Attitudes will be developed? May remove

How Best Will We Learn? Learning Activities and Formative Assessments What experiences will encourage students to address the driving questions? Think across disciplines Think across intelligences Think differentiated resources How will we assess to adjust instruction? MIH Pg. 41 May remove 50

Research Correlation for Curriculum and Assessment 51

Collaborative Planning Workshop Self-Assessment WHAT DID I LEARN? The purposes of this workshop Look at your questions Did we meet the purpose of the workshop? Did we answer your questions? What did you learn well enough to teach someone else? What are your “new” questions? 10 minutes

Purpose of the Workshop Explore the Essential Elements of PYP Create and understand Central Ideas Illuminate Central Ideas through Lines of Inquiry Write authentic assessment Use the elements of PYP throughout the workshop as you would in the classroom Learn through and about inquiry

Resources Barth, Roland. Restructuring Schools: Some Questions for Teachers and Principals. San Francisco: Jossey-Bass,1991. Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3:) 2004. Buzzeo, Toni. “Collaborating to Meet Standards: Teacher -Library Media Specialists Partners for K-6”.Ohio: Linworth, 2002. DuFour, Richard. http://www.allthingsplc.info (online) March, 2008 DuFour, Richard and Robert Eaker. “Professional Learning Communities at Work”. Virginia :Solution Tree: 1998. Erickson, Lynn. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.” California : Corwin Press: 2002. Gibbs, Jeanne. “Tribes: A New Way of Learning and Being Together”. California: Center Source, 2001. Hughes, Marcia and James Bradford Terrell. “The Emotionally Intelligent Team”. San Francisco : Jossey-Bass, 2007. Kanter, R. The Turnaround Solution. 2004 Katzenbach, J.R., & Smith, D.K. The wisdom of teams: Creating the high performance organization. Boston, MA: Harvard Business School Press, 1993. “Leading Teams.” Boston : Harvard Business School Press, 2006. “Making It Happen.” International Baccalaureate.

Resources Montiel-Overall, Patricia. “Towards a Theory of Collaboration for Teachers and Librarians”. American Association of School Librarians, 2002. Robbins Harvey and Michael Finlay. “The New Why Teams Don’t Work.” San Francisco :BK Publishers, 1995. Patterson, Kerry, Joseph Greeny, Ron McMillan and Al Switzler. “Crucial Conversations: Tools for Talking When Stakes are High”. New York : MsGraw Hill, 2002. “ Running Meetings.” Boston : Harvard Business School Press, 2006. Schrage, Michael. “Shared Minds”. Random House: New York, 1990. Tuckman, Bruce. “Forming-storming-norming-performing”. 1970. Urbanski, A (1992) as quoted by Dunklee,, Dennis. “If You Want to Lead Not Just Manage”. California: Corwin Press, 2002. Tomlinson, Carol Ann and Jay McTighe. “ Integrating Differentiated Instruction and Understanding by Design”. Virginia: Association for Supervision and Curriculum Development, 2006. “What Work Requires of Schools: A SCANS Report for America 2000”. U.S.Department of Labor, June 1991, pp. xvii-xviii. Wndover, Robert . The Center for Generational Studies. http://ww w.gentrends.com/ Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall; Expanded 2nd edition, 2005.