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

2. 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

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

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

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

6. 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:

7. 10 minutes
MIH pg

8. Inquiry-based Teaching and Learning Definition and characteristics
What are the attributes of an inquiry-based activity?
Read MIH pg (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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. Inquiry-based Teaching and Learning Reflection - Visible Thinking
I used to think…… but now I know…..
40 minutes to finish inquiry
Return to characteristics of inquiry and compare to the actvity. Add to the list generated if necessary. 15

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. 16

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. 17

18. 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

19. 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

20. PYP Essential Elements
KNOWLEDGE
CONCEPTS
SKILLS
ATTITUDES
ACTION

21. 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
Jigsaw 20 minutes 21

22. 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

23. 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?

24. 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

25. 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

26. 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

27. 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

28. Concepts and Knowledge

29. Enduring Understanding?

30. 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

31. 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

32. 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

33. 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

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

35. “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

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

37. “ 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

38. 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 share

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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

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

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

49. 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

50. 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

51. Research Correlation for Curriculum and Assessment51

52. 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

53. 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

54. 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. (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.

55. 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”
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. w.gentrends.com/
Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall; Expanded 2nd edition, 2005.