1. Introduction to the Primary Years Program
Welcome!
Introduction to the Primary Years Program
Wanda Sutton
Lisa Gimlett

2. Housekeeping! Attendance Agenda Restrooms, etc….
OCC Website information
School code:
Username: ISS08
Password: ONLINE
Access available for two weeks

3. 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.

4. 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

5. Introduction to the PYP
Central 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

6. Key concepts: Summative Assessment Related concepts: Lines of Inquiry:
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:
Summative Assessment
Lines of Inquiry:
Teacher questions

7. MPYPH pg. 37 7

8. 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.

9. 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:
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.
Lines of Inquiry:
Teacher questions

11. Fortune 500 Rank Now Rank in 1977 Teamwork 1 10 Problem Solving 2 12
Interpersonal Skills 3 13
Oral Communication 4
Listening 5
Personal/Career Development 6
Creative Thinking 7
Leadership 8
Goal Setting/Motivation 9
Writing
Organizational Effectiveness 11
Computation
Reading 11

12. 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!

13. How can we make this workshop run smoothly?
Essential Agreements
How can we make this workshop run smoothly?
Be on time
Listen respectfully
Be present
Engage with and get to know others
Be Open-minded
Be respectful of each other’s time

14. 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?

15. Supportive of others' ideas and ones own
Inquiry is an expression of our curiosity. It leads us, as we question and wonder, beyond present understanding.
The inquiry stance is:
Open
Welcoming ideas, even conflicting ones
Wondering
Being playful with words and ideas
Committed
Actively involved
Engaging with others
Building on each others utterances
Agreeing and/or disagreeing with ones own ideas and the ideas of others
Reshaping ones understandings or misunderstandings
Supportive of others' ideas and ones own
Offering evidence and opinions constructed from ones’ own understanding

16. 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!

17. 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?

18. 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
Best Practices, Up in the Classroom, Vocabulary, Resources, chart paper, caution people want handouts, constrution of knowledge

19. 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:
How best will we learn?
Constructivism
Inquiry
Reflection 19

20. 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?
Reflection
WISDOM By three methods we may learn wisdom: First, by reflection which is noblest; second by imitation. which is easiest; and third by experience, which is bitterest.      - Confucius

21. Constructivism

22. Think about your classroom, or your role at your school.
Constructivism
Reflection
Think about your classroom, or your role at your school.

23. 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.

25. What is international-mindedness
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. 25

26. What is international-mindedness?
___________________
____________________ 26

27. International-mindedness and the PYP
Reflection
“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.
Add quaker reading to best practices.

28. 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.

29. PYP Definition of Internationalism
MPHPH pg. 2
PYP Definition of Internationalism
IB Mission Statement
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.
Talk about school’s mission statement

30. Learners strive to be:
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.

31. The Learner Profile
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:
Inquirers
They 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.
Knowledgeable
They 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.
Thinkers
They 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.
Principled
They 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-minded
They 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-takers
They 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.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Caring
They 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.
Reflective
They 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.
Ways our schools use this. Awards, books, puppets, bully proofing, bridging gap between home and school

32. 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

33. 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
Wanda liked this because it made participants conscious of the ways everyone in the school uses the Profile traits. For this activity, I thought it limited the brainstorming. There wasn’t quite the flow of ideas.
Constructivism

35. The heart of the Curriculum Cycle is the learner constructing meaning.

36. What is the PYP definition of curriculum?
MPH 8, 9, 10
What is the PYP definition of curriculum?
Learners constructing meaning
MPH 8,9,10 Learner constructing meaning imagine a child and watch their eyes throughout your process
Perhaps read constructivist article
Deliver true and false constructivist statements
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.

37. What do we want the learners to learn?
The Written Curriculum
The Five Essential Elements

38. What do we want the learners to know?
Program of Inquiry
What do we want the learners to know?
Get out butterfly that particular child’s face time to get rid of ‘cute[‘ activities examples of weeding out.

39. Transdisciplinary Themes
What do these words mean?
Disciplinary, Integrated, Multidisciplinary, Interdisciplinary, Transdisciplinary
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.
Constructivism
Slide in progress. Irene Davy uses this as a way for the participants to construct the themes and their bulleted subheadings.
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

40. Transdisciplinary Themes
Transdisciplinary planning - ….
Continuum of Curricular Approaches: Disciplinary, Integrated, Multidisciplinary, Interdisciplinary, Transdisciplinary. Explanation of approaches – leading to a general discussion of approaches
Them based vs transdiscipinary planning: Groups given sheet outlining a point from thematic units. Fill in section for Transdisciplinary units. (One section to each group. ) - share
Toward a coherent curriculum (Beane) - Graffiti wall
Link PoI – balance between transdisciplinary PoI and traditional disciplines – (– A basis for practice)
Highlight question that was asked – integrate subject areas to what extent?
Mini lecture on the structure of the PYP and the place of the PoI within this – as follow on from transdisciplinary planning
Transdisciplinary nature of the essential elements (learning should change us in some ways)
MIH P 39 – synthesising the essential elements
Transdisciplinary skills – highlight skills you have used to date in this workshop.

41. What do we want the learners to know?
Program of Inquiry
What do we want the learners to know?
Get out butterfly that particular child’s face time to get rid of ‘cute[‘ activities examples of weeding out. 41

42. Knowledge needs to be Significant
Is 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?
Relevant
Is 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?
Engaging
Is 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?
Challenging
Will 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?

43. Central Idea Key concepts: Summative Assessment Related concepts:
Where we are in place and time
An inquiry into orientation in place and time, personal histories, homes and journeys the discoveries, explorations and migrations of humankind
the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives
Central Idea
Key concepts:
Related concepts:
Summative Assessment
Lines of Inquiry:

44. Key Concepts
Key concepts are one of the essential elements of the PYP.
Use pages 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.
Good place for the Lynn Erickson’s video (Wanda) has it. 44

45. What we want learners to be able to understand?
Key Concepts
What we want learners to be able to understand?

46. Central Idea
Key concepts:
Summative Assessment
Related concepts:
Lines of Inquiry:

47. 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.

48. 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:
Inquirers
They 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.
Knowledgeable
They 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.
Thinkers
They 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.
Principled
They 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-minded
They 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-takers
They 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.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Caring
They 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.
Reflective
They 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.

49. Reflection

50. http://pyplibrary.wikispaces.com/ How do we want the learners to feel?50

51. Skills, profile and attitudes

52. 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

53. What do we want the learners to be able to do?53

58. Skills, profile and attitudes

59. How do we want the learners to act?59

60. Reflect Choose Act An Activity? Community Service? or Action?
Reflection
An Activity? Community Service? or Action? 60 60

61. “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)

62. Action Refer to Action pages in MPYPH p.25-27.
Take it personally! Concentric circle learning experience.
Reflection
Inquiry
Constructivism

63. Key concepts:
Related concepts:
Lines of Inquiry:
“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.”
Teacher questions

64. 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?

65. 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

66. Introduction to the PYP-Day 2
JIGSAW
Reflection
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.

67. 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

68. The PYP Inquiry Units or planners are guided by Central Ideas
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.
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 Tears
it is about migration
It is NOT the structure of Parliament
it is about governance
It is NOT about the food pyramid
it is about nutritional needs changing over time
It is NOT about Presidential elections
it is about communications and influence 68

69. Concept-Based Curriculum and Instruction Teaching Beyond the Facts
And Stirring the Head, Heart and Soul
by Lynn H. Erickson
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. 69

70. CONCEPTS Timeless***Universal***Enduring Understanding
Science
Order
Organisms
Population
Systems
Change
Evolutions
Cycle
Interaction
Energy/matter
Equilibrium
Adaptation
Interdependence
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 70

71. 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 Organizers
Provide 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

72. 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.

73. Organisms survive in changing environments.
Organisms adapt to changing environments. (So what?)
In order to survive, organisms must adapt.

74. A celebration is to observe an important occasion with festivities.
All cultures have celebrations. (So what?)
Celebrations reflect the beliefs, values and heritage of a culture.

75. 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. 75

76. 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

77. 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.
Are is form of the word is…not active
Function is an active verb and a key concept
Is needed…not very active
Require is an active verb and leads to action.
Invite is active and reflection is a key concept.

78. 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! 78

79. Central Idea
Key concepts:
Summative Assessment
Related concepts: survival and adaptation
Lines of Inquiry:
Teacher questions

80. 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

81. Housekeeping
Attendance
Agenda
Questions

82. 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?

83. Critical Friends
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.

84. Let’s play a GAME!
Burrito??

85. How will we know what we have learned?

86. 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.

87. 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

88. Assessment Tools and Strategies
Making the PYP Happen pg
Assessment tools and
techniques
Assessment Strategies
Rubrics
Benchmark/
Exemplars
Checklists
Anecdotal Records
Continuums
Observation
Performance
Process- focused assessments
Selected responses
Open-ended
tasks

89. Transdisciplinary Theme: Sharing the Planet
Central Idea: Plants function as a life-sustaining resource for all living things.

91. Assessment Tools and Strategies
Making the PYP Happen pg
Assessment tools and
techniques
Assessment Strategies
Rubrics
Benchmark/
Exemplars
Checklists
Anecdotal Records
Continuums
Observation
Performance
Process- focused assessments
Selected responses
Open-ended
tasks 91

92. 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.
Making balanced choices about daily routines enables us to have a healthy lifestyle.
Key concepts:
Related concepts:
--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.
Lines of Inquiry:
Teacher questions

93. New Bloom’s Taxonomy
Visual Comparison of the two taxonomies

96. Transforming Central Ideas into Summative Assessments
Turn a CENTRAL IDEA into possible SUMMATIVE ASSESSMENTS
that show what the students understand. + =
Assessment Verb
Central Idea
Summative Assessment
Summative Verbs based on the Facets of Understanding from Wiggens and McTighe

97. Key concepts:
Related concepts:
Summative Assessment
Lines of Inquiry:
Teacher questions

98. Lines of inquiry: clarify, illuminate, and extend the central idea
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

99. 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?

100. Evaluating a Written Planner for Inquiry checklist is on MPYPH page 41CI
Key concepts:
Related concepts:
Summative Assessment
Lines of Inquiry:
Evaluating a Written Planner for Inquiry
checklist is on MPYPH page 41
Teacher questions
Provocations

101. How best will we learn?
Inquiry MPH pg 29
Collaboration
Constructivism
Reflection

102. 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

103. 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
103

104. Inquiry conversations

105. 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.

106. 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

107. INQUIRY BASED INSTRUCTION
STRUCTURED INQUIRY
The 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 INQUIRY
The teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem.
OPEN INQUIRY
This 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 CYCLE
Students 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

108. 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.

109. 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

110. Inquiry

111. Participants will create a presentation for the parents / staff explaining the basic components of the Primary Years Program.

112. How I will know I have improved
Reflection
What I want to improve
How I will improve
How I will know I have improved
Planning
Teaching
Assessing
112

113. 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