CISB PYP Parent Presentation

Transcription

1 CISB PYP Parent Presentation

2 What do you already know? Discuss, write and share. Your ideas about the PYP Your questions about the PYP

3 International Baccalaureate The International Baccalaureate (IB) began in 1968 in Geneva, Switzerland IB began its Diploma Program (DP) for internationally mobile students who were preparing for university. A non-profit educational and non-governmental organization (NGO) Funded by fees from IB World Schools

4 IB has expanded and now consists of 3 programs. 1. Primary Years Programme 3-12 year old students PreK3 Grade 5 at CISB 2. Middle Years Programme year old students Grade 6 10 at CISB 3. Diploma Programme year old students Grade at CISB

5 The IB Mission Statement The International Baccalaureate 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 organization 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.

6 What does it mean to be internationally minded and why is it important? It is a thoughtful, critical perspective that applies to who we are and what we do. It includes how we communicate, our political awareness, cultural understanding, celebrating diversity, global awareness of global issues It is a reflection on how knowledge is constructed and applied. At CISB, we would like to focus on moving students toward becoming people who reflect the characteristics of the Learner Profile.

7 International Mindedness The learner profile is central to the PYP definition of what it means to be internationally minded, and it directs schools to focus on the learning. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile. Making the PYP Happen, p. 2 IBO 2007

8 Teaching and Learning in the PYP Commitment to structured, purposeful inquiry that engages students in their own learning. inquiry is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry allows each students understanding of the world to develop in a manner and at a rate that is unique to that student. How does PYP differ from traditional methods? Work in groups and share.

9 Traditional Teaching Methodology Teacher Students

10 Constructivism theory/methodology Teachers, Students and Other Adults

11 The Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective Which of these best describes your child?

12 PYP Curriculum Written Curriculum What do we want to learn? Taught Curriculum How best will we learn? Assessed Curriculum How will we know what we have learned?

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14 Essential elements: How are they described in the PYP curriculum? Knowledge Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding Concepts Powerful 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. Skills Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. Page 15

15 Knowledge: What are the PYP transdisciplinary themes? Who we are Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Page 17

16 Knowledge: What are the PYP transdisciplinary themes? How we express ourselves How we organize ourselves Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. How the world works Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Page 18

17 Concepts Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected other things? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know?

18 Social Skills Thinking Skills Communication Skills Research Skills Self Management Skills Accepting Responsibility Acquisition of knowledge Listening Formulating Questions Gross /Fine Motor Respecting others Comprehension Speaking Observing Spatial Awareness Cooperating Application Reading Planning Organization Resolving Conflict Analysis Writing Collecting Data Time Management Group decision making Synthesis Non-Verbal Recording Data Safety Adopting a variety of group roles Evaluation Organizing Data Healthy Lifestyles Dialectical Though Metacognition Interpreting Data Presenting Research findings Codes of Behaviour Informed Choices

19 Attitude Changes Everything Appreciation Empathy Commitment Enthusiasm Confidence Independence Cooperation Integrity Creativity Respect Curiosity Tolerance

20 Action Successful inquiry will lead to responsible action that is initiated by the student It is intended that the person taking the experience and that the process of taking action or not will contribute to each student establishing a personal set of values.

21 Inquiry is the leading pedagogical approach of PYP Exploring, wondering and questioning Experimenting and playing with possibilities Making connections between previous learning and current learning Making predictions and acting purposefully to see what happens Collecting data and reporting findings Clarifying existing ideas and reappraising perception of events

22 Deepening understanding through the application of a concept Making and testing theories Researching and seeking information Taking and defending a position Solving problems in a variety of ways.

23 There is a place for drill and practice in the classroom, but IB believes that concept based teaching is the most substantial form of learning. Planning is done collaboratively using the PYP planner which is structured around a central idea and lines of inquiry. Planning in and out of the units of inquiry should be done on the PYP planner.

24 The Assessed Curriculum Program standards and practices, overall learning outcomes and subject-specific overall expectations are assessed The process of inquiry and the products of inquiry are also assessed Summative Assessment and formative assessment will be used

25 Methods of Assessment Many methods of assessment will be used to provide a balanced view of the child such as: Observations Performance assessment of tasks with established criteria that are authentic challenges and problems Selected response assessments such as tests and quizzes Open-ended tasks in which children are presented with a stimulus and asked to communicate an original response Portfolios of children s work.

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27 Interested School 6 Months Consideration Phase Months Candidate School C a n d i d a t e January 2011 February Years Months P h a s e April Years IB World School Authorization Phase

28 Why is PYP important at our school? CISB students Will be taught WHY they should know something Will learn HOW it connects to other subjects and the world around them They will experience high quality teaching and learning Will have great opportunities to study for college/university worldwide, and opportunities to make friends with other students at IB schools around the world.

29 Why PYP for CISB? Structured inquiry as the vehicle for learning Six transdisciplinary themes provide the framework for exploration and construction of knowledge Students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. International standards for measuring teaching and learning Challenging academic programs A global professional network for educators to learn effective classroom practices and teaching strategies Curriculum framework, program evaluation and mentoring Smoother transition to the Middle Years Programme (MYP

30 Let s Reflect What worries do you have about the programme? What strengths do you see in the programme?

31 Sources used in compiling this presentation Mrs. Jade Harrold PYP Presentation Making the PYP Happen- A curriculum Framework for an International education Making the PYP Happen- Pedagogical Leadership in the PYP Primary Years Programme A Basis for Practice Western Academy of Beijing Curriculum Framework Dubai International Academy PYP Presentation