Welcome Back! Please sit in your assigned group for the morning. The list is on each table and on the AV cart.

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1 Welcome Back! Please sit in your assigned group for the morning. The list is on each table and on the AV cart.

2 Agenda 1. Reminding ourselves why we do this! 2. Policy writing and revising 3. An inquiry into research. Essential Question: How do we get our students to answer their own questions?


4 Central Idea: Strategically organized schools can empower students.

5 While You Watch this Video: Write down as many PYP Buzzwords as you can

6 Connecting video to the agenda IB forces you to consider your practices. It actually got me thinking about the whole goal of education. About my whole role as a teacher. PYP Policies that require school to consider their practices: Mission statement Assessment Policy Language Policy Academic Honesty Policy Scope and Sequence Documents Sustaining the PYP Policy (next winter)

7 Take 10 minutes to get the gist of your policy by skimming the official document and samples. Use getting the gist protocol.

8 Small group instructions Language Policy & Academic Honesty Policy Use guiding document and samples to write down ideas for our policies on the chart. Assessment Policy Use your documents (especially the guiding questions) and samples to revise our assessment policy. What should we add? Keep? Change? Scope and Sequence Documents Step 1: For 5 minutes - Observe the 2 documents and have the discussion How do these 2 documents support transdisciplinary learning? How to they support each other? Step 2: Open Google Drive and in Shared with Me find your grade level s scope and sequence documents. Then start using your planners to create a scope and sequence for your grade level. Make sure to check off on the planners what you have entered to keep track.

9 In your small group: - tell the name of the document you worked on - it s purpose - how it might help you to consider your practice.


11 HOw can we get kids to answer their own questions? com/blog/stephharvey-curiosity/

12 My students choose topics/concepts to investigate that matter to them and the world. - Give students time to build background knowledge about topics/concepts so they know what s important. - Make sure students consider what they already know about a topic before they start investigating. WHAT I THINK I KNOW... - Have students reflect why their topic is important BEFORE they start investigating. I CARE ABOUT THIS TOPIC BECAUSE...

13 My students understand the purpose of doing research. They have a sense of tension that goes beyond, my teacher told me we had to do this. - Determine what you are going to do with the information before you start to research. - Truly worthwhile investigations lead to meaningful action. - What is the purpose of us researching today? What might we do with this new information when we are done?

14 My students develop questions that will help them unlock new knowledge about their topic/concept. - Key Concepts are the KEY to unlocking new knowledge - Remember the dry shampoo example? - You can use the key concepts to ask questions or you can ask questions and sort them by key concept. - The first three teaching points are crucial to the research process, but might vary in order depending where your students are coming from. - Now you try with your topic!

15 My students come up with a plan for how they are going to answer questions. - What are all the ways we can find answers to questions - It s okay to steer them towards a direction that makes the most sense, but they should also have a sense of choice. They often surprise us! - Examples: Brenda s kindergarten class and homes, I had a group that wanted to do an interactive simulation about tsunamis. - Remember: Research often uses text and can be taught during readers workshop. This leaves time during content workshop to build in other ways to answer questions. - Now you try with your topic!

16 I integrate lessons that explicitly teach the approaches to learning (skills) to facilitate more meaningful research. Social Skills: Cooperating - What do you think the phrase no hogs, no logs means? - How might that influence your research today? Now you try... - Write group norms using the attitudes!

17 I directly teach research skills. I treat each research session like readers workshop. I start with a mini-lesson, students try it out, we reflect at the end. - How do we know what research mini-lessons to teach without making it too teacher directed? - Spy on yourself as a researcher today!

18 I build in time for reflection as part of the research process. - Mid-workshop teaching points - End of research reflection sharing - Whole group, partner, jigsaw - Reflection can include: - What attitudes helped your be successful today? - Where any a struggle? How did you resolve them? Do you need advice from the group on how to solve them? - Did anyone find a resource that was particularly helpful? How did you find it? What made it so impactful? - Was anyone surprised today by new information? Have more empathy for someone/something? - How productive were you? Did anyone accomplish a lot? Why? Did anyone struggle to find information? Why?

19 What lessons did you learn as you spied on yourself as a researcher today? FUN!!!!!! Refocusing/rephrasing questions so they can be answered. How to follow internet links without getting lost. What does partner research look and sound like? Directly teach each tool we can use for research. Determining important information that applies to your question. Narrowing your topic. Taking stock of your topic and revising your search for meaningful purpose. Graphic organizer for note taking. Using text features to find relevant information Checking our sources to make sure they are a strong resource. Determining perspective in resources -.gov,.edu..org How to manage research and stay focused. How to present authentically to your audience Deciding what type of research makes the most sense for your topic. How to scan for the main idea

20 My students synthesize and share their learning in authentic ways. They learn from other s research as a way of synthesizing deeper understanding of the central idea and concepts. It often leads to meaningful action. - Does NOT need to be each child doing a whole class presentation. - Students need to compare the findings of each other s research in order to understand bigger ideas. It is what takes it from topics to concepts. (Big ideas/examples chart picture) - My students reflect on how they might take action after all of the new knowledge they shared.

21 Synthesize: Come up with an action plan! - Always have a rubric created for your students before they start. - Give choice in how they may present (show comprehension connections video, if time) - We will share at our next PYP Collaboration meeting time

22 Exit Ticket What did you learn today that inspired you to take action in your classroom? What questions do you still have? Do you have any suggestions for the implementation of PYP at Findley?