Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.
The PYP at AAS An introductory workshop for parents  January 31, 2012
What is the PyP?  What do you want/need to know about it?
The PYP <ul><li>Origins  </li></ul><ul><li>Objectives </li></ul><ul><ul><li>Development of the whole child </li></ul></ul>...
The PYP and the IBO <ul><li>The PYP, the Middle Years Programme (MYP) and the Diploma Programme (DP) </li></ul><ul><li>A c...
An educated person <ul><li>What does that mean to you? </li></ul><ul><li>Take a few minutes to brainstorm your ideas  </li...
IB Learner Profile   <ul><li>Risk-takers </li></ul>Thinkers Balanced Open-minded Caring Knowledgeable Communicators Princi...
Some differences between traditional teaching and the PYP Traditional Classroom PYP classroom Curriculum begins with parts...
Focus on skills, attitudes and concepts (Five essential elements) <ul><li>A basis for life both academically and socially ...
Role of the subjects <ul><li>Tools for learning and living </li></ul><ul><ul><li>Language, mathematics, science and social...
<ul><li>Appreciation </li></ul><ul><li>Commitment </li></ul><ul><li>Confidence </li></ul><ul><li>Cooperation </li></ul><ul...
The Units of Inquiry When we work on our units, we learn about other countries, cultures, ways to take action, and ways we...
An overview
How is it done? <ul><li>Concept-based curriculum </li></ul><ul><ul><li>Enduring understandings and backward design  </li><...
Kath Murdoch Inquiry Model
AUTHENTIC assessment  <ul><li>In authentic assessment: </li></ul><ul><ul><li>Students are involved in setting goals and cr...
Benefits (Aha!- Some!) <ul><li>It promotes the construction of knowledge </li></ul><ul><li>It promotes inquiry and questio...
How can you support the programme??? <ul><li>Allow questioning </li></ul><ul><li>Know the units our children are involved ...
Just the tip of the iceberg <ul><li>For more info: </li></ul><ul><ul><li>Go to  www.ibo.org </li></ul></ul><ul><ul><li>Loo...
Próxima SlideShare
Cargando en…5
×

PYP overview for parents

10.726 visualizaciones

Publicado el

Slides used for an introductory workshop on the PYP for new parents

Publicado en: Educación, Tecnología
  • Sé el primero en comentar

PYP overview for parents

  1. 1. The PYP at AAS An introductory workshop for parents January 31, 2012
  2. 2. What is the PyP? What do you want/need to know about it?
  3. 3. The PYP <ul><li>Origins </li></ul><ul><li>Objectives </li></ul><ul><ul><li>Development of the whole child </li></ul></ul><ul><ul><li>Best research practice from a range of national systems </li></ul></ul><ul><ul><li>Relevant, engaging and challenging for learners </li></ul></ul><ul><li>4 pillars </li></ul><ul><ul><li>Profile: Internationally-minded </li></ul></ul><ul><ul><li>Based on inquiry </li></ul></ul><ul><ul><li>Constructivism </li></ul></ul><ul><ul><li>Transdisciplinarity </li></ul></ul>
  4. 4. The PYP and the IBO <ul><li>The PYP, the Middle Years Programme (MYP) and the Diploma Programme (DP) </li></ul><ul><li>A continuum for international education </li></ul><ul><ul><li>Citizens of the world </li></ul></ul><ul><ul><li>Human values </li></ul></ul><ul><ul><li>Cultural awareness and identity </li></ul></ul>
  5. 5. An educated person <ul><li>What does that mean to you? </li></ul><ul><li>Take a few minutes to brainstorm your ideas </li></ul><ul><li>Discuss what this means to you with your group and try to come up with 4-5 common ideas </li></ul><ul><li>What do we want to educate children to become? </li></ul><ul><li>The Learner Profile </li></ul>
  6. 6. IB Learner Profile <ul><li>Risk-takers </li></ul>Thinkers Balanced Open-minded Caring Knowledgeable Communicators Principled Inquirers Reflective Learners strive to be:
  7. 7. Some differences between traditional teaching and the PYP Traditional Classroom PYP classroom Curriculum begins with parts of the whole. Emphasizes basic skills. Curriculum emphasizes big concepts, beginning with the whole and expanding to include parts. Strict adherence to fixed curriculum is highly valued Pursuit of student questions and interests is valued Materials are primarily textbooks and workbooks Materials include primary sources and manipulatives Learning is based on repetition Learning is interactive, building on what the student already knows Teachers disseminate information to students; students are recipients of knowledge Teachers have a dialogue with students, helping students construct their own knowledge Teacher’s role is directive, rooted in authority Teacher’s role is interactive, rooted in leadership Assessment is through testing, correct answers Assessment includes student work, observation, points of view, as well as tests. Process is as important as product. Knowledge is seen as inert Knowledge is seen as dynamic, ever changing with our experiences Students work primarily alone Students work primarily in groups
  8. 8. Focus on skills, attitudes and concepts (Five essential elements) <ul><li>A basis for life both academically and socially </li></ul><ul><ul><li>Developing the whole child </li></ul></ul><ul><li>Life-long learners </li></ul><ul><ul><li>Necessary skills to continue learning </li></ul></ul><ul><li>Concept based learning focuses on understanding </li></ul><ul><li>Promotes action </li></ul><ul><li>Knowledge used as a tool to reach understanding </li></ul>
  9. 9. Role of the subjects <ul><li>Tools for learning and living </li></ul><ul><ul><li>Language, mathematics, science and social studies skills </li></ul></ul><ul><li>Knowledge </li></ul><ul><ul><li>Means through which we reach enduring understandings and concepts </li></ul></ul><ul><li>Transdisciplinary themes </li></ul><ul><ul><li>Subject focus </li></ul></ul>
  10. 10. <ul><li>Appreciation </li></ul><ul><li>Commitment </li></ul><ul><li>Confidence </li></ul><ul><li>Cooperation </li></ul><ul><li>Creativity </li></ul><ul><li>Curiosity </li></ul><ul><li>Empathy </li></ul><ul><li>Enthusiasm </li></ul><ul><li>Independence </li></ul><ul><li>Integrity </li></ul><ul><li>Respect </li></ul><ul><li>Tolerance </li></ul><ul><li>Social </li></ul><ul><li>Research </li></ul><ul><li>Communication </li></ul><ul><li>Thinking </li></ul><ul><li>Self-management </li></ul><ul><li>Reflection choice action </li></ul><ul><li>To enhance learning </li></ul><ul><li>To provide service </li></ul><ul><li>Form </li></ul><ul><li>Function </li></ul><ul><li>Causation </li></ul><ul><li>Connection </li></ul><ul><li>Perspective </li></ul><ul><li>Responsibility </li></ul><ul><li>Reflection </li></ul><ul><li>Subject specific </li></ul>ESSENTIAL ELEMENTS -Who we are -How the world works -Where we are in time and place -Sharing the planet -How we organize ourselves -How we express ourselves KNOWLEDGE ATTITUDES ACTION SKILLS CONCEPTS
  11. 11. The Units of Inquiry When we work on our units, we learn about other countries, cultures, ways to take action, and ways we can share the planet with other people and other living things. We learn ways to express ourselves, we learn about who we are, how our world works, and how our world is organized.
  12. 12. An overview
  13. 13. How is it done? <ul><li>Concept-based curriculum </li></ul><ul><ul><li>Enduring understandings and backward design </li></ul></ul><ul><li>Inquiry </li></ul><ul><ul><li>Questioning, reasoning, analysing, thinking, producing and taking action </li></ul></ul><ul><li>Role of the teacher </li></ul><ul><ul><li>Guiding and facilitating, learning with the process </li></ul></ul><ul><li>Differentiation </li></ul><ul><ul><li>Different needs and levels </li></ul></ul>
  14. 14. Kath Murdoch Inquiry Model
  15. 15. AUTHENTIC assessment <ul><li>In authentic assessment: </li></ul><ul><ul><li>Students are involved in setting goals and criteria for assessment </li></ul></ul><ul><ul><li>Students perform, create, produce, or do something. </li></ul></ul><ul><ul><li>Tasks require students to use higher-level thinking and/or problem solving skills </li></ul></ul><ul><ul><li>Tasks often provide measures of metacognitive skills and attitudes, collaborative skills and interpersonal skills as well as the more usual intellectual products </li></ul></ul><ul><ul><li>Assessment tasks measure meaningful instructional activities </li></ul></ul><ul><ul><li>Tasks are contextualized in real-world applications </li></ul></ul><ul><ul><li>Student responses are scored according to specified criteria, known in advance, which define standards for good performance. </li></ul></ul>
  16. 16. Benefits (Aha!- Some!) <ul><li>It promotes the construction of knowledge </li></ul><ul><li>It promotes inquiry and questioning (life long learning) </li></ul><ul><li>It promotes international-mindedness </li></ul><ul><li>It requires varied and valid assessment. </li></ul><ul><li>It promotes self-concept and self-confidence (MI theory) </li></ul><ul><li>It focuses on understanding rather than knowing </li></ul><ul><li>It develops thinking, communication and social skills </li></ul><ul><li>It helps students transfer skills to the real world </li></ul><ul><li>It promotes intrinsic motivation to learn </li></ul>
  17. 17. How can you support the programme??? <ul><li>Allow questioning </li></ul><ul><li>Know the units our children are involved in (POI) </li></ul><ul><li>Share your thoughts and reasoning </li></ul><ul><li>Use the learner profile and attitudes (as a model and as a reflection tool) </li></ul>
  18. 18. Just the tip of the iceberg <ul><li>For more info: </li></ul><ul><ul><li>Go to www.ibo.org </li></ul></ul><ul><ul><li>Look for inquiry-based learning articles on the web </li></ul></ul><ul><ul><li>Look for authentic assessment articles on the web </li></ul></ul><ul><ul><li>Become involved- offer your expertise in a unit of inquiry- see it in action </li></ul></ul><ul><ul><li>Video: Education for a Better World </li></ul></ul>

×