PYP Parent Korean Presentation

1. CISB PYP Parent
Presentation

2. Please note:
 No Korean translations come from official IBO
documents.
 한국어 번역은 공식적인 IBO 문서에서 온 것이
아닙니다.

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

5. International
Baccalaureate
 The International Baccalaureate (IB) began in 1968 in Geneva,
Switzerland
국제 IB조직은 1968년에 스위스 제네바에서 시작되었습니다.
 IB began its Diploma Program (DP) for internationally mobile
students who were preparing for university.
IB는 대학진학을 준비하는 국제 학생들을 위해 학위 프로그램을
제공하는 것에서 시작되었습니다.
 A non-profit educational and non-governmental organization
(NGO)
 Funded by fees from IB World Schools

6. IB has expanded and now consists of 3 programs.
1. Primary Years Programme IB초등프로그램
3-12 year old students
PreK3 – Grade 5 at CISB
2. Middle Years Programme IB중등프로그램
11-16 year old students
Grade 6 – 10 at CISB
3. Diploma Programme IB 학위 프로그램
16-19 year old students
Grade 11 -12 at CISB

7. IB의 사명과 선언
 문화적 상호 이해와 존중을 통해 더 나은, 더 평화로운
세상을 만드는 호기심 많고 지식이 풍부하며 배려하는
마음을 가진 젊은이로 발전시키려는 목표를 갖고 있습니다.
 이것을 위하여 IB는 국제적 교육과 엄격한 평가제도를 갖춘
진취적인 프로그램 개발을 위해 학교, 정부, 국제 기관 서로
협력하고 있습니다.
 이런 프로그램들은 전 세계적으로 학생들로 하여금,
차이점을 가진 다른 사람들도 옳을 수 있다는 것을 이해하는
적극적이며 어진 마음을 가진 평생학습자가 되도록 합니다.

8. 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.”

9. 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

10. 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.

11. Traditional Teaching Methodology
Teacher
Students

12. Constructivism theory/methodology
Teachers, Students and Other Adults

13. The Learner Profile
 Inquirers 탐구하는 사람  Open-minded 열린 생각을
가진 사람
 Knowledgeable 지식을 갖춘 사
람  Caring 남을 배려하는 사람
 Thinkers 생각하는 사람  Risk-takers 위험을 감수하
는 사람
 Communicators 의사소통을 하
는 사람  Balanced 균형잡힌 사람
 Principled 원칙을 지키는 사람  Reflective 사려깊은 사람
Which of these best describes your child?

14. PYP Curriculum
 Written Curriculum 학습과정
What do we want to learn?
 Taught Curriculum 교수과정
How best will we learn?
 Assessed Curriculum
평가과정
How will we know what we have
learned?

16. Essential elements: How are they described in the PYP
curriculum?
 Knowledge 지식
Significant, relevant content we wish the
students to explore and know about, taking into
consideration their prior experience and
understanding
학생들이 이전 경험과 이해력을 통해 탐구하고
알고자 하는 명확하고 관련성 있는 내용.
 Concepts 개념
 Skills 기술
Powerful ideas that have relevance within the
subject areas but also transcend them and that Those capabilities the students need to
students must explore and re-explore in order demonstrate to succeed in a changing,
to develop a coherent, in-depth understanding. challenging world, which may be
disciplinary or transdisciplinary in nature.
과목과 관련 있으며 그것 이상을 배우는,그리고
일관성 있고 깊이 있는 이해를 위한 끊임없는 학생들이 변화하고 도전적인 세상에서 성공할 수
탐구를 필요로 하는 강력한 사고력 있도록 함양할 필요가 있는 능력 – 학과와
관련성이 있거나 범학과적임
Page 16

17. Essential elements: How are they described in the PYP
curriculum?
 Attitudes 태도
Dispositions that are expressions of
fundamental values, beliefs and feelings
about learning, the environment and
people
근본적인 가치관과 믿음의 표현, 학습과
환경과 사람에 대한 느낌을 표현하는
개성
 Action 행동
Demonstrations of deeper learning in
responsible behaviour through
responsible action; a manifestation in
practice of the other essential elements
책임감 있는 행동을 통하여 책임감 있는
행위를 하는데 있어서 심층적인 학습의
표현; 다른 핵심적인 요소의 실행의 표현 17
Page

18. Knowledge: What are the PYP transdisciplinary themes?
 Who we are우리는 누구인가
인간이 된다는 것은 무엇인가에 대한 탐구
 Where we are in place and time 시간과
공간에서 우리는 어디에 있는가
시간과 공간의 근원에 대한 탐구 – 지역과
지구촌에 대한 조망
Page 18

19. Knowledge: What are the PYP transdisciplinary themes?
 How we express ourselves우리는  How we organize ourselves 우리는
어떻게 자기를 표현하는가 자기자신을 어떻게 조직화하는가
우리는 어디에서 이상을 발견하고 표현하는 길을 인간이 만든 조직과 공동체의 상호 연관성에
찾는가에 대한 탐구 대한 탐구
 How the world works 세상은 어떻게  Sharing the planet 지구에 대한 공유
움직이는가
다른 사람들과 다른 생명체와의 유한한
자연과 그 법칙들, 자연과 인간 사회의 자원의 공유를 위하여 노력함에 있어서
상호작용에 대한 탐구 권리와 책임에 대한 탐구.
.
Page 19

20. Concepts 개념
 Form – What is it like?  Connection – How is it connected
other things?
형식 – 무엇과 같은가?
연관성 - 다른 것들과 어떻게
 Function – How does it work? 연관되는가?
기능 – 어떻게 작용하는가?  Perspective – What are the points
of view?
 Causation – Why is it like it is?
관점 – 관점이 무엇인가?
원인 – 왜 그러한가?
 Responsibility – What is our
 Change – How is it changing? responsibility?
변화 – 어떻게 변하는가? 책임 – 우리의 책임은 무엇인가?
 Reflection – How do we know?
숙고 – 우리가 어떻게 아는가?

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

22. Attitude Changes Everything
 Appreciation 감상  Empathy 동정심
 Commitment 참여  Enthusiasm 열정
 Confidence 자신감  Independence 독립성
 Cooperation 협력  Integrity 성실
 Creativity 창의력  Respect 존중
 Curiosity 호기심  Tolerance 관용

23. Action 행동
 성공적인 질문은 학생에
의해 유발된 책임있는
행동을 이끈다.
 경험을 해 본 사람과 행동을 반영하십시오 선택하십시오
취한 과정이거나 그렇지
않은 과정 모두 각 학생이
개인적 가치관을 세우는 데
기여하도록 의도된다.
행동

24. 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

25.  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.

26.  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.

27. The Assessed Curriculum
 Program standards and practices, overall learning
outcomes and subject-specific overall expectations are
assessed
프로그램의 표준과 실행, 전체 학습 결과물과 특성화된 과목의
전체적 기대치가 평가된다.
 The process of inquiry and the products of inquiry are also
assessed
탐구의 과정과 탐구의 결과물도 평가된다.
 Summative Assessment and formative assessment will be
used
총괄평가와 형성평가를 사용할 수 있다.

28. 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.

30. 6 Months
Interested
School
Consideration
Candidate January 2011
Phase School
C
a
12-18 Months n
d
i
d
a
t February 2012
e
P
12-18 Months h
a
5 Years s
e
April 2013
3 Years
IB World
School
Authorization
Phase

31. 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.

32. Why PYP for CISB?
 Structured inquiry as the vehicle for learning
 Six transdisciplinarythemes 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

33. Let’s Reflect
 What worries do you have about the programme?
 What strengths do you see in the programme?

34. Sources used in compiling this presentation
 www.ibo.org
 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