Parent Presentation Tuesday, October 12, 2010

1. Parent PresentationTuesday, October 12, 2010 FallingintoIB/PYP

2. (IB) International Baccalaureate (PYP) Primary Years Programme IB – a non-of educational and non-governmental organization that offers three programs of international education for students age 3-19 years old: • DP – Diploma Program for high school (9th -12th) Miami Beach Senior High • MYP – Middle Years Program for middle school (11 – 16 yrs old) Nautilus Middle PYP – Primary Years Program for early childhood and elementary school (3- 12 yrs. old) South Pointe, North Beach, Biscayne, Fienberg-Fisher, and Treasure Island In the end, here is a summary of what the IB/ PYP is: “The whole art of teaching is only the awakening of the natural curiosity of young minds.” —Anatole France And this sums up what the IB PYP is NOT: “Passive acceptance of a teacher’s wisdom is easy for most boys and girls. It involves no effort of independent thought.” —Bertrand Russell

3. POI –the chart that displays the main components of the planners that will be investigated by the students throughout the current school year: Theme & Title Central Idea Lines of Inquiry Key Concepts Transdisciplinary Skills Learner Profile/Attitudes

5. THEMESSix identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from early childhood through grade 5. These Units of Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each Unit of Inquiry: WHO WE ARE • An inquiry into the nature of self: beliefs and values; personal, 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 • 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. HOW WE EXPRESS OURSELVES • An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,, beliefs and values; the way in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. HOW THE WORLD WORKS • An inquiry into the 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 technological advances on society and the environment HOW WE ORGANIZE OURSELVES • An 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. SHARING THE PLANETTHEME • An inquiry into rights and responsibilities in the struggle to share infinite resources with other living things; communities and relationships within and between them; access to equal opportunities; peace and conflict resolution.

6. CENTRAL IDEA-One well-written statement that encompasses the focus of the unit and generate inquiry. Central idea (2nd) • Knowledge of the solar system helps us understand how the world works. Central Idea (3rd) • Stories have parts that are interconnected to enhance the reader’s comprehension. Central Idea (4th) • Governments provide structure for society.

7. LINES OF INQUIRY - define the scope of the inquiry (INVESTIGATION) into the central idea Central idea (2nd) Knowledge of the solar system helps us understand how the world works. (An inquiry/investigation into) • -The solar system • -How movements of the solar system affect climate and landforms • -Tools used to understand the solar system Central Idea (4th) Governments provide structure for society. The lines of inquiry • - How governments are established • - The structure of different governments • - How government affects society

8. KEY CONCEPTS – There are 8 fundamental concepts expressed as key questions, to propel the process of inquiry. These universal concepts drive the research units—called UNITS OF INQUIRY (have you heard of this before?!)—but they also have relevance within and across all subject areas (transdisciplinary). • 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 to other things? • Perspective: What are the points of view? • Reflection: How do we know? • Responsibility: What is my responsibility?

9. TRANSDISCIPLINARY SKILLS –There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. Sets because each has specific sub-skills. Thinking - Acquisition of knowledge Comprehension Application Analysis Synthesis Evaluation Dialectical thought Metacognition Communication Social Research Self-Management

10. ATTITUDES – The PYP promotes 12 attitudes that we want our students to feel, value, and demonstrate. They are the daily expressions of the “Learner Profile” used by teachers in teaching and by students in their learning. “Attitude is a little thing that makes a big difference.” --Winston Churchill

12. LEARNER PROFILE –According to the IB PYP, an “internationally minded” person is someone who demonstrates theattributes of the “Learner Profile.” These are qualities determined to be most important in creating positive and productive citizens of the world. It is a thoughtful, critical perspective that applies to who we are and what we do.

13. CaringYou show empathy, compassion and respect towards the needs and feelings of others. You can make a positive difference to the lives of others and to the environment. Knowledgeable You explore concepts, ideas and issues that have local and global significance. You acquire in-depth knowledge across a broad range of disciplines. Inquirer You are able to develop your natural curiosity. You conduct inquiry and research and show independence in learning. You actively enjoy learning. CommunicatorsYou understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. You also collaborate with others. ThinkerYou exercise initiative in applying thinking skills critically and creatively to approach complex problems, and make reasoned and ethical decisions.

14. Open-mindedYou understand and appreciate your own culture and personal history, you’re open to the values and traditions of others. You seek and evaluate a range of points of view. PrincipledYou act with integrity and honesty, with a sense of fairness, justice and respect for individuals, groups, and communities. You take responsibility for your own actions. Risk-takersYou approach unfamiliar situations with courage and you have the independence of spirit to explore new roles, ideas and strategies. You are brave and articulate in defending your beliefs. BalancedYou understand the importance of intellectual, physical and emotional balance to achieve personal well-being for yourself and others. ReflectiveYou give thoughtful consideration to your own learning and experience. You are able to assess and understand your strengths and limitations in order to support your learning.

15. ACTION – Our students are encouraged to reflect, to make informed choices andto take action that will help their peers, school staff, and the wider community. This is how our students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.

16. PLANNER – page 1 • 1. What is our purpose? • To inquire into the following: • transdisciplinary theme • central idea • Summative assessment task(s): • What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? Class/grade: Age group: School: School code: Title: Teacher(s): Date: Proposed duration: number of hours over number of weeks 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries?

17. PLANNER - page 2 • 4. How best might we learn? • What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? • What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

18. PLANNER - page 3 & 4 • 6. To what extent did we achieve our purpose? • Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. • How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. • What was the evidence that connections were made between the central idea and the transdisciplinary theme? 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: • develop an understanding of the concepts identified in “What do we want to learn?” • demonstrate the learning and application of particular transdisciplinary skills? • develop particular attributes of the learner profile and/or attitudes? • In each case, explain your selection. 8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 9Teacher notes

19. BURNING QUESTIONS