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Making the PYP Happen
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Planning

  1. 1. Planning Making the PYP Happen Hong Kong Feb 17,18 and 19. 2013 Mariana Suarez and Jeremy Gaysek
  2. 2. Creating a Culture of Collaboration Everyone Safe Environment Sharing Positive attitude Respect Positive Presupposition Trust
  3. 3. Transdisciplinary Theme BIG IDEA (Central Idea, Concepts and Lines of Inquiry) Summative Assessment: How might we know if our students have learned this BIG IDEA? Pre Assessment or Provocation: How might we know what our students already know about this BIG IDEA? Learning Experiences: How might we design experiences that will create opportunities for our students to achieve an understanding of this BIG IDEA? (Knowledge, Skills, Attitudes and Action) Formative Assessment: How might we know what our students have learned about this BIG IDEA? Reflection: How might we modify our teaching strategies and practices to create better opportunities for our students in order to achieve an understanding of this BIG IDEAS?
  4. 4. Transdisciplinary Theme BIG IDEA (Central Idea, Concepts and Lines of Inquiry) Writing a Central Idea: • Connection with the T Theme. • Conceptual. • Open ended/ Broad. • Statement. Choosing the Concepts and Related Concepts (knowledge) • Connection with the central idea and T Theme. • Two or Three (Enough to give students a wide understanding of the Central Idea) Writing the Lines of Inquiry • Connection with the concepts you chose to teach. •They should be an inquiry into… • They narrow the central idea. • Two or Three (Enough to give students a wide understanding of the Central Idea)
  5. 5. Transdisciplinary Theme Summative Assessment: How might we know if our students have learned this BIG IDEA? Designing some Criteria •Decide which assessment tool you will use. •Assess the understanding of the concepts/ Lines of inquiry • What will be the evidence? (Project, questions, presentation…)
  6. 6. Transdisciplinary Theme Pre Assessment or Provocation: How might we know what our students already know about this BIG IDEA? Designing questions. • Coming up with provocative questions or engagements/ curiosity. • Creating a task to assess students prior knowledge. • Having discussions and some form to recording students’ ideas. (booklet, audio recording, post-its, video…)
  7. 7. Transdisciplinary Theme Learning Experiences: How might we design experiences that will create opportunities for our students to achieve an understanding of this BIG IDEA? (Knowledge, Skills, Attitudes and Action) Designing the learning • Design opportunities to develop an understanding of the related concepts. •Connecting areas of knowledge with the BIG IDEAS. (Using language skills, math skills, science skills etc. To learn the BIG IDEAS) •Develop the skillsnecessary for tasks. (Writing procedure texts to create a procedure text to explain their experiments at the end of the unit) • Develop the attitudes to take action and develop skills. ( Develop empathy for animals that will allow students to think in possible ways they might be able to help)
  8. 8. Transdisciplinary Theme Formative Assessment: How might we know what our students have learned about this BIG IDEA? Keep Assessment going • Find opportunities while teaching to continue assessing the BIG IDEAS. • Questions: •What questions do you have? •What have you learned? •How might this learning be connected to our Central Idea? ( How is learning about simple machines connected to our central idea?)
  9. 9. Transdisciplinary Theme Reflection: How might we modify our teaching strategies and practices to create better opportunities for our students in order to achieve an understanding of this BIG IDEAS? Looking Back • Thinking of what went well and what could be better. • Suggesting ways to improve Assessment and Learning Experiences. • Suggesting how to improve the BIG IDEAS. (age appropriate?) • Suggesting what resources worked and what is missing. • Collecting evidence of student learning.
  • hebbatallahrady

    Mar. 13, 2017

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