Welcome!

1. Welcome! Introduction to the Primary Years Program Wanda Sutton wanda.sutton@yahoo.com Lisa Gimlett lgimlett@psdschools.org

2. Housekeeping! Attendance Agenda Restrooms, etc…. OCC Website information http://occ.ibo.org School code: 000047 Username: ISS08 Password: ONLINE Access available for two weeks

3. Name the five wealthiest people in the world. • Name the last five Hesiman trophy winners. • Name the last five winners of the Miss America Pagent. • Name ten people who have won the Nobel or Pulitzer Prize. • Name the last half dozen of Academy Award winner for best actor and actress.

4. From Charles Schultz • List a few teachers who aided your journey through school. • Name three friends who have helped you through a difficult time. • Name five people who have taught you something worthwhile. • Think of a few people who have made you feel appreciated and special.

5. Introduction to the PYP Central Idea: The PYP is an international curriculum framework that involves learners in their own construction of meaning through collaborative planning, purposeful inquiry and authentic assessment. • Lines of Inquiry: • The PYP curriculum framework • The role of collaborative planning • The role of inquiry and assessment • The synthesis of the components • The role of reflection

6. The PYP is an international curriculum framework that involves learners in their own construction of meaning through collaborative planning, purposeful inquiry and authentic assessment. Key concepts: Related concepts: Summative Assessment • Lines of Inquiry: Teacher questions

7. MPYPH pg. 37

8. Summative Assessment Participants will create a presentation for the parents/staff of their schools explaining the basic components of the Primary Years Programme. The presentation will be shared at the end of the workshop.

9. The PYP is an international curriculum framework that involves learners in their own construction of meaning through collaborative planning, purposeful inquiry and authentic assessment. Key concepts: Related concepts: Participants will create a presentation for the parents/staff of their schools explaining the basic components of the Primary Years Programme. The presentation will be shared at the end of the workshop. • Lines of Inquiry: Teacher questions

11. Fortune 500

12. Who are we? Create a name card and include: Name School and location Grade Level/Position Referring to page 4 in the Making the PYP Happen notebook, choose two learner profile attributes which describe you and write them on your name card Be prepared to share!

13. Essential Agreements How can we make this workshop run smoothly? • Be on time • Listen respectfully • Be present • Engage with and get to know others • Be Open-minded • Be respectful of each other’s time

14. ESSENTIAL AGREEMENTS • Essential Agreements are: • few in number • concisely written • refer to how something is done, not what students learn • binding on all • When creating Essential Agreements ask: • What is it? • Why do we do it? • How does it work? • How often do we do it? • Who does it? • Who manages it? • Where is it kept? • Who has access to the information?

15. Inquiry is an expression of our curiosity.It leads us, as we question and wonder, beyond present understanding. The inquiry stance is: Open Welcoming ideas, even conflicting ones Wondering Being playful with words and ideas Committed Actively involved Engaging with others Building on each others utterances Agreeing and/or disagreeing with ones own ideas and the ideas of others Reshaping ones understandings or misunderstandings Supportive of others' ideas and ones own Offering evidence and opinions constructed from ones’ own understanding

16. The Human Graph Purpose: To gather data to inform instruction. We have several headings. Please find the one that best describes your role and form a line there. Meet and greet at least two other people in your line!

17. Where are we and who are we? Who is a new teacher at a PYP school? Who is a teacher at a school that is changing to PYP? Who has written, taught and reflected on at least one planner? Who loves to travel? Who owns a pet? Who enjoys being creative/innovative? Step forward the number of steps of continents you have visited?

18. Do you have what you need? In this workshop we will be using a curriculum framework document called “Making The PYP Happen”. You should have white paper and other supplies at your table. Please let us know if you need materials. We will be happy to get them for you! Notice the walls and how we will collect important information in a variety of ways

19. Reflection Constructivism Inquiry Please be aware of the types of learning engagements designed for this workshop. We will note them up front. Be looking for the four main ways the PYP curriculum framework answers the question: How best will we learn?

20. Reflection • Developing Reflectiveness and Responsibility • These questions help children and adults reflect on their work and become responsible for strengthening their own learning. • How did you solve that? • Could you do it another way? • What is the most important part? • Does that make sense? • Did it come out like you thought it would? • Does this remind you of anything? • Has anything like this happened to you before? • How do you know that it is right? • Does it sound right? • Does it look right? • Is there anything else you need to know? • How did it make you feel? WISDOMBy three methodswe may learn wisdom:First, by reflectionwhich is noblest;second by imitation.which is easiest;and third by experience,which is bitterest.     - Confucius

21. Constructivism

22. Reflection Constructivism Think about your classroom, or your role at your school.

23. Parking Lot*** Please write your “burning questions” on a post it and place them on the “parking lot”! We will address these at different times throughout our workshop. Feel free to add questions at any time or remove them if they are answered.

25. What is international-mindedness?There are a great range of interpretations of the meaning of International-mindedness. What we understand about international-mindedness will influence how we teach in our classrooms. Form groups of 4. Divide chart paper into 4 quadrants and determine a common middle section. Each person writes their own definition of international-mindedness in a quadrant section. Discuss with your group and together determine three to four common points and write them in the middle section. Each group will share with the whole group.

26. What is international-mindedness? ____________________ ____________________ ____________________ ___________________

27. International-mindedness and the PYP “Stand and Deliver” Read Criteria for an International continuum. Highlight a sentence or short passage that stands out as a key idea of the article. What spoke to you? When most people are finished each person stands up one at a time and reads their highlighted sentence. Remain standing after you have read your phrase. Read your sentence even if it has already been read. Reflection

28. Culture is the ‘medium of our social interaction, a convention developed by any group of humans who are in regular contact incorporating language, social style, agenda of concerns etc.

29. PYP Definition of Internationalism MPHPH pg. 2 IB Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

30. Learners strive to be: The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

31. The Learner Profile

32. International Challenge! With your group, develop a list of five well-known people who your group would consider to be internationally-minded. From your list, reach consensus on one person who your group believes is the most “internationally-minded.” Make a visual indicating the profile words which best describe the person. Use MPYPH pg. 4 as a resource. Think outside the box! Constructivism

33. The Learner Profile Carousel Activity Using MPYPH page 4, discuss how each profile trait could be demonstrated, displayed, implemented in the school and record on chart paper Every 3 minutes, groups move to next profile Constructivism

35. The heart of the Curriculum Cycle is the learner constructing meaning.

36. MPH 8, 9, 10 What is the PYP definition of curriculum? Learners constructing meaning The school’s curriculum includes all those student activities, academic and non-academic for which the school takes responsibility, since they all have an impact on student learning.

37. What do we want the learners to learn? The Written Curriculum The Five Essential Elements

38. What do we want the learners to know?

39. Transdisciplinary Themes Work with your group to find the bullet points that fall under each of the six Transdisciplinary Themes. Do not look in your MPYPH until all strips are placed!!! Once done, check your work on page 12. Constructivism What do these words mean? Disciplinary, Integrated, Multidisciplinary, Interdisciplinary, Transdisciplinary Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet

40. Transdisciplinary Themes

41. What do we want the learners to know?

42. Knowledge needs to be Significant Is the subject matter really worth knowing? Is this knowledge that is a prerequisite for further learning at a later date? Does it allow for more than superficial coverage of important concepts at this time? Does it allow for multiple perspectives? Relevant Is it worth knowing for all students of all cultures? Does it allow learning to take place in meaningful and authentic contexts? Does it build on students’ prior knowledge and experience? Does it address issues of how people make sense of their experiences and the world around them? Engaging Is it age and developmentally appropriate? Will it allow students to apply their experience, prior knowledge and skills? Will it allow for and promote the use of multiple resources? Will it allow for consideration of issues from the perspectives of many disciplines and / or cultural viewpoints? Challenging Will this allow for multiple intelligences and ability levels? Will it encourage students to construct their own meaning? Will it challenge students to question their perspectives and support their opinions? Will it develop acceptance for and expectation of complexity?

43. 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 Central Idea Key concepts: Related concepts: Summative Assessment • Lines of Inquiry:

44. Key Concepts Key concepts are one of the essential elements of the PYP. Use pages 18-20 in the MPYPH to guide your formulations of questions about a travel destination of your choice. Place the destination in the center of your web. Around the center, write a question for each of the 8 key concepts about your destination. We will make connections with these concepts as we begin our work on the PYP Planner.

45. Key Concepts What we want learners to be able to understand?

46. Central Idea Key concepts: Summative Assessment Related concepts: • Lines of Inquiry:

47. ATTITUDES Quickly peruse p. 24 in MPYPH. Send one person at your table to select a children’s book from the table. Read it aloud to the group and then discuss what attitudes could be the focus with your students using the context of the book. Be prepared to share with the group. http://pyplibrary.wikispaces.com/

49. Reflection

50. How do we want the learners to feel? http://pyplibrary.wikispaces.com/